CAMBRIDGE PRIMARY ENGLISH 3 LANGUAGE WORKSHEET ANSWERS

Language worksheet answers

Worksheet 1A
This worksheet has a spelling focus and provides the opportunity for learners to identify
appropriate verb endings for regular and irregular past tense verbs. This worksheet is
suitable for learners who need further practice in matching present and past tense verb
forms. It also offers the opportunity to explore irregular verb forms.
Explain the task to the learners. Check that learners understand how to complete
the table.
Remind learners that irregular past tense verbs are verbs that do not follow any
of the rules for verbs.

Answers
1 Present tense verb Past tense verb
I talk I talked
He walks He walked
I jump I jumped
They pull They pulled
We climb We climbed
She smiles She smiled
We push We pushed
They laugh They laughed

2 Learners will use their own wording for each rule, but possible rules could be:
a When there is a vowel before the last letter you double the last letter
(e.g. rub / rubbed).
b When the verb ends in a y, you change the y to i and add –ed (e.g. hurry /
hurried).
c I grabbed; They hopped; They married; I rubbed; I cried; We tried;
We batted; They spied

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3 a give said
say wore
have gave
throw threw
tell did
do told
go had
think went
wear thought
b Learners’ own four sentences using past tense verbs from the list.

Worksheet 1B
This worksheet provides the opportunity for learners to build their vocabulary by
selecting alternative verbs for said in a variety of sentences. The worksheet is useful for
those learners who benefit from having options to select from.
Explain the task to learners. Give learners one minute to tell their partner as many words
for said that they can.

Answers
1 a ‘Please don’t leave me,’ sobbed Zikri.
b ‘You will do as you are told!’ bellowed his mother.
c ‘The king’s soldiers are the toughest soldiers who have ever lived,’
declared the wise man.
d ‘Is that the prince’s carriage?’ asked Annika.
e The wicked queen was angry. ‘Take these children away!’ she shrieked.
f ‘That is not fair!’ wailed Matilda.
g ‘What a good idea,’ chuckled the small boy.
h ‘It is time for bed,’ announced Anya’s father.
2 Learners’ own sentences.

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Worksheet 2A
This worksheet focuses on words that end with –tion.
Learners identify the –tion ending then use neat, joined-up handwriting to practise
spelling some of the words. Learners then use the words in sentences of their own.
Explain the task to the learners. Remind learners to use neat joined-up handwriting.

Answers
1 Example answers:
a All the words end with the letters –tion.
b The letters –tion make a shun sound.
2 Learners should write each word with neat, joined-up handwriting, with
accurate spelling.
3 Learners’ own sentences.

Worksheet 2B
This worksheet will build learners’ skills in identifying and using sequencing words.
Learners identify simple sequencing words, then replace some of these by selecting
alternatives from a limited list. Learners then use their knowledge of sequencing
words to write a set of instructions.
Explain the task to the learners. Tell learners that although the worksheet shows 7 steps
for the instructions, they may need fewer instructions that this. If they need more steps,
they can use additional paper.

Answers
1 When I woke up, I knew something was different. I looked out of my bedroom
window. Everything was white.
‘Wow! Last night it must have snowed!’ I said to myself.
I grabbed my clothes, then ran downstairs. Quickly, I pushed my arms into my coat.
Then I grabbed my hat and scarf. Finally, I pulled on my snow boots and ran outside.
First, I ran around the garden making giant footprints. Then I dived into the snow
with my arms and legs spread out and made snow angel patterns. Then I had another
idea. I would make a snowman!

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2 Possible answers:
First / First of all / All at once I ran around the garden making giant footprints.
Next / Suddenly I dived into the snow with my arms and legs spread out and
made snow angel patterns. Afterwards / Later / Finally I had another idea.
I would make a snowman!
3 Possible instructions:
a Roll a large ball of snow for the body.
b Next roll a small ball of snow for the head.
c Put the small ball on top of the large ball.
d Find an old hat and scarf and put them on the snowman.
e Look for two long sticks to make the snowman’s arms.
f Then find two stones for his eyes and some small stones for his mouth.
g Finally, find a carrot to make your snowman’s nose.

Worksheet 3A
This worksheet builds on learners’ basic vocabulary by introducing synonyms for
common words, adjectives and verbs.
Explain the task to the learners. Check that they understand the term synonym.
Tell learners that each section increases in difficulty. Encourage learners to use
dictionaries to check the meaning of unfamiliar words.
Remind learners to use capital letters to start each sentence and to use full stops,
exclamation marks or question marks at the end of each sentence.

Answers
1 a big: large, massive
b lovely: beautiful, pretty
c bad: evil, cruel
2 a The boy ran down the road.
b The elephant pulled a log.
c A wind is blowing in the mountain.
d A cat is sitting on the mat.
e The tiger is walking through the forest.

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Learners should choose a synonym from the box to replace the verb
in each sentence.
3 Learners’ own sentences using one of the following: honest, trustworthy,
respectable.
4 Learners additional synonyms could include virtuous, righteous, pure, blameless,
saintly, honourable, etc.

Worksheet 3B
This worksheet provides additional practice in identifying the number of syllables
in a word. The words used in the worksheet will provide learners with vocabulary
ideas when they write their haiku about an animal.
Explain the task to learners. Tell learners that each section increases in difficulty.

Answers
1 Possible animals: bat, cat, bird, fish, bear, horse.
2 Possible animals: penguin, camel, lion, monkey, spider, dolphin, lizard.
3 Possible animals could be: hyena, octopus, kangaroo, elephant, crocodile.
4 a fierce = 2
b terrifying = 4
c beautiful = 3
d magnificent = 4
e screeching = 2
f hump-backed = 2
g soft-footed = 3
h sabre-toothed = 3
5 One syllable: Duck, Wolf, Snake. Learners’ own three additional words.
Two syllables: fierce, screeching, hump-backed, Tiger, parrot, peacock.
Learners’ own three additional words.
Three syllables: beautiful, soft-footed, sabre-toothed. Learners’ own three
additional words.
Four syllables: terrifying, magnificent. Learners’ own three additional words.

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Worksheet 4A
This worksheet provides the opportunity for learners to explore some common suffixes.
Learners are given root words and a spinner with the suffixes –ed, –ment, –less, –ing, –ful
and –ion. Learners spin the spinner and then make as many new words as possible by
adding to the root words.
Spinners are best made from card rather than paper.
Learners can make a hole in their spinner safely by placing a rubber or modelling clay
underneath the spinner. Learners can then pierce the card with a sharpened pencil.
The rubber or modelling clay will prevent learners injuring themselves or damaging
a work surface.
Explain the task to the learners. Check that learners understand what is meant by root
word and suffix. Tell learners that the last letters of root words sometimes change when
a suffix is added. Remind learners of rules for adding –ed and –ing to root words.
Explain to learners how to make a spinner safely.
Tell learners that sentences should have a capital letter at the start and a full stop,
exclamation mark or question mark at the end. Tell learners to use neat, joined
handwriting throughout.

Answers

1 –ment –less –ed

excitement hopeless wondered
enjoyment endless hoped
amazement joyless acted
amusement thankless attracted
excited
enjoyed
amazed
ended
thanked
reflected
amused

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–ful –ing –ion

beautiful wondering action
wonderful hoping attraction
hopeful acting reflection
joyful attracting
thankful exciting
enjoying
amazing
ending
thanking
reflecting
amusing

2 Learners’ own sentences.

Worksheet 4B
This worksheet provides joined-up handwriting practice through reinforcement
of proper nouns and contractions. Learners write proper nouns using a gap between
the capital letter and the rest of the word. Learners write contractions using a gap
to mark the omitted letters and inserting the apostrophe in this gap. Learners then
expand each contraction.
Explain the task to learners. Read the Writing tip.

Answers
1 Learners’ own handwriting.
2 Learners write their own name in joined-up handwriting three times,
leaving a gap after the capital letter each time.
3 Learners’ own answers.
4 Learners use joined-up handwriting to write expanded forms of the contractions:
haven’t – have not
they’re – they are
didn’t – did not
couldn’t – could not

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won’t – will not

shan’t – shall not

Worksheet 5A
This worksheet provides the opportunity for learners to explore prepositions.
The first task looks at place prepositions. Learners choose prepositions to describe the
position of the items in the picture, then write sentences of their own. Next, learners
choose appropriate prepositions of time to complete sentences. The final task asks
learners to choose prepositions of time, place or possession to complete each sentence.
Explain the task to the learners. Check that learners understand what a preposition is.
Ask learners to suggest some examples. Explain that prepositions tell you how something
is in relation to something else. Prepositions can tell you: where an object or person is in
relation to something else (place prepositions); when something happens (time
prepositions); or how something behaves (possession prepositions).
Remind learners that all their sentences should have a capital letter at the start and
a full stop, exclamation mark or question mark at the end. Tell learners to use neat,
joined handwriting.

Answers
1 a above
b on, bottom
c between
d on
e Below, Next to, Above
f next to
2 Learners’ own sentences.
3 a After
b before
c since
d then
e Last
f Tomorrow

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4 a at, on
b down, to
c of, with

Worksheet 5B
This worksheet provides the opportunity for learners to explore mnemonics as a method
for learning spellings of common tricky words. The worksheet introduces different ways
of looking at a word, including finding words within words, focusing on the tricky part of
words and writing silly sentences as memory aids.
If appropriate, explain what a mnemonic is: a memory aid that helps you remember
something. Mnemonics can help you remember how to spell the tricky part of a word or
whole word.
Help learners to read and pronounce the word mnemonic (ne-mon-ik).
Explain each activity within the worksheet and make sure that learners can read each
word. Explain to learners that they should try to imagine a silly picture in their heads to
help them write their silly sentences.
Ask learners to look at writing activities they have completed to identify words they
frequently misspell. Encourage learners to use three of these words for the final activity.

Answers
1 a our / favour b pie c ear / hear d a rat / rate
2 Learners’ own answers. Example answers:
a piece: Would you like a piece of pie?
b heard: I heard a noise in my ear.
c separate: There is a rat in separate.
3 Learners’ own answers. Example answers:
a near: The music is near your ear.
b again: It is raining again.
c beautiful: Big elephants add up (tiful).
d friend: I see my friend on Friday.

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e notice: Look at the notice about the ice on the lake.

f people: Panda’s eat orange peel like elephants.
4 Learners’ own answers.

Worksheet 6A
This worksheet introduces learners to a variety of adverbs. When you introduce the
worksheet, you may want to discuss the meaning of the adverbs in each selection or use
it as an opportunity for learners to explore dictionary definitions.
The worksheet begins with a selection of adverbs (e.g. quietly, noisily, quickly) for
learners to match with speech verbs (e.g. whispered, shouted, gabbled). Learners use
this skill to complete sentences by adding the missing adverb, and then fill in gaps
in a playscript.
To help learners decide which adverb is best in a sentence, you could ask them to
complete Activities 2 and 3 with a partner. Learners could try different adverbs from the
selections, then say each sentence aloud using the adverb instruction (e.g. sadly, crossly)
to help them choose the best adverb to complete the gap.

Answers
1 a shouted = said noisily
b grumbled = said grumpily
c ordered = said bossily
d whispered = said quietly
e gabbled = said quickly
2 a ‘I don’t want to go to bed yet,’ the girl said crossly.
b The boy ran into the room rapidly.
c ‘Do we have to go so soon?’ the little girl said sadly.
d ‘Woooohhhhh!’ said the owl eerily.
e Their mother waited patiently for the children to put on their coats.
3 Possible answers:
Fiddle: (timidly) Oooh! It looks very dark and strange out there.
Dog: (gently) Don’t worry, Fiddle. It’s fun outside in the dark.
Cat: And look – there’s Moon. She’s smiling at us.
(suddenly, a cow jumps over Moon.)

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(Laughing) Did you see that! How incredible!

Fiddle: (hesitantly) W...w...was that really a c...c...cow jumping over Moon?
Dog: Yes it was. Let’s go outside and see the fun.
Cat: Yes it was. Let’s go outside and see the fun.
(rapidly, Cat, Dog and Fiddle leave the room.)

Worksheet 6B
This worksheet provides an opportunity for learners to explore plural endings of nouns.
Each activity looks at how singular nouns are changed into the plural form:
• nouns that just add –s for the plural form
• nouns that add –es for the plural form
• nouns where the final letter is changed (e.g. –f to –ves).
In each activity, learners are asked to say how the words have changed and to
use this to write the plurals of other singular nouns.
Learners are asked to look for patterns and not to use the pattern to generate a spelling
rule, as there are some words that could be added to some noun groups that do not
follow the same plural pattern (e.g. roof – roofs).
All learners should be able to complete the worksheet themselves. You could extend
the worksheet by asking learners to find other words to add to each noun group.

Answers
1 a s is added to the singular word to make the plural
b sack – sacks; flower – flowers; coat – coats; hat – hats; house – houses;
spoon – spoons
2 a –es is added to the singular word to make the plural
b one wish – two wishes; one match – two matches; one bench – two benches;
one guess – two guesses; one church – two churches; one bunch – two bunches
3 a f or fe changes to ves
b one wife – two wives; one knife – two knives; one half – two halves;
one leaf – two leaves; one scarf – two scarves; one life – two lives

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Worksheet 7A
This worksheet aims to develop learners’ vocabulary through introducing synonyms for
familiar verbs. Learners are asked to match and sort synonyms of verbs, and to use a
dictionary to check the meaning of synonyms they do not understand. Then learners use
some of the synonyms to write sentences that contain similes.
You could use this worksheet with different groups of learners. All learners should
complete Activities 1 and 2, but you could ask less confident writers to use the
synonyms in simple sentences rather than sentences with similes. More confident
writers should be asked to complete all the activities.
Explain which part of the worksheet you want each group of learners to complete.

Answers
1 a travels – A train glides along the track.
b falls – The little girl tumbles over the log.
c crawls – The snail slithers over the stones.
d shouts – A boy bellows from the top of the hill.
2 Verb sort:

Fly Travel Shout Fall

soars dashes yells trips
floats floats bellows stumbles
glides glides screams crashes
zooms speeds shrieks plunges
flutters chugs howls nose dives
swoops zooms
3 Learners’ own answers. Possible similes:
The train glides along the track like a skater on ice.
The boy screams like an animal caught in a trap.
A little girl crashes to the ground like a tree falling after the woodcutter’s axe.
4 Learners’ own sentences.

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Worksheet 7B
This worksheet has a spelling focus. It provides an opportunity for learners to explore
the letter strings our and ight. Learners practise spelling each letter string by writing
it in rainbow colours. They then find the definitions for our and igh words and use
some of the words in sentences of their own.

Answers
1 letter string: our
2 Learners’ own answers.
3 Learners’ own definitions. Possible definitions:
favourite: something that is liked the best
harbour: a sheltered place of safety for a boat
favour: do something kind to help someone else
vapour: fine water droplets in the air
coloured: having a certain colour
4 Learners’ own sentences.
5 letter string: ight
6 Learners’ own answers.
7 Learners’ own definitions. Possible definitions:
frightened: to be afraid of something
brightened up: to make something lighter
lightning: a flash of light
plight: a difficult situation
delighted: to be very happy about something
8 Learners’ own sentences.

Worksheet 8A
This worksheet aims to provide further practice with completing conditional sentences
and using the connectives if, then or when to create conditional sentences. The activities
become increasingly challenging. The conditional part of the sentence follows the
opening phrase in Activity 1. Activity 2 uses sentences with all the conditional phrases
mostly at the start of the sentence.

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Less confident learners may benefit from working with a more confident partner when
completing conditional sentences of their own in Activity 3.
Explain the task to learners. Highlight that in activity 2, learners should only underline
the conditional statement and not include additional words in the sentence.

Answers
1 Ice melts if you heat it.
A balloon will burst if you stick a pin in it.
You always close your eyes when you sneeze.
If the sun shines after rain you will see a rainbow.
2 a If you plant these beans you will be rich.
b If you want to enjoy the cherry blossom in Kyoto you must visit at
the beginning of April.
c Hamsters make very good pets, especially if you live in an apartment.
d When you add salt to water it will dissolve.
3 Learners’ own answers.

Worksheet 8B
This worksheet introduces vocabulary that describes features of a country. Learners
match definitions of words that could be used to describe general features of a country
or that describe types of weather around the world.
Learners are encouraged to use a dictionary to check the meaning of words before they
use some of the words in sentences. Learners also revisit ordering words alphabetically,
using first and second letters, with one use of ordering to the eighth letter (temperate /
temperature).
Consider pairing learners who lack confidence with new vocabulary with learners who
enjoy this challenge.

Answers
1 a population = all the people living in a place
destination = the place you are travelling to
vacation = having a holiday
recreation = an activity you do for fun

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b Learners’ own sentences using one of the words.

2 a tropical = damp and hot
temperate = not too hot or too cold
climate = the type of weather
drought = no rain for a long time
temperature = scale to measure heat
b climate, drought, temperate, temperature, tropical
3 Learners’ own answers. Example answers:
a The mountain scenery is extremely dramatic.
b Dubai is acclaimed for its tall buildings and shopping opportunities.
c The markets in India are always vibrant and bustling with people.

Worksheet 9A
This worksheet explores alternative meanings of some common homonyms.
Learners draw pictures and write sentences to show the alternative meaning.
Then they match homonyms to their meanings.
Learners should be able to complete this worksheet independently. Encourage learners
to use a dictionary to check the alternative meanings of words if they are unsure.
Once learners have checked a meaning in a dictionary, they should explain it in their
own words rather than copying a definition.

Answers
1 Drawings of: a a fly; b an envelope or postal letter; c a large stone;
d a palm tree.
2 Learners’ own sentences. Example sentences:
a band: The crowd listened to the band playing.
b lie: The naughty girl told the teacher a lie.
c ruler: The boy measured the length of his book using a ruler.
d address: Arturo wrote his aunt’s address on the envelope.
3 rose: travelled upwards
bark: the outer layer of a tree
spring: coiled metal

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can: a container for a fizzy drink

match: a stick for making a flame
right: the opposite of left
4 Learners’ own sentences. Example answers:
a rose: A rose tree grows in the garden.
b bark: Can you hear the dog bark?
c spring: The season after winter is spring.
d can: Sofia can run very fast.
e match: Can you match the word with the meaning?; We watched the football
match on TV.
f right: Tahil gave the right answer to the question.

Worksheet 9B
This spelling worksheet aims to develop learners’ recognition of irregular past tense
verbs that end with a –t and not –ed. A few past tense verbs can be spelt with either an
–ed ending or a –t ending (e.g. spelled/spelt). In British spelling, the –t ending is more
usual when spelling this group of words. Learners complete tables of present and past
tense verbs.
Before learners complete the worksheet, ask them to say each verb quietly so that they
hear the sound at the end of the past tense verb.
You could ask learners who find spelling difficult to complete activity 1 on their own and
then work with a partner to complete activity 2. More confident spellers should be able
to complete all of the worksheet on their own.

Answers

1 present tense past tense

It bends It bent
She leaves She left
They lose They lost
He weeps He wept
I sleep I slept
We spend We spent

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She means She meant

You send You sent

2 Present tense Past tense with –ed ending Past tense with –t ending
She leaps She leaped She leapt
He kneels He kneeled He knelt
They spell They spelled They spelt
We learn We learned We learnt
He spills He spilled He split
You burn You burned You burnt
I spoil I spoiled I spoilt
She dreams She dreamed She dreamt
I smell I smelled I smelt

3 Learners’ own past tense sentences.

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