The River and the Hill Story | The World Around Us | 3rd English Term 1 Unit 3

3rd English : Term 1 Unit 3 : The World Around Us

Story: The River and the Hill

Let us read

The River and the Hill

The river feels, “I have to run all the time. I want to be like the hill.”

Then, one day the river asks the hill, “Why do I run all the time?”

The hill says, “Ha! Ha! Ha! Can you tell me why I stand all the time?”

The river says, “I think you like to stand all the time.”

The hill says, “No, I have to see the same trees every day. I wish to see new hills and trees!”

The river says, “I get to see new hills and trees every day. Do you want to come with me?”

The hill says, “No, I help many lives here. Just as you help many lives on your way.”

The river says, “Thank you for your help!”

The river runs and the hill stands.

Both the river and the hill are happy.

Note to the teacher: This is a supplementary story. Encourage the children read the story on their own.

3rd English Term 1 Unit 2: The Insects | Vocabulary and Pictures

3rd English: Term 1 Unit 2

The Insects

I keep away from the insects. Do you?

Look and say

bumblebee

snail

ladybug

butterfly

mosquito

grasshopper

housefly

drangonfly

spider

firefly

caterpillar

beetle

rain bug

Note to the teacher

Practise vocabulary using the picture. Ask children to name the things seen in the picture.

The Two Pots Story: Questions & Answers | Our Kitchen | 3rd English Term 1 Unit 1

The Two Pots (Story): Questions with Answers

3rd English : Term 1 Unit 1 : Our Kitchen

Let us think and do

Circle / underline the correct word.

river / sea ; tape / stick ; pot / top

Tick (✔) Yes or No.

1. There are two pots. Yes[✔] No[ ]

2. They play in a park. Yes[ ] No[✔]

3. The mud pot saves the brass pot. Yes[✔] No[ ]

Arrange the story in the correct order using numbers from 1 to 3.

Let us make

● Colour the pot brown.

● Colour the mixer red.

● Colour the pan black.

Note to the teacher: Read the instructions one by one. Encourage children to colour after listening to the instructions.

Big Picture

1. What is in the girl’s hand?

A key is in the girl’s hand.

2. What is in the boy’s hand?

A bat is in the boy’s hand.

3. What is on the wall?

A clock is on the wall.

4. What is under the table?

A ball is under the table.

5. What is in the tank?

Fish is in the tank.

6. What is on the sofa?

A pillow is on the sofa.

7. What is on the cupboard?

A flowerpot is on the cupboard.

8. What is on the hanger?

A shirt is on the hanger.

9. What is the colour of the wall?

The colour of the wall is yellow.

10. What is the time by the wall clock?

4’ o clock is the time by the wall clock.

Note to the teacher: Encourage the children to answer orally. Teach them to ask and answer questions with “What...?” Practise the structure contextually in the class.

I Can Do

1. Write the names of the utensils.

( Knife , bowl , mixer )

2. Read the sentence and write True (T) or False (F).

We cut with knife. (T)

We mix with recipe book. (F)

We make milkshake with mixie. (T)

We fry with pan. (T)

3. Match the word with picture.

Can you match the words stir, boil, and chop to the correct actions in the pictures below?

4. Arrange the letters and write the correct word.

* Beat with a Whisk (khisw)

* Cut tiny pieces with grater (egratr)

5. Recite the poem ′Bender the Blender′.

6. Listen to the teacher and ask a question.

a. Ask a pen from your friend.

Can you give me your pen?

b. Ask a notebook from your brother/sister.

Can you give me your notebook?

7. Circle the odd one.

8. Write C for things you can count and U for things you cannot count.

Learning Outcome

Now I can...

Note to the teacher: Ask children to colour the balloon when they achieve the learning outcome.

3rd English Term 1 Unit 1 Our Kitchen: The Big Offer Prose Q&A

Our Kitchen | The Big Offer (Prose)

3rd English : Term 1 Unit 1

Let us understand

1. Circle / underline the right word.

knife / recipe book ; fork / spoon ; mixer / pot ; bowl / pan

2. Match the following.

Look at the image and match the items with their actions.

3. Listen, think and write.

( Recipe book Ramu food delicious )

a. Who runs the restaurant?

Ramu runs the restaurant.

b. Who was the chef?

Recipe book was the chef.

c. How was the food?

The food was delicious

d. Why was Ramu happy?

Ramu was happy because the food was ready.

THINK ZONE

Let us talk

Show a flashcard with the action word “stir”.

Ask children “What do you stir?” with action.

Make children answer,“I stir sambar.” with action.

Repeat the steps with flash cards of action words like chop, pour and peel.

Practise with all the children.

Let us practise

Show the actions and say it to your friend.

Look at the pictures and write the actions.

Let us do

Make two sets of flashcards with words from the word wall.

Divide children into two groups.

Give one set of flashcards to each group.

Say a word and ask the child with the word to raise their hand.

The child who raises hand first, gets one point.

The group with the most points at the end of the game wins.

Practise with all the children.

Let us say

Listen to the sound and repeat.

oo as in

Listen and repeat.

book hook good nook foot rook cook wool wood stood look shook

Circle the words with oo.

good, foot, stood, look, cook, book, wood

Note to the teacher: First teach the sound \mho\ 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

Make one set of flashcards.

Make the children stand in a circle.

Give one flashcard to each child.

Ask any child to read the word in the flashcard.

If they read correctly, they turn around, and the next child has to read.

If a child is not able to read, then all children will turn back, and we start from the first child again.

The game ends if all children in the circle have turned around.

Practise till children can read the words easily.

Let us practise

Read it to your friend.

This is my book.

I make toys with wood.

My dad likes to cook.

I shook his hand.

Fill in the blanks.

wood, rook, broom, brook

Let us use

We should always ask before doing anything. We can use “May I_____?” and “Can I _______?” to ask.

Circle Time Activity

Divide the class into two groups.

Display some objects on the table like a pen, pencil, book, note, etc.

Ask a child from one group to pick an object and ask “Can I use this pencil?”

Make a child from the other group to answer “Yes, you can.” or “No, you cannot.”

Practise with all children from both groups.

Then, reverse the role of the groups and practise with all children.

Let us practise

May I....? go play sit tell take

Can I...? ask read write eat open

Note to the teacher: Help the children add some suitable words like song, mango, story etc..., to complete the permissions meaningful.

Rearrange the words to make sentence. Then say it to your friend.

tell may I a story ?

May I tell a story

I sing song a can ?

Can I sing a song

Let us know

Let us see how the clown counts the things.

He is confused. He cannot count the last one.

Do you think you can count ‘salt’?

There are some things that we can count like,

There are some things we cannot count like,

Note to the teacher: Explain children that there are some things we can count and some things we cannot count. Encourage children to use many for things they can count and much for things they cannot count.

Look at the things below and tick ✔ if you can count and cross × if you cannot count.

Read the words and tick (√) the correct box.

3rd English Term 1 Unit 1: Our Kitchen | Vocabulary and Guide

3rd English : Term 1 Unit 1 : Our Kitchen

UNIT 1 Our Kitchen

Hi ! I am Nila. I help in the kitchen. Do you?

Look and say

Funnel

Strainer

Pot

Mixer

Stove

Tablespoon

Cutting – board

Churner

Knife

Peeler

Note to the teacher: Practise vocabulary using the picture. Ask the children to name the objects seen in the picture.

Bowl

Tray

Rolling pin

Kettle

Tumbler

Cup

Saucer

Plate

Grater

Lemon squeezer

lota

Listen to Your Body | Term 1 Chapter 2 | 2nd English Questions and Answers

Listen to Your Body | Term 1 Chapter 2 | 2nd English

Questions with Answers (Part 1)

Let us understood

1. Tick (✓) the correct word.

2. Match the words with the pictures and write them.

3. Listen, think and say.

a. Who did not go to school?

Nina

b. What game did Nina and Nithin play?

It’s called ‘Listen to your body’.

c. Why did Nithin place his hand on his tummy?

Nina heard Guddu… Guddu… Guddu… He was hungry.

d. Can you name the parts of your body?

Yes

Let us know

Chittu looks outside and says,

I can see…

Valli looks inside the house and says,

I can see…

Chittu: Why do you say “an”?

Valli: If the first letter of a ‘one’ word is a, e, i, o, u, we say “an”.

Note to the teacher: Explain to children that we add “an” before vowel sounds (sounds of a,e,i,o,u) and “a” before the sounds of other letters.

Let us practice

1. Circle a / an.

a / an ant    a / an duck    a / an book    a / an orange

2. Fill in the blanks with a / an.

a. This is a bell.

b. This is an ox.

c. This is a tub.

d. This is an axe.

e. This is an eagle.

f. This is a fan.

Spell check

Fill in the missing letters.

tie belt frock

Let us do

Word wall

home soon stand upon first came girl find off wood long take

Display the words on the word wall.

Make children repeat it as you say each word.

Invite a child to the front of the class.

Whisper a word. Let the child say it to the class and the class will repeat.

Remove the word as the child says it.

Continue it till all the words are called out.

Tick (✓) the words you see in the word wall.

1. home ✔     hum          hut

2. sun         sack         soon ✔

3. shut         stand ✔         stack

4. can         came ✔        come

5. take ✔         tick         talk

Read aloud and circle the words you see in the word wall.

1. I came home soon.

2. Find the pen.

3. Ring the bell first.

4. Stand in a line.

5. Off you go!

6. It was a long day.

Circle the odd pair.

Circle time – Let us talk

A. Display a few pictures of action words like dance, read, write, run, jump, skip, sing, swim, draw etc. Ask students to name the actions as you show them. Say “I can dance” and demonstrate.

B. Now distribute the pictures to the class. Let children hold it up. Ask each child, “What can you do?” Encourage them to answer, “I can _____ ” Point to a girl/boy and say “She/He can __________” Let children repeat it. Practise it with all.

Let us practice

Choose and write the correct one.

Let us say

Listen to the sound and repeat.

Read aloud.

Listen to the teacher and circle the words with long 'a' sound.

It was a May day. Jake the snake was hungry.

It ate the snail in the pail.

It ate the cake made by Kate.

It ate the crane near the lake.

A maid had some hay.

It ate all the hay.

An ape saw the snake.

It took a cane to chase the snake.

But the snake got into a train and made an escape.

Note to the teacher: First, teach the sound / eI / to the children. Then, introduce the three different letter clusters for the same sound. Help children relate the sound to the letter clusters.

Let us do

Word wall

came tame cage page sale tale base case

mail sail main pain wait bait laid raid

slay play clay bray tray pray sway way

Display the words on the word wall.

Distribute the word cards to all students.

Show word with “ai”.

Let all the students with that letter combination stand up and say the words they have.

Practise with “a_e” and “ay” words also.

Make all the students say the words.

Let us practice

Add 'e' and write the words: e.g. can – cane

Fill in the blanks.

Rain cake way gate

Try to read these!

b + l = bl-

black

c + l = cl-

clip

f+ r = fr-

frog

n + t = -nt

tent