CAMBRIDGE LOWER SECONDARY ENGLISH 7: LANGUAGE WORKSHEETS UNIT 4 ANSWERS

Language worksheets
unit 4 answers
Language worksheet 4.1
Guidance
Focus: Past tenses
Aims: To establish the use of different past tenses.
Suggested use: At the start of Session 4.1.
The texts throughout the Learner’s Book use a range of past tense forms.
Often, a lack of explicit understanding of past tenses will not stop learners from
getting the gist of a text, but in order to understand more deeply and to
appreciate fully the sequencing of an extract, it is vital that they have a good
understanding of different past tense forms.
Learners are presented with timelines in this worksheet to show events, and
verbs, occurring in relation to each other. Encourage learners to draw their own
timelines to consider events and tenses in this way.
Notes:
 Ask learners to look at the sentences in Activity 1 and to underline all of the
past tenses. Check to see if they can identify all these tenses:
The taxi arrived when I was packing my bag. (past simple, past continuous)
I went swimming yesterday. (past simple)
I had been playing football when you rang me last night. (past perfect
continuous,
past simple)
I had left school when he arrived. (past perfect simple, past simple)
 Explain that the timelines are a visual representation of these sentences. Ask
learners
to match the sentences to the correct timelines.
 Next, ask learners to think about the situations and to discuss with a partner
why the different tenses were used:

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 CAMBRIDGE LOWER SECONDARY ENGLISH 7: LANGUAGE WORKSHEETS UNIT 4 ANSWERS

a The past continuous (was packing) shows that another event (the taxi
arrived) interrupted the first event. That is to say, the packing wasn’t
finished when
the taxi arrived.
b The past simple (went) is used here as there is just one event in the past.
c The past perfect continuous (had been playing) is used to show that one
event happened before the second one (you rang), but can be used to
stress that something happened for a long time.
d The past perfect (had left) is used to show that this event had happened
before he arrived. The tense tells us that the speaker was not at the school
when the other
person arrived.
 Reassure learners that they will get plenty of practice at recognising these
tenses.
They will build from recognising the different forms, to gaining an
understanding of them, to using them with accuracy and fluency. The
activities in this worksheet aim to build on these tenses, starting with the
past simple, moving on to comparing the past simple and past continuous,
then finally incorporating the past perfect simple and continuous tenses. If
you feel the last activity is likely to confuse your learners, do not use it.
 Ask learners to complete the table for Activity 2, to show which verbs are
regular and which are irregular. Ask them to put the past simple form if they
are irregular and to check their tables with a partner.
 They should think about the pronunciation of these past forms. Some of them
here are sometimes problematic: bought /b ɔ: t/ and read: /red/
 Now remind learners of the timeline for the past continuous and elicit the use of
this tense and the form it takes (to be + present participle or –ing form of the
verb).
 Read the sentences in Activity 3. Learners need to decide which pairs of
verbs to use in each sentence. When they know what the interrupted event
is, they should use the appropriate verb in the past continuous there. They
can then recognise the event that was interrupted and use the other verb in
the past simple.
 Ask learners to work individually at first to allow them to consider and refer
back to the timelines if needed. When they have finished, they should check
their answers with a partner.
 The final activity incorporates all four tenses included in this worksheet. You
could set this for homework if you feel your learners are confident about the use
of all the tenses. If your learners are less confident, you could do this in class
with learners working in pairs or groups and referring to the timeline. Remind
learners to read the text through all the way first to get the general meaning
before they start to make their choices.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 7: LANGUAGE WORKSHEETS UNIT 4 ANSWERS

Answers
1 a I had left school when he arrived.
b I had been playing football when you rang me last night.
c The taxi arrived when I was packing my bag.
d I went swimming yesterday.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 7: LANGUAGE WORKSHEETS UNIT 4 ANSWERS

2 want wanted feel felt read read

find found buy bought close closed

seem seemed fly flew wear wore

hit hit die died fill filled

move moved sleep slept fail failed

live lived pull pulled grow grew

3 a I met my husband when I was studying at university.

b While they were working in the bookshop, they spent lots of money on books!
c He saw his brother when he was waiting at the traffic lights.
d I missed your call as my phone was charging in the other room.
e He was running down the road when he fell over the dustbin!
f The sun was shining when I got up so I put my sunglasses in my bag.
g Mrs Jenkinson was teaching maths when I started at the school.
h Lily was doing her homework when I saw her in the library.
i While he was making the breakfast, I did the washing up.
j The girls were playing tennis when it started to rain.
4 I was walking along a quiet street last week when I was in London and spotted a
unique shop. It was a type of toy shop I thought at first. But when I looked more
closely at the customers, they were all adults. The shop was selling doll’s houses,
which I had always thought were toys for children. These definitely weren’t for
children though! I went into the shop just as a woman was spending as much as I
would spend on a week’s worth of food for a tiny dining table and chairs. They
were smaller than a matchbox but had been beautifully crafted to show all the
detail. I spoke to the woman and she told me that as a girl she had longed for a
beautiful dolls house but never had one. She had bought herself one for her 21st
birthday and now visited the shop once a month to buy something to put in it.
She had been visiting the shop for over twenty years and said she still had lots of
rooms in the doll’s house to complete. She considered it to be her hobby and a
relaxing break from her stressful job.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 7: LANGUAGE WORKSHEETS UNIT 4 ANSWERS

Language worksheet 4.2

Guidance
Focus: Pronunciation and words that rhyme
Aims: To build an awareness of pronunciation and the lack of a secure link
between spelling and pronunciation.
Suggested use: In Session 4.4, before learners write their own poem for
Activity 5.
Notes:
 Ask learners to think of any words they know that rhyme and to share them
with a partner as a warm-up for this worksheet.
 Now ask them to look at the words in the box in Activity 1 and to work with
a partner to pair the words that rhyme and to write them in the boxes.
 Monitor as learners do this activity and prompt them if they have an
incorrect pair of words. Remind them that the spelling of the words may not
help them.
 For further challenge, ask learners to try to think of another word to add to
each box that rhymes with the first two words.
 In Activity 2, ask learners to read the poem with the gaps all the way
through before they start to think about which word to put in.
 If learners need support, tell them to pair the words in the bubble so that
they rhyme. Next, tell them to complete the poem.
 When learners have completed the poem, practise reading it aloud to get the
rhythm, either
as a class, in groups or individually.

Answers
1 blue flew sure poor blend friend

phone groan lawn born wood could

weight mate white might fined blind

square pair food screwed time rhyme

mile style brief leaf pain sane

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 CAMBRIDGE LOWER SECONDARY ENGLISH 7: LANGUAGE WORKSHEETS UNIT 4 ANSWERS

2 My favourite armchair
Is where I like to sit.
There isn’t any other chair
Just like it.
It’s not the prettiest,
But it’s where I like to stop.
It is the chair
I think of as top.

My favourite armchair
Isn’t valuable as a crown.
It isn’t expensive,
But it’s where I love to sit down.
Sitting there I move strange thoughts
Around my head.
There really is nowhere
I’d like to be instead.

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Cambridge Lower Secondary English 7 – Creamer, Williams, Rees-Bidder & Elsdon © Cambridge University Press 2021