The Coconut Grove Prose: Questions & Answers | 3rd English Term 3 Unit 1

Trip to the store | The Coconut Grove (Prose): Questions with Answers

Let us understand

A. Tick (✔) the correct word.

Correct words: fish; lake; coconut leaves

B. Match by writing the number.

Column 1

1. Iniya

2. Father

3. Mother

Column 2

a. making soap and oil

b. big brown eyes

c. fishing

Correct Matches:

1. Iniya - big brown eyes

2. Father - fishing

3. Mother - making soap and oil

C. Listen, think and write.

1. Who is the story about?

This story is about using things in nature carefully, (using natural resources economically)

2. Why did mother and father use small basket for fish?

Mother and father did not want to catch more fish than they needed. So they used a small basket for fish.

3. What did Iniya’s mother make with fibre?

Iniya made coconut fibre packs to fill the pot for the plants.

4. Why did Iniya make turtles?

Carving turtles on coconut shell was Iniya's favourite hobby. So she made turtles and put it around her neck.

5. How will you protect the trees around you?

I will not cut the green branches of trees. I will use only the fallen branches. I will not cut down any tree or plant. For small plants I will make a fence and protect them from cattle.

THINK ZONE

Circle the odd pair.

The odd pair is "pen - fan". The other pairs (spoon-fork, bat-ball, lock-key) are related items.

Let us talk

Show a flashcard with the action word “water”.

Ask children, “What do you water?” with action.

Make the children answer, “I water the plants.” with action.

Repeat the steps with a set of action words like climb, sprout, plant and pluck.

Practise with all the children.

Let us practise

( climb  sprout  water  plant  pluck )

Fill with the correct action.

Answers: climb, water, sprout

Let us do

Make 2 sets of flashcards with words from the word wall.

Arrange the cards on the floor such that it forms a path.

Call one child to play.

Ask the child to pick the card, show it to the class and read it.

Ask other children to repeat.

If the child reads correctly, she/he can read the next word.

If a child is not able to read the word, they pass the chance to the next child.

The game goes on till children finish the path.

Practise with all the children.

Let us say

Listen to the sound and repeat.

Listen and repeat.

cent, city, cycle

twice, circle, fancy

voice, recipe, mercy

cement, decine, spicy

ceramic, medicine, cyclone

Let us practise

Read aloud.

I saw the circus in the city.

The mice are eating the slice.

Put ice in the juice.

The cyclone takes the cycle.

Note to the teacher: First teach the sound /s/ to the children. Then introduce the three letter clusters for the sounds and help the children relate the sound to the letter cluster.

Let us do

Make one set of flashcards for each of the letter clusters ce, ci and cy.

Ask children to pick a card.

Say a word and ask the child with that word to jump and read the word.

Practise with all the words.

Shuffle the cards and play again.

Let us practise

Circle / underline and fill with ce, ci, and cy.

Fill in the blanks.

Let us use

When you want to check with your friend, if he/she has something, you can ask "Do you have ... ?" Your friend can reply by saying "Yes, I have." or "No, I do not have."

Circle Time Activity

Group the children into pairs.

Make a child from group A ask “Do you have ..?”

A child from group B should say, “Yes, I have.” or “No, I do not have.”

The children should say according to the availability.

Practise with all children.

Reverse the roles of the groups and practise again.

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

Let us practise

Fill in the blanks.

Do you have a pen?

Yes, I have a pen

Do you have a crayons?

No, I don’t have a crayons

Let us know

Let's see what Arif and Shobana are talking

I met the new teacher today.

You met him? Really?

Don’t you believe me? I saw him talking with Jaya ma’am.

He asked her the way to our class.

I hope we will like him.

Ha ha! I hope he will like us.

When a person/place/thing receives an action we use me, him, her and us.

We saw above that:

Teacher (he) becomes him.

Arif (I) becomes me.

Jayanthi (she) becomes her.

Class (we) becomes us.

A. Match the picture to the word.

B. Circle the words that receive the action.

David sings to her.

Don’t lie to me!

The teacher called him.

The bus driver took us home.

Abu got me a toy!

Mom and dad take us to the park.

Janu likes to play with him.

He danced with her.

C. Choose the correct word.

I saw him. (him/ her)

Tom plays with her. ( her/I)

We like our cat. We hope the cat likes us. (us/ I)

I know Raju. He knows me from the dance school. (me/ it)

The Coconut Grove | 3rd English Prose | Term 3 Unit 1

Prose: The Coconut Grove

3rd English: Term 3 Unit 1: Trip to the store

Iniya was a little girl with big brown eyes. She lived with her parents in a beautiful coconut grove, next to a small blue lake. She helped her parents by the lake, went to school and then, spent time with them only to wake up the next day.

Each day, she balanced a big empty basket on her head as she walked down to the lake. Her mother followed with the laundry, and her father brought the big fishing net.

Her mother washed the clothes on a stone next to the lake, while her father went fishing. He dragged the net to the shore, and they collected the fish in a big basket.

Sometimes a turtle got stuck in the net, but Iniya always hurried to save it. One sunny morning while fishing with her father, Iniya said, “Appa, if we catch so many fish, what if one day there is no fish left? “Her mother laughed and sent her off to school.

Under the shade of the trees, Iniya’s mother fell into an uneasy sleep.

She dreamt of a lake with no fish. In her dream, every day the father returned from the lake with no fish and the family could not support itself. The wind then said , “The water and the land have always taken care of your family.so you have to take care of them in return.”

She woke up with tears in her eyes. She didn’t know how to bring up Iniya without selling enough fish.

All afternoon she sat, weaving coconut mats and thinking about her dream. That night, Iniya heard her parents whisper as the oil lamp burned deep into the night.

The next morning, her father gave her a smaller basket.

“How can we carry all the fish in this little basket?” Iniya asked.

We will only take as many fish as will fit inside this basket,” he replied.

“How will this be enough for us?” Iniya Wondered.

When she came back from school, she was happy to find her mother making soap and oil from the coconuts.

Iniya swiftly climbed up a tree to get more coconuts, but her mother said, “Don’t pluck them! We must only use what the tree gives us.”

Her father said, “We have taken only fallen coconuts for making these things. Look, we’ve even made this soap with a jasmine flower inside!”

Iniya learnt a lot about gardening and arts at school. When Iniya grew older, she made coconut fibre packs that could be used to pot plants. She also loved to carve coconuts. She made many toys and idols with fallen coconuts. Her favourite was to carve tiny turtles out of coconut shells. She always wore one around her neck.

Note to the Teacher

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