Ready to Go Lessons for English Stage 4 Answers

1Page 15: Finding facts in fi ctionPersonal response; see page 14 bottom left for questions to prompt the learners.

Page 17: Looking at settingsPersonal response; look for the learners creating mood in the same way as the example extracts.

Page 19: My own historical characterThe learners complete the boxes as described on page 18 under Main activities.

Page 21: My story planThe learners complete the table as described on page 20 under Main activities.

Page 23: Stages in a storySection Information to

include in this section

The introduction

Find out about characters and setting.

Introduce Bob and his mum

Explain the setting: a cottage in the woods

The problem / build-up

Something happens that starts the rest of the events in the story.

Bob is sent to sell firewood to bring back money so that they can both eat to survive.

The climax / conflict

This is the most exciting part! This is what the story is all about.

Bob meets a lady wheeling a barrow full of little trees.

She convinces Bob to swap his firewood for one of the trees.

The resolution

This is where the conflict is resolved and the story starts to wind down to the end.

Bobs mum is furious and makes him plant the tree in the garden and go to bed without any tea.

Unit 1A: Historical fi ctionPage 9: Reading a historical storyThe learners complete the table as described on page 8 under Main activities.

Page 11: Verbs and adverbs 1. a) went

b) walked

c) asked

d) ran

e) ate

2. Answers will vary, for example:

a) I drove quickly to the beach.

b) The man rushed worriedly to the shop.

c) The children begged mercilessly for sweets.

d) We sprinted excitedly to the road.

e) John miserably tasted his lunch.


a) Ralph skipped excitedly to football practice, whereas his brother Peter ambled there miserably.

b) She spoke French enthusiastically; however, no one could understand her.

Page 13: Escape from PompeiiAnswers will vary, for example:

Information given clearly in the text

Information we can work out from clues in the text

Questions we have about the text

Pompeii overlooks Naples

Pompeii is a Roman city

It is sunny

The city is noisy

Pompeii is surrounded by walls

Pompeii is a bustling city

Pompeii is an attractive city

The bars, taverns and shops are busy

What does Tranio do in Pompeii?

Is Tranio really safe?

Whats going to happen next?

Cambridge Primary Ready to Go Lessons for English Stage 4Answers to photocopiable pages

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Cambridge Primary Ready to Go Lessons for English Stage 4: Answers to photocopiable pages

Section Information to include in this section

The conclusion

This brings the story to an end, or adds a twist or even suggests a sequel!

In the morning, the tree has grown double its size and has gold coins hanging from every branch.

Bob and his mum harvest the coins and more grow back. They are never hungry again.

Page 25: Historical fi ctionSuccess criteria to help the learners write their story.

Page 27: Editing a short storyAnswers will vary, for example:

One day, a boy called Fred went for a walk in the park. He was happy to play on the swings for a while, but then he glanced up and gleefully noticed the see-saw. He really wanted to play on this but knew that he couldnt on his own. He desperately needed someone to play with. A see-saw only works if there are two people on it. What could he do? After a while of perching miserably on one end of it, he suddenly spotted a boy ambling slowly along the pavement towards the park. When the boy finally entered the park, Fred demanded to know if hed like to play on the see-saw. The boy replied gratefully that he did, so clambered clumsily on the other end. However, before he was ready, Fred pushed down heavily on his legs and sent the boys end of the see-saw up to the sky. The boy fell off awkwardly and cried loudly. Fred rushed to help him because he had bumped his elbow badly and it was bleeding slightly. Fred put a tissue on it as it was only a small cut, and then suggested shyly they play gently on the swings instead. The spent the rest of the time enjoying the swings and had a delightful afternoon.

Page 29: Reading stylesThe learners read their stories, as explained on page 28 under Starter.

Page 31: Story settingsThe learners do the activities as described on page 30, under Picture it! and Written assessment.

Unit 1B: Non-chronological reportsPage 33: TigersThe learners work through the report, as explained on page 32 under Main activities.

Page 35: The alphabetThe learners put the letters into alphabetical order:

a b c d e f gh i j k l m no p q r s t uv w x y z

See also page 34 under Starter for other ways the learners organise the letters.

ant ball bat bit cat cup dipegg fun gap hat hit hut inkjog kit lap lip man mum napnip owl pop pup rip sit tutvan won yes zip

Page 37: KWWL chartThe learners complete the chart as they do their research, as explained on page 36 under Main activities.

Page 39: Choosing a research questionThe learners write a research question, as explained on page 38 under Main activities.

Page 41: Past, present and future 1. a) was past

am present

will be future

b) were past

are present

will be future

c) will have future

d) had past

have present

e) had past

has present

will have future

2. a) past

b) future

c) present

d) present

e) past

Page 43: Adverbs and adjectivesAnswers will vary, for example:

1. a) reluctantly blue

b) silently forbidden

c) Wearily muddy

d) enthusiastically new

e) happily delicious

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Connective: so that

Comma: The boys were hiding silently behind the large building, so that their mum did not see them.

e) Verbs: was watching stir knewwould have to cook

Adverbs:

Connective: as

Comma: Nita was watching her mum stir the food, as she knew that she would have to cook for her own family one day.


a) Charlie and Arash crawled silently along the tunnel, as they did not want to be caught by the nasty thieves.

b) Nikita was in the way, so she moved on to the next market stall.

Page 51: Mind mapThe learners use the mind map to plan their report, as explained on page 50 under Main activities.

Page 53: Non-chronological report checklistSuccess criteria to help the learners write a report.

Page 55: What is a star? 1. Astronomers

2. The Sun

3. Because the stars are so far away

4. A big ball of plasma held together by gravity

5. Personal response.

Unit 1C: Poems and play-scripts on common themesPage 57: Comparing two poemsThe learners compare two poems, as explained on page 56 under Main activities.

Page 59: Winter poemsPoems to read with the learners.

Page 61: Poem on a themeThe learners use the table to plan their poem, as explained on page 60 under Main activities.

Page 63: The play-scriptPlay-script to read with the learners.


Adverbs of manner

Adverbs of time

Adverbs of place

These tell you HOW something was done, for example: softly

These tell you WHEN something was done, for example: later

These tell you WHERE something was done, for example: outside

accidentallybeautifullybravelyelegantlyenthusiasticallygracefullylazilymysteriouslysleepilywisely

tomorrowtonightyesterdaydailyneveroftensometimesfinallyfirstrecently

aboveabroadbehindbelowdownstairseastneartowardsunderupstairs

Page 45: ShipsReport to read with the learners.

Page 46: Comparing reportsThe learners compare reports, as explained on page 44 under Main activities.

Page 48: Complex sentences 1. a) Q b) C c) E d) S e) Q f) C

2. a) Verbs: ran buy

Adverb: quickly

Connective: so that

Comma: Imran ran quickly to the shops, so that he could buy the tasty fruit for dinner.

b) Verbs: had to move would have stood

Adverb: quickly

Connective: otherwise

Comma: I had to move out of the way quickly, otherwise the elephant would have stood on me!

c) Verbs: was knew had smiling married

Adverb: broadly

Connective: because

Comma: William was smiling broadly, because he knew that he had married the girl of his dreams.

d) Verbs: were hiding see

Adverb: silently

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Page 65: The Hare and the TortoiseTale to read with the learners.

Page 67: Acrostic poemsThe learners write acrostic poems, as explained on page 66 under Written assessment.

Unit 2A: Fantasy storiesPages 6970: The Lake PrincessesStory to read with the learners.

Page 72: Comparing story openingsTitle of book

Action open-ing

Dia-logue

opening

Character-focus

opening

Setting-focus

openingDoodle-day

The Small-est Drag-onboy

Ully the Piper

Wheel-barrow Castle

Page 74: Identifying language features in a textAnswers will vary, for example:

1. Specific nouns

(nouns that are used for the setting, for example forest)

lake

island

depthsAdjectives

(words that describe settings or characters)

beautiful

hostile

forgotten

terrifying

wicked

brave

sweeter

terrible

clever

scary

enormous

slim

smiling

intelligent

Effective words and phrases

(words and phrases you might want to include in your own stories)

abandoned

overthrown

liberate

captivity

the wind carried this news

scupper

imprisoned

and so it was

initiative

2. a) falling snow

b) a deer

c) an aeroplane

3. Personal response.

Page 76: Apostropheswell we will cant cannot isnt is nottheyre they are shes she is shell she willwasnt was not Ill I will theyll they willhes he is its it is shant shall not

Page 78: Setting descriptionsAnswers will vary, for example:

Extract What are we told about the setting (explicit)?

What are we NOT told about the setting but can work out

(implicit)?

1. it is a lime avenue

it is a mile long

there are ferns

the trees are tall

it is in England

it is sunny

it is not raining

2. it is night it is an urban setting

it is in a hot country

3. it is a big hall

it is musty

it is lit by oil lamps

it is set in the past

it is threatening

Page 80: Character descriptionThe learners create descriptions, as explained on page 79 under Main activities.

Page 82: Dragons!Answers will vary, and may include the following words:

fire-breathing carnivorous spiked terrifying wingsbaby fun playful spotty hatch

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Page 83: Story-mappingAnswers will vary, depending on the story chosen.

Page 85: Story-planningThe learners use the frame to plan their story, as explained on page 84 under Main activities.

Page 87: Writing a fantasy storySuccess criteria to help the learners write a fantasy story.

Page 89: Drama ideasThe learners do the activity, as explained on page 88 under Main activities.

Page 91: A Colourful Head 1. That he should be happy with what he has

and not envious.

2. Because it was different from everyone elses.

3. Because they were envious of the hair that had come out.

4. Personal response; ensure the learners justify their opinion with examples from the text.

Unit 2B: Newspaper-style reportsPage 93: Changing tensesAnswers will vary, for example:

1. The girls are tiptoeing quietly down the stairs. (present tense)

The girls will be jumping happily down the stairs. (future tense)

2. The boy is reluctantly ambling home. (present tense)

The boy rushed worriedly home. (future tense)

3. He accidentally knocks his head on the wall. (present tense)

He will foolishly bang his head on the wall. (future tense)

4. The aeroplane cruised gently in the sky. (past tense)

The aeroplane will glide noiselessly in the sky. (future tense)

5. She is generously hosting a birthday party. (present tense)

She will wearily hold a birthday party. (future tense)

Page 95: My favourite thingThe learners do the activity as described on the photocopiable page.

Page 97: How are newspapers written?The learners do the activity as described on the photocopiable page.

Page 99: Exciting sentencesAnswers will vary, for example:

1. The pretty girls played quietly in the green park, while the naughty boys flew round madly on their bikes like Superman.

2. He defiantly rode his new bike, even though his big brother begged like a puppy for his turn.

3. They ate their delicious lunch messily and rapidly, so that they could return to singing like birds.

4. Cycling joyously on healthy bikes is better than riding around in dirty cars, which pollute the environment through their exhaust pipes like smoke from a dragon.

5. Younger children are happy when they are playing independently, whereas older children prefer to play together like kittens in a basket.

Page 101: Facts or opinions?Facts Opinions

Spain is Europes fourth largest country.

Spain is a great place to go on holiday.

Spain has a border with France.

Spain is a pretty country.

Spain has a flag with yellow and red on it.

It is best to travel to Spain in the winter.

The capital city of Spain is Madrid.

I like going to Spain because it is warm.

Bull fighting is a traditional event in Spain.

There are interesting animals to see in Spain.

In Spain, the King of Spain nominates a candidate for presidency.

Spain has a border with Portugal.

Page 103: Analysing newspapersThe learners complete the table as described on page 102 under Main activities; see also the Main activities for definitions of the terms on the photocopiable page.

Page 105: Headline funPersonal response.

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Page 107: Caption funThe learners do the activity as explained on page 106 under Main activities.

Page 109: Who, what, where, when and whyThe learners use the table to plan their report, as explained on page 108 under Main activities.

Page 111: Reviewing my newspaper reportSuccess criteria to help the learners write a newspaper report.

Page 113: Be an editor for a day!Answers will vary, for example:

The Cookie Kid

By Holly Caplin

Robin Worth (11) of Middleton, Illinois, USA has been amazing his classmates with his new-found skills in the kitchen. Robin has been making a huge success of a new cookie business he has set up.

It all started earlier this year, says the plucky youngster, when we had to make cookies for a school project.

The young boy loved cooking them so much that he decided to do it again when he got home from school.

Word of mouth

After his early experiences in the classroom, Robin began to sell his cookies at a local caf nearby to where he lives.

The cookies this boy makes are AMAZING, says local caf owner Ang Li. Customers couldnt get enough!

Robins cookies sold out in one day, causing Ang to ask the boy to make him another batch.

Soon word of Robins cookies spread across Middleton, and other caf owners wanted to sell them too.

Charity

Robin decided early on that half of the money he made would go to charity. I support a different charity each month, says Robin. That way everyone gets a share.

Robin at work in his family kitchen

He has now donated money to seven different charities, ranging from the African Well Fund, to a local homelessness charity in Illinois.

Robin will never stop looking to the future though. He plans to expand his range of cookies and is thinking about moving his work space out of the family home, where he has been baking.

After that? Who knows? Maybe one day Ill be a famous chef thats something Id really like to do!

Page 115: Persuasive ideas 1. Advertisement.

2. To tell the readers about the company or product available, and to make the newspaper money (as companies pay to have the adverts included).

3. Newspaper readers, especially homeowners.

4. Well at Darch blinds it takes three days.

Weve got blinds to fit every window

A range to suit every pocket

Dont delay

5. To try to prove that the rest of the advert is true and accurate.

Unit 2C: Poems from different times and culturesPage 117: Star songsPoems to read with the learners.

Page 118: Comparing poemsAnswers will vary; for example, for Evening star!:

Name of poet: Sappho (translated by Beram Saklatvala)

Words and phrases that are particularly effective

scattered

Patterns, including rhyme, rhythm, alliteration, verse structure

Repetition of the letter b

Pictures: what picture does the poem paint in your mind?

The countryside at sunset, and a mother cuddling her child before bedtime.

Effects: how does the poem make you feel? How is this achieved?

Calm a gentle lilting rhythm makes the reader read slowly.

Likes and dislikes: parts of the poem that you like or dislike. Explain why.

I like the theme and the imagery the idea that at sunrise families and communities scatter to different occupations and gather together again in the evening.

Any other thoughts about the poem

It is interesting to read a poem in translation because it is a translators interpretation of the original, and probably the content is kept while the rhythm and rhyme of the original may be lost.

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Page 120: Shakespeare and MarlowePoems to read with the learners.

Page 122: A Jamaican childhoodPoem to read with the learners.

Page 123: Poems from other culturesThe learners do the activity as described on page 121 under Main activities.

Page 125: My favourite poemThe learners do the activity as described on page 124 under Main activities.

Page 127: Reviewing my poemSuccess criteria to help the learners write their poem.

Page 129: Poems on a common themeAnswers will vary, for example:

1. time

2. alliteration / simile

3. I think that the poem called Passing of time is older than the poem called Time because it has more old-fashioned imagery (Hands of time) and word order (can we re-enact).

4. The poem that I like best out of these two is Time because it has clear imagery in the first three couplets and a surprising ending, which is different from the rest of the poem as it is an opinion, which suddenly addresses the reader directly.

Unit 3A: Stories about problems and issuesPage 131: Favourite authorThe learners do the activity as described on page 130 under Main activities.

Page 133: Stories that raise issuesThe learners do the activity as described on page 133 under Main activities.

Page 135: Why did they do it?Action Reason for actionThe boy tried to tell his mum he had earache.

To try and get out of football practice.

Norbert attacked Gordon on the bus.

To stick up for his friend.

Action Reason for actionThe boy told a lie about Bobby Charlton.

He was upset that Gordon bullied and shouted at him, that Melrose liked Gordon and that Gordon was the better footballer.

Bobby Charlton invited them in for tea.

He could see that Gordon was bullying the boy and wanted to stick up for him.

The boys mum did not believe that he had tea with Bobby Charlton.

It was really unlikely, and she knew hed lied before.

Page 137: Story openingsThe learners do the activity as described on page 136 under Main activities.

Page 139: Jumbled-up story 1One evening, after school, John and Chan were kicking a football around in the road outside. They were laughing and joking, and enjoying themselves.

Pass it over here! shouted Chan as he ran over towards the fence on the other side of the street.

John kicked the ball hard, and it sailed into the air. He gasped as the ball went right over the fence into the garden of the house! He and Chan stood, rooted to the spot, as the ball disappeared. Then they turned to stare at each other as the sound of breaking glass rang in their ears.

What should they do? John wondered. Should they run? Should they pretend that nothing had happened? Chan came running over.

What are we going to do? he gasped.

Im not sure, John bit his lip. What should he do?

He made up his mind. He would go over and own up. It was his fault after all, he had kicked the ball.

Ill go and explain, said John. After all it was an accident.

Im coming with you then, replied Chan. If it wasnt for me, you wouldnt have kicked the ball so hard.

Chan and John crossed the street and knocked on the door to the house. The door opened and there was a smiling old man.

Im so glad you came over, he said. I have been watching you. It makes me happy to watch the children playing in the street. I wondered if you would come and own up or run away.

That weekend the two boys went to visit the old man and helped him tidy his garden. It was the start of a great friendship.

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Page 140: Jumbled-up story 2Psst! whispered Hayley, signalling for Nina to come and join her in the quiet area in the classroom. Nina smiled and went to sit with her friend.

Ive got something to tell you, whispered Hayley. Im moving house. I wont be coming to this school any more.

Oh no! whispered Nina in reply. Well still be friends though! Hayley smiled a sad little smile.

Nina and Hayley were walking home after school that evening, with their best friend Aisha. At the corner of two roads, Hayley waved goodbye to her friends and walked slowly off to her house. Nina looked at Aisha.

Hayley is one of my best friends said Nina slowly.

Mine too hesitated Aisha.

Nina hesitated. Should she tell Aisha about Hayley moving house? She felt she should after all Hayley was Aishas friend too. But what if Hayley had only told her, because she didnt want Aisha to know yet? What if Aisha got really upset with Hayley for not telling her herself? What should she do?

Nina breathed in slowly. Then she turned to Aisha and said, Hayley told me she is moving house. She paused, before continuing, She also told me she would have to leave our school!

Aisha breathed a heavy sigh and looked along the road that Hayley had just walked down. I know, she replied sadly. She told me that today too.

The next morning, when Hayley met Nina and Aisha at the corner of the street, the two girls gave her a hug. Dont worry, Hayley, said Aisha. We will still be friends, and we will come to see you in your new house.

Hayley smiled and together the three friends walked on to school.

Page 142: The Fallen Angel CakeStory to read with the learners.

Page 143: Story endingsStory endings to read with the learners.

Page 145: Character profi leThe learners use the table to create their character profile, as explained on page 144.

Page 147: SettingsThe learners use the table and box to create their setting, as explained on page 146 under Main activities.

Page 149: Story detailsThe learners use the table to plan their story, as explained on page 148 under Main activities.

Page 151: Writing a story with an issue or problemSuccess criteria to help the learners write their story.

Page 153: Dilemma cardsThe learners do the activity as explained on page 152 under Solving dilemmas.

Unit 3B: Explanations and persuasionPage 155: The water cycleExplanation text to read with the learners.

Page 156: What do explanation texts tell me?The learners do the activity as described on page 154; for photocopiable page 155:

How many paragraphs are there and what are the main ideas in each paragraph?

Six:

Paragraph 1: the stages of the water cycle

Paragraph 2: evaporation

Paragraph 3: transpiration

Paragraph 4: condensation

Paragraph 5: precipitation

Paragraph 6: conclusion

Explain the order of the paragraphs in the text.

The first paragraph introduces the topic and states what the text will cover. It then covers each of the sub-topics introduced in the first paragraph in turn, and finishes with a conclusion, which ties together the points raised.

What have you learnt from the text?

What the water cycle is, the stages that make it up and why it is called the water cycle.

Key words and language features I have noted about this text:

Key words: stages; water cycle; evaporation; lakes, rivers, streams, sea; vapour; transpiration; sweat; condensation; cloud; droplet; precipitation; sleet, snow, hail, rain

Features: diagram; subheadings; chronological order; first person

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Page 158: Non-fi ction text types

Non-chronological

report

about a specific subject

written in paragraphs, often under subheadings

often includes some technical vocabulary, which may be explained in a glossary

Explanation

helps the reader to understand why something is the case for example why rivers flow to the sea

written in paragraphs that logically develop

some technical vocabulary, which may be explained in a glossary

Instruction

tells the reader what to do to achieve a particular outcome

often includes a list of equipment needed

is often numbered

may have a short introductory paragraph

Persuasive

can take many forms, from scripts to newspaper advertisements

aims to get the reader to do something, think something or buy something

aims to convince the reader to change their point of view so it is the same as the writers

Page 160: The universe a modern view (1639)See the bottom text to identify, where the paragraph breaks should be; see the top text to identify the correct order.

Page 162: Explanation featuresAnswers will vary; see page 161 under Main activities for an example.

Page 164: My chosen objectThe learners use the table to plan their explanation text, as explained on page 163 under Main activities.

Page 166: Comparing advertsThe learners do the activity, as explained on page 166 under Main activities.

Page 168: Dont skip on skippingAdvert to read with the learners.

Page 169: Advert featuresThe learners do the activity as described on page 167 under Main activities.

Page 171: Advert success criteriaSuccess criteria to help the learners write their advert.

Page 173: Planning an explanationThe learners use the table to plan their explanation, as explained on page 172 under Main activities.

Page 171: Explanation success criteriaSuccess criteria to help the learners write their explanation text.

Page 177: IRIDEX4000Answers will vary; see page 176 under Written assessment for examples.

Unit 3C: Poems in a variety of formsPage 179: Comparing poemsThe learners do the activity, as explained on page 178 under Main activities.

Page 181: My chosen poemThe learners do the activity, as explained on page 180 under Main activities.

Page 183: Syllabic poemsPoems to read with the learners.

Page 185: Different types of poemPoems to read with the learners.

Page 187: Poetic formsThe learners complete the table as described on page 186 under Main activities.

Page 189: Analysis of my poemSuccess criteria to help the learners write their poem.

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Page 191: Spotting poetry types 1. Haiku

2. There are five syllables in the first line, seven in the next, and five in the final line.

3. Answers will vary, for example: I can see a beetle crawling uphill, and people sitting sadly with empty tea cups, awaiting refills.

4. Personal response; look for well-justified answers.

5. a) Syllabic poems are made up of specific numbers of syllables in each line; free-form poems can be made up of any number of syllables.

bc) Personal response; look for well-justified answers.

6. The learners write haikus; look for the correct number of syllables in each line (575).

Page 192: CalligramsThe learners write calligrams, as explained on page 190 under Written assessment.

Ready to Go Lessons for English Stage 4 Answers

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