CAMBRIDGE PRIMARY ENGLISH 5 WORKBOOK ANSWERS

Workbook answers
1 There’s a lesson in that
1.1 Read a story by Aesop 3 Possible answers:
Ant: sensible – silly; serious – light-hearted/
1 One Two Three Four funny; busy – idle; bossy – meek
syllable syllables syllables syllables Grasshopper: thoughtless – thoughtful;
ant baffled enormous industrious carefree – careworn; optimistic – pessimistic;
corn chirrup grasshopper liberally irresponsible – responsible
4 Learners’ own sentences describing Ant’s
flies fathom melody
and Grasshopper’s personalities. Look for
teased guffawed sustenance evidence from the text in their answers.

2 stopping understand difficult 1.4 What about my point

meadow provision gathering of view?
glorious continued wistfully
1 
Learners’ own answers to interpret the
character lethargic important scenario.
2 a When I get up my mum makes me eat
3–5 Learners’ own answers.
breakfast. She says we should all eat
healthily before school because good food
1.2 Check your understanding gives us brain power!
1 c ould, should. Could implies a possibility that b Mrs Sisulu wakes her family every
Grasshopper would listen to Ant, whereas morning and prepares a healthy breakfast
should implies obligation in that Grasshopper for them. She thinks they need breakfast
would do well to listen to Ant. because it will give them brain food.
2 a mustn’t b won’t c wouldn’t d couldn’t e shan’t 3 Learners’ own answers.
3 a can’t b will c should d might e could, would 4 Note his appears in more than one column.

1.3 Story features Personal Possessive Possessive

1–2 pronouns pronouns adjectives

run sleep laugh smile cry he I it hers his its his

bound, catnap, cackle, beam, bawl, her they she mine ours my her
dart, doze, chortle, grin, blub, you we theirs your our
dash, flee, drowse, chuckle, simper, howl, yours their
jog, race, hibernate, giggle, smirk, snivel,
scuttle, kip, nap, guffaw, sneer sob,
sprint, rest, hoot, wail,
stampede slumber, snicker, weep,
snooze snigger, whimper
titter
Possible Possible Possible Possible Possible
antonym antonym antonym antonym antonym
dawdle, wake cry frown laugh
plod

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1.5 Proverbs tell a tale 1.8 Figurative language is

1 all around
Doing something
1 a leaf b out c chip d medicine e mad
Practice makes over and over again
perfect. is how to learn to do 2 Learners’ own pictures.
something well. 3  Possible answers: start again/afresh; feeling
out of place; someone who is very like
Think carefully their parent; someone receiving the same
Look before you
before you do or say unpleasant treatment that they have given to
leap.
something. someone else; crazy.
4
Making a little effort t z s w t t n o n e a
A stitch in time
now will save a lot of
saves nine. a e l c y c k z e t p
effort later.
e h e r i i r n h s k
n t l u h e k g a n t
Great oaks from
All great things start w i c m p y i l o v c
little acorns
small. r r r m k n m c l e e
grow.
o w i a k x k e i o a
It’s no use It’s no good worrying u s c g v y l r a i l
crying over spilt about something that g d d e g g u r n z e
milk. has already happened. h s i z z l e c e s u
t l u a s r e m o s w
It is easy to forget
Out of sight, night race sigh
something if you can’t
out of mind. neat rhyme psalm
see it.
knave writhe circle
2 a eggs, b worm, c eating, d feather, e cake knight rail see
3 Learners’ own research. knee wrought simper
knock wriggle sizzle
1.6 A twist in the traditional tale
none rummage cycle
Learners’ own answers.
nail rugged somersault
1.7 It’s all about dialogue 1.9 Hold a discussion forum
1 a“ You can’t see where you are going,”
Learners’ own answers.
laughed Mother Crab.
b Baby Crab asked, “Will you teach me to 1.10 Test your knowledge
walk straight?”
1 It is a fable because it is short, has an animal
c “I am better than Starfish who can’t walk character with human characteristics that
at all!” protested Baby Crab. learns a lesson, and it can teach us a life lesson
d Baby Crab poked Starfish and demanded, as well.
“How do you move around?” 2 Learners’ own answers.
2 “I don’t need to walk,” smiled Starfish. 3 Sample answer:
“Why not?” asked Baby Crab. The dog and his bone is a fable. Fables are
Starfish wriggled and giggled, saying, “I don’t short stories that teach a lesson and they
need to go anywhere so I wait for the waves to often have animal characters with human
take me.” characteristics. In this story, the main
3 Learners’ own dialogue. character is the dog. He sees a bone bigger than
the one he is carrying reflected in the water so
he drops his own bone in the water and tries to
get the bigger one. The lesson the dog learns

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is that the grass is not always greener on the

other side of the fence/what others have is not
necessarily better/be happy with what you have.
We can also learn because the story teaches
us to be happy with what we have and not be
envious of others.

1.11 and 1.12 Retell a fable

1 
One day, threa [three] sheeps [sheep] were
grayzing [grazing] in the feeld [field]. Won
[One] was corled [called] Cosy, won [one] wos
[was] named Sheer and the last was Yummy.
“Wot [What] do you wont [want] to be when
you gro [grow] up?” Cosy aksed [asked] Sheer.
“A wooly [woolly] jumper!” larfed [laughed]
Sheer, bounceing [bouncing] up and down.
“Me two [too]!”shoutted [shouted] Cosy.
And then they both starred [stared] at Yummy.
2 Learners’ own answers. Possible answers:
a murmured, b yawned, c wept
3 [be] was; [sit] sat; [notice] noticed; [hold] held;
[think] thought; [hit] hit; [stand] stood; [say]
said; [be] was; [open] opened; [give] gave; [fall]
fell; [plop] plopped; [regret] regretted

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2 Exploring space
2.1 What is out there? 2.3 Building language
1 1 Crew 1 a T hey landed the capsule
on the moon.Place
2 Astronautics
b Before take-off the crew waved
3 Telescope goodbye.Time
4 Capsule c The crew manned the spacecraft
5 Astronomy with
great skill.Manner
6 Astronaut
d The mission was monitored
7 Down: Orbit, Across: Observatory from Earth.Place
8 Spyglass e They completed the mission
successfully.Manner
9 Satellite
f Two months later they returned. Time
10 Astronomer
2 Example answers:
11 Eject
a The rocket blasted off at noon. At noon,
the rocket blasted off.
2 NASA N
 ational Aeronautics and Space b He captained the crew for a few days. For a
Administration few days, he captained the crew.
s/c spacecraft c They returned to Earth after the mission.
BCE before the common era After the mission, they returned to Earth.
ISS International Space Station d The capsule touched down right on
schedule. Right on schedule, the capsule
ETA estimated time of arrival touched down.
ESA European Space Agency e The crew celebrated the next day. The next
USSR Union of Soviet Socialist day, the crew celebrated.
Republics 3 a u ltra beyond e.g. ultrasound
ELS Earth landing system b co with/together       e.g. coordinating
km/hr kilometres per hour c dis absence of/   e.g. distasteful
3 Learners’ own sentences. without
d circum round/around/    e.g. circumference
2.2 A simple start surrounding
1 a and b Learners’ own answers. e mal bad/faulty e.g. malfunction
2 a  The first telescope was useful, yet it was f re again/after/   e.g. recycle
not as powerful as modern ones. negative force
b Copernicus discovered the Earth revolves g trans across/beyond/ e.g. transverse
around the sun, but nobody believed him. through (Latin)
c Galileo developed the telescope and h hemi half e.g. hemisphere
proved Copernicus right. i de down/remove/ e.g. deform
d All astronauts prepare well, yet not all go from/after
into space. j aero air e.g. aeronautical
e The engineers work hard for they must
check that everything is safe.
3 Learners’ own answers.

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2.4 Then and now g unpopular with the authorities; he was

placed under house arrest.
1  xamples of informal language:
E
h astronomy, mathematics, physics and
• Well, it has been a busy week on the ISS! philosophy
• so worth it; cracked open the hatch 3 Any reasonable answers.
• exciting goodies Remind learners that autobiography is covered
• FFF; lots of it!; (I just love that smell). later, but for now it is helpful to compare the
two text types.
2 Any reasonable answers.
3 Learners’ own answers. Autobiography Biography
Author writes about Author writes about
2.5 and 2.6 Blogging his own life someone else’s life
1–3  Learners’ own answers. Written in first- Written in third-
person narrative person narrative
2.7 Interviews
Style is more Style is more formal
1 a
 The questions are open. informal
Chronological
b Learners’ own questions.
Sequenced
2 Example answers: Mainly past tense
 a How do you feel about your success? Mainly past tense
Organised into
b What do you like about taking off ? Ordered from sections or chapters
c How do you feel about your work? earlier to later
 d 
What are your plans for the future? or events
Where do you see yourself in the future?
 e 
What type of meals do you eat in space? 2.9 Add details
f 
What advice would you give young people 1 a  fter the capsule landed safely, the crew
A
who want to become astronauts? disembarked.
3 Learners’ own answers. b They began the countdown when everyone
was ready.
2.8 Biographies c When she has finished her studies, she will
1 Example answers: become an astronaut.
a Galileo Galilei, 1564–1642, first telescope d He failed the test although he studied the
manual.
b third person
e He waved goodbye before he left.
c past tense
2 Yuri Gagarin was the first person to enter
d non-fiction, formal
space and orbit the Earth.
2 a Italian
Timothy Peake went into space once his
b Galileo lived over 400 years ago. training was complete.
c the spyglass Copernicus claimed the Earth orbited the sun
d It made faraway objects appear closer so but people didn’t believe it.
he could view the moon and some planets. Astronauts are able to live in space since the
e He was the first person to: record his development of space stations.
astronomy observations using a telescope; Galileo proved Copernicus’s theory correct
see that the moon has craters; observe that with the telescope he developed.
Jupiter has four moons; observe that the
The first artificial satellite was launched before
Milky Way is made up of countless stars;
the first human went into space.
prove that Earth revolves around the sun.
Neil Armstrong became a famous astronaut
f 
that the moon was smooth; that the sun
because he was the first person on the moon.
revolves around Earth
3 Learners’ own answers.

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2.10 Tackle tenses

1 a They were the first people in
space.  past tense
b She is well-prepared for her
first mission. present tense
c Early astronomers knew something was
out there. past tense
d He will train in the Italian Air
Force Academy. future tense
e She became a fighter pilot. past tense
2 a gained
b travelled
c loved
d discovered
e joined
3 D
I E
D F A Z
I E S O
B D L R W
E D T D D F E E
G R T A N D L
A A H U O F W D
N N O O R R R
C R K W W U K E P T E O E
H O O G K E T A
O S R H O M E M
S E E P T A T
E S C
T A U G H T

4 Learner’s own sentences.

2.11 and 2.12 Write a biography

Learners’ own answers.

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3 Reflections
3.1 Like and as 3.4 Create a haiku
1–2 Learners’ own answers. 1–4 Learners’ own work.
3 A star is like a diamond: Both are shiny and
beautiful, but one is from the sky and one is 3.5 Personification in poems
from the earth. 1 Any reasonable answers, such as:
Snow is like a fluffy blanket: Both are white Rain greets the dry earth.
and soft, but one is cold and wet and one is
The sun peeps out from behind the clouds.
warm and dry.
The wind plays with the fallen leaves.
Beach sand is like golden sugar: Both appear as
golden-brown grains, but one is edible and the The moon a regular night-time visitor.
other is not. The sea never sleeps.
A dry leaf is like a sheet of old paper: Both are 2–3 Learners’ own answers.
flat and dry, but one is for writing on and the
other is not. 3.6 Practise and perform
A grassy field is like a thick, green carpet: Both 1–3 Learners’ own answers.
have green blades, but one is living and outside,
and the other is non-living and indoors.
Learners’ own examples.

3.2 Imagine with metaphors

1 a The duck is a cork on the water.
b She was a graceful swan on the stage.
c The penguins are smartly dressed gentlemen.
d The snow was a blanket covering the land.
e The children were busy bees.
2 a sister = angel
b life = a journey
c the meeting = circus
d time with friends = food for the soul
e an idea = a bubble
3 Learners’ own answers.

3.3 Haiku
1 Learners’ own answers.
2 a nature
b three lines of 5-7-5 syllables
c a bright summer morning
d a metaphor that compares a summer day
to an oven
e Each line begins with a capital letter, the
second line ends with an ellipsis and there
are no full stops except for the question
mark at the end of the final line.
3 Learners’ own version of the poem.

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4 Telling timeless tales

4.1 Make predictions about a 3 Learners’ own answers, but the paragraph
should include evidence of Mowgli doing
classic tale whatever he wants whenever he wants to do it.
Learners’ own answers.
4.5 Build a short screenplay
4.2 Read some classic literature Learners’ own answers.
1 a because Mowgli was waving a burning
branch in front of them with sparks 4.6 Explore your knowledge of
burning their fur classic tales
b he must first say goodbye to his mother 1 a duchess – duke; b sultana – sultan;
c wise little Frog c empress – emperor; d countess – count;
e princess – prince
2 Possible answers:
2 stallion – mare; goose – gander; ram – ewe;
a because he had to use fire to frighten away bull – heifer; buck – doe; boar – sow;
the wolves, whom he regarded as his family cockerel/rooster – hen; drake – duck
and he now feels different
3 a he – she; b niece – nephew; c son – daughter;
b Mowgli crying, because only people cry, d brother – sister; e aunt – uncle;
not animals f queen – king; g husband – wife;
c a lot – more than her own cubs h mother – father
d When he comes again, he will have killed 4 Learners check spellings in a dictionary.
Shere Khan and he will bring his skin to 5 a
 Hephaistos – fire, volcanoes, blacksmiths;
prove it. b Aphrodite – love; c Artemis – hunting and
3 Learners’ own explanations. the moon; d Apollo – sun, music, poetry,
dance;
4.3 Develop your language e Ares – war; f Athena – war and wisdom.
skills 6 a Apollo and Artemis; b Athena; c all of
these gods and goddesses and many more
1 a P; b S; c P; d P
2 a was; b is; are; c are; d is 4.7 Explore the text
3 a was; b were; c were; d was 1 a first person; b third person; c third person;
d first person; e first person; f third person
4.4 Develop a viewpoint 2 Possible answer:
1 a Learners’ own answers (loyal, slothful,
One day, I was walking by the river when I
energetic, bold, fun-loving, caring).
suddenly felt thirsty. As I stooped down to
b He compares them to how much the work drink, I caught sight of the most beautiful face
of his office means to a business man. looking back at me and I immediately fell in
love with the person in the river. But every time I
c Learners’ own answers, but they should
reached out to take the hand of the river person,
include that he picks thorns out of the
it disappeared as soon as I touched the clear,
pads of his friends, the wolves.
still water. I vowed never to leave my new love ...
2 a It shows he has power over the wolves
should be ticked. Accept other answers if a 3 Learners’ own answers.
good reason is given in b.
b Learners’ own answers.

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4.8 Direct and reported speech 4.10 Work with words

1 Learners choose their own names and verbs, 1 a much; b fewer; c a large pile of; d very little;
and place the speaker either before or after the e Many
words spoken.
2 a any/many; b much/little; c little/some; d any/
Possible answers: many; e some/many
“I’m going to the library,” replied Juan.
3 Learners’ own answers.
“What sort of book will you take out?” Kim
enquired. 4.11 and 4.12 Write your own
“I’d like a book of myths and legends,” classic tale to tell
explained Juan.
“That’s odd! I took one out today,” laughed 1 Possible answers: Once upon a time, In a
Kim. faraway place, Long ago and far away, There
was and there was not, Before the beginning
“Great minds think alike!” joked Juan. of time, In the days now long departed, In old
2 Possible answers: times there was . . .

Mrs Lowe said that she always enjoyed a good 2–3 Learners’ own answers.
thriller. She liked working out who did it!
Nasrin said she liked books about real life
because they could help us know how to act in
different situations.
Mr Sevundra said that at the end of a hard
day’s work, he enjoyed a book that would
make him chuckle.
3 a Do you enjoy reading myths and legends?
b Would you like to borrow a book?
c How are you feeling?
4 a if; b whether; c how
5 a The teacher asked where the Olympian
gods lived.
b Anwar asked why Medusa turned people
to stone.
c Jasper asked whether/if Hercules was one
of the gods.

4.9 Check your knowledge

1 a common; b proper; c collective; d abstract;
e common, proper
2 a India; b China; c Turkey; d Slovakia;
e Norway
3 a jealousy; b honour; c disgust; d politeness;
e anger

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5 Tell me how
5.1 Gather facts 5.4 Nouns count
1–2 Learners’ own answers. 1 a On the table
3 a Just like salt, she is irreplaceable, valuable b In the bowl / on the bottom of the bowl
and helpful, b he is useful, effective at what c Inside the bowl / Around the empty glass
he does and worth his pay.
d over the bowl
4 Learners’ own answers.
e on the plastic wrap
5.2 Read instructions 2 Accept any reasonable (or fun) answers.
3 People: A team of scientists, A class of
1 1 Mix the dry ingredients.
learners.
2 Add the wet ingredients into the dry
Animals: A pod of whales, An army of ants.
ingredients.
Things: A galaxy of stars, A wad of notes.
3 Mix together well.
4 Mould the mixture into balls. 5.5 and 5.6 Write instructions
5 Place the balls onto wax paper to dry. and demonstrate
6 Leave for 24 hours to fully dry.
1 any reasonable criteria
7 Store the bath balls in a sealed container.
2 Example answer:
8 Add a few bath balls to your bath or wrap
1 Pour water into large holes.
them up and use them as gifts.
2 Wait for a thin crust to form.
2 a Impersonal style 3 Break the crust so more water can evaporate.
b Dry ingredients, wet ingredients 4 Pack the salty brine into moulds or press
c your; them; implied subject you into flat cakes.
d add, mix, leave, place, store, mould 5 Dry the salt cakes in the sun.
6 Wrap them in palm-fibre mats.
3 Learners’ own answers. 7 Load them onto camels.
8 Use the good-quality salt to preserve food
5.3 Be clear and direct and feed the poor-quality to animals.
1  over the bowl with plastic wrap, not too
C 3 Example answer: How to grow stalactites and
tightly. 3 stalagmites
Leave it in the sunshine for a few hours. 5 Fill two jars with warm water. Dissolve
Wait to see what happens. 6 Epsom salts or bicarbonate of soda in the
Place the pebble on the plastic wrap so that it water until the water is saturated. Cut a piece
dips towards the drinking glass. 4 of string about 60 cm long. Tie a small weight
onto each end of the string. Drop a weight
Stand a drinking glass in the centre of the into each jar. Place a plate between the jars.
bowl. 2 Leave everything in a safe place and wait for
Mix salt and water in a large bowl. 1 the crystals to form.
2  It is useful for various purposes. It is obtained
through evaporation or mining. Long ago, 5.7 Find out more
it was extremely valuable. Today, it is easily
1 
Information text: Describes What, gives
available and inexpensive.
general information, the sequence is not
3  it – the bowl; it – the plastic wrap; it – the important.
water; it – the empty glass
Explanation text: Explains How? or Why?,
4 Learners’ own sentences. gives specific information, the sequence is
important.

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2 a I t is an explanation text because it d You will not survive in the cave unless you
explains how something happened wear a protective suit.
b It uses adverbials the order of events e Stalactites may form on the ceiling of a
(Firstly, Slowly, Over time, For thousands cave if the rock is made of limestone.
of years, As a result, While, Recently, f Stalagmites grow from the floor where
Consequently, Since then, These days), it water drips into the cave.
gives facts and information.
g Stalactites can break off if they grow
3 a thousands of years old too big.
b hot, mineral-rich water
h Stalagmites and stalactites can form a
c drench, soak, imbue
column when they meet.
d giant, immense
e miners when they used/drained the cave 2 a Because it was full of hot, mineral-rich
f being exposed to the air, they will begin to water, ancient crystals formed in the cave.
deteriorate b Since you can easily get lost in a cave, you
g Learners’ own answer with a reason. must be careful.
h Learners’ own answers. c Although they are very beautiful, the
giant crystals are dangerous.
5.8 Make notes d Unless you wear a protective suit, you will
1–4 Learners’ own answers. not survive in the cave.
e If the rock is made of limestone,
5.9 Recall connectives stalactites may form on the ceiling of
1 Example: a cave.
Firstly, the ground water heated up below f Where water drips into the cave,
the cave. Consequently, the hot water became stalagmites grow from the floor.
saturated with minerals. Over time, this g If they grow too big, stalactites can
mineral-rich hot water filled the cave. For break off.
thousands of years, the conditions in the cave h When they meet, stalagmites and
remained constant. As a result, the crystals stalactites can form a column.
grew to immense sizes. While submerged, the 3 Learners’ own answers.
crystals continued to grow. Recently, when
miners drained the water, they exposed the 5.11 Plan first
giant crystals. Consequently, the crystals have
started to deteriorate. Since then, scientists 1–3 Learners’ own answers.
are working to preserve them before it is too
late. These days, visitors are allowed inside the 5.12 Write and present
cave but only for short periods. Learners’ own work.
2 Example answers: Rainwater passes through
limestone so the water becomes rich in
minerals.
The water becomes rich in minerals, therefore
calcite builds up on the ceiling and the floor.
3 Learners’ own paragraphs.

5.10 Explain with multi-clause

sentences
1 a  ncient crystals formed in the cave because
A
it was full of hot, mineral-rich water.
b You must be careful since you can easily
get lost in a cave.
c The giant crystals are dangerous although
they are very beautiful.

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6 A different type of story

6.1 
The Way Through the 6.3 Bringing the rain
Woods 1–3 Learners’ own answers.
1 Stanza 1: A B C B A D E D D A D A; Stanza
2: A B C(A) B A D E D D A(D) A A. The 6.4 Read with understanding
letters in brackets indicate were the rhyme
1 Positive: hopeful, joyous, peaceful, playful.
could be considered a new rhyme or a half
Negative: angry, gloomy, sorrowful, tense
rhyme, so accept either.
2–3 Learners’ own answers.
2 penultimate line – to build suspense
3 Learners’ own answers. 6.5 Not lost but found
1–3 Learners’ own answers.
6.2 Develop your poetic
language
1 There’s no need to light a night-light
On a light night like tonight;
For a night-light’s just a slight light
On a light night like tonight.
2 The tongue twister arguably contains all four
sound devices. The end rhymes are clear as
are the internal rhymes; like operates as a half
rhyme and the repeated l and n sounds are
alliteration.
3
Full rhyme Half rhyme
thought – sort cow – show
spear – weir bag – bug
phone – groan jostle – hassle
meat – sleet sheen – shone –
spite – fright phone
long – sang

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7 Tell it another way

7.1 Fairy tales forever 7.4 Phrases, clauses and tenses
1 All should be ticked except for Loving step 1 a phrase; b phrase; c clause; d clause; e clause
relations and Cleverness or wisdom punished.
2 Learners’ own answers.
2–3 Learners’ own answers.
3 a When she discovered the mistake,
Ms Dove was very upset.
7.2 A well-known tale around
b After he played football, Dimitri had
the world a shower.
1 Answers will vary – check that learners have c While she was waiting for her patient, the
chosen correctly. doctor checked her computer.
2 rags to riches d Before the morning bell rang, the principal
3 a In a distant kingdom – nowhere specific interviewed some parents.
and at no specific date. e Although he tried his hardest, Anwar
b The introduction; no actual place names couldn’t stop laughing.
or dates are mentioned.
4 Possible answers:
c Learners’ own answers.
a Feeling braver than usual, Aaron climbed
d She and the prince do not marry and live the steep cliff and did not fall off.
happily ever after. (Answers may vary.)
b Feeling peckish, the donkey found a bag
e Two out of: pumpkin/coach; ball gown; of old straw and ate it all.
slippers
c While walking around the maze, she lost
f Possible answers: mean stepmother,
track of time and got lost.
obstacles to overcome, a helping hand
(fairy godmother), kings and princes. 5 a when; b but/although; c before/after

7.3 Compare and contrast 7.5 and 7.6 Write a synopsis

1 sends – will send; keep – will keep; meets – will 1 I, me, we, our
meet; asks – will ask; tells – will tell; does – 2 Third person
will do; is – will be; breaks – will break;
spills – will spill; dashes – will dash; grabs – 3–4 Learners’ own answers.
will grab; scurries – will scurry; bursts – will
burst; is – will be; invites – will invite. 7.7 Blackberry Blue
2 Learners’ own answers. 1 1 Introduction: setting and main characters;
3 Learners’ own answers. 2 Build-up to problem, issue, dilemma
or conflict; 3 Climax or major event;
4 a tiniest → synonym: smallest → 4 Events leading to resolution of problem;
antonym: largest/biggest 5 Conclusion: loose ends are tied up or a
b quietest → synonym: softest/calmest → reflection
antonym: noisiest 2 1 Once upon a time ...; 2 Goldilocks
c largest → synonym: greatest/hugest → immediately ...; 3 Shortly after ...; 4 The bears
antonym: smallest/tiniest crept ...; 5 From that day on ...
3 1 Goldilocks; 2 nosy; 3 Learners’ own answers.

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7.8   Pronouns, homophones and 4 Learners’ own answers, but they should

consider that fairy stories often have happy
homonyms endings and bad people often are punished in
1 a our; b through; c where; d pair; e sore, some way.
saw, soar
7.10   Compare the tales
2 bear: accept someone or something
unpleasant; a large, strong, wild animal with 1 happiness, friendship, enthusiasm, generosity,
thick fur loyalty, forgiveness, stupidity, excitement,
fair: treating everyone in the same way, so that honesty, disappointment, astonishment, envy.
no one has an advantage; an event outside 2 a graceful; b beautiful; c lucky; d wise; e
where you can ride on large machines for brave; f joyful
pleasure and play games to win prizes; having
3 a ness; b ness; c ment; d ment; e ty; f y
pale skin or light-coloured hair
4 a successful – adding the suffix –ful
crane: a bird with long legs; a machine used at
construction sites b healthy – adding the suffix –y
pen: a long, thin object that you use to write or c bitter – removing the suffix –ness
draw in ink; a small area with a fence around
d greedy – adding the suffix –y
it to keep animals in
e sympathetic – removing the y and adding
3 Learners’ own answers.
the suffix –etic
7.9 More about Blackberry Blue f interesting – adding the suffix –ing

1 a While he was riding with his stepbrother 7.11 and 7.12 Write your own
and he bought one of her pies.
version of a tale
b Because he had fallen in love with her.
1 Learners’ own answers.
c Because she knew her dress would wither
and fade away. 2 The King rained reigned for many years but
won one day he summoned his sun son, the
d Because she believed that the queen was prince. “My son,” he said, “ewe you should get
poisoning the soup. married. I am old now and wood would like
e Her dress was made of autumn leaves with too to sea see my grandchildren.” The prince
red berries and white winter roses. immediately wished he was a pour poor man
and not a prince.
2 a Learners’ own answers.
“I have herd heard you’re your wish,” said
b her, her, his a voice. “Be shore sure that this is what you
c mine, yours, hers really wish four for ...”
3 a Rooms grew chilly when she entered and 3 Learners’ own answers.
flowers died, and she was suspected of
poisoning Prince Just’s soup.
b Prince Wolf always wanted to upset Prince
Just and was probably jealous of him
which is why he always stepped in to make
sure that Blackberry Blue only danced
with him and not Prince Just.
c Learners’ own answers, but should include
that she is a good person for helping Prince
Just when he was attacked and for taking
him her blackberry pies and warning him
not to eat the soup.

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8 Share your views

8.1 Posters with purpose g waiting times vary 25 min (11.05–11.30 /
12.35–1300), 1 hour and 10 min (14.05–
1 Example answers: 15.15) and 40 min (16.20–17.00)
Complain: object, h Glencullen to Wicklow Way – a two-
Publicise: advertise, minute trip
Sell: promote,
i Learners’ own answers.
Invite: encourage,
Announce: inform 2 Accept any reasonable answers. There are
many correct options so the learners may end
2 1 d, 2 f, 3 a, 4 e, 5 b, 6 c
up with different paragraphs.
3 Example answer: The purpose of the poster
3 a to be on cloud nine
is to advertise a community event. It is aimed
b to be in a tight spot
at families and those who support the library.
The layout is eye-catching and organised, c to beat about the bush
yet busy. The language is appealing, positive d to arrive at the eleventh hour
and persuasive. e to keep on going through thick and thin
f to go behind the scenes
8.2 Layout counts g to start from scratch
1 
Learners summarise the details using h as far as the east is from the west
key words: 4 Learners’ own answers.

Poster A Poster B 8.4 and 8.5 Create a poster

Join the library, Join the local library, 1 Learners’ own work.
complete and collect, complete 2 Possible criteria: eye-catching layout, lists
return the form, and return forms, or bullets, bold font, direct vocabulary, clear
kids under 13 join five library cards, information, strong adverbs and adjectives
for free! discounts for and facts and opinions
pensioners, rules 3 Learners’ own work.
Times: Mon–Fri
9 a.m.–8 p.m. Times: Mon–Fri
Sat 9 a.m.–5 p.m. 9 a.m.–8 p.m. 8.6 Film posters and reviews
Sat 9 a.m.–5 p.m. 1 a Wild Friends
b friendship/animal/drama
2 Example answer: Poster A is aimed at
children so the information is organised more c a young boy and a cheetah
creatively and the language is more persuasive d in the bush / Africa
but the information is the same as Poster B. e children / families
Poster B is aimed at adults, is more factual
f The poster says ‘The best film of the year’.
and serious. Both posters suit the purpose and
audience, and are therefore effective. g Both – it provides enough information to
make the reader interested and eager to
3 Learners’ own design with attention to layout.
see it.
8.3 Find your way around h Learners’ own response.
i A film poster gives mainly visual clues to
1 a It starts and ends at Sandyford Luas
persuade the reader to watch the film. A
b the (blue) dotted line film review gives more details about the
c clockwise film and includes a personal opinion.
d 8 stops along the route 2 all the features
e 1 hour 5 minutes
3 Possible answers:
f 5 times a day
a We really enjoyed the film
b I was so impressed with the special effects.

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c Everyone laughed a lot at the end. c I should’ve

d I can highly recommend this film. d I would’ve
e The plot is very easy to follow. e I won’t
f I thought the plot was rather advanced for f I can’t
young viewers. 3 can’t; I’ve; I’m; you’re; we’ll; they’re
g We definitely want to see it again. 4 Learners’ own work.
4 Learners’ own sentences.
8.10 Formal letters
8.7 Make film review notes 1 Accept any reasonable features.
1 thin – thinner – thinnest, loud – louder – 2 a I am; b you are; c we would / we had;
loudest, short – shorter – shortest, large – d they are; e cannot; f have not; g I would / I
larger – largest, talented – more talented – had; h you have; i we will; j they have; k will
most talented, bad – worse – worst, good – not; l must not
better – best, much – more – most
3 Example answer: Formal letters use a formal
2 a That is the longest film I’ve ever watched. style and language because their purpose is
(adjective) usually to communicate about an important
b The audience clapped louder than ever. matter, usually between people who hold a
(adverb) particular position.
c The film had the most exciting plot.
(adjective) 8.11 and 8.12 Write a
d Everyone agreed it was more enjoyable formal letter
than the first one. (adjective) 1 Learners’ notes.
e She spoke more softly than him. (adverb) 2 Learners’ planning.
f I became more scared as the film went on. 3 Learners’ own work.
(adverb)
g The happiest character was the clown.
(adjective)
h I loved the book more than the play.
(adverb)
3 Learners’ own sentences.
4 Learners’ own notes.
5 Learners’ own summary and opinion.

8.8 Present a review

1 Example checklist: Be prepared, speak clearly,
face the audience, stand confidently, give the
facts and opinions, sound enthusiastic, have
an introduction and conclusion, order the
speech so it makes sense
2–3 Learners prepare and present their
own reviews.

8.9 Informal letters

1 Any reasonable examples: Informal message
layout, overuse of punctuation marks,
contractions, colloquial terms (Hi), lots of
adverbs of degree and superlatives.
2 a I’ll
b I might’ve

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9 Lights, camera, action . . .

9.1 Predict the story 2

1–3 Learners’ own answers.

Stage directions

ing

Le
9.2 Film scripts

ft w
tw
gh

ing
Ri
1 
Example answers:
cinema n. a building where you go to
watch films Upstage right Upstage centre Upstage left
cinema-goer n. someone who goes to the
cinema to watch a film Right centre Centre Left centre
cinematic adj. relating to the cinema, e.g. the
cinematic effects were impressive Downstage right Downstage centre Downstage left
cinematography n. the art and methods of
film photography Audience

cinematographer n. a person who specialises

in the art and methods of film photography 3–4 Learners’ own work.
2 Accept any five features.
3 Learners’ own drawings.
9.4 Develop characters and
setting
9.3 Playscripts 1 Example answer:
1
Playscript Film
Films Plays Books
script
The setting The setting The
Shows characters’
is created is created setting is
names on the left
✓ ✓ by being on by painting described in
side of the page
location or a backdrop descriptive
with a colon.
building a and/or using paragraphs.
Gives stage set. props on a
directions in the ✓ ✓ stage.
present tense.
Characters Characters The writer
Has instructions use use describes
for the camera ✓ costumes costumes the
angles and shots. and and characters
Tells actors where make-up to make-up to and writes
and when to create their create their about their
✓
enter and exit the character. A character. thoughts
stage. scene can be and feelings.
Includes a list of shot months
characters for ✓ ✓ later to show
each scene. a physical
change
Describes the in the
setting of each ✓ ✓ character.
scene.
Lists extra
2–3 Learners’ own answers.
information in the ✓ ✓
production notes.

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9.5 Plan a script

1 a  hey are notes that give extra information
T
about the characters, props and special
effects used by the production team when
getting a scene ready.
b They are not included so the information
is easily available and the production
crew do not have to go through the
whole script.
c A list of props and costumes, how the
scene should look, music and lighting or
other special effects.
d The notes are a work in progress. They
can change if the director decides to
change something.
e The notes are based on the script so they
are written by the script writer or by
someone from the production team.
2–3 Learners’ own answers.

9.6 Write a script

1 any sensible criteria
2 Example answers:
a Charlie: (Grins cheerfully.) I’d love to go.
b Nakat: (Whispers into her ear.) Shhhhh!
Be quiet!
c Georgia: (Looks nervous.) I don’t know.
d Cindy: (Looks guilty.) It was me.
e Amir: (Stares at her wide-eyed.) You?
3 Learners’ own work.

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