1. OVERVIEW OF PAPUA NEW GUINEA’S
EDUCATION SYSTEM
Prepared by Amy Herbertson
Panango 2010
PART ONE: BACKGROUND
PNG EDUCATION POLICIES AND REFORMS
This document is meant to present you with an initial introduction to PNG Education: the
philosophical and political context that affects the education system you will encounter upon
arriving on Karkar Island. It is also meant to hopefully give you some useful advice on
teaching strategies prior to departure.
Papua New Guinea: A brief overview
In attempting to understand Papua New Guinea’s education system, it is first and foremost
necessary to become acquainted with Papua New Guinea itself. By understanding both
PNG’s political history and cultural heritage, we can begin to understand the unique
challenges of developing an all-inclusive education curriculum as well as unpack some of the
political motivations behind educational policy reforms.
Political History
Papua New Guinea is a
country in the Oceania
region, just above
Australia and sharing a
border with Indonesia. It
has a long colonial
history, beginning in 1884
and lasting until 1975. In
1884 Germany colonized
the northern half of
modern day PNG,
formerly called New
Guinea, while the UK colonized the southern half, called Papua. In 1906, UK Papua was
transferred to the Commonwealth of Australia and in 1921 following WWI, control of
German New Guinea was also transferred to Australia. The territories were governed

2. separately until 1949 when a joint administration over both territories was established.
Finally, in July 1971, the entire region under Australia’s control was renamed Papua New
Guinea and on September 16, 1975 Papua New Guinea became a sovereign nation-state,
politically independent of Australia. However, PNG maintains close ties to Australia, a main
contributor of PNG foreign aid.
Top Photo: Kosmas Primary, Karkar Island by Amy Herbertson, Panango 2010
Bottom Photo: http://davidderrick.files.wordpress.com/2009/11/new-guinea.png
Cultural and Linguistic Diversity
Papua New Guinea is the most linguistically diverse
country in the world, with over 820 indigenous
languages, over ten percent of the world’s linguistic
diversity. These indigenous languages are called
“Tok Ples,” translated “Talk Village.” However,
PNG officially recognizes three national languages:
Motu, English, and Tok Pisin, a pigeon trade
language introduced by the Germans. Tok Pisin is
prevalent throughout the country but particularly in
former German New Guinea. English is spoken by
only one to two percent of the population, and more so in former Papua, as well as towns.
Partly due to colonial heritage, all business, government, and higher education is conducted
in English. All tests for matriculation to high school and university are also conducted in
English. This policy puts PNG children living in remoter parts of the country, where Tok
Pisin or Tok Ples dominate everyday life, at a huge disadvantage for matriculation.
Additionally, approximately 85% of the population live in villages and are subsistence
farmers. Karkar Island, where Panango operates, is a remote island in Madang district. Tok
Ples (Waskia and Takia) is dominate as well as Tok Pisin.
Along with linguistic diversity comes cultural diversity: religious, indigenous beliefs,
ethnicity, way of life, etc. These cultural differences also developed due to geographical
distinctions. PNG is composed of four dominate regions: Central, Sepik, Islands, and
Highlands. The richness of diversity is vast, as many tribes were completely isolated for
generations before coming in contact with each other (near-by tribes) and outsiders (western
foreigners). Even today, there is the potential that there
are un-contacted tribes in the Highlands region. As late
as June 2010, a tribe, previously un-contacted by the
outside world, was discovered in nearby Papua. Also,
only in 1954, aerial surveys of the Highlands region
revealed isolated populations of up to 100,000 people.
Lack of infrastructure (roads, phone lines, etc) and
difficult terrain makes distribution of educational
resources and communication between remote school
districts and central planning departments clumsy and
undependable.
As PNG defines itself as a country and people, it must decide how to best preserve tribal/
regional heritage and autonomy while promoting national identity and moving away from its
colonial past. Much of this drama is played out as education policy is implemented and then
reformed.

3. Top Photo by Charlie Janac, Panango 2010
Bottom Photo by Amy Herbertson, Panango 2010
BBC Papau New Guinea Timeline: http://news.bbc.co.uk/2/hi/asiapacific/country_profiles/3028825.stm
Panango Website: http://panango.org/
PNG Education Reforms and National Identity:
Since PNG Independence in 1975,
the Department of Education has
implemented several educational
reforms in attempting to discover an
authentic PNG Education
Curriculum and Philosophy.
Timeline of reforms:
Queensland Syllabus- Colonial Education
*until 1975
Pacific Series Syllabus-Shared with Pacific Islands
Melanesian Series Syllabus-Shared with Melanesian Islands
Outcomes-Based Education- Joint venture of PNG and Australian AID
*1994-2014
*Information from interview with a Kosmos Primary, Karkar Island teacher who taught under all systems.
Dates approximate*
Justifications for Reform:
The rhetoric behind education reform suggests a search for PNG authenticity as well as a
desire to preserve PNG’s “Way of Life” :
“Before the reform, the PNG curriculum was based on foreign Western beliefs and ideas
mainly to produce Papua New Guineans to administer the country and to achieve academic
success. This system of education unfortunately, failed to provide a useful education for all
citizens of Papua New Guinea...teaching and the content was based on text books and did not
encourage reflection of thoughts, creativity and evaluation. The students were not taught to
think and work independently as well as to provide opportunities to develop lifelong skills
such as problem-solving, critical thinking, communication and interpersonal skills. Students
were not mentally, socially and culturally challenged in the old system.”
--University of Goroka Teacher’s College Lecture, 2010

4. “The reform curriculum has to prepare adequately the majority of school leavers (up to 85%)
to return to their communities and community-based subsistence and small-scale commercial
enterprises, while at the same time support the other 15% of students who will find paid
formal employment or enter tertiary education upon leaving school.
--University of Goroka Teacher’s College Lecture, 2010
“[The purpose of the reform is] to develop an education system to meet the needs of Papua
New Guinea and its people, which will provide appropriately for the return of children to the
village community, for formal employment, or for continuation to further education and
training” (National Education Plan, 1996)
“Our cultural traditions are not being handed down from generation to generation.”
“Students will become aware of the social bonds in the community if they are first taught in
the languages of their communities an through activities which socialize people, such as
agriculture, fishing, and community development.”
--Section 5 of National Curriculum Statement 2002
Zooming In: Current Curriculum Reform
1994-2014: Outcomes-Based Education
Key Features of Reform
Among all of the features of the broader education reform there are three key features
concerning the 1994 reform curriculum in PNG.
*Side-note: This is the theoretical argument of what the reform accomplishes. The practice
and implementation of the reform policy is still underway*
1) Language of Instruction
The elementary schools use 100% local vernaculars for instructions. Thereafter, children will
begin a Bilingual program of bridging from vernacular (Tok Ples) to English. In primary
schools children will learn to speak, read and write in English as well as continue to develop
their first language. At Secondary schools students maintain minimal vernacular languages
but the medium of instruction will shift more to English. This differs from Old Curriculums
which were conducted entirely in English at each level of schooling.
2) Cultural Relevance
PNG now has a relevant curriculum that is firmly based in the culture and way of life in the
community and provides knowledge, skills and attitudes appropriate to the resource
development needs and opportunities of the community. In practice, at the community
school level, this will mean that the language of the community, together with its culture,
spiritual and vocational practices will form the basis for the activities in the school. OBE
Education provides much room for flexibility in order to allow for individual tribes and
regions of the country to incorporate local traditions and culturally relevant knowledge into
their curriculums. It is a decentralized philosophy of education that grants much autonomy to
individual schools and teachers on what can be taught in the classroom.
3) Relevant skills for life
Skills education includes “many competencies which people need, in order to successfully

5. carry out their physical and mental activities, and to sustain or improve their livelihoods’. The
school curriculum should aim to develop traditional skills such as fishing and farming, as
well as skills for the community development, small business and personal health.
This section borrows heavily from University of Goroka documents, Panango 2010
Method for Achieving Cultural Relevancy: What is Outcomes Based Education?
Quotes concerning OBE: *taken from OBE Curriculum Reform documents ranging from 1994-2006*
“Outcomes based education is a way of planning, delivering, and evaluating teaching and
learning that requires teachers and students to focus their attention and efforts on desired
end results of education, particularly when those end results are expressed in terms of
student learning...it is about student-centered learning...it is about teachers focusing on
learning processes and identifying progress being made [with full control over] the design of
materials, plans, and programs all for the purpose of facilitating learning...it depends heavily
on the creative ability of each individual teacher.”
“Given the right opportunity, time, and flexible teaching programs, the majority of students
should be able to achieve these outcomes. There is a challenge for teachers as well.
Teachers will need to be creative and flexible, making good use of the resources available to
them within the community and local
environment.”
“Student-centered approaches (also
referred to as discovery learning,
inductive learning, or inquiry learning)
place a much stronger emphasis on the
learner’s role in the learning process-
examples are co-operative learning and
student research projects. When you are
using student-centered approaches to
teaching, you still set the learning
agenda but you have much less direct
control over what and how students
learn.”
“OBE expects education systems to throw out traditional curricula, courses, and programs
and to start from the exit outcomes (end of schooling outcomes) to define what schools will
teach and how they will teach it. Subjects and approaches are seen only as means of
achieving the exit outcomes”
“Outcomes-Based approaches are a global movement, however, each education system is
implementing an approach that is consistent with their way of life and their particular
cultural values. So there are as many variations as there are countries implementing an
outcomes-based approach...”
**Vague? Yes...that is the point. These are the most precise descriptions of OBE education I
could find after scouring tons of documents. It is a philosophy without concrete direction as
to how to proceed with teaching and learning. Teachers are given free reign as to how they
assess that learning occurs.

6. PART TWO: APPLICATION
WHAT DOES THIS MEAN FOR US?
As a teacher, you will be very affected by the education reform since it is “loosely structured”
so that teachers can create lessons relevant to their students, from resources that exist in the
community and according to community values and traditions. While past Education series
included daily lesson plans with a textbook, the OBE reform has no such thing. You will have
to make everything up in order to fulfill indicators and objectives (please see syllabus below),
either from digging through sporadically appearing resources, or from your own memory.
*On first arrival, an Outcomes Based Education syllabus is the primary resource we are given
to begin teaching English. The syllabus states the level that our students should be at as well
as what we should be accomplishing on a termly basis. As you will find out, on the remote
island of Karkar, this expected progress is a gross miscalculation*
Syllabus:
Upper Primary Language Syllabus and Outcomes-Based Education Indications
http://www.education.gov.pg/teachers/prim/upper/Language-Section-1.pdf
http://www.education.gov.pg/teachers/prim/upper/Language-Section-2.pdf

7. What Level Are Our Students Really At?:
Based on an analysis of several writing samples and classroom experience, I found that
students have a significant amount of trouble with...
• Subject-Verb Agreement
• Tenses
• Appropriate Punctuation Usage/Types of Sentences
• Speaking English out loud
• Prepositions
• Pronouns
• Diversifying Vocabulary Words
The syllabus, while a good theoretical guide is impractical. Mastering grammar as well as
confidence in speaking English must be accomplished before students are expected to “write
imaginative stories and perform them to an audience.”
*Please note that the indicators and objectives are the only guidelines given to teachers. As
a volunteer teacher, it would be extremely valuable to bring a “Teaching English Grammar”
book for your own sanity but also to leave behind as an invaluable gift when you leave. There
were no English grammar books at my school.*
Inconsistencies of Reform Policy - How it affects English Language Learning:
As aforementioned, the
new reform puts much more
responsibility on the teacher to
completely design day to day
curriculums with the objective
of fulfilling vague indicators of
learning. Here are some other
observations I have made about
how inconsistencies in the
reform policy impact English
language learning:
The Bridging to English
program assumes that children
will be in grade 3 at nine years
of age. This is when bridging
to English, a foreign language
begins. However, in remote
villages, many children do not go to school until their parents see them as physically strong
enough to get there safely. As one teacher reported, parents determine whether they children
are ready for school based on height rather than age. Many children start grade 3 at thirteen
or fourteen years of age. This is not the ideal time to be introduced to a new language. As
OBE is an education system largely created and promoted by AustralianAID, we must
wonder whether Western foreign aid administrators forgot to consider this detail (unique to
remote village life) while creating an education program.

8. Secondly, there is no system in place to ensure that new teachers entering the field are
assigned to their Ples (Village). The Education Reform assumes that teachers will be able to
give education in the local vernacular and also have an understanding of local cultural values.
This may not be true and in fact often is not. Teachers at the school I taught at came from all
regions of the country. Therefore teachers may not know the Tok Ples where they are
assigned. A lot of times, Tok Pisin (Pigeon) rather than Tok Ples is initially taught to
students in elementary or used as a first language before bridging into English. Also,
sometimes when schools teach children from different linguistic backgrounds, teachers will
use Tok Pisin, since it is understood by all. This undermines a key goal of the reform, to
maintain the usage of the vernacular (820 languages) and protect linguistic diversity. Instead,
Tok Pisin, a simpler (non-specific and limited) trade language is gaining dominance over
both English and the vernacular. The transition from learning Tok Pisin, a pigeon language,
to English is also very difficult since it is a “Broken English.”
Finally, OBE expects students to be self-driven and yet remote schools have very limited
resources. It is an unrealistic expectation to expect students to be able to carry out
experiments, do research, or analyze local newspapers when they do not have easy access to
necessary resources. OBE is designed to work much better in town locations. However, 85%
of the population lives in villages. Therefore, OBE cuts off the old resources (textbooks) for
“teacher-centered” learning in order to encourage free-spirited “student-centered” learning.
This learning is improbably as it requires students to take enormous self-initiative without
providing adequate resources to drive them.
Practical Preparations to Make:
There is not much we can do to impact the National Education Policy as visiting student-
teachers. This document is merely meant to provide an orientation to the radical changes
happening in PNG Education policy and to inform you of the challenges of the education
system you will face upon arrival. They are also largely my opinion based on my research,
classroom experiences, and interviews with teachers. However, we will try to provide you
with some smaller scale, useful information to ease you into the classroom.
Things we wish we knew: Panango 2010 Participants
“Bring an English grammar book! I struggled so hard to remember grammar rules! Also,
I’m sure they had good ideas for teaching grammar that I couldn’t think of on my own!”
“Bring books. I didn’t bring books as gifts because of a stupid philosophical idea that I
should only teach them with what already exists in their own communities. I realized when I
got there that someone like me coming was the only chance they had for getting access to
new books. Most books in their library were old and (judgment call) lame. If I could do it
again I would have paid an extra 50 dollars and brought a suitcase full of interesting books.”
“Bring books and movies about the world. They have no media and no access to so much
knowledge that we take for granted. I would bring a picture books or movies showing
cultures of the world and other natural environments. Planet Earth anyone? Actually...if I
could do it again I would have splurged and brought the Planet Earth series. Some (very
few) people have DVD players and computers. But when they watch movies the whole village
gathers. It would be something people would treasure for years!”

9. “Bring a book about general teaching methods. I really like Teach Like a Champion by Doug
Lemov because it has a lot of directly applicable techniques and ideas.”
“Check out some specific techniques for dealing with English language learners--so much
harder than all the teaching I had done in the past!”
“I also thought it might have been helpful to bring some language books for learning other
languages (like the ones you used to learn a second language), some of the techniques and
lessons used to teach Spanish, French, etc. could be applicable to teaching English.”
“Bring some basic textbooks for the subject you want to teach if you want to teach something
other than English (science, math, etc.) Anything you have will be better than what my school
gave me! It's kinda hard to come up with lessons with no internet and no resources...”
*Note: We do sometimes teach other subjects. Mostly math and science.
To see these syllabuses (which I actually did follow)
please visit: http://www.education.gov.pg/index.php?content=teachers
“Bring an atlas--I've found that the kids were really interested in maps of the world, where
America and PNG were, and that might be a cool way to get through to them.”
“Bring fun books. Do not bring heavy ones.”
“Sometimes it's really hard to make a difference in the way that you want to. Effort,
dedication, and love aren't always enough.”
“Expect the unexpected. (PNG motto...so true)”
“Time and scheduling are really really different in other parts of the world.”
“Bring stickers. SERIOUSLY! This is a hugeeee motivating factor. They will jump through
hoops to get a sticker on their notebook...also rubber bands. Adults also love stickets...lol”
“Learn all of your students' names (name tags are a plus) and hold them accountable (call on
them).”
“Try to choose activities that make the students engage and speak.”
“Check-in to make sure students actually understand what you are explaining. Often they will
nod and smile and pretend like they know what you are saying, but they are just being polite
and don't want to displease you.”
“Any game-like activities (including ball games, passing things around, story-telling,
dancing) are really effective.”
“Never have them write for more than 10 or so minutes straight.”
“Don't get upset if students are absent. Check in with them--usually things are going on at
home, and they usually won't tell you unless you ask.”
“Students do not know how to take notes in the way that we do. They tend to copy. Writing
notes and having them copy them down probably won't be super helpful.” *Note: I did a
speed note taking lecture which was really fun and also pretty affective. PUSH them to write

10. notes quickly otherwise you will never get anything done! I would make this a priority.
“Be ready for "cheating", or copying. Don't get upset; students just want to please you and it
is not considered cheating on Karkar. Just be clear from the beginning of the class that you
want their work and that copying others' work is not okay.”
“Try to engage students who don't raise their hands (learning names is a good way to do
this).” *Hint: some of us took digital pictures of our students holding their name tags and
studied them at home in order to learn names quickly
“Try to help them learn to speak in front of groups. They will be shy and will not want to do
it, but a little coaxing will get them eventually.”
“Give positive feedback”
“No one will come when it rains”
“Be prepared for school to be cancelled on a dime--and don't expect it to operate like an
American school.”
“Frustration is probably wasted energy. Hang in there.”
“If you can, try to visit some of your students' home villages and get to know their families. It
will get you more familiar with their home situation.”
“Model what you want. SEVERAL times. After you do this for the class, go around to each
individual group or person...changes are someone (or a group of kids) still did not
understand what you wanted them to do.”
“Get a Tok Pisin dictionary and read the grammar rules. Even though it’s related to English,
it is certainly very different in many respects. Learning Tok Pisin was incredibly valuable
and I think was key in whether or not we could connect well with the people on Karkar. I had
a dictionary only the second time; having it the first time would have been extremely
helpful.” *She went also in 2009
“Understanding how a village functions is not the same as understanding how a country, or
even a province, functions. In a country as diverse as PNG, only by staying in several places,
and staying for long periods of time, can you start to understand how the country functions.
Even after 2 trips and traveling to many places on the second trip, I still don’t understand
important aspects of PNG. I would need to stay longer and keep exploring to better
understand the country.” *She went also in 2009
“I taught as many of my lessons using pictures or physical objects as was possible. More
students were engaged and I think the understanding was better because English is difficult
for them and pictures can be very universal. I think this was especially affective when I
taught science.”
“Try to make everything as relevant to students’ lives as possible. It can be done!”
“Students have a hard time thinking creatively or imaginatively. In other words, they have a
hard time thinking beyond the world they see in front of them. Can you blame them though?

11. There needs to be a lot of modeling here and any resources from home you take to help
illustrate a world beyond their day to day would be amazing”
“Hang in there cowboy...sometimes it gets hard but then you see someone’s face light up with
a new idea and it’s all worth it.”
Top Picture: Autumn Albers, Panango 2010
Bottom Picture: Charlie Janac, Panango 2010
Group Picture: Janelle Wallace, Panango 2010
That’s about all. I just have a few more...
Off the Wall Suggestions: (If I was going again I would...)
• Try to formalize some way of working with teachers. Teachers are used to teacher-
trainees from Teacher Colleges coming in and taking over their classes while they
basically take a vacation. I think it would be beneficial and educational for us,
teachers, and students, if instead of passively letting this happen, we push to teach in
some kind of partnership, or at least ask teachers to observe so that we might discuss
strategies with him/her later to improve both of our teaching methods.
• If I was going again I would also work with teachers (who speak good English) to
create dual “Tok Pisin”/ “English” books. (aka Books with side by side translations)
Pigeon is very prevalent on the island and this might be a good way to learn English
vocabulary. I would also try to grammatically “dissect” some easy English books.
That’s all folks!
PANANGO LOVE

12. Author’s Note:
I present this document, detailing PNG’s education policies and challenges with my personal
bias. While I was on Karkar, I spent a significant amount of time interviewing teachers and
teacher-trainings about their experiences with the various Education reforms, reading through
Department of Education official documents (especially about OBE), and taking notes on my
students’ English ability and progress. Additionally, Panango 2010 spent a week at the
University of Goroka taking a crash course on PNG history, education policy and philosophy.
Here we learned about the theoretical “accomplishments” of the new reform before traveling
to Karkar Island to experience the reality of that reform.
I believe OBE is failing in terms of achieving its desired objectives and in this document I
choose to highlight the challenges and inconsistencies of the new policy. However, there are
also many positive aspects of the new reform I feel obliged to point out. OBE, a joint venture
of PNG’s Education Department and AusAID follows objectives set out by the United
Nations Education for All, 1990 movement. This includes greater access to education for
PNG children as well as strides in achieving gender-equality in the classroom. Wonderful!
Additionally, I believe there is merit in attempting to preserve indigenous culture through
education and I admire that this is a priority of the government. However, despite these
successes, there is much that can and should be improved with OBE. Much controversy
surrounds the reform which continues to be debated at the National level.
If you speak to teachers and administrators on Karkar island, many will be eager to criticize
OBE and bilingual language education. Many teachers prefer old systems and claim that
students learn better, (especially English) under the old systems. While I believe a lot of the
philosophy of the new system makes theoretical sense for a young country seeking to both
preserve tribal/regional culture and autonomy while developing a strong national identity,
there are too many contradictions and inconsistencies in the implementation of policy,
especially in remote areas of the country to call OBE a success.
As a teacher, you will be very affected by the education reform since it is “loosely
structured.” While past Education series included daily lesson plans with a textbook, the OBE
reform does not. You will have to make everything up in order to fulfill indicators and
objectives, either from digging through sporadically appearing resources, or from your own
memory. This will sometimes be a challenge but we also have to keep in mind that at least
we are teaching our native language and likely as college students have a background on the
basics of other standard subjects. Imagine how difficult it might be for teachers who do not
have a particular breadth of knowledge in a subject and then are given no resources with
which to develop a lesson plan for their class. And they have to do this for all the subjects!
Anyhow, this is just a little something so that you have a bit of an idea of what you are
getting into, a big-picture policy background and how that affects smaller, “on the ground”
details. Hopefully it was informative and helpful. Also, please enjoy practical advice from
past participants...we stumbled along but in the end I think we earned our Karkar legs. You
will too. !
Good luck Panangoers! Karkar is the adventure of a lifetime...that’s for sure!
Questions:
Amy Herbertson | aherbtsn@gmail.com

13. Appendix A:
Old (Colonial) vs New Curriculum
Old Curriculum System:
Advantages:
-English was the only language of instruction. Students learned English well.
-A teaching program was planned for all subjects in the Teacher’s guide
-The text book was in detail and easy to understand
-Corporal Punishment was practices *Don’t agree with that one...but it was on the list*
-It encouraged students to work hard to get a good paying job
Disadvantages:
-Separated students from their language, culture, and community activities.
-Made children feel like failures who no longer valued village life, traditions, obligations
-Had the curriculum which was not relevant to the needs of Papua New Guinea
-Did not prepare students to use the resources at home in the communities
-Did not allow all children to go to school and did not encourage children to stay in school
New Reform Curriculum:
Advantages:
-Encourage gender equity
-Teaches children more about their language
-Makes children feel good about themselves and encourages them to value and respect village
life, traditions, and obligations
-Provide bilingual education to develop children’s language skills in both their own language
and English
-Prepares children to use the resources in their community
-To maintain the culture of PNG (Gov wants to keep culture)
-Integrates academic and practical education and is not just a way to paid employment
-Children are active learners
Disadvantages:
-Teaching programs are not outlined or planned in the teachers guide
-Teachers have a hard time planning programs for each subject
-There are a lot of disciplinary problems because corporal punishment is not allow :/
-There are not enough teaching materials
-Teaching materials such as teacher’s guides, syllabuses, and text books (if any) are not in
detail
-The program does not encourage children to work hard academically to get a good paying
job.
*Given to me by a teacher I interviewed*

14. Appendix B:
Example Sentences from My Students:
1. It’s face looks like fox’s face.
2. I am alway need about cats because to help me to kills the rats and some more
animals in where in the house.
3. He is so fat man from the village, and he is the best hunter. From their he do not want
to stay at the village. Allway, he pasts away every morning in the day time. in the
afternoon he come back again.
4. So I am always proud of my dog. It is an angry animal in my house. So all the
people always scared of it.
5. They told my big brother that what was happen to me: And they deside to go catch
these bandcoot:
6. She lazy all the time when my mother told him to doing something, she allways lazy.
7. And I always tell him big head. He always make us angry
8. These cat name is billy Billy have black colour It is a big cat it always catch many
rats.
9. The eye’s of a pig is very small. It’s teeth were very sharp.
10. She always want to eat more food. When she live at school her stomek will become
small. When she went home her stomek will become big.
11. This bird look like small leg and big body.
12. This pig look like dog. no meat and no skin.
13. The ant look like broom stick and grass.
!