Activity Book Activities

1 Read the clues and write the words.

1 A mark made on the ground while walking in snow or mud.
2 Something dark you wear over your eyes to protect them from bright light.
3 You need one to tell the time. You usually wear it on your arm.
4 It’s sweet and very cold. It sometimes comes in a cone.
5 You can listen to music with these, but no one else can hear it.
6 Birds can make their nests in it. You can sit in its shade.

2 Match these words to the pictures.

3 Solve the code and write the message.

Let’s .

1 Look and write.

2 Answer the riddles.

1 I’ve got numbers on my face. You wear me. What am I?
2 People use me to keep their trousers up. What am I?
3 People make me with their fingers on surfaces. What am I?
4 We are worn as decoration on ears. What are we?
5 I take other people’s things and sometimes go to prison. What am I?
6 I am round and people wear me on their fingers. What am I?

3 Write a riddle with a partner. Share your riddle with the class.

4

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Read the sentences. Choose the correct ending sounds of the underlined words. Listen, check and say.

1 A thief walked into the museum.

2 He looked at the ring on display.

3 He opened the case.

4 He reached for the ring.

5 But the museum guard rushed into the room.

6 He knocked down the thief.

7 He called the police.

8 They followed the thief.

1 Complete the story with the correct form of the words in brackets.

I was playing in the park when I 1 (hear) a dog bark. When I looked around, a man 2 (put) a rope around the dog’s neck. He 3 (pull) the dog along the path when a woman shouted ‘Stop! That’s my dog!’ She 4 (trip) and fell when she was running after the man. I 5 (run) after the thief when the dog escaped. It ran back to its owner.

2 Read the story and complete the questions.

1 What the children doing Celia screamed?

2 was Celia doing when the teacher into the changing room?

3 What was the teacher when Trisha the trainers?

4 How were the other girls feeling the teacher Celia to apologise?

3 Work in pairs. Ask and answer these questions.

1 What were the children doing when Celia screamed?

2 What was Celia doing when the teacher came into the changing room?

3 What was the teacher doing when Trisha found the trainers?

4 How were the other girls feeling when the teacher told Celia to apologise?

4 What were the children doing when the break bell rang? Look and write.

Amy / feed / rabbits

Jack / climb / tree

Dan and Henry / play / football

They / skip

Suzie / eat / pizza

Ellie / read / book

5

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Look at the pictures again. Listen to the questions and choose the correct answers.

1 Yes, she was. / No, she wasn't.

2 Yes, he was. / No, he wasn't.

3 Yes, they were. / No, they weren't.

4 Yes, they were. / No, they weren't.

5 Yes, she was. / No, she wasn't.

6 Yes, she was. / No, she wasn't.

6 Write questions about yesterday.

1 What / teacher / do / you / arrive / class
What ?

2 What / you / do / friend / arrive / school
What ?

3 What / you / do / bell / ring / for class
What ?

1 Read A Secret Message again. Put the events in the correct order.

2 Answer the questions about the story.

1 What did Harriet find when she was writing the sentences for Miss Brown?

2 What was missing in the exhibition?

3 How did the security guard and Harriet know that Miss Brown was the thief?

3 Read and solve the maths problems.

Harriet had to write 100 lines but she only wrote three quarters of her lines. How many lines did she write?

The museum was 1 mile from the school and Harriet ran at 6 miles per hour. How long did it take her to get to the museum?

4 Find words or phrases in A Secret Message that mean:

1 a school outing
2 not having a smooth surface
3 hidden information in writing
4 perhaps
5 work out the clues
6 jewellery you wear on your wrist

5 Work in pairs. Discuss the questions.

1 Can you describe Harriet’s behaviour at the the beginning of the story?

2 What was Miss Brown’s behaviour like?

3 Was Harriet’s punishment fair or unfair?

4 Was she right to go to the museum alone?

6 Read the instructions. Make invisible ink.

7 Where’s the thief? Write a message to another secret agent using invisible ink. Can the other agent read your message? Write the message you received.

1 Read Codes and Ciphers again. Then match to make sentences.

1 Mary Queen of Scots
2 Julius Caesar used D
3There are only two written symbols
4 The first emails
5 People encrypt information

3 Answer the questions.

1 What did Washington’s spy group do?

2 Why did Washington write messages in code?

3 Who did he write them to?

4 What was Washington called when he was a secret agent?

5 What did Washington help James Jay do?

1 Work in pairs. Read the clues and talk about who you think has got Jonathan’s skateboard now. How certain are you? Who stole Jonathan’s skateboard?

2 Write your conclusions. Share them with the class.

1 Share a code you have created with a partner. Then write your partner’s code.

2 Write about a time you lost something or something was stolen from you.

3 Use the secret code you learnt in 1 to write one more line about how you felt in 2.

4 Swap diaries with your partner. Can you decode your partner's code in 3?

1 Review the treasure hunt. Complete the table.

Which hidden items did you find?	Which codes were difficult to crack?
We found	The first code was . There was a .
	Which codes were easy to crack?
	It was easy to crack . The easiest .
	Write an example of a code you read.

2 Complete your project report.

(0 words)

3 Present your report to your family and friends.

1 Read and sort.

clothes and accessories

people

actions

2 Read and choose the correct words.

1 I my breakfast when they my ring.

2 I a snack when they my backpack.

3 What were you doing before you over?

4 I volleyball when I my ring.

5 What was she doing when her shoe ?

6 She when her shoe .

7 What were they doing when they the bird?

8 They at the clouds when they the bird.

9 What was he doing when the man in front of him?

10 He a clue when the man in front of him.

3 Read the secret message and write.

4 Write a secret message for your partner using the code.

,
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How and why do we use codes? | p.78 ex.1

How and why do we use codes? | p.78 ex.2

How and why do we use codes? | p.78 ex.3

VOCABULARY | p.79 ex.1

VOCABULARY | p.79 ex.2

VOCABULARY | p.79 ex.3

VOCABULARY | p.79 ex.4

GRAMMAR | p.80 ex.1

GRAMMAR | p.80 ex.2

GRAMMAR | p.80 ex.3

GRAMMAR | p.81 ex.4

GRAMMAR | p.81 ex.5

GRAMMAR | p.81 ex.6

READING | p.82 ex.1

READING | p.82 ex.2

READING | p.82 ex.3

READING | p.83 ex.4

READING | p.83 ex.5

READING | p.83 ex.6

READING | p.83 ex.7

ENGINEERING AND TECHNOLOGY | p.84 ex.1

ENGINEERING AND TECHNOLOGY | p.84 ex.2

ENGINEERING AND TECHNOLOGY | p.85 ex.3

EXPERIMENT TIME | p.85

COMMUNICATION | p.86 ex.1

COMMUNICATION | p.86 ex.2

WRITING | p.87 ex.1

WRITING | p.87 ex.2

WRITING | p.87 ex.3

WRITING | p.87 ex.4

PROJECT | p.88 ex.1

PROJECT | p.88 ex.2

PROJECT | p.88 ex.3

REVIEW | p.89 ex.1

REVIEW | p.89 ex.2

REVIEW | p.89 ex.3

REVIEW | p.89 ex.4