3

Prior Knowledge
objects & animals: a chair, a door, a cat, a dog, etc. (1A) colours: yellow, black, red, etc. (1A, 1B Ch 1) indefinite articles: a, an (1A) pronouns: it (1A) connectives: and (1B Ch 1)

What can you see?

Module: The world around us Unit: Amazing animals and plants

In this chapter, pupils will read and say a rhyme about animals in the park. They will play a game in pairs to find out where some animals are in their partners picture. Pupils will also talk about things in some boxes at an art display. In the Activity, pupils will each make a simple toy and talk about their toys with a partner. Lastly, they will look at and explore the features of the text type of captions.

Chapter start-up activity

Introducing the vocabulary and prepositions

Reading [Rhymes]
Before reading 1. Activating previous knowledge 2. Playing a memory game While reading 1. Reading the rhyme 2. Reading aloud After reading 1. Using questions to develop reading skills and strategies 2. Discussion allowing pupils to share what they know 3. Exploring speaking tips 4. Developing comprehension 5. Looking at rhyming words 6. Post-reading questions

Vocabulary
a tree, a bird, the sky, a slide, a see-saw, a swing, a bench, a pond, the grass, a bee, an ant, a flower Activities: 1. Reviewing the use of articles 2. Chanting the vocabulary

Practice 1
1. 2. 3. Listening to descriptions Completing Practice 1 Extension activity describing the classroom

Practice 2
1. 2. 3. 4. Preparing for Practice 2 Setting the context Completing the example Completing Practice 2

What can you see? I can see a bird and an ant. Where is the bird? It is in the sky / on / under a bench. Activities: 1. Asking can questions 2. Introducing article changes

Activity
Chapter 6
T66 Producing a simple toy and asking about and describing the toy

Chapter 4 Phonics
ch, th

Text type Captions

Exploring the features of captions

Animal fun

Task More ideas for stimulating tasks / projects

Caption writing [after Text type] finding pictures of animals and writing a caption about the pictures
These sections provide suggestions for conducting small class teaching and / or cooperative learning.

Chapter 5

Language focus

Chapter 4

Chapter 3

Chapter 2

Chapter 1

Chapter start-up activity

Objectives: To introduce pupils to the In the park vocabulary To introduce pupils to the prepositions in, on and under
Flash Cards Box

Materials

Pupils may already know some vocabulary for things in the park such as 'a dog' from 1A. Pupils also learnt things at school in 1A. Fun with prepositions an introduction to prepositions

1 Introducing the vocabulary

Start to draw a picture on the board similar to the one on p.23. Tell the class This is a picture of a park. Tell me what you can see. Slowly draw each item of vocabulary, pausing frequently as you draw to allow pupils to guess what it is. If pupils do not know, after the drawing is complete, introduce the vocabulary and practise saying it with the class. Ask the class Can you think of anything else you can see in a park? (e.g. a dog, a cat, children) Pupils can do a drawing on the board or use Chinese if they do not know the word. Teach any new words and practise them together. Review all the vocabulary using the Flash Cards.

2 Introducing prepositions
Make a bzzzzz sound. Look around surprised and ask Whats that? (A bee.) Slowly reveal the bee Flash Card (picture side only). Move the Flash Card as if the bee is flying, then move it down onto the box (with the lid on). Tell the class The bee is on the box. Pupils repeat. Write on on the board. Repeat but this time move the bee again until it lands under the box and say The bee is under the box. Write under on the board. Finally repeat again but this time move the bee into the box and say The bee is in the box. Write in on the board. If necessary repeat in different places, e.g. land the bee on a desk, under a chair and in a bag. To maintain pupils interest you can land the bee on a pupils head, in a pupils school bag or under a pupils chair. 'In the sky' can be introduced after pupils have developed a basic concept of 'in'. Where is the bee?

Make a tweeting sound and ask Whats that? (A bird.) Ask a volunteer to take the Flash Card and move the bird into different positions. The pupil can nominate classmates to make sentences. Repeat with the ant Flash Card.

Reading (pp.2022)

[Text type: rhymes]

Objectives: To develop pupils reading skills and language appreciation To involve pupils in the text using language arts activities To allow pupils to share their knowledge verbally after reading

Rhymes were introduced in 1A Ch 4. Pupils learnt the vocabulary for 'Things I bring to school' and 'animals' in 1A, and 'toys', 'colours' and 'clothes' in Ch 1.
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Before reading

1 Activating previous knowledge 2 Playing a memory game

Point to the picture of the park on pp.2021. Ask What can you see? to review the vocabulary. Model and drill the correct pronunciation. Tell pupils We are going to play a game. Divide the class into four groups. Assign names to the groups (You could use letters, colours or animals.) and write these on the board. Say Look at the picture for one minute. Then I will ask you some questions. Time the pupils for one minute. Then ask them to close their books. Tell pupils If you know the answer, put up your hand. [Demonstrate by holding up your hand.] If a group answers correctly, give them a point but deduct a point for shouting out an answer without raising their hands. Ask questions that reinforce the new vocabulary and recycle previous vocabulary, e.g. 1. What colour is the boys T-shirt? 2. What colour is the girls hair? 3. What colour is the girls dress? 4. What can you play on in the picture? 5. Is there a dog in the picture?

While reading

1 Reading the rhyme

Use the Super-E Book or a visualiser to read the rhyme to allow the whole class to look at the same book. The first time read the rhyme to the class following the script below.

Ts script
1 In the park

Directions
Point to the title.

We are in the park. What can you see? I can see a bird And a buzzing bee.

Make a circle with your hand in an inclusive manner. Shrug your shoulders and raise your outstretched hands with palms upwards. Look quizzical. Point to your eyes and then away. Put your hand above eyes as if looking. Flap your hands at your sides, like wings. Make a bzzzzz noise and point your finger as if following a bee. Shrug your shoulders and raise your outstretched hands with your palms upwards. Look quizzical. Put your hand above your eyes as if looking. Look under table. Look behind door. Flap your hands at your sides, like wings. Hold one hand in front of you and move the other hand under it. Make a large downward movement with your arm across body to show slide. Shrug shoulders and raise your outstretched hands with your palms upwards. Look quizzical. Make a bzzzzz noise and point your finger as if following a bee. Step back, look shocked and put your hands to your mouth. Make fast running movements with your arms. Duck down behind your desk. Make a circle with your hand in an inclusive manner. Shrug your shoulders and raise your outstretched hands with your palms upwards. Look quizzical. Walk your fingers up your arm and shiver as if being tickled. Make a bzzzzz noise and point with your finger as if following a bee.
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Where is the bird? The bird is under . a slide. Where is the bee? Oh no! It is here. Quick hide!

We are in the park. What can you see? I can see an ant and a buzzing bee.

Chapter 6

Chapter 5

Chapter 4

Chapter 3

Chapter 2

Super E-Book or a visualiser

Materials

Chapter 1

Where is the ant? The ant is on your socks. Where is the bee? Phew! The bee is in a box.

Shrug your shoulders and raise your outstretched hands with your palms upwards. Look quizzical. Walk your fingers up your arm and shiver as if being tickled. Hold out one fist and repeatedly put a finger from the other hand onto the top of it. Point to a pupils socks. Shrug your shoulders and raise your outstretched hands with palms upwards. Look quizzical. Make a bzzzzz noise and point with your finger as if following a bee. Wipe your hand across your forehead and look relieved. Hold out one cupped hand and repeatedly put a finger from the other hand in it. Move your hands vertically apart with palms facing, then horizontally apart with palms facing to make a box shape.

2 Reading aloud
Repeat the rhyme using the Super E-Book. Encourage pupils to read along with you and do the actions. Do not ask comprehension questions at this stage to allow pupils to concentrate on reading aloud.

After reading
Ts language / questions

1 Using questions to develop reading skills and strategies

Question type
Observing Understanding main idea Analysing Grouping Classifying Understanding detail / Clarifying Understanding detail Inferring / Verifying Inferring / Supporting Observing

Ask pupils some comprehensive and interpretative questions (refer to Questioning techniques on p.T30).

What is the title of the rhyme? (In The Park) Where can we find the title? (At the top / In big letters.) Where are the children? (In the park.) [Point at line 8.] What is it? [Hint: Read the previous line.] (The bee.) How many animals are in the rhyme? (Three a bird, a bee, an ant.) How many animals in the rhyme can fly? [Mime flying.] (Two the bird and the bee.) Is the bird on a slide? (No.) Where is the bird? (Under the slide.) Where is the ant? (On the girls socks.) Which animal do the children NOT like? How do you know? (The bee. They say Oh no! and hide.) How do the children feel at the end? Why?(Happy. The bee is in the box.) Who writes this rhyme? (Mark Jones.)

2 Post-reading discussion allowing pupils to share what they know

Read the question at the bottom of p.21. Divide the class into two groups, A and B. Ask Group Materials A the question. When they suggest a word, ask, e.g. How do you spell 'turtle'? Label the picture A visualiser on the visualiser. Ask Group B to describe where the animal is, e.g. The turtle is in the pond. Repeat with Group B naming and spelling an animal and Group A describing its position. Continue until all the things in the picture have been identified. You can write the words on slips of paper and in the next lesson ask pupils to put the slips in the correct place on the visualiser. Alternatively, make a copy of the picture for each group of four pupils. Tell them to label the picture. You can set a time limit (e.g. five minutes). The winning group is the group with the most correctly spelled words. Display the annotated pictures in the classroom.
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3 Exploring speaking tips

Tell pupils to look at the Speaking tips section at the bottom of p.21. Read the first two lines. Say Find Oh no! in the rhyme. Ask Are the children happy or afraid? [Use facial expressions to support the meaning.] (Afraid.) Tell pupils we can also say Oh dear! Draw a sad face (shake your head and look sad to support the meaning) and write the expressions next to it. Ask more able pupils how we can express an opposite feeling such as when we are happy or when something is very good. (e.g. Great! Yes!) Write these expressions next to a smiling face (nod your head happily to support the meaning) on the board.

L J

Oh no! Oh dear!

We can say or when we are sad or afraid. What can we say when we are happy?

Great! Yes!

Model and drill pronunciation. Make sure pupils use appropriate (i.e. sad) pronunciation for Oh dear! and Oh no!; and enthusiastic and excited pronunciation for Great! and Yes! 'Great!' and 'Yes!' to express agreement with a friends idea will be introduced in 2A Ch 3. Explain and act out some simple scenarios and ask pupils for their reaction, e.g. You get a pet dog. (Great!) You cant find your dog in the park. (Oh no!) Put a book on the table and ask pupils Where is the book? Review the meaning of on by putting the book on a chair, putting a pencil on a book, etc. Repeat with common classroom objects for under and in. Tell pupils to look at p.22. Point at the ant and ask What is it? (An ant.) Say In the rhyme, where is the ant? Encourage pupils to look in the text for the answer (on the socks). Point at the picture of the ant on p.21. Ask Is the ant under the socks? [Mime under.] Is the ant in the socks? [Again, mime.] No, the ant is on the socks. How do we spell 'on'? Write on in the blank. Tell pupils to finish the exercise. Write the following rhyming word pairs randomly on the board: sit / hit, pen / men, bee / three, gun / sun, cat / fat, dog / jog. Pupils should recall these rhyming pairs from previous chapters and 1A. Use more pairs with a more able class and fewer pairs with a less able class. Say the words out loud. Tell pupils Some of these words rhyme. Elicit / Remind pupils that rhyming words have the same sound at the end. Say Sit. Which word rhymes with sit? (Hit.) Good, they both have it at the end. Do they have the same spelling? (Yes.) Draw a line between sit and hit. Nominate pupils to draw lines between other pairs of rhyming words and say the words. Tell pupils to look at Question 1 on p.22. Read the words aloud. For each word ask What is the ending sound? Ask pupils to tick the words with the same ending sound.

4 Developing comprehension

5 Looking at rhyming words

Chapter 4
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6 Post-reading further developing comprehension

Vocabulary (p.23)
Objectives: To allow pupils to review and extend their knowledge of the articles a, an and the To help pupils memorise In the park vocabulary 1A Ch 4 introduced the correct use of 'a' and 'an'.
Flash Cards

Materials

Chapter 6

Ask pupils to do Question 2 individually or with a partner. Point out the helpful tip next to the question.

Chapter 5

Chapter 3

Chapter 2

Chapter 1

1 Reviewing the use of articles

Ask pupils When do we use a and an? You can show two Flash Cards, e.g. a tree and an ant to prompt them. (When the word starts with a vowel sound, we use an . When the word starts with a consonant sound, we use a .) Ask pupils to suggest more nouns that require an, e.g. aeroplane, egg, ice cream, orange, umbrella. Tell pupils that if there is only one of something, then we can use the. Point upwards and ask How many skies are there? (One.) So, we say the sky. You can give more examples such as the moon and the sun. Tell pupils we also say the grass. To review the vocabulary and use of articles, write a, an and the as three headings on the board. Then nominate pupils to come to the front and give them a Flash Card (picture side). Ask them to attach it to the board in the right place and say the article and the noun.
a an the

The grass.

2 Chanting the vocabulary

Review the vocabulary rhythmically by saying and clapping according to the number of syllables, e.g. clap twice for a tree and three times for a flower. Start the chant by clapping and saying, e.g. a bird. Nominate a pupil to continue. He / She continues by clapping and chanting another word. Then nominate another pupil and repeat. Continue until all the vocabulary has been covered or a pupil cannot remember any more vocabulary. You can then begin the chant again.

Learner diversity
M ore

able pupils

Allow pupils to include anything else that can be found in a park in the chant, e.g. a dog, a cat, children, etc. Also, instead of chanting one word, pupils can repeat all the words already mentioned and then add their new word, e.g. Pupil A chants a tree. Pupil 2 chants a tree, a flower, etc.

Learner diversity
Le s s a
ble pupils

Allow pupils to keep their books open and refer to the picture on p.23 to help them.

Language focus (p.23)

Objectives: To introduce pupils to asking and answering questions about things they can see To give pupils practice asking and answering questions about the location of things To introduce pupils to the change from indefinite to definite article once nouns have been introduced
Flash Cards Wall Chart 5 In the Park Vocabulary Building Cards

Materials

1 Asking can questions

Write the question What can you see? on the board. Practise asking it with the class. Write I can see ... next to the question. Show a Flash Card and say with the class, e.g. I can see a bird. Repeat with the other Flash Cards. Attach one Flash Card, e.g. a tree, to the board and ask individual pupils What can you see? (I can see a tree.) Repeat asking and answering with other Flash Cards. Add pairs of Flash Cards and continue asking and pupils answering, e.g. What can you see? I can see a tree and an ant.

2 Introducing article changes

Now draw a picture on the board, e.g. an ant. Ask a pupil What can you see? (I can see an ant.) Write the question and answer on the board. Then draw something above that picture, e.g. a see-saw, and ask Where is the ant? (It is under the see-saw.) Point out the change from an ant to the ant using an arrow. You can also number the articles.
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1 What can you see? I can see an ant.

The first time we use or The second time or becomes !

Where is the ant? It is under a see-saw. 2

Repeat to give pupils more practice, e.g. draw a bee and then add a slide below it. This time pupils can ask you the question, i.e. What can you see? Listen carefully that they change the article in the second question, i.e. Where is the bee? You can practise the target structures further using Wall Chart 5 . Pupils can talk about the animals or people in the chart, e.g. What can you see? I can see a cat. Where is the cat? It is on the grass. / What can you see? I can see Daisy and May. Where are they? They are on a see-saw. Pupils can also work in groups and use the Vocabulary Building Cards to practise the vocabulary and then to use pairs of the cards to practise prepositions, e.g. by placing the 'ant' card on the 'grass' card and asking groupmates What can you see?

Phonics (p.23)
Please refer to: 1. Phonics section (pp.T3334) of this Teachers Guide for notes about implementing phonics in the classroom and chapter-specific teaching procedures; 2. Mini Phonics Lessons booklet for Activity Bank (p.T36) extension activities.

Objectives: To give pupils practice listening to descriptions To give pupils practice asking and answering questions about what they can see

Flash Cards 1A & 1B Pictures (in Super E-Book)

Materials

Pupils learnt 'Things at school' and 'Things I bring to school' vocabulary in 1A. The follow-up question 'Where ?' and the change from indefinite to definite article is practised in Practice 2 .

1 Listening to descriptions
You can use the pictures in the Super E-Book or hold two Flash Cards together, with one Flash Card under / in / on the other to reveal the answer. Give out the pictures to pupils. Tell pupils Lets play a drawing game. I am going to tell you what I can see. Draw what you hear. First ask me the question. Point to the question What can you see? on the board to prompt pupils. After the class ask the question, look at your picture and describe it, e.g. I can see an ant. It is on the bench. Pupils listen carefully and draw. Pupils hold up their drawings as you reveal your picture and compare. Repeat with more pictures or allow pupils to draw and describe a picture. This can also be used as an opportunity to review previously learnt vocabulary, e.g. 'The hamster is on the desk. The school bag is on the chair. The jacket is on the grass.' You can also think of some unusual combinations to maintain pupils enthusiasm, e.g. 'The pig is on the ruler.' etc.

Learner diversity
M ore

Use adjectives in your descriptions, e.g. The fat rabbit is under the blue bench. Pairs can follow by describing pictures to each other that include adjectives.

able pupils

2 Completing Practice 1
Divide pupils into pairs. Tell Pupils A they can only look under the flap for Child A, and Pupils B they can only look under the flap for Child B. Tell Pupils A to ask the question What can you see? first and Pupils B answer. Then swap roles and repeat until everything has been described. If necessary ask a more able pair to demonstrate for the class before pairs attempt Practice 1.
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Chapter 6

Chapter 5

Chapter 4

Chapter 3

Practice 1 (p.24)

Chapter 2

Chapter 1

You can ask pupils to quickly draw what their partner describes and then compare their pictures with their partners picture under the flap at the end. Monitor and ask pairs of pupils who complete Practice 1 well to demonstrate at the end.

3 Extension activity describing the classroom

Brainstorm vocabulary by asking pupils What can you see in the classroom? [Pupils should not use prepositions at this stage, e.g. I can see a clock.] Allow pupils to point to things they havent yet learnt the word for. Write all the vocabulary on the board using a mind map, adding a simple drawing next to each to support the meaning. Use this as an opportunity to recycle 'Things at school' / 'Things I bring to school' vocabulary from 1A and a chance for pupils to extend their classroom vocabulary.
poster calendar TV clock school bag

What can you see?

pencil case In the classroom pen

ruler

pencil

Tell pupils Now lets describe where things are in the classroom. Point to the question on the board to prompt pupils to ask it and make some sentences to demonstrate, e.g. I can see a school bag. It is under a desk. I can see a poster. It is on the wall. Tell pupil to use 'on the wall' and not 'in the wall' for posters, pictures, notices, etc. Tell pupils to ask and answer the question in pairs in the same way they described the pictures in the previous step. Choose pairs to compete in a describing game by repeating their conversation. The rest of the class can count up how many classroom items each pair mentions in their conversation. Note down each pairs total and award a prize for the pair that names the most classroom vocabulary.

Practice 2 (p.25)
Objectives: To give pupils practice changing indefinite to definite articles To give pupils further practice describing what they can see

Toys Box Flash Cards Pictures of a fish and an ant Headbands (in Super E-Book)

Materials

1 Preparing for Practice 2

In the box, place two toys, e.g. a teddy bear and a doll, on two Flash Cards , e.g. a slide and a bench. Show the class the box and tell them I have put two things in the box. What do you think is in the box? Do you want to know what is in the box? I know. Ill choose a volunteer to tell you. Choose a more able volunteer to come to the front and look in the box. Ask the class What question can we ask first? (What can you see?) Write the question on the board. The volunteer answers, e.g. I can see a teddy bear and a doll. Write the answer on the board. [Highlight the articles a and the as you go along]. Prompt the class for the next question Where is the teddy bear? Listen carefully that pupils use the with teddy bear this time. Write this question on the board. The volunteer answers The teddy bear is on a slide. Continue prompting and writing until the conversation is written on the board. Keep the conversation on the board for pupils reference.
What can you see?

I can see a teddy bear and a doll. Where is the teddy bear? Where is the doll? The teddy bear is on a slide. The doll is on a bench.

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2 Setting the context

Tell pupils to look at p.25 and ask What can you see? (Four boxes.) Do you think there is something in the boxes? (Yes.) The boxes are part of an art display at Mike and Adas school. There must be interesting things in the boxes!

3 Completing the example

Point to the picture of Mike and Ada. Who is looking in the box? (Mike.) Can Ada see in the box? (No.) Lets look in the first box. [Pupils lift the first flap.] What can you see? (A fish and an ant.) So, Ada asks ... (What can you see?) Continue prompting pupils to finish the conversation. Point to the arrows that show the change from a fish and an ant to the fish and the ant.

4 Completing Practice 2
Divide pupils into pairs. Ask each to choose to be either Ada or Mike. After completing conversations 2 to 4, the pair swaps characters and repeats the conversations.

Le s s a

ble pupils

Ask pairs to come to the front, put on the headbands and demonstrate a conversation (1 to 4). The class can guess which box is being described by looking under the flaps at the pictures as they listen. To avoid interrupting the conversation as they guess, pupils can hold up cards with a number (1, 2, 3 or 4) on it.

Activity Making a toy and playing a game

(p.26)
Objectives: To give pupils experience following steps to produce a simple toy To give pupils practise asking about and describing things they can see
Pictures of a bee and the sky Picture sheet (in Super E-Book) Glue, tape, scissors, coloured pencils

Materials
Chapter 3 Chapter 6 Chapter 5 Chapter 4

1 Introducing the vocabulary

Cut out one set of pictures from the picture sheet. Show the picture of the cage and ask What can you see? (A cage.) Attach the cage to the board. Repeat with the other pictures. Ask Which pictures go together? Do not tell pupils the answers but encourage them to use prepositions in their guesses, e.g. The bird in the cage.

2 Demonstrating with an example

Before class, copy and cut out the picture pairs (from the picture sheet) or allow pupils to cut out their pair at the start of the activity.

Learner diversity
M ore

Give pupils blank paper and allow them to draw their own pictures. You can check what they plan to draw before they start.

able pupils

Tell pupils We are going to make a toy together. Distribute a picture pair to each pupil. Use the bee / sky picture pair to demonstrate. Demonstrate the steps as shown in Step 1 on p.26. Allow pupils to complete each step before moving on to the next. After all the steps, present your toy to the class. When you have finished, it should look like this. What can you see? A bee!

What colour is the bee?

It is yellow and black.

Spin the card around in your hand so the bee appears to be in the sky. Ask Where is the bee? (It is in the sky.) You can write the three question structures on the board, i.e. 'What can you see? What colour is the ? Where is the ?' to prompt pupils in the next step. T74

Chapter 2

Chapter 1

Learner diversity

Complete the conversations 1 to 4 together with pupils and allow them to write down some notes. Then pupils practise asking and answering, using their notes as prompts.

 Ask volunteers to present their toys to the class in the same way. To ensure everyone has a chance to present, you can instead divide pupils into groups of four or five and ask them to present in their groups. Then select a few pupils to present to the class.

Text type Captions (p.27)

Objectives: To introduce pupils to the text type of captions To provide pupils with a cross-curricular link to General Studies
A non-fiction book from the Perfect Match Readers

Materials

Find an appropriate book and bookmark the pages with captioned pictures before class. Pupils will write captions in the Task in Ch 6.

1 Linking the text type to the chapter

Tell pupils I think you can describe animals very well now. You can say what colour they are, how big or small they are, and even where they are! How do books describe animals? Lets look. [Hold up a book for the class to see. Point out a captioned picture in the book.] They have pictures. Under the picture there is some writing. The writing can be over the picture too. [Point to and read out a few examples.] These are called captions .

2 Introducing the text type questions

Ask pupils to open their books on p.27. Point to the first picture and ask What can you see? (A caterpillar / Some writing.) Yes, this picture has a caption. Point to it. What does the caption tell you? (The caterpillar is on the leaf.) Choose a pupil to read out the caption. Ask Is the caption above [Point to support the meaning.] or under the picture? (Under.) Ask pupils What other animals can you find on the page? (Snake / birds / butterfly.)

3 Completing the text type exercise

Tell pupils they have to match the captions A to C with Pictures 1 to 3. Point out the tip in the bubble and say Key words are words that help you find the answer. Lets look at A. Can the word Look help you find the answer? (No.) Can the word birds help? (Yes.) Right, birds' tells us that in the picture there should be more than one bird. There is one more key word in A. What is it? (Tree'.) Demonstrate circling the key words. Ask pupils to find and circle the key words in B (Butterfly / leaf) and C (Snake / leaves). You can point out that 'leaves' is the plural of 'leaf '. Allow pupils to attempt the exercise either individually or with a partner. Then discuss the answers as a whole class. You can ask pupils which words helped them find the right picture.

4 Discussing animal characteristics

Ask the class Is it easy to see the animals in the pictures? (No.) Why? (They are the same colour as the place. For example, the green caterpillar is on the green leaf.) Does this help the animals? How? Guide pupils suggestions by prompting them to consider what the animals eat, and what eats the animals.

stop t on

more e r the

ideas for stimulating tasks

/ pro jects

Caption writing [after Text type]

Extension Worksheets in Teacher's Support Pack

Ask pupils to find pictures of animals in magazines, cut them out and write a caption below them. Encourage pupils to follow the format of a question and answer, e.g. Can you see the lion? It is under the tree! Combine pupils finished work to create a class animal picture book. Alternatively pupils can write a caption for part of the picture on pp.2021 by drawing the part they want to caption. You can also make copies of different parts of the picture on pp.2021 for pupils to write about, e.g. for the cat in the tree, pupils can write Can you see the cat? It is in the tree!
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