English - Marigold - Class 3 PDF
English - Marigold - Class 3 PDF
English - Marigold - Class 3 PDF
BOOK THREE
2019-20
ISBN 81-7450-479-6
First Edition
February 2006 Phalguna 1927 ALL RIGHTS RESERVED
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Publication Team
Head, Publication : M. Siraj Anwar
Division
2019-20
FOREWORD
2019-20
We are especially grateful to the members of the National Monitoring
Committee, appointed by the Department of Secondary and Higher Education,
Ministry of Human Resource Development under the Chairpersonship of
Professor Mrinal Miri and Professor G.P. Deshpande, for their valuable time
and contribution. As an organisation committed to the systemic reform and
continuous improvement in the quality of its products, NCERT welcomes
comments and suggestions which will enable us to undertake further revision
and refinement.
Director
National Council of Educational
Research and Training
New Delhi
20 December 2005
(iv)
2019-20
Textbook Development Committee
CHIEF ADVISOR
R. Lalitha Eapen, Professor, English and Foreign Languages University
(EFLU), Hyderabad.
CHIEF COORDINATOR
Ram Janma Sharma, Former Professor and Head, Department of Education
in Languages, NCERT, New Delhi.
MEMBERS
Anju Khanna, Principal, The Circle, New Delhi.
Meenu Kumar, PGT, Rajkiya Pratibha Vikas Vidyalaya, Vasant Kunj, Delhi.
MEMBER-COORDINATOR
Usha Dutta, Former Professor, Department of Education in Languages,
NCERT, New Delhi.
2019-20
Acknowledgements
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CONTENTS
Unit I 1–10
Good Morning
The Magic Garden
Unit 2 11–22
Bird Talk
Nina and the Baby Sparrows
Unit 3 23–33
Little by Little
The Enormous Turnip
Unit 4 34–42
Sea Song
A Little Fish Story
Unit 5 43–52
The Balloon Man
The Yellow Butterfly
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Unit 6 53–63
Trains
The Story of the Road
Unit 7 64–76
Puppy and I
Little Tiger, Big Tiger
Unit 8 77–87
What’s in the Mailbox?
My Silly Sister
Unit 9 88–96
Don’t Tell
He is My Brother
Unit 10 97–108
How Creatures Move
The Ship of the Desert
(viii)
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UNIT I
Do you like to wake up in the morning? See what the
child in the poem feels.
Good Morning
Good morning, sky;
Good morning, sun;
Good morning, little winds that run!
Good morning, birds;
Good morning, trees;
And creeping grass, and brownie bees!
How did you find out it was day?
Who told you night had gone away?
I’m wide awake;
I’m up now, too.
I’ll be right out to play with you!
Fannie R. Buchanan
New words
creeping, awake, gone away
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Reading is fun
Talk time
Word building
1. Let’s say aloud
Find words in the poem which rhyme with
bees ______________ day ______________ too ______________
2. What do you see around you during the day and at night?
Draw in the two boxes given below and colour the picture.
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
This is mud.
A big fat worm lives in the mud.
A leaf falls in the mud.
It is the worm’s dinner!
Form groups. Tell each other an interesting thing you have seen
in the garden one day.
Song time
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
most of all,” said a poppy. “I like them to bring their
watering cans and water my thirsty roots.”
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“We love the little children,” said a tiny bird. “They are kind
and they bring bread for us.”
All the flowers said, “We must work hard to make our dresses
very pretty, for the children will be here soon.”
The sun said, “I will help you also, for nothing pleases me
better than to see the children running about in the golden
sunshine.”
Suddenly, the children came out laughing and singing, and
the flowers stopped their songs to listen to them.
“Oh, look at the tall sunflower!” said one child, and the
sunflower lifted its head very proudly.
Another child said, “I love the marigold in its golden dress.”
The marigold smiled happily.
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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
when the children would come again.
New words
magic, garden, gardeners, playground, sunshine, golden, dreaming
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Reading is fun
Say aloud
Team time
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2. Put each flower carefully between
the pages of an old book.
Word building
Name two words in each petal which you see in a garden.
Insects Trees
Flowers
Birds
Tools
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Let’s write
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Teacher's Page UNIT I
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
SUGGESTIONS FOR CLASSROOM TEACHING
l Read the pre-reading questions aloud to introduce the theme and mood
of the poem. Read the poem aloud with appropriate actions.
l Ask the children to look at the picture and describe it.
l Read the story aloud slowly and with expressions.
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
understand the language and to learn to read.
FOR TEAM TIME
l Make children form five or six groups. The song 'when the sun is shining' can
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.
l Encourage children to make a Flower Scrap Book. Help them to
label the flowers and leaves which they collect and press.
l Use the blackboard to put down new words. The child can have a
notebook for new words. New words can also be put up on chart
paper or on the walls. As the activity progresses you can change the
charts to accommodate word-families like adjectives, adverbs,
nouns, prefixes and suffixes. You can put up tenses, opposites etc.
Put up new words (about 10) each week.
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UNIT II
Do you think birds find people funny?
Let's listen to what the robin and the jay have to say.
Bird Talk
‘Think...’ said the robin,
‘Think...’ said the jay,
sitting in the garden
talking one day.
‘Think about people
the way they grow:
they don’t have feathers
at all, you know.
They don’t eat beetles,
they don’t grow wings,
they don’t like sitting
on wires and things.’
‘Think!’ said the robin.
‘Think!’ said the jay.
‘Aren’t people funny
to be that way?’
New words
Aileen Fisher
beetles, sitting, wires, funny
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Reading is fun
Talk time
Team time
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Talk time
2. What new things would you like to wear for a wedding? You
can say “I would like to wear...”
Picture story
Nina is sad.
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Write words that rhyme with the words given below.
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?”
“I don't want those, either. Thank you, Mother.”
Nina’s mother was upset, but she said nothing. They went
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
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?”
More tears rolled
down Nina’s cheeks.
“ M o t h e r, ” s h e s a i d ,
“there’s a sparrow’s nest
on the bookshelf in my
room. And there are two
baby sparrows in the nest.”
“I see...” said mother.
“They’re just beginning to get their feathers. And growing up
makes them so hungry. All day long they cry ‘cheep-cheep’,
asking for food.”
“I see!” said Mother.
“If we go, the whole place will be locked. And how will papa
and mama sparrows feed their babies?”
“Oh Nina,” cried Mother, giving her a big hug. “Is that why you
don’t want to go to the wedding? But that’s no problem at all.
We’ll leave the window open.”
“Oh, can we, Mother? Can we? Really?”
“Yes, yes. We’ll remove all your things from the room and lock
the door on the outside. So the house will be perfectly safe and
papa and mama sparrows can come and go freely, too. Just
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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 all over the room. And
wasn't Nina thrilled!
Pratibha Nath
New words
market, bother, problem, dress, upset, remove, wedding,
lovely, plump
Reading is fun
4. What did Nina find when she came back from the wedding?
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Talk time
2. What new things would you like to wear for a wedding? You
can say “I would like to wear...”
Picture story
Nina is sad.
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Write the story here.
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________
Team time
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Activity – Let’s make a Bird
Things you need
l Dal
l Scissors
l Gum
l Old newspaper
Steps
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Word building
A _________ boy
A ____________ board
Say aloud
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Teacher's Page UNIT II
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.
l Take children for a Nature walk outdoors. Point to the birds they may see on
the trees or flying about. Encourage them to look for birds and listen
attentively to their sounds. Let the children express their thoughts and
feelings freely.
l Talk about differences between different kinds of birds, e.g. in size, shape,
colour, beaks, sounds etc.
l Discuss how birds are different from us. People can be different from each
other too. Talk about differences with special reference to children with
special needs, e.g. visually handicapped or physically challenged. Discuss
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
the pictures. Encourage children to guess the meanings of difficult words,
before you explain.
l Read instructions for the bird activity and help children to make a bird-bath
and a feeding corner. Show them how to make finger puppets. Explain the
position and names of the fingers to children. Encourage theme-
based conversation.
l Children could be asked to bring pictures of birds to class. Help
them to make small charts and put these up for the class to see.
l Discuss with children how sparrows are becoming fewer in cities
and towns. What would this mean for us?
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UNIT III
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,
Hidden deep in the earth away.”
Little by little each day it grew,
Little by little it sipped the dew.
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.
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.
stem _________________________________________________________
bark _________________________________________________________
leaves ________________________________________________________
branch _______________________________________________________
twigs _________________________________________________________
root ___________________________________________________________
shoot _________________________________________________________
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
up the enormous turnip.
An old woman came.
“I want to pull up that enormous
turnip,” said the old man.
“I will help you,” said the old woman. The old man and the old
woman pulled and pulled. But they could not pull up the
enormous turnip.
A boy came.
“We want to pull up that
enormous turnip,” said the old
woman. "I will help you," said
the boy.
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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.
New Words
enormous, turnip, old man, old woman, pulled
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Reading is fun
2. Why was it difficult for the old man to pull up the turnip?
Talk time
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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
B N G N I A S Z
T I M S R E S J
Peas A P B D U Y V Z
P D C A R R O T
O J O Y M F V D
T C K L Q O H P
A N T O M A T O
Beans T W C J E H U L
O I F T G X N K
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 _______________
right _______________
This is how the game goes on. Some words are suggested here.
You may pick up some more words from the lesson.
far good dark up old
Team time
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.
7. Share your salad with your friends.
Let’s write
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
tomato _______________
Vocabulary
One word in each of the following sets is different from the others.
Say aloud
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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.
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.
l Discuss the importance of plants and trees and all the things we get from
them. Encourage children to help you make a list on the blackboard.
l You can also emphasise how plants help to keep the air fresh and clean.
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.).
l The story must be read out for enjoyment. In telling the story the
imagination of the child should be so raised that he actively
participates, is ready to enjoy the text and is certain that
success will follow.
l A story with repetitions is always loved by children and is
found to be more useful in dramatisation. The children can
use their own words to make a new sentence. This language
experience has more life and meaning.
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 IV
Sea Song
I found a shell, a curly one,
Lying on the sand,
I picked it up and took it home,
Cold inside my hand.
New words
shell, held, surprised, curly, clear
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Reading is Fun
1. Where did the child find the sea shell?
Word building
i. Pick the rhyming words from this box and pair them in
the spaces below. The first one has been done for you.
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
Say aloud
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Read the following
Silence
Birds sing.
Phones ring.
People talk.
Dogs bark.
Cows moo.
Cocks crow.
Bees buzz.
Children hush!
A bird singing
A cow mooing
A phone ringing
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
of a fish!” he would say, over and over
again. “If I were only larger, how much
happier I could be.” And he said it so many
times that I think he believed it.
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
thankful for than he, when suddenly, with no warning, they
found themselves in the meshes of a great net.
There was much floundering and
splashing as the net was drawn
up out of the water into the
sunlight, and just as its
haul was being
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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
million, floundering, meshes, haul,
contented, splashing, emptied,
wriggled, warning
Reading is Fun
Talk time
2. In your class, talk about the time you were caught doing
something you were not supposed to do. You can discuss in
your own language as well as in English.
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Word building
2. Fill in the blanks with the right word from the box.
paper flowers water matches cows wolves
Let’s write
Make more sentences like this using the words in the box.
taller thinner smaller cleverer younger older
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2. If I were only_______________________________,
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________
6. ____________________________________________________________
Say aloud
Song time
Singing or Crying?
Mahesh sings a little song.
Venkatesh looks at him.
“Why are you crying, Mahesh?” he asks.
Mahesh says, “I’ m not crying.
I’m singing an English song!”
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Teacher's Page UNIT IV
THEMES
l Water, Sea and Sounds
l The Importance of Water in Our Lives
l Life in the Sea
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UNIT V
Does a balloon man visit your market? Let’s see what this
balloon man brings with him.
Rose Fyleman
New words
bunch, square, sunny, tug
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Reading is fun
3. What does the child like to see the balloon man do?
Talk time
Word building
i. Identify the words from the jumbled letters and write the
word in the space provided.
ii. Put the words given in the box into the following groups
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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
O M B R O W N N O E
L Q L W A R S T W V
E X A X Z N A B C D
T F C G H I G N K L
M N K O P I N K G T
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
Say aloud
string stand
stream sting
strong still
haul hall
mite might
tail tale
sale sail
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THE YELLOW BUTTERFLY
A yellow butterfly flew around in Sonu’s garden.
Sonu saw the butterfly. He ran to catch it.
The butterfly flew to the rose bed. It sat on a red rose.
“Now I can catch it!” said Sonu.
He walked slowly and silently
to catch the butterfly. He came
closer, closer, and still closer,
but then...
Off flew the butterfly!
Where did the butterfly go?
Near the garden was a pond. In
the pond was a white lotus.
Around it grew round leaves.
They floated in the water.
The butterfly sailed on a floating leaf.
Sonu went splash into the water and...
Off flew the butterfly!
Where was it? Sonu looked up, he looked down.
Near the wall was a peach tree. It had pink flowers.
The butterfly sat on a pretty flower.
“I can catch you!” shouted Sonu. He climbed
up the tree. Up, up he climbed, but....
Back it flew, down from the tree.
Sonu jumped down too. He
chased the butterfly,
From the rose,
to the lotus, and,
Up the peach tree, but...
He could not catch the
butterfly.
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Sonu could not see it at
all. He looked everywhere.
At last he saw the butterfly.
There was a big spider's
web in the peach tree. The
butterfly was caught in the
spider's web. It looked sad
as it tried to escape. It
fluttered its wings. It twisted
and turned. But it could not
escape. The spider’s web
held it tight.
Poor butterfly!
In the middle of the web was a big spider. It looked hungry.
It wanted to catch the butterfly.
Closer and closer crawled the black spider.
Before the hungry spider could grab it, Sonu ran and...
he caught the butterfly!
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“Go,” said Sonu,
“Fly away!”
He let the
butterfly go. It sat
on the red rose. It
flew to the peach
tree and then sailed
on a lotus leaf. It
flew merrily from
flower to flower.
Sonu watched it
fly and fly.
The butterfly flew all around Sonu’s garden....happy
and free once again.
Nilima Sinha
New words
escape, pond, peach, climb, catch, middle, hungry, float,
shout, chase, flutter, twist
Reading is fun
Talk time
1. If you were a butterfly, how would you feel if you were caught?
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3. Say these sentences aloud.
Butterflies can fly. Birds can fly.
Kites can fly. Aeroplanes can fly.
Can we fly?
No, we can’t. We can fly in an aeroplane.
Let’s write
Team time
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2. Fold them like a fan.
Word building
Make two words from one word. One has been done for you.
butterfly butter fly
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Teacher's Page UNIT V
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’’.
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
tightly with a piece of thread. Now let them leave the balloons and watch them
fly up with the breeze. Talk about how high they will fly in the sky. Talk also
about the other things one can see in the sky including birds, butterflies,
balloons, clouds etc. and their different colours.
l The story must be read in a clear voice, and appropriate expressions so that it
is told well and will live in the memory of the children.
l Take children outdoors if possible, where they see butterflies on flowers and
tell them about how they feed on nectar. Draw the body of a butterfly on the
blackboard. Talk to the children about its different parts.
Paper folding activity: Give every child a square piece of paper. Let them colour
it with dots and lines before making a butterfly.
l Help children to make colourful balloons by cutting pictures from old
magazines and newspapers. They can stick these on chart papers and put
them up in the class.
l Help children to find out the colours in the maze by reading the
letters vertically and horizontally.
l Explain the difficult words in the text. You can supply pictures
for them. Write new sentences on the blackboard. This way you
can also teach words and spaces and later a long word,
a sentence etc. Jumbled sentences can be presented in some
attractive way to be corrected by the child.
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UNIT VI
Carrying passengers,
Carrying mail,
Bringing their precious loads
In without fail.
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Reading is fun
Talk time
Let’s write
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Example : I went to the railway station with my father...
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Word building
Bus
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Paper fun
Let’s Move
Crouch low, then rise, take off and move around the room.
Come down like a rocket and dance to:
Up, up, up in a rocket, up we'll go, up we'll go,
Up, up, up in a rocket, A-way-up high we'll go.
Say aloud
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the story of the road
It is early morning.
The road is asleep.
Everything is quiet.
But listen!
The birds are calling softly.
“Chirrup, chirrup, chirrup,” say the sparrows.
“Chirrup, chirrup, chirrup.”
“Caw, caw caw,” says the crow.
“Caw, caw caw,” “wake up, wake up.”
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“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.”
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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.
“Can't you see, you foolish bird?
I am wide awake.”
Poile Sengupta
New words
newspaper, cucumbers, cabbage, potatoes, radish,
cauliflower, foolish
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Reading is fun
Talk time
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Song time
(Traditional)
Team Time
Let’s Act
The Race
I am going home in a bus.
There is a railway line alongside the road.
Look, there is a train coming.
I tell the bus driver, “Go fast!
Go faster than the train!”
But the driver slows down.
There is a railway gate.
“I must stop,” says the driver
The train whistles loudly.
“I am first!” it says.
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Look at the picture and write four sentences about
what you see.
1. I can see a tree.
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
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Teacher's Page UNIT VI
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
mountains). You can discuss different modes of transport on land. You can
also talk about the different kinds of roads around your town or village and the
local modes of transport used here e.g. bullock carts, camels, cycles, buses,
scooters etc.
l Cut out some sheets of paper in squares for the paper folding activity and give
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
class/ground for one period. However, make sure that the children pick up all
the bits of paper once the activity is over.
l Emphasise the importance of cleanliness of one’s surroundings. Dustbins
should be kept in the classroom and in a corner of the school playground for
all waste paper, fruit peels, wrappers etc.
l Help the children to enact The Race.
l The class can also be made to enact a scene from a railway
station (have characters like porters, vendors, passengers,
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.
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UNIT VII
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).
‘Down to the village to get some bread.
Will you come with me?’ ‘No, not I.’
I met a Horse as I went walking;
We got talking,
Horse and I.
‘Where are you going to, Horse, today?’
(I said to the Horse as he went by).
‘Down to the village to get some hay.
Will you come with me?’ ‘No, not I.’
A.A. Milne
New words
village, hills, bread, hay, roll, play
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Reading is fun
Talk time
Say aloud
Who am I?
Tibloo
Tibloo is my friend
Tibloo has four legs.
Tibloo has a long tail.
Who is Tibloo?
Tibloo barks.
Tibloo wags his tail.
Tibloo is happy.
Who is Tibloo?
Tibloo is my dog!
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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______________
________________________ ________________________
German Doberman
Shepherd
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Let’s write
A B
a horse trumpets
a dog bleats
a sheep neighs
a cat roars
an elephant moos
a tiger barks
a cow mews
__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
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3. Fill in the blanks with rhyming words.
4. Bruno
Bruno is my pet puppy.
He breaks his dish.
He is sad.
Daddy gives him milk.
But Bruno is sad.
Mummy gives him a new dish.
Now Bruno is happy.
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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
bellowed, the kakar deer
barked, and sometimes the
game got away. She hunted
then for jungle fowl, for
pheasant and for frog, or went to the river for fish. But she did not
hunt every night.
If the moon was bright, the mother tiger lay down and
waited for the dawn. She twitched the tip of her tail, and the tiger
cub pounced on her tail again and again.
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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
pounced, but the frog hopped
away. He chased the frog and
caught it, and turned to show
his mother. But she was not in sight. Instead he saw a tiger,
bigger than his mother, near him in the jungle.
The tiger's green eyes glistened as he watched the tiger cub.
The tiger cub was frightened. He could not hide or run. He let the
frog hop away. The tiger crept up closer to the little tiger cub.
But a roar
filled the jungle,
the roar of the
mother tiger!
She faced the
other tiger and
he went away.
The mother
tiger liked to
roar, a loud, big
tiger roar, to tell
all the other animals in the jungle that she was there. All the
other animals in the jungle kept far, far away.
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The tiger cub also liked to roar, a loud tiger-cub roar, to tell all
the other animals in the jungle that he was there.
But all the other animals in the jungle were not afraid at all
and none of them ran away.
But, there came a year when the small tiger cub was a full-
grown tiger. He walked for miles alone, hunting for game at night.
When he roared to tell all the other animals in the jungle that he
was there, all the other animals in the jungle kept far, far away.
And the great big tiger that had been a small tiger cub, hearing
his own loud roar, smiled to himself a great big tiger smile.
Reading is fun
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
2. What happened to the little tiger cub when he chased the frog?
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Word building
horse kitten
dog calf
cat colt
cow puppy
pig cub
tiger piglet
sheep kid
goat duckling
duck lamb
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ii. Word Game: Can you place these letters in their right
order to form the names of animals?
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 ________________________________
g i t e r ________________________________
f o l w ________________________________
A B
A bee burrow
An ant web
A duck nest
A rabbit hive
A spider pond
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Let’s write
1. Now write six sentences from the pictures given in exercise (iii)
of word building. One has been done for you below.
A tiger lives in a den.
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.
___________________________________________________________
___________________________________________________________
Team time
Make groups. One person from each group should act like:
1. The mother tiger 2. The cub
3. The large male tiger 4. The frog
5. The sambhar/kakar deer 6. The langur monkey
Now act out the story, first in your own language and then
in English.
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iv. 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
9
8
A
6
4
O
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
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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.
l Talk to the children about the different kinds of pets/animals they may have —
a dog, goat, cow etc. Let them tell the class how they feed and keep them clean
and healthy. They can talk about their love for their pets. Also talk of the
emotional bonding between animals and their young ones.
l Discuss animals of the jungle and what they eat, where they live etc. Also talk
about different animal homes.
l While teaching this Unit you must emphasise the importance of showing care
and respect to all animals big or small, domestic or wild. Children should
understand how important it is to protect all animals.
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
animals in the future.
l Ask children to draw and paint different animal masks out of
thick paper for the role-play activity.
l Encourage the children to watch animal-based programmes on
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.
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3. Arrange these movement words from slow to fast.
Say aloud
squirrel
question Squirrel, squirrel on the tree
quite
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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.
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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
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Word building
A B
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MY SILLY SISTER
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When I shake my head at her in anger and scold her, or call
her naughty, she laughs and thinks it great fun.
Everybody knows that Father is away, but sometimes I call
out "Father" playfully. She looks quickly about her in excitement
and thinks that Father is near.
Sometimes I hold a class with the donkeys that our
washerman brings to carry away the dirty clothes. I warn her
that I am the schoolmaster and that she better not make any
noise. Only then she keeps quiet. I insist that she should call me
“dada”.
Your baby wants to catch the moon. She is really funny.
Mother, your baby is silly. She is so very childish!
Rabindranath Tagore
New words
childish, pebble, donkey, dirty, anger, excitement, playful,
naughty, washerman
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Reading is fun
Talk time
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Word building
s i ____ ____ y
s t r ____ e t s
s ____ o l d
l e ____ ____ o n s
n ____ u ____ h t y
d ____n k ____ y
Foolish __________________
Stones __________________
Mischievous __________________
Fetch __________________
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4. Fill in the blanks
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Let’s write
Say aloud
donkey sister
monkey mother
turkey father
I’m a popcorn
Put me in a pan
Shake me and shake me
As fast as you can
And I’ll pop!
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Teacher's Page UNIT VIII
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.
l Encourage children to guess the meanings of difficult words, before you
explain.
l Ask the children to bring one inland letter each. Show them on the blackboard
where to write the date, address etc. using the new format, where the 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 can also be
done in pairs.
l If it is possible, arrange a visit to the local post office.
l Children can also make greeting cards with colourful drawings. Encourage
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.
l Discuss the different forms of communication like telephone, telegram, email
etc. with advantages and disadvantages of each.
l You should enjoy telling the story. The teacher does not tell it
merely to inform, enlighten or amuse but because it is
something so good, so delightful. You must remember that to
be friends with your story you must grasp it, feel it, and share
it with the children.
l Let children talk about their brothers, sisters, cousins etc.
Bring out the concept of caring and sharing, and emotional
bonding within families.
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UNIT IX
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,
They say.
So I patiently wait
Till I’m all grown-up;
And I’ll show Them all,
One day.
I could show Them now
If they gave me the chance,
There are things I could do
If I tried.
But nobody knows,
No nobody knows, that I’m
Really a giant,
Inside.
Irene Yates
New words
enough, chance, giant, patient
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Reading is fun
Talk time
Word building
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i. Now write the full forms of the following words.
Team time
Class Word Chart — How many new words have you learnt?
Write down three words you have learnt so far. Write them
down on a chart or blackboard. Tell their meanings to the
class.
Say aloud
giant goose
jam grey
gym gold
June gum
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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.
Meena was twelve years old. She
carried a small boy on her back.
He was four years old. His
hair was curly. His eyes were
black and his face was as
fresh as the morning dew.
As the sunshine danced
through the trees, Meena
climbed the hill slowly and
steadily. Meena was happy.
The boy was also happy.
A man in the group
looked at Meena. He felt
sorry for her. He asked her,
“My child, why are you
carrying a boy on your back?
Don't you feel his load?”
Meena looked at him in wonder. She could not understand
him. (Her brother was unable to walk). Meena asked, “Load? Of
course not! He is my brother!”
Based on a story by Sanat Kumar Bhatt
New words
understand, climbed, holy, slowly, sorry, load
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Reading is fun
Talk time
Let’s write
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5. The lion is in the _________________.
1. Fill in the blanks with the opposite of the underlined word given
in the sentence.
iii. The giraffe has a long neck but owls’ are ____________.
iv. The sun appears in the day and the moon at ___________.
Team time
1. What are the difficulties that a child who can’t see will face?
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.
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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,
gesture and visual imagery (pictures). Although using sign
language is important for communication, it can also be an
adventure for everyone.
Here are some words that you can learn in sign language.
Show and say as seen in the pictures below
Sing
Right ‘‘open’’ hand,
facing in touches the
mouth and moves to
the right like waving.
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.
Lose
Right “thumbs-up”
Win hand, moves from right
Right “thumbs-up” hand, shoulder to front of
move up to right shoulder chest to end with
from front of chest. thumb pointing down.
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.
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Teacher's Page UNIT IX
THEMES
l Growing up, expressing emotions and feelings.
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UNIT x
Let’s move in different ways and see who has the most fun!
New words
padded, limb, crawl, dive, wiggles
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Reading is fun
Talk time
Let’s write
Column A Column B
Lions wiggle
Squirrels hop
Flies swing
Seals leap
Worms walk
Monkeys crawl
Birds dive
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3. Arrange these movement words from slow to fast.
Say aloud
squirrel
question Squirrel, squirrel on the tree
quite
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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
you be a ship, you’re an animal?
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Camel (smiling): So I am, but people call me the Ship of the
Desert. I can walk across the desert even on a hot afternoon.
The sand burns but it doesn’t bother me.
Lion: I can’t believe it.
Camel: Can you walk across a desert?
Lion (blinking): No, I can’t, but I can run in the forest.
Camel (with disdain): Every animal can do that. I alone can
run on sand. I can run on sand at 25 kilometres an hour.
Lion (wonderingly): How can you do that?
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Camel: Look at my feet. They are thick and padded. The hot
sun does not burn them.
Lion: My feet are padded too. Thorns don’t prick them and I
can run 80 kilometres an hour.
Camel: That is true. You can run 80 kilometres an hour in the
forest but can you run even a mile on the hot sand?
Lion: May be not but....
Camel (interrupting): And you can't live without water for a
week, can you?
Lion: No, I can’t. I need water everyday. But don’t tell me you
can do without water?
Camel: Yes, I can. There are no rivers or lakes in a desert. But
that does not bother me. I can drink 200 bottles of water at a
time.
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Lion: Really! You must have a big stomach!
Camel (proudly): Yes, I have a big stomach. I can store water
for a week. I can store food for two weeks even.
Lion (showing a lot of interest): Do you store food in your
stomach?
Camel: No, I don’t. I store it in my hump. I eat a lot of food at
one time. Then I don’t need to eat for a fortnight.
Lion: That’s interesting. But what do you eat?
Camel: I eat leaves, but there are no trees in a desert.
Lion: What do you eat there?
Camel: There are thorny bushes in the desert. I eat the
thorns. The thorns don’t prick my thick tongue.
Lion: How funny!
Camel: Mr King of the Forest, please come with me to the
desert.
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
good luck, Mr Ship of the Desert.
S.K. Ram
New words
Ship of the Desert, miles, King of the Forest, sand, thorns
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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.
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Word building
Make as many words as you can from within the given words.
2019-20
Let’s write
1. ___________________________________
2. ___________________________________
3. ___________________________________
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Talk time
Read these words aloud, paying attention to their spellings.
bye – by
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
Team time
2019-20
Teacher's Page
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.
SUGGESTIONS FOR CLASSROOM TEACHING
l Read the poem with stress and intonation enacting all the animals and birds
mentioned.
l Emphasise the action-words through different movements.
l Correct pronunciation of the words listed in the text may be practised like
quiet/quite.
l Also practise the words with similar sounds and different meanings. Let the
children make a list and put it up on the blackboard.
l Encourage children to guess the meanings of difficult words, before you
explain them.
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.
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