Workbook Solutions: Do it like this! | Year 1 English IGCSE (Cambridge) PDF Download

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5  Do it like this!
5.1 Information all around us
1 a  zebra crossing means it is safe to cross 
here; sharp bend; roundabout; snow or ice 
on the road; campsite; no parking 
2 Learners’ own drawings and ideas
5.2  Writing labels and signs
1 a–c The signs are written in capital letters; 
KEEP OUT and DO NOT ENTER: near 
somewhere where you should not enter (like a 
top secret room or a building site); DANGER: 
near something that is dangerous (like a cliff 
edge); CLOSED: on a shop door, to tell you a 
shop is closed.
2 Learners’ own designs
3 Learners’ presentations of their signs
5.3 How to mix colours
1 Learners’ own responses
2 Learners’ own responses
5.4  Checking understanding
1 a It’s a paint brush. (correct spelling only 
to win point); b Y ou need it for painting. c 
No, you don’t. / Y ou don’t need blue to make 
orange; d Y es, you do. / Y ou do need red to 
make purple. e Y ou mix yellow and blue to 
make green. f Y ou get pink if you add white to 
red. g Learners’ own questions
2 to, need, make, to, to, Mix, make, and
3 green: need, seen; yellow: flow, show; purple: 
turn, curl; blue: glue, true. (Note, bean has the 
same sound but different letters, and how has 
the same letters but a different sound.)
5.5 Making a poster
1 Learners point to the pictures in the following 
order:
3 Put some water in the bowl and wet your 
hands.
5 Put some soap in your hands.
1 Rub the soap into your hands.
6 Rinse the soap off your hands.
2 Dry your hands.
4 Sit down to eat. 
2 Learners’ own ideas for instructional posters
3 Learners’ own posters
5.6  Listening – from fiction to 
non-fiction
1 Similar to: a Folding things; b She folded it 
and flipped it, and pulled it, until it became 
a crane. c Joey practised folding because he 
wanted to be an origami master. d At the 
Mexican restaurant / Muy Mexicana; e He 
made pyramids and then a crane. f We can see 
how Joey feels by looking at his face and his 
body actions. g Learners’ own questions
2 a  It is part fiction and part non-fiction.
 b  It is a story book with an instruction at 
the back.
 c Learners’ own responses
5.7  How to make a ladybird
1 squares: 6; circles: 9; stars: 4; triangles: 5; 
hearts: 6 
2 start, fold, make, fold, press, make, open, fold, 
make, add 
5.8  Writing and sorting 
instructions
1 Learners’ own responses
2 a  1; b 5; c 9
5.9  Instructions for cooking
1 3 Put in the milk and mix. 4 Put in the sugar 
and whisk. 5 Put in the flour and baking 
powder and mix. 
2 Responses should include: At the end of 
sentences; to show a word is shortened.
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5  Do it like this!
5.1 Information all around us
1 a  zebra crossing means it is safe to cross 
here; sharp bend; roundabout; snow or ice 
on the road; campsite; no parking 
2 Learners’ own drawings and ideas
5.2  Writing labels and signs
1 a–c The signs are written in capital letters; 
KEEP OUT and DO NOT ENTER: near 
somewhere where you should not enter (like a 
top secret room or a building site); DANGER: 
near something that is dangerous (like a cliff 
edge); CLOSED: on a shop door, to tell you a 
shop is closed.
2 Learners’ own designs
3 Learners’ presentations of their signs
5.3 How to mix colours
1 Learners’ own responses
2 Learners’ own responses
5.4  Checking understanding
1 a It’s a paint brush. (correct spelling only 
to win point); b Y ou need it for painting. c 
No, you don’t. / Y ou don’t need blue to make 
orange; d Y es, you do. / Y ou do need red to 
make purple. e Y ou mix yellow and blue to 
make green. f Y ou get pink if you add white to 
red. g Learners’ own questions
2 to, need, make, to, to, Mix, make, and
3 green: need, seen; yellow: flow, show; purple: 
turn, curl; blue: glue, true. (Note, bean has the 
same sound but different letters, and how has 
the same letters but a different sound.)
5.5 Making a poster
1 Learners point to the pictures in the following 
order:
3 Put some water in the bowl and wet your 
hands.
5 Put some soap in your hands.
1 Rub the soap into your hands.
6 Rinse the soap off your hands.
2 Dry your hands.
4 Sit down to eat. 
2 Learners’ own ideas for instructional posters
3 Learners’ own posters
5.6  Listening – from fiction to 
non-fiction
1 Similar to: a Folding things; b She folded it 
and flipped it, and pulled it, until it became 
a crane. c Joey practised folding because he 
wanted to be an origami master. d At the 
Mexican restaurant / Muy Mexicana; e He 
made pyramids and then a crane. f We can see 
how Joey feels by looking at his face and his 
body actions. g Learners’ own questions
2 a  It is part fiction and part non-fiction.
 b  It is a story book with an instruction at 
the back.
 c Learners’ own responses
5.7  How to make a ladybird
1 squares: 6; circles: 9; stars: 4; triangles: 5; 
hearts: 6 
2 start, fold, make, fold, press, make, open, fold, 
make, add 
5.8  Writing and sorting 
instructions
1 Learners’ own responses
2 a  1; b 5; c 9
5.9  Instructions for cooking
1 3 Put in the milk and mix. 4 Put in the sugar 
and whisk. 5 Put in the flour and baking 
powder and mix. 
2 Responses should include: At the end of 
sentences; to show a word is shortened.
9
5.10 Checking sequence
1 a Ingredients; b It is a jug and it is for 
keeping/pouring/measuring liquid; c Yes; 
d Put in the eggs; e Bake the muffins in the 
oven; f Wash hands, put on an apron.
 Learners’ own questions
2 a put, mix, whisk, bake
 b Similar to:
  • Crack the eggs and tip them in.
  • Pour in the oil.
  • Pour in the milk. Stir.
  • Tip in the sugar. Beat. 
  •  Tip in the flour and baking powder. 
Stir.
  • Add the choc-chips.
  • Cook the muffins in the oven.
3 Learners’ own instructions similar to answers 
for Activity 2b
5.11  Planning and writing a 
recipe
1 Learners’ observations may include: All rows 
can be answered with yes, except: Begin with 
Dear …? (like a letter) and Give instructions 
in the past tense. (Instructions are written in 
the present tense and use the imperative verb 
form.)
 Other features for a recipe include: the use  
of abbreviations, e.g. tsp., measurements  
(e.g. cup), and short sentences. 
2 Learners’ charts containing a similar list of 
content to the chart in Getting started, plus 
some of learners’ own ideas
3 Learners’ own ideas
4 Learners’ own plans
5 Learners’ own written recipes
Check your progress
1 Numbers can help to make instructions clear.
2 Learners’ own signs 
3 Turn, wash (off)
4 Stand it up and pull out the side corners, and 
refold them so they stick out. 
5 Any of the following ingredients: sugar, milk, 
baking powder, flour, eggs, oil, choc-chips (or 
other flavours)
6 Learners’ own responses, but may include: 
a label is a written word to tell you what 
something is; origami is paper-folding to make 
models; equipment is things you need to do 
a job; a recipe tells you how to cook or bake 
something.