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ENGLISH GRADE 3 Pupils Book
ENGLISH GRADE 3 Pupils Book
ENGLISH GRADE 3 Pupils Book
GRADE 3
PART 1
Professor Vassen NAËCK - Head Curriculum Implementation, Textbook
Development and Evaluation
Ministry of Education and Human Resources, Tertiary Education and Scientific Research
Mr Jagdish KORLAPU-BUNGAREE - Deputy Head Master
Mrs Marie Françoise CONSTANCE - Deputy Head Master
Ms Andora LAVAL - Primary Educator
Acknowledgements
Vetting Team
Ministry of Education and Human Resources, Tertiary Education and Scientific Research
Mrs Taramatee Nathoo - School Inspector
Mr Nunkishore Neergheen - School Inspector
Mr Henrio Douglas POTIÉ - Supervisor (The Arts)
Graphic Designer
Mr Leveen NOWBOTSING
ISBN : 978-99949-40-19-6
We have the pleasure to offer you a brand new collection of textbooks as from 2016. These textbooks
have been written by a team of experts and supported by experienced Educators, advised by
Inspectors, mentors and Deputy Head Masters. We have done our best to ensure that children
undergo a pleasant learning experience.
We have taken care to align the textbooks with very clearly defined learning outcomes and objectives
set for the subject. This present textbook provides clear indications of the diverse skills that children
should master at each stage. We would request teachers to use the techniques and pedagogical
approaches suggested in the teacher’s manual so that children make optimal use of the textbook
and materials provided.
We are extremely thankful to all those who have provided us with constructive feedback, thereby
enabling us to make this curriculum development endeavour come to fruition. We are also thankful
to the artists who carried out the illustrations, and to our graphic artists, who have tried their best to
create the right layout for the books. The authors and the curriculum team, under the guidance of
Professor Vassen Naeck, also deserve our thanks.
We hope that you enjoy this material and wish you lots of success.
Dr O. Nath Varma
Director
Mauritius Institute of Education.
i
Preface
The Grade 3 'Let's Learn English' textbook aims at providing pupils with adequate opportunities for
exposure to the English language and active engagement in its use. In line with the NCF, the structure of
the textbook allows the gradual development of the four language skills, namely listening, speaking,
reading, and writing, as well as grammar and punctuation. Through activity-based learning, pupils
learn and practise English in a contextualized, meaningful, and enjoyable manner, which focuses on
key areas of language and literacy development. Additionally, many of the activities adopt a cross-
curricular approach,which enables links to be made with other areas of the curriculum that are being
formally introduced and taught in Grade 3.
The textbook comprises of eight units, each driven by a theme that is related to the learners' lives or
interest. The units consist of the following sub-sections:
• Oral -
These activities precede the reading passage and are also interspersed throughout
each unit. They provide some key vocabulary related to the theme of a unit and support the
development of oral language skills;
• Reading comprehension -
The reading activities introduce the main theme and vocabulary of a unit. The text is followed by
short exercises to evaluate pupils' understanding;
• Writing -
These activities provide pupils with opportunities to produce different types of short texts with the
support of a writing frame or model;
• Phonics -
These activities help to develop and reinforce pupils' phonemic awareness, steadily leading them to
read and write with confidence;
• Grammar -
These activities empower pupils with essential notions of English grammar for accurate language
production both orally and in writing;
• Vocabulary -
These activities are based on the theme and are integrated throughout a unit so as to enable pupils
to increasingly build a repertoire of words;
• End of Unit -
These activities can be used to evaluate learning;
• ICT activities -
These activities simultaneously cater for the development of basic ICT skills and support language
learning.
Each unit covers approximately two weeks and is accompanied by a short literacy story which
complements the theme. A few fun and enjoyable activities are also provided at the end of each
literacy story.
ii
The literacy stories are presented as a separate collection to encourage pupils to enjoy reading in
English, enable them to develop their own personal library, and inspire them to begin reading with
some independence; albeit with continued assistance and support from the teacher as needed.
While the focus is mostly on literacy in English, concepts from other areas such as History, Geography,
Values and Citizenship Education are also integrated.
We hope that pupils enjoy working through the Grade 3 'Let's Learn English' textbook and participate
fully in all activities.
To the teacher
Much effort has gone into grading the content of the Grade 3 'Let's Learn English' textbook and
to include as many visual elements as possible to support learning. Moreover, the provision of
additional resources and activities (such as songs, poems/rhymes, short-story texts, ICT activities,
and the literacy story collection) aims at extending language learning while creating links with other
areas of the curriculum.
Nevertheless, the successful implementation of the textbook depends largely on teachers who will
have to supplement it with explanations, further resources, and additional activities as per their
pupils' level and needs to facilitate learning.
Teacher's notes have been inserted, wherever they were deemed to be useful, so as to guide teachers
and offer more detailed information about activities. However, these should not be considered
as being prescriptive. Instead, teachers have the scope and flexibility to adapt all activities in the
textbook to suit the level and needs of their learners.
Below are some general guidelines for conducting a reading activity (story, rhyme/poem/song):
Pre-reading phase
Carry out an oral session where pupils listen to a rhyme/poem/song or engage in an oral activity or
brainstorming. Make use of the illustrations and pictures in the textbook to stimulate discussion and
support learning. Encourage pupils' participation in English but allow pupils to use the language/s
with which they are more familiar as needed. Adequate support must be provided to gradually lead
pupils to express themselves using simple utterances and sentences in English. Use this pre-reading
phase to teach some key vocabulary that will facilitate understanding of the reading passage that
follows.Take the pupils outdoors whenever possible, so that they can indulge in the games or songs
that involve movements.
Post-reading activities
Carry out the activities orally first to check pupils' understanding and then help them to complete
the written exercises. Use resources such as word and picture cards whenever possible, especially for
iii
vocabulary acquisition, as this will facilitate learning.
Given that the vocabulary varies in the different units, create a word wall in the classroom so that
pupils are exposed to new words in a sustained manner for the duration of the unit. Draw pupils'
attention to these words regularly for consolidation. Derive a list of sight words from the text and
help pupils to learn these.
Phonics
Frequent exposure and practice are necessary to develop phonemic awareness. Like vocabulary
acquisition, phonics must be taught in a sustained manner, and it is necessary to go beyond the
activities provided in the textbook. Whenever possible, the teacher will have to supplement the
phonics activities with further resources and additional exercises to draw pupils' attention to the
sounds, letter-sound associations in words, and how to blend letters and segment words. Practice
can be made appealing and fun by encouraging pupils to create nonsense words. Phonics instruction
helps children learn the relationships between the letters of written language and the sounds of
spoken language, which is essential for developing reading skills.
Grammar
Carry out the activities orally first to check pupils' understanding and then help them to complete
the written exercises. Though an introduction to and some explanation of the grammar points have
been included in the textbook, it may be necessary to extend explanations depending on the level
and needs of pupils. Use anecdotes and examples related to the pupils to make grammar learning
meaningful. While it may be necessary to top up with some explanations, where needed, the
emphasis is on grammar usage and developing an awareness of the grammar points. The focus is
not on the memorisation of rules.
Bearing in mind that it is not possible to tailor textbooks to specific pupils or classrooms, the Grade
3 'Let's Learn English' textbook has been structured in a way that allows the teacher to use it in a
flexible manner. Units 1 and 2 serve to consolidate concepts and language acquired during Grade 2.
Units 3 to 7 teach language and concepts to be acquired at Grade 3 level; and these are reinforced in
Unit 8. The teachers can thus adapt this textbook and the pace at which they progress through it, as
per the level and needs of their pupils.
It is hoped that teachers will exploit all the sections and activities which have been carefully thought
out, in view of enhancing the teaching and learning of English in Grade 3.
iv
Content pages
Pages 1- 24 25 - 44 45 - 72 73 - 98
-Places to go
shopping
- Poem: Going
to school
Phonics
clusters
v
Reading The new girl in A lunch for A letter to Sam Different jobs
Grade 3 Mother
End of Unit 22 - 24 41 - 44 70 - 72 96 - 98
Literacy session Lacey Loves to Having Tea I Spy a Dodo When I Grow
Talk with a Tiger Up
vi
Unit 1 : Welcome to Standard 3
Welcome to Grade 3
Unit one
1
1
Unit 1 : Welcome to Grade 3
2
Unit 1 : Welcome to Grade 3
Oral
Activity 1 – I sing a song: We are back at school.
Hello, hello, we are with our friends, with our friends, with our friends,
Hello, hello, we are with our friends, early in the morning.
Hello, hello, we greet our teacher, greet our teacher, greet our teacher,
Hello, hello, we greet our teacher, early in the morning.
I feel....
my
their
her
our
5. We will have fun with _____ Grade 3 Team. his
your
Activity 3b – I learn the possessive adjective ‘its’.
4
Unit 1 : Welcome to Grade 3
Oral
Activity 4 – I talk with my friends and I write a list.
My friends in Grade 3.
5
Unit 1 : Welcome to Grade 3
Reading
The pupils are in the classroom. They are sitting at their desks. Miss Molly
is the teacher. She welcomes all the pupils to Grade 3. She is happy to see
them.
Miss Molly sees a new pupil in the class. Her name is Seema. She is shy. She
does not want to talk.
Miss Molly knows that all her pupils are nice children.
"Say hello to Seema everyone. Who wants to be her friend?"
Miss Molly asks.
6
Unit 1 : Welcome to Grade 3
foot eye leg hand ear arm nose mouth belly hair
7
Unit 1 : Welcome to Grade 3
8
Unit 1 : Welcome to Grade 3
Activity 7 - I choose the correct words to complete the sentences.
9
Unit 1 : Welcome to Grade 3
Oral
Going to school
Going to school,
Being happy,
Making friends.
Going to class,
Where I learn
And keep it clean.
Learning my numbers
1, 2, 3,
Learning my letters
a, b, c.
10
Unit 1 : Welcome to Grade 3
3
H
2 4
Let’s look for words in
1 C S the poem to complete
this crossword puzzle.
The pupils are in the classroom They are sitting at their desks Miss Molly is
Miss Molly knows that all her pupils are nice children
11
Unit 1 : Welcome to Grade 3
Remember!
Every sentence begins with a capital letter and ends
with a full-stop. Rewrite the following sentences with
the correct capital letters and full stops.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
12
Unit 1 : Welcome to Grade 3
Writing
Hi Seema,
From Mika
Did you like reading Mika’s letter? Now, write a letter to your
friend about yourself. You may use the words given or add your
own.
13
Unit 1 : Welcome to Grade 3
________,
Hi ____________________
__ _________________
My name is ______________
____ _____________________
I live in ________________
________ _________________
I like __________________
________ _________________
______________________
________ _________________
______________________
)
ll, playing video games, watching TV
(dancing, singing, playing footba
____ ___________________
My favourite subject is ____
___
__ ______________________
This year, I am excited about
ol.
________________ at scho
______________
From __________________
14
Unit 1 : Welcome to Grade 3
Grammar
Remember, we say:
I am
You are
He/She/ It is
We are Example:
They are. The boy – tall
The boy is tall.
1. I – happy
___________________________________________________
3. You – my friend
___________________________________________________
5. I – in Grade 3
___________________________________________________
6. We – at school
___________________________________________________
Remember!
We also use am, are, or is when verbs
are in the present continuous tense.
Example:
Jump
The girls are jumping (jump).
Jumping
Hello. My name
is Sonia.
Example:
write
writ + ing
writing
Example:
run
runn + ing
running
17
Unit 1 : Welcome to Grade 3
honics
ten bug
dog
top bed
pin
swim lip
like
dig bin
can
pot
bike fan
kite
Words
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
18
Unit 1 : Welcome to Grade 3
Activity 14 – I circle words with the /aI/ sound.
a
Do you remember some words with the / I/ sound? Circle the
words below that contain this sound. The first one has been
done for you.
look tree
see kite
ice book
pie hand
school bike
cone lips
chair door
bag lime
five flower
class nine
mice new
clock dessert
socks rice
happy bees
slide square
19
Unit 1 : Welcome to Grade 3
Activity 15 – I colour the correct boxes.
I trace the words with the /i:/ sound.
Tree
________ Frog
________ Cat
________
Bag
________
Knee
________
Shoe
________
Ball
________ Star
________ Leaf
________
Dog
________ Sea
________ Sock
________
20
Unit 1 : Welcome to Grade 3
Activity 16 – I choose and write the correct
letters to complete the words.
pr br fr tr dr cr gr
o g a s s
a b u m
e e e s s
e a d i n k
a i n u s h
21
Unit 1 : Welcome to Grade 3
My Promise
This I promise
With a big kiss!
(Adapted from: http://www.tooter4kids.com/
classroom/school_rule_poems.htm)
22
Unit 1 : Welcome to Grade 3
3. The teacher says: “If you’re happy and you know it,
stomp your__________ (nose, foot)!”
4. The ____________ (naughty, nice) child does not listen to the teacher
and pulls the girls’ ________ (belly, hair).
6. “Open ____________ (your, his) books at page 9,” says the teacher.
23
Unit 1 : Welcome to Grade 3
7. Jordan brushes ____________ (her, his) teeth twice a day.
honics
24
Unit 2 : Food
Food
Unit two
2
25
Unit 2 : Food
Oral
26
Unit 2 : Food
After the meal, Suzan and Jenna give their mother some flowers.
“Thank you,” says mother. She gives them a big hug.
27
Unit 2 : Food
Grammar
Remember!
In Grade 2 we learned about ‘a’ and ‘an’.
We use ‘an’ when a word starts with a, e, i, o, u.
28
Unit 2 : Food
29
Unit 2 : Food
Writing
Instructions:
1 Put all the fruits and vegetables in the blender.
2 Mix everything together.
3 Pour into a glass and enjoy!
30
Unit 2 : Food
Let’s write a smoothie recipe together! You may choose words from
the list of ingredients given below or add your own.
Instructions:
1. Put all the ________________________________ in the
____________________________________________.
2. ____________________________________________.
3. Pour into ___________________________________ and
______________________________________.
List
- Cucumber - Broccoli
31
Unit 2 : Food
32
Unit 2 : Food
Grammar
Activity 7 – I learn: Affirmative and negative forms.
Affirmative Negative
33
Unit 2 : Food
Grammar
I am making a salad.
Where is the lettuce?
I will do it later.
Who will make the dessert?
34
Unit 2 : Food
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
4. ___________________________________________________
5. ___________________________________________________
35
Unit 2 : Food
honics
e
Activity 9 – I colour the pictures for words with the / / sound.
36
Unit 2 : Food
37
Unit 2 : Food
honics
38
Unit 2 : Food
k e te
p i ce
k a ke
c e ak
c e f
k a r
d o w
c a p
d e t
b u ck
39
Unit 2 : Food
n a ck
r o nk
s o ck
z i nd
st e ck
st i p
cl u d
tr o ck
dr i ck
br e mp
40
Unit 2 : Food
1.
2.
3.
4.
41
Unit 2 : Food
Grammar
1. Mum and dad are preparing _______ (a, an) nice dessert in the kitchen.
2. “__________ (What, Where) have you put the milk?” dad asks.
42
Unit 2 : Food
4. I choose and copy the correct words with the /e/ sound.
I circle the correct ending of each word.
ending
net pet ed
vet get et
ell
et
hen ten
ed
zen pen en
ell
shell bell ed
fell cell et
en
red bed
est
ted shed
ed
43
Unit 2 : Food
honics
5. I colour the boxes red for words with the sound /u:/. I colour
the boxes blue for words with the sound the / /.
dot roof
zoo olive
room food
frog balloon
sock log
44
Unit 3 : My Country
My Country
Unit three
3
45
Unit 3 : My Country
Oral
Can you find words in the poem which rhyme with “bee”.
Colour these words.
46
Unit 3 : My Country
A letter to Sam
Dear Sam,
I am happy you will come to Mauritius on holiday. You will like my beautiful
island. We will go shopping at Bagatelle Mall. We can go to Flic en Flac beach.
We will eat different foods. You will like our Mauritian fried noodles, dholl
puri, and biryani. You can drink alouda at Port-Louis market.
I can teach you some Mauritian Creole words. You will help me to speak
English. I will teach you how to dance the sega. My friend Sonia is excited
to meet you.
47
Unit 3 : My Country
Sonia
Wendy
Jenny
Wendy
Sam
Darren
Cascavelle Mall
La Croisette Mall
Bagatelle Mall
French
Creole
English
48
Unit 3 : My Country
Agalega
Mauritius
Rodrigues
49
Unit 3 : My Country
Grammar
Sam and Wendy are cousins. Sam lives in England. He has come to visit
Mauritius. Wendy goes to Sir Seewoosagur Ramgoolam International
Airport in Plaine Magnien with her father. They sit on a bench and wait for
Sam. There is a dog sleeping nearby.
Two pilots walk by and get into a taxi. Then, Wendy’s cousin arrives. Wendy
gives him flowers. When they reach home, they see a cat sitting near the
door.
50
Unit 3 : My Country
Activity 5 - I do a role-play.
51
Unit 3 : My Country
Activity 5a - I colour the pictures and write the correct words below.
Grammar
"Oops! I forgot to add the 's' at the end of the word," Wendy says.
52
Unit 3 : My Country
Activity 6a - I choose the correct words below and
write them in the plural.
______________.
Singular Plural
box boxes
bench benches
dish dishes
potato potatoes
53
Unit 3 : My Country
54
Unit 3 : My Country
baby babies
55
Unit 3 : My Country
Writing
Mauritius
swim in the sea - dholl puri - noodles - play with my friends - rice and
curry - Casela - Shoprite - kebab - ride my bicycle - Rochester Falls
Black River Gorges - banana tart - pineapple salad - Chamarel Seven
Coloured Earth - biryani - Blue Penny Museum - dance sega
56
Unit 3 : My Country
Sabrina can see a box of cupcakes but she cannot reach it.
Sabrina tries to climb on to the table but it is too high.
She asks her brother to help her but he is too busy.
Sabrina feels sad but she does not cry.
57
Unit 3 : My Country
A B
1. ______________________________________________________
______________________________________________________
2. ______________________________________________________
______________________________________________________
3. ______________________________________________________
______________________________________________________
4. ______________________________________________________
______________________________________________________
5. ______________________________________________________
______________________________________________________
58
Unit 3 : My Country
The word 'or' can also be used to join words and ideas.
The word 'or' is used when there is a choice.
Examples:
59
Unit 3 : My Country
I eat rice.
You eat rice
He eats rice.
She eats rice.
It eats rice.
We eat rice.
They eat rice.
60
Unit 3 : My Country
Activity 13a - I choose the correct verbs to fill in the blanks.
writes
reads
61
Unit 3 : My Country
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________
6. ______________________________________________________
honics
Ch Sh
62
Unit 3 : My Country
Activity 15 - I cut and paste the pictures in the correct boxes.
table mouth
63
Unit 3 : My Country
64
Unit 3 : My Country
65
Unit 3 : My Country
66
Unit 3 : My Country
Activity 16 - I circle the words with the /ð/ sound.
67
Unit 3 : My Country
Activity 17- I cross out the odd word in each row.
68
Unit 3 : My Country
Activity 18- I colour the pictures and I circle the correct words.
69
Unit 3 : My Country
70
Unit 3 : My Country
Hi mum,
How are you? And how is dad? I’m sure he bring me and show me everywhere. Uncle
miss me a lot! Here it are fine. There are and auntie are very nice. Together we enjoys
many lovely beach to swim and have fun. I ourselves every day. They says that you
goes to the seaside as much as I wants. needs to come here one day.
I eats a lot of local meal, especially the
different curry. Wendy is really helpful. She I misses you,
Sam
honics
71
Unit 3 : My Country
hea py
hor ey
hippo mer
hel pe
he potamus
ham se
hap lo
hon ad
hou rt
ho se
72
Unit 4 : Jobs
Jobs
Unit four
4
73
Unit 4 : Jobs
Oral
Work hard
,
te r fighting fires
I see a fire figh
ic ch anging tyres,
I see a mechan
ing thro ugh the air,
I see a pilot fly
sser cutting people’s hair.
I see a hairdre
s, astronauts,
Doctors, nurse
in th e courts.
Judges, lawyers
it
y jobs, so if you want
There are man
go and get it!
Work hard and
r8)
?v=JBXaupIJH
s://www.youtube.com/watch
ompatz channel- http
ople Song' on tt
d from 'The Pe
(Source: Adapte
74
Unit 4 : Jobs
Different Jobs
“Good morning,” Miss Molly says. “We will play a game. The parents will
describe what they do. The pupils will guess the job.”
The first speaker is Mr. Nailor: “I make trousers, suits, and shirts.”
“Well done pupils! All the answers are correct,” Miss Molly says.
75
Unit 4 : Jobs
teacher
baker
plumber
tailor
dentist
76
Unit 4 : Jobs
Activity 2b – I use words from the short story to fill in the blanks.
Part A Part B
77
Unit 4 : Jobs
2. I work in a hospital.
I am a …………………( n, s, r, u, e)
3. I work in a school.
I am a ……………………….( t, e, c, e, h, a, r)
4. I work on a ship.
I am a ………………………..( s, o, l, i, a, r)
5. I work in a restaurant.
I am a ……………….. ( c, e, h, f)
78
Unit 4 : Jobs
79
Unit 4 : Jobs
Grammar
one cake
80
Unit 4 : Jobs
You can use ‘how many’ to ask questions with countable nouns.
Let’s practise together!
81
Unit 4 : Jobs
water a water
82
Unit 4 : Jobs
Countable Uncountable
noun noun
83
Unit 4 : Jobs
Writing
I want to be a _______________
I like this job because
84
Unit 4 : Jobs
Grammar
Activity 7 – I learn: Future tense.
I will be a
scientist! I will be an artist.
I will paint
beautiful art. I
will be rich!
I will You will He will She will It will We will They will
85
Unit 4 : Jobs
Activity 7a – I write the verbs in the future tense.
I be a fruit salad
It make to school
will
Bella rain a poet
They go tomorrow
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
86
Unit 4 : Jobs
Activity 8a – I learn: Irregular plural forms. Grammar
Remember!
Do you remember the plural forms we learnt in Unit 3?
There are some words that change when there is more than one.
Let’s look at the pictures. Trace the words and read them aloud!
man men
woman women
child children
87
Unit 4 : Jobs
foot feet
tooth teeth
leaf leaves
shelf shelves
mouse mice
88
Unit 4 : Jobs
grass grass
sheep sheep
deer deer
89
Unit 4 : Jobs
90
Unit 4 : Jobs
91
Unit 4 : Jobs
honics
92
Unit 4 : Jobs
Activity 10 - I circle the words with the /v/sound.
93
Unit 4 : Jobs
Activity 11 : I tick the pictures and words with the sound /j/.
94
Unit 4 : Jobs
z f p
l i a
z k ra
p eb o
k o te
z i o
s e to
z i ro
d uzz te
p ub le
wi te ul
ma za rd
95
Unit 4 : Jobs
96
Unit 4 : Jobs
4. Karishma likes to explain things to people. One day she will work as a
_______________
people work during the day, but ___________ (a few, a little) work during
_________ (the, some) night as well. I hope that __________ (one, many)
interesting, like being _________ (a, an) doctor. That way, I will be able
_________ (men, mans). Everybody! Then, I ________ (was, will be) very
happy.
97
Unit 4 : Jobs
honics
4a. I circle the words with the /j/ sound and underline words
with the /v/ sound.
vehicle five yogurt vet young
4b. I tick the words with the /dʒ/ sound and colour the words
with the /z/ sound.
H T E X V E T
PILOT
C H E F A U Q
P N X P N F P NURSE
I P B A K E R
BAKER
L E C L F H N
O M H O N A D VET
T V N U R S E
98