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A Stitch in Time | Tools We Use | 3rd English Term 3 Unit 2 Prose

3rd English: Term 3 Unit 2 - Tools We Use

Prose: A stitch in time

Read the story to the children. Encourage them to know the name of the tools and its uses.

Let us learn: A stitch in time

“Oh no,” wails Shyam.

The seams of his favourite shirt have come apart.

“I can’t wear this shirt anymore, Thatha!”

“Of course you can, silly,” his grandfather says.

Shyam showing his torn shirt to his grandfather (Thatha).

“We can fix it!”

Thatha takes a needle and some blue thread.

He shows Shyam how to stitch.

Shyam and his friend Veni are ready to go cycling.

Shyam’s friend Veni has come home.

“Let’s go cycling,” Veni says.

“In a minute,” says Shyam. “Let me iron my shirt first.”

He switches on the iron box. But the light doesn’t glow, and the iron remains cold.

Shyam looks at the broken iron box with a crumpled shirt.

“Ufff! I’ll just wear the crumpled shirt,” grumbles Shyam.

“I was at the Repair Shop last week,” says Veni.

“George Uncle was repairing an iron box. I watched what he was doing closely. Let’s try to make it work! Do you have a screwdriver?”

Veni uses a screwdriver to open the iron box while Shyam watches.

Shyam hunts in the cupboard and gets a screwdriver. Veni unscrews the back of the iron. She scans the inside of the iron.

"What's wrong?" asks Shyam.

"I don't think I can repair it," says Veni.

"Oh no! Appa and Amma will scold us when they see what we have done to the iron box!"

A worried Shyam thinking about getting scolded.

“We'll take it to the Repair Shop! They'll help us,” says Shyam. Shyam and Veni take it and sneak out on their cycles to the Repair Shop.

"Aunty, can you help us repair this iron box?" Veni asks Daisy Aunty.

"What's wrong with it?"

"It won't switch on!" says Veni.

Daisy Aunty takes out a little box with wires and knobs.

"This is a multimeter," she says. "It checks if all parts of the iron are allowing electric current to flow."

Daisy Aunty at the repair shop, using a multimeter to test the iron box.

She tests all the parts, until she comes to a small wire.

“See this wire next to the plug? It's broken—there's your problem!”

She cuts out the old wire and plug, and fixes a new wire and plug to the iron box.

"Let's test it." She switches it on, and the light glows.

The iron is fixed. Veni and Shyam ride back home. It is a day well spent!

Note to the teacher

Read the story to the children. Encourage them to know the name of the tools and its uses.

Varun's Day Out! | A Trip to the Store | 3rd English Prose Term 2 Unit 2

Prose: Varun’s day out!

3rd English : Term 2 Unit 2 : Trip to the store

Let us learn

Varun’s day out!

It was a warm sunny day, perfect for a picnic.

“Amma, I am bored at home.”, said Varun.

His mother said that they could go out for a picnic in the park.

“A picnic? Sounds exciting!”, said Varun.

They sat down and made a list of things to do and a list of things to eat. Then, they took an auto to the market to buy groceries.

At the vegetable shop, Varun asked, “Can we buy fresh carrots? We can make a tasty salad.”

Amma smiled, “Sure.”

Varun was curious at two similar looking vegetables and asked, “What are they called?”

Amma smiled, “The one that is white inside is called ash gourd and the other is called pumpkin.”

Then, Varun and Amma crossed the fruit shop. Varun said, “Amma, I think we need some fruits for the picnic?”

Varun had already decided which fruit he wanted. He wanted the big, green and juicy watermelon. Not just that, he also wanted the reddish yellow ripe mango from the stalls.

“Amma, there are so many types of rice and cereals here. Should we buy some?”

Amma then bought some maida, rice and black gram.

After coming back home, Varun helped Amma to store the vegetables, fruits and cereals in their place.

She then washed the rice and black gram to clean it. She then mixed and soaked them in water for some time.

“Amma, can I grind them with you?”

Amma and Varun made the batter together for making delicious dosas for lunch. They also packed coriander chutney and tomato chutney to eat with them. They packed the dosas in a round tiffin box and the chutneys in two small square boxes.

They grated the carrots, squeezed lemon and added salt to make a salad that they can eat as a snack.

“Amma, Can I taste some salad now?”, asked Varun.

Amma gave Varun some salad. “Yummm!” said Varun.

Now, they started to cut the watermelon and mango to pack them. Varun could not resist. He took a big bite of the mango and the juice of the mango dripped and fell on his shirt.

Amma saw Varun and burst into laughter. Varun joined his mother.

Now that all the food was ready and packed, both left to the park. Varun played on the swing and slide. After some time, Amma and Varun spread a cloth on the grass and laid out all the food they had packed.

“Thank you Amma. I had a wonderful day!”, said Varun and hugged his mother.

Note to the teacher: Read the story to the children. Encourage them to know the names of the groceries and their uses.

Raincoat Prose: Questions & Answers | 3rd English Term 2 Unit 1 Seasons Story

Raincoat (Prose): Questions with Answers

3rd English : Term 2 Unit 1 : Seasons Story

Let us understand

1. Circle / underline the correct word.

Exercises with images of a coat, a cloudy sky, and a thermometer showing hot temperature.

cap / coat ; cloudy / sunny ; hot / cool

2. Match the following.

a. Sunday

b. Wednesday

c. Saturday

- rain

- clear sky

- hot

a. Sunday - clear sky

b. Wednesday - hot

c. Saturday - rain

3. Listen, think and write.

a. What did Nalan get from his parents?

Nalan got a raincoat from his parents.

b. How was the Sun on Monday?

Monday was bright and sunny.

c. Where did Nalan go on Thursday?

Nalan went on a picnic on Thursday.

d. How did the Saturday begin?

Saturday began with a bang of thunder.

e. Do you enjoy the rain? Why?

Yes, I enjoy the rain. It is very pleasant and thrilling to play in the rain.

THINK ZONE

What comes next?

Visual puzzle: Seed, then seedling, then small plant. The next logical step is a grown tree.

Let us talk

* Make picture cards describing the words chilly, sunny etc.

* Divide the students into two groups.

* Call a child from group’ A’ to pick a card.

* Then call a child from B group to name the picture and the season.

* Ensure all the children participate in the activity.

Let us practise

Look at the picture and name it to your friend.

Four weather conditions: sunny, rainy, windy, cloudy.

Fill the blanks with the picture related to seasons.

rainy cloudy sunny

Let us do

Illustration of a word wall activity in a classroom.

* Display the words on the word wall.

* Make word chits and put them in a box.

* Each child gets a turn to pick a chit and read the word.

* If they read correctly, they get a point.

* If they are not able to read, they have to give the chit back.

* When the teacher has no chits left, the child with the most chits wins.

* Practise till all the children can read the words.

Let us say

Listen to the sound and repeat.

Sound practice chart for or, aw, all, ore.

lord fawn law ball bore

born lawn paw fall shore

short yawn raw call score

storm dawn jaw hall store

horse pawn flaw small snore

Read aloud.

Illustration of a storm hitting the shore.

The storm hits the shore.

The fawn runs in the lawn.

The prawn is sold in the store.

The horse stands in the big hall.

Note to the teacher: First teach the sound \Ͻ:\ to the children. Then, introduce the letter clusters for the sound to the children. Help the children relate the sound to the letter cluster.

Let us do

Children participating in a classroom activity with flashcards.

* Prepare one set of flash cards for each of the letter clusters.

* Make children pick up a card.

* Give one flash card to each child.

* Children with letter cluster or must read the word and clap.

* Children with letter cluster aw must read the word and jump.

* Children with letter cluster all must read the word and snap.

* Children with letter cluster ore must read the word and stomp.

* Practise till the children can read the words clearly.

* Continue with all the children.

Let us practise

Circle and fill the correct letter cluster.

Fill in the blanks.

cork, lean, shawl, score

Let us use

Two children greeting each other with 'Nice to meet you'.

When you meet someone for the first time, you should say ‘Nice to meet you’. It is used to express that you are happy to meet her/him. You can reply by saying ‘Nice to meet you too’.

Circle Time Activity

* Divide the children in pairs.

* Make a child greet ‘Nice to meet you.’ and ask the other child to respond saying ‘Nice to meet you too’.

* Reverse their roles. Change the pair and practise the structure.

Note to the teacher: You can also ask children to use the greeting everyday in class.

Let us practise

Arrange the words and write the sentence.

you nice meet to

Nice to meet you

Fill in the blanks.

Let us know

Look at the words in red below.

1. It is a flower.
It is a pink flower.

2. Mandria is a girl.
Mandria is a clever girl.

3. Rithik is a boy.
Rithik is a tall boy.

What is the use of the words pink, clever and tall?

The word pink tells us more about the flower.

The word clever tells us more about the girl, Mandria.

The word tall tells us more about the boy, Rithik.

The words that tell more about the naming words are called describing words.

You can find the describing words by asking “How is the _________?”

Tick (✔) the best describing word for the picture.

Exercise with pictures of a bright light, a thin man, and a hard rock.

a. How is the light?

bright ✔ dull

The light is bright.

b. How is the man?

fat thin ✔

The man is thin.

c. How is the rock?

hard ✔ smooth

The rock is hard.

Tick (✔) the correct describing word.

Exercise to pick the correct describing word for tea, a pillow, and a feather.

Look at the picture and tick (✔) the suitable describing sentences.

a] Prithinga has a green bag.

b] Prithinga has a yellow bag.

c] Prithinga has a blue bag.

Ans : c] Prithinga has a blue bag. ✔

a] He is a weak and lazy man.

b] He is a strong and bold man.

c] He is a dull and lazy man.

Ans : b] He is a strong and bold man. ✔

a] Millet porridge is a junk food.

b] Millet porridge is a nutritious food.

c] Millet porridge is a modern food.

Ans : b] Millet porridge is a nutritious food. ✔

Raincoat Story | Seasons Story | Class 3 English Term 2 Unit 1

Prose: Raincoat

3rd English: Term 2 Unit 1: Seasons Story

On Sunday, Nalan’s parents got him a red raincoat.

”Ma, may I wear it now?” asked Nalan.

”No my dear, now the sky is clear.” said Ma.

Nalan showing his new red raincoat to his mother on a clear day.

”Will it rain today, Mummy?” asked Nalan on Monday.

”No Nalan, not today. It is bright and sunny. If you wear, it will be funny!” said Ma.

Nalan looking at the bright and sunny sky on Monday.

On Tuesday, ”Ma, when will my wish come true?”asked Nalan.

”Not today, my dear, there is just one white cloud in the sky!” said Ma.

Nalan pointing at a single white cloud in the sky on Tuesday.

On Wednesday ”Ma, why doesn’t it rain?” asked Nalan.

”Son, I think it is hot. It will rain before noon.” said Ma.

Nalan's mother explaining that it is too hot on Wednesday.

On Thursday during picnic, ”Ma, what if it rains? Shall I take the raincoat with me for picnic?” asked Nalan.

”No my dear, it will not rain .The little white clouds are too high.” said Ma.

Nalan on a picnic on Thursday, asking about his raincoat.

”Ma, will it rain today?” asked Nalan loudly on Friday.

”It might, my dear there are some dark clouds low down in the sky.” said Ma.

Dark clouds appearing in the sky on Friday.

Saturday begins with a bang!

Dadum-Dadum-Dadum!

”I hear thunder. Will it rain very soon?” asked Nalan.

Finally, it starts to rain!

Thunder and lightning as it begins to rain on Saturday.

”Oh, it’s raining, it’s raining,” sang Nalan, running out.

”But Nalan, you forgot your raincoat!” said Ma running after him.

Nalan running outside happily in the rain without his raincoat.

Note to the teacher: Students should be asked questions based on the pictures and description to guess the name of the season and its features.

The Proud Dragonfly: Prose Questions & Answers | The Insects | 3rd English Term 1 Unit 2

The Proud Dragonfly (Prose): Questions with Answers

Chapter: 3rd English : Term 1 Unit 2 : The Insects

Let us understand

1. Tick (✔) the correct picture.

All the insects in the story lived near a pond.

A pond and a desert. The pond is ticked.

Dragonfly is too proud of itself.

A dragonfly and a bumblebee. The dragonfly is ticked.

2. Match the words to the pictures.

Try to match the words with the correct insect in the picture below before checking the answer.

bumblebee
beetle
caterpillar
snail

Four insects: bumblebee, beetle, caterpillar, snail. Unmatched.

Show Answer

Here are the correct matches:

The matching exercise solved, with lines connecting words to the correct insects.

3. Listen, think and write.

Choose your answers from the words below:

( food, blue, black, yellow, hungry )

a. What colour is the dragonfly?

The dragonfly is blue.

b. What is the ant carrying?

The ant is carrying food.

c. What colour is the bumblebee?

The bumblebee has stripes of yellow and black.

d. Why did the chameleon eat the dragonfly?

The chameleon eats the dragonfly as it was hungry.

THINK ZONE

What comes next? Tick (✔) the correct picture.

A pattern sequence: butterfly, bee, caterpillar, then butterfly, bee, caterpillar (ticked).

Let us talk

(i) Make flashcards with pictures of insects.

(ii) Divide the class into two groups.

(iii) Call a child from one group and ask him/her to pick a card.

(iv) The child with the card will enact the action of the insect. (e.g. Flying for butterfly.)

(v) The group should be able to name the insect and the action. (e.g. Butterfly flies.)

(vi) Repeat the activity with the other group.

(vii) The group with the most correct answers wins.

Let us practice

Pictures of a housefly, butterfly, and grasshopper.

Circle / underline the insects.

Lion butterfly snail camel

Horse elephant ant grasshopper

Caterpillar dragonfly tiger firefly

Fill in the blanks with the actions of the insects.

A snail crawls, a butterfly flies, a caterpillar crawls.

Let us do

(i) Display the words on the word wall.

(ii) Make 4 sets of word chits and put them in a box.

(iii) Each child gets a turn to pick a chit and read the word.

(iv) If they read correctly, they get to keep the chit.

(v) If they are not able to read, they give the chit back.

(vi) When there are no more chits with the teacher, the student with the most chits wins.

(vii) Practise till all the students are able to read the words.

Let us say

Listen to the sound and repeat.

ar as in ast as in

Phonics examples for 'ar' and 'ast': car, jar, star, fast, cast, vast.

Listen and repeat.

Words with 'ar' and 'ast' sounds: art, arm, cart, park, last, past, ask, mask.

Let us practise

Read aloud.

The car is fast.

We have fun in the park.

The ants march.

The star is far.

The dogs bark at me.

The shark eats the fish.

Note to the teacher: First teach the sound /a:/ to the children. Then, introduce the two letter clusters for the sound to the children. Help the children relate the sound to the letter cluster.

Let us do

(i) Make a set of flashcards.

(ii) Invite a child to pick a flashcard.

(iii) Ask the child to show the word to the class and read the word.

(iv) If the child reads correctly, they get to keep the card.

(v) Ask all children to repeat the word.

(vi) The child with most card wins.

(vii) Practise with all the children.

Let us practise

Circle the correct letter cluster.

Exercises circling 'ar' and 'ast' in words like 'car', 'mask', 'farm', 'fast'.

Fill in the blanks.

star, pond, blast, fast

Let us use

Two children interacting. One asks for a book, the other gives it.

Could you give me a book? Here it is.

Could you give me a pen? Here it is.

Circle Time Activity

(i) Divide the class into two groups A and B.

(ii) Each child is given an object like a pen, pencil, ID card, book etc.

(iii) Make a child from group A ask, “Could you give me a book?”

(iv) The child from group B with the book should say “Here it is.”

(v) Practise with other objects like pen, pencil, ID card.

(vi) Reverse the roles of the groups.

(vii) Practise with all the children.

Let us practice

Arrange the words and write it. Then, say it to your friend.

me could the toys give you?

Could you give me the toys?

bag could you me a give?

Could you give me a bag?

Let us know

Look at the caterpillar in the following pictures.

Four images showing a caterpillar in, on, under, and near a shoe.

The caterpillar is in the shoe.

The caterpillar is on the shoe.

The caterpillar is under the shoe.

The caterpillar is near the shoe.

The words in, on, under and near help us know where the caterpillar is.

Tick (✔) the correct word.

1. The cockroach is near the shoes.

• in

• near

• under

2. The lady bug is in the box.

• in

• near

• under

3. The ant is under the chair.

• in

• on

• under

4. The butterfly is on the ball.

• in

• on

• under

Fill in the blanks.

( in under near on)

A fish in a bowl. The fish is in the bowl.

A ladybug on a leaf. The ladybug is on the leaf.

Read the following sentences and draw the insects.

Worksheet for drawing insects based on prepositional phrases.

A dragonfly is on the car.

A bug is on the sofa.

A spider is under the chair.

A bee is in the bottle.

Circle the correct picture for the given word.

Picture matching exercise: 'in' is a ball in a box, 'on' is a ball on a box, 'under' is a ball under a box, 'near' is a ball near a box.