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Pri Eng 2ed lb2 Ans
Pri Eng 2ed lb2 Ans
3 Learners’ own answers Second: Mr Chen found his torch, but it was
only a small beam. The apartment got hot and
4 Learners’ own ideas the fridge and freezer stopped working too.
Grandma’s ice cream cake was going to melt.
1.2 A family adventure Then the torch went out.
1 Learners’ own, but look for answers broadly Third: Amy had a good idea to use the light
similar to these. from her tablet. Ben had a good idea to eat the
ice cream cake before it melted.
a It was a normal / usual evening / an
evening like any other. Fourth: Later, the power came back on. Then
the problem was how to tell Grandma that
b The lights went off suddenly. they had eaten her cake.
c Mr Chen asked if everyone is okay
because it was completely dark and he 1.4 Describing what
was worried that they might be scared. characters do
d The torch only has a small beam of 2 b • I collect stones of interesting
light so they don’t know how long the shapes, half-made models and
torchlight will last / the torch is low on stickers.
battery.
• I collect stickers, badges, pencils
e The food in the fridge and freezer will be and feathers.
ruined because there is no power to keep
it cold / frozen. • I collect seeds, socks, broken
saucers, batteries and glass marbles.
f Learners’ own answers
3 Learners’ own answers
2 Learners’ answers should be similar to:
a an air-conditioning unit
b something you take for a headache / a
tablet of stone used to write on
1 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
2 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
3 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
2 Badges
2.1 Instructions everywhere 2.3 Commands for instructing
1 How to mix paints to make colours: uses 1 The five senses; What? Why? How? What
words and pictures; Put your books here: happens if…?; Predicting helps you to think
uses words and a symbol; How to wash your about different possibilities/outcomes or what
hands: uses sequenced pictures; How to might happen; Record your results, data and
run a bath: uses pictures, words and labels; observations.
When to get up (the clock): uses numbers and
sound; How to make chocolate chip muffins: 2 observe, notice, ask, find out, predict, work
uses words, pictures, numbered sequenced out, set up, record
instructions
2 Words: all except the clock; Pictures: all; 2.4
Reading and following
Sound: only the alarm clock; Numbers: instructions 1
the alarm clock and the recipe; Labels: the
bath poster; Use of How …?: all except the 1 In the flow chart in 2.4 they will see a heading,
instruction about the books and the clock steps (but not numbered), pictures, commands
(e.g. Put, Pour etc.)
3 Learners’ own responses
2 1 Half fill a bowl with water.
4 Learners’ own ideas
2 Pour a bit of liquid soap into the water.
2.2 Listening to, and reading, 3 Add a bit of paint.
instructions
4 Put a straw into the water and blow.
1 a and b:
5 Keep blowing until the bubbles are above
Picture 1: She is working with a microscope. the top of the bowl.
She is in inside.
6 Carefully put a piece of paper on top of
Picture 2: hey are making a circuit board.
T the bubbles, and then carefully lift it off.
They are in a laboratory.
7 You will have a bubble painting!
Picture 3: He is working with bubbles and
the wind. He is outside. 2.5 Numbers for ordering
Picture 4: They are working with plants. 1 1 a bowl, water and paint, liquid soap, a
They are in the classroom. straw, paper; b You blow down the straw;
c, d and e Learners’ own responses c Learners’ own answers but may include:
beginning at the top/first box or following
2 2a 1 Observe; 2 Ask questions; 3 Find out numbers; d The paint and soap mix will go
what will happen if…; 4 Predict; 5 Set up an into your mouth! e Learners’ own questions
experiment; 6 Record your results.
2 a and; b when; c because; d if
3 experiment (4), instructions (3), pictures (2),
equipment (3), observation (4) 3 1
Make sure you have all the equipment: a
bowl, a jug of water, some cooking oil,
washing up liquid and a spoon. (point to
image of equipment)
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CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
2
Pour some water into the bowl. (point to made of metal, paper, fabric, plastic; Badges
image of water in a bowl) stick to our clothes with pins, sticky tape, glue.
3
Add some cooking oil. Observe what is 3 I am 8 today!; I am a talented singer; I am a
happening. (point to image of cooking great listener; I am a brilliant tennis player; I
oil and eye) am an IT expert; I make great films; Amazing
astronomer; I am a good friend; I am a
4
Add some drops of washing up liquid. mathematician
(point to image of washing up liquid)
4 Learners’ own ideas
5 Stir. (point to image of spoon in bowl)
6 Observe what happens. (point to image 2.9 Exploring reading choices
of eyes) 1 Learners’ own answers
4 Learners’ own answers 2 superheroes, babies, countries, people,
wolves, fish
2.6 Reading and following
3
instructions 2
Name Age Likes fiction Likes non- Likes
1 a No. You add the water first. b After the about … fiction poetry?
cooking oil. c A few drops. d It tells us that about …
the liquid soap breaks up the oil on our dirty
Pali 8 1/2 superheroes/ quizzes don’t
plates to make them clean.
years fantasy know
2 Learners’ own responses Zac 10 sport stories people No
3 equipment and liquid years around
the world
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CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
6 Cambridge Primary English 2 – Budgell & Ruttle © Cambridge University Press 2021
CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
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CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
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CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
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CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
2 All the statements are potentially true except: 4.9 Exploring the text
He is hard-working. (Ramay); He lives in a
house. (the monster); He lives in a cave. (the 1 Answers may include: Yoshi always sounds
woodcutter) unhappy, wistful, ungrateful. The whisper in the
wind sounds whispery, helpful, friendly, kind.
3 a lived
2 a Yoshi always says “I wish I could be …”
b listens, saying
b the whisper in the wind always says “Your
c seeing, gives wish is granted, Yoshi – a ... you will be.”
d was feeling i “I want to / I wish I could be a rock,”
said Yoshi.
e stayed
ii “Your wish is granted. A rock you
f is sleeping, swaps will be.”
iii
Predictions should be along the
4.7 Planning and writing a new lines of: I think Yoshi wishes to be
something else again and again and the
story ending story never ends / stays stuck as a rock
1 a and forever to teach him a lesson / feels a
stonecutter cutting into him and so he
b because wishes to be a stonecutter again.
c so 4.10 Story beginnings
d but
1 a Yoshi had a bent back and hard hands
e or because he was a stonecutter.
2 a The new stick chased the woodcutter when b Yoshi wanted to be a rich man because it
he tried to steal it in the night looked like a better life / he was poor.
b Ramay asked the wishing stick for gold, c huge, hard and solid
but nothing happened
d Possible answers: I think Yoshi learned to
c Ramay realised he had been tricked so he be happy with his life as a stonecutter / that
went running back to the monster it is wrong to be greedy / that we should be
happy with what we have / that things often
d “Shall I ask for gold or shall I ask for a look better than what we have but that they
feast?” asked Ramay are not always.
e Ramay made wishes for the monster 2 a called
because he had been kind.
b loved
3 Learners’ own responses
c whispered
4.8 Story beginnings d boasted
1 a
Long ago e picked/started
b, c any of the story starters could work, but
if we want to stress that it was a story 4.11 Planning and writing a
that took place a long time ago, then circular story
these work best: A long time ago …; and
Once upon a time … 1 Learners’ own answers
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CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
2
Story Story shape Story
theme
Sang Kancil A story that Clever tricks
and the repeats ideas can save
Tiger your life
The A story with We can
Abominable twists and trick and be
Snowman turns tricked
Yoshi the A circular Be happy
Stonecutter story with what
you have
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CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
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CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
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CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
6 On a journey
6.1 Word play 6.3 Repeating a phrase
1 Pictures – balloon popping; popcorn popping; 1 Possible answers include:
pop music; a pop-up book; a pop-up clown;
other ideas may include pop-up shops or a Boxland is full of boxes / is where people
events, pop-up tent, fizzy pop to drink, a live in boxes / there are no chickens there /
musical sound. there are foxes there.
2 a
It means ‘to go somewhere quickly or for b The poet found a box there / there were
a short time when you are busy’ no chickens.
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CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
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CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
iii True. (Uncle Flores says it’s not a bad ncle Flores gave people a cup of coffee
d U
idea.) when they came and ordered clothes.
3 Learners’ own answers
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CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
Middle: Killer bird threatens Little Albatross. “You knocked me down!” complained Omar.
Father and Mother Albatross dive down to
2 cleanest, smaller
catch the fish. Father and Mother Albatross
get caught in the net of the fishing boat and 3 colourful, dirty
can’t escape.
icks against: Speech marks; Ideas written in
4 T
3 Learners’ own answers sections; Interesting words; headings; language
of time to tell you when events happened
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CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
2 a
Crawls onto a beach; pushes sand aside 8.9 Features of report texts
to make a pit; digs a hole in the pit with
her back flippers; lays her eggs 1 Adjectives that compare –er, adjective forming
–y, adjective forming –ful, past tense –ed,
b, c Learners’ own question and answers
superlative –est
3 (do not mark answers as incorrect if learners
2 a Angelfish (or a general question about
spell the –ing form incorrectly): i They move
Angelfish that is answered in the
/ are moving their flippers slowly to swim.
paragraph)
ii They drag / are dragging themselves onto
the sand. iii The turtle digs / is digging a hole 3 a safer, bigger
in the sand with her flippers. iv She lays / is
laying her eggs in the hole. b (Many of) the world’s most colourful fish;
huge schools (of the same fish); bigger
groups; tougher teeth; hard coral shells; the
8.8 Finding information on softer corals; many coloured corals (on a
websites reef)
1 a the internet/website c Learners’ own answers
b interest / enjoyment/curiosity / to find 4 Learners’ own answers
something out / for homework or research
c if you click on each part of the page, it 8.10 Planning and writing a
will bring up a different information page report text
2 a An underwater island made out of coral 1 Learners’ own answers
b Each coral has its own shape and colour. 2 Learners’ own answers
3 b Most coral reefs need (any four of):
warmth, sunlight, clear water, calm water,
peaceful water
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CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
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CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
9 Creatures everywhere
9.1 The elephant 9.4 Crocodiles
1 Learners’ own answers 1 sleepy, careful, slowly, rocky, friendly,
colourful, healthy, lovely
2 a In a jungle
2 cheerfully; neatly; gently; Learners’ own
b The elephant tears trees sentences
c Squirting water 3 •
–ful: careful. It makes the noun care into
3 a munching / crunching; trees / seeds / leaves; an adjective.
fat / that • –s: sleeps. It makes the verb sleep agree
with the pronoun he.
b goes / fro (half rhyme)
• –er: thinner. It makes the adjective thin
c Learners’ own answers into a comparative.
d trees: leaves / learners’ own answers • whene’er is a shortened version of
fat: that / learners’ own answers whenever
4 Any five of: goes, swaying, munching, 4 Each word should be matched with a rhyming
crunching, tearing, stamping, eating, are, do. word of the learner’s choice: crocodile, Nile,
Alphabetically: are, crunching, do, eating, scale; crocodile, take, poke, smile, stroke, nile
goes, munching, stamping, swaying, tearing
9.5 Writing an ode poem
9.2 On safari 1 Seat: armchair; bench; high chair; sofa; stool
1 Learners’ own answers, which may include: Plant: bush; cactus; flower; tree; vegetable;
weed
1 details about setting: grasslands, acacia tree
2 It has a long, bendy neck; It has white
2 country: Africa (mention of
feathers.
leopards / ostriches / giraffes)
3 Learners’ own answers
2 Learners’ own answers
4 Learners’ own answers
3 an African animal
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Spelling toolkit
answers
Alphabet Short vowel sounds
1 Learners’ own answers 1 pat – cat, tap, pan, gap
2 ABCDEFGHIJKL MNOPQRSTUVW pet – get, pen, red, yes
XYZ
pit – pig, did, fit, sit
Syllables pot – dog, fox, got, nod
1 horse ti-ger hut – sun, Mum, mug, but
x x x
put – bush, pull, look, wool
e-le-phant gi-raffe
Long vowel spellings 3
xxx x x
1 Learners’ own answers
croc-o-dile snake
x x x x 2 List 1: star, arm, smart, calm, half
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CAMBRIDGE PRIMARY ENGLISH 2 LEARNER’S BOOK ANSWERS
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