Cambridge Primary Ready to Go Lessons for
English Stage 5
Answers to photocopiable pages
Unit 1A: Stories by
significant writers
Page 9: Interview with Roald Dahl
Answers will vary, for example:
How do you start writing a new book? / What
inspires you to write a new book? / Where do you
get your ideas?
How do you create such interesting and engaging
characters?
How do you decide which ideas are the best ones
to use?
Page 11: Matilda and friends
(and foes)
Answers will vary, for example:
It is bad enough when parents treat ordinary
children as though they were scabs and bunions,
but it becomes somehow a lot worse when the
child in question is extraordinary, and by that I
mean sensitive and brilliant. Matilda was both of
these things, but above all she was brilliant.
Mrs Wormwood sat munching her meal with her
eyes glued to the American soap-opera on the
screen. She was a large woman whose hair was
dyed platinum blonde except where you could
see the mousy-brown bits growing out from the
roots. She wore heavy make-up and she had one of
those unfortunate bulging figures where the flesh
appears to be strapped in all around the body to
prevent it from falling out.
Mr Wormwood was a small ratty-looking man
whose front teeth stuck out underneath a thin
ratty moustache. He liked to wear jackets with
large brightly coloured checks and he sported
ties that were usually yellow or pale green.
Miss Jennifer Honey was a mild and quiet person
who never raised her voice and was seldom seen
to smile, but there was no doubt she possessed
that rare gift for being adored by every small
child under her care … Some curious warmth that
was almost tangible shone out of Miss Honey’s
face when she spoke to a confused and homesick
newcomer to the class.
Miss Trunchbull, the Headmistress … was a
gigantic holy terror, a fierce tyrannical monster
who frightened the life out of pupils and teachers
alike. There was an aura of menace about her
even at a distance, and when she came up
close you could almost feel the dangerous heat
radiating from her as from a red-hot rod of
metal.
Page 13: A visit from Miss Honey
1. Miss Honey began to lose patience . “Mr
Wormwood ,” she said , “ if you think some
rotten TV programme is more important that
your daughter’s future, then you ought not to
be a parent ! Why don’t you switch that thing
off and listen to me !”
That shook Mr Wormwood . He was not used
to being spoken to in this way . He peered at
the slim , frail woman who stood so resolutely
out on the porch . “ Oh very well then ,” he
snapped . “ Come on in and let’s get this over
with .” Miss Honey stepped briskly inside .
“ Mrs Wormwood isn’t going to thank you for
this ,” the man said as he led her into the sitting
room where a large platinum blonde woman
was gazing rapturously at the TV screen .
“ Who is it?” the woman asked , not looking
round .
Some school teacher ,” Mr Wormwood said .
“ She says she’s got to talk to us about Matilda .”
He crossed to the TV set and turned down the
sound but left the picture on the screen .
2. “Don’t do that, Harry!” Mrs Wormwood
cried out. “Willard is just about to propose to
Angelica.”
“You can still watch it while we’re talking,”
Mr Wormwood said. “This is Matilda’s teacher.
She said she’s got some sort of news to give us.”
“My name is Jennifer Honey,” Miss Honey said.
“How do you do, Mrs Wormwood?”
Mrs Wormwood glared at her and said,
“What’s the trouble then?”
Nobody invited Miss Honey to sit down so she
chose a chair and sat down anyway. “This,” she
said, “was your daughter’s first day at school.”
“We know that!” Mrs Wormwood said, ratty
about missing her programme. “Is that all you
came to tell us?”
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Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages

Page 15: Meet Michael Morpurgo Page 25: Micky’s journey

Answers will vary, for example: Answers will vary; look for the learners choosing
He was born in St Albans in 1943. emotion adjectives (not just ‘happy’ / ‘sad’) that
provide more detail, for example:
After studying English at university, Michael
became a primary school teacher. weak powerless scared nervous
embarrassed
The class got bored with the book he had to read
to them every day so he made up stories to tell amused brave happy defiant / sure /
them instead. certain
Although he has written over 100 books for children, proud pleased trust happy
he thinks The Butterfly Lion is one of his best. (of the dog)
Although Michael’s books are not true stories, every courageous brave empowered strong
story is based on something true.
Page 27: Story response
Michael has won over 20 prizes for his books; four
Success criteria to help the learners write a story.
of his books have been made into films and two
have been adapted into stage plays. Page 29: Joining sentences
Page 17: Openings Answers will vary, for example:
Story openings to read with the learners. Micky was sad and didn’t want to go to school
because the other children laughed at him.
Page 19: How did they say it? Wolfie howled when he tried to cheer Micky up
1. Answers will vary; look for appropriate and it didn’t work.
adverbs, for example: Micky walked slowly to school and saw that
enthusiastically Darren and his gang were waiting for him.
doubtfully Darren’s gang took Micky’s bag and turned it
upside down so that everything fell out.
pensively
The other children laughed at Micky when he
worriedly
started to cry, which made him feel sad.
cheerfully
Micky heard Darren scream and a loud howl, and
2. Answers will vary, for example: then he saw Wolfie.
breathed murmured whispered Darren was so scared he was crying, while Wolfie
muttered cried shouted screamed licked Micky’s face.
shrieked
The other children looked at Micky and Darren
Page 21: Which verb? and thought that Micky was brave.
is was started was was was
Page 31: The Iron Woman
has are worry writes
Answers will vary, for example:
is has been
1. From school to home.
are travel meet talk
2. No. There are reed banks and a marsh; she
has seen an otter in this place; the bridge is
Page 23: The Werepuppy usually empty.
Answers will vary; look for the learners referencing
3. ‘when it started to happen’
the text in their answers, for example:
4. It is deep and dark; it is hard to see things in
1. No. He begged “I can’t go in there.”; Mum
it; it increases the tension in the writing.
made him get out of the car; he clung to
Mum’s arm; the dog owner could see he was 5. To build tension and excitement.
scared and had to reassure him. 6. Exciting. There are unanswered questions,
2. Yes; she smiles; she reassures Micky about the and the writer is clearly building up to
barking to put him at his ease. revealing something.

3. She’s unafraid of dogs; she likes being around
them; she wants a dog; she is confident in a
new and unfamiliar situation.
4. To show the reader to put emphasis on that
word when reading it; to show that Marigold
emphasises that word as she says it.
Unit 1B: Non-chronological
reports and explanatory texts
Page 33: What do I want to find out?
The learners use this grid to do research, as
described on page 32 under ‘Main activities’.

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 Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages

Page 35: Above and beyond Page 43: Planning my report

dinosaurs The learners use this planning framework to write
about a report.
about for of on for to about Page 45: My report
on in over / above
Success criteria to help the learners write a report.
in in in with to to on of
Page 47: How fossil caves are
Page 37: Learning with dinosaurs made
Answers will vary; for example, for Walking with Explanatory text to read with the learners.
Dinosaurs:
What came before How did dinosaurs take Page 49: Connectives
dinosaurs? over? too moreover
giant reptiles they survived on little although except
water consequently therefore
they were fast and next finally
adapted for killing
How are dinosaurs What special skills did Page 51: Apostrophes
different from other dinosaurs have? 1. That’s a pretty cat.
creatures? fast reactions 2. This is Jane’s jumper.
their hips and ankles built to survive 3. It’s raining and I’ve got to go outside.
– they balanced on
2 legs 4. The cat’s licking its paws.
5. Thomas, will you carry your Mum’s bag?
Page 39: Skim and scan dinosaurs 6. Have the boys tidied their rooms yet?
1. crocodile birds chickens elephants shark
7. That box is for men’s shoes.
2. We know about dinosaurs from cars and fossils,
8. Are these socks yours?
which are the remains of bones that have been
preserved in socks rocks. Although fossilised 9. I don’t think we should’ve eaten that cake.
bones have been run dug up since the 17th 10. I haven’t seen his pencil case.
century, it wasn’t until the 1820s that space 11. My parents have two sons.
scientists realised that the bones belonged to
12. The boys’ coats are very wet.
creatures comfortable that didn’t exist any
longer. The English scientist, Sir Richard Owen, Page 53: My explanation
gave these creatures the name ‘dinosaurs’, from
Success criteria to help the learners write an
Greek island words meaning ‘terrible lizards’.
explanation.
3. To explain what happens to dinosaur fossils
once they have been dug up. Page 55: Understanding
explanations
Page 41: In your own words
1. Paleontologists: What do they do?
Answers will vary, for example:
2. Explanation.
Introduction: extraordinary creatures – identified
200 years ago – exciting – sheer size – ferocious – still 3. Paleontologists focus on one kind of fossil – e.g.
a lot to learn animals with backbones / without backbones /
plants – teach at universities / work in museums /
Warm or cold blooded?: unknown – cold- for the government / for oil companies
blooded: need heat from the Sun – warm-blooded:
burn food to keep warm – lived in warm climate – 4. It preserves history and teaches about living
big dinosaurs could keep warm at night – smaller things past and present.
ones hid in burrows / kept active at night 5. of as about before on with without at in
What was the dinosaur diet?: plants – large for off
blunt teeth – some spent all day feeding – some 6. It is a plural.
had 2000 teeth to eat tough plants – carnivores 7. and or
had sharp teeth to kill with – serrated teeth for or and while
tearing flesh
and

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Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages

Unit 1C: Poems by significant Idiom Simile Metaphor

children’s writers and plays A cat may look She’s as He’s a silly
at a king. cunning as a goose to
Page 57: I like this poem fox. believe her.
Personal response.
Look what the He’s as careful He’s being a
cat’s dragged as a cat. dog in the
Page 59: Finding out about a in! manger about
poet’s work losing the
Personal response. match.
It’s raining She’s as brave What’s he on
Page 61: Poetry spidergram cats and dogs. as a lion. his high horse
Spidergram to help the learners write a poem. about?
Page 63: The Happy Prince It’s the cat’s He looks like a He’s a sly fox
Playscript to read with the learners. whiskers! cat that got the when he’s
cream. playing chess.
Page 65: Swallow, little swallow That’s put the Watch out –
Story to read with the learners. cat amongst he’s crazy like
the pigeons! a fox.
Page 67: The Three Billy Goats I’ve been
Gruff working like a
1. play dog!
2. No speech marks / the name of the person
speaking is at the left / the setting information Page 73: How rivers began
is in italics / the spoken parts are in roman font. Myth to read with the learners.
3. How
Page 75: Said, exclaimed or cried
4. Answers will vary, for example: The Little
Answers will vary, for example:
Billy Goat’s second speech. The word could be
‘puzzled’. a) “Look down there,” cried the Pearl Dragon.
5. as boring as fog / as green as something very b) “The people are starving,” wailed the Black
green Dragon.
6. The Little Billy Goat c) “What can we do to help?” asked the Yellow
Dragon.
He has a sulky attitude / he’s a growing Billy
Goat / the way he speaks, e.g. ‘as green as … as d) “We can’t help,” replied the Pearl Dragon.
green as … as green as something very green!’ e) The Long Dragon suggested, “Let’s go and see
the Jade Emperor.”
Unit 2A: Reading and f) “It’s a long way to fly,” complained the Pearl
analysing traditional stories, Dragon.
myths, legends and fables g) “He won’t like it,” grumbled the Black Dragon.
“He’ll say we’re interfering.”
Page 69: Fox and Cat h) “We have to do something,” exclaimed the
Fable to read with the learners. Yellow Dragon. “We can’t just do nothing.”
i) “I said the Jade Emperor would be cross,”
Page 71: Idiom, simile or muttered the Black Dragon.
metaphor? j) “I don’t care what he said,” argued the Yellow
Idiom Simile Metaphor Dragon, “because he’s wrong. We have to do
Who let the cat He’s like a dog She was being something to help.”
out of the bag? with two tails. so catty!
Page 77: The sword in the stone
When the cat’s I’m as busy as She purred Legend to read with the learners.
away the mice a bee. with pleasure
will play. as she opened Page 79: What happened next?
the box. The learners use this table to plan the end of the
story, as described on page 78 under ‘Main activities’.
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 Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages

Page 81: The tale of Finn McCool I – the writer I – the writer me – the writer
I – the writer they – Mum and Dad
Legend to read with the learners.
They – Mum and Dad my – the writer’s
Page 83: Telling a story I – the writer them – the exams
my – the writer’s they – the friends
The learners use this table to plan their retelling, me – the writer my – the writer’s
as described on page 82 under ‘Main activities’. it – the writer’s diet me – the writer
I – the writer I – the writer
Page 85: Story planning them – Mum and Dad they – Mum and Dad
The learners use this frame to plan their story, as me – the writer I – the writer
described on page 84 under ‘Main activities’. they – Mum and Dad they – Mum and Dad
me – the writer I – the writer
Page 87: My story them – Mum and Dad
Success criteria to help the learners write a story.
We – Tom, Dad, Fred and the writer
Page 89: Writing fables, myths we – Tom, Dad, Fred and the writer
you – the reader us – Tom, Dad, Fred and the writer
and legends it – that tall palm tree I – the writer
The learners use this chart to redraft their story, as We – Tom and the writer it – Dubai Mall
described on page 88 under ‘Main activities’. It – ice-skating we – Tom, Dad, Fred and the writer
our – Tom, Dad, Fred and the writer’s
Page 91: The Wind and the Sun them – the books you – the reader
1. Fable. we – Tom, Dad, Fred and the writer
Answers will vary, for example:
2. boasting, laughed, declared, bragged, sighed,
Page 99: Holiday horror
ordered Personal response. Look for grouping of
information, such as the flight, the hotel, the
3. contentedly
room, and so on.
4. The Wind was as fast as a train.
5. rushing about the skies Page 101: Word webs
I am the most powerful thing in the world 1. The learners should identify the common
prefix / suffix, for example ‘auto’ in
Hah! Easy!
automatic and autobiography; ‘bio’ in biography
I give up and autobiography; ‘graphy’ in biography
6. They would have suffered bad or extreme and autobiography.
weather: high winds and very hot sun. 2. There are many possible answers, including:
7. You can persuade people to do things without biography – photograph – autograph –
forcing them. autobiography – geography
biography – biology
Unit 2B: Recounts
unite – unit – unique
Page 93: My reading log 3. There are many possible answers, including:
Chart for the learners to record their opinions
biography = writing about a life
of a book, as described on page 92 under ‘Main
activities’. photograph = drawing with light
unite = one group
Page 95: Recount or not?
The learners complete the table. See page 94 under Page 103: A seaside holiday
‘Starter’ for examples of features. Story to read with the learners.

Page 97: Pronouns Page 105: Evaluating your

You – Dad She – Smudge it – the toy mouse recount
it – the toy mouse her – Smudge’s Success criteria to help the learners write a recount.
she – Smudge it – the toy mouse she – Smudge
it – the toy mouse it – the toy mouse Page 107: Anthony Browne
her – Smudge’s She – Smudge She – Smudge 1. Anthony Browne is an author and illustrator.
it – the chair it – the toy mouse Her – Smudge’s
2. He has written and illustrated over 40
she – Smudge she – Smudge she – Smudge
children’s books.
She – Smudge it – the toy mouse I – Jess
her – Smudge
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Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages
3. He was Children’s Laureate between 2009 and exciting vocabulary
2011. emotive language
4. He was born in Sheffield, in the north of 3. They were walking home from school.
England, in 1946. 4. A dog rushed past him and knocked him into
5. Anthony Browne’s father was a professional the river.
boxer, a teacher and a soldier. Anthony 5. when All of a sudden
Browne loved and admired his father. He 6. Jogging.
said he was “outwardly strong and confident,
but inwardly very shy and sensitive”. Unit 2C: Narrative poetry
6. His parents encouraged him to draw and
to play sports.
Page 117: ‘Chocolate cake’
Answers will vary, for example:
7. He was good at sports although he was small
for his age. 1. The poet when he was a boy.
8. After he left school, Anthony Browne went to 2. It’s a treat; he only has it occasionally.
art college. 3. Sense Word or phrase
9. For the next 15 years, he illustrated greetings sight I look at the plate
cards.
taste licking my lips
10. His first picture book was published in 1976.
smell —
11. Gorilla, his most famous book, was
touch it sticks to your hands
published in 1983. It won a lot of awards.
hearing there’s always a creaky floorboard
12. Since then, he has published many picture
books, most of which are aimed at older 4. Lego is sharp and painful to stand on; he has
children, and won many other awards and to be careful not to make a noise and may cry
honours. He believes that “Picture books out if he treads on it.
are for everybody at any age, not books to be 5. The icing on top is shiny and hard; the icing
left behind as we grow older. The best ones in the middle is soft and sticky.
leave a tantalising gap between the pictures
6. No.
and the words, a gap that is filled by the
reader’s imagination, adding so much to the a) have a little nibble
excitement of reading a book.” b) He has a lovely feeling in his belly.
7. Yes. It talks about making a decision and
Page 109: Balloon debate facing the consequences. It includes lots of
The learners use this frame to plan their details and conversation.
arguments, as described on page 108 under ‘Main
activities’. Page 119: Our narrative poem
Answers will vary, for example:
Page 111: Planning a biography
Title: The Owl and the Pussycat
The learners use these headings to plan their
story, as described on page 110 under ‘Main By: Edward Lear
activities’. 1. a) The Owl and the Pussycat went to sea in a
pea-green boat.
Page 113: Evaluating your b) They need a ring to get married.
biography c) They sailed to the land where the Bong-
Success criteria to help the learners write a tree grows and met a pig with a ring in his
biography. nose.
Page 115: Heroic schoolboy in d) They asked the pig to sell them his ring.
river rescue e) The turkey married them and they ate and
danced.
Answers will vary, for example:
f) The Owl, the Pussycat, the Piggy-wig, the
1. In a newspaper. Turkey.
2. headline g) Verse 1: the sea; verse 2: the land where
names and ages of the people involved the Bong-tree grows; verse 3: the hill and
full names given, and then reference made by beach.
last name
eyewitness accounts

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 Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages
2. 2
Language ✓ if Example
feature present Now the name of the little black kitten was Ink,
Rhyme ✓ boat / note And the little gray mouse, she called her Blink,
And the little yellow dog was sharp as Mustard,
Alliteration ✓ The Owl looked
But the dragon was a coward, and she called him
up to the stars
Custard.
above, / And sang
to a small guitar, 3
Custard the dragon had big sharp teeth,
Images: simile
And spikes on top of him and scales underneath,
Images: Mouth like a fireplace, chimney for a nose,
metaphor And realio, trulio, daggers on his toes.
Images: ✓ The Owl and the 4
personification Pussycat went to Suddenly, suddenly they heard a nasty sound,
sea And Mustard growled, and they all looked
Powerful ✓ elegant around.
adjectives Meowch! cried Ink, and Ooh! cried Belinda,
Powerful verbs ✓ tarried For there was a pirate, climbing in the winda.
Powerful ✓ And hand in 5
descriptions hand, on the Pistol in his left hand, pistol in his right,
edge of the sand, And he held in his teeth a cutlass bright,
/ They danced His beard was black, one leg was wood;
by the light of It was clear that the pirate meant no good.
the moon 6
Verses ✓ Three verses, But up jumped Custard, snorting like an engine,
numbered I, II Clashed his tail like irons in a dungeon,
and III With a clatter and a clank and a jangling squirm
He went at the pirate like a robin at a worm.
Anything else? ✓ Powerful adverb:
charmingly 7
The pirate gaped at Belinda’s dragon,
Page 121: Jabberwocky And gulped some grog from his pocket flagon,
He fired two bullets but they didn’t hit,
Answers will vary, for example:
And Custard gobbled him, every bit.
Verse 1: an adjective: brillig
8
a preposition: in
Belinda embraced him, Mustard licked him,
Verse 2: a verb: shun No one mourned for his pirate victim
an adjective: frumious Ink and Blink in glee did gyrate
Verse 3: an adverb: awhile Around the dragon that ate the pyrate.
a connective: and
Verse 4: an adverb: uffish Page 125: Jack I
a preposition: with The learners do the activity as described on
Verse 5: an adverb: snicker-snack page 124 under ‘Starter’. See also page 124 for
an adjective: vorpal examples.
Verse 6: a verb: slain
a pronoun: beamish
Page 127: Evaluating your
Verse 7: a verb: gyre performance
a preposition: in Success criteria to help the learners perform a
poem.
Page 123: ‘The Tale of Custard
the Dragon’ Page 129: The Toaster
Answers will vary, for example:
1
Belinda lived in a little white house, 1. a) Yes, because it tells a story.
With a little black kitten and a little gray mouse, b) No.
And a little yellow dog and a little red wagon, c) This is a made-up imaginative poem, and
And a realio, trulio, little pet dragon. dragons are mythical creatures.

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Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages

2. 2.
Language ✓ if Example Comparatives Superlatives
feature present
happy happier happiest
Rhyme ✓ red / bread
possible — —
Alliteration ✓ silver-scaled
kind kinder kindest
Images: simile
lucky luckier luckiest
Images: ✓ fat slices
ripe riper ripest
metaphor
Images: 3. happy – unhappy kind – unkind
personification lucky – unlucky ripe – unripe

Powerful ✓ jaws flaming red Page 135: Gilgamesh

adjectives
Story to read with the learners.
Powerful verbs ✓ hand
Page 137: Me, myself and I
Powerful ✓ A silver-scaled
1.
descriptions dragon with jaws Type of pronoun Examples
flaming red
(subject) Personal she, it, we
Verses ✓ 1 verse pronouns

Unit 3A: Stories from (object) Personal him, it, us

pronouns
different cultures
Possessive pronouns hers, its, ours
Page 131: Ananse and the world’s Demonstrative these, that, those
stories pronouns
Story to read with the learners. Reflexive pronouns yourself, himself,
herself, ourselves,
Page 133: Suffixes and prefixes yourselves, themselves
1. Word Opposite Definition 2. I – the writer This – Gilgamesh
possible impossible Something that whom – Gilgamesh this – Gilgamesh
can’t be done. who – Gilgamesh He – Gilgamesh
he – Gilgamesh He – Gilgamesh
happy unhappy To be miserable, us – the people of the world He – Gilgamesh
sad.. he – Gilgamesh he – Gilgamesh
legal illegal Something that is they – the gods him – Gilgamesh
not allowed by him – Gilgamesh him – Gilgamesh
law. his – Gilgamesh’s him – Gilgamesh
regular irregular Something that he – Gilgamesh none – no person
doesn’t happen his – Gilgamesh’s he – Gilgamesh
all the time. their – the men of Uruk’s his – Gilgamesh’s
his – Gilgamesh’s his – the son’s
kind unkind To be nasty.
them – the people his – the king’s
usual unusual Something that
isn’t normal. Page 139: Lord Ganesh
Story to read with the learners.
lock unlock To unsecure
something. Page 141: New words
convenient inconvenient Something that Answers will vary, for example:
isn’t easy to do. 1. call or appeal
able unable For something to 2. god or goddess
be impossible.
a group of three
3. charging or bursting quickly and suddenly
4. angered or infuriated
6. brought back
7. something that can’t be overcome
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 Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages

Page 143: Aniz, the shepherd boy
Story to read with the learners.
Page 145: Whispered, said, yelled
felt like cried
4. Because the scholar has judged him as stupid /
uneducated / unknowledgeable; he is saying
what the scholar thinks of him, not what he
thinks of himself.
5. To show the reader to emphasise the word
when reading. To indicate that the old man
breathed stresses the word when speaking. To make the
point very clear.

Unit 3B: Persuasive writing

wanted yelled sighed
Page 155: On the other hand …
The learners play the game as described on the
photocopiable page.

wished for shouted murmured Page 157: Out of this world

Advert to read with the learners.

Page 159: Buy me!

yearned
screamed whispered Personal response.
for
Page 161: You need a holiday
Personal response.
desperate
shrieked said
for Page 163: Connectives
Addition Opposition Cause Time
Page 147: Aniz and his master also although therefore first
Answers will vary, for example: of all
One morning Later, in the street in addition however thus then
The next day Then furthermore unless of as a result since
When he hears beautiful When he was surrounded course
music by woodland creatures moreover on the because later
That evening contrary
The next day additionally but clearly
The final line and box should be based on the and nevertheless in conclusion
ending the learners previously wrote for the story. if … then
Page 149: The master’s revenge understandably
The learners do the activity as described on page
148 under ‘Main activities’.
Page 165: My advert
Success criteria to help the learners write an advert.
Page 151: Marking sheet for
writing Page 167: Books or balls?
Letter to read with the learners.
Success criteria to help the learners write a story.

Page 153: The scholar and the old
man
Answers will vary, for example:
1. Spelling and grammar.
2. Knowing how to survive on the river /
swimming.
3. Don’t judge others. Different types of
knowledge are equally important. Some
people are more practical and some are more
academic. What you need to know depends
on the situation you are in.
Page 169: Using a range of
connectives
There are many possible answers, for example:
Children should have pocket money; however,
they should not have to earn it.
Children should be able to enjoy their childhoods
because they will have enough time to work
when they are adults.
Parents should not be expected to buy
everything for their children and children
should value their belongings.
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Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages

Page 171: On the other hand Lines from poems Poetic

The learners use this frame to plan their letter, as techniques
described on page 170 under ‘Starter’. Tonight the restless water is personification
boisterous with laughter
Page 173: My persuasive letter Tomorrow it will be more
Success criteria to help the learners write a letter. sombre and still.
The crab crept across the alliteration
Page 175: Debating rules crusty ocean floor,
Rules to help the learners plan a debate.
With polished shell and
Page 177: THUMBz-Up™ shiny claw.

Answers will vary, for example: I heard the sound of the sea onomatopoeia
in the sea shell
1. An advert.
R-O-A-R s-w-i-sh-sh-sh-sh
2. hyperbole
rhetorical questions R-O-A-R s-w-i-sh-sh-sh-sh
plays on words Sand in the sandwiches, rhyme

imperative (command) verbs Sand in the sea,

second person pronouns (you, yours) Sand in my sandals,
first person pronouns (my, ours) Sand in me!
short sentences to list features Moonbeams float upon the free verse
longer sentences for descriptions waves,
persuasive connectives Illuminating the old
catch phrase / slogan shipwreck
humorous The river’s a wanderer. metaphor
memorable It never stays still,
eye-catching / colourful But wanders forever
3. Children. Past valley and hill.
The text refers to playing computer games, The river’s like a blue ribbon simile
texting friends, 21st century kids and parents.
Discarded on the floor of the
4. It refers to a 21st century problem and the landscape.
invention of computers and mobile phones,
One, two, three, four, five rhyming couplet
which previous generations didn’t use.
5. A bandage / plastercast for thumbs. A Once I caught a fish alive.
prosthetic thumb. An artificial thumb. A
machine that taps keys for you without the
Page 183: The Little Fish has
need for using your thumbs. Something to Say to the
Fisherman
Unit 3C: Performance poetry Poem to read with the learners.

Page 179: Comparing two poems Page 185: Rehearsal time

Personal response. Look for the learners using The learners use these tables to plan their story, as
clues from the text. described on page 184 under ‘Main activities’.

Page 181: Once I caught a fish Page 187: Invitation

alive Invitation for the learners to complete.

Lines from poems Poetic Page 189: Our poetry

techniques
performance
Will the little fish live assonance
Success criteria to help the learners perform a
In the big, big sea? poem.

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 Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages

Page 191: The Listeners traveller’s knocking; the castle seems deserted
as there’s no reply to the first knock and a bird
Answers will vary, for example:
is living in the turret.
1. Night time / somewhere remote and quiet /
a forest / a small castle. Page 192: Beware
moonlit door forest’s ferny floor the turret 1. metaphor
2. Smote. 2. lurking everywhere prowl roar
3. Chewed / ate / chomped. howl flash dismay leaping prey
Beware fearful danger dreaded
4. door floor
3. The television remote control.
head said
4. Disappointment / alarm / sadness.
5–6. Personal response; any could be correct as
long as the learners justify their answer 5. In your home.
using clues from the text. 6. Its lair is its home; it could be next to you; it’s
5. Scary. someone you watch television with.
6. It’s night time; the moonlight creates an eerie
atmosphere; the setting is silent except for the

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