CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
Learner’s Book answers
1 Friends and families
1.1 Friends at school
1 a It is a special ‘Show and Tell’ day.
b Miss Garcia: a family photograph album;
Omar: his shell and rock collection; Zara:
her origami collection.
c There are too many objects for the display
table.
d Learners’ own solutions, but may include
creative ideas about displays – hanging
items, taking photos etc.
2 a This is a peacock feather; This is a
collection of puppets.
b This is a … (learners’ own answers).
3 Learners’ own answers
4 Learners’ own ideas
1.2 A family adventure
1 Learners’ own, but look for answers broadly
similar to these.
a It was a normal / usual evening / an
evening like any other.
b The lights went off suddenly.
c Mr Chen asked if everyone is okay
because it was completely dark and he
was worried that they might be scared.
d The torch only has a small beam of
light so they don’t know how long the
torchlight will last / the torch is low on
battery.
e The food in the fridge and freezer will be
ruined because there is no power to keep
it cold / frozen.
f Learners’ own answers
2 Learners’ answers should be similar to:
a an air-conditioning unit
b something you take for a headache / a
tablet of stone used to write on
1 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
c weight if on a diet, temper if extremely
angry, ourselves if we are day dreaming,
our way if we are trying to get somewhere,
our balance if we fall over
d the lights went off; … turned the heater on?
e suddenly, completely
f everybody; torchlight; forehead; ice cream
(generally ice cream is hyphenated (acting
as one word)
1.3 Retelling and acting
2 First: It was an evening just like any other
in the Chen family apartment. Suddenly, the
lights went off. It was a power cut.
Second: Mr Chen found his torch, but it was
only a small beam. The apartment got hot and
the fridge and freezer stopped working too.
Grandma’s ice cream cake was going to melt.
Then the torch went out.
Third: Amy had a good idea to use the light
from her tablet. Ben had a good idea to eat the
ice cream cake before it melted.
Fourth: Later, the power came back on. Then
the problem was how to tell Grandma that
they had eaten her cake.
1.4 Describing what
characters do
2 b • I collect stones of interesting
shapes, half-made models and
stickers.
• I collect stickers, badges, pencils
and feathers.
• I collect seeds, socks, broken
saucers, batteries and glass marbles.
3 Learners’ own answers
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
1.5 Challenges and excuses
1 Possible answers:
Box 1: There is a new swing and a new pile of
sand in the garden; Julian was playing with
his brother, Huey, and their friend, Gloria.
Box 2: Julian checked for trucks in the sand
so he would not hurt himself when he landed;
It felt like flying, then sitting in air and then
parachuting.
Box 3: Gloria flew from the swing / copied
Julian easily; Huey wasn’t sounding excited
because he was nervous/worried/scared.
Box 4: He said he needed his lucky shirt and
to tie up his shoe laces; The spark was calling
Huey a ‘scaredy cat’; The friends might fall
out / argue; Huey might cry and run away;
Huey might do the challenge and hurt himself
or fly like the others, etc.
2 –ing: looking; swinging; flying; sitting;
parachuting; going
–ed: used; checked; pushed; landed (excited is
an adjective here)
1.6 Brother trouble
1 Possible answers:
Box 1: Father is making a wonderful pudding.
Box 2: Father sliced and then squeezed the
lemons.
Box 3: Julian poured in the sugar; Father is a
messy cook because in the last part the lemon
seeds flew out on the floor and in this box the
cream splashed on the stove.
Box 4: Learners’ own, for example: I think the
pudding smelled like creamy lemon candy; Before
the egg whites, the pudding was stiff and after
the egg whites, is was soft and lighter than air.
Box 5: Julian says the pudding has waves on
the top like an ocean; Huey puts his finger in
because he cannot resist / is hungry / tempted
(or similar).
Box 6: The pudding tasted like a whole raft
of lemons on the sea and a night on the sea;
Learners’ own ideas
2 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
1.7 Sequencing and adding
to a story
1 because; but; if; and; so
1.8 Describing what
characters say
3 a bed/head; late/state; please/keys; food/
rude please/trees; said/bed
b wake (up); get (up); out (of bed) mind …;
don’t …; look …; put …; close …, eat …
look …, don’t …,
c full stops: 9; question marks: 2;
exclamation marks: 8
d I won’t tell you again. It’s funny because
she does tell the child again.
1.9 Mum and daughter fun
1 Box 1: going, ganging; Box 2: eat; Box 3: like;
Box 4: stay; Box 5: said; Box 6: your; Box 7:
don’t; Box 8: buy
1.10 Exploring language
1 Learners’ own answers
2 Answers may be similar to:
If you eat your peas, I’ll buy you 4 shops and
17 swimming pools; You’ll never have to go
to bed, go to school, wash, brush your hair,
brush your teeth or change your clothes; I’ll
buy you Africa and 92 chocolate factories;
We’ll live in Superland; You can have all the
rocket ships you want and I’ll buy you the
earth, the moon, the stars and the sun … and
a new fluffy pencil case!
3 a Daisy and her Mum.
b Daisy’s home. They are sat at a table.
c It shows that she will not change her mind
about the peas. It shows her character is
strong.
d Learners’ own answers
e Learners’ own answers
4 True: b, d, f
False: a, c, e,
Learners’ own sentences
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS

1.11 Planning and writing a funny Story or Is it about Did I

family story poem friends or enjoy?
family? Why?
1 All statements are true. Learners will find a Marks out
variety of examples in the text for discussion. of 10
2 a and The Show Friends: at Learner’s
and Tell school own
b or
Day response
c and Power Cut Family: family Learner’s
d because adventure own
response
e but Younger Family: Learner’s
3 Learners’ own answers Brother younger own
brother response
1.12 Look back Huey Friends (Gloria) Learner’s
Makes the and family own
1 Text Is it a Main characters Leap (younger response
story or brother)
poem? The Family: Learner’s
The Show story Miss Garcia the Pudding brothers own
and Tell teacher, Omar, and Like a response
Day Zara Night on
the Sea
Power Cut story The Chen family:
Mum, Dad, Ben The Things Family: mum Learner’s
and Amy Mums own
Say ... response
Younger poem The younger
Brother brother Eat Your Family: mum Learner’s
Huey story Huey, Julian and Peas and daughter own
Makes the Gloria   response
Leap
2 Learners’ own reflections
The story Huey and Julian
Pudding
Like a
Check your progress
Night on 1 They are all stories or poems about friends or
the Sea families.
The Things poem Mum
Mums Say 2 Learners should use connectives such as so.
... 3 Learners’ own answers
Eat Your story Mum and Daisy
Peas 4 was; went; had; were; sang
5 Learners’ own answers but must be commands
or questions
6 “I don’t like peas,” said Daisy.
7 Learners’ own answers

3 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
2 Badges
2.1 Instructions everywhere
1 How to mix paints to make colours: uses
words and pictures; Put your books here:
uses words and a symbol; How to wash your
hands: uses sequenced pictures; How to
run a bath: uses pictures, words and labels;
When to get up (the clock): uses numbers and
sound; How to make chocolate chip muffins:
uses words, pictures, numbered sequenced
instructions
2 Words: all except the clock; Pictures: all;
Sound: only the alarm clock; Numbers:
the alarm clock and the recipe; Labels: the
bath poster; Use of How …?: all except the
instruction about the books and the clock
3 Learners’ own responses
4 Learners’ own ideas
2.2 Listening to, and reading,
instructions
1 a and b:
Picture 1: She is working with a microscope.
She is in inside.
Picture 2:  hey are making a circuit board.
T the bubbles, and then carefully lift it off.
They are in a laboratory.
Picture 3: He is working with bubbles and
the wind. He is outside.
Picture 4: They are working with plants.
They are in the classroom.
c, d and e Learners’ own responses
2 2a  1 Observe; 2  Ask questions; 3  Find out
what will happen if…; 4 Predict; 5  Set up an
experiment; 6  Record your results.
3 experiment (4), instructions (3), pictures (2),
equipment (3), observation (4)
4 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
2.3 Commands for instructing
1 The five senses; What? Why? How? What
happens if…?; Predicting helps you to think
about different possibilities/outcomes or what
might happen; Record your results, data and
observations.
2 observe, notice, ask, find out, predict, work
out, set up, record
2.4 
Reading and following
instructions 1
1 In the flow chart in 2.4 they will see a heading,
steps (but not numbered), pictures, commands
(e.g. Put, Pour etc.)
2 1 Half fill a bowl with water.
2 Pour a bit of liquid soap into the water.
3 Add a bit of paint.
4 Put a straw into the water and blow.
5 Keep blowing until the bubbles are above
the top of the bowl.
6 Carefully put a piece of paper on top of
7 You will have a bubble painting!
2.5 Numbers for ordering
1 1  a  bowl, water and paint, liquid soap, a
straw, paper; b  You blow down the straw;
c  Learners’ own answers but may include:
beginning at the top/first box or following
numbers; d  The paint and soap mix will go
into your mouth! e Learners’ own questions
2 a and; b when; c  because; d if
3 1 
Make sure you have all the equipment: a
bowl, a jug of water, some cooking oil,
washing up liquid and a spoon. (point to
image of equipment)
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS

2 
Pour some water into the bowl. (point to made of metal, paper, fabric, plastic; Badges
image of water in a bowl) stick to our clothes with pins, sticky tape, glue.

3 
Add some cooking oil. Observe what is 3 I am 8 today!; I am a talented singer; I am a
happening. (point to image of cooking great listener; I am a brilliant tennis player; I
oil and eye) am an IT expert; I make great films; Amazing
astronomer; I am a good friend; I am a
4 
Add some drops of washing up liquid. mathematician
(point to image of washing up liquid)
4 Learners’ own ideas
5 Stir. (point to image of spoon in bowl)
6 Observe what happens. (point to image 2.9 Exploring reading choices
of eyes) 1 Learners’ own answers
4 Learners’ own answers 2 superheroes, babies, countries, people,
wolves, fish
2.6 Reading and following
3
instructions 2
Name Age Likes fiction Likes non- Likes
1 a No. You add the water first. b  After the about … fiction poetry?
cooking oil. c  A few drops. d  It tells us that about …
the liquid soap breaks up the oil on our dirty
Pali 8 1/2 superheroes/ quizzes don’t
plates to make them clean.
years fantasy know
2 Learners’ own responses Zac 10 sport stories people No
3 equipment and liquid years around
the world

2.7 Sentence starters Nadia 8 small small Yes

years animals animals
1 There should be ticks for: heading and
subheadings; words (adverbs) to tell you Raj 9 don’t know dinosaurs don’t
years know
about the correct order; pictures or diagrams;
words that instruct (commands), and extra Anna 10 children She Yes;
information to help you. years from long doesn’t funny
ago like non- poems
2 i  make, be; ii pour; iii  pour in, tip in, drip in, fiction
add; iv  Add; stir in, mix in; v  observe or look
(carefully). Possible sentences could be: First, Learner’s
make sure you have all your equipment and then own
pour some water into a bowl. Then, add some
cooking oil and observe. Next, add a few drops 2.10 Reading about badges
of washing-up liquid, stir the water and observe.
1 a Choose a book genre
2.8 Matching personal Read one book.
information to badges
Pass a quiz.
1 Observe; Ask questions; Find out what will
Make something linked to the book.
happen if …; Predict; Set up an experiment;
Record your results (refer back to pages 49–50 b Read three books.
of the Learner’s Book)
c How many books you have to read, how
2 Badges may be about being good or the many quizzes you need to pass and how
best at something. They can also just give many book reviews you have to write..
information, e.g., I am 6. Badges can tell us
that someone has a special job; they can be d Five different verbs: choose, read, pass,
make, write

5 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS

2.12 Look back Text What language What else

features did the did you
1
Instruction What is the What did text use? notice or
text about? you think enjoy?
about the How to Heading, sub- Learner’s
text? Mix Oil headings, own
How to be Following Learner’s and Water command verbs, response
a Science instructions own pictures, a list
Champion about what response of what you
you have to do need, adverbs
if you want to like ‘firstly’, extra
be a science information
champion How to be Headings Learner’s
a Reading command verbs in own
How to Following Learner’s
Genre a chart, numbers response
Blow sequenced own
Champion and pictures to
Bubbles instructions to response
show the order,
flow chart make bubbles
rules, extra
How to Mix Following Learner’s information
Oil and sequenced own How to Bulleted lists, Learner’s
Water instructions response Plan a numbered list, own
to mix oil and Badge command verbs, response
water in an Pathway rules in a flow
experiment chart to show
How to be Following Learner’s the order, extra
a Reading instructions and own information
Genre understanding response
Champion the rules to be
a reading genre Check your progress
champion
1 T
 hey are instructional texts telling us what
How to Plan Following Learner’s to do.
a Badge instructions own
Pathway to plan a real response 2 Learners’ own tips
badge pathway 3 Answers may include: the use of pictures,
photos, bullets, arrows, numbers, adverbs,
2 commands
Text What language What else
features did the did you 4 [Learners’
 own command verb]: Write,
text use? notice or underline
enjoy?
5 Possible answers: What is your name? When
How to be Command verbs, Learner’s is your birthday? Where do you live? What
a Science numbers, pictures, own do you like
Champion tips response to read?
How to Command verbs Learner’s
Blow in a flow chart and own 6 Possible answers: Each term: read a set
Bubbles linked shapes, response number of books, pass a quiz, write a
flow chart pictures, extra review/recommendation/blog, make
information something linked to the book
7 Possible answers: that you are an expert,
have a special job to do, belong to a club,
how old you are

6 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS

3 All about sounds

3.1 Repeating letter sounds 3.4 Reading a rhyming story
1 Learners continue with chosen letters. poem
2 sh: shop, ship’s, shop, Sharkskin (4); ck: 1 a new;  b need;  c faces;  d  shoes;  e like
stocks, locks, chopsticks, tricks, clocks,
lipstick, stock, socks (8); ch: chips, chopsticks, 3.6 Look back
watch, chimney (4)
1 Poem What is What did you
3.2 Chants the poem think about
about? the poem?
1 a  football match, a sports event, place of She Sells Seashells Learner’s own
worship, yoga, when saying a mantra, a Seashells response
protest. b  It is very structured. The text is set
in blocks. c  No full stops or question marks – Shop A shop that Learner’s own
only ellipsis … and an exclamation mark! d  It Chat stocks all response
has a very regular rhythm. e  It’s about poetry kinds of odd
and rhythm. things
The Poetry Learner’s own
3.3 Sound words Poetry response
United
1 bee/buzz; superhero/kerpow; firework/whoosh; Chant
water/splash; bell/ding-ding Words to Words we say Learner’s own
2 shout, soothe, sigh, shush hush, murmur, Whisper in different response
mutter, wiffle, waffle, babble, howl, punch, ways
clacker, clack, snap, hubbub, whisper, hum, New Buying shoes Learner’s own
buzz, haunt, chew relish, cower, clap, tap click Shoes response
3 Action Voice Water Animal
sounds sounds sounds sounds 2 Poem What is the main What else
cower shout splash hum pattern in the did you
clap splutter splutter buzz poem? notice or
enjoy?
tap soothe babble howl
She Sells Repeated first Learner’s
click sigh
Seashells letter sound of own
punch shush words response
chew hush Shop Repeated letter Learner’s
clacker murmur Chat sounds including own
clack mutter digraphs response
tickle wiffle The Repetition of Learner’s
waffle Poetry phrases, spelling own
United out letters to response
babble Chant spell a word
howl
Words to Sound words or Learner’s
whisper Whisper onomatopoeia own
tease response
snap New Rhyme and Learner’s
taunt Shoes repetition of own
words and response
taint
phrases
haunt

7 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS

Check your progress

1 All the poems have patterns in sound.
2 Super Sita sat …: learners’ own answers,
which must continue with alliteration of s.
Answers might include: at a sporting event, at
yoga, at the temple, when singing.
3 Possible answers: time, trees, share
4 Learners’ own answers

8 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS

4 Long, long ago

4.1 Exploring words sentences or phrases: ‘Hello Tiger,’ Sang
Kancil said. ‘What are you doing here?’ ‘I’m
1 Accept a variety of learner’s responses, e.g. going to eat you for my …,’ he said. Sang
The padloper turtle has a hard shell; The mouse Kancil thought quickly. ‘OK …,’ said Sang
deer has a patterned, fur coat. Kancil. ‘But first, …’
2 a saw 2 Learners’ own answers
b sore 3 ‘Later that day …’; ‘Sang Kancil said
Tiger …’; ‘Tiger wanted’; ‘The cobra
c right hissed …’
d write
4.4 Using adjectives to add
e where
description to characters
f wear
and settings
g here
1 Possible answers include: descriptions
h hear (adjectives): lazy, wild, honest, thick, white,
abominable; relationships between the
i bye characters (Ramay does not help his mother;
j buy Ramay’s mother is fed up with Ramay).

3 a sly and clever 2 Predictions: The Abominable Snowman will

be the trickster, as his name means terrible;
b hungry and greedy Ramay may trick his mother into thinking
c muddy that he has become hard working.

d chocolate sauce 3 His eyes are like coal / like ice.

His face is old like the hills.
4.2 Reading and understanding His body is like a mountain / like a rock.
1 Learners say what they think about the His teeth are like sharp knives / like nails.
characters. They may say that they think Tiger His head is like a mountain / like a rock.
feels silly or stupid because he has been tricked
His sound is like a lion / like a piercing pin.
again.
2 a Later that day
4.6 Reading aloud and checking
b A bee’s nest
understanding
c showed
1 a Long time ago ...
d b
 ecause the king has asked him to look
after his drum b Ramay tricks the monster; the woodcutter
tricks Ramay; Ramay tricks the
4.3 Retelling a story woodcutter. There are three tricks.
c 
At the end, Ramay is lucky to keep both
1 At the most basic level some learners may
the wishing sticks and he uses them to
notice the same characters or setting for each
help himself and others.
part of the story. Others may highlight what
characters say or do: Tiger thinks he is going d Possible answers: a new house, gold / lots
to eat Sang Kancil; Sang Kancil thinks quickly; of money for his mother; braveness / safety
Sang Kancil tricks Tiger; Sang Kancil escapes; for himself; more brain-power for the
Tiger is furious/mad/angry. monster (so he is not tricked again).
Alternatively, learners may select repeated

9 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS

2 All the statements are potentially true except: 4.9 Exploring the text
He is hard-working. (Ramay); He lives in a
house. (the monster); He lives in a cave. (the 1 Answers may include: Yoshi always sounds
woodcutter) unhappy, wistful, ungrateful. The whisper in the
wind sounds whispery, helpful, friendly, kind.
3 a lived
2 a Yoshi always says “I wish I could be …”
b listens, saying
b the whisper in the wind always says “Your
c seeing, gives wish is granted, Yoshi – a ... you will be.”
d was feeling i “I want to / I wish I could be a rock,”
said Yoshi.
e stayed
ii “Your wish is granted. A rock you
f is sleeping, swaps will be.”
iii 
Predictions should be along the
4.7 Planning and writing a new lines of: I think Yoshi wishes to be
something else again and again and the
story ending story never ends / stays stuck as a rock
1 a and forever to teach him a lesson / feels a
stonecutter cutting into him and so he
b because wishes to be a stonecutter again.
c so 4.10 Story beginnings
d but
1 a Yoshi had a bent back and hard hands
e or because he was a stonecutter.

2 a The new stick chased the woodcutter when b Yoshi wanted to be a rich man because it
he tried to steal it in the night looked like a better life / he was poor.

b Ramay asked the wishing stick for gold, c huge, hard and solid
but nothing happened
d Possible answers: I think Yoshi learned to
c Ramay realised he had been tricked so he be happy with his life as a stonecutter / that
went running back to the monster it is wrong to be greedy / that we should be
happy with what we have / that things often
d “Shall I ask for gold or shall I ask for a look better than what we have but that they
feast?” asked Ramay are not always.
e Ramay made wishes for the monster 2 a called
because he had been kind.
b loved
3 Learners’ own responses
c whispered
4.8 Story beginnings d boasted
1 a 
Long ago e picked/started
b, c any of the story starters could work, but
if we want to stress that it was a story 4.11 Planning and writing a
that took place a long time ago, then circular story
these work best: A long time ago …; and
Once upon a time … 1 Learners’ own answers

2 Learners’ own answers

10 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS

4.12 Look back Check your progress

1 1 Traditional tales
Story Main Main
characters setting 2 Use phonics to help read difficult words,
Sang Kancil Sang Kancil In the jungle notice speech marks, make your voice sound
and the interesting
Tiger
Tiger 3 because, when, and – learners’ own sentences
The Ramay In the
4 tricked, planned, saw
Abominable The mountains
Snowman monster/The 5 Possible answers: Ramay was … lazy, silly,
Abominable lucky.
Snowman
6 Learners’ own preferred tip
Ramay’s
mother  earners’ own response similar to: Long, long
7 L
Yoshi the Yoshi In different ago, A long time ago, Once upon a time
Stonecutter The places as
stonecutter Yoshi moves
around
The Whisper
in the Wind

2
Story Story shape Story
theme
Sang Kancil A story that Clever tricks
and the repeats ideas can save
Tiger your life
The A story with We can
Abominable twists and trick and be
Snowman turns tricked
Yoshi the A circular Be happy
Stonecutter story with what
you have

11 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
5 Computers and robots
5.1 What are computers?
1 Learners’ own answers
2 Learners’ own answers
3 Possible answers:
a To help them to find and record information.
b Possible answer: They wanted a machine
that would find the answer more quickly
than they could work it out. Accept other
reasonable answers.
5.2 Computer codes
1 b 
White = turns lights on; Green = stops
and moves in the other direction; Yellow =
makes a ‘choo choo’ sound; Blue = makes
a ‘bloop bloop’ sound; Red = stops
c 
Learners’ own responses
2 Learners’ own answers
3 Learners’ own answers
5.3 Describing computers
1 a 
Nouns: internet, computer, electricity,
website, language; Adjectives: funny, big,
new, busy, interesting
b Learners’ own sentences
2 unhappy; disloyal; unlucky; unfriendly;
discoloured; unused; disused; unlikely;
disabled
5.4 Finding information
1 i  page 6; ii  page 10; iii  page 14
2 Learners’ own questions.
3 You can make characters move if/when you
can write the right code; The characters can
move but they can only do what the code will
let them do; Players play computers games
because they like solving problems; You will
earn points if/when you win the game.
12 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
5.5 Introducing robots
1 a Any of: they don’t get bored, they don’t
get tired, they can work all day and night;
b Boring, repetitive jobs; jobs that need
strength; jobs that people don’t want to do
2 Text headings that use ‘Why’; connectives: so,
because; pictures that help readers understand
ideas that follow on from each other
3 Learners’ own answers
5.6 What robots can do
1 Learners’ own answers
2 look, looks, talks, helps, work, gives, is
3 b The robot helps people.
The robots give people information.
The robot tells people where to go.
c Two sentences of learners’ own answers
5.7 Design a robot
1 Pepper robots have a whole array of sensors.
But four are mentioned in the text: bumper,
cameras to see, hearing, touch
2 Learners’ own answers
3 Learners’ own answers
5.8 Introducing drones
1 It’s an explanation. Its purpose is to explain
something.
 lues include: headings that ask ‘how’ and
C
‘why’ questions; structure that begins with an
introduction to the topic, then has a sequence
of paragraphs giving more information; use of
connectives like because, so, when, if; present
tense
2 A heading (e.g. What is a drone?); a sub-heading
(e.g. How do you control a drone?), a label (e.g.
rotor–wing); a caption (e.g. Some drones have
rotors so they can fly like a helicopter)
3 c telling you what a drone is
b telling you why we use drones
a telling you how we control drones
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS

5.9 Flying a drone Check your progress

1 a In the house 1 Ticks by: Answers to questions about
why things happen; Connectives such
b He kept crashing it as; headings because, so, if, when;
c To a park Things called by their proper names (like
‘computer’, instead of ‘magic box’)
2 a • (past) had to do different things with
my hands … / I kept on trying and 2 so they can only do what they are
trying. programmed to do. (Accept sensible
answers which are linked to the
• 
(present) better at flying my drone /
connective ‘so’)
make it hover in one place / still need
to wait … 3 Is it safe to fly drones in the park?
• 
(future) I will be very good at flying 4 Some robots can catch balls.
my drone / I will enter some drone
races. 5 Learner’s own answers, e.g. Pepper is a
clever / interesting / helpful robot.
5.10 Talk about using your robot 6 My computer is new.
1 Learners’ own answers 7 We need to learn about computers because
2 Learners’ own answers they are all around us.

5.12 Look back

1 Learners’ own answers
2 Learners’ own answers

13 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
6 On a journey
6.1 Word play
1 Pictures – balloon popping; popcorn popping;
pop music; a pop-up book; a pop-up clown;
other ideas may include pop-up shops or
events, pop-up tent, fizzy pop to drink, a
musical sound.
2 a 
It means ‘to go somewhere quickly or for
a short time when you are busy’
b It is repeated 24 times.
3 a Michael Rosen
b stop/shop
c 30 lines
d It’s a very long thin poem. The lines are
very short, which means you can read
it quickly – this stresses the theme of
busyness
e The word pop on its own is repeated
several times; got to pop is repeated,
sometimes as a question.
4 pop in (5); pop out (5); pop over (2); pop
round (1)
6.2 Shape play
1 Possible answers include:
a It makes me think about skiing.
b The layout is clever because … it is like a
ski slope / it is a zig-zag / it is unusual. The
layout gives us the idea of words skiing
down a page into a poem.
c The lines are very short. Each line is just
one or two words.
d A few words rhyme and that makes us feel
like we are sliding down the slope. The
words are slide, side and glide.
e The poem is about writing a poem but it
looks like it is about skiing.
14 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
6.3 Repeating a phrase
1 Possible answers include:
a Boxland is full of boxes / is where people
live in boxes / there are no chickens there /
there are foxes there.
b The poet found a box there / there were
no chickens.
c He found a box and knocked on it but
there was no answer so he took it home
with him.
d No one dared to look inside because they
were a bit scared / worried about what
might be inside / what they might see.
e Learners’ own answers
2 boxland, rainbow, footprint/football, butterfly,
skateboard, basketball
3 Learners’ own answers
6.4 Repeating a first line
and rhyme
1 winder – someone or something who twists
and turns; hoarder – someone who gathers
things; treasures – a collection of rich things
like gold or jewels; gurgles – sounds a baby or
water might make; echoes – makes a sound
that repeats another sound
6.5 Planning and writing a
poem with a patterned
structure
1 The poem has six lines; each line begins with a
word and an exclamation mark; the first words
are sound words or could be said as if they were
sounds; the second part of the line either begins
with the word ‘as’ or ‘go’ and describes what the
first word is doing; there is no steady rhythm
with each line having a different number of beats
and there is no rhyme.
2 Learners’ own answers
3 Learners’ own poems
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS

6.6 Look back Check your progress

1 Poem What is What do you 1 Possible answers: pop up, pop by, pop over
the poem think about 2 Possible answers: day/spray; land/sand; river/
about? the poem? shiver
Busy Day Rushing Learners’ own
around comments 3 Learners’ own answers which could include:
winder/hoarder/baby/singer
Downhill Words being Learners’ own
Racer like skiers comments Possible answers from: words, phrase, sentence,
Riding A journey Learners’ own first line, a few lines (a verse or chorus)
Down to to a strange comments
Boxland place
The River Describing Learners’ own
a river like a comments
person
Exotic The Learners’ own
Caribbean Caribbean comments

2 Poem What is the What else

main pattern did you
in the poem? notice or
enjoy?
Busy Day Word Learner’s
repetition – own
pop / some comments
repetition of
phrases
Downhill Shape – no Learner’s
Racer repetition own
comments
Riding Phrase Learner’s
Down to repetition – own
Boxland Riding down comments
to boxland
The River First line Learner’s
repetition of own
exact words comments
over verses
– The River’s
a ...
Exotic Fixed line Learner’s
Caribbean structure own
– different comments
opening
words in
italic with
exclamation
marks

15 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS

7 Stories by well-known authors

7.1 What do you like to read? 3
Singular (one Plural (more than one
of something) of something)
1 Learners’ own answers
river rivers
2 A 
space/
fish fish
B over the oceans net nets
C a big city woman women
walk walks
3 Learners’ own answers
curtain curtains
7.2 Introducing voice
1 Learners’ own answers. Possible answers are:
7.5 Focus on adjectives
a No – he just wanted to get the ball; b He 1 careful cheerful dirty
could have said ‘Sorry’ or asked ‘Are you OK?’
 gloomy messy painful
2 sore saw
2
fair fare Compared
Compared
adjective to one
break brake to all others
other
threw through small smaller smallest
caught court bright brighter brightest
clean cleaner cleanest
7.3 Ordering events fast faster fastest
old older oldest
1 a Pelo pushed Omar over. / Pelo didn’t say
sorry
3 told; once; clothes; women
b She made Omar say sorry
c Yes 7.6 Writing an ending for
2 From part 1: Then, Then (the bell rang for the
the story
end of break). Also accept It was break time. 1 Learners’ own answers
From part 2: The next day, Zara listened, Now
2 There is a range of possible answers, including:
3 F, D, B, C, E, A
a  ncle Flores made colourful curtains
U
7.4 Introducing a text when/ because Edinho suggested it.
b People liked the curtains so they asked
1 Learners’ own answers
Uncle Flores to make them some
2 i True. (He complains of the dust, the small colourful curtains too.
fish and the murky river’)
c They started buying curtains but soon
ii False. (Women can’t wash their clothes in asked Uncle Flores to make them
the murky river.) colourful costumes too.

iii True. (Uncle Flores says it’s not a bad  ncle Flores gave people a cup of coffee
d U
idea.) when they came and ordered clothes.
3 Learners’ own answers

16 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS

7.7 Introducing a story 7.10 Planning to write a story

1 Learners’ own answers 1 Learners’ own answers
2 Learners’ own answers 2 Learners’ own answers
3 Learners’ own answers 3 Learners’ own answers

7.8 Language in a story 7.11 Writing an animal story

1 Learners’ own answers 1 looked; asked; dived; hunted; roared; shouted;
stretched; wanted; watched; worked
2 Learners’ own answers
2 Learners’ own answers
3 a  he birds in the story are the Father,
T
Mother, Little Albatross and the killer 3 Learners’ own answers
bird.
4 Learners’ own answers
b Mother and Father Albatross were diving,
flying, searching and singing. 7.12 Look back
7.9 Story shapes 1 Learners’ own answers

1 7, 1, 5, 3, 8, 2, 6, 4 Check your progress

2 Beginning: The author introduces the 1 Accept an appropriate range of verbs, e.g.:
characters; The author explains why Little
Albatross is being left alone. “Look! I caught it!” boasted Pelo.

Middle: Killer bird threatens Little Albatross.
Father and Mother Albatross dive down to
catch the fish. Father and Mother Albatross
get caught in the net of the fishing boat and
can’t escape.
3 Learners’ own answers
“You knocked me down!” complained Omar.
2 cleanest, smaller
3 colourful, dirty
 icks against: Speech marks; Ideas written in
4 T
sections; Interesting words; headings; language
of time to tell you when events happened

17 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS

8 Underwater life 8.4 Where fish live

1 salt, tiny, ocean, how
8.1 Life under the sea
2 a seas/oceans
1 (alphabetical order) crab, dolphin, octopus,
seahorse, turtle, whale b rivers/lakes/streams

2 Learners’ own answers c there is more salt water

3 Learners’ own answers
8.2 Fish and whales
1 bird, turtle; boat, hole; claw, shore; sea, weed;
8.5 Animals that eat fish
snail, whale 1 a Polar bears dive deep into the water
2 Learners’ own answers b Polar bears eat saltwater fish but grizzly
3 bears eat freshwater fish
blowhole fin
c Any three of: grizzly bear, polar bear, sea
lion or seal

fluke 2 Accept any well constructed answer. Possible

flipper answers include:
Statement: Some animals eat fish. / Polar
Whales bears and whales eat fish.
Heading: What kind of animal is a whale? How Question: Can you catch that fish?
do whales breathe? How do whales move? Question: How long do seals spend hunting?
Label: blowhole, fin, fluke, flipper
8.6 Finding information
4 (vowel sound /ee/)  breathe  sea/see teeth these from charts
(vowel sound /ie/)  behind  die dry  side 1 a turtle
(vowel sound /oa/)  blow float hole toe
b great white shark
(vowel sound /ue/) fluke  move  tooth  use
c penguin
8.3 More about whales
2 Sea What What How Interesting
1 breathes; have; need; have creature kind of does it does it fact
2 the order of the pictures is 2, 1, 3 animal eat? move?
is it?
b i The family are going on a boat Baleen mammal krill and moves Learners’
because they want to see whales. whale plankton its tail own
Whales are swimming in the sea but it
ii  from answers
is very cold. side to
side
iii 
One whale jumps out of the water
and the boy says, “Look at it jump!”
3 a Some whales have teeth
The biggest toothed whale is the sperm
b 
whale
c It is the biggest meat eater in the world
d It does not eat people.

18 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS

8.7 Different ways of sharing information

1 Text
Session Paragraphs Subheadings Diagram Pictures Chart Glossary
name
Body
8.2 parts of a
fish
Baleen
8.3
whales
Sea
8.6
creatures

2 a 
Crawls onto a beach; pushes sand aside
to make a pit; digs a hole in the pit with
her back flippers; lays her eggs
b, c  Learners’ own question and answers
3 (do not mark answers as incorrect if learners
spell the –ing form incorrectly): i  They move
/ are moving their flippers slowly to swim.
ii  They drag / are dragging themselves onto
the sand. iii  The turtle digs / is digging a hole
in the sand with her flippers. iv  She lays / is
laying her eggs in the hole.
8.8 Finding information on
websites
1 a the internet/website
b interest / enjoyment/curiosity / to find
something out / for homework or research
c if you click on each part of the page, it
will bring up a different information page
2 a An underwater island made out of coral
b Each coral has its own shape and colour.
3 b Most coral reefs need (any four of):
warmth, sunlight, clear water, calm water,
peaceful water
8.9 Features of report texts
1 Adjectives that compare –er, adjective forming
–y, adjective forming –ful, past tense –ed,
superlative –est
2 a Angelfish (or a general question about
Angelfish that is answered in the
paragraph)
3 a safer, bigger
b (Many of) the world’s most colourful fish;
huge schools (of the same fish); bigger
groups; tougher teeth; hard coral shells; the
softer corals; many coloured corals (on a
reef)
c Learners’ own answers
4 Learners’ own answers
8.10 Planning and writing a
report text
1 Learners’ own answers
2 Learners’ own answers

19 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS

8.11 Improving and correcting a Check your progress

report text 1 a What must whales breathe? Do whales
1 Learners’ own answers breathe air?

2 Learners’ own answers b What are blowholes? What are whale’s

3 Learners’ own answers
8.12 Look back
1 Learners’ own answers
2 Learners’ own answers
nostrils called? Are whales’ tails called
blowholes?
c What is on top of a whale’s head? Are
blowholes between a whale’s eyes?
2 a It does not need to breathe air.
b It eats small fish from the reef.
c Their fins help them stay upright.
3 T
 ick against: Full stops and capital letters;
Ideas written in sections; Interesting words;
Subheadings; Present tense; Pronouns

20 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS

9 Creatures everywhere
9.1 The elephant 9.4 Crocodiles
1 Learners’ own answers 1 sleepy, careful, slowly, rocky, friendly,
colourful, healthy, lovely
2 a In a jungle
2 cheerfully; neatly; gently; Learners’ own
b The elephant tears trees sentences
c Squirting water 3 • 
–ful: careful. It makes the noun care into
3 a munching / crunching; trees / seeds / leaves; an adjective.
fat / that • –s: sleeps. It makes the verb sleep agree
with the pronoun he.
b goes / fro (half rhyme)
• –er: thinner. It makes the adjective thin
c Learners’ own answers into a comparative.
d trees: leaves / learners’ own answers • whene’er is a shortened version of
fat: that / learners’ own answers whenever

4 Any five of: goes, swaying, munching,
crunching, tearing, stamping, eating, are, do.
Alphabetically: are, crunching, do, eating,
goes, munching, stamping, swaying, tearing
9.2 On safari
1 Learners’ own answers, which may include:
1 details about setting: grasslands, acacia tree
2 country: Africa (mention of
leopards / ostriches / giraffes)
2 Learners’ own answers
3 an African animal
4 Each word should be matched with a rhyming
word of the learner’s choice: crocodile, Nile,
scale; crocodile, take, poke, smile, stroke, nile
9.5 Writing an ode poem
1 Seat: armchair; bench; high chair; sofa; stool
Plant: bush; cactus; flower; tree; vegetable;
weed
2 It has a long, bendy neck; It has white
feathers.
3 Learners’ own answers
4 Learners’ own answers

9.3 Rainforest 9.6 Look back

1 Learners’ own answers
1 Lots of animals live in rainforests.
The mother parrot lays her eggs in a nest. She Check your progress
sits on them until they hatch.
The father tree frog looks after some eggs. He 1 lived / hooted / improved / poured
stops them from drying out. 2 Learners’ own answers
2 a present tense: hanging, creep, hoot 3 gladly / painful / sadly / sandy
b past tense: lived, said, crept, slept, hooted, 4 • colourful, friendly, funny, pretty, beautiful
hollered
• kind, caring, gentle
c pairs: creep / crept; hoot / hooted
3 Learners’ own answers

21 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS

Spelling toolkit
answers
Alphabet Short vowel sounds
1 Learners’ own answers 1 pat – cat, tap, pan, gap
2 ABCDEFGHIJKL MNOPQRSTUVW pet – get, pen, red, yes
XYZ
pit – pig, did, fit, sit
Syllables pot – dog, fox, got, nod
1 horse ti-ger hut – sun, Mum, mug, but
x x x
put – bush, pull, look, wool
e-le-phant gi-raffe
Long vowel spellings 3
xxx x x
1 Learners’ own answers
croc-o-dile snake
x    x  x x 2 List 1: star, arm, smart, calm, half

ze-bra hip-po-pot-a-mus List 2: b

 ird, burn, dirt, Earth, hurt, shirt,
third, fur
x  x    x   x   x    x  x
List 3: horse, more, short, hall, fall, sore,
Tips for spelling fork
2 t-r-ee sn-ai-l c-ar Prefixes
Long and short vowels 1 untie, distrust, unfriendly, untidy, dislike,
1 long: ear, mouth, nose, knee, arm, hair unlucky, disagree
short: head, leg, hand, foot
2 Learners’ own answers
Long vowel spellings 1
Long vowel spelling 4
1 bee, wood, plane, meet, sail, road, see, tail
1 town, your, are, bear, care
Long vowel spellings 2
Common words 2
1 tape, plane, kite, stripe, note, slope, cube,
huge 1 could because most every pretty
sure after many their would
2 Learners’ own answers
Word endings
Common words 1 1 a older
1 what, where, why, who, which
b fastest
2 Learners’ own answers
c longest
d hotter
e stronger

22 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
 CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS

Punctuation marks Starting sentences

1 a Huan lost her toy. 1 One way of answering:
b They went for a walk. a One day, Jyoti and Vijay were on their
way to school.
c Did you like that book?
b Suddenly Vijay pointed at a car that
d Go away! was going too fast.
Capital letters c 
Then the car nearly crashed into
1 a I should be in capitals; no capitals in them.
elephant
d Later they saw the car parked outside
b Capital for He and Juma, not capital in the school.
plaY and House
Tense
c Capital in India, not capital in Country 1 a The shark chased the fish.
Speech marks b The fish swam as fast as they could.
1 Learners’ own answers
c The octopus hid in the seaweed.
Sentences
d The sea creatures escaped.
1 Gopal went home.
e The sea was calm and peaceful.
Can you help me please Vishni?
Cooking is fun.
Joining sentences
1 Learners’ own answers

23 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021