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1 Cambridge Primary English 6 – Burt & Ridgard © Cambridge University Press 2021
1  Different voices – different times
1.1 What is a prologue?
1 a 3 b 2 c 3 d 4 e 1
2 Learners’ own answers.
3 a antibody b Antarctic c antisocial
 d anti-climax e antibiotic f antifreeze 
 g antithesis h antiseptic i antidote
 j anticlockwise
4 Possible answers:
  a  o v er cast – on top of/covering
 b infrastructure – below
 c perimeter – round, about
 d postpone – after in time
 e octagon – eight
 f hyperactive – beyond, more than normal
 g prepare – before in time
 h exclude – out
 i submerge – under
 j synchronise – in union, together
1.2 Delve into detail
1  a An irrational or extreme fear of something.  
b noun c c.1786 d Came into English possibly 
by the French word phobie, but originally from 
the ancient Greek suffix phobia from phobos 
meaning fear, panic or terror.e Learners’  
own answers.
C L A U S T R O P H O B I A U
Z E K I T G F E G J B V J I X
K M R A B D H H R A G S T B C
T Y I B I O J M A X M J H O A
M U D U M B H M P O L F Q H R
I B I B L I O P H O B I A P N
A B L U T O P H O B I A U O O
K K X G O U R Q P M O F A B P
L T D F V D V Z H O H G S R H
O A I B O H P O O Z R T T E O
F R I G O P H O B I A E I V B
A P I O P H O B I A K H D R I
F X W K N J S N A J K W L I A
A I B O H P O T C O O U W F S
Q C V S X F Z E B F U O R L B
2  gr aphophobia – fear of writing; verbophobia 
– fear of words; bibliophobia – fear of books; 
apiophobia – fear of bees; zoophobia – fear of 
animals; octophobia – fear of the number 8; 
siderophobia – fear of stars; claustrophobia – 
fear of small or enclosed spaces; frigophobia 
– fear of the cold; arithmophobia – fear 
of numbers; carnophobia – fear of meat; 
ablutophobia – fear of washing.
3 a–c Learners’ own answers.
4  a philosopher; b philately; c philanthropists; 
d bibliophiles; e philharmonic.
Page 2


1 Cambridge Primary English 6 – Burt & Ridgard © Cambridge University Press 2021
1  Different voices – different times
1.1 What is a prologue?
1 a 3 b 2 c 3 d 4 e 1
2 Learners’ own answers.
3 a antibody b Antarctic c antisocial
 d anti-climax e antibiotic f antifreeze 
 g antithesis h antiseptic i antidote
 j anticlockwise
4 Possible answers:
  a  o v er cast – on top of/covering
 b infrastructure – below
 c perimeter – round, about
 d postpone – after in time
 e octagon – eight
 f hyperactive – beyond, more than normal
 g prepare – before in time
 h exclude – out
 i submerge – under
 j synchronise – in union, together
1.2 Delve into detail
1  a An irrational or extreme fear of something.  
b noun c c.1786 d Came into English possibly 
by the French word phobie, but originally from 
the ancient Greek suffix phobia from phobos 
meaning fear, panic or terror.e Learners’  
own answers.
C L A U S T R O P H O B I A U
Z E K I T G F E G J B V J I X
K M R A B D H H R A G S T B C
T Y I B I O J M A X M J H O A
M U D U M B H M P O L F Q H R
I B I B L I O P H O B I A P N
A B L U T O P H O B I A U O O
K K X G O U R Q P M O F A B P
L T D F V D V Z H O H G S R H
O A I B O H P O O Z R T T E O
F R I G O P H O B I A E I V B
A P I O P H O B I A K H D R I
F X W K N J S N A J K W L I A
A I B O H P O T C O O U W F S
Q C V S X F Z E B F U O R L B
2  gr aphophobia – fear of writing; verbophobia 
– fear of words; bibliophobia – fear of books; 
apiophobia – fear of bees; zoophobia – fear of 
animals; octophobia – fear of the number 8; 
siderophobia – fear of stars; claustrophobia – 
fear of small or enclosed spaces; frigophobia 
– fear of the cold; arithmophobia – fear 
of numbers; carnophobia – fear of meat; 
ablutophobia – fear of washing.
3 a–c Learners’ own answers.
4  a philosopher; b philately; c philanthropists; 
d bibliophiles; e philharmonic.
2 Cambridge Primary English 6 – Burt & Ridgard © Cambridge University Press 2021
1.3  Focus on technique
1   a hyphen b hyphen c dash d hyphen e dash
2 Possible answers – accept sensible variations.
 a  The box was full of interesting things – 
things I had never seen before.
 b   My school – the one on the corner – is the 
largest in the area. 
 c   Gardening – my favourite hobby – is a 
relaxing weekend activity. 
 d  We managed to build the model aeroplane 
before everyone else – working together.
 e   I wish my friend – the one from Kuala 
Lumpur – would tell me some of the 
folktales from her region. 
3  a climax b additional information 
c aside or comment d climax  
e additional information
1.4  Write a short prologue
 Possible answers:
1  a present b It gives the sense of immediacy, as 
if the action is happening as the reader reads. 
c It is talking about something in the past.  
d The future tense is used in the last  
sentence – to foreshadow what is to come.
2  a First person b Use of the personal pronouns 
I and we c For emphasis – to make the reader 
realise there is something special about the 
old way d It makes them stand out and it 
emphasises that They, although not named, 
are somehow real and present. e It allows 
readers to fill in their own ideas about what 
will happen. f Learners’ own answers.
3 Learners’ own answers but certainly fiction. 
4 Learners’ own answers.
1.5  White bears
1  a    knead: press and shape the mixture firmly 
and repeatedly with your hands to make 
bread; need: something you must have or 
do; kneed: hit someone with your knee
 b    vain: too interested in your own 
appearance or achievements; vane: flat, 
narrow part of a fan, propeller, etc. that 
turns because of the pressure of air or 
liquid against it; vein: tube that carries 
blood to the heart from the other parts of 
the body.
2 Learners’ own answers. 
3 a adjective; antonym: heavy; own example. 
 b noun; antonym: none; own example. 
 c  adjective; antonym: burdened, heavy, 
down, heavy-hearted; own example. 
 d   adjective; antonym: awkward, clumsy;  
own example. 
 e   adjective; antonym: dark, intense; own 
example.
  f  noun; antonym: dark, darkness; example 
given.
 g   noun; antonym: none; own example.
 h    verb; antonym: snuff out, put out, 
smother; own example.
4 Learners’ own answers.
1.6  Short and long sentences
1 a  White bears have an excellent sense of 
smell. 
 b  I interviewed anyone who had ever seen a 
white bear to find out more.
 c  The Saami believe you should know 
everything about the white bear before 
hunting one.
2 b and c.
3–4 Learners’ own answers.
5 Learners’ own answers.
1.7  Review word classes
1 a the b a c no article d a e the
2  b verbs c pronouns d prepositions e nouns  
f adjectives g adverbs h interjections
3 Learners’ own answers.
4  between; in front of; through; across; beside; 
under; over; below; next to; above; outside; 
beyond. 
1.8  Review dialogue
1 a  ‘Don’t forget to bring your soccer ball 
tomorrow,’ [own word, e.g. reminded] 
Javier.
 b  Ava [own word e.g. begged], ‘Please may I 
go to the party? Everyone will be there.’
 c  ‘What on earth have you got there?’ [own 
word, e.g. laughed, enquired ] Sebastian.
 d  ‘Give me that!’ [own word, e.g. demanded] 
Nesmah. ‘It’s mine.’ (or mine! optional 
exclamation mark at the end)
2 Learners’ own answers.
Page 3


1 Cambridge Primary English 6 – Burt & Ridgard © Cambridge University Press 2021
1  Different voices – different times
1.1 What is a prologue?
1 a 3 b 2 c 3 d 4 e 1
2 Learners’ own answers.
3 a antibody b Antarctic c antisocial
 d anti-climax e antibiotic f antifreeze 
 g antithesis h antiseptic i antidote
 j anticlockwise
4 Possible answers:
  a  o v er cast – on top of/covering
 b infrastructure – below
 c perimeter – round, about
 d postpone – after in time
 e octagon – eight
 f hyperactive – beyond, more than normal
 g prepare – before in time
 h exclude – out
 i submerge – under
 j synchronise – in union, together
1.2 Delve into detail
1  a An irrational or extreme fear of something.  
b noun c c.1786 d Came into English possibly 
by the French word phobie, but originally from 
the ancient Greek suffix phobia from phobos 
meaning fear, panic or terror.e Learners’  
own answers.
C L A U S T R O P H O B I A U
Z E K I T G F E G J B V J I X
K M R A B D H H R A G S T B C
T Y I B I O J M A X M J H O A
M U D U M B H M P O L F Q H R
I B I B L I O P H O B I A P N
A B L U T O P H O B I A U O O
K K X G O U R Q P M O F A B P
L T D F V D V Z H O H G S R H
O A I B O H P O O Z R T T E O
F R I G O P H O B I A E I V B
A P I O P H O B I A K H D R I
F X W K N J S N A J K W L I A
A I B O H P O T C O O U W F S
Q C V S X F Z E B F U O R L B
2  gr aphophobia – fear of writing; verbophobia 
– fear of words; bibliophobia – fear of books; 
apiophobia – fear of bees; zoophobia – fear of 
animals; octophobia – fear of the number 8; 
siderophobia – fear of stars; claustrophobia – 
fear of small or enclosed spaces; frigophobia 
– fear of the cold; arithmophobia – fear 
of numbers; carnophobia – fear of meat; 
ablutophobia – fear of washing.
3 a–c Learners’ own answers.
4  a philosopher; b philately; c philanthropists; 
d bibliophiles; e philharmonic.
2 Cambridge Primary English 6 – Burt & Ridgard © Cambridge University Press 2021
1.3  Focus on technique
1   a hyphen b hyphen c dash d hyphen e dash
2 Possible answers – accept sensible variations.
 a  The box was full of interesting things – 
things I had never seen before.
 b   My school – the one on the corner – is the 
largest in the area. 
 c   Gardening – my favourite hobby – is a 
relaxing weekend activity. 
 d  We managed to build the model aeroplane 
before everyone else – working together.
 e   I wish my friend – the one from Kuala 
Lumpur – would tell me some of the 
folktales from her region. 
3  a climax b additional information 
c aside or comment d climax  
e additional information
1.4  Write a short prologue
 Possible answers:
1  a present b It gives the sense of immediacy, as 
if the action is happening as the reader reads. 
c It is talking about something in the past.  
d The future tense is used in the last  
sentence – to foreshadow what is to come.
2  a First person b Use of the personal pronouns 
I and we c For emphasis – to make the reader 
realise there is something special about the 
old way d It makes them stand out and it 
emphasises that They, although not named, 
are somehow real and present. e It allows 
readers to fill in their own ideas about what 
will happen. f Learners’ own answers.
3 Learners’ own answers but certainly fiction. 
4 Learners’ own answers.
1.5  White bears
1  a    knead: press and shape the mixture firmly 
and repeatedly with your hands to make 
bread; need: something you must have or 
do; kneed: hit someone with your knee
 b    vain: too interested in your own 
appearance or achievements; vane: flat, 
narrow part of a fan, propeller, etc. that 
turns because of the pressure of air or 
liquid against it; vein: tube that carries 
blood to the heart from the other parts of 
the body.
2 Learners’ own answers. 
3 a adjective; antonym: heavy; own example. 
 b noun; antonym: none; own example. 
 c  adjective; antonym: burdened, heavy, 
down, heavy-hearted; own example. 
 d   adjective; antonym: awkward, clumsy;  
own example. 
 e   adjective; antonym: dark, intense; own 
example.
  f  noun; antonym: dark, darkness; example 
given.
 g   noun; antonym: none; own example.
 h    verb; antonym: snuff out, put out, 
smother; own example.
4 Learners’ own answers.
1.6  Short and long sentences
1 a  White bears have an excellent sense of 
smell. 
 b  I interviewed anyone who had ever seen a 
white bear to find out more.
 c  The Saami believe you should know 
everything about the white bear before 
hunting one.
2 b and c.
3–4 Learners’ own answers.
5 Learners’ own answers.
1.7  Review word classes
1 a the b a c no article d a e the
2  b verbs c pronouns d prepositions e nouns  
f adjectives g adverbs h interjections
3 Learners’ own answers.
4  between; in front of; through; across; beside; 
under; over; below; next to; above; outside; 
beyond. 
1.8  Review dialogue
1 a  ‘Don’t forget to bring your soccer ball 
tomorrow,’ [own word, e.g. reminded] 
Javier.
 b  Ava [own word e.g. begged], ‘Please may I 
go to the party? Everyone will be there.’
 c  ‘What on earth have you got there?’ [own 
word, e.g. laughed, enquired ] Sebastian.
 d  ‘Give me that!’ [own word, e.g. demanded] 
Nesmah. ‘It’s mine.’ (or mine! optional 
exclamation mark at the end)
2 Learners’ own answers.
3 Cambridge Primary English 6 – Burt & Ridgard © Cambridge University Press 2021
3  electrician, competition, mansion, invitation, 
session, musician, technician, discussion, 
expansion.
4 Learners’ own answers.
1.9 Voices
1  a true b true c false d true e false f false g true  
h false i true j true
2  a second sentence b first sentence c second 
sentence d second sentence e second sentence 
f second sentence.
3  a proverb b proverb c idiom d proverb  
e idiom f proverb g idiom
4 a–c Learners’ own answers.
1.10  Finding out about flashbacks
1–3  Learners’ own answers.
1.11 and 1.12 Create Voice 4  
at the museum
1–3  Learners’ own answers.
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FAQs on Workbook Solutions: Different Voices: Different Times - Year 6 English IGCSE (Cambridge) - Class 6

1. What are the key themes explored in "Different Voices: Different Times"?
Ans. The article explores themes such as cultural diversity, historical perspectives, and the impact of societal changes on individual voices. It highlights how different eras and backgrounds influence storytelling and the expression of personal experiences.
2. How does the article illustrate the importance of listening to diverse voices in history?
Ans. The article emphasizes that understanding history requires acknowledging multiple perspectives. By listening to diverse voices, we can gain a more comprehensive view of events and experiences, fostering empathy and a deeper connection to our shared past.
3. What techniques does the author use to convey different voices within the text?
Ans. The author employs various literary techniques, including dialogue, narrative styles, and character development, to present distinct voices. These techniques help to capture the uniqueness of each perspective and enhance the reader's engagement with the content.
4. Why is it important for students to learn about different historical voices?
Ans. Learning about different historical voices allows students to appreciate the complexity of history and recognize that events affect individuals in varied ways. This understanding promotes critical thinking and encourages students to question dominant narratives, fostering a more inclusive educational environment.
5. How can the lessons from "Different Voices: Different Times" be applied to modern society?
Ans. The lessons from the article can be applied to modern society by encouraging open dialogue and respect for diverse opinions. Embracing different voices can lead to greater understanding and cooperation in addressing contemporary issues, demonstrating the relevance of historical lessons in current contexts.
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