CAMBRIDGE PRIMARY ENGLISH 2 WORKBOOK ANSWERS

Workbook answers
1 Friends and families
1.1 Friends at school c  r Chen found his torch, but it was only a
M
small beam.
Focus:
d  he apartment got hot and the fridge and
T
a Friends, 7; photographs, 11; families, 8; class, 5 freezer stopped working too.
b families and photographs c Photographs d y
e Grandma’s ice-cream cake was going to melt.
e fly is the odd one out because the y is code for its
letter name while the others are code for /ee/. Practice:
Practice: a ‘Is everybody okay?’ asked Mr Chen.
b Amy had a good idea to use the light from her
a million, 7; brain, 5; approximately, 13;
tablet. c Ben had a good idea to eat the ice-cream
heart, 5 b brain and heart c The first and last
cake before it melted. d Later, the power came
letter sound/letters
back on. e Then the problem was how to tell
Challenge: Grandma that they had eaten her cake.
Learners’ own responses Challenge:
Answers may include these or similar:
1.2 A family adventure a It was an evening just like any other. b Mr and
Focus: Mrs Chen were tired from work and the children
were busy playing on tablets. c Suddenly, the
happy–unhappy; zip–unzip; lucky–unlucky;
lights went off. The apartment was completely
pack–unpack; well–unwell. Each with un
dark. d There was only a small beam of light from
underlined.
the torch. e The ice-cream cake will melt if it gets
Practice: warm.
a Mr and Mrs Chen were normally tired from
working all day. b Suddenly, the lights went out. 1.4 Describing what
c ‘Wow! It’s so dark in here,’ said Ben excitedly. characters do
d Luckily, Dad found a torch. e ‘I can fix the
problem of Grandma’s melting ice cream cake,’ Focus:
said Ben helpfully. 1 tick: a, d Correct b: We searched all day for
Challenge: sticks, stones and shells. Correct c: The box was
full of feathers, pebbles and seeds.
un– unusual (it was an unusual evening; it means
‘not’ or the opposite of the rest of the word); Practice:
re– recharge (Amy had recharged her tablet; it a I collect stamps, dolls and joke books.
means ‘again’); –ful wonderful (it was a wonderful
b On the school trip I was in a group with
adventure; it means ‘a lot of’); –less useless (the
Anish, Zoe, Paulo and Ann.
torch was useless without batteries; it means ‘none’
or ‘not’) c At the zoo I saw monkeys and parrots.
d 
I have a collection of small things like coins,
1.3 Retelling and acting gems, petals and shells.
Focus: Challenge:
a I t was an evening just like any other in the a In my family I have a mum, a dad, a brother
Chen family apartment. and a sister.
b  uddenly, the lights went off. It was a power
S b Beno, Omar, Hamidi and Zayan are my best
cut. friends at school.

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c My younger sister collects bugs, leaves and 1.8 Describing what
twigs.
characters say
d I collect games, quiz cards and jokes.
Focus:
e I can make origami fish, swans, frogs and
boats. d, e, b, a, c
Practice:
1.5 Challenges and excuses a What are you going to make?
Focus: b It will taste like a whole raft of lemons.
swinging; checked; pushed; flying; landed. c Juice squirted in my eye.
Practice: Challenge:
wanted/needed; needed/wanted; making; tied; pudding, kitchen, squeezed, lemon; Learners’ own
jumped; wasted sentences
Challenge:
Learners’ own including: had; had / thought 1.8 Describing what
of; looked / glanced; jumped / leapt; hanging / characters say
gliding; flying / gliding; jumped / soared; replied /
muttered; yelled / urged Focus:
1a Q; b S; c Q
1.6 Brother trouble
2 Learners’ own responses
Focus:
Practice:
lemons, eggs, sugar and cream
3 a Did you hear what I said?
Practice:
b Don’t stare, it’s rude.
Learners’ own ideas
c I won’t tell you again.
Challenge:
d Why do you not listen?
1 Best biscuit pudding
4 Learners’ own responses
2 Crunch and crack pudding
Challenge:
3 Fancy filled pudding
a Shall I write it down for you?
4 Gorgeous glittery pudding
b This is a wonderful gift.
5 Hot honey pudding
c How did you know?
6 Quick queen’s pudding
d Put all your stuff away now, please.
7 Soft sugar pudding
e Don’t whisper, it’s rude.
8 Tasty topped pudding
1.9 Mum and daughter fun
1.7 Sequencing and adding
Focus:
to a story
a “Eat your peas,” said Mum. / “Eat your peas!”
Focus: said Mum. b “I don’t like peas,” said Daisy. c “If
d, e, b, a, c you eat your peas, you can have some pudding,”
Mum said. d “I like green beans,” Daisy said.
Practice:
Accept the use of ! in any of the cases.
a What are you going to make?
b It will taste like a whole raft of lemons.
c Juice squirted in my eye.
Challenge:
pudding, kitchen, squeezed, lemon; Learners’ own
sentences

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Practice: 1.11 Planning and writing a funny

“Hurry up and eat your
family story
“I don’t like anything
peas, Daisy!” shouted Focus:
green,” said Daisy.
Mum. a and / or; b or / but; c but; d but

Daisy said, “I don’t Practice:

Mum asked, “What do
like the taste of Answers include: a I’ll buy every supermarket
you like?”
green vegetables!” and I’ll buy every sweetshop. b You never have
to go to bed again or go to school. c I will buy
Challenge: you anything you want, but I want you to eat your
Answers may include different speech verbs. a “If peas. d I do want all those things, but I don’t
you eat your lunch, you can have some pudding,” like peas.
promised Mum. b “Eat with your mouth Challenge:
closed!” said Dad. c “Hurry up and eat your Learners’ own sentences
lunch,” instructed the man. d “Would you like a
pudding?” asked the lady
1.12 Look back
1.10 Exploring language Learners’ own answers
Focus:
a lots of; b some; c any; d no; e more
Practice:
Learners’ own questions.
Challenge:
Learners’ own responses. If learners don’t have
a die available and cannot make one, they should
write numbers 1–6 on small bits of paper and
put them in a pot. Shake them and pick one out
each time.

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2 Badges
2.1 Instructions everywhere Challenge:
Learners’ answers may include the following:
Focus:
Learners’ own responses a Always remember to water your seeds.
Practice: b Never look directly at the sun.
Possible answers are: c Never let water get into your boat.
a Where to put your books d 
Sometimes you have to rub quite hard to
make them shiny.
b When to get up
c How to wash your hands 2.4 Reading and following
d How to pick up a heavy bag instructions 1
Challenge: Focus:
Learners’ own responses How to blow bubbles is an instructional text. It tells
you about how you can blow bubbles. Each sentence
2.2 Listening to, and reading, adds new information to what you knew before so
instructions you have to read the text in order. The text is in a
chart and uses instruction verbs. It has arrows to
Focus: help you to understand the writing. It makes the
find: 1; 2 times; science: 2; 0 times; scientist(s): 3; 5 instructions clear but more fun too. You should read
times; experiment(s): 4; 2 times the text so you know how to blow bubbles.
Practice: Practice:
Answers may include: a What do scientists do? b It is amazing to see
1 find, try, new the bubbles! c Why not try the experiment if you
2 doing, happens have time? d Do the instructions work? e Write
3 scientist, instructions a list of equipment. f How do you make a bubble
painting?
4 experiment, interested
Challenge:
5 none in text: investigation, experimental
6 none in text: reinvestigation, scientifically a You need a bowl. You need a jug of water.
b You need oil. You need some washing up
Challenge:
liquid. c You need a spoon. You do not need a
instruction (3); equipment (3); confidently (4);
fork. d Check your equipment. Then pour some
reorganise (4); cleverly (3); disappear (3);
water into a bowl. e Add some cooking oil.
unseen (2)
Then add some washing up liquid. f Add some
washing-up liquid. Only add a few drops.
2.3 Commands for instructing
Focus: 2.5 Numbers for ordering
a How to grow seeds; b How to make a shadow; Focus:
c How to make a boat that floats; d How to make a Observe things in detail and ask lots of
dirty coins shiny questions. b Ask questions but listen carefully too.
Practice: c Follow instructions or work out what you have
to do to answer your question. d Record your
1 Get some tomato ketchup or vinegar.
results and discuss them with your group. e Use
2 
Tip a little of the ketchup or vinegar into a your senses to explore but never take risks.
bowl.
Practice:
3 Soak your coins overnight.
a We listened carefully so that we understood what
4 Take out your coins and clean them. to do. b Although we listened carefully we were
5 The coins will look new and shiny. not sure what to do. c We knew what to do because

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we talked about it afterwards. d The experiment 2.7 Sentence starters

worked because we worked together. e We enjoyed it
although it was quite tricky. Focus:
Challenge: second, finally, next, then
a We enjoy science and we really enjoy exciting Practice:
experiments. b She wants to be the leader, but she a First, make sure you have all your equipment.
talks too much. c Our experiment did not work b Second, pour some water into a bowl. c Then,
because we did not work well together. d We do add some cooking oil. Observe. d Next, add some
science every week but we sometimes have to do drops of washing-up liquid and stir the water.
geography too. e We look after the equipment so e Finally, observe. What has changed? Why?
that others can do the experiment next time.
Challenge:

2.6 Reading and following Learners’ own responses, preceded with

linking adverbs such as First, Second, Then,
instructions 2 Next, Finally
Focus:
a questions; b quartered; c quivered; 2.8 Matching personal
d quacking; e equals information to badges
Practice: Learners’ own responses
Sort by word endings (–s, –ing or –ed) quits,
quacks, questions, equals; quivering, queuing, 2.9 Exploring reading choices
quizzing, quitting, quartering; questioned, quivered Focus:
Equals is the odd one out because qu is in the middle, Singular: book, life, author, chapter, poem;
not at the beginning, of the word / all other words Plural: readers, quizzes, stories, diaries, series,
start with qu. geese, mice
Challenge:
Practice / Challenge:
Learners’ own responses
See table below

Singular and plural words What is the rule? Another word for this rule
1 book 2 books Add –s Learners’ own answers
1 bus 2 buses Ends in s add –es
1 leaf 2 leaves Ends in f add –ves
1 key 2 keys Ends in vowel +y add s
1 party 2 parties Ends in consonant +y add –ies
1 kangaroo 2 kangaroos Ends in vowel +o add –s
1 tomato 2 tomatoes Ends in consonant +o add –es
1 foot 2 feet Irregular nouns – no rules
1 deer 2 deer No change

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2.10 Reading about badges Practice:

Learners’ own responses Answers may include:

a bandage, no dge together
2.11 Planning and writing a new b walk, not a compound word
badge pathway c guide, not a soft g
Focus: d writing, not a command
rocket is transport / others are about animals; e quick, not an adverb
football is a game / others are about science; a Challenge:
paint brush is art / others are about sport
Learners’ own responses

2.12 Look back

Learners’ own answers

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3 All about sounds

3.1 Repeating letter sounds 3.3 Sound words
Focus: Focus:
My shop stocks: Words to clacker and to clack
locks, chips, like trains that travel on a track.
chopsticks, Words to soothe, words to sigh
Watch straps, to shush and hush and lullaby.
traps, tops,
Words to tickle or to tease
taps, tricks,
to murmur, hum or buzz like bees.
ship’s clocks,
Practice:
lipstick and chimney pots.
What does your shop stock? a A word that is unkind like ‘ugly’. b A word that
is scary like ‘spooky’ or ‘ghost’. c Learners’ own,
Sharkskin socks. e.g. happy, merry, singing, love, cuddle, friends
Practice:
Challenge:
Digraphs at the beginning of words:
sh – shrink; ch – chick; th – thick; th – think; Learners’ own but may include: O: oi, oy, ooh,
sh – shock oink, ouch / R: rattle, rush, ring, roar / D: ding-
Other words may include: thank, shop, chat. dong, drone, dash / P: pop, puff, purr, pant / O:
Digraphs at the end of words: screech – ch; struck oompah, ooze, oops / W: woosh, warble, whisper /
– ck; splash – sh; string – ng; spring – ng. Other E: echo, Eeyore, eek / R: rustle, rap, rabble, ribbit
words may include: sprang, strong, splish
Challenge: 3.4 Reading a rhyming story
a sh•o•p s•t•o•ck•s poem
b l•o•ck•s, ch•i•p•s Focus:
a skis and/or ski boots
c ch•o•p•s•t•i•ck•s b ballet shoes
d w•a•tch• s•t•r•a•p•s c football boots or trainers
e t•r•a•p•s Practice:
f t•r•i•ck•s a We have shoes with buttons and with bows.
g sh•i•p•s c•l•o•ck•s b The salesman says, “What do you need them
for?”
h l•i•p•s•t•i•ck•s ch•i•m•n•ey c I sell shoes with buckles, shoes with pearls.
i wh•a•t sh•o•p s•t•o•ck d I sell shoes for driving, shoes for diving, shoes
for leaving and arriving.
3.2 Chants e I sell shoes with funny faces.
Challenge:
Focus and Practice:
a I say to the salesman, “I need new shoes.”
Check learners’ handwriting.
b He says, “What do you need them for?”
Challenge: c I sell shoes with funny faces.
Check learners’ handwriting. Answers may d One shoe, two shoes, I need new shoes!
include: feel, see, taste, hear/ show, shout, whisper, (or accept full stop)
yell, clap, pass e I say to the saleslady, “I need new shoes.”

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3.5 Planning and writing a Challenge:

rhyming story poem Answers may include:

Focus: Chart 1: shoe: glue, boo, who, knew, to, two, too

You need shoes with dragon’s wings, Chart 2: pair: bear, there, fair, stare, stair, tear,
share
a With laces made from fairy rings
Chart 3: Learners’ own words
And soles made of magic springs,
b 
Shoes for stepping over seas,
3.6 Look back
c Shoes for jumping into trees.
Focus and Practice:
d Shoes with special clockwork keys.
Learners’ own answers
e To play where I please, to run where I choose,
Challenge:
To race with the wind and never lose.
f 
a squeaky, creaky
Wonderful shoes for a child to wear …
b creaky/squeaky/leaky; away/today
g If you can catch me, I’ll buy you a pair!
c shoes, shiny
Practice:
d squeaky, shiny, creaky, leaky
Answers might include: e Possible answers: tiny, whiny, sunshiny, spiny
wings: springs, rings, sings, things f old/new
bows: shows, mows, toes
heels: wheels, feels, meals
lights: kites, heights, nights, sights
flowers: powers, towers
laces: faces, races, traces

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4 Long, long ago

4.1 Exploring words Practice:
Busy like a bee; Solid like a rock; Strong like an
Focus:
ox; Slow like a tortoise
Check learners’ drawings match the descriptions.
Challenge:
The following words should be circled: tiny,
pygmy, small, little Check learners write two sensible comparisons.
Practice:
4.5 Exploring a story
Answers may include responses such as: a tiny
lizard with short legs and a long tail; a pygmy in chapters
hippo with small eyes and ears; a little mouse deer Focus:
with short hair and a sly smile.
Check learners have labelled their drawings
Challenge: appropriately.
Answers may include sentences such as: A small, Practice:
brown pony with short legs and a white mane;
The very lazy boy; The hidden cave; The old
A cute little monkey with big eyes and big hands.
woodcutter tricks Ramay; Ramay returns with the
stick; Ramay tricks the old woodcutter
4.2 Reading and understanding
Challenge:
Focus:
Learners’ own answers
Check learners have circled the appropriate words
in the text. 4.6 Reading aloud and checking
Practice: understanding
grinned (–ned), glanced (–ed), agreed (–d), spotted
Focus:
(–ted), smiled (–d), escaped (–d), rumbled (–d),
bared (–d) Circle 1 – looks, jumps, tricks, asks, calls;
Circle 2 – tricked, jumped, looked, asked, called;
Challenge:
Circle 3 – tricking, jumping, looking, asking,
saw, shook, said calling
Practice:
4.3 Retelling a story
a leaves; b lived; c tricked; d sleeping; e living
Focus:
Challenge:
a chocolate sauce; b drum; c belt
Learners’ own questions
Practice:
Check learners’ responses match the pictures. 4.7 Planning and writing a new
Challenge: story ending
Learners’ own responses Focus:
 ollowing connectives ticked: and, when, because,
F
4.4 Using adjectives to add but, so, if
description to characters Practice:
and settings a tick; b cross; c tick
Focus: Challenge:
a The monster’s hair is thick like a bear’s hair. a so; b because/when; c because
b The monster’s hair is white like snow.

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4.8 Story beginnings 4.10 Story endings

Focus: Focus:
Learners’ own answers a granted; b wished; c walked; d turned;
Practice: e sorted; f played

a Long ago in the mountains of Japan, there lived Plus learners’ own sentence using each verb
a stonecutter called Yoshi. b One day, Yoshi took Practice:
some stone to a rich man’s house. c A cool wind a wanted; b smiled; c granted; d picked, started
blew and Yoshi heard a whisper in the wind. d It
whispered, “Your wish is granted, Yoshi – a rich Challenge:
man you will be.” Answers may include: dreamed
Challenge: (of being), looked, gave, selected, began
Learners’ own answers
4.11 Planning and writing a
4.9 Exploring the text circular story
Focus: Focus:
‘Oh I wish I could be’ and ‘is more powerful than’ a tree (the other words are about the weather);
should be marked in one colour. ‘Your wish is b Japan (Yoshi and Kancil are character names);
granted, Yoshi’ and ‘you will be’ should be marked c stone (the other words are verbs); d sun (the other
in a different colour. words are adjectives); e strongest (the other words
end in suffix –ful)
Practice:
Practice:
“Oh I wish I could be a prince,” said Yoshi.
Yoshi said, “The sun is more powerful than a a Yoshi (the other words all begin with gr);
prince!” “Is a cloud more powerful than the sun?” b rains (the other words are verbs in the past
asked Yoshi. tense); c said (the other words are all spelled –ied);
d rock (the other words all begin with letter sound
Challenge: w); e stonecutter (the other words are adjectives)
Learners’ own answers Challenge:
Learners’ own answers

4.12 Look back

Learners’ own answers

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5 Computers and robots

5.1 What are computers? 5.3 Describing computers
Focus: Focus:
1 Ticks: c, d a a digital, red, easy
2 Any of: talk, text, connect to the internet, b Learners’ own sentence
play games, watch videos, tell you if you've Practice:
done enough exercise, tell you if your phone is
ringing; send you helpful reminders a 
loud, soft, musical – what it sounds like; long,
tiny, huge – how big it is; metal, glass, plastic
Practice: –what it is made of happy, excited, bored – how
3 Any two of: desktop, laptop, tablet, games it makes me feel
console, smart phone b Learners’ own sentences
4 A computer is a machine that can work with Challenge:
information and solve problems. 3 On many digital clocks each number is
Challenge: shown using light bars. Behind every number
5 Because they are machines that can work with there are seven light bars. When the number
information and solve problems. changes, some of the light bars disappear and
others appear to show the new digit. Only
6 Any of: if you have had enough exercise, if your one digit uses all seven of the light bars.
phone is ringing, remind you of things you need Most calculators use light bars to show
to do. numbers too.
4 Learners’ own sentences
5.2 Computer codes
Focus:
5.4 Finding information
Focus:
a Computers only do what people tell them
to do. and, because, or, if, but, when, because, or, so
(alphabetical order: and, because, but, if, or, so,
b Do computers just know what to do?
when)
c Computer programmes are written in code.
Practice:
d How can a train teach children to code? A range of connectives may be appropriate.
Practice: Possible answers include:
a The computer uses the instructions so it
This toy train teaches young children about
knows when to give the player a point.
computer codes. After they have built the railway,
b Players must keep playing the game if they
children can put the coloured ‘action bricks’
want to get better at it.
between the rails. The train has a little computer
c Players stop playing a game when they have
inside it and a tiny camera, called a ‘sensor’,
found everything.
underneath it. The computer does what the code
tells it to do. Challenge:
Challenge: The adverbs can be written in a variety of orders
Learners’ own questions as long as the sequence expressed is accurate. One
possible solution is:
a Before computer programmers write any code,
they have to decide what the computer will
need to be able to do.
b First, they write the instructions for the
computer.
c After they have written the instructions, they
can begin to write code.

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5.5 Introducing robots Challenge:

Focus: You have … Pepper robots have …

machine, make, place, space, safe eyes to see cameras
Practice: ears to hear hearing sensors
many, oceans, machine hands to touch touch sensors
Challenge:
See table. 5.8 Introducing drones
2 syllable 3 syllable 4 syllable Focus:
words words words Lines drawn through: Some aeroplanes have four
p e o/p l e h o s/p i/t a l i n/f o r /m a wings. Smart phones have cameras.
/t i o n Practice:
b o r/i n g d a n g/e r/o o p/e r/a/t i Tick: All drones are controlled by a computer;
us ons Drones can be fun.
Challenge:
5.6 What robots can do
Learners’ own answers. Possible suggestions
Focus: include: Helping scientists; Drones can be
The robot runs on wheels. People smile at the dangerous
robot. Computers control robots. The robot gives
people information. 5.9 Flying a drone
Practice: Focus: b, a, c
The robot … The robots … Practice:
a At first, I found it hard to remember
asks ask
everything I had to do to fly my drone safely.
smiles smile b Soon, I will be able to remember everything I
talks talk need to do.
watches watch c Now, I find it hard to move my thumbs in
different directions.
Two sentences of learners’ choosing. Challenge:
Challenge: Learners’ own answers. As a minimum, they
should include the words from the Getting started
A robot does many jobs in my house.
activity in the Learner’s Book and words used in
It cooks my meals. Activities 1 and 2 in the Learner’s Book.
It cleans the floor.
It even cuts the grass outside. First Then Finally
At first, later, next, finally, last
5.7 Design a robot before, soon, then
also possible:
yesterday
Focus: also possible: in the end,
a person also possible: after that, last of all,
b Two of: restaurants, hotels, airports, stations, firstly, earlier, afterwards, lastly
offices, shopping malls to begin with following that
Practice:
a gives information
b Learners’ own answer

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5.10 Talk about using your robot 5.11 Writing an explanation

Focus: Learners’ own answers for the Challenge question;
Face 1 = I think it’s funny; Face 2 = I’m confused; Sample answer:
Face 3 = I’m scared; Face 4 = I’m enjoying this; 1 and 2
Face 5 = I’m angry. My robot is a fantastic goalkeeper so I want to
a Face 4 is the best face when giving a talk practise scoring goals against it. If I can win
against a robot, I can win against a person.
Practice:
It has robotic arms and wheels and cameras in
Body 1 = I think it’s funny; Body 2 = I’m enjoying its eyes so it can see the ball. It has a sensor so it
this; Body 3 =I'm confused; Body 4 = I’m scared; doesn't fall over.
Body 5 = I’m angry.
I wrote instructions. I wrote kick the ball, throw
a Body 2 is the best one when giving a talk the ball, catch the ball because I want it to dive and
Challenge: catch the ball.
There is no single correct answer to the scaling
activity, but variations on the following should
5.12 Look back
be accepted: Good (state, ask); OK (speak, say, Learners’ own answers
laugh); Not good (mumble, shout, yell, cry,
whisper)

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6 On a journey
6.1 Word play 6.4 Repeating a first line and
Focus: rhyme
a out; b down; c in; d over Focus:
Practice: a 1; and 2; the 1; he 3
round, up, in, out, in, down Practice:
Challenge: Learners’ own answers.
Answers similar to: can’t stop until Challenge:
3 o’clock?, got to pop right now?, pop where and Possible answers a The River may keep coins,
by when?, pop what for this afternoon? rings and jewels. b The River buries them deep by
flowing over them really fast. The water is strong
6.2 Shape play and pushes things down to the bottom. c It makes
Focus: the River sound like a mean person who keeps all
the best things that flow along / that people lose
Learners’ own responses to the shapes to identify: and makes sure they don’t get them back.
star, volcano and a circle
Practice: 6.5 Planning and writing a
Add the words in this order: slide, side, glide, poem with a patterned
ease, skis
structure
Challenge:
Focus:
Learners’ own response
Joins between: baby chick to Cheep, cheep!; police
car siren to Nee-nah, nee-nah!; strong winds to
6.3 Repeating a phrase Wooo, woooo!; door bell to Bing bong!; sore finger
Focus: to Ouch!
Title of poem written and Riding Down to Boxland Practice:
underlined three times. Ideas may include: cracking an egg – crack; a bee
Practice: – buzz; playing a drum – bang; jumping in water –
splash; a roller coaster ride – Waaah; a lion – roar
The sequence:
Challenge:
1 Riding down to boxland where people live in
boxes, Learners’ own ideas
Learner’s own answers for better sound words.
5 laid it out at home, for everyone to see
3 no answer from inside, not a sound from 6.6 Look back
inside
Learners’ own answers
2 found a box looking good, wanted to knock
on the box,
4 Riding back from boxland the box coming
with me,
Challenge:
Learners’ own responses

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7 Stories by well-known authors

7.1 What do you like to read? 7.5 Focus on adjectives
There is often more than one correct answer; Focus:
possible answers include the following. Learners’ own answers
Focus: Practice:
a Does Abeo like reading adventure stories? helpful, lucky, sticky, thoughtful
b Has Lotanna started to read a new book?
Challenge:
Practice:
a What is Ratiq reading about? b When does Compared to Compared to
Adjective
Gulmohor like reading? one other all others
Challenge: black blacker blackest
slow slower slowest
Learners’ own questions
young younger youngest
7.2 Introducing voice
Focus:
7.6 Writing an ending for
a “Shall we play catch?” asked Omar.
the story
b “That’s a good idea,” said Pelo. Focus:
Practice: 1a They sat outside / looked over the river. b It
acceptable answers include a “Throw the ball to made her feel young inside. c He sat by the river
me, Beno,” called/shouted Pelo. b “My turn now,” bank /tried to catch fish.
called/shouted Omar. “Throw the ball to me.” Practice:
Challenge: 2a digger, concrete mixer, tractor and crane
Beno threw the ball to Omar. Omar tried to reach b It will go on for a long time. c They’re building.
it but Pelo jumped in front of him. Omar fell Challenge:
over. “That’s not fair,” he complained. Beno asked Learners’ own answers
Omar if he was hurt. “No,” whispered Omar.
7.7 Introducing a story
7.3 Ordering events
Focus:
Focus:
a bright – sunny; b screamed – howled;
In the morning, That night, Suddenly c soaring – flying; d glimpse – sight
Practice: Practice:
The next day, After, Now a big/strong; b roared; c silver/flashing
Challenge: Challenge:
Learners’ own answers a cliff top; b cried; c killer/watching/waiting

7.4 Introducing a text 7.8 Language in a story

Focus: Focus:
Learners’ own answers ate – gobbled; cried – sobbed; slept – dozed;
Practice: took – snatched
b n-igh-t c g-r-ea-t d m-o-th-er Practice:
e b-e-f-ore Answers could include: a “Mother, where are
Challenge: you?” sobbed the baby bird. b The frightened bird
sobbed/dozed in the cold nest. c The hungry birds
Learners’ own answers

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greedily snatched/gobbled up the fish. d The killer Challenge:

bird snatched/gobbled eggs and baby birds from
other nests. B(eginning) The factory was built and
changed the village.
Challenge:
Learners’ own answers Edinho and his uncle walked
beside the murky river.
7.9 Story shapes M(iddle) Edinho told his uncle he had
found colourful materials.
Focus:
The distinction between the stages of the story is Uncle Flores began to make
not always clear. Accept answers if learners believe colourful curtains.
one event has moved into the box before or after E(nd) Uncle Flores was back at his
that shown here. Accept answers if the learner can sewing machine.
justify their decision.
7.10 Planning to write a story
B(eginning) Ramay’s mother sent him into
the mountains Learners’ own answers
M(iddle) Ramay tricked the monster. The
monster gave Ramay a wishing 7.11 Writing an animal story
stick Focus and Practice:
The woodcutter tricked Ramay Learners’ own answers
and stole the wishing stick. Challenge:
E(nd) Ramay realised he’d been tricked Mother and Father Zebra were far away looking
and the monster gave him a new for food. They were sure no lions would come near
wishing stick. The woodcutter their baby. Lions live in Africa. You can sometimes
tried to steal it but it chased him. see them in zoos. Then suddenly Mother Zebra
Ramay made wishes for the heard a distant roar, followed by a whimper from
monster. her baby. She was very worried. Baby lions don’t
have manes.
Practice: She knew they had to get back as quickly as
possible.
B(eginning) Pelo pushed Omar over and
didn’t say sorry. 7.12 Look back
M(iddle) Omar wouldn’t talk to Pelo and
Learners’ own answers
Pelo didn’t understand why.
Omar told Zara why he was cross
with Pelo.
Zara told Pelo what the problem
was.
E(nd) Omar forgave Pelo.

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8 Underwater life
8.1 Life under the sea pool of water, usually fresh water, that is not part
of a sea. c Ocean: a huge amount of salt water.
Focus: The planet has five enormous ones. d Seaweed:
a What is a volcano? plants that grow in the sea. e River: flows into the
sea or out of a lake.
b Where is the seabed flat?
c How do volcanoes make islands? 8.5 Animals that eat fish
Practice: Accept any well formed and correctly punctuated
a Is the seabed flat? sentence of the type specified. Example answers
b Are there mountains under the sea? include:
c Is there sand on the seabed? Focus:
d Are all underwater mountains volcanoes? Question: What are fish eaten by?
Challenge: Learners’ own answers Question: Where do grizzly bears catch fish?
Question: Do polar bears catch fish?
8.2 Fish and whales Practice:
Focus: Statement: Birds eat fish.
whale, mice, bone, fluke Statement: A fish has fins.
Practice and Challenge: Statement; A shark is a fish.
Learners’ own answers Challenge:
Command: Catch the fish.
8.3 More about whales Command: Eat the fish.
Focus:
Command: Look at the fish.
Fish breathe through their gills. They can breathe
underwater. / A fish has scales on its skin. They 8.6 Finding information from
help to protect it. / Fish have several fins. They
use their fins to steer.
charts
Practice: Focus:
Great White shark swims with fins; Killer Whale
they = whales; it = a whale; they = blowholes; it swims with flippers; Emperor Penguin waddles;
= a whale; they = two tail flukes. Check that the Leatherback Turtle drags itself
learners have included the whole noun phrase and Practice:
not just the noun in their answers.
a Turtles eat jellyfish. b Penguins eat fish.
Challenge: c Great White Sharks/Killer Whales eat any
they, They, It, our animals in the sea.
Challenge:
8.4 Where fish live The Great White shark is a fish. It moves quickly
Focus: through the water and swims using its fins. Unlike
the shark, the killer whale is a mammal. It swims
abcdef ghijklmnopqrstuvwxyz with its flippers instead of fins.
Practice: The leatherback turtle is a reptile. It has flippers
a fish, lake, ocean, sea; b coral reef, land, river, too. It swims very well in water but has to drag
seaweed; c dam, rock, stream, water itself on land.
Challenge: The Emperor Penguin is a bird. On land, it waddles
or slides. In the water, it uses its wings as fins.
a Coral reef: an island made out of millions of the
shells of tiny creatures called coral. b Lake: a big

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8.7 Different ways of sharing Practice:

information Clownfish are found near coral reefs growing in
warm water. Some clownfish are orange and white
Focus: but others have yellow, red or brown stripes.
a The female turtle crawls onto a beach. Clownfish live near sea anemones and are
b She digs a hole in the sand. c She is laying her sometimes called anemone fish. Sea anemones
eggs in the hole. have poisonous tentacles that poison most small
Practice: fish, but the clown fish have special slime on their
a Turtles spend most of their time at sea. skin that protects them.
b They move by flapping their flippers. c A turtle Challenge:
has four flippers.
Learners’ own answers
Challenge:
a Some turtles are floating on the sea to sleep.
b The turtle is laying her eggs in the sand.
8.10 Planning and writing a
c Leatherback turtles are eating jellyfish. report text
d The turtle is growing Focus:
8.8 Finding information on Ticks for: a, b, c
websites Practice:
Focus: Ticks for: b, e
reef, hard, shell, shape, stay, coral, polyp, colour, Challenge:
island, water There are different ways of grouping the facts,
Challenge: depending on the subheadings given. One possible
answer is:
Accept any reasonable suggestion for where
syllable breaks might be indicated, for example: What are jellyfish made from?
is/land, pol/yp, o/cean, crea/tures, mil/li/ons, a/ni/ Jellyfish float in the sea. Jellyfish have soft bodies.
mal, to/geth/er, co/lour/ful Most of a jellyfish is made up of water.
How do jellyfish eat fish?
Challenge:
Jellyfish have long tentacles. Their tentacles are
One Two Three Four poisonous. Venom pumps through the tentacles
syllable syllables syllables syllables and stings fish. Fish that are stung are taken to the
seas biggest barrier underwater mouth to be eaten.
warm disturbed colourful
8.11 Improving and correcting a
oceans millions
report text
peaceful
Focus:
sunlight
What are sharks?
water
Sharks are fish. There are many different kinds
of shark. They live in all the oceans of the world.
8.9 Features of report texts Some freshwater sharks even live in lakes and
Focus: rivers.
a … colourful, swift, wriggly Practice:
b … graceful, grey, scary Different answers are possible. Some solutions
c … purposeful, scaly, slow include:

d … hungry, wrinkly Sharks are excellent hunters. They use their senses
to hunt.

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A shark’s best sense is its sense of smell. It can 8.12 Look back
smell a drop of blood 400 metres away in the
ocean. Focus:
Sharks have a good sense of hearing. They can 1 Ticks for: a, b, e 2 400 metres
hear a small fish moving in the water 500 metres Practice:
away.
3 It is a hunter. 4 Hearing
Some sharks can see as far as 50 metres but other
Challenge:
sharks don’t see so well.
5 So it can bite its food. 6 To see if they can eat
Challenge:
it / to kill their food.
Different answers are possible. Some solutions
include:
What is inside a shark’s mouth?
Sharks are born with two sets of teeth. For all their
lives, they always have a row of teeth behind the
teeth they use. When a tooth falls out, another tooth
grows into its space and a new tooth grows in the
row behind it. Sharks’ teeth are very sharp.
Sharks can feel with their teeth. They can bite
things to see if they are good to eat.

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9 Creatures everywhere
9.1 The elephant
Focus:
three of: ice, dice, lice, nice, price, slice, twice, vice
Practice:

There’s a bear on my There’s a bear on my I said “GO AWAY BEAR! Now I’M in my chair,
chair. chair.
It shouldn’t be there. It’s eating a pear I don’t want you there! And it’s sticky with pear
I’ll give it a glare. And there’s juice Go back to your lair!” But at least there’s no
everywhere. bear.
Has it gone? Has it gone? Has it gone? It has gone.

Challenge:

Spelling pattern ear are air ere

bear glare chair there
Words from the poem
pear lair everywhere

9.2 On safari 9.4 Crocodiles

Focus: Focus:

sunset, mountains, river, tree pictures of mane, kite, note, tube

Practice: Practice:

Early one morning, a group of people were mane, write, plane, rode, ate, tale, sale, rose
walking across the grasslands of Tanzania. They Challenge:
were on their way to a distant village. They could b I can play a tune on my violin. c There was
see mountains in the distance but near to them, smoke coming from the fire. d I ate a big bite of
there were empty grasslands and some acacia trees. my apple. e Would you like a slice of pie?
Challenge:
Learners’ own answers 9.5 Writing an ode poem
Focus:
9.3 Rainforest
Goose Horse Fish
Focus:
beak, ears, hoof, fins, gills,
break – broke, build – built, burn – burnt, feathers, wing mane tail scales
buy – bought, hear – heard, hide – hid, hit – hit,
hang – hung Practice:

Practice: a swam, b waddled, c grazed on

eat – ate, get – got, draw – drew, keep – kept, have Challenge:
– had, make – made Learners’ own answers
Challenge:
I am was
9.6 Look back
Learners’ own answers
you are were
he/she/it is was
we/they are were

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