CAMBRIDGE PRIMARY ENGLISH 3 LEARNER’S BOOK ANSWERS

Learner’s Book answers

1 Story writing with Roald Dahl
1.1 Setting the scene 2 b Three
c 
ou as in cow: our
1 Learners’ own answers.
ou as in mouse: house
2 Learners’ own, but may include sentences such ou as in stood: could, would
as: It is a busy market; It is a beautiful beach;
It is a quiet wood; It is a noisy fairground. 1.4 Writing a setting
3 Learners’ own answers. b
Picture 1 Picture 2
1.2 Looking at a setting sunny lively light dark rainy
thundery
1 Learners’ own, but look for answers broadly cheerful happy
similar to these: busy empty stormy
sad
a It is Miss Honey’s house. warm colourful
dull gloomy
b It has one small chimney. bright smiley cold
c There is no upstairs. c Possible sentences:
Picture 1: It is a bright sunny day and
d Learners’ own answers.
people are playing in the park. You can
e Learners’ own answers. see smiley happy children on the swings.
Some people are sitting on the green grass
2 a Nouns include: cottage, bricks, roof, eating a lovely picnic.
chimney, windows, nettles, grass Picture 2: It is a cold wet day and
b Adjectives include: narrow, tiny, small, everything looks gloomy and dull. The
old, crumbly, little, enormous rain has made lots of puddles. The swings
have no children playing on them but
1.3 Building a picture there is a duck on the lake.

with words 2 Sentences will be different for every learner

but should include several adjectives.
1 Accept all answers that include the key
information.
a It was painted in yellow, red and blue. It
had fine patterns all over it in yellow, red
and blue.
b No, it was at least 150 years old.
c It has one room.
d Danny and his father keep warm with a
wood-burning stove.
e Danny and his father have bunk beds, two
chairs, a small table and a tiny chest of
drawers.
f Learners’ own answers.

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1.5 Looking at characters

1 a What Mr Wonka looks like: b What Mr Wonka does:
little stands on his own
wears a black top hat makes quick jerky little movements
wears a plum-coloured velvet tail coat cocks his head this way and that
wears bottle-green trousers takes everything in
wears pearly grey gloves
carries a gold-topped cane
has a small, neat, pointed black beard
has a goatee
bright eyes that sparkle and twinkle
clever
c What Mr Wonka thinks or says: d What Mr Wonka feels:
Learners’ own answers. full of fun and laughter

2 a Adjectives: quiet, nervous, small, skinny, 2 a a nice juicy little child

messy, scruffy, poor, patient
b fish
b Learners’ descriptions of Charlie using
some of the adjectives in 3 a. c thinks children are tough, chewy, nasty
and bitter
c Learners share their character description
in groups. d Because he’s the only crocodile who dares
to leave the water and go through the
jungle to the town.
1.6 What happens next?
e Learners can answer yes or no to this
1 a Africa or in a ‘river in Africa’ question but should support their answer
b biggest, brownest, muddiest with an appropriate reason. For example:

c The Enormous Crocodile and the    N

 o – because the Enormous
Notsobig One Crocodile keeps boasting and the
Notsobig One says mean things.
d The Enormous Crocodile: very big; huge;
hungry; greedy; likes to eat children;    N
 o – because the Enormous
boastful; thinks he’s brave; thinks he’s Crocodile thinks the Notsobig One
clever; he has lots of sharp white teeth; talks tommy-rot and isn’t very brave.
thinks children are juicy and yummy.    N
 o – because the Notsobig One calls
The Notsobig One: thinks children are the Enormous Crocodile greedy and
tough, chewy, nasty and bitter; doesn’t ugly. Yes – because they are together
like the Enormous Crocodile; is mean to in the river and they talk to each
the other crocodile. other.
e All crocodiles are big and ‘Notsobig’ f Learners’ own answers but they should be
means this crocodile is just smaller than able to give reasons for them.
the Enormous Crocodile; ‘Notsobig’
means it is still a big crocodile.

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1.7 Looking at verbs b Learners will have their own ideas for
each alternative. Possible answers are:
1 a Not a sentence. replied, exclaimed, declared, grumbled,
announced, muttered, boasted,
b He swims towards the river bank.
responded, snapped, whispered.
c I love fish.
4 Possible answers include:
d He hears some children.
a ‘Is that a crocodile over there?’ asked
e Not a sentence. Anja.

f They eat their lunch together. b Juan replied, ‘Where?’

2 a When he was two, the Enormous c ‘Over there, near the tree in the water,’
Crocodile liked eating fish. whispered Anja.

b Both is and was can be used in this d ‘Oh yes! I can see it,’ gasped Juan.
sentence: He is very good at catching fish /
e Anja exclaimed, ‘Quick, let’s run!’
He was very good at catching fish.
c Now he is bigger he likes to eat children. 9 Sequencing events
d Both am and was can be used in this 1 b iv–i–vi–ii–v–iii
sentence: ‘I am very hungry,’ said the
Enormous Crocodile / ‘I was very hungry,’ 2 1 Introduction: iv; 2 Beginning/Problem: i;
said the Enormous Crocodile. 3 Development: vi; 4 Exciting part: ii; 5 Then
what happens: v; 6 Ending: iii.
3 a past tense
b present tense 1.11 Writing a story
c past tense 1 Learners’ own answers.

d past tense 2 Learners’ own answers.

e present tense 1.12 Improving your story

1.8 Speech in texts 1 Learners’ own answers.

1 a The words are in speech marks. Check your progress

b two
1 Learners’ own sentences describing the setting.
c the Enormous Crocodile and the
2 Learners’ own sentences describing a
Notsobig One
character from the setting.
d It tells you – it says ‘the Enormous
3
Crocodile asked’ or ‘cried the Enormous Nouns Verbs Adjectives
Crocodile’. school screamed black
2 a ‘Shall we walk to the river?’ asked Anja. child asked silly
b ‘Yes, good idea!’ said Juan. ball laughed quick
c ‘We will have to be careful,’ explained 4 b Dialogue is what characters in a story say.
Anja.
d We put speech marks around words
d ‘Why?’ asked Juan. which characters actually say.
e ‘There may be crocodiles,’ laughed Anja.
3 a asked, cried, snorted

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2 Let’s have a party

2.1 Looking at celebrations something that is happening in the story; it
has a beginning, a middle and an end.
1 Photographs show: a wedding, a birthday Instructions: headings; list of what you
party, a street carnival, Chinese New Year need; list of what to do; information to
2 Celebrations could include: Diwali, Holi, help you; steps are in order; tells you how
Eid, Ramadan, Yom Kippur, Hannukah, long it will take.
Christmas, Easter, Bonfire Night, Halloween, Invitation: Tells you what is happening;
Mardi Gras, Chinese New Year, Guru Nanak tells you when it is happening; tells you
Jayanti, marriage/weddings, birthdays where it is happening; tells you what you
should do; is set out on different lines; it
2.2 Writing lists has colons after some of the words.

1 Learners’ own ideas. 3 a João’s grandmother

2 a A verb is a doing or action word. b He will make a cake for her birthday.
To describe how to do something or to c Possible answers: No, because the old
describe what we are doing. people will only want to talk; No, because
No – all sentences must have a verb. the old people will not want to play
games; Yes, because he is going to make a
b Write ideas for a class party. cake as a surprise.
Send invitations to the party. d They don’t play games; they just eat
and talk.
Parties are fun!
e Mix the baking powder with the flour.
Some people dance at parties.
f Rio de Janeiro
2.3 Fiction or non-fiction?
2.4 Following instructions
1 Learners’ own answers.
1 a instruction text
2 a 
‘A surprise’ – fiction; ‘How to make a
sponge cake’ – non-fiction; Invitation – b Possible answers: so that you have
non-fiction everything ready before you start; so that
you don’t forget anything.
b 
Invitation – Text 3; Story – Text 1;
instructions – Text 2 c Possible answers: so that you can check
Differences between the texts: Learners’ that your pop-up card looks the same; in
responses but possible answers should case you are not sure about some of the
include: instructions; they give you extra help so
that you don’t make a mistake.
• Text 1: is telling you a story; it isn’t
about real people. d Possible answers: so that you can do
• Text 2: has different headings; tells everything in the right order; so that you
you what you must do. don’t mix things up; so that you know
what to do first.
• Text 3: is set out on different lines;
has information in it about times and 2 Learners’ finished pop-up card will provide
places; is about something that is real. evidence of how well they have followed the
instructions.
Story features: the people and events are
not real; it has descriptions of characters
and settings; it tells you how the characters
feel or what they think; sometimes there is
dialogue; there may be pictures showing

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3 a The verbs are at the start of each 2.7 Contents pages

instruction or follow the sequencing word:
make, fold, draw, fold, fold, open, glue, and indexes
stick, draw, cut, glue. 1 a Learners’ own answers.
b sequencing words: first, then, next, finally b a recipe book; libraries, kitchens,
bookshops
2.5 Writing an invitation
2 a 
Instruction text; layout, bullet points,
1 Vovó’s party; Santa Teresa Colombo Café in numbered points, command verbs,
Rio de Janeiro; 4.30 pm; it says will be at. sequencing words, list of what you need,
headings.
2 a writing is in the centre of the page; it’s on
different lines so that the information is b A recipe book.
clear
3
b what, where, when, extra information Same Different
Each item Index is in alphabetical order
c please reply
has page
numbers Index lists more than one
d Learners’ answers should include: what
with it page number for some items
the party is for; when it will be; where it
will be; what people should wear; who the Contents page has sub-
Every item
invitation is to. headings
or chapter
3 Learners’ invitations should include the has a new Contents page numbers are
following information: line aligned in a vertical row
Anya
Is invited to: Tuhil’s birthday party Index page numbers are next
It will be at: Grantham Hall, Silver Street to each item
On: 18th February, 3 pm–6 pm
Come dressed as your favourite film character a Possible reasons for when you would use
RSVP each page:

4 a helped; pushed; zipped; waved; hopped • contents: to look where to find

information about a topic; to see
b sitting; sweeping; waiting; baking; boxing which topics are included in the book
• index: to find specific information.
2.6 Following and writing Contents and index pages would be found in
instructions information texts (e.g. recipe books, books on
particular topics).
1 Learners’ own answers.
4 Learners’ own answers.
2 a 
Playground can be split into two smaller
words.
2.8 Making lists
b hairbrush, hairband, bedroom, bedtime,
bedbath, bathroom, bathtime, playroom, 1 a  anana, pineapple, skewers
b
playtime, toothpaste, toothbrush (three wooden), strawberries,
watermelon.
c everything, everyone, everybody,
everywhere, anything, anyone, anywhere, 2 Learners’ own shopping lists.
anyhow, anybody, someone, something, 3 Learners’ own recipes.
somewhere, somebody, nothing, nowhere,
nobody
2.9 Giving instructions
1 Learners’ own answers.
2 Learners’ own answers.

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2.10 Planning a game

1 Learners’ own answers.
2 Learners’ own answers.
3 Learners’ own answers.

2.11 Writing instructions

1 Checklists could include: a title, command
verbs, sequencing words, bullet points,
numbered points, section headings, short,
simple sentences, list of equipment, number of
players.

Check your progress

1 possible answers: all use command verbs and
sequencing words; ordered points; list of
equipment; numbered steps; headings
2 contents pages, index pages, invitations,
dictionaries, lists
3 Learners’ own answers.
4 possible answers:
a Football, footpath
b anywhere, anybody, anyone
5 a walking
b smiled
c sitting

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3 Poems from around the world

3.1 Words that make pictures 2 a coming, climbing, rising, falling, flying,
swaying, running, blowing
1 a Learners’ own answers.
b coming = come; climbing = climb; rising
b A tree. = rise; falling = fall; flying = fly; swaying
= sway; running = run; blowing = blow.
c Learners locate The Bahamas on the
world map.
3.3 Performing a poem
2 a Possible answers: sea of green; poinciana
trees grow there; the sun sounds hot 1 a Learners’ own readings.
because it is like a fire in the sky. b Dragons are mythical creatures in Mongolia.
b Possible answers: the tree sways; the tree c The dragon chases away and kills all the
moves gently; ‘regal’ makes it sound tall evil things; learners’ own choices.
and straight; the tree is bright red with
crimson petals and red blossoms. d Learners’ own answers.

c Learners’ own answers. 2 Learners’ own poems.

3.2 Reading with expression 3.4 Onomatopoeia

1 a Any three answers from: rain coming, 1 Fifteen verbs describing movement: start,
dark clouds (gathering), wind (rising), twist, slips, slides, twists, leaps, flies, passes,
raindrops, branches falling, treetops climbs, floats, swoops, runs, hops, jumps,
swaying, big wind rising. dances (three times)

b Any three answers from: shut windows, 2 a Learners’ own answers; Plop! Cheep!
bolt doors, bring in the clothesline, pull Screech!
down the blinds.
b twist, slips, slides, twists, leaps, dances,
c Possible answers: hurricanes are dangerous, flies, climbs, floats, swoops, runs, hops,
so they need to get inside; it is raining and jumps, start, passes, dances
they do not want to get wet; they do not
c Learners’ own answers but could include:
want to get hit by falling branches; they
glug, tweet or whoop.
need to find somewhere safe to shelter.
d happy
d Learners’ own answers.
3
How it Where it
Animal How it moves Other information
sounds lives
fish Plop! the water twists, slips, swims through the water
slides, leaps
bird Cheep! Learners’ flies, climbs, sings
own ideas floats, swoops eats seeds and worms
(trees/
nests) has colourful feathers

monkey Screech! branches / runs, hops, lives with his wife and baby / lives in families
in trees jumps, eats a lot (mouth stuffed full)
jumps with tail in the air
makes lots of noise
Learners’ own answers for b and d.

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3.5 Writing a haiku 2 a Possible answers: large heads, long

whiskers, black stripes on light brown fur.
1 b 5, 7, 5
b Possible sentences: Tigers are powerful.
c Learners’ own answers but could include: Their black stripes with light brown fur is
Japanese people like cats; cats are special striking. Tigers are strong and beautiful.
in Japan; some words are onomatopoeic.
c Learners’ own haikus (individual, paired
d Learners’ own readings. or group).
3 Learners’ own answers.

3.6 Reviewing poems

1 Learners’ own answers. Possible answers could be:

Title Country Topic Language Interesting things

Dancing The A tree Some of the The poet does not say it is a tree.
Poinciana Bahamas words rhyme.
Hurricane Trinidad A hurricane The verses have Every verse ends with the rain
a repetition coming and the hurricane coming
pattern to them. up the mountain.
The Mongolia Thunder / It has lots of The poem is a bit like a story.
Thunder is a a dragon adjectives.
Dragon It is about dragons and evil spirits.

Song of Congo Animals A lot of the The poet makes up some of the
the Animal / fish, words are words (e.g. Viss!, Gnan!).
World bird and onomatopoeic.
monkey
Haiku about Japan A cat The syllables are Cats are very special animals in
a cat important. Japan.
It has 17 The poem is exactly like a cat.
syllables. The
syllables are in a
5,7,5 pattern.

Learners’ own answers for b and c.

2 Learners’ own answers. • adjectives: teeming, underwater, lost,
skeleton, starry, frightened, prowling,
Check your progress alien, unseen, luminous

2 Learners’ answers should refer to the language • noun phrases: a teeming city, an
(e.g. underwater garden, starry anemones, fish underwater garden, luminous eyes, a
hiding). skulking place, frightened fishes.

3 No, but it links to any country that has coral 6 Learners’ own onomatopoeic words. Possible
reefs. answers: gloop, blubbing, gliding, bluh.

4 Learners’ own answers. 7 a Ba/ham/as (3)

5 Learners could include: b Car/ib/be/an (4)

• nouns: city, fishes, (underwater) garden, c Mon/gol/i/a (4)

forest, trees, anemones, predators d Af/ric/a (3)

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4 Myths and legends

4.1 Looking at 4.3 Looking at pronouns
a traditional story 1 2 night, food, forest, bear, flame
1 a Fire warmed Bear and his people and 2 a Fire warmed Bear and his people and it
gave them light. also gave them light.
b Bear probably knew that Fire would burn b Bear put Fire down and left it behind
the forest down if he took it into the while he went to look for food.
forest.
c When it had burned up all of its wood,
c Fire told Man what it needed. Fire started to call for help.
d Man liked the colours of the flames and d Man heard it. He came to help and he fed
the hissing sound Fire made when it ate it sticks.
the wood.
3 it, them, him, me, they, I, you, he, himself
e Fire was happy with Man because Man
fed him, and Bear had left him alone and 4 Learners’ own sentences.
hungry.
4.4 What is a legend?
2 Learners’ own answers.
1 There is a heroine as the main character –
4.2 What is a myth? Mulan; the heroine completed a dangerous
task; pretending she was a boy so that she
1 a Bear, Man and Fire are names that mean could join the army; Mulan is a well-known
it is really about all bears, all men and all Chinese heroine.
fires.
2 a Because every family needed to send a
b In the beginning means a very long time man to join the army and there was no
ago when the world was just beginning. one in her family who could go.
c No, because bears and fires cannot speak. b She tied her hair up and used her deepest
What happens in the story could not voice.
really happen. Bears cannot carry fire and
fires cannot speak. c Possible answers: scared, brave, pleased,
proud.
d Yes: characters and things have names like
Bear, Man and Fire; bears cannot speak d Learners’ own answers.
in real life; Fire is not really a person; the
e Learners’ own answers.
text explains how something happened
and how man was able to make fire; the 3 Words with suffixes in paragraph 1: morning,
text explains why animals, like the bear, working, quietly, weaving, cooking, happily,
are afraid of fire. playing, sighed, sighing, asked, poster,
being, threatened, looked, looked, suddenly,
2 a He helped Bear and his people and then
practised, fighting, tried, speedy, protective,
they abandoned him.
armour.
b Possible answers: proud, friendly,
4 Possible answers: arrived = –ed; deepest = –
excitable, happy, angry.
est; exhausting = –ing; officer = –er; beautiful
c Learners’ own answers. Possible answers: = –ful.
helpful, kind, happy, friendly.
d Learners’ own answers. Possible answers:
thoughtless, sad, frightened.
e Learners’ own noun phrases.

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4.5 Looking at paragraphs 3 Possible sentences:

Her mother was cooking and her little brother
1 five paragraphs was happily playing.
2 a In the beginning; One day; At that She tied her hair up so she looked like a boy.
moment; A long time later. She missed her family, but she didn’t give up.
b Possible answers: they put the story in I have practised fighting with Father and I
order; they tell you when something should be the one to join the army.
happened. She went inside the house so she could let
down her hair and put on a dress.
3 b Possible answers for five most important
events (possible phrases underlined):
4.7 Making links
Mulan’s family have to send one man from
every family to join the army to help their 1 Possible answers: both myths and legends
country. take place long ago; legends often give some
idea of when they happened; characters are
Mulan disguised herself as a boy and not real people in myths; events unlikely to
began life in the army. happen in myths but might happen in legends.
Mulan took part in her first battle. 2 Possible answers:
Mulan led her troops into many winning Myth Legend
battles but still missed her family.
Bear and Fire Mulan
Mulan returned to her family.
When? It happened aIt happened
4 Early one morning; At dawn; Soon it was very long time
a long time
time; Time passed; When she arrived; Her ago because ago. The text
story travelled the text says In
says it’s still
the beginning.
being told to
4.6 Joining sentences this day.
Where? Near a forest. In Mulan’s
1 Learners may include the verb phrase in some home country
sentences. If learners identify a verb phrase, and in an
learners should also underline the verb phrase army camp.
as part of the clause. Characters Bear, Man and Mulan, her
a Mulan; made up Fire. family, the
Characters soldiers, the
b Mulan; found
come from the Emperor.
c battles; were dangerous natural world
and could not
d Mulan; walked out really exist.
2 Learners’ own answers. Possible suggestions Main event Fire gets Mulan joined
for completing each sentence: hungry and the army and
Man feeds became a
a Mulan’s family didn’t want her to join the him sticks. well-known
army but Mulan would not be stopped. Man learned officer
b Mulan left home early one morning and how to use fire because she
joined the other soldiers. to keep him helped her
warm. troops win
c Her family were very grateful because many battles.
Mulan was helping them. Theme/ It explains how We can all be
d Mulan arrived home then changed into a lesson people found brave when it
dress. fire. is important.
3 Learners’ own answers.

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4.8 Rewriting a myth c That’s = That is

1 a Same: Fire and Bear were good friends; d isn’t = is not

Bear went to look for food and left Fire
alone; Fire almost went out; Man came 4.10 Planning a legend
along and gave Fire food; Fire and Man
1 Learners’ own answers.
became friends; Bear returned; Fire was
angry with Bear; Fire belonged to Man.
4.11 Writing a legend
b Different: the setting is a beach not a
forest; the sea was beginning to put Fire 1 Learners write their legends.
out; Man moved Fire to a safer place; Fire 2 Learners read out their legends.
explained why he was angry with Bear.
c Yes. Possible reasons: it explains events 4.12 Improving your legend
that could not happen in the real world,
such as Fire’s talking; it explains a natural 1 Learners proofread their legends.
event, such as what happens to Fire when
it gets wet. Check your progress
2 Learners’ own ideas. 1
Myths Legends

4.9 Exploring a legend The stories were

told before they ¸ ¸
1 a Sinbad the sailor were written down.
b He had no money left. The stories are set
¸ ¸
in the past.
c To faraway lands
The stories
d A great storm blew up and the food and explain how or
water were washed overboard. ¸
why something
e Sinbad thought he would find food and happens.
water there. The stories are
about heroes or ¸ ¸
f It was a giant bird; the Roc’s egg was
gods.
huge.
g Learners’ own answers. 2 a The elephant lived in the jungle but the
trees made the elephant unwell.
h Possible answers: kind and generous
(because he gave his money to the poor); b The cow was feeling hungry so it/she ate
brave (because he was not scared in the all the flowers in the park.
storm; he did not run away from the giant c Does Stefan like cats or does he prefer
bird); calm (because he did not panic dogs?
when the storm washed the food and
water into the sea); adventurous (because d The teacher looked at the children and
he loved adventures). they stopped talking.
2 a Yes – Sinbad the sailor. e The giant looked down at the people and
he laughed.
b Sinbad is in a storm at sea and then meets
a giant bird.
c It is probably about events linked to a
culture.
3 a It’s = It is
b Let’s = Let us

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5 Myths and legends

5.1 What do we write? 5.3 Looking at synonyms
1 a  rturo’s ‘thank you’ letter: it has email
A 1 Possible answers might include:
addresses at the top; it tells you what the • Mrs Sabella and Arturo had a day out.
email subject is. • Mrs Sabella and her nephew, Arturo.
• Friday 16th May; do not accept references
b  he message to Class 3: it has a picture
T to ‘yesterday’.
on one side and the message on the other; • central London
there is no date. (Do not accept answers • Mrs Sabella’s sister looked after her
about it being short as this could apply to mother.
other types of mail.)
2 a Possible answers: Buckingham Palace, the
c  he letter addressed to ‘Dear Sir’: it has
T Houses of Parliament, the River Thames,
the address; a formal greeting, the date Westminster Bridge, the London Eye.
and a signing off. (Note: do not accept things that are listed
2 a Text 2 as using the river.)

b Mail taking over five weeks to arrive b The number of windows. She counted 68
windows!
c Aunty Sonia
c It is where the UK government makes
d For the two books: the book by Francesca laws.
Simon and the book about cars.
d When there are fireworks; when there are
e Learners’ own answers. special celebrations like New Year's Eve.
f Learners’ own answers. Possible reasons e It says we went for a ride. It says, you can
might be: enjoy seeing pictures from other see some excellent views of London from
places; tells you what friends or family are the top.
doing on holiday; lets you know they are
thinking about you. 3 Ordinary words Synonym
big huge, massive, wide
5.2 Scanning or reading nice amazing, beautiful,
carefully? fun
1 a Mrs Sabella walked strolled
building house, palace
b England
boat speedboat, water taxi
c Her mother is very ill.
think imagine
2 a Mrs Sabella will be staying with her sister
and her family. Learners add one more synonym for each
ordinary word.
b Arturo is Mrs Sabella’s nephew.
c Class 3 are to: work hard for Mrs Diaz; 5.4 What does a letter look like?
show Mrs Diaz how wonderful they are;
1 Learners write their letters.
show Mrs Diaz how much they have
learned so far this year.
5.5 Looking at homophones
d Yes, because she says she will miss them
and they are wonderful children. 1 a A party invitation

3 Learners’ own sentences. b The village hall

c A gaucho came (and showed them how to
do tricks with a lasso).

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2 a Singular Plural b Reason for complaint; why we are

unhappy; how we feel; request a letter in
birthday birthdays return to explain or apologise.
trick tricks
c Formal: we do not know the person; the
balloon balloons person is not a friend.
cake cakes
3 A number of letters were written and posted
on the same day.
b Singular Plural The first arrived within ten days of being
box boxes posted, but the last of these letters took nearly
four times as long.
class classes
These letters were very important to me for
brush brushes they were written by people I care about.
bench benches I am away from my home at the moment so it
is particularly important to me that I receive
letters promptly.
c Singular Plural I would be grateful for an explanation about
child children why some of these letters took so long.
mouse mice
person people
5.7 Beginning and
tooth teeth
ending letters
sheep sheep 1 a Formal greetings: Dear Sir, To Mr
goose geese Henderson, Dear Madam, Dear Mrs
Trainor, To the manager
foot feet
man men Informal greetings: Hi Tuhil, Dear Aunty
Su, Good morning, Greetings, Dear Cindy,
Hello Jake
3 a Possible answers include: dear = greeting
/ deer = animal; here = a place / hear = b Informal greetings use the person’s first
listen to a voice or noise; write = make a name or use no name.
mark on paper / right = being correct / or
2 a Possible answers: Love; From; Best
a direction (turning right).
wishes; Your good friend; Your loving
b new; past; days son/daughter.
b Learners’ own answers.
5.6 A letter of complaint
1 a It says: I am writing to complain ... 5.8 Looking at sentences in
b Possible answers: greetings and closings,
a letter
language used in the body of the letter is 1 a Mrs Sabella’s mother has been in hospital
formal, the signature. (for a few weeks).
c Possible answers: includes a heading with b Because Mrs Sabella must look after her
address and date, has the five features mother until her mother is completely
of letters. better.
d Formal c The weather has been terrible.
2 a Possible answers: when the person d Possible answer: Yes, because she has
feels unhappy about something; when mentioned it in two letters.
something is broken; when someone has
not behaved as we expected. e Possible answers: She wanted to explain
why she had not written; she wanted to
tell the class why she had not returned
to Argentina.

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2 a Learners’ own choice of statement. 5.10 Talking about mail

Possible explanations: to give information
or details. 1 Learners’ own mind maps.
b The weather has been terrible! Possible
explanations: to tell you that something is
5.11 Writing a letter
not normal; to tell you how someone feels. 1 helped, carried, showed, ran, smiled
c Either of the two questions in the text.
Possible explanations: to include the Check your progress
reader; when we want to know something
1 a False
about the reader.
b True
3 a The verbs in each sentence should use the
same tense (agree). c False
b We draw pictures all afternoon before we 2 a Mrs Sabella wrote to her class while she in
ate tea. England.
Do you enjoyed drawing pictures too?
Watch out, I’ll soon be back to made you b Did you count how many letters she
work hard! wrote?
I’ll came home as soon as I can. c ‘We’re going to miss her letters when she
c We drew pictures all afternoon before we comes home,’ said Sita.
ate tea. 3 big – enormous
Do you enjoy drawing pictures too?
Watch out, I’ll soon be back to make you little – tiny
work hard!
good – pleasant
I’ll come home as soon as I can.
Most of the past tense verbs in the bad – terrible
sentences are irregular.
nice – wonderful
5.9 Other written 4 a The guards walked past / in front of / by
communication the gates at Buckingham Palace.
1 a e mail verbs: b Mrs Sabella did a tour of London in / on
I am coming back to Argentina. a bus.
My mother is better now and she is able
5 a write
to be by herself. I have booked my ticket
and I will leave tomorrow. The flight b to / too
takes a long time, so I won’t be home
until Monday morning. c rain / reign
I will see you in school on Tuesday. d bye
SMS verbs: See
b email pronouns: I, My, she, herself, I you
SMS pronouns: you
c email: yes, five sentences. SMS: no
sentences
2 I am at the airport.
I am home at last.
I will see you tomorrow.

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6 Bringing stories alive

6.1 Reading a playscript Playscripts and stories
1 a six Similarities Differences
• use capital • extra
b eldest: Tazim; youngest: Latif letters, full information in
c a dry and dusty desert land stops, question brackets.
and exclamation
d hunting marks Stories have:

e They saw footprints smaller than a horse’s • paragraphs

hoof and spaced well apart.
• speech marks
f Because Gilad was shouting at them; they • characters that
were worried Gilad thought they had stolen are introduced
the camel. one by one
2 a To explain the story; to give extra details • past tense
about the story or characters. or present
continuous to
b Possible answers: worried, distressed, tell what has
foolish. happened / is
happening.
c Possible answers: surprised, frightened,
concerned, worried.
6.2 Looking closely at
d Possible answers: Why do you think it was
stolen? When did you see it last? a playscript
e Possible answers: What has happened to 1 a title, list of characters
the camel and who stole the camel. b you know how many actors are involved;
3 you know what each character is like
Playscripts and stories
Similarities Differences c they tell the actors what to do
Both stories and Playscripts have: d in two columns: character’s name on the
playscripts have: left in bold; what the character says is
• a list of separate from the character’s name
• characters characters
2 a The character’s name is on the left
• a title • narrators in bold.
• the setting is • subheadings b Sadiq; Sadiq; Latif
described
• the speaker’s c four
• have a name in bold on
beginning, the left side of d It is a stage direction.
middle and end the page
3 Possible answers: to make it easy for actors
• speech/dialogue • two dots to see when they should speak; to give actors
(colon) after the information about how to speak/behave;
• what is speaker’s name to help actors/readers understand what is
happening happening.
is usually • present tense
explained by to say what is
one of the happening
characters

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6.3 Writing dialogue and 3 a

Soft c words Hard c words
performing a play (c sounds like ‘s’) (c sounds like ‘c’)
1 a Responses similar to: justice camel
‘Can I act the part of the judge?’ place can
asked the girl.
concerns concerns
‘That is a great idea,’ nodded the boy.
‘Which character do you want to act?’ recently carrying
she asked. spaced clearly
The boy replied, ‘I’d like to be Gilad.’ faces case
b Responses similar to:
b Concerns has a hard c and soft c sound.
Girl: Can I act the part of the judge?
Boy: (nodding) That is a great idea. 4 a Possible answers could include: the
Girl: Which character do you brothers were worried; Gilad went to
want to act? look for someone to arrest the brothers;
Boy: I’d like to be Gilad. Gilad found Adil the judge.
b Possible answers could include:
2 Tazim: No sir, we have not stolen your
Gilad: I am taking you to Adil the judge
camel! Do we look like camel
and he will arrest you.
thieves?
Sadiq: Very well. We know that Adil is
Kamran: We have simply been walking along a fair and wise man. He will sort
this path. I think you must have lost this out.
your camel somewhere else. (Adil sits under a tree. Gilad and
Sadiq: (laughing) How could we have the four brothers walk up to Adil.)
stolen it? A camel is too big to hide Gilad: Adil, these four men have stolen
in a pocket! Feel free to search for my camel. You must arrest them!
yourself. Judge: (looks at the brothers) Is this true?
Latif: Believe us, sir. We have never even What do you know about Gilad’s
seen your camel. camel?
Tazim: We have simply worked out what Tazim: We are very good hunters and
your camel is like from the many we know all about Gilad’s camel
clues it left behind. because the footprints it left gave
Gilad: (shouting) What rubbish! I will have us many clues.
you arrested!
6.5 Writing a playscript
6.4 What happens next?
1 Learners’ own answers. Example answers
1 Possible sentences: based on Anansi and Chameleon are given in
a Four brothers were walking along a desert the Unit 6 Differentiated worksheets.
path between two villages and saw some
animal footprints. 6.6 Improving a playscript
b The brothers were very good hunters and 1 Learners’ own responses.
knew they were camel footprints.
c A man ran up to them and said his camel
had been stolen.
d The brothers told the man what they knew
about the camel, so the man thought they
were the thieves.
2 Learners’ own responses.

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Check your progress

1 title, list of characters, stage directions,
dialogue
2 a Playscripts don’t use speech marks.
c Playscripts have the dialogue next to the
name of each character.
e Stories are written using paragraphs.
3 Punctuation helps actors use the correct
expression when they speak.
4 Stage directions help actors know how to
respond or move.
5 To speak clearly, to add different tones and
expression to reflect your character, to use
gestures and facial expression to reflect your
character and to respond to what is being said
or is happening.

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7 Going on an adventure
7.1 Reading an adventure d When adjectives are after the noun there
is a verb between the noun and adjective.
1 a Fernando, Lucas, Ana In noun phrases adjectives go before the
noun and there is no verb.
b There are too many people.
c He knows Mum and Dad will not like it. 7.3 What happens next?
d Snakes and spiders, falling into the river, 1 a No, the rock was shaped like a dragon’s
tripping over a branch, getting stung or head.
bitten, getting lost
b The cave opened up like a yawning mouth.
e Learners’ sentences could include
reference to Ana being brave / determined c The rocks were as sharp as dragon fangs.
/ thoughtless and not thinking about the d Learners’ own answers.
consequences.
e Learners’ own answers.
f Yes – one of the things Fernando
suggested might happen. 2 a it sparkled like a diamond; as exciting as
watching paint dry; as strong as an ox
g Learners’ own answers.
b Learners’ own sentences.
2 they’re – they are, let’s – let us, there’s – there is,
won’t – will not, wouldn’t – would not, I’m – 3 Learners’ own answers. Possible labels: a
I am, can’t – can not, we’d – we had, don’t – whale; Alfie in the sea monster’s mouth; sharp
do not teeth; lots of trees; an old man sitting beside
a fire; Alfie hid behind a bush, crouching like
7.2 Story beginnings a tiger.

1 a Learners’ own ideas. 7.4 Character portraits

b Learners’ own ideas. 1 Possible answers:
c Possible answers: In Extract 1 the character brown hair, red striped jumper, rucksack;
tells the story (first person); Extracts 2 and likes exploring and having adventures; thinks
3 are told by a narrator; in Extracts 1 and an adventure can happen at any time; likes
3 the characters have names; Extract 2 tells finding new things; brave; frightened
you it is a story; Extract 3 has dialogue;
the extracts are about explorers, pirates, 7.5 Looking at chapters
smugglers or dragons.
1 Learners’ own responses.
d Learners’ own answers may include
2 Possible answers:
feeling excited, interested, worried.
• Early one morning, Alfie left his house
2 a Following words underlined: famous, real,
and walked down his garden path.
sleeping, poor, helpless, little
• Behind his shed, he found a stream.
b Following words circled: explorer,
dragons, girl • To his surprise, there was a boat.
c before • Carefully, he climbed into the boat.
3 a Following words underlined: long, tall, • When he was ready, he started to paddle.
long, scaly, scary, brave
b Following words circled: grass, weeds, 7.6 Looking at verbs
dragons, pirates 1 a A stripy balloon with a wicker basket
c Adjectives are after the noun b A dog

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c A monstrous ogre’s face 2 Possible answers:

d Whine Similarities Differences
e Story has similar events; uses similar Both adventure Alfie tells his own
language and vocabulary stories story – first person
Dragon Boy and Granda is the
f Learners’ own answers (e.g. Alfie will meet
Alfie Small story storyteller – third
a dragon or a strange beast).
A dark cave are person
g Learners’ own answers (e.g. Jed because about dragons Alfie Small is a
he is a dog and he had not been on an Fire Snatcher and small boy
adventure before). Alfie are both brave Fire Snatcher is the
h Learners’ own answers (e.g. a large bird Fire Snatcher and biggest, bravest
lived on the rocky landscape and they Alfie do not get man in the village
rode on its back). hurt Alfie chooses to
Manage to beat the explore and have
2 Run – ran, write – wrote, give – gave, draw –
monster/dragon adventures, but
drew, come – came
the Fire Snatcher is
3 Any five of these irregular verbs: chosen by others
found, rose, swept, began, thrown, went, cried,
untied, was. 3 a The passage is near the beginning of
the story.
7.7 Looking in more detail b Learners’ own answers. Possible answers:
Yes, because you are at a cliff-hanger and
1 a Possible answers: warm their homes, cook
makes you want to read more; No, because
their food, make life good.
you need more of the story to happen.
b They chose the biggest, bravest man in
the village. 7.8 Setting and dialogue
c He needed the spear to wake the 1 Learners’ own answers.
sleeping dragon.
2 a Two speakers (Lily, Granda)
d Possible answers: the dry wood would
burn more easily when he caught the b Speech marks at the beginning and end of
dragon’s fiery breath. what is said

e Possible answer: he needed to be brave c One time

because he had to wake the dragon and d Asked
get very close to it, which would be
dangerous because the dragons e Possible alternatives to asked: questioned,
breathed fire. queried, enquired, wondered.
f Possible answers: Fire Snatchers would feel: 3 Punctuation answers (Learners’ own answers for
proud to be chosen; excited about doing said alternatives):
something brave; anxious about the dragon ‘Who was Dragon Boy?’ said (asked, queried)
catching them; worried about not getting Lily.
the fire. ‘Well, Lily,’ said (replied, answered) Granda.
‘There was a big fire and the villagers ran away.
g Learners’ own answers. A mother dragon went to see if her eggs had
hatched. What do you think she saw?’
‘I don’t know,’ said (wondered, whispered) Lily.
‘She found one ordinary baby dragon and
another baby. He was pink and soft instead of
green and scaly.’
‘I bet he was Dragon Boy,’ said (gasped,
suggested, announced) Lily.

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7.9 More about paragraphs 3 Possible sentence openings:

Box 2: One beautiful afternoon
1 a He went off on his own because the Box 3: That night
dragons laughed at him / because he Box 4: The next day
couldn’t make fire. Box 5: A few weeks later; When the dragon
was much bigger
b He felt sad/angry.
Box 6: Sadly; At last
c He kicked at some flint stones.
d He saw: a flash of yellow, a spark flash,
7.11 Writing a story
smoke, flames. He smelt: smoky flint 1 Learners’ own storyboards.
stones, grass smouldering, smoke. He
heard: the stones clack. He felt: the wind Check your progress
on his back, happy, excited.
1 Suggestions for a good adventure story
e He sang a fiery dragon song. might include:
f Learners’ own answers supported by • a character who goes on a journey
a reason.
• a story with risky/dangerous/exciting
2 a There was a new event; something situations
different happened.
• a plot filled with action
b Paragraph 1: One day: shows when it
happens. • readers often wonder what will
happen next.
Paragraph 2: As the sun began to set:
shows when it happens. 2 Possible answers:
Paragraph 3: Quickly: show how it a A noun: dragon, boat, egg, balloon,
happens. children, monster
Paragraph 4: CLACK! is the sound of b An adjective: green, bright, creepy, sad,
how it happens. huge, small
c A verb: jumped, laughed, cried, climbed
7.10 Looking at stories
d A pronoun: he, she, it, you, we, them
1 Learners’ own answers.
e A connective: and, but, so, if, because,
2 a return, inactive, uncover, redo, incorrect, although
unkind, recycle, inaccurate, unhappy
3 Possible answers:
b Possible definitions:
Return: to come back to a mountain: enormous, snow-covered
Redo: to do again mountains
Unhappy: not happy
b rock pool: a cold, murky rock pool
Unkind: not kind
Incorrect: not correct c boat: a small red fishing boat
Inaccurate: not accurate
4 Possible answer: The dragon’s mouth was like
c Possible explanations: a huge, dark cave.
re–: to do again
un–: not 5 a had
in–: not b was
c made

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8 Wonderful world
8.1 Holidays 4 Laurence Anholt, Roald Dahl, Anne Fine,
Pippa Goodhart, Rose Impey, Colin
1 Learners’ own responses. McNaughton, A.A. Milne, Michael
Morpurgo, Jill Murphy, Jon Scieszka,
2 a the Caribbean Francesca Simon, Alfie Smith,
b the Caribbean, Brazil, South Africa, Martin Waddell, Jacqueline Wilson
Australia, India
8.3 Inside a non-fiction book
c the Amazon rainforest
1 Contents page (found at the beginning of a
d Canada, China, India, Scotland and
book): non-alphabetical; two columns with
Northern Ireland (accept UK), South Africa
chapter names at one side and page numbers
e South Africa, Brazil, Australia opposite; page numbers are in order but not
consecutive.
f China, India, the UK (accept Wales Index page (found at the end of the book):
and England) organised alphabetically; numbers next to the
3 Learners’ own sentences. subject; some subjects have more than one
number next to them.
8.2 In the library 2 a page 6
1 Mexico, Singapore, Spain, Sri Lanka, b Town and Country
Thailand, Tunisia
c Cayman Islands; food; Grenada; Puerto
2 a shelf I – fiction; shelf II – non-fiction Rico; Saint Lucia; towns and cities
b Learners’ own answers. Possible reasons: d cricket; football
the titles on shelf I sound like stories;
the label on shelf II says Geography e (Caribbean) food
and Travel. f Town and Country; Shopping
c Books on shelf I are in alphabetical order 3 Learners’ own responses.
using the author’s family name; books
on shelf II are organised by country 8.4 Skimming and scanning
and number.
1 Learners’ own answers.
d on shelf II with books on Africa and
number 916 2 a season/s = ten times; hurricane/s = three
times; Caribbean = three times
e on shelf I with authors whose family
names begin with B b December to May
f in the Geography and Travel shelf (accept c inland, nearer the mountains
answers indicating shelf II if the learner’s
country is shown in the picture) d during the wet season; eight

3 a 400–499 e the wind is very strong; there would be

very heavy rain
b 900–999
f Learners’ own answers. Most answers will
c 500–599 (accept 590–599 using the refer to the dry season.
Reading tip)
3 Learners’ own questions (and answers about
d 200–299 reading techniques).
e 700–799
f 500–599

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4 a swim 3 • present tense

• mainly simple verbs (is, are, were, visit, want,
b pass; look can) – not powerful verbs
c takes; want • simple adjectives for facts (huge, dry, flat,
red); a few powerful adjectives used in
d live opinions (stunning, dramatic)
e is; is 4 a Verbs: is, called, visit, want, see, given,
f burrow; lie; get have, lived, were, allowed, climb, found,
are, allowed, can, walk, see. The verb is is
used most.
8.5 Using paragraphs
b Adjectives: huge, dry, flat, red, mountain-
1 Learners’ own ideas and paragraphs. sized, dramatic, natural, traditional,
2 Learners’ own answers. Aboriginal, English, ten, thousand,
spiritual, one, sandstone, steep, tough,
3 Learners’ own answers. Possible conditional stunning. Most of the adjectives give
sentences: more facts.
a I would like to visit the Caribbean unless c Pronouns: it, its, they. The pronouns I,
it is the wet season. you, we are not used.
b We can visit the white beaches, if you have d 
Prepositions: centre, middle, near, top,
finished your homework. around.
c It is beautiful in the dry season, when the e Punctuation: full stops, commas, a
hurricane season ends. hyphen, a colon. There are no question
marks or exclamation marks because the
8.6 Language features of text uses factual statements.
information texts
8.7 Non-fiction e-texts
1 a • information about the outback / Ayers
Rock / Uluru 1 Learners’ own answers.

• Possible headings: The Australian 2 a Yes, paragraphs in both text types are
outback; Ayers Rock / Uluru. used for each idea.

• present tense b Yes, although some learners may find it

more difficult to scroll through web pages.
• Ayers Rock
c Yes
• Learners’ possible answers: Because it
is like a mountain in the middle of d No. In a book you can use the contents
the desert. page or index to find the page(s) you need.
In an e-text, you use a search box and
b–c Learners’ own answers. need to know what to search for. In an
2 a 13 e-text you use hyperlinks, which link to
other pages.
b Learners’ own answers.
3 Learners’ own answers.
c Possible answers: probably the most
dramatic natural feature in the country; a 8.8 Planning a talk
spiritual place for many; most found it a
tough climb; stunning time to see Uluru is 1 Learners’ own answers.
at sunset.
2 Learners’ own answers.
d Learners’ reasons may include:
3 Learners’ own answers.
information texts must give you
information that should be true;
information means it is factual.

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8.9 Giving your talk 4 Learners’ own answers. Possible sentence

additions could include:
1 Learners’ own answers.
a In Australia the cities are near the coast
and there are some beautiful beaches.
Check your progress
b Alice Springs is one of the closest towns
1 Learners’ own answers. Possible differences: to Uluru and I would like to go there.
Stories: paragraphs introduce new events;
begin with adverbials (e.g. suddenly, the next c Hurricanes happen in the Caribbean but
day) Information texts: paragraphs introduce only in the wet season.
new ideas or topics; separate ideas or topics.
5 a swim
2 Learners’ own answers. Possible differences
b are
in language:
Stories: powerful verbs; interesting adjectives c go
and noun phrases; mainly past tense verbs;
uses I, me, you, us adverbs; uses dialogue d have
Information texts: simple verbs (is / are / has); e travel
mainly present tense; some adjectives; uses it
or they pronouns; subject-specific language; 6 Learners’ own answers.
no dialogue
3 Learners’ own answers. Possible suggestions:
group same ideas into paragraphs; use present
tense; use headings and subheadings; add
pictures or diagrams to give extra information;
choose language linked to the subject.

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9 Laughing allowed
9.1 Riddles e Learners’ own answers. Homophone:
dear (same sound as ‘deer’ but different
1 Learners own explanations. Possible meaning). Possible homonyms: shop –
explanations: place to buy things / the verb to shop;
tear – when someone cries / to open
Fish riddle: The clue words are wise and forcibly; post – a letter delivery / a fence
keeping your money so you should think about post; tame – a domesticated animal or pet /
a safe place to keep money. the verb to tame something; mean – to
Flag riddle: The clue words are never gets explain something / to be unkind.
anywhere so you should think of things that 3 Answers:
fly but cannot move.
Foot riddle: The clue words are never make Regular past tense verbs Irregular
right. The opposite of right is always left. Your past
(Just (Drop e (Double
left foot can never be your right foot. tense
add – and last
verbs
ed) add – letter
2 a Learners’ own explanations.
ed) and
Possible answers:
add –
bark: T
 ree trunks are covered in bark. ed)
Dogs bark.
mix – carve – snap – spin –
bat: You hit a ball with a bat. Bats hang mixed carved snapped spun
upside down in caves.
turn – juggle – rip – make –
light: You switch on a light when it is turned juggled ripped made
dark. A feather is light.
switch –
sink: A brick will sink if you drop it in switched
water. There is a sink in the kitchen.
whisk –
watch: A watch tells you the time. I like to whisked
watch television.
twist –
b Learners should identify the following twisted
homonyms:
bank: land at the side of a river; sloping 4 a Learners’ own answers. Possible
grassy ground; savings bank explanations could refer to the words
being difficult to get your tongue around.
flies: plural of fly (insect); present tense of
to fly (verb to move through the air b Learners’ own answers. Possible answers
with wings) could refer to the words being difficult to
say and most of the words beginning with
foot: body part; bottom of a hill/stairs
the same letter.
left: opposite of right; what is remaining
9.3 Funny poems and limericks
9.2 Wordplay in poetry
1 a Possible answers: the poem begins with a
1 a pins, nips greeting; the poem is about someone who
b Any three pairs of: nips, tips; naps, likes starting things.
traps; stop, shop; dare, tear; mate, state; b Possible answers: the poem is unfinished
name, game. because it is about someone who starts
c a (present tense) verb things but does not finish them.

d dare, tear

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 CAMBRIDGE PRIMARY ENGLISH 3 LEARNER’S BOOK ANSWERS

c say b Someone had made the kite as part of a

project on flight.
d Possible answers: ugly, tall, scary, small.
c attain a great height means to go up
e Learners’ own answers. very high.
f Learners’ own answers. d The kite got stuck in a tree.
2 a Learners’ own answers. Possible reasons e Learners’ own answers. Possible answers:
could refer to the poem sounding sensible the kite will stay in the tree; someone will
until you listen closely to the words and climb the tree to get the kite; the wind will
that it uses lots of contradictions. blow the kite down; someone will pull on
b two the string until the kite is free.

c It begins with the word ‘Twas. 2 b Possible words with ck sound: looks, like,
kite (accept project).
d lines 2 and 4
c Learners should underline: f and ph;
e Learners’ own answers. c and ck
3 Learners’ own responses. 3 a Learners’ own answers. Possible answers
4 a Learners’ own limericks. could refer to calligrams painting a
picture in their head which helps them see
b Learners’ own choices of words with an the letters, or helping them focus on each
appropriate explanation. letter instead of rushing over the word.
b Learners’ own calligrams.
9.4 Calligrams and mnemonics
4 Learners’ own mnemonics.
1 a The poet used a kite shape because the
poem is about a kite.

9.5 Reviewing a poem

1 Learners’ own answers. An example row in the table could be:

Name of poem Favourite line in What I like about this What I do not like
poem poem about this poem
Wordspinning Juggle taste into state The way the poem The rhyming words
jumbles words up to dare and tear because
make new ones. you have to think
about how you
say tear.
2 Learners’ own answers.

25 Cambridge Primary English 3 – Lindsay & Ruttle © Cambridge University Press 2021
 CAMBRIDGE PRIMARY ENGLISH 3 LEARNER’S BOOK ANSWERS

Check your progress

1 a limericks
b limericks and funny poems
c riddles
d tongue twisters
2 five
3 Learners’ own explanations should identify
dear, meaning a greeting, and deer, meaning
an animal.
4 Learners’ own answers. Words should be
written to show the calligram shape, for
example:

5 Learners’ own answers. Possible mnemonics

could include: there is a rat in separate.

26 Cambridge Primary English 3 – Lindsay & Ruttle © Cambridge University Press 2021