Cambridge Primary Ready to Go Lessons for
English Stage 6
Answers to photocopiable pages
Unit 1A: Stories with familiar
settings
j)
The old Earl was generally a bad tempered
man
Page 9: The Secret Garden
k) Cedric was such a sunny, happy little boy
that he made his grandfather happy.
Text to read with the learners.
l)
Page 11: Little Lord Fauntleroy
he wanted to meet the woman who had
made Cedric so happy.
Answers to the Main activity on page 10 will vary,
for example:
Similarities
Grand houses
Both main
characters are
unafraid
Both main
characters come
from well-off
backgrounds
(‘servants’, ‘velvet
suit’)
Kind adults (Mrs
Medlock and the
Earl)
Old-fashioned
language
Differences
Animals – Little Lord
Fauntleroy has a pet dog and
The Secret Garden working
horses
Speech – in Little Lord
Fauntleroy speech is in
received pronunciation;
in The Secret Garden it is
in a regional dialect
Little Lord Fauntleroy has
much more detailed
descriptions of people
Main characters – in The
Secret Garden it is a girl; in
Little Lord Fauntleroy a boy
The Secret Garden setting
is outside and Little Lord
Fauntleroy inside
Page 13: Cedric
Eventually, the Earl decided that he
wanted to meet Cedric’s mother too
m) The Earl met Cedric’s mother
2. before so
because
although
when
since
Page 15: Treasure Island
Text to read with the learners.
Page 17: Long John Silver
Text to read with the learners.
Page 19: Who is speaking?
1.
Speech
All that night we were in a
great bustle, getting things
stored aboard.
‘If he were Admiral Hawke he
shall pay his score,’
‘Has the squire not told you of
the buccaneers, Sir? He was one
of them.’
‘you never clapped your eyes on
that Black Dog before, did you,
now?’
‘No Sir, not I.’
1. a) his father married his mother
b) Cedric’s grandfather … was very cross
about the wedding
c) Cedric’s father … died.
d) Cedric and his mother lived happily
e) Cedric’s grandfather sent his lawyer
f) he discovered that he was Lord Fauntleroy.
g) Cedric and his mother travelled across the
ocean
h) The Earl said that Cedric’s mother had to
live in a separate house
i) Cedric’s mother had never told him that
his grandfather had been unkind to her
until
‘Three goes o’ rum! Why,
shiver my timbers, if I hadn’t
forgotten my score!’
‘Why, what a precious old
sea-calf I am!’
Speaker
Hawkins
Long John
Silver
Hawkins
Long John
Silver
Long John
Silver
Long John
Silver
Long John
Silver
2. Answers will vary, for example:
Language
feature
Individual
words
Phrases
Jim Hawkins
bustle
All that night
Long John
Silver
score
you never
clapped your
eyes on
1
Cambridge Primary Ready to Go Lessons for English Stage 6: Answers to photocopiable pages
Language
feature
Descriptions
Sentence
structure
Dialect
Jim Hawkins
Page 25: Alice’s Adventures in
Wonderland
Long John
Silver
precious old
sea-calf
No Sir, not I
getting things
stored aboard
Has the squire
not told you
Has the squire shiver my
not told you of timbers
the buccaneers,
Sir?
Text to read with the learners.
Page 27: The Railway Children
Text to read with the learners.
Page 29: Skellig
Answers will vary, for example:
1. To build a picture in the reader’s mind of the
setting, and to show the reader that no one
had been there for a long time.
Page 21: Revisiting punctuation
marks
2. Gloomy – a torch is needed; claustrophobic –
the space is filled with crowded clutter;
desolate and deserted – many cobwebs have
built up without being swept away; lonely–
death and decay are described; scary – the
narrator makes cautious movements.
1. Answers may vary, for example:
Purpose of punctuation mark
What
marks
can be
used
To show the end of a sentence
.
?
!
To link sentences
,
;
–
To separate clauses in a complex
sentence
;
,
Around an adverbial phrase
,
To separate parenthetical
information
,
–
Page 31: The Railway Children
To indicate speech
‘
’
Answers will vary, for example:
To show a contraction
’
1. By train and on foot.
To show possession
’
2. The engine puffing and blowing – steam
train
:
4. The narrator was afraid.
2. a) By chance, Jim Hawkins acquires a
valuable treasure map, which he takes to
some respectable men in his town.
b) The men, who know a pirates’ map when
they see one, encourage Jim to join them
on their ship, the Hispaniola.
c) Although the captain of the Hispaniola is
an honest man, most of his crew are not
led by Long John Silver: they are pirates.
d) When Jim hears the pirates plotting
to take control of the ship, he tells the
captain, in order that the Captain can
make his own plans.
e) When the Hispaniola reaches the island,
the Captain asks all the pirates to go
ashore without him; unknown to them all,
Jim goes with them.
Page 23: Assessing my story
The learners describe a familiar setting; see page
19 under ‘Main activities’ for examples.
Page 23: Planning a story
Success criteria to help the learners improve their
story.
2
3. For contrast following long descriptive
sentences, giving it more impact; to build a
climax; to allow the reader to pause at the
full stop and understand the meaning of the
sentence (that, in fact, someone is there).
Phyllis – an old-fashioned name
Gas lamps – no electric lighting
3. The children are described as ‘cold and
melancholy’; the walk is described as ‘dark
and muddy’ and the children stumble – they
are unfamiliar with this type of area; Phyllis
is ‘damp and unhappy’.
Unit 1B: Biography and
autobiography
Page 33: Collecting butterflies
Answers will vary, for example:
First person pronouns: I (Blanca Huertas) ×7;
we (scientists who study butterflies) ×13; us
(the scientists who study butterflies) ×3; our (the
scientists who study butterflies’) ×1
Second person pronouns: you (Blanca Huertas) ×6
Third person pronouns: there (to the area) ×1;
you (the scientists) ×3; its (the butterfly’s) ×1;
them (the specimens) ×3
Connectives: and ×10; before ×1; so ×2; as ×2
Cambridge Primary Ready to Go Lessons for English Stage 6: Answers to photocopiable pages
Page 35: Word origins
1. Answers will vary, for example:
English
word
Original
language
Word in
original
language
butterfly
Old English or
Germanic
buttorfleoge
camp
French
camp
caterpillar Middle English
catyrpel
envelope
French
enveloppe
explore
Latin / Middle
French
explorare /
explorer
female
Middle English /
Latin
femelle /
femella
helicopter French
hélicoptère
intense
intensus /
intense
Latin / Middle
French
laboratory Medieval Latin /
Latin
laboratorium /
laboratus
local
localis / local
Latin / Old French
• A play
• Informal
• Quite short sentences; lots of contractions.
Anne Sullivan: unsung hero.
•
•
•
•
•
Advert
Prospective teachers
A newspaper, magazine or billboard
Informal
Questions and answers; longer questions, shorter
answers
1 June 1968: Helen Keller, 87, dies
•
•
•
•
•
Biography
Readers interested in the news
A newspaper
Formal
Longer sentences with main clauses and subclauses
Page 43: Rules for conducting an
interview
Rules to read with the learners.
Page 45: Investigating a report
Answers will vary, for example:
mountain Old French
montaigne
1. Sunsational
museum
Latin
museum
rapid
Latin
rapidus
2. To attract the reader; to make the reader want to
know the meaning behind this play on words
species
Latin
species
suspicious Latin / Old French
suspiciosus /
suspecious
trap
trappe
English
2. Answers will vary, for example:
Africa
North
America
South
America
Asia
Europe
Oceania
banana
potato
boogie
toboggan
hurricane tango
jazz
chocolate
breeze
tea
tsunami
pyjamas
journalist doppelganger telescope
kangaroo kiwi
Boomerang
Page 37: What am I like?
Personal response; see page 36 under ‘Starter’ for
guidance.
Page 39: Helen Keller 1880–1968
Biography to read with the learners.
Page 41: Formal or informal?
Answers will vary, for example:
Anya and Bo
• Play-script / dialogue
• People interested in watching or reading
something on Helen Keller’s life
3. •
•
•
•
•
•
4. •
•
Her last name is Parr
She is 37
She is a fashion designer
She was a model
She has been a designer for three years
She studied in Paris, London and New York
Quotations by the subject of the biography
Prices of what she makes
Page 47: Clever Tanika
Connectives used, in sets of similar meaning:
although
however
but
as
therefore
consequently
so
and
Page 49: Rooney mis-hit breaks
lad’s wrist
Newspaper report to read with the learners.
Page 51: Puns and proverbs
1. Headline
N‘ice’ planet
Wheely dangerous
cat
Many hands make
lights work
Topic of the story
– Ice found on planet
Mercury.
– Car-chasing pet cat
gets its head stuck in
car wheel.
– Workers celebrate as
one millionth light
bulb made at factory.
3
Cambridge Primary Ready to Go Lessons for English Stage 6: Answers to photocopiable pages
He’s armless!
– Man saws off his
own arm in bizarre
accident – but the
doctors sew it back
on again.
2. Answers will vary, for example:
Meaning
a) You can’t force someone to do something
they don’t want to do.
b) Someone who is a friend to you when you
need something is a true friend.
c) A picture tells a story just as well as a large
amount of descriptive text.
d) Don’t assume everything is in order until
you are certain nothing can go
wrong.
Page 53: Self-assessment:
biographical and journalistic
writing
Success criteria to help the learners write a
biography.
Pictures
What do you
think the
poem is
about?
Does it have
a story, or is
it a
description?
Three little girls
‘attack’ the poet,
and the poet’s love
for his daughters.
Story: the poet
becomes aware of
his daughters
coming downstairs
and then they
jump and climb on
him.
How does
Clear descriptions
the poem
of the fading
paint a
evening light, the
picture in
poet’s location in
your head?
his study, the broad
stairs, the poet’s
chair.
List examples • golden hair,
of:
arms and back
of my chair
• images
• no similes
• similes
• metaphors
Page 55: Cruise crashes
• figurative
language.
Answers will vary, for example:
1. In a newspaper.
2. A passenger.
3. luxury
4. a) No.
List some of
the rhymes.
Talk about
the rhythm.
Is there any
alliteration?
Or
assonance?
b) He is concerned in his cabin – he ‘grabbed’
his clothes quickly – because he knew
there was a problem but didn’t know what
it was. Once on deck he is ‘horrified’ and
realises what a ‘dangerous situation’ the
passengers are in, so actually feels worse
once he reaches the deck.
5. a) after
b) followed
c) then
Unit 1C: Poems in familiar
settings
Page 57: The Children’s Hour
Poem to read with the learners.
Page 59: Exploring a poem
Answers will vary, for example for ‘The Children’s
Hour’:
4
Patterns
• raid, castle wall,
turret, fortress,
round-tower
• Till the walls
shall crumble
to ruin, / And
molder in dust
away!
lower / hour, stair /
hair, eyes / surprise
Most lines stress
each third syllable.
Alliteration:
• dark, daylight
• study, see
• plotting,
planning
• sudden rush,
sudden raid
• fast, fortress
• depart, down,
dungeon
Assonance:
• day’s
occupations
• by surprise
Cambridge Primary Ready to Go Lessons for English Stage 6: Answers to photocopiable pages
Find:
• powerful
verbs
• adjectives
• specific
nouns
Words
• unusual
words.
• descending,
plotting,
planning,
surround,
crumble, molder
• laughing, merry
• lamplight,
whisper, silence,
rush, raid, castle,
turret, fortress,
dungeon, roundtower
• occupations,
lamplight,
unguarded,
round-tower,
molder
What is the
Serious, then
tone of the
amusing, exciting
poem?
and finally
(Happy? Sad? emotional.
Funny?
Serious?)
Is the poem
Old. The poet has a
modern or
study; the girls use a
old? How do lamp to light the
you know?
stairs; the imagery
Interesting
uses a castle.
things
Is the
meaning
clear?
Yes; the poet
describes how he
sees his girls sneak
up on him and then
climb on him.
Are there any Yes, the secondary
hidden
meaning is the
meanings?
poet’s love for his
daughters.
Explain what Personal response,
you liked
for example:
about the
The rhythm and
poem …
rhyme; the way the
Likes and
dislikes
… and what
you disliked.
Why?
poem starts slowly
and gently, then
builds up to verse
three where the girls
rush into the study,
and concludes with
an emotional
ending.
Personal response,
for example:
It’s very oldfashioned and
therefore hard to
understanding the
primary meaning.
Page 61: Understanding
Shakespeare’s language
Theseus
Now, fair Hippolyta, our
nuptial hour
Draws on apace
Puck
But, room, fairy! here
comes Oberon.
Bottom
I have had a dream, past
the wit of man to say what
dream it was:
Quince
Well, beautiful
Hippolyta, it’s
nearly time for our
wedding.
Look, fairy! Here
comes Oberon.
I have had a
dream. No one can
describe what the
dream was about.
I don’t care. You can
That’s all one: you shall play wear a mask. And
make your voice as
it in a mask, and you may
gentle as you can.
speak as small as you will.
Flute
No, please. I don’t
Nay, faith, let me not play a want to play a
woman. I’m
woman; I have a beard
growing a beard.
coming.
Puck
How now, spirit! whither
wander you?
Fairy
And here my mistress.
Would that he were gone!
Hello, fairy. Where
are you going?
And here comes
my mistress. I wish
that he was no
longer here.
Page 63: A Midsummer Night’s
Dream – in 20 steps
Text to read with the learners.
Page 65: Evaluating the
performance
Success criteria to help the learners evaluate their
performance.
Page 67: My difficult daughter
Answers will vary, for example:
1. That Hermia refuses to obey him
2. anger
3. Demetrius
4. This man hath my consent to marry her.
5. She should die.
6. Which shall be either to this gentleman / Or
to her death
Unit 2A: Traditional tales and
stories from other cultures
Page 69: Analysing a traditional tale
Answers will vary, depending on the stories chosen.
5
Cambridge Primary Ready to Go Lessons for English Stage 6: Answers to photocopiable pages
Page 71: Little Red Cap
Sequencing connectives:
one day
at once
just as
meanwhile
then
when
Page 73: Identifying the main
clause
Answers will vary, for example:
1–2. a) She meets a wolf
Perhaps she might meet a wolf who may
tell her not to hurry, but to pick flowers,
because it could be such a lovely day.
b) he runs straight to Grandmother’s house
Maybe while she’s busy, he might run to
Grandmother’s house and gobble her up.
c) he quickly puts on Grandmother’s clothes,
gets into bed and draws the curtains
around the bed.
After this, he might put on Grandmother’s
clothes, get into bed and draw the curtains
around the bed.
d) When Little Red Cap … arrives she goes
inside and calls ‘Grandmother?’
When Little Red Cap arrives, she might
be a bit scared because the cottage door
may be open, and perhaps she calls
‘Grandmother?’
3. She might approach the bed and perhaps she
will draw back the curtains.
Perhaps she may say ‘My, Grandmother, what
big ears you have!’
Page 75: Preparing for a dramatic
retelling
Little Red Cap
Mother told me to take
the cakes and tonic to
Grandmother.
Grandmother was ill.
I was walking in the
woods.
The wolf said that I
should pick flowers for
Grandmother.
I was just being polite.
How was I to know that
the wolf was a wicked
creature?
6
Wolf
I saw this tender
young girl and
thought, ‘yum, yum’.
I started talking to
her, asking her where
she was going and
why.
I knew that I’d have to
be careful if I was
going to get them
both.
I suggested that she
pick flowers for her
grandmother.
I ran to the
grandmother’s house.
I gobbled her up. (I
didn’t eat her clothes
though.)
Little Red Cap
I picked some lovely
flowers – and every time
I picked one, I saw
another one, a better
one, deeper in the
forest.
I was getting hot so I
stopped picking the
flowers.
I remembered that I
should be at
Grandmother’s house.
I saw that the cottage
door was open.
I called out to
Grandmother, but she
didn’t answer.
I felt afraid, but I love
Grandmother very
much so I went into the
house.
Wolf
I dressed in her
clothes, put on her
night cap and climbed
into bed.
I drew the curtains
around the bed for
privacy.
Page 77: Bluebeard
Story to read with the learners.
Page 79: Who did it?
Bluebeard, in order to engage their affection,
took the sisters around his houses, where endless
parties were organised for them.
Bluebeard wanted one of the ladies to like
him.
✓
He took the sisters around his houses.
✓
✗
He organised endless parties for them.
As soon as she returned home, the marriage
was arranged and within a few weeks the young
woman was welcomed into Bluebeard’s home as
his wife.
✓
She arranged the wedding.
✗
Within a few weeks Bluebeard welcomed her ✗
The young woman returned home.
into his home as his wife.
No sooner had he gone, than the young
woman’s friends descended on the house. Only
her brothers did not yet come, for they were at
war; but word had been sent that they were on
their way home.
Bluebeard went away.
The young woman’s friends came to her
house.
✓
✓
Her brothers didn’t come yet because they
were at war.
✓
The brothers had sent a message to say that
they were on their way home.
✗
Cambridge Primary Ready to Go Lessons for English Stage 6: Answers to photocopiable pages
Page 81: Comparing three
traditional stories
How does
‘Little Red
the author: Cap’
‘Bluebeard’
Answers will vary, for example:
manipulate
the reaction
of the
reader?
The reader
knows the wolf
is wicked while
Red Cap does
not
The final
paragraph
builds up the
tension with
long sentences,
making the
reader wait for
the climax,
which is a
short sentence
that contrasts
with the longer
ones (‘Then,
suddenly, she
shrieked.’)
What is
It has the
special about traditional
the text?
opening ‘Once
upon a time’
The author
makes the
reader as
curious about
the locked door
as Bluebeard’s
wife
What is its
theme?
Curiosity of
the forbidden
despite access
to numerous
riches, and
obedience
How does
‘Little Red
the author: Cap’
‘Bluebeard’
present the
characters?
Little Red Cap
is beloved of
everyone
Bluebeard is
rich but
unattractive
Mother hands
cake to Red Cap
and gives
instructions – she
is caring and
sensible
None of the
women are
named or
described
Wolf is
immediately
described as
wicked, then
crafty
Grandmother
is ill and weak
present the
settings?
Mother is fearful The houses are
of the forest in
fine and filled
the dark
with riches,
but not
described in
depth
create the
mood?
Mother says ‘I
would hate to
think of what
might happen to
you in the forest
in the dark’ – the
mood is
threatening
show the
sequence of
events?
Use of
sequencing
connectives: one
day …
meanwhile …
then
Bluebeard is
described as
ugly, his
previous wives’
fate is
unknown and
there is a
mystery room
in the house –
the mood is
tense
Use of
sequencing
connectives: as
soon as …
about a month
after … no
sooner … for
some weeks …
eventually
Obedience to
your family – do
what your
mother says or
you may come to
harm
Page 83: Organising The Frog
Prince
Answers will vary, for example:
A princess was spoiled and got everything she
wished for.
Meanwhile, a prince was turned into a frog by a
wicked witch.
Long ago, the princess had a golden ball. The
princess accidentally threw the golden ball into a
well. She couldn’t get the ball back.
After some time, she heard a frog offering to bring
the ball back if she promised to be kind to him.
She promised the frog that she would look after
him. The frog dived into the well and retrieved the
golden ball. The princess grabbed the ball and ran
off. She ran back to the palace. She didn’t listen to
the frog calling to her.
That evening, the frog came to the door of the
palace. The princess was eating. He reminded her
that she had promised to look after him. The king
made her keep her promise.
And so she let the frog eat from her plate.
However, she wouldn’t eat any more. She was very
cross.
7
Cambridge Primary Ready to Go Lessons for English Stage 6: Answers to photocopiable pages
So she stamped upstairs.
Active
Then he said he wanted to sleep on her pillow.
And he said she had to kiss him.
So she kissed the frog. He turned into a handsome
prince. They got married and lived happily ever after.
Page 85: My Frog Prince
Longer
passive
Shorter
passive
Active
Personal response.
Page 87: Assessing my writing
Success criteria to help the learners assess their
writing.
Page 89: An alternative ending
Personal response.
Page 91: Coyote and Wishpoosh
Answers will vary, for example:
1. No.
2. The resolution is missing; loose ends are not
tied up; we don’t know what became of the
characters.
3. Rivers, lakes and seas.
4. Coyote.
5. Explanation
It is Coyote who attempts to
solve the problem.
Words and
Coyote decided that he would
phrases from kill the monster beaver so the
the text
animals could fish in safety.
6. Wrestled and tugged.
7. personification
Longer
passive
Shorter
passive
The schoolchildren failed the
tests.
The tests were failed by the
schoolchildren.
The tests were failed.
The schoolchildren wrote an
apology to the teachers.
An apology was written to the
teachers by the schoolchildren.
An apology was written to the
teachers.
Page 97: Making conditionals
My dad said I
should work harder
I think I could get
an A
My teacher says
that I might get
good grades
My parents said
that they might
limit my computer
use
I enjoy researching
homework projects
My father said that
if I get my
homework done
quickly
2. •
if I want to get good
grades.
even if I SMS while I’m
doing my homework.
if I do my homework
project very well.
unless my grades improve.
if I can listen to my music
at the same time.
he might allow me to use
his laptop tonight.
I should work
I could get
Unit 2B: Discursive texts
Page 93: Should teenagers have
unlimited access to computers at
home?
Text to read with the learners.
Page 95: Passive voice
Active
Longer
passive
Shorter
passive
Active
Longer
passive
Shorter
passive
8
The schoolchildren misused
their computer time.
Computer time was misused by
the schoolchildren.
Computer time was misused.
The schoolchildren did not
complete their homework.
Homework was not completed by
the schoolchildren.
Homework was not completed.
I might get
they might limit
• My teacher says that I might get good grades
if I do my homework project very well.
My parents said that they might limit my
computer use unless my grades improve.
My father said that if I get my homework
done quickly he might allow me to use his
laptop tonight.
• My parents said that they might limit my
computer use unless my grades improve.
Page 99: Features of discursive
texts
Answers will vary, for example:
Feature
Example from text
Structural features:
begins with a
The subject of limiting
statement of the issue
computer access for
teenagers
Cambridge Primary Ready to Go Lessons for English Stage 6: Answers to photocopiable pages
Feature
gives the arguments
for the case
gives evidence to
support the arguments
for the case
gives the arguments
against the case
gives evidence to
support the arguments
against the case
finishes with a
conclusion.
Cohesion is
achieved by:
a wide variety of
connectives to link
previous and current
ideas
explicit reference to
what has previously
been said
topic sentences
pronouns linking back
to previous noun
phrases.
Sentence-level
features include:
simple present tense
conditional tense
passive voice
logical connectives.
Example from text
there is the undeniable
truth that young
people need to develop
time-management
skills and a work ethic
Teenagers should learn
to take responsibility
for their own time
management.
there is the equally
undeniable truth that
unsupervised computer
use may lead to young
people wasting their
time, failing to
complete homework
and receiving lower
grades
13–16 years is too
young for unsupervised
computer use
People on both sides of
the argument believe
that they are right.
Page 101: Should children be
allowed to have televisions in
their bedrooms?
Furthermore
Success criteria to help the learners evaluate their
performance.
Answers will vary; ensure the learners choose the
correct type of connective each time:
Adding information
Cause and effect
Opposing information
Adding information / reinforcing information /
cause and effect
Page 103: Writing frame for a
discursive text
The learners use the frame to plan their discursive
text.
Page 105: Should people who live
in cities have gardens?
Text to read with the learners.
Page 107: Planning a debate
The learners use the frame to plan their debate.
Page 109: My debating
performance
Page 111: Linking ideas
The arguments above
are answered as follows
Those who believe that
teenagers should have
unsupervised access to
their computers list a
number of arguments
to support their case.
their (those who
believe that teenagers
should have
unsupervised access to
their computers)
Answers will vary, for example:
However
inevitably
Nevertheless
or
Obviously
But conversely
If
because
although
Ensure the learners choose the correct type of
connective each time.
Page 113: Self-assessment: biased
discursive texts
Success criteria to help the learners write a biased
discursive text.
Page 115: The Sun or the
Moon?
1. balanced discussion
need
If teenagers develop
this condition, it may
well result in lower
grades.
Arguments that have
been put forward
on the other hand
2. Arguments are presented from different
viewpoints; no preference is expressed
3. The Moon
4. It creates light.
5. We can look at it more closely; people can
visit it; it’s closer; it’s less dangerous to look at.
6. a) Unbiased
b) Both arguments are balanced and the writer
doesn’t try to persuade the reader either way.
9
Cambridge Primary Ready to Go Lessons for English Stage 6: Answers to photocopiable pages
Unit 2C: Poems by significant
poets
Page 137: The Princess and the
Frog
Page 117: Poems about the
seasons
Answers will vary, for example:
Poems to read with the learners.
1. The princess ate dinner with the king.
2. The frog arrived and sang.
Page 119: Shape poems
3. She made noise to try to stop the king hearing
the frog.
The learners use the frame to plan their shape
poem.
4. The king heard and asked her what the frog
was trying to say.
Page 121: Rhyming patterns
5. She told the king what had happened that
afternoon.
Limericks: aabba
Sonnet: abab cdcd efef gg
Page 123: Write-a-rap rap
Poem to read with the learners.
Page 125: Playing with sound
Poems to read with the learners.
Page 127: Syllabic poetry
The learners use the frame to plan their syllabic
poem.
Page 129: Playing with language
quiz
Clues
Answers
fire
It grows when it eats, yet dies when
it drinks.
It goes up and down without
stairs
moving.
It’s full of holes but still holds water.
sponge
The more you take the more you
footsteps
leave behind.
It’s the size of a bowl, yet cannot be
sieve
filled by all the water in the sea.
It has four fingers and one thumb,
glove
but is not alive.
It runs, but has no legs.
river
It runs round a house but doesn’t
fence
move.
Every time you name it, you break it.
silence
Unit 3A: Stories by
significant children’s authors
Page 131: The Maker of Melons
Story to read with the learners.
Page 133: Martin’s Mice
Story to read with the learners.
Page 135: The Birth of Maui
Story to read with the learners.
10
Page 139: The Butterfly Lion
Story to read with the learners.
Page 141: The Butterfly Lion
comprehension
Answers will vary, for example:
1. stew
semolina pudding
2. He was homesick after a letter from his mother.
He had done badly in a spelling test.
Mr Carter had stood him in a corner with a
book on his head for a whole lesson.
3. He wouldn’t be missed till supper.
4. It was raining, so would be gloomy and
miserable.
‘I was more miserable than I had ever been
before.’
‘It was beginning to rain now.’
5. I ran as if bloodhounds were after me.
This emphasises how desperate he was to
get away and how fast he ran, as though
something terrible were chasing him.
6. despairing
Page 143: ZinderZunder
Text to read with the learners.
Page 145: Considering favourite
authors
Personal response.
Page 147: Complicated time
The learners use the frame to plan their story.
Page 149: Assessing my story
Success criteria to help the learners write a story.
Page 151: Improving a story
Answers will vary, for example:
When her father said that she had to be kind to
the frog, the princess laid down her knife and fork,
Cambridge Primary Ready to Go Lessons for English Stage 6: Answers to photocopiable pages
picked up the frog and set him down on the table.
‘Now I want something to eat!’ demanded the
frog.
‘Well I don’t care,’ she pouted. ‘I didn’t invite you
here, you know!’
‘Actually, my little precious jewel, I think you
did,’ said the king. And he made his daughter give
the frog some food.
‘I want more lettuce. I like lettuce,’ he
proclaimed.
‘You look like a lettuce!’ she retorted. But she got
some lettuce and put it on the frog’s plate.
The frog had eaten as much as he wanted. He
said to the princess, ‘Carry me to your bed and
place me on your pillow.’ She scooped him up
and proceeded upstairs.
Page 153: Morning in Paradise
Square
1. 14 Paradise Square.
2. Use of the future tense followed by the
present tense.
3.
Explanation
Words and
phrases
No.
Nothing much has ever
really happened here.
It’s a place that’s never really
known excitement or
surprise. Some people might
find that boring, of course:
same routine every day,
same pleasant faces, same
pleasant smiles.
4. The reader.
5. His name’s Max Huckabee.
He has freckles.
He’s ten.
6. Someone in Max’s house takes care of it: it’s
spotlessly clean and the curtains are such a
delicate lace.
Max is having a good dream: he must be the
happiest … sleeping ten-year-old I’ve ever
seen. Well, you’d be happy if you were having
a dream like his …
7. This is a place where nothing much
happens, and you see the same pleasant
people following the same routine all the
time. The people of Paradise Square like it
that way.
Today that will change and it will be an
exciting twenty-four hours.
The story starts at 14 Paradise Square, which
has a small garden of rubble and cracked
brickwork, but is clean and well kept.
The hero is Max. He’s aged ten and freckled,
and is asleep in his bedroom. He’s very happy
and dreaming.
Unit 3B: Non-chronological
reports
Page 155: Features of report texts
Answers will vary; look for the learners’ ability to
provide evidence from the texts they have been
looking at.
True of all
report texts
Make use of a
variety of
connectives
Written in the
third person
Make use of
different
sentence types
Begin with a
statement
saying what
the text is
about
True of some
report texts
Written in the
present tense
Make use of
the passive
voice
End with a
conclusion
Make use of
conditionals
Not true of
report texts
Describe the
way things are
or were
Tell you how
to do
something
Describe
someone’s
experiences
Use headings
and
subheadings
Written in
formal English
Page 157: Planning my research
The learners use the frame to plan their discursive
research.
Page 159: Coral reefs
Report texts to read with the learners.
Page 161: How does diving
damage coral reefs?
Explanatory text to read with the learners.
Page 163: Punctuating practice
Some answers may vary, for example:
Making a coral reef
Individual corals, or polyps, are tiny creatures
whose close relatives include sea anemones and
jellyfish. Like their relatives, they are carnivores
but polyps are static – they cannot move around.
Polyps don’t live alone; they live with thousands
of other polyps in colonies. Although each
individual polyp only grows to about 1–3
millimetres, a vast coral can weigh as much as a
small car. Each single branch of coral contains
11
Cambridge Primary Ready to Go Lessons for English Stage 6: Answers to photocopiable pages
thousands of individual polyps. Over hundreds,
or sometime thousands, of years, millions of coral
may join together to make a reef.
Informal
Each tiny polyp oozes (this is called ‘secreting’) a
substance called calcium carbonate. The calcium
carbonate hardens to create a hard limestone base.
As more and more polyps on the coral secrete
calcium carbonate, gradually the hard structure
of the coral grows upwards and outwards.
Eventually, there is also enough calcium
carbonate to produce a hard layer of limestone
under the coral. If this layer spreads out and meets
more limestone from another coral, the reef can
begin to grow.
Celebrate your 8th birthday with a Bubblemaker
party. You and your friends will use genuine
scuba-diving gear under the care of a PADI
instructor. How cool is that?
New polyps fall through the ocean until they find
a hard layer, called a substrate. Then, the new
coral can either combine with an existing colony,
or start a new one.
The process of creating a coral reef is a neverending cycle; over hundreds or thousands of
years, a new coral reef is formed.
Page 165: Reducing coral
Explanatory text to read with the learners.
Great news, kids – the PADI seal-team programme
allows you to learn to dive in a pool from the age of 8!
Seal Team is for kids who are looking for actionpacked fun in a pool, doing exciting AquaMissions.
This means that families can now dive together for
the ultimate family leisure experience.
Page 169: Extending vocabulary
1. aeronautic
2. aquatherapy
3. conclude
4. telescope
5. tricycle
6. biography
7. export
8. photography
9. submarine
Page 167: Formal or informal?
10. microscope
Formal
Page 171: Planning frameworks
Divers can become PADI Seal Team members if
they complete five AquaMissions. They can even
complete Speciality AquaMissions including
photography, navigation, environmental
awareness or others and achieve the Master Seal
Team membership.
It is consistent with Section 1, Scope and Purpose,
that all initial open-water introductory scuba dives
shall be directly supervised by the Instructor.
All introductory scuba dives shall be conducted
during daylight hours, at depths not to exceed
12 metres and in water that allows direct vertical
access to the surface.
The minimum Instructor rating for the Seal Team
programme is a PADI Assistant Instructor, and the
participants have to be supervised directly either
at the surface or underwater. Divemasters may
conduct the Skin Diver AquaMission only.
The maximum ratios for the Seal Team
programme are:
• Assistant Instructor to participant shallower
than 2 m: 4:1
• Instructor to participant shallower than 2 m:
6:1
• Assistant Instructor / Instructor to participant
2–4 m: 2:1.
The Instructor may add a maximum of two
participants with a certified assistant for the Seal
Team programme.
12
The learners use the frame to show the structure
of a report text and an explanatory text.
Page 173: Self-assessment: report
texts
Success criteria to help the learners assess their
writing.
Page 175: Animals that live on the
coral reef
Answers will vary, for example:
Lots of animals live on coral reefs; even more than
live in rainforests. If you dive on a reef you go into
another world. Coral reefs are bright and colourful
because both the corals and the fish that live on
them are brightly coloured.
Sponges
The animals that live on a coral reef include
sponges. A sponge looks like a plant but is actually
an animal. The sponge in your bathroom may
be small and yellowish-brown, but in the sea a
sponge can grow up to 2 metres and may be many
different colours.
Other coral-reef animals
You can also see sharks and sea rays, which look
like planes zooming through the water. Sharks are
many people’s favourite coral-reef animal.
Cambridge Primary Ready to Go Lessons for English Stage 6: Answers to photocopiable pages
Sea worms are like the worms you may find in
your garden, but more attractive and all different.
Sea cucumbers are like star fish, which also live
on corals.
Crabs have big claws that they use to crush prey to
death, but are themselves prey to octopuses, which
have beaks that can crush crabs.
Aspects
Likes /
dislikes
You also find sea horses and sea urchins on reefs.
Corals
Corals may look like plants or rocks, but are
actually animals themselves, like jellyfish and
sea anemones. Corals have hundreds of stingers,
which can catch food for the coral, and a mouth
in the middle of some stingers. Most corals can’t
move, but some can. It is an interesting fact that
some corals are more than 25 million years old.
Meaning
1. Report.
2. Written in formal English
States the issue at the beginning
Structure?
3. F: The fact is that more people are killed by
lightning each year than by sharks.
O: There is no other animal on Earth that
evokes more fear than the shark.
Words
4. It is thought that most shark attacks are a case
of ‘mistaken identity’.
5. fear – vicious man-eaters
6. We need to preserve these magnificent
animals for future generations to enjoy.
Education to teach people that sharks are
not as dangerous as they may believe could
help to do this. We also need to preserve
their habitats, such as coral reefs, and avoid
over-fishing so that there is food in the seas
for sharks to eat. Then perhaps sharks will
return to those areas from which they have
almost disappeared.
7. Fear and ignorance
Unit 3C: Poems by significant
poets and with language
play
What do you
like or dislike
about the poem?
What is the
Reading:
poem about?
Or we sail along
the page / To some
other land or age.
Is it story or
Description:
description?
New ideas and
What worlds of
wonder are our
books!
Pattern
Answers will vary, for example:
Written in paragraphs
Examples from
the poem
Personal response
people rise / In
our fancies and
our eyes.
Is there rhythm Rhythm: every
and / or rhyme? second syllable is
stressed:
Remember, if you dive on a reef you go into
another world, but it is a world you can hurt, and
we need to be careful so that we can preserve
them for future generations.
Page 177: Sharks
Question
Interesting
things
Rhyme: aabb:
books / looks /
rise / eyes
Alliteration or
Alliteration:
assonance?
What worlds of
wonder
Verses or free
Verses: four verses
verse?
of four lines each
Simile,
Metaphor: Each
metaphor,
book is a magic
personification? box
Powerful
wonder, magic
words?
Is this a
Yes; there is no
modern poem? old-fashioned
language
Are there
we sail along the
double
page – both read
meanings?
the words across
the page and
imagination is
transported to
another place
What else?
–
Page 181: The Lake Isle of
Innisfree
1. On a lake.
2. Bees humming, crickets singing, lake water
lapping.
Page 179: Books
3. For peace and quiet.
Answers will vary, for example:
4. While I stand on the roadway, or on the
pavements grey
5. peace
13
Cambridge Primary Ready to Go Lessons for English Stage 6: Answers to photocopiable pages
Page 183: Comparing poems
Personal response.
Page 185: Sharp freckles
Five drawings may show any of the following:
Child standing on the floor
Adult and child holding hands
Adult singing to child
Adult and child eating cereal
Adult and child kicking a ball between them
that contradicts this, adding impact and
emphasis to the line.
4. To maintain the rhythm; because it is not
needed as the verb appears in the previous
line; it repeats the idea of the previous line
so the meaning has already been understood;
it gives the line a more dream-like quality.
5. It’s about being distracted and letting your
mind wander, so that although your body is
somewhere you feel in your imagination that
you’re somewhere else.
Child on the ground
Page 192: Letting in the light
Child held high in the air
Answers will vary, for example:
Adult and child rubbing noses
1. A kitten.
Page 187: Good Morning,
Mr Croco-doco-dile
2. fur
Poem to read with the learners.
Page 189: Writing a poem
The learners use the web to plan their poem.
Page 191: Absent
1. A schoolchild.
The poem is addressed to a teacher and
describes being in class.
2. There is no regular rhyming pattern.
3. So that the reader pauses after the description
of paying attention, before reading the line
14
3. It rolls around, unsteady, unable to stay on its
feet.
4. a) Letting in the light
b) The kitten opening its eyes and being able
to see.
5. It is written in lines and verses, not
continuous prose and paragraphs.
Carefully chosen language; minimum
vocabulary with maximum effect.
Word order and grammar is different from
prose.