Cambridge Primary English WorkBook With Digital Access Stage 5

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Cambridge Primary English

With varied activities – including quizzes, drawing and word games – these
workbooks help your learners practise what they have learnt.
Focus, Practice and Challenge exercises provide clear progression through each
topic, helping learners see what they’ve achieved. Ideal for use in the classroom or
for homework.
Links to ‘Language focus’ boxes in the learner’s book provide more grammar
practice.
CAMBRIDGE
Primary English
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• Activities take an active learning approach to help learners apply their
knowledge to new contexts
• Three-tiered exercises in every unit get progressively more challenging to help
students see and track their own learning
• Varied activity types keep learners interested
• Write-in for ease of use
• Answers for all activities can be found in the accompanying teacher’s resource
For more information on how to access and use your digital resource, Workbook 5
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please see inside front cover.
Sally Burt & Debbie Ridgard
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Second edition Digital access
Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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CAMBRIDGE
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Primary English
Workbook 5
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Sally Burt & Debbie Ridgard
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© Cambridge University Press 2021
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Contents
Contents
1 There’s a lesson in that
1.1 Read a story by Aesop 8
1.2 Check your understanding 11
1.3 Story features 12
1.4 What about my point of view? 15
FT
1.5 Proverbs tell a tale 18
1.6 A twist in the traditional tale 19
1.7 It’s all about dialogue 20
1.8 Figurative language is all around 22
1.9 Hold a discussion forum 24
1.10 Test your knowledge 26
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1.11 and 1.12 Retell a fable 28
2 Exploring space
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2.1 What is out there? 30
2.2 A simple start 32
2.3 Building language 33
2.4 Then and now 35
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2.5 and 2.6 Blogging 37

2.7 Interviews 39
2.8 Biographies 42
2.9 Add details 45
2.10 Tackle tenses 47
2.11 and 2.12 Write a biography 50
3
Contents
3 Reflections
3.1 Like and as 53
3.2 Imagine with metaphors 55
3.3 Haiku 58
3.4 Create a haiku 61
3.5 Personification in poems 63
3.6 Practise and perform 65
FT
4 Telling timeless tales
4.1 Make predictions about a classic tale 67
4.2 Read some classic literature 69
4.3 Develop your language skills 72
4.4 Develop a viewpoint 74
4.5 Build a short screenplay 76
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4.6 Explore your knowledge of classic tales 78
4.7 Explore the text 80
4.8 Direct and reported speech 82
4.9 Check your knowledge 85
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4.10 Work with words 86
4.11 and 4.12 Write your own classic tale to tell 88
5 Tell me how
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5.1 Gather facts 90

5.2 Read instructions 92
5.3 Be clear and direct 95
5.4 Nouns count 97
5.5 and 5.6 Write instructions and demonstrate 99
5.7 Find out more 101
5.8 Make notes 103
4
Contents
5.9 Recall connectives 105

5.10 Explain with multi-clause sentences 107
5.11 Plan first 109
5.12 Write and present 111
6 A different type of story

6.1 ‘The Way Through the Woods’ 112
6.2 Develop your poetic language 114
FT
6.3 Bringing the rain 116
6.4 Read with understanding 117
6.5 Not lost but found 118
6.6 Use a frame to write a poem 120
7 Tell it another way

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7.1 Fairy tales forever 122
7.2 A well-known tale around the world 123
7.3 Compare and contrast 125
7.4 Phrases, clauses and tenses 127
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7.5 and 7.6 Write a synopsis 130
7.7 Blackberry Blue 132
7.8 Pronouns, homophones and homonyms 134
7.9 More about Blackberry Blue 136
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7.10 Compare the tales 139

7.11 and 7.12 Write your own version of the tale 141
8 Share your views

8.1 Posters with purpose 144
8.2 Layout counts 146
8.3 Find your way around 148
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Contents
8.4 and 8.5 Create a poster 150

8.6 Film posters and reviews 152
8.7 Make film review notes 153
8.8 Present a review 155
8.9 Informal letters 156
8.10 Formal letters 158
8.11 and 8.12 Write a formal letter 160
9 Lights, camera, action ...
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9.1 Predict the story 163
9.2 Film scripts 165
9.3 Play scripts 168
9.4 Develop characters and setting 170
9.5 Plan a script 172
9.6 Write a script 176
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6
How to use this book
How to use1 this book

There’s a lesson
Workbook 5 provides questions for in that
you to practise what you have learnt
in class. There is a unit to match each 1.1 Read a story by Aesop 1.1 Read a story by Aesop
unit in Learner’s Book 5. Within each Focus

1 2A syllable
Breaking words
wordinto syllables can help
thatyou
hasspell and pronounce
(car – car|rythem correctly.
unit there are six or twelve sessions. Choose
Sort
is a
a syllable
these words
or part of a word
to complete
according these
to how many words.
one beat – ca|ra|mel).
syllables they have.1.1 Read a story by Aesop
Each session is divided into por ti corn

ping fathom grasshfu
opl per
2 Breakingba ffled into syllables
words can help you spelldeand fi them
r pronounce correctly.
FT
thm ous es mea ri
three parts: t rac ch irr up vi en
an a syllable to complete these words.
Choose
or ar ing fli
melody teased
porwed
stop
guffa ti pilib
un
ng erally der suste
standfi dif
nanc e ful cult
Focus: These questions dow
us
rac industriovi
pro
thar ing
sion
mea
gather
ri
help you to master the basics. glo ous con nued wist ly
stop un stand dif cult
One syllable Two syllables Three syllables Four syllables
cha ter le gic im tant
dow pro sion gather
glo
Practice ous con nued wist ly
Practice: These questions help
3cha
Use your dictionary toter
check
le the meaning of anygic
of the words
im in tant
you to become more confident in Activities 1 and 2 that you did not know. Add them to your wordbook.
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using what you have learnt. Practice
Challenge
3 Use your dictionary to check the meaning of any of the words in
4Activities
Write notes
1 andon2 athat
story
youthat
didyou
not think
know.isAdd
a fable.
them to your wordbook.
Use the fable features to guide you.
1.2 Check your understanding
Challenge
Challenge: These questions will Fable features
Remember, some letters,
4 Write notes on a story that you thinklanguage
is a fable.is all around
like 1.8
the Figurative
sufﬁx –ed, aren’t
make you think very hard. 1.2 Check your understanding
• Fables are short stories.
stressed at the end of
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words.
Practice Fable features
• The characters usually have human characteristics.
Language focus
3 Write down what you think each expression means. Do some research if you
8 • • Fables
do not know. You could ask a family member areorshort
The main use stories.
point is ainternet.
the moral lesson one of the characters learns.
Modal verbs express possibility, ability, permission or obligation by changing other
verbs•in a sentence. Common modal verbs are shown here.
a • The
Wecharacters
can learnusually have
from the human
story’s characteristics.
lesson as well.
Language focus boxes: • The main point is a moral lesson shof t
muslearns.
allthe characters
will should may one
Key language and grammar
b ought to might
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could can
would
• We can learn from the story’s lesson as well.
rules explained. c
Modals are followed by the base verb they change.
d Example: I can dream; you ought to eat; she should smile.
Modals can express degrees of possibility – how likely something is to happen:
e 9
It could be hot tomorrow. I may do my homework.
Challenge It might be hot tomorrow. I should do my homework.
It will be
Alliteration is a figure of speech where hotrepeat
you tomorrow. I must do my homework.
the consonant sound 9
at the start of words for effect.
4 Circle seven words in the word
Focussearch to alliterate with each of the
words in boxes – that’s 211words to find altogether!
Identify the modal verb and explain the difference in the meaning of these sentences.
Questions and statements Grasshopper could listen to Ant’s advice.

Start byby
Start
Grasshopper underlining
underlining
should the
listen to the
Ant’s advice.
to help you think about night sigh words
wordsin in
thethe
word
wordbank
bank
race that
that alliterate
alliterate withthese
with these
how you learn words.
words. Thendodoyour
Then your
wordword search.
search.
Words to choose from
Practice
neat
rhyme
like
carry
knee
2 Rewrite these
lope
sentences to make them negative by changing the modal verb
7
wrought knock
using a contraction.
Original material © Cambridge University Press 2020.
psalm plan This simper
material is not final and is subject to further changes prior to publication.
valiant
a Grasshopper must think about the coming winter.
cycle plate drought crawl circle
1 There’s a lesson
in that
1.1 Read a story by Aesop
Focus
FT
1 A syllable is a word or part of a word that has one beat (car – car|ry – ca|ra|mel).
Sort these words according to how many syllables they have.
corn fathom grasshopp

baffled er
ant chirrup enormous flies
melody teased
guffawed liberally sustenance
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industrious
One syllable Two syllables Three syllables Four syllables

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D
Remember, some letters,

like the suffix –ed, aren’t
stressed at the end of
words.
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1.1 Read a story by Aesop
2 Breaking words into syllables can help you spell and pronounce them correctly.
Choose a syllable to complete these words.
por ti ping der fi ful

rac thar ri
vi ing mea
stop un stand dif cult
dow pro sion gather
glo ous con nued wist ly
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cha ter le gic im tant
Practice
3 Use your dictionary to check the meaning of any of the words in
Activities 1 and 2 that you did not know. Add them to your wordbook.
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Challenge
4 Write notes on a story that you think is a fable.
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Fable features
• Fables are short stories.

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• The characters usually have human characteristics.
• The main point is a moral lesson one of the characters learns.
• We can learn from the story’s lesson as well.
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Main characters:
Story title:
Setting:
Plot summary:
FT
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5 Use the notes to summarise your fable in a paragraph with a topic sentence.
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10

Language focus
Modal verbs express possibility, ability, permission or obligation by changing other

verbs in a sentence. Common modal verbs are shown here.
may shall must

will should might
can ought to
would could
FT
Modals are followed by the base verb they change.
Example: I can dream; you ought to eat; she should smile.
Modals can express degrees of possibility – how likely something is to happen:
It could be hot tomorrow. I may do my homework.

It might be hot tomorrow. I should do my homework.
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It will be hot tomorrow. I must do my homework.
Focus
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1 Identify the modal verb and explain the difference in the meaning of these sentences.
Grasshopper could listen to Ant’s advice.

Grasshopper should listen to Ant’s advice.
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Practice
2 Rewrite these sentences to make them negative by changing the modal verb
using a contraction.
a Grasshopper must think about the coming winter.
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b Ant will have enough food to last her.
c Ant would lend Grasshopper food if she had enough.
d Grasshopper could collect food if he wanted to.
FT
e Ant shall tell Grasshopper a good place to look for food.
Challenge
3 Choose a suitable modal verb to complete these sentences.
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a It’s so hot today, I just be bothered to do any work.
b I help you if you try your hardest.
c I know I collect food but I prefer relaxing.

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d Ant be persuaded to help Grasshopper if she thinks he has changed.
e If I sing as well as Grasshopper, I also sing.

D
1.3 Story features

Focus
1 Choose synonyms from the boxes and write them in the correct place
in the thesaurus on the next page.
2 Think of an antonym (a word opposite in meaning) and add it at the end of each entry.
12
1.3 Story features
bawl cackle chor tle dar t doze

blub
catnap chuckle dash drowse
beam bound
howl kip nap rest
flee grin hibernate
hoot jog sprint race
giggle guffaw
sneer snicker sob sprint
slumber snigger
scuttle whimper
smirk wail snivel snooze
simper
stampede titter weep
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Thesaurus
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Practice
3 Give Ant and Grasshopper a new personality by finding an antonym
for each adjective in their character profiles.
irresponsible
practical
Antonym:
Antonym: impractical
sensible carefree
Antonym: Antonym:
bossy
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Antonym:
A
cheerful
optimistic
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busy Antonym: gloomy
Antonym:
Antonym:
serious thoughtless
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Antonym: Antonym:
Challenge
4 Write a sentence to describe each character’s new personality.
Ant:
Grasshopper:
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1.4 What about my point of view?

Language focus
Third-person narrative: an outsider tells First-person narrative: a character tells

the story but is not part of it. the story as well as being in it.
Imran went to I go to school

school early so that early so that I can
FT
he could hand in hand in my newspapers
his newspapers for for recycling.
recycling.
Common pronouns: he, she, it, they, him, Common pronouns: I, we, me, us,
her, them, his, hers, theirs mine, ours
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Focus
1 Complete these sentences, describing the action in the picture.
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First person Third person
I... Ant . . .
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2 Complete these sentences using personal pronouns.

Use each pronoun once.
her I me my she she them them they us we
Use the verbs to help you

choose the right pronoun.
Cross out each one when
you have used it.
a When
eat breakfast.
FT
get up mum makes
says
A
should all eat healthily before school because good food
gives brain power!
b Mrs Sisulu wakes family every morning and prepares a healthy

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breakfast for . thinks need breakfast
because it will give brain food.
Practice
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3 Write a paragraph about something you did at the weekend.

Write in first-person narrative.
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Challenge
Language focus
Possessive pronouns and possessive adjectives do different jobs.
Possessive adjectives appear with the noun they modify.
Possessive pronouns take the place of a noun.
Example:
That’s my book, not your book. That book is mine, not yours.
FT
possessive adjective possessive pronoun
4 Put these pronouns in the correct columns in the table, crossing each one out as you go.
he her hers his his I it its mine my our
ours she their theirs they we you your yours
A
Some pronouns will be in
more than one column because
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although they are written the
same, they do different jobs.
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Personal pronouns Possessive pronouns Possessive adjectives
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1.5 Proverbs tell a tale

Focus
1 Draw a line to match each proverb to its meaning.
Think carefully before you do or say

Practice makes perfect.
something.
Making a little effort now will save a
Look before you leap.
lot of effort later.
FT
It’s no good worrying about something
A stitch in time saves nine.
that has already happened.
It is easy to forget something if you
Great oaks from little acorns grow.
can’t see it.
It’s no use crying over spilt milk. All great things start small.
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Doing something over and over again
Out of sight, out of mind.
is how to learn to do something well.
Practice
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2 Fill in the missing word to complete these proverbs.
a Don’t put all your in one basket.
b The early bird catches the .
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c The proof of the pudding is in the .

d Birds of a flock together.
e You cannot have your and eat it too.
Challenge
3 At home, ask members of your family about any proverbs they know or that are
traditional in your country or region. Make a note of them and what they mean.
Then write each one on a card with the meaning on the back. Play a game in
class by challenging each other to explain what your proverbs mean.
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1.6 A twist in the traditional tale
1.6 A twist in the traditional tale

Here is the middle of a story based on one of Aesop’s fables.
Focus
1 Read the story middle and decide on a lesson that the story will teach.
2 Write a title for the story that explains the lesson.
Practice
FT
3 Write the opening in one or two sentences to set the scene.
Challenge
4 Decide how the story ends and write the ending.
5 Illustrate your story.
Title explaining the lesson in the story:

A
One day . . .
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D
A mother crab told her baby crab that he must learn to walk straight because when
he walked sideways, he couldn’t see where he was going. But the baby crab told his
mother that he copied everything she did. So . . .
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1.7 It’s all about dialogue
FT
Language focus
Punctuating dialogue
• Put speech marks before and after the spoken words.
• Capitalise the first word inside the speech marks.
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• Use a comma after any words introducing the speech.
• Start a new line when a new person speaks.
• If the narrative indicating who spoke (e.g. she said) comes after the speech,
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put the comma, exclamation or question mark (never a full stop) before
closing the speech marks with no capital letter for the word that follows.
punctuation inside
capital letter the speech marks no capital letter
D
'Walk straight not sideways,' said Mother Crab.

Baby Crab replied, 'I do what you do!'
new line for each punctuation inside

speaker the speech marks
comma after words that
introduce the speech
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1.7 It’s all about dialogue
Focus
1 Add the missing speech marks to these sentences.
a You can’t see where you are going, laughed Mother Crab.
b Baby Crab asked, Will you teach me to walk straight?
c I am better than Starfish who can’t walk at all! protested Baby Crab.
d Baby Crab poked Starfish and demanded, How do you move around?
Practice
FT
2 Rewrite this paragraph and set out the dialogue correctly.
I don’t need to walk smiled Starfish. Why not asked Baby Crab. Starfish wriggled
and giggled saying I don’t need to go anywhere so I wait for the waves to take me.
A
R
D
Challenge
3 Rewrite the middle of the crab fable in 1.6, using dialogue rather than narrative.
Use the actual words that each character might have said in the dialogue.
A mother crab told her baby crab that he must learn to walk straight
because when he walked sideways, he couldn’t see where he was going.
But the baby crab told his mother that he copied everything she did.
“You must . . .
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1.8 Figurative language is all around

Focus
1 What do these expressions mean? Read the expressions and fill in the missing words.
chip mad out

leaf medicine
a to turn over a new
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b a fish of water
c a off the old block
d a taste of your own
e as as a hatter
2 Draw a picture for each expression to show what it means literally.

A
a b c
R
D
d e
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1.8 Figurative language is all around
Practice
3 Write down what you think each expression means. Do some research if you
do not know. You could ask a family member or use the internet.
FT
e
Challenge
Alliteration is a figure of speech where you repeat the consonant sound
at the start of words for effect.
A
4 Circle seven words in the word search to alliterate with each of the
words in boxes – that’s 21 words to find altogether!
Start by underlining the

R
night sigh words in the word bank
race that alliterate with these
words. Then do your
word search.
Words to choose from
D
neat like knee lope

rhyme carry wrought knock
psalm plan simper valiant
cycle plate drought crawl circle
writhe wriggle sizzle chime marry
humour grain none juggle nail
knight flit haddock knave shadow
see murmur rummage waited rugged
rail crease whistle brain somersault
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t z s w t t n o n e a
a e l c y c k z e t p
e h e r i i r n h s k
n t l u h e k g a n t
w i c m p y i l o v c
r r r m k n m c l e e
o w i a k x k e i o a
FT
u s c g v y l r a i l
g d d e g g u r n z e
h s i z z l e c e s u
t l u a s r e m o s w
A
1.9 Hold a discussion forum
Focus
R
1 When you take part in a discussion, it is useful to make notes beforehand
to help you decide what you think and what you want to say.
Recycling rubbish Questions he thinks of Notes he makes

D
• What about food waste? Good idea / bad idea:

• Is it a good or bad idea? • Takes too much effort
• Where will it go? • Lots can be made from
• Why? recycled waste
• Recycling station at
shopping mall
• Compost heap for
garden/window box
• Takes energy to
recycle waste
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1.9 Hold a discussion forum
Do you agree with Marcus? Give at least two reasons.

I agree/disagree with Malusi because:
FT
Practice
2 Make your own notes in the table on one of these topics for a discussion forum.
• No mobile phones at school.
• Sport should be compulsory for everyone.
Questions to ask myself My notes

A
Topic title:
Good idea / bad idea:
R
D
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Challenge
3 Write a paragraph based on your notes to read out as your opening comments
in a discussion forum. Include your thoughts on a good idea and a bad idea.
1.10 Test your knowledge

Language focus
FT
A
Paragraphs are like mini stories. They have an introduction, a middle and an end.
• Introduction: a topic sentence that introduces the topic of the paragraph.
• Middle: two-to-three sentences explaining the detail.
R
• Conclusion: a final sentence giving an opinion or a reflection on the topic.
Focus
1 Read the story and decide if it is a fable, using evidence from the text.
D
Tick ü the correct box.

YES NO
One day a dog found a fat, juicy bone. It was the biggest he’d ever seen. On
his way to bury it, he was trotting over a bridge when he saw his reflection
in the stream. Seeing another dog with a bigger bone in its mouth, he
snarled and growled at it. The reflection snarled and growled back. Then
the greedy dog snapped his jaws to steal the other bone but alas, as he
opened his mouth, his own bone fell with a splash and sank.
26
1.10 Test your knowledge
Practice
2 Look at the text in Activity 1 and follow these instructions.
a Underline the topic sentence in blue.
b Underline the supporting sentences in red.
c Underline the concluding sentence in black.
d Circle any evidence you have used from the text to support your answer.
Challenge
FT
3 Complete the paragraph frame to explain your view using evidence
from the story.
The dog and his bone is / is not a fable. Fables are stories that
and they often have characters with

A
characteristics. In this story, the main character is .
He .
R
The lesson the learns is
.
D
We can also learn because the story teaches us
27
1.11 and 1.12 Retell a fable
When you edit your writing,

always check your spelling
carefully with a dictionary or an
on-screen spell-check tool.
FT
Focus
1 First try to correct the spellings yourself in this paragraph.
Then check your new spellings using a dictionary.
One day, threa sheeps were grayzing in the feeld. Won was corled Cosy, won wos
named Sheer and the last was Yummy. “Wot do you wont to be when you gro up?”
A
Cosy aksed Sheer.
“A wooly jumper!” larfed Sheer, bounceing up and down.
“Me two!” shoutted Cosy.
And then they both starred at Yummy.
R
Practice
2 Write a more powerful verb to replace the underlined words.
D
Example: Yummy said in a panic, “But I don’t want to be yummy to eat!” shrieked
a ‘I’m sure we’ll come up with a plan,’ said Cosy quietly.
b Sheer lazily said, ‘I just can’t think about it now.’
c ‘But what will happen to me?’ said Yummy sadly.
28
1.11 and 1.12 Retell a fable
Challenge
3 Find the narrative verbs in the passage and rewrite
each one in the past tense.
Don’t forget! Dialogue verbs don’t

always need to be in the past
tense because they are the actual
words said at the time.
FT
One day, a fox (search) searched everywhere for some food. He (be)
very hungry. While he (sit) beneath a tree to rest, he (notice)
a crow on one of the branches. The crow (hold) a piece of cheese in its beak.
A
The fox (think) for a moment and (hit) on a plan.
He (stand) up and (say) politely to the crow, ‘Good morning,

madam. You look very fetching this morning sitting on that branch. I was wondering whether
R
you could sing as beautifully as you look, but surely that is impossible!’
The foolish crow (be) tricked by the fox’s cunning words and immediately
D
(open) her beak to sing and as she (give) out a rasping caw,
the cheese (fall) and (plop) straight into the fox’s open
mouth. Alas, now the crow (regret) believing the fox’s flattery.
29

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NOTICE TO TEACHERS IN THE UK

photocopying and electronic storage) except under the following circumstances:

2.5 and 2.6 Blogging 37

5.1 Gather facts 90

5.9 Recall connectives 105

6 A different type of story

7 Tell it another way

7.10 Compare the tales 139

8 Share your views

8.4 and 8.5 Create a poster 150

9 Lights, camera, action ...

How to use this book

How to use1 this book

unit in Learner’s Book 5. Within each Focus

Each session is divided into por ti corn

Questions and statements Grasshopper could listen to Ant’s advice.

corn fathom grasshopp

One syllable Two syllables Three syllables Four syllables

Remember, some letters,

1.1 Read a story by Aesop

por ti ping der fi ful

stop un stand dif cult

dow pro sion gather

glo ous con nued wist ly

• Fables are short stories.

• The characters usually have human characteristics.

• The main point is a moral lesson one of the characters learns.

• We can learn from the story’s lesson as well.

1 There’s a lesson in that

1.2 Check your understanding

1.2 Check your understanding

Modal verbs express possibility, ability, permission or obligation by changing other

may shall must

It could be hot tomorrow. I may do my homework.

Grasshopper could listen to Ant’s advice.

a Grasshopper must think about the coming winter.

1 There’s a lesson in that

b Ant will have enough food to last her.

c Ant would lend Grasshopper food if she had enough.

d Grasshopper could collect food if he wanted to.

b I help you if you try your hardest.

c I know I collect food but I prefer relaxing.

e If I sing as well as Grasshopper, I also sing.

1.3 Story features

1.3 Story features

bawl cackle chor tle dar t doze

1 There’s a lesson in that

1.4 What about my point of view?

1.4 What about my point of view?

Third-person narrative: an outsider tells First-person narrative: a character tells

Imran went to I go to school

1 There’s a lesson in that

2 Complete these sentences using personal pronouns.