Year 3 · Chapter 6

Tense and paragraphs

By the end of this chapter you will be able to

Say whether a verb is in the present or the past tense, and change between them
Write the past participle of a verb, and use have or has before it
Use the simple past for a finished time, and the present perfect with already, yet or ever
Write we were, I did and I saw in my own writing
Group sentences about one idea into a paragraph
Choose a heading and sub-headings that name the whole text and each part

You should already know

Verbs, and the present and past tense (Year 2, Chapter 5)
Clauses and time words (Chapter 4)
Commas and apostrophes for short forms (Chapter 5)

Where this leads

Writing stories with consistent tense and paragraphs (Chapter 10)
Reading non-fiction with headings and sub-headings (Chapter 9)
Writing letters, reports and explanations with headings (Chapter 11)

National Curriculum for England, Key Stage 2 English, Year 3. Content: Use the present perfect form of a verb (have or has with the past participle), in contrast to the simple past, Tell the difference between the past tense and the present tense, Use Standard English verb forms in writing, such as we were and I did, instead of local spoken forms, Organise sentences into paragraphs around one theme, starting a new paragraph when the idea changes, Use headings and sub-headings to organise non-narrative writing, Use the terms present perfect, paragraph and heading.

Exercise P Do you remember?

FWrite the short form of do not.

Done

FWhich word is the verb in this sentence: The cat slept on the mat.

Done

FAdd one comma to this sentence: Yesterday we went to the park.

Done

FWhich conjunction joins the two clauses in this sentence? Ali stayed inside because it was raining.

Done

FIs this sentence in the present or the past tense? Sam plays the piano every week.

Done

6.1

Past and present tense

Year 3
Tell whether a verb is in the present tense or the past tense, Change a verb from the present tense to the past tense, with regular and irregular verbs

Video lesson: Past and present tenseComing soon

Story. Every morning, Mia walks to school with her brother Leo. Yesterday, they walked fast, because they were late.

A verb has a tense. The tense tells us when the action happens.

The present tense is used for things that happen now, or that happen again and again, such as every morning. The past tense is used for things that happened earlier and have finished, such as yesterday or last week.

The same verb in two tenses. The time words tell us which one to use.

Present tense	Past tense	Time word
Mia walks to school.	Mia walked to school.	every morning (present), yesterday (past)
Sam eats toast.	Sam ate toast.	every day (present), this morning (past)
Ruby sees the moon.	Ruby saw the moon.	each night (present), last night (past)
They go to the park.	They went to the park.	on Sundays (present), on Sunday (past)

Key ideas

The present tense is used for what happens now, or happens again and again.
The past tense is used for what happened and has finished.
A regular verb adds -ed to make the past tense: walk, walked.
An irregular verb changes its spelling: eat, ate; see, saw. It does not add -ed.
Time words help: every day points to the present, and yesterday points to the past.

Worked example 6.1.1

Change this sentence to the past tense: Sam kicks the ball across the field.

Method. Change only the verb to its past form.

Find the verb. The verb in the present tense is kicks.
kicks
Change it to the past tense. This is a regular verb, so the past form adds -ed (or -d after an e).
kicked
Keep the rest of the sentence the same. Only the verb changes. The subject and the other words stay.
Sam kicked the ball across the field.
Write the answer.
Sam kicked the ball across the field.

Check. Read it aloud: Sam kicked the ball across the field. ✓

Watch out. Do not add -ed to an irregular verb: write ate, not eated.

Worked example 6.1.2

Change this sentence to the past tense: We eat our lunch under the tree.

Method. Change only the verb to its past form.

Find the verb. The verb in the present tense is eat.
eat
Change it to the past tense. This is an irregular verb, so the past form does not add -ed. It has to be learned.
ate
Keep the rest of the sentence the same. Only the verb changes. The subject and the other words stay.
We ate our lunch under the tree.
Write the answer.
We ate our lunch under the tree.

Check. Read it aloud: We ate our lunch under the tree. ✓

Watch out. Do not add -ed to an irregular verb: write ate, not eated.

Worked example 6.1.3

Write the correct verb in the gap: Ruby ____ a rainbow after the storm yesterday. Use the verb see.

Method. Look at the time word, then choose the tense.

Find the time word. The time word is yesterday.
yesterday
Choose the tense. A finished time, such as yesterday or last week, needs the simple past tense.
past
Write the verb form. The verb see in this tense is:
saw
Write the answer.
saw

Check. Read the whole sentence aloud: Ruby saw a rainbow after the storm yesterday. ✓

Watch out. Check the time word first. A finished time needs the simple past, not have or has.

Watch out

Watch out: do not add -ed to an irregular verb. Write Sam ate, not Sam eated, and Ruby saw, not Ruby seed.

Exam tip

Grown-up tip. Ask your child to find the time word in each sentence. Every day points to the present; yesterday points to the past. Then ask: has it finished? If it has, the verb is in the past tense.

6.2

The present perfect: have or has

Year 3
Form the present perfect with have or has and the past participle, Choose have for I, we, you and they, and has for he, she, it and names

Video lesson: The present perfect: have or hasComing soon

Story. Sam has built a den in the woods. He has made a sign for the door. Mia and Ali have helped him all morning.

The present perfect is made with have or has and a past participle. The past participle is the verb form that goes after the helper word. For example: I have eaten and Sam has built.

Subject	Helper word	Example
I, we, you, they	have	We have finished our lunch.
he, she, it, or a name	has	Sam has built a den.

The present perfect: the subject, the helper word, then the past participle.

Verb	Past form	Past participle (after have or has)
walk	walked	walked (the same as the past form)
eat	ate	eaten
go	went	gone
see	saw	seen
write	wrote	written
take	took	taken

Key ideas

The present perfect is have or has with the past participle.
Use has with he, she, it and names. Use have with I, we, you and they.
For many regular verbs the past participle is the same as the past form: walked, played.
Irregular verbs have a different past participle, which has to be learned: eaten, gone, seen, written.
After have or has, use the past participle, not the past form: have eaten, not have ate.

Worked example 6.2.1

Write this sentence in the present perfect, using build: Sam ____ a den in the woods.

Method. Use have or has, then the past participle of the verb.

Find the subject. The subject tells us who has done it.
Sam
Choose have or has. Use has with he, she, it and names. Use have with I, we, you and they.
has
Add the past participle. For this verb the past participle is the same as the past form, so it ends in -ed.
built
Write the answer.
Sam has built a den in the woods.

Check. Read it aloud: Sam has built a den in the woods. ✓

Watch out. The past participle goes after have or has. Do not use the past form.

Worked example 6.2.2

Fill the gap with have or has: We ____ eaten our lunch.

Method. Choose have or has to match the subject.

Find the subject. The subject tells us which helper word to use.
We
Choose the helper word. Use has with he, she, it and names. Use have with I, we, you and they.
have
Check the participle. The past participle eaten comes after the helper word.
have eaten
Write the answer.
have

Check. We have eaten our lunch. ✓

Watch out. Names and he, she and it take has.

Worked example 6.2.3

Fill the gap with have or has: Sam ____ written a story about a dragon.

Method. Choose have or has to match the subject.

Find the subject. The subject tells us which helper word to use.
Sam
Choose the helper word. Use has with he, she, it and names. Use have with I, we, you and they.
has
Check the participle. The past participle written comes after the helper word.
has written
Write the answer.
has

Check. Sam has written a story about a dragon. ✓

Watch out. Names and he, she and it take has.

Watch out

Watch out: do not write has went or have ate. Went and ate are past forms. After has or have, the verb is the past participle: gone and eaten.

Exam tip

Grown-up tip. Ask: which helper word goes with this subject? I, we, you and they take have. He, she, it and names take has. Then ask your child to say the past participle. For a verb your child does not know, look it up together.

6.3

The simple past or the present perfect?

Year 3
Use the simple past with a finished time, such as yesterday or last week, Use the present perfect with no finished time, or with words such as already, yet and ever

Video lesson: The simple past or the present perfect?Coming soon

Story. Last Saturday, Ruby visited her cousins at their farm. She has visited them many times. She has already seen the new calf.

Both forms talk about the past, but they are used in different ways.

The simple past tells us when something happened, because that time is finished: Ruby visited the farm last Saturday.

The present perfect is used when no finished time is named, or when the result still matters now: Ruby has visited the farm many times.

The simple past names a finished time. The present perfect links the action to now.

Words to look for	Form to use	Examples
a finished time: yesterday, last week, on Monday, at noon	simple past	Ali lost his bag yesterday.
words that link to now: already, yet, just, ever, never, so far	present perfect	Ali has lost his bag already.

Key ideas

The simple past is used with a finished time: Ali lost his bag yesterday.
The present perfect is used with no finished time: Ali has lost his bag.
Clue words for the simple past: yesterday, last week, on Monday, at noon.
Clue words for the present perfect: already, yet, just, ever, never, so far.
Do not use a finished time with the present perfect. Write I saw the film yesterday.

Worked example 6.3.1

Write the correct verb in the gap: Ali ____ his bag yesterday. Use the verb lose.

Method. Look at the time word, then choose the tense.

Find the time word. The time word is yesterday.
yesterday
Choose the tense. A finished time, such as yesterday or last week, needs the simple past tense.
past
Write the verb form. The verb lose in this tense is:
lost
Write the answer.
lost

Check. Read the whole sentence aloud: Ali lost his bag yesterday. ✓

Watch out. Check the time word first. A finished time needs the simple past, not have or has.

Worked example 6.3.2

Write the correct verb in the gap: Mia ____ her story already. Use the verb write.

Method. Look at the time word, then choose the tense.

Find the time word. The time word is already.
already
Choose the tense. Already, yet and so far show a result that is linked to now, so the present perfect is used.
present perfect
Write the verb form. The verb write in this tense is:
has written
Write the answer.
has written

Check. Read the whole sentence aloud: Mia has written her story already. ✓

Watch out. Check the time word first. A finished time needs the simple past, not have or has.

Worked example 6.3.3

Write the correct verb in the gap: Sam ____ his lunch at twelve o'clock. Use the verb eat.

Method. Look at the time word, then choose the tense.

Find the time word. The time word is at twelve o'clock.
at twelve o'clock
Choose the tense. A finished time, such as yesterday or last week, needs the simple past tense.
past
Write the verb form. The verb eat in this tense is:
ate
Write the answer.
ate

Check. Read the whole sentence aloud: Sam ate his lunch at twelve o'clock. ✓

Watch out. Check the time word first. A finished time needs the simple past, not have or has.

Watch out

Watch out: yesterday and have do not go together. I have seen the film yesterday is wrong. Write I saw the film yesterday, because yesterday is a finished time.

Exam tip

Grown-up tip. Ask your child: when did it happen? If the answer is a time that has finished, use the simple past. If no time is named, and the thing still matters now, try the present perfect.

6.4

Standard English verb forms in writing

Year 3
Use Standard English verb forms in writing: we were, you were, I did, I saw, Use the past participle after have or has, such as have gone

Video lesson: Standard English verb forms in writingComing soon

Story. Ali and Mia are writing a story about a trip to the seaside. In the story, Mia says, "We was up early." Ali checks the sentence. In the story itself, they write: "We were up early."

When we talk, we use many local ways of speaking, and these are part of who we are. In writing, we use Standard English verb forms. This table shows the most common changes.

Spoken form to change	Standard English for writing	Example
we was, you was, they was	we were, you were, they were	We were late for the bus.
I done	I did	I did my homework.
I seen	I saw (or I have seen)	I saw a fox.
she come, he give	she came, he gave	She came home at four o'clock.
we have went	we have gone	We have gone to the beach.

Key ideas

With we, you and they, use were, not was: We were late.
For the past, use did, not done, after I, we, you and they: I did my homework.
Use the past form saw, came or gave on its own, without have or has.
After have or has, use the past participle: have gone, have seen.
In your own writing, use Standard English verb forms.

Worked example 6.4.1

Correct the verb so that this sentence is in Standard English: We was late for the bus.

Method. Change the verb to its Standard English form.

Find the verb that is not Standard English. With we, the Standard English form is were.
was
Replace it with the Standard English form. The Standard English form is were.
were
Write the sentence. Only the verb changes. The rest of the sentence stays the same.
We were late for the bus.
Write the answer.
We were late for the bus.

Check. Read it aloud: We were late for the bus. ✓

Watch out. In writing, use the Standard English form. A character in direct speech may speak differently.

Worked example 6.4.2

Correct the verb so that this sentence is in Standard English: I done my homework before tea.

Method. Change the verb to its Standard English form.

Find the verb that is not Standard English. Done is a past participle. Without have or has, the past form is did.
done
Replace it with the Standard English form. The Standard English form is did.
did
Write the sentence. Only the verb changes. The rest of the sentence stays the same.
I did my homework before tea.
Write the answer.
I did my homework before tea.

Check. Read it aloud: I did my homework before tea. ✓

Watch out. In writing, use the Standard English form. A character in direct speech may speak differently.

Worked example 6.4.3

Correct the verb so that this sentence is in Standard English: Mia seen the rainbow.

Method. Change the verb to its Standard English form.

Find the verb that is not Standard English. Seen is a past participle. It needs have or has. Without them, the past form is saw.
seen
Replace it with the Standard English form. The Standard English form is saw.
saw
Write the sentence. Only the verb changes. The rest of the sentence stays the same.
Mia saw the rainbow.
Write the answer.
Mia saw the rainbow.

Check. Read it aloud: Mia saw the rainbow. ✓

Watch out. In writing, use the Standard English form. A character in direct speech may speak differently.

Watch out

Watch out: do not write I done or I seen. Done and seen are past participles, and they need have or has. Without them, write did and saw.

Exam tip

Grown-up tip. Local ways of speaking are part of a child's identity, and they are fine in conversation. Only the writing changes. Read a sentence aloud, then ask: would this be written this way in a book?

6.5

Paragraphs: grouping related sentences

Year 3
Group sentences about one idea or theme into a paragraph, Start a new paragraph when the idea changes

Video lesson: Paragraphs: grouping related sentencesComing soon

Story. Ruby is writing about her day at the seaside. The first paragraph is about the sea and the sand. The second paragraph is about the picnic. The last paragraph is about the walk home.

A paragraph is a group of sentences about one idea or theme. We start a new paragraph when the idea changes. In handwriting, start each new paragraph on a new line, and leave a small gap at the start of its first line.

Three paragraphs, each about one idea. A new idea starts a new paragraph.

Key ideas

A paragraph is a group of sentences about one idea or theme.
Start a new paragraph when the idea changes: a new time, a new place or a new idea.
Each new paragraph starts on a new line, with the first line a little way in.
A paragraph has several sentences that go together.

Worked example 6.5.1

Here are some sentences from one text. Write the numbers of the sentences about the picnic.
1 We ate egg sandwiches on a red blanket.
2 The sand was warm under our feet.
3 Then we shared a cake that Dad baked.
4 Waves rolled gently onto the beach.
5 After lunch, we played a card game.
6 We paddled in the cold, blue water.

Method. Sort the sentences by their idea, then pick out the ones about the topic.

Read each sentence and decide its idea. Each sentence is about one of the topics in the text.
1: the picnic, 2: the sea, 3: the picnic, 4: the sea, 5: the picnic, 6: the sea
Choose the sentences about the topic. These sentences are about the picnic.
1, 3, 5
Write the answer.
1, 3, 5

Check. There are 3 sentences about the picnic. ✓

Watch out. A sentence can be about the topic even if it does not use the topic word.

Worked example 6.5.2

Which sentence does not belong in this paragraph about the sea?
(a) The waves were tall and green.
(b) Seagulls flew over the pier.
(c) Mum made a cheese sandwich.
(d) The sand felt soft under our toes.

Method. Look for the sentence that does not share the idea of the others.

Read each sentence. Three of the sentences are about the sea.
the sea
Find the sentence about something else. Mum made a cheese sandwich. is not about the sea.
(c)
Write the answer.
Mum made a cheese sandwich.

Check. The other three sentences all tell us about the sea. ✓

Watch out. A paragraph keeps to one idea. An odd sentence starts a new idea, so it goes in another paragraph.

Worked example 6.5.3

Here are the sentences of one text, in order. Write the number of the sentence where a new paragraph should start.
1 We put on our coats and boots.
2 The path went up a steep hill.
3 Halfway up, we stopped for a drink.
4 The cows at the farm were friendly.
5 One cow let us stroke its nose.
6 Then we walked back to the car.

Method. Look for the sentence where the idea changes.

Read the sentences in order. Notice when the idea changes.
Sentence 3 is about the walk.
Find the first sentence of the new idea. Sentence 4 starts to talk about the farm.
4
Write the answer.
4

Check. The first sentence of the new paragraph is sentence 4. ✓

Watch out. The new paragraph starts with the first sentence about the new idea.

Watch out

Watch out: do not start a new paragraph after every sentence. A paragraph keeps to one idea. Start a new one only when the idea changes.

Exam tip

Grown-up tip. Read a short text with your child. Ask: what is this paragraph about? Where does the idea change? Ask your child to put a finger on the place where a new paragraph should start.

Exercise 6E Practice: grouping sentences into paragraphs

FHere are some sentences from one text. Write the numbers of the sentences about the park.
1 Mum and I went to the shop on Saturday.
2 Our dog waited for us at the park gate.
3 The shelves were full of bright fruit.
4 The swings were free when we walked past.
5 We bought six apples and a loaf of bread.
6 The lady at the till smiled at me.

Done

FWhich sentence does not belong in this paragraph about a bike ride?
(a) We pumped up the tyres before we set off.
(b) The lane was quiet and shaded by trees.
(c) The school play starts at seven o'clock.
(d) My helmet was blue and very comfy.

Done

FHere are the sentences of one text, in order. Write the number of the sentence where a new paragraph should start.
1 Our class grew bean plants this spring.
2 We put the seeds in a cup of damp cotton wool.
3 Each plant needed water and a sunny window.
4 In the summer, we visited the farm shop.
5 The farmer showed us a tractor.

Done

FHere are some sentences from one text. Write the numbers of the sentences about the bus.
1 We waited at the bus stop for ten minutes.
2 The castle walls were tall and grey.
3 The bus was full of singing children.
4 Inside the castle, we saw an old suit of armour.
5 The driver waved as we got off.

Done

PSWhich sentence does not belong in this paragraph about my pet hamster?
(a) Hamsters sleep for much of the day.
(b) My hamster is called Biscuit.
(c) I like football on Saturdays.
(d) Its cage has a wheel and a tunnel.

Done

PSHere are the sentences of one text, in order. Write the number of the sentence where a new paragraph should start.
1 Rain drummed on the roof all morning.
2 We sat by the window and read our books.
3 At lunchtime, the library was busy.
4 Mia found a book about dragons.

Done

PSRuby writes four sentences about making a sandwich: Then spread the butter. Finally, cut it in half. First, wash your hands and get two slices of bread. Next, add the cheese. Which sentence should start the paragraph?

Done

PSWrite one more sentence for the paragraph about the sea: The sand felt warm and soft under our feet. Your sentence must also be about the sea.

Done

RAli says: Put every sentence in its own paragraph, because each sentence is a new idea. Is he right? Explain.

Done

6.6

Headings and sub-headings

Year 3
Use a heading to name the whole text, and sub-headings to name each part, Find information in a text by using its headings and sub-headings

Video lesson: Headings and sub-headingsComing soon

Story. Mia is making a leaflet about bean plants for the school garden. She writes a heading for the whole leaflet. Then she writes a sub-heading for each part, so that readers can find what they need.

A heading names the whole text. A sub-heading names one part of it. Headings are short phrases, not full sentences, so they do not need a full stop. They help a reader find information quickly.

Name	What it does	Example
heading	names the whole text	Growing a bean in a cup
sub-heading	names one part of the text	Planting the bean
paragraph	sentences about one idea under a sub-heading	Put a dry bean on damp cotton wool.

A heading over three sub-headings, each with a paragraph under it.

Read this short text. Then answer the questions in the exercise.

Growing a bean in a cup

What a young plant needs

A young plant needs water, warmth and light to grow. Water helps the roots and stem grow. Light helps the leaves make food.

Planting the bean

Put a dry bean on damp cotton wool inside a clear plastic cup. Keep the cotton wool damp, but not soaking wet.

Looking after the plant

Put the cup on a sunny windowsill. Check the cotton wool each day and add a little water if it feels dry. After a few days, you may see a root growing down.

Key ideas

A heading names the whole text. A sub-heading names one part of it.
Headings and sub-headings are short phrases, so they do not need a full stop.
Sub-headings help a reader find the part they need.
A sub-heading should match the paragraph under it.

Worked example 6.6.1

Which heading fits these sentences best? Put on warm socks. Wear a hat and gloves. Take a warm coat when it is cold.
(a) Keeping warm in winter
(b) A trip to the beach
(c) Planting seeds

Method. Look for the idea that all the sentences share.

Read the sentences. Look at what all three sentences are about.
Put on warm socks. Wear a hat and gloves. Take a warm coat when it is cold.
Choose the heading that names the whole idea. The best heading names what all the sentences have in common.
(a) Keeping warm in winter
Write the answer.
Keeping warm in winter

Check. All the sentences support this heading. ✓

Watch out. A heading should cover every sentence, not just one of them.

Worked example 6.6.2

Write a sub-heading for these sentences: Water the plant. Check the soil. Move it into the sun.

Method. A sub-heading names what the sentences are about, in a short phrase.

Find the idea. All three sentences tell us how to look after a plant.
looking after a plant
Write a short phrase. A sub-heading is a short phrase with no full stop.
Looking after a plant
Write the answer.
Looking after a plant

Check. Read the sub-heading with the sentences. ✓

Watch out. Also accept: Caring for a plant.

Worked example 6.6.3

Which sub-heading would you use for the sentence: Put the cup on a sunny windowsill.

Method. Look for the sub-heading that matches the sentence.

Read the sub-headings. The sentence is about looking after the plant.
Looking after the plant
Choose the match. The windowsill is in the paragraph under the sub-heading Looking after the plant.
Looking after the plant
Write the answer.
Looking after the plant

Check. The windowsill is in the paragraph under this sub-heading. ✓

Watch out. Also accept any sub-heading that names looking after the plant.

Watch out

Watch out: a sub-heading names one part of the text. Do not use the heading of the whole text as a sub-heading, and do not write a sub-heading as a full sentence with a full stop.

Exam tip

Grown-up tip. Look at a leaflet, a menu or a set of instructions together. Ask your child: what is the heading of the whole text? What is each sub-heading about? Which part would you read first?

Chapter summary

Skill	Method
Present tense	For what happens now, or again and again: Mia walks to school every day.
Past tense	For what happened and has finished: Mia walked to school yesterday.
Irregular past	Changes its spelling, without -ed: eat becomes ate; see becomes saw.
Present perfect	have or has with the past participle: I have eaten. Sam has gone.
Past participle	The verb form after have or has. For walk it is walked; for eat it is eaten.
Simple past or present perfect	A finished time (yesterday) needs the simple past. Already, yet and ever need the present perfect.
Standard English in writing	We were, I did, I saw, we have gone. Not: we was, I done, I seen.
Paragraph	A group of sentences about one idea. Start a new paragraph when the idea changes.
Heading and sub-heading	A heading names the whole text; a sub-heading names one part. Both are short phrases with no full stop.

Can you…?

I can say whether a verb is in the present tense or the past tense
I can write the past tense of regular and irregular verbs
I can use have or has with the past participle
I can use the simple past for a finished time, and the present perfect with already, yet or ever
I can use Standard English verb forms in my writing: we were, I did, I saw
I can group sentences about one idea into a paragraph
I can start a new paragraph when the idea changes
I can use headings and sub-headings to organise non-fiction writing

Key terms

tense: the form of a verb that shows when the action happens: present, past or future
present tense: the form used for what happens now, or happens again and again
past tense: the form used for what happened and has finished
present perfect: have or has with the past participle, such as I have eaten
past participle: the verb form that goes after have or has, such as eaten, gone or walked
Standard English: the form of English used in writing, such as we were and I did
paragraph: a group of sentences about one idea or theme
heading: a short phrase that names the whole text
sub-heading: a short phrase that names one part of a text

Total 18 marks. Allow about 18 minutes.

← Chapter 5: Punctuation Chapter 7: Reading fiction →

Tense and paragraphs

By the end of this chapter you will be able to

You should already know

Where this leads

Exercise P Do you remember?

Past and present tense

Key ideas

Watch out

Exam tip

Exercise 6A Practice: past and present tense

The present perfect: have or has

Key ideas

Watch out

Exam tip

Exercise 6B Practice: have or has with the past participle

The simple past or the present perfect?

Key ideas

Watch out

Exam tip

Exercise 6C Practice: simple past or present perfect

Standard English verb forms in writing

Key ideas

Watch out

Exam tip

Exercise 6D Practice: Standard English verb forms

Paragraphs: grouping related sentences

Key ideas

Watch out

Exam tip

Exercise 6E Practice: grouping sentences into paragraphs

Headings and sub-headings

What a young plant needs

Planting the bean

Looking after the plant

Key ideas

Watch out

Exam tip

Exercise 6F Practice: headings and sub-headings

Chapter summary

Can you…?

Key terms

Exercise 6Z Check-up

Exercise 6X Practice test questions