Fle4 WB Issuu

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Cambridge Primary English

With varied activities – including mind maps, matching and crosswords – 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 exercise 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 4
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please see inside front cover.
Sally Burt & Debbie Ridgard
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CAMBRIDGE
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Primary English
Workbook 4
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Sally Burt & Debbie Ridgard
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Contents
Contents
1 Story time 5
2 Exploring Earth 27
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3 Mind pictures 54
4 Unlock your imagination 66

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5 Making the news 90
6 Let’s perform 117

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7 What would you do? 132
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8 Food for thought 158
9 Poems to see and hear 184
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4 Living Things How to use this book
How to use this book

Workbook 4 provides questions for you to practise what you have learnt in class. There
1
is a unit to match each unit in Learner’s Book 4. Within each unit, there are six or
twelve sessions. Each session is divided into three parts:
Storytime
Story time
1.1 What
1.1 Whatmakes
makesa astory a story?
story a story?
1 Story time
Focus
Focus
1 Skim read the book cover and blurb in Activity 4 in the Workbook and then fill in this
1 Skim read
reading log.the book cover and blurb in Activity 4 in the Workbook and then fill in this
reading log.
FT
Today’s
‘The only waydate
to learn histoTitle
ry is to bring Author Publisher
The Pliny
The Pliny Adventures – B C Loveit

itToday’s date
to life. Choose what you want Title Author Publisher
to learn
about, open the book and
let history teach
Adventures
you!’ announced Madame
Histoire, the
Focus: These questions 2
International School’s fourt
Write
teach
h-form history
er.the names of the four characters mentioned on the book cover.
help you to master the basics. 2

a
Write the
Faiek and names
Jehan didn’tof the four characters mentioned on the book cover.
expe
words to be literally true,
ct Madame’s c
so imagine their
a ise when they followed her
surpr c
b instructions d
1 Story
in thetime
school library and met Pliny
.
b whisks
Pliny d
Practice his new companions away
on a whirlwind adventure
3 3 Write two fictional
Complete the sentencesentences.
throu
to explain
gh Ancientwho the main characters in this story are.
Practice
Roman history, meeting
a host of historical
Practice: These questions help characters along the way
3 aComplete
I think the sentence fromto explain
ars to who the main characters in this are story
theare.
main
A slaves. But Madame’s instr
Caes
uctions did not
you to become more confident in
Scroll Publishing
include the end of the lesso
bIcharacters
think because n – how were they are the main
meant to get back to scho
ol?
using what you have learnt. C Lo
B ys ve it
The Key
ByM
characters because .
Challenge
4 Some books can be more than one genre. Circle the likely ter y
4 Explain in two to three sentences why you think The Pliny Adventures is fact or fiction.
genres for the book below. The K
Use at least two examples from the book cover in 1.1, Activity 4 in your answer. ey
.
4 Some books can
st or y be more than one genre.
fantasCircle
y st or y
the likely M yster y
adventure
Challenge detective
genres for the book below. story
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5 Dohiyou
storthink
ical styou would enjoy reading The Pliny Adventures? Why, or why not?
ory
adventure
story mde ystery stor
y
tective stor real liffa ntasy story
e st ory
Challenge: These questions will story from
historical an other cultu
re
y
story set in
an
story ory
make you think very hard. mystery st y world
imaginarre al life story
5
story from
another cu an
lture story set in
world
imaginary
5
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1.3 Read and present an extract

Language focus
Narrative is when the narrator tells the story.
6 Dialogue is the words characters say to each other, enclosed by speech marks.
Language focus boxes… 1.4Marty
‘Don’t make us join the library,’ Check your
begged. ‘It’s toounderstanding
dangerous.’
You start a new line whenever a different person speaks.
1.4 Check your understanding

Homophones galore! Focus
1 Underline the words the characters actually say.
Homophones galore!
Questions and statements a ‘Please hang up your satchels neatly,’ reminded the sports teacher.
Think carefully about which
to help you think about b Think
The girlscarefully about which
1 letters or groups of letters
told their mum what had happened at school. ‘It was hilarious,’ they said.
how you learn 1 letters or groups of letters

make
8
the same
make the sounds.
same sounds.
4 2
2
4
Original material © Cambridge University Press 2020. This material is not final and is subject to further
3 changes
4 prior to publication.
3 4
1 Story time
1.1 What makes a story a story?
Focus
1 Skim read the book cover and blurb in Activity 4 in the Workbook and then fill in this
reading log.
Today’s date Title Author Publisher
FT
Write the names of the four characters mentioned on the book cover.
a c
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b d
Practice
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3 Complete the sentence to explain who the main characters in this story are.
I think are the main
characters because
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. The Key
4 Some books can be more than one genre. Circle the likely Myster y
genres for the book below.
ry
adventure
story detective s fantasy sto
tory
historical s
tory ry
mystery sto real life sto
ry
story from
a nother cult an
ure story set in
world
imaginary
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1 Story time
‘The only way to learn his

tory is to bring
The Pliny
The Pliny Adventures – B C Loveit

it to life. Choose what yo
u want to learn
about, open the book an
d let history teach
Adventures
you!’ announced Madame
Histoire, the
International School’s fou
rth-form history
teacher.
Faiek and Jehan didn’t exp
ect Madame’s
words to be literally true,
so imagine their
FT
surprise when they follow
ed her instructions
in the school library and
met Pliny.
Pliny whisks his new comp
anions away
on a whirlwind adventur
e through Ancient
Roman history, meeting
a host of historical
characters along the way
from Caesars to
slaves. But Madame’s ins
tructions did not
Scroll Publishing
include the end of the les

A son – how were they
meant to get back to sch
ool?
By B C Love it
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Challenge
5 Do you think you would enjoy reading The Pliny Adventures? Why, or why not?
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1.2 Extend your reading range
1.2 Extend your reading range

Focus
Fact n. True thing: something that you know is true, exists or has happened:
There are six eggs in the box.
Fiction n. The type of book or story that is written about imaginary characters
and events, and not based on real people and facts: The cat put on his best
clothes and drove to his friend’s party.
FT
1 Decide whether the sentences are likely to be fact (FA) or fiction (FI). Write your
choice in the box.
Fact (FA)/Fiction (FI)

a I saw six polar bears today in the
school canteen.
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b Neeta will be ten years old in June.
c He put on the cloak and felt
enormous power surge through him.
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d The field was full of mud and rubbish.
e Mrs de Lille has three children.
f Maya looked and felt reassured that
all three moons were still there.
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Practice
2 Write two factual sentences.
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1 Story time
3 Write two fictional sentences.
Challenge
4 Explain in two to three sentences why you think The Pliny Adventures is fact or fiction.
Use at least two examples from the book cover in 1.1, Activity 4 in your answer.
FT
A
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Language focus
Narrative is when the narrator tells the story.
Dialogue is the words characters say to each other, enclosed by speech marks.
‘Don’t make us join the library,’ Marty begged. ‘It’s too dangerous.’
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You start a new line whenever a different person speaks.
Focus
1 Underline the words the characters actually say.
a ‘Please hang up your satchels neatly,’ reminded the sports teacher.
b The girls told their mum what had happened at school. ‘It was hilarious,’ they said.
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c ‘I’d like to help you,’ the teacher said, ‘but you must explain it to me.’
d ‘You must be quiet in the library,’ explained the librarian, ‘because people are
trying to read.’
e ‘No!’ said Chummi firmly to the dog. ‘You are not allowed on the sofa. It’s for
people not dogs.’
Practice
2 Add speech marks in the correct places to indicate the dialogue in these sentences.
FT
a What have you got for lunch? asked Zed.
b I really enjoy sports day every year, I told my grandmother.
c The principal announced, The school will be collecting plastic to make eco bricks
this term.
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d Give that to me, she said. It is mine.
e It feels like ages until the holidays, moaned Lindiwe. I wish they were next week.
Challenge
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3 Rewrite the paragraph with the correct punctuation to show the dialogue and
narrative. Remember to start a new line when a new person speaks
Do we really have to go, Mum? asked Marty and Will in unison. Yes. It will be good for
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you, said Mum. I am not going to change my mind. In that case, grumbled Will, I had
better wear protective clothing. I don’t want to be caught out by that spud gun. Nor
me! laughed Marty. I’m super scared of Spud Murphy!
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1 Story time

Focus
1 Draw lines to join up the pairs of homophones.
eight ate
practise device advise devise
bored
allowed aloud days practice
FT
advice
daze board
Practice
2 Write the homophones in Activity 1 in the correct columns.
Nouns Verbs Adjectives Adverbs

A
R
Challenge
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3 Complete the Homophones galore! crossword by finding a homophone for each clue.
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Homophones galore!
Think carefully about which

1 letters or groups of letters
make the same sounds.
3 4
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5 6
7 8
9
A
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10
Clues
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Across Down
5 wear 1 paced
8 stare 2 guest
9 sure 3 course
10 hole 4 bury
6 hear
7 one
8 cereal
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1 Story time
1.5 Work with verbs and tenses

Language focus
Verbs tell you what someone or something does, is, or has.

Verb tenses are different forms of the verb that show when something takes place:
whether it has already happened, is happening now or will happen in the future.
• Theo walked to the classroom earlier. (past tense)

• Marijke walks to the classroom every morning. (present tense)
FT
• They will walk to the classroom later. (future tense)
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PAST PRESENT FUTURE
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Focus
Regular verbs add –ed to the verb to form the past tense (want ➔ wanted)
but some verbs have an irregular past tense form.
D
1 Fill in the irregular past tense verbs in the sentences.
saw
said shot
had
kept worried
told wore wrote
went
a Will (worry) that the librarian (have)

a grudge against all children.
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1.5 Work with verbs and tenses
b Marty (tell) Mum that Mrs Murphy (keep)

a spud gun under her desk.
c Will and Marty (go) to art classes because Mum (say)
it was educational.
d If Mrs Murphy (see) children talking, she (shoot)
them with her spud gun.
e Mrs Murphy (wear) a mean expression as she (write)
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a complaint about the noise.
Practice
2 Circle the correct words to complete the sentences in the past tense
and cross out the verb forms that do not exist.
Example:
Mum always (put, puts, putted) cereal out for breakfast.
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a He (hit, hitted, hits) his head last night.
b Marty’s foot (hurts, hurt, hurted) after he dropped the vase on it.
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c The window (shutted, shut, shuts) when the wind blew.
d My mum (splits, split, splitted) the sweets fairly between us all.

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e My dad (lets, let, letted) us go to bed late last night.
f Last week, Will (sets, setted, set) the table for dinner.
g Marty had never (spreads, spread, spreaded) jam on his toast before.
h The bubble (bursts, burst, bursted) and detergent splashed in my eye.
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1 Story time
Challenge
3 Complete the table by filling in the correct form of the verb.
Simple past Present Future

will wake
broke
freeze
will grow
sang
FT
4 Have is an important irregular verb. Complete the sentences with the correct
forms of the verb have. Use reading books and your own knowledge to help you.
Present tense Past tense
I two brothers. She a talent for singing.

A
We a match tomorrow. I two brothers.
She a talent for singing. We a match yesterday.

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1.6 Explore beginnings
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Focus
1 Read these statements about introductions to stories.
Tick the boxes for the true statements.
a The introduction should grab the reader’s attention.
b The introduction comes at the end of the story.
c The introduction usually introduces the main characters and the setting.
d Introductions always start with Once upon a time…
e Introductions are the most important part of the story.
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1.6 Explore beginnings
Practice
2 Marty and Will’s Mum is keen on educational projects in the school holidays
and she is planning a new one. Marty and Will remember the last one.
Marty tried to save us. “Remember the last educational

hobby? The art classes? I was sick for days.”
“That was your own fault,” said Mum.
“I only had a drink of water.”
“You are not supposed to drink the water that people
FT
use to wash their brushes.”
Imagine you are going to write about Marty and Will’s art classes.
Fill in the planning diagram using key words and phrases.
1
A 2
4 Main characters
5 Setting The Art Classes 3
6
R
Educational
Plot – ideas for what happens
7 8
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Challenge
3 Write a beginning to your story about Marty and Will at their art class.
Remember to describe the setting (art class) and introduce Marty
and Will as characters as this story is at the beginning of The Legend
of Spud Murphy so no one will know them. Make it attention-grabbing!
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1 Story time
1.7 Focus on character and setting FT

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Focus
1 Writers use paragraphs to organise their ideas in a story.
Tick any reasons for starting a new paragraph.
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a introduces a different action
b introduces a different time
c introduces a different place
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d introduces a different thought

e introduces a different speaker
Practice
2 Organise the phrases describing character and setting into the correct columns.
alone with Amah as if stung bursting it into darkness

in her throat like sharp needles like the tail of a
disappearing mouse
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1.7 Focus on character and setting
rough stone hut screaming and struggling hearty laughs and

stomping boots
shy as a little mouse trapped in a bowl of ice unable to gasp for air
up to the mountain
Setting Character
FT
A
Challenge
3 The first chapter of a book often introduces the main characters and the setting.
Re-read the first chapter of your independent reading book.
a Write down the main idea of each paragraph and why the writer started
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a new paragraph.
b What is the main idea of the first chapter?
c Predict why a new chapter starts after this ‘episode’ or part of the story.
D
Paragraphs are groups of sentences.

Chapters are groups of paragraphs that
introduce a change in direction or a change
of scene in the story. Each chapter is like
one episode in a TV series.
17
1 Story time
1.8 Creating mind pictures from detail

Focus
1 Fill in the fact file about Pinmei. You can use
the key words and phrases you found in
Section 1.8, Activity 1 in the Learner’s Book
or you can find out about her in the extract in
Section 1.9.
Name:
Place where she lives:
FT
A
Who is in her family:
How long she has lived there:
What she enjoys:
R
Practice
2 The text doesn’t tell you every detail about a character.
Sometimes you have to make inferences about a character.
D
Write two sentences describing Draw a picture of what you think Pinmei
Pinmei’s personality. looks like:
Pinmei is:
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1.9 Find out more about the story
Challenge
3 Write a paragraph explaining whether or not you would be friends with Pinmei.
Give your reasons and use what you know about Pinmei from the text.
Focus
1.9 Find out more about the story
FT
A
1 Re-read the extract from When the Sea Turned to Silver, by Grace Lin.
Chapter 1
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When the sea turned to silver and the cold chilled the light of the sun, Pinmei knew the
Black Tortoise of Winter had arrived with his usual calmness. When a shrieking wind
pierced the sky, bursting it into darkness, she grew frightened. It was as if the Black Tortoise
of Winter were being forced to the earth, screaming and struggling.
Even the snow, usually so gentle, flew at Pinmei’s mountain hut like sharp needles before
D
falling onto the village below. The village was filled with houses crowded together, and
when villagers climbed up the mountain, their hearty laughs and stomping boots shattered
the quiet. At the sound of their footsteps, Pinmei would scurry away to be out of sight,
along braid trailing her like the tail of a disappearing mouse.
The villagers used to climb up to the mountain hut regularly, requesting that Amah
embroider peonies or five-colored clouds onto silks for weddings and birthdays. Even in
the winter, when the rough stone hut was all but buried, the villagers still came. However,
while they came for Amah’s embroidery skills, they stayed for the old woman’s stories. Even
Pinmei, watching from behind a door, was unable to resist her grandmother’s words.
19
1 Story time
Chapter 2
Pinmei had not realized how long it had been winter until she was getting the rice for
dinner. When she reached into the jar, her fingers touched the bottom of the container.
Pinmei drew back her hand as if stung. It was too soon! She was only supposed to feel that
smooth base when the tree tips were green and the swallows were awake and singing. The
breath of the Black Tortoise of Winter was still shaking the bare tree branches, and the
birds were still asleep as mussels deep in the sea.
“Pinmei!” Amah called. “What are you doing? Where’s the rice?”
Pinmei grabbed a bowl and filled it. She brought it to Amah, her grandmother shook
FT
her head.
“We shouldn’t be using that bowl, Pinmei,” Amah said, and Pinmei realized she was holding
the blue rice bowl with the rabbit painted on it.
“Sorry,” Pinmei said.
“You know that bowl is only for special occasions,” Amah said. “My grandfather—”
“Received it from the king of the City of Bright Moonlight,” Pinmei finished, an impish
A
smile curving. “But he wasn’t the king yet when your grandfather got it, so I don’t think it
counts as a royal gift.”
“You only tease your poor grandmother when we are alone.” Amah pretended to sigh.
“When I tell people how you taunt an old woman, they don’t believe me. ‘Little Pinmei?’
They say. ‘She’s just as shy as a little mouse.’”
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Pinmei made a face as Amah grinned at her. It was true that now, alone with Amah, her
words did not freeze in her throat. She didn’t know why, at the sight of anyone unfamiliar,
she felt like a fish trapped in a bowl of ice, unable
to even gasp for air.
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...
“Do you wish I were different?” Pinmei asked.
“Different?” Amah asked. “How?”
Pinmei shrugged, embarrassed. “Maybe if I talked
more or did things,” Pinmei said. “Like Yishan.”
“I never wish for you to be anyone except
yourself,” Amah said, looking into Pinmei’s
eyes. “I know that when it is time for you to do
something, you will do it.”
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1.8 Creating mind pictures from detail
Practice
2 Answer the questions about the story.
a What showed that winter had arrived?
b How would you describe the villagers’ attitude to their life? Tick one box.
depressed enthusiastic robust tearful
c What did Pinmei think brought winter?
FT
d Explain what Pinmei thought was happening.
e Choose a comparison from the second paragraph in Chapter 2 that

characterises the snow.
A
f Read these statements about the story.
Tick any boxes that you know are true from the story.
• Pinmei lives with her grandmother.
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• Amah does embroidery for the villagers.
• Amah didn’t like Pinmei teasing her.
• The blue rice bowl with the rabbit on it was a royal gift.
D
• Villagers enjoyed Amah’s stories.
Challenge
3 Write a paragraph about why winter was hard.
21
1 Story time
a Winter was hard because
b Do you think Pinmei is a brave person? Tick one box.
FT
Yes No
c Explain your answer using words and phrases from the text in Activity 1.
Explanation Words and phrases to support this

A
R
d Explain one way that the author’s choice of words helps to make the story
more interesting. Give several examples from the text in Activity 1.
D
Words and phrases to support your

Explanation
explanation
22
1.10 Practise using punctuation to read for meaning
e If the Black Tortoise brings winter, what do you think brings summer?
Remember this is a fantasy story so use your imagination!
FT
1.10 Practise using punctuation
to read for meaning
Focus
A
1 Explain the difference in meaning between the sentences.
• I enjoy eating rotis, fudge cake, cookies and berries.
• I enjoy eating rotis, fudge, cake, cookies and berries.
R
Practice
2 Add punctuation to make sense of the sentences.
Remember, commas are used to separate items in a list as well as to make meaning
D
in a sentence or to mark a pause.

a she collected feathers shells pebbles and seaweed on the beach
b mohammed decided to tie his shoelaces put on his cap grab his ball
and go outside to play
c shanaaz did her homework not that she wanted to
d patience wondered whether she would get clothes movie tickets
jewellery or a trip out for her birthday
23
1 Story time
Challenge
3 Use punctuation to make sense of the story starter.
Remember to put in speech marks to mark the dialogue.
the sand dunes shimmered in the early morning sunlight slowly and tentatively a
boy of about ten years unfurled his body rubbing grit and dust from his eyes he
blinked as if unused to sunlight shading his eyes with his arm
where are you he gasped frantically scanning the horizon suddenly he grinned
clapping his delicate green hands together in delight and darted off in the
direction of his gaze
FT
4 Practise reading the story starter aloud using your punctuation to help
you read for meaning. Do you need to make any changes?
1.11 Write a story starter

A
competition entry
Focus
R
1 Tick any features that would not be part of an attention-grabbing story starter.
a Unusual character
b Unexpected event or object
D
c Sense of mystery or suspense

d Few adjectives, adverbs or powerful verbs
e Descriptive choice of words
f Vivid mind pictures created from detail
g Formulaic beginning like ‘Once upon a time’
h Quirky descriptions
i Lively dialogue
j Predictable events or reactions
24
1.11 Write a story startercompetition entry
Practice
2 Stories need a good start. Even the first sentence can make a difference.
Use one word from each column to make attention-grabbing sentences
and add any other words you need. They can be unusual, but they must make sense!
Make five sentences.
Nouns Adjectives Verbs Adverbs

child cheeky burped awkwardly
monster frisky collapsed curiously
stallion massive escaped gracefully
FT
teacher stately shrieked ingeniously
tree stern swayed offensively
b
A
c
d
R
e
Challenge
3 Choose one of your story starter sentences and use it to write the first
D
paragraph of a story. Try to keep it as interesting as your first sentence.
25
1 Story time
1.12 Write a story introduction

Some nouns can be counted, like pebbles, and some cannot, like water. To make a
countable noun plural, the suffix –s is usually added (pebble ➔ pebbles) but not always.
Spelling rules can help you to spell plurals correctly when you are checking your spellings.
Nouns ending in –s, –sh, Nouns ending in a Nouns ending in a vowel

–ch consonant + –y + –y
bus ➔ buses pony ➔ ponies toy ➔ toys
dress ➔ dresses fly ➔ flies Monday ➔ Mondays
FT
wish ➔ wishes berry ➔ berries turkey ➔ turkeys
Suggest your own rule: Suggest your own rule: Suggest your own rule:
A
Think of more words to Think of more words to Think of more words to
check your rule: check your rule: check your rule:
R
Does your rule work? Does your rule work? Does your rule work?
D
Do any words not follow Do any words not follow Do any words not follow
your rule? your rule? your rule?
26

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We are working with Cambridge Assessment International Education towards endorsement of this title.

Cambridge Primary English

Focus, Practice and Challenge exercises provide clear progression through

Links to ‘Language focus’ boxes in the Learner’s Book provide more

✓ For Cambridge schools worldwide

Registered Cambridge International Schools benefit from high-quality programmes,

Visit www.cambridgeinternational.org/primary to find out more.

Second edition Digital access

University Printing House, Cambridge CB2 8BS, United Kingdom

Cambridge University Press is part of the University of Cambridge.

This publication is in copyright. Subject to statutory exception

NOTICE TO TEACHERS IN THE UK

4 Unlock your imagination 66

6 Let’s perform 117

8 Food for thought 158

9 Poems to see and hear 184

4 Living Things How to use this book

How to use this book

The Pliny Adventures – B C Loveit

help you to master the basics. 2

1.3 Read and present an extract

1.4 Check your understanding

how you learn 1 letters or groups of letters

Today’s date Title Author Publisher

I think are the main

‘The only way to learn his

The Pliny Adventures – B C Loveit

include the end of the les

1.2 Extend your reading range

1.2 Extend your reading range

Fact (FA)/Fiction (FI)

3 Write two fictional sentences.

You start a new line whenever a different person speaks.

a ‘Please hang up your satchels neatly,’ reminded the sports teacher.

1.3 Read and present an extract

b I really enjoy sports day every year, I told my grandmother.

1.4 Check your understanding

allowed aloud days practice

Nouns Verbs Adjectives Adverbs

1.4 Check your understanding

Think carefully about which

1.5 Work with verbs and tenses

Verbs tell you what someone or something does, is, or has.

• Theo walked to the classroom earlier. (past tense)

1 Fill in the irregular past tense verbs in the sentences.

a Will (worry) that the librarian (have)

1.5 Work with verbs and tenses

b Marty (tell) Mum that Mrs Murphy (keep)

c Will and Marty (go) to art classes because Mum (say)

d If Mrs Murphy (see) children talking, she (shoot)

them with her spud gun.

e Mrs Murphy (wear) a mean expression as she (write)

d My mum (splits, split, splitted) the sweets fairly between us all.

e My dad (lets, let, letted) us go to bed late last night.

h The bubble (bursts, burst, bursted) and detergent splashed in my eye.

Simple past Present Future

Present tense Past tense

I two brothers. She a talent for singing.

She a talent for singing. We a match yesterday.

The Pliny Adventures – B C Loveit

d introduces a different thought

• Villagers enjoyed Amah’s stories.

c Sense of mystery or suspense