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Cambridge Primary English With varied activities – including drawing, matching and completing sentences – 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.
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CAMBRIDGE
Primary English
• 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
Workbook 3
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Sarah Lindsay and Kate Ruttle
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Second edition
Digital access
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108819558
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CAMBRIDGE
Primary English Workbook 3 1
SA
M
Sarah Lindsay Gill Budgell & Kate Ruttle
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University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, #06–04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge.
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It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781108819558 © Cambridge University Press 2021
This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2015 Second edition 2021
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ISBN 978-1-108-81955-8 Paperback Additional resources for this publication at www.cambridge.org/delange Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.
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Contents
Contents 1
Story writing with Roald Dahl
6
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2 Let’s have a party 29 3 Poems from around the world 53 4 Myths and legends 67
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5 Writing to each other 97 6 Bringing stories alive 121
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7 Going on an adventure 137 8 Wonderful world 163 9 Laughing allowed 191
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1 Story writing with Roald Dahl
1.7 Looking at verbs
We are working with Cambridge Assessment International Education towards endorsement of this title. Language focus
How to use this book
Verbs tell you what someone or something does, is or has. Verbs are sometimes called doing words, but they are also being or having words.
How to use this book Verbs also tell you when the action in the sentence happens. What?
When?
Tense
He walked to school. She walks to school.
Has already happened Is happening now
past present
1.5 language. Looking at characters The verb to be is the most common verb in the English Different parts of the verb are tricky to recognise. They include the little words am, is, are, was and were.
1.5 Looking at characters
This workbook provides questions for you to practise what you have learned in class. There is a unit to match each unit in your Learner’s Book. There are six or twelve sessions in each unit and each session is divided into three parts:
Focus Focus 1 List Finish these adjectives sentencesas using the that correct words and phrases in the box. 1 as many you can describe this boy. doing, being or having
present
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verb
to be
a A verb can be called a
word.
in it.
b A sentence must have a
c If something has already happened the verb is written in the tense.
e If something is happening now the verb is written in the
Practice f
SA
Practice: these questions help you to become more confident in using what you have learned
tense.
The most common verb in the English language is the verb
2 Write a character description of the boy.
16
.
Give him a name. Think of things he may enjoy like sport, music, fashion.
1 Story writing with Roald Dahl
When ou sounds like the oo in stood
When ou sounds like the ou in mouse
When ou sounds like the oo in too
When ou sounds like the ow in cow
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Focus: these questions help you to master the basics
past
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Challenge 3 Write each ou word in a sentence. should could would
your
our
out
you
It is important to remember how to spell these ou words.
We must wash our hands before we eat lunch.
Challenge: these questions will make you think very hard
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2
Let’s have a party
2.1 Looking at celebrations
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Focus
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1 Write all the words you think of when you hear the word celebration.
Practice
This is a definition of the word celebration found in a dictionary. Dictionary
12
Definition
celebration a happy event marking an occasion, e.g. birthday party
Remember that e.g. means for example
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2 Let’s have a party
2 Write definitions for each of these words. Use a dictionary to help you. a ceremony b festival
d fiesta e carnival
Challenge
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c anniversary
3 There are 20 words in this wordsearch. All the words are linked to celebrations!
Y
E
H
A
P
P
Y
anniversary
fun
I
P
A
R
A
D
E
S
birthday
games
I
V
E
R
S
A
R
Y
M
carnival
happy
E
G
R
E
O
N
U
F
E
ceremony
jolly
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The words can go across or down. Count how many you can find. A
M
I
L
R
B
O
L
A
N
N
N
T
H
M
F
T
F
F
L
A
F
T
R
N
M
I
A
enjoy
laugh
C
E
R
E
M
O
N
Y
I
S
E
L
family
meal
P
S
I
T
E
R
A
F
E
A
S
T
feast
meet
A
T
E
E
S
M
E
E
T
I
T
G
festival
parade
R
I
N
F
C
A
R
N
I
V
A
L
fiesta
party
T
V
D
U
I
N
K
J
H
U
N
A
friends
performance
Y
A
S
N
N
C
J
O
L
L
Y
U
A
L W F
T
E
N
Y
O
D
O
G
B
I
H
D
A
Y
Z
I
N
H
R
T
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2.2 Writing lists
2.2 Writing lists Focus 1 Write in the thought bubbles all the things you need to do before having a party.
SA
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Write them in note form.
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2 Let’s have a party
Practice 2 If you are inviting someone to a party, what information do they need to know? Write a list.
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Challenge
3 Write verbs that describe things you could do at a party. List as many as you can.
talk
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M
dance
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2.3 Fiction or non-fiction?
2.3 Fiction or non-fiction? Focus 1 Write a definition for these text types.
b non-fiction
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a fiction
2 Write a book title for each of these text-types. These can be made up or real book titles. a fiction b non-fiction
Practice
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3 Read this text and answer the questions.
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a Is this text fiction or non-fiction?
Amelia You are invited to: Vovó’s Surprise Party. It will be at: Santa Teresa Colombo Café, Rio de Janeiro On: 18 May at 4.30. Come dressed to impress. RSVP
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2 Let’s have a party
b Which three features help you to answer Question a? Feature 1: Feature 2: Feature 3:
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c Why has someone written this text? d Who would read this text? e What type of text is it?
Challenge
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4 Read this text and answer the questions.
How to make a sponge cake
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You will need: 175 g softened butter, sugar and flour 3 medium eggs 1 tsp baking powder What to do:
1 First, mix together the butter and the sugar. 2 Add the eggs and beat until smooth and creamy. 3 Now, mix the baking powder in with the flour. 4 Then, sift the flour into the butter mix and gently mix in. 5 Finally, spoon the mixture into two shallow cake tins and bake in a medium oven for 25 minutes. 6 When the cake is cool, decorate it with sweets and coloured icing.
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2.4 Following instructions
a Is this text fiction or non-fiction?
b Which three features help you to answer Question a?
Feature 2: Feature 3:
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Feature 1:
c Why has someone written this text?
d Who would read this text?
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e What type of text is it?
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2.4 Following instructions
Language focus
Speech marks are placed around the words that are said by a character. The form of the verb used in instruction texts is sometimes called a command or imperative verb because it tells, or commands, you to do something, such as draw, open or fold. It is a ‘bossy’ verb. Words such as first, next and finally tell you the order to do things in. They are called sequencing words. Instructions usually begin with a command verb or a sequencing word.
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2 Let’s have a party
Focus 1 Look at the recipe for salt dough. a Use a coloured pencil to circle all the verbs. b Underline the sequencing words.
You need:
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How to make salt dough
2 cups of flour 1 cup of salt 1 cup of warm water a cup for measuring a large mixing bowl a spoon an airtight container
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What to do:
1 Mix together the flour and salt in a large bowl. 2 Then slowly stir in the warm water.
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3 Mix well until the mixture feels like dough. 4 Use your hands to push the mixture into a ball. 5 Knead for at least five minutes or until smooth. 6 Finally put the salt dough in an airtight container to keep it soft.
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If you make your own salt dough, it will keep for up to a week in an airtight container.
Practice 2 Order the words to give the instructions for making a pop-up card.
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a the / first / in / card / half / fold
b fold / card / next / small / the
c stick / big / card / the / small / into / card / the d a / draw / picture / then
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e the / on / picture / the / card / stick / small / finally
Remember, look for command verbs or sequencing words to start each line, and remember to use capital letters and full stops!
Challenge
3 Write three things that tell you that How to make salt dough and How to make a pop-up card are instruction texts.
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2 Let’s have a party
2.5 Writing an invitation Language focus Before adding –ing or –ed to a word, look at the letter before the last letter to see if it is a consonant or a vowel.
Example: call
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• If it is a consonant, just add –ing or –ed, but if the last letter is an e, remove the e before adding –ing or –ed.
= calling
invite = inviting
• If it is a single vowel, just double the last letter before adding –ing or –ed, but don’t double the last letter if the word ends in w, x or y. Example: stir
= stirring
play = playing
• If there are two vowel letters, just add –ing or –ed.
Focus
= beeping
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Example: beep
1 All these words have either one consonant or a double vowel before the last letter.
SA
Finish the word sums. a land + ing =
c bump + ing = e help + ed =
b stoop + ed =
d read + ing = f meet + ing =
2 Complete the rule.
When adding –ing or –ed to words that have either one consonant or two vowel letters before the last letter
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2.5 Writing an invitation
Practice 3 Add –ing to each of these words. Think carefully about any changes that need to be made to the words before you add –ing. f skate + ing =
b bury + ing =
g tow + ing =
c flap + ing = d tip + ing = e save + ing =
Challenge
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a tune + ing =
h rub + ing =
i behave + ing =
4 Underline the verb or verbs in these sentences. Then rewrite the sentences in the past tense by adding –ed to the verbs.
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a Taila plans a party.
Taila planned a party.
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b She invites all her friends.
c She wants to play lots of games.
d She cooks some lovely food.
e Her friends arrive.
f She dances with her friends. 39
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2 Let’s have a party
2.6 Following and writing instructions Focus
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1 Tick ü the sentences that come from an instruction text. a Then walk to the traffic lights.
b It is not a good idea to push people in the playground. c Be kind to each other.
d Turn left after the letterbox.
e I made a cake yesterday. First, I went and bought some flour. f Add the milk and stir.
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Practice
2 Look carefully at these words. Copy the compound words. classroom
SA
battery
cucumber
different
fingernail
letterbox
midnight
mountain
outside
remember
teapot
understand
celebration dictionary upstairs
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2.7 Contents pages and indexes
Challenge 3 Write three sentences. Each sentence must be an instruction and include a compound word.
Sentence 2: Sentence 3:
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Sentence 1:
2.7 Contents pages and indexes Text A Healthy drinks
28
Orange refresher
28
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Nutty banana whirl
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Honey and yoghurt smoothie 29
Healthy snacks Fruit rockets
31
Orange oat biscuits
32
Carrot slice
33
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2 Let’s have a party
Text B Melon 31
Apricots 16, 21, 26
Milk 24, 28
Banana 24, 28, 31
Nuts 17, 28, 35
Butter 13, 32, 33, 34
Oats 16, 26, 32
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Apple 27, 35
Carrot 33
Orange 6, 17, 28, 29
Flour 19, 23, 32, 22
Orange juice 28
Honey 15, 21, 28, 29
Pineapple 31
Jelly 17, 26, 35
Strawberry 31, 34
Lemon 16, 23, 25
Sugar 16, 33, 37
Lemon juice 28
Watermelon 31
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Focus
1 Look at Text A and Text B. Then answer these questions. a Which text (A or B) shows a contents page?
SA
b What is the other text?
c Where would you find Text A: at the beginning, in the middle or at the end of a book? d Where would you find text B: at the beginning, in the middle or at the end of a book? e What type of book do these pages come from?
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2.7 Contents pages and indexes
Practice 2 Now answer these questions. a Which two healthy drinks would you find on page 28?
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b Which page would you go to if you wanted to make fruit rockets?
c Which three pages have recipes that use bananas?
d Which page has a recipe that uses pineapple?
M
e Which three ingredients do we know can be found in the carrot slice?
Challenge
3 Finally, answer these questions.
SA
a Do you think Text A shows the whole Contents page?
b Why? Give two reasons for your answer. Reason 1:
Reason 2:
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2 Let’s have a party
2.8 Making lists Focus 1 Write a list of your eight favourite types of food.
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Practice
Remember your alphabet: a b c d e f g h i j k l m n o p q r s t u v w x y z
SA
M
2 Now rewrite the list in alphabetical order, as if they were in an index.
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2.9 Giving instructions
Challenge
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3 Imagine you are having your own party. Write a list of everyone you would like to invite.
Focus
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2.9 Giving instructions
1 Draw a picture of a game you enjoy playing at parties.
SA
Label the things you need for the game.
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2 Let’s have a party
Practice
M
PL E
2 Write notes about how the game is played. Think carefully about the important information you need to tell your friends when playing this game.
Challenge
3 Practise saying aloud the instructions for the game.
SA
Have you remembered all the key information?
Try giving the instructions to friends or family before playing the game with them.
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2.10 Planning a game
2.10 Planning a game Focus 1 The instructions of How to play Fruit Basket have been muddled up. Write a number from 1–7 next to each instruction to show the correct order.
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The order of some instructions will be more important than others. Choose one player to stand in the middle of the circle. Divide the players into roughly equal groups.
If the player in the middle wants to do something different they can call out ‘Fruit basket!’ That means everyone has to find a new position in the circle.
Mix the players up and place the players in a circle around a central point.
When the game finishes, you do not want to be the one in the middle!
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The player in the middle then calls out the name of one of the groups, e.g. Pineapple! Everyone in that group must now move to a different place as quickly as they can. The player who is the last to a place now has to stand in the middle of the circle.
SA
Name each group a type of fruit, e.g. banana, pineapple.
Practice
2 Write three tips for what to include when writing instructions. Tip 1:
Tip 2:
Tip 3: 47
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2 Let’s have a party
Challenge 3 Improve each of these instructions. Make them shorter.
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a If the player in the middle wanted to do something different they could call out ‘Fruit basket!’ That means everyone has to find a new position in the circle.
b The player in the middle then calls out the name of one of the groups, e.g. Pineapple! Everyone in that group must now move to a different place as quickly as they can. The player last to a place now has to stand in the middle of the circle.
Focus
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2.11 Writing instructions
SA
1 Pretend you are a teacher. Read the instructions for this game. Well, you all need to sit in a circle. Everyone has to be quiet. You need to get a piece of string.
a/w 2.32 group of children sitting in a circle
Everyone puts one end of the string in the middle of the circle and holds on to the other end.
FPO
I got the cone. I had to bang the cone down on the string. Everyone had to try to pull their string out the way. 48
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2.11 Writing instructions
a What has the writer done well? b Is there anything that could be improved? c Write notes on the instructions to give the writer feedback.
Practice
PL E
2 Rewrite the instructions for the game. • Correct any mistakes you found.
SA
M
• Use the feedback you gave in Focus to help you.
Challenge
3 Write instructions for a playground game you know. • Keep the instructions short, simple and in the correct order.
• Remember to include command verbs and sequencing words.
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PL E
2 Let’s have a party
Focus
M
2.12 Improving your instructions 1 Think about why we write instructions. Answer these questions.
SA
a What have you learned about instructions? Write three things.
b Why are instructions useful when you are planning your party?
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2.12 Improving your instructions
Practice 2 Read this paragraph. Use the information to complete the invitation.
Dear Mbeke,
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From: [email protected] To: [email protected] Subject: birthday party
I saw Lisha today. She said that she was going to invite Mbeke to her birthday party on 18th November. Lisha said that her party will be at the New Club on Ikwere Road. It sounds like it will be a great party because everyone has to go dressed as an animal! Lisha wants everyone to have some of her birthday cake. So she’s having the party from 3pm until 5pm.
M
From, Lisha
Dear
SA
You are invited to
It will be at
on at
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2 Let’s have a party
Challenge 3 Look at the map. Write instructions for Mbeke describing how she will get from her house to the party at New Club.
school
PL E
new club
kwere road
shop
park
mbeke’s house
SA
M
new road
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