Cambridge Primary Ready to Go Lessons for

English Stage 4
Answers to photocopiable pages

Unit 1A: Historical fiction Page 15: Finding facts in fiction

Personal response; see page 14 bottom left for
Page 9: Reading a historical story questions to prompt the learners.
The learners complete the table as described on
page 8 under ‘Main activities’. Page 17: Looking at settings
Personal response; look for the learners
Page 11: Verbs and adverbs creating mood in the same way as the example
1. a) went extracts.
b) walked
c) asked
Page 19: My own historical
d) ran
character
The learners complete the boxes as described on
e) ate
page 18 under ‘Main activities’.
2. Answers will vary, for example:
a) I drove quickly to the beach. Page 21: My story plan
b) The man rushed worriedly to the shop. The learners complete the table as described on
c) The children begged mercilessly for sweets. page 20 under ‘Main activities’.
d) We sprinted excitedly to the road. Page 23: Stages in a story
e) John miserably tasted his lunch.
Section Information to
3. Answers will vary, for example: include in this
a) Ralph skipped excitedly to football practice, section
whereas his brother Peter ambled there The introduction Introduce Bob and his
miserably. mum
Find out about
b) She spoke French enthusiastically; characters and setting. Explain the setting:
however, no one could understand her. a cottage in the woods

Page 13: Escape from Pompeii The problem / Bob is sent to sell
build-up firewood to bring back
Answers will vary, for example:
money so that they can
Something happens
Information Information Questions both eat to survive.
that starts the rest of
given clearly we can work we have
in the text out from about the the events in the
clues in the text story.
text
The climax / Bob meets a lady
Pompeii Pompeii is a What does conflict wheeling a barrow full
overlooks bustling city Tranio do in of little trees.
Naples Pompeii? This is the most
Pompeii is an exciting part! This is She convinces Bob to
Pompeii is a attractive city Is Tranio what the story is all swap his firewood for
Roman city really safe? about. one of the trees.
The bars,
It is sunny taverns and What’s going The resolution Bob’s mum is furious
The city is noisy shops are busy to happen and makes him plant
next? This is where the
the tree in the garden
Pompeii is conflict is resolved and
and go to bed without
surrounded by the story starts to wind
any tea.
walls down to the end.

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

Section Information to Page 35: The alphabet

include in this
The learners put the letters into alphabetical
section
order:
The conclusion In the morning, the
tree has grown double a b c d e f g
This brings the story to
its size and has gold h i j k l m n
an end, or adds a twist
coins hanging from o p q r s t u
or even suggests a
every branch. v w x y z
sequel!
Bob and his mum See also page 34 under ‘Starter’ for other ways the
harvest the coins and learners organise the letters.
more grow back. They
ant ball bat bit cat cup dip
are never hungry again.
egg fun gap hat hit hut ink
Page 25: Historical fiction jog kit lap lip man mum nap
nip owl pop pup rip sit tut
Success criteria to help the learners write their
story. van won yes zip

Page 27: Editing a short story Page 37: KWWL chart

The learners complete the chart as they do their
Answers will vary, for example:
research, as explained on page 36 under ‘Main
One day, a boy called Fred went for a walk in the activities’.
park. He was happy to play on the swings for a
while, but then he glanced up and gleefully noticed Page 39: Choosing a research
the see-saw. He really wanted to play on this but question
knew that he couldn’t on his own. He desperately
needed someone to play with. A see-saw only works The learners write a research question, as
if there are two people on it. What could he do? explained on page 38 under ‘Main activities’.
After a while of perching miserably on one end Page 41: Past, present and future
of it, he suddenly spotted a boy ambling slowly
along the pavement towards the park. When 1. a) was past
the boy finally entered the park, Fred demanded am present
to know if he’d like to play on the see-saw. The will be future
boy replied gratefully that he did, so clambered b) were past
clumsily on the other end. However, before he was
ready, Fred pushed down heavily on his legs and are present
sent the boy’s end of the see-saw up to the sky. will be future
The boy fell off awkwardly and cried loudly. Fred c) will have future
rushed to help him because he had bumped his d) had past
elbow badly and it was bleeding slightly. Fred put
a tissue on it as it was only a small cut, and then have present
suggested shyly they play gently on the swings e) had past
instead. The spent the rest of the time enjoying the has present
swings and had a delightful afternoon. will have future
Page 29: Reading styles 2. a) past
The learners read their stories, as explained on b) future
page 28 under ‘Starter’. c) present
d) present
Page 31: Story settings e) past
The learners do the activities as described on page
30, under ‘Picture it!’ and ‘Written assessment’. Page 43: Adverbs and adjectives
Answers will vary, for example:
Unit 1B: Non-chronological 1. a) reluctantly blue
reports b) silently forbidden
Page 33: Tigers c) Wearily muddy
The learners work through the report, as explained d) enthusiastically new
on page 32 under ‘Main activities’. e) happily delicious
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 Cambridge Primary Ready to Go Lessons for English Stage 4: Answers to photocopiable pages
2. Answers will vary, for example: Connective: so that
Adverbs of Adverbs Adverbs of Comma: The boys were hiding
manner of time place silently behind the large
building, so that their
These tell you These tell These tell
mum did not see them.
HOW you WHEN you WHERE
something was something something e) Verbs: was watching stir knew
done, for was done, was done, for would have to cook
example: for example: Adverbs: —
softly example: outside Connective: as
later
Comma: Nita was watching her
accidentally tomorrow above mum stir the food, as she
beautifully tonight abroad knew that she would have
bravely yesterday behind to cook for her own family
elegantly daily below one day.
enthusiastically never downstairs
3. Answers will vary, for example:
gracefully often east
lazily sometimes near a) Charlie and Arash crawled silently along
mysteriously finally towards the tunnel, as they did not want to be
sleepily first under caught by the nasty thieves.
wisely recently upstairs b) Nikita was in the way, so she moved on to
the next market stall.
Page 45: Ships
Report to read with the learners.
Page 51: Mind map
The learners use the mind map to plan their
Page 46: Comparing reports report, as explained on page 50 under ‘Main
The learners compare reports, as explained on activities’.
page 44 under ‘Main activities’.
Page 53: Non-chronological
Page 48: Complex sentences report checklist
1. a) Q b) C c) E d) S e) Q f) C Success criteria to help the learners write a
2. a) Verbs: ran buy report.
Adverb: quickly
Page 55: What is a star?
Connective: so that
1. Astronomers
Comma: Imran ran quickly to the
shops, so that he could buy 2. The Sun
the tasty fruit for dinner. 3. Because the stars are so far away
b) Verbs: had to move would have 4. A big ball of plasma held together by gravity
stood 5. Personal response.
Adverb: quickly
Connective: otherwise Unit 1C: Poems and play-
Comma: I had to move out of the scripts on common themes
way quickly, otherwise the
elephant would have stood Page 57: Comparing two poems
on me! The learners compare two poems, as explained on
c) Verbs: was knew had page 56 under ‘Main activities’.
smiling married
Adverb: broadly
Page 59: Winter poems
Poems to read with the learners.
Connective: because
Comma: William was smiling Page 61: Poem on a theme
broadly, because he knew The learners use the table to plan their poem, as
that he had married the explained on page 60 under ‘Main activities’.
girl of his dreams.
d) Verbs: were hiding see Page 63: The play-script
Adverb: silently Play-script to read with the learners.
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Cambridge Primary Ready to Go Lessons for English Stage 4: Answers to photocopiable pages

Page 65: The Hare and the Tortoise Effective words and abandoned
Tale to read with the learners. phrases overthrown
(words and phrases you
Page 67: Acrostic poems might want to include in
liberate
The learners write acrostic poems, as explained on your own stories) captivity
page 66 under ‘Written assessment’. the wind
carried this
Unit 2A: Fantasy stories news

Pages 69–70: The Lake Princesses scupper

Story to read with the learners. imprisoned
and so it was
Page 72: Comparing story
openings initiative

Title of Action Dia- Character- Setting- 2. a) falling snow

book open- logue focus focus b) a deer
ing opening opening opening
c) an aeroplane
Doodle-
✓ 3. Personal response.
day
The Page 76: Apostrophes
Small- we’ll – we will can’t – cannot isn’t – is not
est ✓ they’re – they are she’s – she is she’ll – she will
Drag- wasn’t – was not I’ll – I will they’ll – they will
onboy he’s – he is it’s – it is shan’t – shall not
Ully the
Piper
✓ Page 78: Setting descriptions
Wheel- Answers will vary, for example:
barrow ✓ Extract What are we What are we
Castle told about NOT told about
the setting the setting but
Page 74: Identifying language (explicit)? can work out
features in a text (implicit)?
Answers will vary, for example: 1. it is a lime it is in England
avenue it is sunny
1. Specific nouns lake
it is a mile long it is not raining
(nouns that are used for the island there are ferns
setting, for example ‘forest’) depths the trees are tall
Adjectives beautiful
2. it is night it is an urban
(words that describe settings hostile setting
or characters) forgotten it is in a hot country
terrifying 3. it is a big hall it is set in the past

wicked it is musty it is threatening

brave it is lit by oil

lamps
sweeter
terrible Page 80: Character description
The learners create descriptions, as explained on
clever
page 79 under ‘Main activities’.
scary
enormous
Page 82: Dragons!
Answers will vary, and may include the following
slim words:
smiling fire-breathing carnivorous spiked terrifying
intelligent wings
baby fun playful spotty hatch
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 Cambridge Primary Ready to Go Lessons for English Stage 4: Answers to photocopiable pages

Page 83: Story-mapping Page 97: How are newspapers

Answers will vary, depending on the story chosen.
Page 85: Story-planning
The learners use the frame to plan their story, as
explained on page 84 under ‘Main activities’.
Page 87: Writing a fantasy story
Success criteria to help the learners write a
fantasy story.
Page 89: Drama ideas
The 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 else’s.
3. Because they were envious of the hair that
had come out.
written?
The learners do the activity as described on the
photocopiable page.
Page 99: Exciting sentences
Answers 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.

4. Personal response; ensure the learners justify 5. Younger children are happy when they
their opinion with examples from the text. are playing independently, whereas older
children prefer to play together like kittens in
a basket.
Unit 2B: Newspaper-style
reports Page 101: Facts or opinions?
Page 93: Changing tenses Facts Opinions
Answers will vary, for example: Spain is Europe’s fourth Spain is a great place to
1. The girls are tiptoeing quietly down the stairs. largest country. go on holiday.
(present tense) Spain has a border with Spain is a pretty
The girls will be jumping happily down the France. country.
stairs. (future tense) Spain has a flag with It is best to travel to
2. The boy is reluctantly ambling home. yellow and red on it. Spain in the winter.
(present tense) The capital city of I like going to Spain
The boy rushed worriedly home. Spain is Madrid. because it is warm.
(future tense) Bull fighting is a There are interesting
3. He accidentally knocks his head on the wall. traditional event in animals to see in Spain.
(present tense) Spain.
He will foolishly bang his head on the wall. In Spain, the King of
(future tense) Spain nominates a
candidate for
4. The aeroplane cruised gently in the sky.
presidency.
(past tense)
Spain has a border with
The aeroplane will glide noiselessly in the sky.
Portugal.
(future tense)
5. She is generously hosting a birthday party. Page 103: Analysing newspapers
(present tense) The learners complete the table as described on
She will wearily hold a birthday party. page 102 under ‘Main activities’; see also the
(future tense) Main activities for definitions of the terms on the
photocopiable page.
Page 95: My favourite thing
The learners do the activity as described on the Page 105: Headline fun
photocopiable page. Personal response.

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

Page 107: Caption fun
The learners do the activity as explained on page
106 under ‘Main activities’.
‘After that? Who knows? Maybe one day I’ll be
a famous chef – that’s something I’d really like
to do!’

Page 109: Who, what, where, Page 115: Persuasive ideas

1. Advertisement.
when and why
2. To tell the readers about the company or product
The learners use the table to plan their report, as
available, and to make the newspaper money
explained on page 108 under ‘Main activities’.
(as companies pay to have the adverts included).
Page 111: Reviewing my 3. Newspaper readers, especially homeowners.
newspaper report 4. Well at Darch blinds it takes three days.
Success criteria to help the learners write a We’ve got blinds to fit every window
newspaper report. A range to suit every pocket
Don’t delay
Page 113: Be an editor for a day!
5. To try to prove that the rest of the advert is
Answers will vary, for example:
true and accurate.
The Cookie Kid
By Holly Caplin Unit 2C: Poems from
Robin Worth (11) of Middleton, Illinois, USA has different times and cultures
been amazing his classmates with his new-found
skills in the kitchen. Robin has been making a Page 117: Star songs
huge success of a new cookie business he has Poems to read with the learners.
set up.
‘It all started earlier this year,’ says the plucky
Page 118: Comparing poems
youngster, ‘when we had to make cookies for a Answers will vary; for example, for ‘Evening star!’:
school project.’ Name of poet: Sappho (translated by
The young boy loved cooking them so much Beram Saklatvala)
that he decided to do it again when he got home Words and phrases scattered
from school. that are particularly
Word of mouth effective
After his early experiences in the classroom, Robin Patterns, including Repetition of the letter
began to sell his cookies at a local café nearby to rhyme, rhythm, ‘b’
where he lives. alliteration, verse
structure
‘The cookies this boy makes are AMAZING,’ says
Pictures: what pictureThe countryside at
local café owner Ang Li. ‘Customers couldn’t get
does the poem paint sunset, and a mother
enough!’
in your mind? cuddling her child before
Robin’s cookies sold out in one day, causing Ang bedtime.
to ask the boy to make him another batch. Effects: how does the Calm – a gentle lilting
Soon word of Robin’s cookies spread across poem make you feel? rhythm makes the reader
Middleton, and other café owners wanted to sell How is this achieved? read slowly.
them too. Likes and dislikes: I like the theme and the
Charity parts of the poem imagery – the idea that
Robin decided early on that half of the money he that you like or at sunrise families and
made would go to charity. ‘I support a different dislike. Explain why. communities scatter to
charity each month,’ says Robin. ‘That way different occupations
everyone gets a share.’ and gather together
again in the evening.
Robin at work in his family kitchen
Any other thoughts It is interesting to read a
He has now donated money to seven different about the poem poem in translation
charities, ranging from the African Well Fund, to because it is a translator’s
a local homelessness charity in Illinois. interpretation of the
Robin will never stop looking to the future original, and probably
though. He plans to expand his range of cookies the content is kept while
and is thinking about moving his work space out the rhythm and rhyme of
of the family home, where he has been baking. the original may be lost.
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 Cambridge Primary Ready to Go Lessons for English Stage 4: Answers to photocopiable pages

Page 120: Shakespeare and Action Reason for action

Marlowe The boy told a lie He was upset that Gordon
about Bobby bullied and shouted at
Poems to read with the learners.
Charlton. him, that Melrose liked
Page 122: A Jamaican childhood Gordon and that
Gordon was the better
Poem to read with the learners.
footballer.
Page 123: Poems from other Bobby Charlton He could see that Gordon
invited them in was bullying the boy and
cultures for tea. wanted to stick up for him.
The learners do the activity as described on The boy’s mum did It was really unlikely, and
page 121 under ‘Main activities’. not believe that he she knew he’d lied before.
had tea with Bobby
Page 125: My favourite poem Charlton.
The learners do the activity as described on
page 124 under ‘Main activities’. Page 137: Story openings
The learners do the activity as described on page
Page 127: Reviewing my poem 136 under ‘Main activities’.
Success criteria to help the learners write their poem.
Page 139: Jumbled-up story 1
Page 129: Poems on a common
One evening, after school, John and Chan were
theme kicking a football around in the road outside.
Answers will vary, for example: They were laughing and joking, and enjoying
1. time themselves.
2. alliteration / simile ‘Pass it over here!’ shouted Chan as he ran over
3. I think that the poem called ‘Passing of time’ towards the fence on the other side of the street.
is older than the poem called ‘Time’ because John kicked the ball hard, and it sailed into the
it has more old-fashioned imagery (‘Hands of air. He gasped as the ball went right over the
time’) and word order (‘can we re-enact’). fence into the garden of the house! He and Chan
4. The poem that I like best out of these two is stood, rooted to the spot, as the ball disappeared.
‘Time’ because it has clear imagery in the first Then they turned to stare at each other as the
three couplets and a surprising ending, which sound of breaking glass rang in their ears.
is different from the rest of the poem as it is What should they do? John wondered. Should
an opinion, which suddenly addresses the they run? Should they pretend that nothing had
reader directly. happened? Chan came running over.
‘What are we going to do?’ he gasped.
Unit 3A: Stories about ‘I’m not sure,’ John bit his lip. What should he do?
problems and issues He made up his mind. He would go over and
own up. It was his fault after all, he had kicked
Page 131: Favourite author the ball.
The learners do the activity as described on page ‘I’ll go and explain,’ said John. ‘After all it was
130 under ‘Main activities’. an accident.’
Page 133: Stories that raise ‘I’m coming with you then,’ replied Chan. ‘If
it wasn’t for me, you wouldn’t have kicked the
issues ball so hard.’
The learners do the activity as described on page Chan and John crossed the street and knocked
133 under ‘Main activities’. on the door to the house. The door opened and
there was a smiling old man.
Page 135: Why did they do it?
‘I’m so glad you came over,’ he said. ‘I have been
Action Reason for action watching you. It makes me happy to watch the
The boy tried to tell To try and get out of children playing in the street. I wondered if you
his mum he had football practice. would come and own up or run away.’
earache.
That weekend the two boys went to visit the
Norbert attacked To stick up for his friend. old man and helped him tidy his garden. It was
Gordon on the bus. the start of a great friendship.

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Cambridge Primary Ready to Go Lessons for English Stage 4: Answers to photocopiable pages
Page 140: Jumbled-up story 2
‘Psst!’ 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.
‘I’ve got something to tell you,’ whispered
Hayley. ‘I’m moving house. I won’t be coming
to this school any more.’
‘Oh no!’ whispered Nina in reply. ‘We’ll 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 Aisha’s friend too. But what if
Hayley had only told her, because she didn’t
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. ‘Don’t 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 Cake
Story to read with the learners.
Page 143: Story endings
Story endings to read with the learners.
Page 145: Character profile
The learners use the table to create their character
profile, as explained on page 144.
Page 147: Settings
The learners use the table and box to create their
setting, as explained on page 146 under ‘Main
activities’.
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Page 149: Story details
The 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 problem
Success criteria to help the learners write their
story.
Page 153: Dilemma cards
The learners do the activity as explained on
page 152 under ‘Solving dilemmas’.
Unit 3B: Explanations and
persuasion
Page 155: The water cycle
Explanation 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
 Cambridge Primary Ready to Go Lessons for English Stage 4: Answers to photocopiable pages

Page 158: Non-fiction text types Page 166: Comparing adverts

• about a specific subject The learners do the activity, as explained on
page 166 under ‘Main activities’.
• written in paragraphs, often
Non-
chronological
under subheadings Page 168: Don’t skip on skipping
report • often includes some technical Advert to read with the learners.
vocabulary, which may be
explained in a glossary
Page 169: Advert features
The learners do the activity as described on
• helps the reader to
page 167 under ‘Main activities’.
understand why something
is the case – for example why Page 171: Advert success criteria
rivers flow to the sea
Success criteria to help the learners write their
Explanation • written in paragraphs that advert.
logically develop
• some technical vocabulary,
Page 173: Planning an
which may be explained in a explanation
glossary The learners use the table to plan their
• tells the reader what to explanation, as explained on page 172 under
do to achieve a particular ‘Main activities’.
outcome
Page 171: Explanation success
• often includes a list of
Instruction equipment needed
criteria
Success criteria to help the learners write their
• is often numbered explanation text.
• may have a short
introductory paragraph
Page 177: IRIDEX4000
Answers will vary; see page 176 under ‘Written
• can take many forms,
assessment’ for examples.
from scripts to newspaper
advertisements
Unit 3C: Poems in a variety
• aims to get the reader to do of forms
something, think something
Persuasive
or buy something Page 179: Comparing poems
• aims to convince the reader The learners do the activity, as explained on
to change their point of page 178 under ‘Main activities’.
view so it is the same as the
writer’s Page 181: My chosen poem
The learners do the activity, as explained on
Page 160: The universe – page 180 under ‘Main activities’.
a modern view (1639)
See the bottom text to identify, where the
Page 183: Syllabic poems
paragraph breaks should be; see the top text to Poems to read with the learners.
identify the correct order.
Page 185: Different types of
Page 162: Explanation features poem
Answers will vary; see page 161 under ‘Main Poems to read with the learners.
activities’ for an example.
Page 187: Poetic forms
Page 164: My chosen object The learners complete the table as described on
The learners use the table to plan their page 186 under ‘Main activities’.
explanation text, as explained on page 163 under
‘Main activities’.
Page 189: Analysis of my poem
Success criteria to help the learners write their poem.

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Cambridge Primary Ready to Go Lessons for English Stage 4: Answers to photocopiable pages
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.
10
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.
b–c) Personal response; look for well-justified
answers.
6. The learners write haikus; look for the correct
number of syllables in each line (5–7–5).
Page 192: Calligrams
The learners write calligrams, as explained on
page 190 under ‘Written assessment’.