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Contents
Words to describe pictures 2
Completing sentences 3
Making sentences longer 4
Focus on a picture 5
Write about differences 6
Finish a story 7
Complete a story 8
Linking ideas 9
Punctuate your writing 10
Dialogue in your story 11
Let’s write! 12
Acknowledgements 13

Anne Robinson

PHOTOCOPIABLE © Cambridge University Press and UCLES 2017

Words to describe pictures

A Circle the words you can use to talk about the picture.

cup dog crown ground robot woman blanket

café grown-up bike cloud cap man baby dress
jacket scarf window pen entrance bowl clock boy
sky girl T-shirt rocket chairs stripes balconies shoes
tables trousers spots

B Write words from A for the picture on the lines.

clothes in the picture;
people in the picture;

C Choose three words from A and write three sentences about

the picture.
Example Seven people are sitting outside this café.
1
2
3

Remember!
Take time to look at pictures and think of the words
that you know for the things that you can see.

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Completing sentences
A Look at the pictures and words. Then write the –ing words on
the lines.
1 2 3 4

Examples sit sitting drink drinking write run

5 6 7 8

wear sleep smile stand

B Use the words in A to complete these sentences about the

picture on page 2.
Example Seven people are sitting outside this café on a lovely, sunny day.
1 The grown-ups are coffee and the boy is having some pineapple juice.
2 A small black dog is past the café.
3 Richard, the baby, is under his favourite blue blanket.
4 Everyone is because they are very happy with the weather.
5 Mary is a letter to her best friend, Lucy.

C Complete these sentences about the picture on page 2.

1 A man is wearing
.
2 The people are sitting
.

Remember!
Check if you need to add a double letter before –ing or –ed.

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Making
sentences longer
A Read these short sentences about the picture. Draw lines from
each sentence to the people and things in the picture.

Example A bird is standing.

1 There are two women.
2 We can see the sun.
3 There’s a clock.
4 Lucy is drinking.
5 There’s a beach umbrella.

B Look at the words in the box. Add them to the sentences in A

and make longer sentences about the picture.

big, grey and black called Lucy and Alice at the window on the wall
who are sitting on a blanket a glass of lemonade and the time is twelve o’clock
in the sky and she looks really happy in the picture
on the computer screen above the buildings

Example A big, grey and black bird is standing at the window .

1
.
2
.
3
.
4
.
5
.

Remember!
Add names, colours and adjectives to your writing to make it more interesting.
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Focus on a picture
A Look at the picture. What can you see? Use your ideas.

1 What time of the year is 2 What are these 3 Where are they?
it? Summer, winter, spring people’s names? What’s the name
or autumn? of this place?

4 How and 5 What time 6 What’s in the 7 What are

when did they is it now? book that the boy they going
come here? is looking at? to do next?

B Read and answer the questions in the boxes. Use your ideas.

C Now use your answers in B to complete the story.

It’s (1) spring , and (2) and (2) are in the (3)

mountains. They came here (4) .

Now, it’s (5) and the boy is looking at (6) . Next, after this, they

are going to (7) .

What a fantastic adventure!

Remember!
A good story usually has names, places and other information.

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Write about differences
1 2

A Look at the two pictures. Which things are the same? Which
things are different? Write on the lines.

same different
man/father fish

B Complete the sentence. Then write more sentences on the lines.

same
The people are in the countryside because .

different
The man and the boy are but

Remember!
Check the things that are the same or different in the pictures in a picture story.

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Finish a story
A Look at the pictures on page 6 again. Read the story about
the first picture, then finish the story about the second picture.

Jim is really happy. He’s visiting his uncle Tom, who lives in the countryside. Jim
and his uncle are going for a long walk in the mountains. The weather is warm
and it’s not raining. It’s very exciting because they can see a big brown bear on
the other side of the river!

Now, Jim and his uncle

B You can also tell the story in the past, like this. Finish the story
in the past for the second picture.

Last week was great! Jim visited his uncle Tom, who lives in the countryside. One
day, Jim and his uncle went for a long walk in the mountains. The weather was
warm and it didn’t rain. It was very exciting because they saw a big brown bear
on the other side of the river!

Later that day,

Remember!
You can choose to tell the story in the present (is, has, etc.) or in the past (was, had, etc.).

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Complete a story
1 2 3

4 5 6

A What’s in the pictures? Write words on the lines. What other

words are difficult to spell in English? Write four words.

B Now, read this story about Sophia’s exciting day. Write words
from A on the lines to complete the story.
One day, Sophia’s chess class sailed to a beautiful (1) with lots of trees
to have a (2) on the grass there. Sophia took some (3)
to eat. Her mum made them that morning with Sophia’s favourite brown bread.
Sophia carried the food in her new (4) yellow . And she used her
favourite pink water bottle too. There was a big dark grey (5) in the
sky all that day, but it didn’t rain. After lunch, Sophia’s chess teacher played music on
her (6) and everyone sang songs. It was a great day!

C Answer these questions. Use your ideas.

1 What was inside Sophia’s sandwiches?
2 Which songs did they sing?

D There were colours in Sophia’s story. Read it again and colour

the pictures in A.
Example What colour was the cloud? Dark grey. Colour the cloud
dark grey.
Remember!
Check the spelling of words that you often make mistakes with.

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Linking ideas
A When we tell a story, we can talk about the part of the day
when things happen. Write the words on the lines.
in the morning at night in the evening in the afternoon at midday

7.00 – 11.55 12.00 12.05 – 17.00 17.00 – 21.00 21.00 – 3.00

B Read about Jack’s dad’s day. Write the words afternoon,

evening, midday, morning or night on the correct lines. Then
put the sentences in the correct order. Write 2-5 in the boxes.

Later, after an early dinner, in the , Jack’s

family went to the cinema to see a film.

1 First, Jack’s dad had a big breakfast in the

before he went to work.

At around twelve o’clock , he and the other

firefighters stopped work to have a snack and a cup of tea.

That , Jack’s father wasn’t tired so he went to bed late.

At three o’clock in the , the firefighters washed all the fire engines.
It was a very quiet day and they didn’t have to drive to any fires.

C Now, answer questions about Jack’s dad’s day.

1 Jack’s dad had a big breakfast before he went to the fire station.
What did Jack’s father have for breakfast? What did he eat? What did he drink?

2 Later, Jack’s family went to the cinema to see a film.

Which film did Jack’s family see? Which actors were in the film?

Remember!
Use words like One day / That day, First..., then...., later

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Punctuate ing
your writ
1 2

A Read the story for the first picture. Is it easy or difficult to read
without punctuation?
marys class are very excited because mr black their art teacher is telling them about a
competition for the competition teams of four students have to design a t shirt for the
school summer festival mary you re really good at drawing says jack

B Now read this story. Is it difficult to understand?

Mary’s class are very excited because Mr Black, their art teacher, is telling them about
a competition. For the competition, teams of four students have to design a T-shirt for
the school summer festival. ‘Mary, you’re really good at drawing,’ says Jack.

C Write the story for the second picture. Add the CAPITAL
LETTERS, full stops (.), commas (,), speech marks (‘ ’), question
marks (?) and exclamation marks (!).
mr black is taking a photo of mary and her friends because they won the first prize in
the competition whats the prize asks Mary at this years festival everyone in the school
will wear a t shirt with your art well done says mr black

Remember!
Check your punctuation (. , ? ! ‘ ’).

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 Dialogue in tory
your s
A Draw lines between words that mean the same.
Example Don’t worry! A Hooray!
1 Hi! B Is there a problem?
2 Great! C Oh dear!
3 That’s great news! D Good morning!
4 Oh no! E Excellent!
5 What’s the matter? F No problem!
6 Fantastic! G Brilliant!

B Read the story. Use words from A to complete the story.

When Mary arrived at school on Monday
morning, her friends did not look happy.
Example ‘ Good morning , Mary,’ they
said. Mary looked at their sad faces and asked:
(1) ‘ .’

‘We haven’t got any good ideas for the T-shirt,’

said Jim. Mary smiled and answered:
(2) ‘ I think I have one or two ideas. You know I love art.’
(3) ‘ ,’ said Jim. (4) ‘ ,’
said Helen. ‘(5) ,’ shouted Harry.

C Complete the sentences for the last part of the story with
words from A.
‘Well done!’ says Mr Black. ‘At this year’s festival everyone in the school will wear a
T-shirt with your art.’
‘(1) ,’ said Mary and her friends.

And on the day of the festival, everyone who was wearing the festival T-shirt said:
‘(2) ,’

Remember!
You can make your stories more interesting
by adding the things people say and think.

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Let’s write!
Look at the three pictures. Write the story. Write 20–30 words.

Help
1 Look at the pictures and think about the words that you know for the things
you can see.
2 What colour are the things? Are they big or small?
3 Look at the things that are the same and the things that are different in the
three pictures.
4 Choose names for the people.
5 Look at the people. How are they feeling in each picture?
6 Write longer sentences. Use words like because, but, and and when. Add time
words like one day, first, then and later.
7 You can write the things that the people say.
8 At the end, check your spelling and your punctuation.

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 Acknowledgements
Freelance Editorial Services by Jane Coates and Jenny Siklos.
Design and typeset by Wild Apple Design.
Cover design and header artwork by Chris Saunders (Astound).

The authors and publishers acknowledge the following sources of copyright material and are grateful for
the permissions granted. While every effort has been made, it has not always been possible to identify the
sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice,
we will be happy to include the appropriate acknowledgements on reprinting and in the next update to the
digital edition, as applicable.

The publishers are grateful to the following for permission to reproduce copyright illustrations:
John & Gus Art (Sylvie Poggio Artists Agency) pp. 8, 9, 10, 11, 12; Andrew Elkerton (Sylvie Poggio
Artists Agency) pp. 5, 6, 7; Nicholas Jackson (Astound) p. 1; Pip Sampson pp. 2, 3, 4.

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