Professional Documents
Culture Documents
Marigold 3
Marigold 3
BOOK THREE
Textbook in English for Class III
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Prepared by
National Council of Educational Research and Training
Published by
State Council of Educational Research and Training
Mizoram
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FOREWORD
The State Council of Educational Research & Training, Mizoram has
always been committed to fulfilling its role as an academic think–tank to
provide critical inputs to ensure quality education. With our new role and
added responsibilities as the Academic Authority for elementary education
in Mizoram as mandated by the Right to Education Act 2009, the task of
developing the curriculum, textbooks and evaluation procedures following
the principle and methodology of Continuous and Comprehensive
Evaluation has assumed greater importance and significance. It, therefore,
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gives me immense pleasure to announce the introduction of NCERT
textbooks for Classes I – VIII which have been adapted for learners in
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Mizoram.
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I am grateful to the National Council of Educational Research &
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Training, New Delhi for sharing the copyrights of the books and to make
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necessary adaptations to make the books more meaningful for students in
Mizoram. Textbooks used from 2020 – 21 are Energized textbooks
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Aizawl
LALDAWNGLIANI CHAWNGTHU
25th Nov., 2020
Director, SCERT
Mizoram:Aizawl
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CONTENTS
Unit 1 1–10
Good Morning
The Magic Garden
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Unit 2 11–22
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Bird Talk
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Unit 3 23–33
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Little by Little
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Unit 4 34–42
Sea Song
A Little Fish Story
Unit 5 43–52
The Balloon Man
The Monkey and the Bear
Unit 6 55–65
Trains
The Story of the Road
Unit 7 66–78
Puppy and I
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Little Tiger, Big Tiger
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Unit 8 79–89
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My Silly Sister
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Unit 9 90–98
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Don’t Tell
He is My Brother
Unit 10 99–110
How Creatures Move
The Ship of the Desert
UNIT 1
Do you like to wake up in the morning? See what the
child in the poem feels.
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Good Morning
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Fannie R. Buchanan
New words
creeping, awake, gone away
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Reading is fun
Talk time
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At night I say, “Good night”
A dog says, “Bow-wow”
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A cow says, “Moo-moo”
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Say ‘Good morning’ in your own language to
i. your friends ii. your teacher
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2. How would you wish them when you leave school in the evening?
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Word building
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Day Night
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Write two words each from the two pictures you have drawn.
Day Night
1. _______________ 1. _______________
2. _______________ 2. _______________
Team time
Dinner
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This is mud.
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A big fat worm lives in the mud.
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A leaf falls in the mud.
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It is the worm’s dinner!
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Form groups. Tell each other an interesting thing you have seen
in the garden one day.
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Song time
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Traditional
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The Magic Garden
The magic garden was in a school playground. It was very pretty.
Sunflowers and roses stood high against the wall. There were
also marigolds, poppies and pansies.
The sunshine fell on this garden more than on any other and
the flowers danced and sang happily. They said to one another,
“We have hundreds of little gardeners.” They were the children
from the school.
One sunny morning the flowers were talking to the birds.
“I love all the children, but I love the dear little ones
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most of all,” said a poppy. “I like them to bring their
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watering cans and water my thirsty roots.”
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“We love the little children,” said a tiny bird. “They are kind
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It was indeed a magic garden
because it had fairies too. They
danced and sang sweet songs which
only the children could hear.
After a time the fairies came out
dancing and talked with the children.
Their dresses were made of flowers
and their wings of sunshine.
The magic garden was quiet that
night. The flowers and birds were
asleep and dreaming of the next day
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when the children would come again.
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Adapted from ‘The Fairy Garden’
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New words
magic, garden, gardeners, playground, sunshine, golden, dreaming
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Reading is fun
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Most roses are red.
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Some are white.
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Some are yellow.
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Are there blue roses?
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I have not seen any blue roses!
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Say aloud
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Team time
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2. Put each flower carefully between
the pages of an old book.
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5. Write the name of each flower.
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Word building
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Insects Trees
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Flowers
Birds
Tools
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Let’s write
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This is your page which you can use as a reference. All teachers can think of
situations to ‘motivate’ students. Suggestions for teaching, making classes
interesting and stimulating, management as well as outlines of each unit are given
on this page. Please use these pages as much as you can.
THEMES
l The child and nature
l The world around
l Appreciation of beauty in nature
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SUGGESTIONS FOR CLASSROOM TEACHING
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l Read the pre-reading questions aloud to introduce the theme and mood
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of the poem. Read the poem aloud with appropriate actions.
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l Ask the children to look at the picture and describe it.
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l Read the story aloud slowly and with expressions.
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l Encourage the children to look at their books as you read. Read it aloud many
times and on consecutive days. Repeated reading helps the child to
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l Make children form five or six groups. The song 'when the sun is shining' can
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be followed by 'when the rain is falling' and 'when the wind is blowing'.
l Children can start a small garden in pots or outdoors and grow seeds. This
activity can continue over several weeks.
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UNIT 2
Do you think birds find people funny?
Let's listen to what the robin and the jay have to say.
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Bird Talk
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‘Think...’ said the robin,
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Reading is fun
Talk time
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people. Let them talk about
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– what people look like
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– what they eat
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– how they walk
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Team time
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iv. Tie the two ends of the strip.
vii. Let your puppet fly along with your friends’ puppets.
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Let’s write
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__________________________________
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__________________________________
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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Write words that rhyme with the words given below.
The first one has been done for you.
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eat _____________ _____________
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sing _____________ _____________
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Say aloud
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NINA AND THE BABY SPARROWS
There was great joy in Nina’s house. Nina's aunt was getting
married. Nina, her father, mother and little brother were all going
to Delhi for a wedding. Everyone was happy, except Nina.
Her mother took her to the market to buy a new dress.
“What colour would you like?” Mother asked.
“I don't want a new dress, Mother,” said Nina.
“Salwar-kameez then?”
Nina shook her head.
“What about those lovely white shoes you saw last week?”
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“I don't want those, either. Thank you, Mother.”
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Nina’s mother was upset, but she said nothing. They went
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back home and had lunch. After lunch mother came and sat near
Nina. “What is it, child?” she asked. “Why did you say 'no' to
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everything?”
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“Mother, I don’t want to
go to the wedding.”
“But why?”
Nina said nothing.
Instead, two big tears
rolled down her cheeks.
Mother put her arms
around Nina. “Don’t cry,
my pet,” she said. "Why
don't you tell me what’s
bothering you?”
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More tears rolled
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down Nina’s cheeks.
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“ M o t h e r, ” s h e s a i d ,
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“there’s a sparrow’s nest
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on the bookshelf in my
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think, Nina...
while you
enjoy yourself
at the wedding,
the baby sparrows will be
getting nice and fat in their
nest. Good idea, isn’t it?”
It was a good idea. When
Nina came back from the
wedding, there were two
plump little sparrows flying
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all over the room. And wasn't
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Nina thrilled!
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Pratibha Nath
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New words
market, bother, problem, dress, upset, remove, wedding,
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lovely, plump
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Reading is fun
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Talk time
Picture story
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Number the jumbled picture story correctly.
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Then write the story in proper order.
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Nina is sad.
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Write the story here.
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________
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Team time
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Would you like to have birds visiting you everyday?
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feathered friends.
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Activity – Let’s make a Bird
l Scissors
l Gum
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l Old newspaper
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l Old shoe lace
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Steps
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Word building
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A _________ boy
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A _________ rose
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A _________ woman
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A ____________ board
Say aloud
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Teacher's Page UNIT 2
THEMES
l Birds
l Differences and disabilities in nature
SUGGESTIONS FOR CLASSROOM TEACHING
l Warm up activity can be done by reading the pre-reading questions aloud to
introduce the theme or topic of the poem.
l Read and re-read the poem aloud laying stress on certain words and phrases.
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l Take children for a Nature walk outdoors. Point to the birds they may see on
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the trees or flying about. Encourage them to look for birds and listen
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attentively to their sounds. Let the children express their thoughts and
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feelings freely. pu O
l Talk about differences between different kinds of birds, e.g. in size, shape,
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colour, beaks, sounds, etc.
Discuss how birds are different from us. People can be different from each
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other too. Talk about differences with special reference to children with
special needs, e.g. visually handicapped or physically challenged. Discuss
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how such children can excel in other fields like music, art, etc.
l Read the story aloud to the children. The story may be retold with the help of
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UNIT 3
Even the biggest trees begin life as tiny seeds.
Read about how the little acorn grew big.
Little by Little
“Little by little,” an acorn said,
As it slowly sank in its mossy bed;
“I am improving every day,
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Hidden deep in the earth away.”
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Little by little each day it grew,
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Little by little it sipped the dew.
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New words
hidden, slowly, downward, slender, mighty, branches,
pride, improving, sipped, shoot
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Reading is fun
Talk time
Look at the two pictures. Find four things that are different
about these trees and talk about them.
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Picture 1 Picture 2
I give you all this What do you give me?
Let’s write
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Now look at Picture 2. Write three sentences on how we harm
the trees.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
These words describe parts of a tree. Write them in the given space.
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stem _________________________________________________________
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bark _________________________________________________________
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leaves ________________________________________________________
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branch _______________________________________________________
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twigs _________________________________________________________
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root ___________________________________________________________
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shoot _________________________________________________________
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downward weak
slowly night
little upward
slender fast
mighty fat
day big
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The enormous turnip
Once upon a time, an old man planted
some turnip seeds.
The turnip seeds grew. The turnip
seeds grew and grew.
“I want to pull up the
enormous turnip,” said the old
man.
The old man pulled and
pulled. But he could not pull
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up the enormous turnip.
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An old woman came.
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“I want to pull up that enormous
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turnip,” said the old man.
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“I will help you,” said the old woman. The old man and the old
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woman pulled and pulled. But they could not pull up the
enormous turnip.
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A boy came.
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The old man and
the old woman and the
boy pulled and pulled.
But they could not
pull up the enormous
turnip.
A girl came. “We
want to pull up that
enormous turnip,” said
the boy. “I will help you,”
said the girl.
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The old man and
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the old woman and the
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Up came the
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enormous turnip.
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New Words
enormous, turnip, old man, old woman, pulled
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Reading is fun
Talk time
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i. Name and draw four vegetables that have to be pulled out
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from the earth. Now name them in your own language.
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ii. Let’s go shopping!
How many vegetables can you find in this maze? Draw a circle
around each word. One has been done for you.
E T L B A C P G
Carrot
I U Q E P K E H
X R F A R W A S
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B N G N I A S Z
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T I M S R E S J
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A P B D U Y V Z
Peas
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P D C A R R O T
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T C K L Q O H P
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A N T O M A T O
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Beans T W C J E H U L
O I F T G X N K
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Potato
Turnip
Tomato
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iii. A Game of Opposites
The entire class can be divided into two groups where one group
says one word and the second group says the opposite word.
Group I Group II
black _______________
true _______________
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right _______________
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This is how the game goes on. Some words are suggested here.
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You may pick up some more words from the lesson.
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far good dark up old
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Team time
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Method
1. Line the blotting paper inside the glass.
2. Place the sand in the glass.
3. Wet the sand.
4. Place a few seeds between the blotting paper
and the glass.
5. See that the seeds are separate from each other.
6. See how the roots and shoots of the seeds grow.
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Make a Friendship Salad
Things required —
Carrots-2, Tomatoes-2, Peas-2 spoonfuls, Lemon-1.
Method
1. Wash all the vegetables well.
2. Cut the carrots, tomatoes and lemon.
3. Mix the peas, carrots and tomatoes together.
4. Squeeze lemon juice on top.
5. Add salt.
6. Mix well.
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7. Share your salad with your friends.
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Let’s write
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Say why.
ii. Name four vegetables you ate last week. Write their names here.
_____________________ _____________________
_____________________ _____________________
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iii. Complete these columns.
One Many
carrot carrots
turnip _______________
onion _______________
potato potatoes
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tomato _______________
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Vocabulary pu O
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One word in each of the following sets is different from the others.
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pull cool cut
full root but
put shoot shut
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Teacher's Page
THEMES
l Plants, trees, vegetables
l Growth
l The importance of trees and plants in our lives.
SUGGESTIONS FOR CLASSROOM TEACHING
l Read the poem aloud so that children appreciate the beauty of the words
and phrases. Let children recite the poem.
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l Help children with the materials for the plant growing activity. You can use
blotting paper, damp cotton wool or muslin cloth placed on a plate.
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l Discuss the importance of plants and trees and all the things we get from
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them. Encourage children to help you make a list on the blackboard.
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l You can also emphasise how plants help to keep the air fresh and clean.
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l Let the class talk about the cutting of trees around where they live. Let
them imagine a world without trees (Where will the birds go? etc.).
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l The story must be read out for enjoyment. In telling the story the
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l Tell the class why vegetables are good for us. You could ask the children to
bring one vegetable each to the class. This can help them in the writing
activity.
l Encourage children to guess the meanings of difficult words, before you
explain them.
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UNIT 4
Sea Song
I found a shell, a curly one,
Lying on the sand,
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I picked it up and took it home,
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Cold inside my hand.
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Mummy looked at it and then
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She held it to my ear,
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New words
shell, held, surprised, curly, clear
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Reading is Fun
1. Where did the child find the sea shell?
2. What did the child do with the shell?
3. What did the child hear?
Word building
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i. Pick the rhyming words from this box and pair them in
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the spaces below. The first one has been done for you.
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found cold took sand mummy
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look hand sound bold tummy
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ii. Fill in the blanks with the opposite word choosing from the
box below. The first one is done for you.
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pick __________ cold __________
Let’s write
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The Sea is Big
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The sea is big.
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You cannot see the other side of the sea.
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You can cross the sea in a ship
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Say aloud
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Read the following
Silence
Birds sing.
Phones ring.
People talk.
Dogs bark.
Cows moo.
Cocks crow.
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Bees buzz.
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Children hush!
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Match the phrases with the picture.
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A bird singing
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A cow mooing
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A phone ringing
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A dog barking
A cock crowing
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A Little Fish Story
There are a great many million fish in the seas, but this story is
about just one of them, and a very small one at
that.
Now this little fish had everything in
the seas to make him contented, but he
was not happy. You will laugh when I
tell you why he was not. He was
unhappy because he was so very small.
“It is very hard to be such a little mite
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of a fish!” he would say, over and over
again. “If I were only larger, how much
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happier I could be.” And he said it so many
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times that I think he believed it.
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One day he was swimming along with the rest of his school
and thinking, no doubt, how much more the larger fish had to be
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emptied into the boat, the smallest fish in the school wriggled
through the mesh and slipped back into the cool clear water. How
good it felt!
He swam here and there and
everywhere, and some of the fish who
knew him well all the rest of his life, said
that they never again heard him say that
he wished to be anything but a little fish.
Enos B. Comstock
New words
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million, floundering, meshes, haul,
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contented, splashing, emptied,
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Reading is Fun
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Talk time
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Word building
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want _____________ help _____________
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2. Fill in the blanks with the right word from the box.
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paper flowers water matches cows wolves
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Let’s write
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2. If I were only_______________________________,
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________
6. ____________________________________________________________
Say aloud
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blunder wonder thunder plunder flounder
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Song time
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Singing or Crying?
Zova sings a little song.
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Teacher's Page UNIT 4
THEMES
l Water, Sea and Sounds
l The Importance of Water in Our Lives
l Life in the Sea
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gestures.
l Help children to find rhyming words and opposites.
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l Explain the difficult words in the text.
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l Let the children try to say the tongue twister (She sells sea-shells…) aloud as
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clearly as they can. These and some more like Shoes and socks shock Shyam,
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Bring back buttons, beans, and buns, etc., can be said quite slowly at first and
the speed can be increased later.
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build up words.
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l You can talk about disaster management as in the case of accidents, floods,
fire and earthquakes. What are the safety measures to be taken? How can we
help victims? Introduce terms like ‘tsunami’. Let them talk about stories they
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UNIT 5
Does a balloon man visit your market? Let’s see what this
balloon man brings with him.
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They're red and purple, blue and green,
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And when it is a sunny day
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The carts and people get between
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You see them shining far away.
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Rose Fyleman
New words
bunch, square, sunny, tug
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Reading is fun
Talk time
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2. What do you like about this poem?
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Word building
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i. Identify the words from the jumbled letters and write the
word in the space provided.
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ii. Put the words given in the box into the following groups.
(a) nature ______________ ______________
(b) food ______________ ______________
(c) colours ______________ ______________
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iii. How many colours can you find hidden in this maze?
Write their names below.
A B C D E O P G H I
J K L M N R U R Q R
S T P U R A R U Y U
W H I T E N P E E B
V W X X D G L N L L
I F O G H E E U L U
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O M B R O W N N O E
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L Q L W A R S T W V
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E X A
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X Z N A B C D
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T F C G H I G N K L
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M N K O P I N K G T
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iv. Fill in the blanks in the balloons with their opposites. You can
find them in the poem The Balloon Man. One is done for you.
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Team time
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Say aloud
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string stand
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stream sting
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strong still
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haul hall
mite might
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tail tale
sale sail
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©
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THE MONKEY AND THE BEAR
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Reading is fun
Fill in the blanks using the words given below.
big long small broken tall
1. The monkey is _________________
2. The bear is _________________
3. The rope is _________________
4. The swing is _________________
5. The tree is _________________
Talk time
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1. Imagine you are a little monkey. Describe what you see from the
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top of the tree.
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2. Work in pairs. Discuss with your friend the kind of games that
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you love to play.
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Word building
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1. Pick the rhyming words from this box and pair them in the
spaces below.
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meal eaten feel beaten meat eat bear wood tear good
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Say aloud
shadow shy shelter shade share
Song time
‘The Bus’
Humpty Dumpty sat on a wall,
Humpty Dumpty had a great fall.
All the King’s horses
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And all the King’s men
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Couldn’t put Humpty Dumpty
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Together again.
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Choose the right words.
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Let’s write
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Team time
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3. Hold both the folded squares
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and tie a thread in the middle.
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Teacher's Page UNIT 5
THEMES
l Sky, colours, insects
l Appreciation of natural beauty
SUGGESTIONS FOR CLASSROOM TEACHING
l With a new poem, ask children to remember words and outstanding lines.
While reading, let children look for lines they like best, enjoy them and make a
picture of them ‘‘in their minds’’.
is M
l You can bring a packet of brightly coloured balloons and thread to class. Take
the children out into the playground. Let each child blow one balloon and tie it
bl RA
tightly with a piece of thread. Now let them leave the balloons and watch them
d
fly up with the breeze. Talk about how high they will fly in the sky. Talk also
he
pu O
about the other things one can see in the sky including birds, butterflies,
balloons, clouds, etc. and their different colours.
re IZ
l The story must be read in a clear voice, and appropriate expressions so that it
be M
magazines and newspapers. They can stick these on chart papers and put
them up in the class.
tt E
l Help children to find out the colours in the maze by reading the letters
no SC
spaces and later a long word, a sentence etc. Jumbled sentences can be
presented in some attractive way to be corrected by the child.
54
UNIT 6
is M
bl RA
Carrying passengers,
d
Carrying mail,
he
Bringing their precious loads
pu O
In without fail.
re IZ
be M
o RT
tt E
no SC
©
Talk time
is M
bl RA
1. Do you enjoy train rides?
d
he
2. If you had to travel over a long distance, how would you like
pu O
to go and why?
re IZ
with you?
Draw and name the things you would
tt E
Let’s write
©
Word building
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groups. One is done for you.
bl RA
d
he
Bus Car Aeroplane
pu O Ship Boat
re IZ
Train Bicycle Helicopter Truck Steamer
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Bus
tt E
no SC
©
57
Paper fun
is M
bl RA
d
he
pu O
re IZ
be M
Let’s Move
o RT
Crouch low, then rise, take off and move around the room.
Come down like a rocket and dance to:
tt E
Say aloud
But listen!
The birds are calling softly.
“Chirrup, chirrup, chirrup,” say the sparrows.
“Chirrup, chirrup, chirrup.”
“Caw, caw caw,” says the crow.
is M
“Caw, caw caw,” “wake up, wake up.”
bl RA
d
he
Here is someone else now.pu O
“Tring-a-ling, tring-a-ling.”
re IZ
It is the newspaper boy.
be M
o RT
tt E
no SC
©
59
“Tring-a-ling, tring-a-ling,” says his bicycle.
“Tring-a-ling, wake up.”
“Chirrup, chirrup, chirrup,” say the sparrows.
“Chirrup, Chirrup.”
“Caw, caw,” says the crow, “wake up.”
is M
“Potatoes, cucumbers, radishes, carrots.”
bl RA
d
“Caw,” says the crow, “wake up.”
he
pu O
“Chirrup, chirrup,” say the sparrows.
re IZ
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They are children going to school.
“Chatter, chatter, chatter,” talk the school children.
“Tramp, tramp, tramp,” go their shoes.
“Peas, carrots, cabbages,” calls the vegetable man.
“Chirrup, chirrup, chirrup,” say the sparrows.
“Caw, caw,” says the crow, “wake up”.
“Caw, caw, caw,” says the crow.
“Caw, caw, wake up.”
“Wake up!” asks the road.
is M
“Can't you see, you foolish bird?
bl RA
I am wide awake.”
d
he
pu O
Poile Sengupta
re IZ
be M
o RT
tt E
no SC
©
New words
newspaper, cucumbers, cabbage, potatoes, radish,
cauliflower, foolish
61
Reading is fun
Talk time
is M
Stop, Look and Listen
bl RA
d
Before you cross the street.
he
pu O
Use your eyes, use your ears
re IZ
And then use your feet.
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2. Can you make the sounds which you hear when you
walk on the road? Talk about them.
tt E
no SC
62
Song time
is M
The wipers on the bus go swish, swish, swish…
bl RA
The money on the bus goes clink, clink, clink…
d
The babies on the bus go waa, waa, waa…
he
pu O
The driver on the bus says, “Move on back”…
re IZ
The bell on the bus goes ding, ding, ding…
be M
(Traditional)
Team Time
tt E
no SC
Let’s Act
The Race
©
63
is M
bl RA
d
he
pu O
re IZ
be M
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tt E
no SC
©
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
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Teacher's Page UNIT 6
THEMES
l Land and land forms
l Travel
SUGGESTIONS FOR CLASSROOM TEACHING
l Read the poem aloud with appropriate expressions. Explain the difficult
words in the text like freight cars, precious, plains, dusk, dawn, etc.
l Give information about different land forms like mountains, plains, valleys,
etc. Talk about places where trains can run and where they cannot (e.g. high
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mountains). You can discuss different modes of transport on land. You can
bl RA
also talk about the different kinds of roads around your town or village and the
d
local modes of transport used here e.g. bullock carts, camels, cycles, buses,
he
scooters, etc. pu O
l Cut out some sheets of paper in squares for the paper folding activity and give
re IZ
one piece to each child. You may even use old newspapers for making an
aeroplane. Do allow the children to enjoy the activity by flying them in the
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class/ground for one period. However, make sure that the children pick up all
the bits of paper once the activity is over.
o RT
etc.).
l Let children enjoy moving to a beat and playing instruments in
rhythm. They can sing to the accompaniment of rhythmic sounds
made with their hands, feet, mouth, etc. with other parts of their
bodies.
65
UNIT 7
Enjoy the rhythm of this poem.
Puppy and I
I met a Man as I went walking;
We got talking,
Man and I.
‘Where are you going to, Man?’ I said
(I said to the Man as he went by).
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‘Down to the village to get some bread.
bl RA
d
Will you come with me?’ ‘No, not I.’
he
I met a Horse as I went walking;
pu O
We got talking,
re IZ
Horse and I.
be M
We got talking,
Puppy and I.
‘Where are you going this fine day?’
(I said to the Puppy as he went by).
‘Up in the hills to roll and play.’
‘I’ll come with you, Puppy,’ said I.
A.A. Milne
New words
village, hills, bread, hay, roll, play
66
Reading is fun
Talk time
1. Do you have a pet?
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2. Talk about three things that you and your pet
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d
do together.
he
3. How do you look after your pet? Tell the class first
pu O
in your own language, and then in English.
re IZ
be M
Say aloud
o RT
Who am I?
Buanga
©
Buanga is my friend
Buanga has four legs.
Buanga has a long tail.
Who is Buanga?
Buanga barks.
Buanga wags his tail.
Buanga is happy.
Who is Buanga?
Buanga is my dog!
67
Let’s draw
Look at the dogs in the picture and write about them. You
might begin: I am a little brown dog. My name is______________
________________________ ________________________
is M
bl RA
d
he
Bull Dog
pu O Boxer
re IZ
be M
o RT
tt E
no SC
German Doberman
©
Shepherd
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Let’s write
A B
a horse trumpets
a dog bleats
a sheep neighs
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a cat roars
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an elephant moos
d
he
a tiger barks
pu O
re IZ
a cow mews
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__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
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3. Fill in the blanks with rhyming words.
is M
Hare ____________ ____________
bl RA
d
he
4.
pu O Bruno
re IZ
Bruno is my pet puppy.
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He is sad.
Daddy gives him milk.
tt E
70
Little tiger, big tiger
There was a mother tiger and her small tiger cub. They lived near
a river in a shady jungle. When the sky was dark, the mother tiger
hunted for deer and pig. The
tiger cub stayed close by his
mother's side.
When the Langur monkey
saw her, he called a loud, harsh
call: "Watch out! A tiger is
coming!" The sambhar deer
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bellowed, the kakar deer
bl RA
barked, and sometimes the
d
he
game got away. She hunted
pu O
then for jungle fowl, for
re IZ
pheasant and for frog, or went to the river for fish. But she did not
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waited for the dawn. She twitched the tip of her tail, and the tiger
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71
If he went too far away,
the mother tiger called him
with a low, quiet grunt. The
tiger cub came back, but he
did not like to stay near his
mother in the jungle at night.
One night the mother
tiger was tired and closed her
eyes. The tiger cub saw a tiny
frog, hopping along the
ground. The tiger cub
is M
pounced, but the frog hopped
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away. He chased the frog and
d
caught it, and turned to show
he
pu O
his mother. But she was not in sight. Instead he saw a tiger,
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bigger than his mother, near him in the jungle.
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frog hop away. The tiger crept up closer to the little tiger cub.
But a roar filled
tt E
roar of the
mother tiger!
©
is M
bl RA
Lois Hamilton Fuller
d
New words
he
pu O
shady, bellowed, twitched, pounced, grunt,
re IZ
game, glistened, roared, pheasant, fowl
be M
o RT
Reading is fun
tt E
no SC
i. Where did the mother tiger and her small tiger cub live?
a. near a river c. near a forest
b. near a mountain d. near a sea
ii. What did the mother tiger hunt when the sky was dark?
a. sheep and goats c. deer and pigs
b. fish and frogs d. donkeys and horses
iii. What did the tiger cub catch one night?
a. a deer c. a pig
b. a frog d. a cat
2. What happened to the little tiger cub when he chased the frog?
73
Word building
horse kitten
dog calf
is M
cat colt
bl RA
d
he
pu O
cow puppy
re IZ
be M
pig cub
o RT
tt E
tiger piglet
no SC
©
sheep kid
goat duckling
duck lamb
74
ii. Who am I?
Look at the pictures and read the clues. Then complete
this crossword puzzle. The first clue is done for you.
5
3
O
1 2 7
S H E E P
is M
9
bl RA
d
8
A
he
pu O
6
re IZ
4
be M
O
o RT
tt E
no SC
1. I give wool
©
2. I lay eggs
3. I give you milk
4. I carry loads
5. I neigh
6. I am man’s best friend
7. I live in a sty
8. I bleat
9. I am the Ship of the Desert
75
iii. Word Game: Can you place these letters in their right
order to form the names of animals?
e.g. atc — cat
s e m o u ______________________________
r e s o h ________________________________
o i n l ________________________________
p e s h e ________________________________
r e d e ________________________________
l u b l ________________________________
is M
g i t e r ________________________________
bl RA
d
f o l w ________________________________
he
pu O
iv. The animals/birds in Column A have to reach their
re IZ
homes in Column B. Find out where they live.
be M
A B
o RT
A bee burrow
tt E
An ant web
no SC
A duck nest
©
A rabbit hive
A spider pond
Let’s write
1. Now write six sentences from the above pictures. One has been
done for you. A tiger lives in a den.
76
Talk time
The little tiger cub slipped away when his mother was asleep.
He soon got into trouble. Tell the class about a similar incident
when you did not listen to your parents and found yourself in
trouble.
___________________________________________________________
___________________________________________________________
is M
Team time
bl RA
d
Make groups. One person from each group should act like:
he
pu O
1. The mother tiger 2. The cub
re IZ
3. The large male tiger 4. The frog
be M
Now act out the story, first in your own language and then
in English.
tt E
no SC
Say aloud
©
21
77
Teacher's Page
THEMES
l Pets, animal homes and animal friends
l The importance of animals in our lives
SUGGESTIONS FOR CLASSROOM TEACHING
l Read the poem aloud. Let the children appreciate its rhythm.
l Encourage children to guess the meanings of difficult words, before you
explain.
is M
l Talk to the children about the different kinds of pets/animals they may have —
bl RA
a dog, goat, cow etc. Let them tell the class how they feed and keep them clean
d
and healthy. They can talk about their love for their pets. Also talk of the
he
emotional bonding between animals and their young ones.
pu O
l Discuss animals of the jungle and what they eat, where they live, etc. Also talk
re IZ
about different animal homes.
While teaching this Unit you must emphasise the importance of showing care
be M
l
and respect to all animals big or small, domestic or wild. Children should
understand how important it is to protect all animals.
o RT
l You can discuss with them the decreasing number of tigers and other wild
animals because of hunting and killing. Talk of a world where there may be no
tt E
l Ask children to draw and paint different animal masks out of thick paper for
the role-play activity.
Encourage the children to watch animal-based programmes on
©
l
television. Let them talk about these in the class.
l Ask the children to draw their favourite animals or a scene from
one of their favourite stories about animals.
l Encourage the children to tell stories about animals as they have
heard from their elders.
78
UNIT 8
Have you ever received a letter? If you haven’t, see
what this child decides to do!
is M
But never one for me.
bl RA
d
I'm going to write some letters, though,
he
pu O
That’s what I'm going to do,
re IZ
And then my friends will answer me
be M
New words
tt E
though
©
79
Reading is fun
Talk time
is M
bl RA
d
he
1. Have you written letters?
pu O
re IZ
2. Who have you written to?
be M
A-53, Chaltlang
Aizawl, Mizoram, 796012
25 January 2020
Dear Grandfather
Thank you for the beautiful book of Bible stories.
You will be happy to know that I read one story every day.
With love
Khuma
80
Let’s write
Now write a letter to your friend, telling her about your school.
You can use some of these words:
classrooms children bell blackboard teacher building
Paper fun
is M
Activity: Let’s make an envelope and post our letter too!
bl RA
d
he
pu O
1. Take a square piece of paper.
re IZ
be M
o RT
81
Word building
A B
is M
bl RA
2. A cobbler teaches in a school
d
he
pu O
3. A librarian looks after patients
re IZ
be M
82
MY SILLY SISTER
is M
bl RA
d
he
pu O
re IZ
Mother, your baby is silly! She is so very childish!
be M
She does not know the difference between the lights in the
o RT
When I open a book before her and ask her to learn her a b c,
she tears the pages with her hands and roars with joy at nothing.
©
83
is M
bl RA
d
he
pu O
re IZ
be M
Talk time
is M
bl RA
1. What is the funniest thing the baby does?
d
he
2. Do you think the baby sister is really silly? Why?
pu O
re IZ
Let’s move and dance
be M
o RT
85
Word building
is M
bl RA
n ____ u ____ h t y
d
he
e x c ____ t ____ m ____ n t
pu O
re IZ
d ____n k ____ y
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Foolish __________________
tt E
Stones __________________
no SC
Mischievous __________________
©
Fetch __________________
86
4. Fill in the blanks.
is M
a. The children are __________________. (play)
bl RA
d
b. The flowers are __________________. (beauty)
he
pu O
c. The books are __________________ . (use)
re IZ
be M
87
Let’s write
is M
I do __________________________________________ in the house.
bl RA
d
he
pu O
Say aloud
re IZ
be M
donkey sister
o RT
monkey mother
tt E
turkey father
no SC
I’m a popcorn
©
Put me in a pan
Shake me and shake me
As fast as you can
And I’ll pop!
88
Teacher's Page UNIT 8
Themes
l Communication and Letter Writing
l Games and Play
SUGGESTIONS FOR CLASSROOM TEACHING
l Read the poem with proper stress and intonation. Help the children to recite
the poem with you with appropriate actions.
l Let them also read and enjoy the poem silently.
is M
l Encourage children to guess the meanings of difficult words, before you
explain.
bl RA
d
l Ask the children to bring one inland letter each. Show them on the blackboard
he
where to write the date, address, etc. using the new format, where the
pu O
address, date, and the name of the letter writer are aligned on the left hand
margin. Ask them to write a letter with a proper beginning and ending. This
re IZ
can also be done in pairs.
be M
them to fold paper in different ways to make cards, e.g. a card with a border, a
card opening in the middle, a card folded into four and so on.
tt E
89
UNIT 9
Are there some things that grown-ups don’t let you do?
Read about what this child feels.
Don’t Tell
There are lots of things
They won’t let me do —
I'm not big enough yet,
is M
They say.
bl RA
d
So I patiently wait
he
Till I’m all grown-up;
pu O
re IZ
And I’ll show Them all,
be M
One day.
o RT
New words
enough, chance, giant, patient
90
Reading is fun
Talk time
is M
2. What are the things you’d like to do when you are
bl RA
grown-up that you can’t do now?
d
he
pu O
re IZ
Word building
be M
o RT
91
i. Now write the full forms of the following words.
Can’t __________ It’s ____________ Isn’t __________
What's __________ That's ____________
ii. Make sentences using the following.
He’s She’s You’re We’re
iii. Now write about two things you'll do when you grow up.
You can begin like this :
is M
____________________________________________________________
bl RA
d
____________________________________________________________
he
pu O
re IZ
Team time
be M
Class Word Chart — How many new words have you learnt?
o RT
Write down three words you have learnt so far. Write them
down on a chart or blackboard. Tell their meanings to the
tt E
class.
no SC
Say aloud
©
giant goose
jam grey
gym gold
June gum
92
He is my brother Once upon a time there was a
small hill. A path went up the hill.
It went through thick and lovely
woods of pine and fir trees. People
often walked on it to a holy place.
One day when the sun shone
high in the sky, many people were
seen climbing up the hill. They
were climbing slowly and
carefully.
A girl also climbed the hill with
them. Her name was Meena.
is M
Meena was twelve years old. She
bl RA
carried a small boy on her back.
d
he
He was four years old. His
pu O
hair was curly. His eyes were
re IZ
black and his face was as
be M
93
Reading is fun
Talk time
is M
1. What went up the hill?
bl RA
(a) a path, (b) a street, (c) a road, (d) a rail line
d
he
pu O
2. What is the name of the girl in the story?
re IZ
(a) Seema, (b) Beena, (c) Meena, (d) Nina
be M
Let’s write
©
94
v. The lion is in the ____________.
vi. The cat runs after the ____________.
vii. I sit on the ____________.
2. Fill in the blanks with the opposite of the underlined word given
in the sentence.
i. The rat ran in when the cat ran ____________.
ii. The lion is big but the ant is ____________.
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iii. The giraffe has a long neck but owls’ are ____________.
bl RA
d
iv. The sun appears in the day and the moon at ___________.
he
pu O
v. The tea is hot but the water is ____________.
re IZ
Team time
no SC
©
1. What are the difficulties that a child who can’t see will face?
2. Would you help a child who can't walk to school?
3. How can you help such a child and make the child feel
one of you?
Activity – A Game
Blindfold a child with a cloth. He/she must try to catch the
other children. Whoever is caught has to be blindfolded next.
95
Let’s know these signs
Sign Language is a visual language, consisting of signs, gestures,
finger spelling and facial expressions.
Children who cannot hear may use sign language for
communication. Sign language uses the hands to send
information and the eyes to receive them. It is a visual manual
language system with its own sentence structure and word order.
Sign language is a part of total communication method used with
people who are hard of hearing. In addition to sign language the
Total Communication method involves other modes of
communication like lipreading, voice amplification, writing,
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gesture and visual imagery (pictures). Although using sign
bl RA
language is important for communication, it can also be an
d
adventure for everyone.
he
pu O
Here are some words that you can learn in sign language.
re IZ
Show and say as seen in the pictures below
be M
o RT
Sing
Right ‘‘open’’ hand,
tt E
Dance
Both ‘‘zero” hands,
facing out move from
shoulder to front
of chest alternately,
twice.
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Read Write
Both “open” hands, palms Act out as if writing
facing at chest level, on to the palm of the
move from side to side left hand.
in a symmetric way.
is M
bl RA
d
he
pu O
re IZ
be M
o RT
Lose
Right “thumbs-up”
tt E
Sunset
Sunrise Right “bent five” hand,
Right “bent five” hand, facing left, moves from
facing left, moves from the above the head to the
waist level on the right side, waist level on the left side,
up above the head. and rests facing down.
97
Teacher's Page UNIT 9
THEMES
l Growing up, expressing emotions and feelings.
is M
reason behind it e.g. if a child wants to drive a vehicle, why can’t he or she do
so?
bl RA
d
l Explain to the class through examples how friends, brothers, sisters and
he
family are very important in the life of a person.
pu O
l This Unit is a good opportunity to talk about special children, their needs and
re IZ
problems. It is important to tell the class that special children need our
understanding and acceptance.
be M
l Discuss and help them with the activities. You may explain short forms of the
words and their significance in our conversation, e.g. Are – ’re, Will – ’ll. Listing
tt E
l After this unit is completed children can tell the class about their ambitions
i.e. what they want to be when they grow up.
For teaching sign language
©
98
UNIT 10
Let’s move in different ways and see who has the most fun!
is M
While flies can crawl straight up a wall,
bl RA
d
he
And seals can dive and swim.
pu O
re IZ
The worm he wiggles all around,
be M
o RT
New words
padded, limb, crawl, dive, wiggles
99
Reading is fun
Talk time
Let’s write
is M
bl RA
d
1. Match the words in Column A with those in Column B.
he
pu O
Column A Column B
re IZ
be M
Lions wiggle
o RT
Squirrels hop
tt E
no SC
Flies swing
Seals leap
©
Worms walk
Monkeys crawl
Birds dive
100
3. Arrange these movement words from slow to fast.
run walk hop crawl
Say aloud
is M
squirrel
bl RA
d
question Squirrel, squirrel on the tree
he
queen
pu O Running quiet as can be
re IZ
quilt Quickly, quickly
be M
quite
tt E
no SC
101
THE SHIP OF THE DESERT
Lion (roaring): Who are you?
Camel (looking down at the Lion):
I am the Ship of the Desert. Who
are you?
Lion: Don’t you know me? I’m the
King of the Forest.
Camel: Are you? Oh, I see.
Lion (frowning): You call yourself
the Ship of the Desert. How can
is M
you be a ship, you’re an animal?
bl RA
d
he
pu O
re IZ
be M
o RT
tt E
no SC
©
102
is M
bl RA
d
he
pu O
re IZ
be M
o RT
tt E
no SC
©
103
is M
bl RA
d
he
pu O
re IZ
be M
o RT
tt E
Camel: Look at my feet. They are thick and padded. The hot
no SC
is M
Camel: There are thorny bushes in the desert. I eat the
bl RA
thorns. The thorns don’t prick my thick tongue.
d
he
Lion: How funny! pu O
Camel: Mr King of the Forest, please come with me to the
re IZ
desert.
be M
Lion: No, I’d better not. I can’t walk on burning sand, I can’t
store food and water and I can’t eat thorns. Good bye and
o RT
New words
Ship of the Desert, miles, King of the Forest, sand, thorns
105
Reading is fun
1. Why is the Camel called the Ship of the Desert?
2. For how many weeks can a camel store food in its hump?
3. What does the camel eat in the desert?
4. Choose the right answer.
i. Name the Ship of the Desert
(a) lion (c) camel
(b) crab (d) tiger
is M
bl RA
ii. Name the King of the Forest
d
he
(a) lion (c) monkey
pu O
re IZ
(b) owl (d) crocodile
be M
106
Word building
Make as many words as you can from within the given words.
The first one is done for you.
is M
bl RA
d
BLINKING __________ ___________ ___________
he
pu O
re IZ
WONDERINGLY __________ ___________ ___________
be M
o RT
is M
bl RA
d
1. ___________________________________
he
pu O
re IZ
be M
o RT
tt E
no SC
2. ___________________________________
©
3. ___________________________________
108
Talk time
Read these words aloud, paying attention to their spellings.
i – eye our – hour
week – weak need – knead
in – inn see – sea
no – know here – hear
not – knot eight – ate
is M
of – off two – too
bl RA
d
he
bye – by pu O
re IZ
___________________________ ___________________________
o RT
___________________________ ___________________________
tt E
___________________________ ___________________________
no SC
___________________________ ___________________________
©
___________________________ ___________________________
Team time
THEMES
l Animals — Animal habitats
l Different regions
l Through this unit, introduce the class to different regions like desert areas,
cold mountains, hot jungles etc. Then discuss with the children which
animals are found in these places. Show the class, pictures of different
animals and talk about how they are suited to their habitats, e.g. webbed feet
and feathers of the duck, fur of the animals in the cold regions etc.
is M
SUGGESTIONS FOR CLASSROOM TEACHING
bl RA
d
l Read the poem with stress and intonation enacting all the animals and birds
he
mentioned. pu O
l Emphasise the action-words through different movements.
re IZ
l Correct pronunciation of the words listed in the text may be practised like
quiet/quite.
be M
l Also practise the words with similar sounds and different meanings. Let the
o RT
explain them.
no SC
l The class can take turns to act out the play ‘The Ship of the Desert’ with
appropriate expressions and actions. Try to find other interesting plays for the
class to enact. Masks and costumes can be added for interest. Songs like these
©
can be created.
Gently laughs the donkey, Sweetly chirps the birdie
At the break of day, At the break of day
If you do not feed him, If you do not feed her
This is what he'll say. This is what she'll say
“He haw! He haw!” “Tweet-tweet! Tweet-tweet!”
This is what he'll say. This is what she'll say.
110