Conversations - Grade 3 - English_AY24_TM by Uolo

AI-powered exercises

CONVERSATIONS Achieve Fluency in Verbal Communication

Teacher Manual

NEP 2020 based |

NCF compliant

Teacher led activities

Teacher Manual

CONVERSATIONS Achieve Fluency in Verbal Communication

Expert Opinion Dr Rejaul Karim Barbhuiya Assistant Professor, Central Institute of Educational Technology (CIET), NCERT, Ministry of Education, Government of India

Times have changed. Today is not the time of memorising and copying. Students must be enabled to think for themselves and articulate their thoughts well. They should be able to participate meaningfully and confidently in day-to-day activities – whether they be buying groceries, registering a formal complaint, or voicing opinions freely. A problem-solving attitude, critical outlook, scientific temperament and creativity are non-negotiable skills in the 21st century.

Ms Sonia Kumari Assistant Professor, Kamala Nehru College, University of Delhi

Dr Aakash Chowkase Post-doctoral Research Fellow, University of California, Berkeley, USA, Department of Psychology

NEP 2020 acknowledges the multilingual reality of India and asserts that the bridge of home language or other familiar language is absolutely crucial for children in the foundational years, not only to help them to comprehend basic subjects, but also to acquire additional languages like English. Thus, the needs-based and systematic use of learners' home languages should be encouraged in the classrooms, along with an anxiety-free, purpose-oriented and input-rich environment.

The National Education Policy 2020 talks about technology playing an important role in improving the learning outcomes and learning experiences of children. With the growing penetration of the internet and the easy availability of smartphones and other electronic devices, both parents and teachers can participate in and supervise children's learning through various online apps, quizzes, videos, e-books, educational games and so on. In a nutshell, digital learning has the potential to impact on what children learn and how they learn.

In the post-Covid world, more than ever before, the parents' role is being seen as pivotal to children's growth and learning. The National Education Policy 2020 released by the Government of India, recognises parents as equal partners in their children's education. At home, it is important for caregivers to create a safe, engaging and positive environment for children to learn, apply themselves and have fun. Parents can also engage actively with children around their homework, curricular and co-curricular activities and projects.

Aparna Dixit Head of Content and Research, Centre for Learning Resources

Foreword In the age of globalisation and unprecedented technological advancement, English stands as a universally comprehensible medium of communication. It has evolved into one of the essential tools that learners require to thrive in today's world and secure their future. Studies from across the globe have also shown that English communication skills significantly impact on career prospects and lifelong learning. Functional and fluent communication skills in English, encompassing the crucial facets of LSRW (Listening, Speaking, Reading, and Writing), are pivotal for children's knowledge acquisition, intellectual, social, and emotional development and lifelong learning. In particular, robust listening and speaking skills not only form the bedrock of the language learning process but also pave the way for enhanced reading and writing capabilities. Yet, the majority of educational efforts prioritise teaching reading and writing from the very outset, sometimes neglecting listening and speaking skills. These foundational skills are often overlooked in educational institutions due to high pupil-teacher ratios, lack of opportunities to express themselves in English, and, most significantly, a lack of structured and dedicated class time for honing these skills. It is within this context that Uolo Speak has been introduced as a groundbreaking English program tailored for learners in pre-primary to grade 8, with a special emphasis on English listening and speaking. In alignment with the National Education Policy (NEP) of 2020 and the learning outcomes set forth by the National Council of Educational Research and Training (NCERT). The Conversations book serves as the classroom-based avenue for developing functional speaking skills. The book contains teacher-led English speaking and listening activities that adhere to the highly recommended and research-based teaching-learning method known as the Gradual Release of Responsibility (GRR). This approach systematically guides learners in mastering the targeted competencies. Through these activities, learners engage in high-quality, age-appropriate, and experiential tasks that foster confidence and fluency in English. The accompanying Teacher Manual provides in-depth implementation plans for these activities. The mobile interface of this educational product ensures consistent practice of functional English skills. These exercises transcend conventional question types, employing cutting-edge technology to facilitate learning and provide instant feedback. For instance, learners can practise English speaking on the App and receive AI - generated feedback. This allows learners to grow skills over a period of time and gain confidence to express themselves in English in their daily lives. Uolo Speak offers a potent, captivating, and unique learning experience for learners. It embodies a pragmatic, results-oriented approach to cultivating indispensable functional English skills required for the 21st century. We extend our warmest wishes to all educators, parents, and learners as they embark on this exciting journey with Uolo Speak, filled with fun and joyful experiences.

Dr Laraine O'Connell

D. Litt., English, North West University, South Africa I am a veteran English teacher and lecturer, with a great love for English and for teaching.

I have taught English and trained teachers over many years. I live in South Africa and it is a wonderful experience working with a company promoting the learning of English in India.

iii

Instructional Model “In the 21st century, language teaching must go beyond traditional approaches and must aim to enable students to use language skills in real-life contexts for a wide variety of purposes” (NEP, 2020).

According to Vygotsky and Krashen’s theory of second language teaching, language acquisition happens

best when learners are engaged in purposeful and meaningful tasks in an anxiety-free, non-judgmental, communication-oriented, input-rich, supportive and stress-free environment, along with a lot of scaffolding practices. This approach to second-language teaching is also highlighted by the NIPUN Bharat Mission document and NEP, 2020.

In this context, the Conversations series, along with the learning activities designed in it, can play a crucial

role in creating an input-rich environment, employing diverse avenues for speaking practice in a fear-free and non-judgemental setting, coupled with real-time feedback.

The book has been developed based on the ‘Gradual Release of Responsibility’ (GRR) model—a teaching-

and-learning model that has been widely recommended by the NEP, 2020 and the NCF, 2023. The GRR has been promoted by educational researchers and practitioners all over the world for its effectiveness in promoting student engagement and deep understanding of content and skills.

The GRR model includes three steps, each one consecutively shifting the ‘responsibility’ from teachers to learners so that learners become independent users of the language.

I do: The teacher first provides explicit instructions and modelling that initiate the learning process. We Do: As learners begin to grasp the content and skills, the teacher also begins to shift the responsibility to them, facilitating a guided practice where the teacher and the learners participate collaboratively.

You Do: Finally, the learners take full ownership of their learning through independent practice and the application of the skills learnt in the program.

Based on this approach, there are three core instructional models on which the activities work (please refer to lesson plans in the Teachers' Manual for greater clarity). These are: I do

We do

You do

Listen

Echo

Express and Repeat (E&R)

Fully guided; Modelled speaking by

Collaborative: Shared speaking

Independent practice and

the teacher

between the learners and the teacher

application by the learners

To sum it up, this has been created with a view to doing away with the fear of speaking in English among learners and allowing them to express themselves confidently in English in real-life situations.

CONTENTS

1 2 3 4 5 6 7 8 9 10 11 12

When and Where?

It’s Rhyme Time!

All About My Day

Dos and Don’ts!

My Choices

Think and Tell

Daily Conversations

I Feel

100

Can You Direct Me?

114

My Experiences

128

Good vs Bad

142

Talking About Local Events

156

Party Time

Win Some, Lose a Few

My Daily Routine

How to Make a Paper Dog Face

A Hobby I Love

Belling the Cat

Where Is the Wallet?

I Can Swim!

Hide and Seek

Holiday Fun

Slippers or Shoes?

The Dream Park v

Chapter Outcomes Chapter No.

Chapter Title

Big Skill

Listening Speaking Competencies

When and Where?

Sharing date, time and place

Identify key details about date, time and place Tell the date, day, time and place correctly, using simple sentences

It’s Rhyme Time!

Rhyming lines

Enjoy listening to poems Create and sing short rhyming lines

All About My Day

Sharing one’s daily routine

Share one’s daily routine, including all key activities Talk about one’s daily routine with action and expression

Dos and Don’ts!

Talking about rules

Identify dos and don’ts of doing simple tasks Say the dos and don’ts in a simple task

My Choices

Sharing likes and dislikes

Identify others’ likes and dislikes Share one’s likes and dislikes

Think and Tell

Describing something

Identify key details from the given descriptions Describe a person, place, animal or thing in a few lines

Daily Conversations

Conversations in daily life

Ask questions during a conversation Respond politely during a conversation

I Feel

Discussing feelings with others

Answer questions related to one’s feelings Discuss feelings with others

Can You Direct Me?

Giving and following directions

Follow simple directions Give simple directions

My Experiences

Sharing personal experience

Answer simple questions about a personal experience Talk about a personal experience in a few lines

Good vs Bad

Talking about the advantages and disadvantages of something

Identify advantages and disadvantages of certain things Talk about a few advantages and disadvantages of something

Talking About Local Events

Reporting an incident or event

Share details of a local incident or event Answer questions about a local incident or event

4 5 6 7

8 9

Student Selection Activities In order to ensure participation of the maximum number of learners during the classroom presentations and to keep the surprise element going, you can try the following quick games for inviting learners to participate:

• Randomly pick the learners’ names written on chits / ice cream sticks / playing cards. • Ask the learners to write code names for themselves on a chit. Randomly pick the chit from the jar and ask who it belongs to.

• Call out the roll number randomly. • Say some unique identification markers, e.g. the one who is carrying a blue water bottle, the one who has a red bag, the one who was born in the month of March, the one whose birth date is 15, the one

who has curly hair, the one who has two ponytails, the one who was born on the same date as that on

which the lesson is being taught, the one who has the same roll number as the date when the lesson is being taught.

• Throw a ball of paper or a plastic ball and give an opportunity to the one who catches it. • Throw a ball of paper or a plastic ball and give an opportunity to the person who is sitting next to the one who catches it.

• Sing a song/recite a poem while students swiftly pass an object from one to the other. The one who is holding it when the song/poem ends, has to present.

• After their presentation, each student invites the next presenter. • Open a book randomly at a page. Call out that (roll) number for presentation. • Pick any letter flashcard from a pile of flashcards. Choose the one whose name starts/ends with that letter.

• Pick any learner’s identity card / passport-size photograph / notebook placed upside down on a table. Call that student for a presentation.

• Roll a dice once to call out a single digit (roll) number, or roll a dice twice to call out a double digit (roll) number for presentation.

• At the count of three, the learners as well as the teacher show a number from 1-10 using their fingers. The learner whose number matches the teacher’s will be invited to present.

• Play stone, paper, scissor with the whole class. Invite those students first whose action matches yours. • At the count of three, the teacher as well as the learners will show a colour flashcard. The learners whose colour matches with the teacher’s is invited to present first.

vii

Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

viii

Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

xii

Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

xiii

Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

xiv

Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

Chapter 1

When and Where?

Big Skill: Sharing date, time and place Learning Objectives: Learners will be able to: • identify key details about date, time and place. • tell the date, day, time and place correctly, using simple sentences.

Chapter 1

When and Where?

Period 1

Sharing date, time and place

UE24CB_Grade 3.indb 1

12/13/2023 4:20:04 PM

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 1—When and Where? Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. How many children can you see in the picture? (I can see two children in the picture.) 2. What are the children doing? (The children are thinking about something.) 3. What can you see behind the children? (I can see a cabinet, a calendar and a clock behind the children.) Read aloud the model description of the cover page. Say: On the cover page, we see two children. They look confused. They are trying to guess the time, place and date. There is a cabinet behind them which has a calendar on it. There is also a clock on the wall behind them.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 2 of your content book. We will read the text—Party Time. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What are the different things that the girl is doing? (The girl is singing and playing the guitar.) 2. Name the different things that you see on page no. 2. (I see a cake. / I see party hats. / I see a balloon and a gift.) 3. What date does the calendar show? (The date on the calendar shows Sunday, 20 November.) Explain: We are going to read an invitation to a party. Mansi is writing this invitation for her friend Swati. Now, let us begin reading. Instruct: Pay attention to how she talks about date, time and place.

Chapter 1 • When and Where?

Listen

UE24CB_Grade 3.indb 2

It will be a fun day to remember.

12/13/2023 4:20:08 PM

The party will be on Sunday, 20 November.

Dress warm, for the day may be cold!

I’ll be nine years old,

You’re invited to my party!

Hi Swati, 4

Period 1

UE24CB_Grade 3.indb 3

Chapter 1 • When and Where?

wonderful (wuhn.duh.ful): very good

remember (ri.mem.buh): think of something or someone from the past

invited (in.vai.tuhd): asked someone to come to a gathering

dress warm (dres wawm): wear winter clothes

begin (be.gin): start

Please let me know if you can make it, In time for the birthday candles to be lit!

We’ll all be together and have a wonderful party, With Ali, Beena, Rakhi, Vijay, Gurpreet and Aarti!

—Mansi

12/13/2023 4:20:11 PM

Talking Book

We begin at 1 o’clock and end at 5 o’clock.

Come home to 23 Gems Colony, Lane 10,

Period 1 continued During the Text

Read the text aloud OR play the Talking Book in the classroom. While reading the text aloud, pay special attention to the keywords written in red, explain their meaning and stress their pronunciation. For example: ‘Remember’ means to think of something or someone from the past. It is pronounced as ri.mem.buh. You may stress on the syllable in bold, like ‘mem’. You may pause at the annotations and ask these suggested questions. After 1 What kind of party is it? (It is a birthday party.) After 2 What is today’s date? (Today is 4 June. / It is 5 July today.)

For annotation 2, say the date of the day the lesson is being taught in the class.

After 3 Where is the party? (The party is at 23 Gems Colony, Lane 10.) After 4 What is the time of the party? (The party is from 1 o’ clock to 5 o’ clock.)

For open-ended questions based on the learners’ realities and experiences, you can rephrase their responses into complete sentences. For example: If it is 3rd July today, you could say ‘Today is the 3rd of July’.

After the Text

You may ask these suggested questions. 1. When is your birthday? (My birthday is on 3 May. / My birthday falls on 8 September.) 2. What would you like to do on your birthday? (I would like to go out with my friends on my birthday. / I would like to ask my friends over to my house for my birthday party.) 3. At what time would you like to celebrate your birthday? (I would like to celebrate my birthday in the evening. / I would like to celebrate it at 4 o’ clock in the evening.)

Chapter 1 • When and Where?

Come home to 23 Gems Colony, Lane 10,

Talking Book

We begin at 1 o’clock and end at 5 o’clock.

Period 1

We’ll all be together and have a wonderful party, With Ali, Beena, Rakhi, Vijay, Gurpreet and Aarti!

Please let me know if you can make it, In time for the birthday candles to be lit! —Mansi

begin (be.gin): start

dress warm (dres wawm): wear winter clothes

invited (in.vai.tuhd): asked someone to come to a gathering

remember (ri.mem.buh): think of something or someone from the past wonderful (wuhn.duh.ful): very good

Chapter 1 • When and Where?

UE24CB_Grade 3.indb 3

12/13/2023 4:20:11 PM

Period 1 continued Echo Introducing Keywords

5 mins

Echo

Instruct: Repeat the meaning after me—start. Instruct: Repeat the sentence after me—I will begin practising for my football match soon. Repeat this process for the other keywords as well. Word

Pronunciation

Meaning

Sentence

dress warm

dres wawm

wear winter clothes

Dress warm during the winter.

invited

in.vai.tuhd

asked someone to come to a I was invited to a birthday party. gathering

remember

ri.mem.buh

think about something or someone from the past

I still remember my first friend from my nursery school.

wonderful

wuhn.duh.ful

very good

This is a wonderful birthday party.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: I / still remember / my ﬁrst friend / from my nursery school.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

E&R

Instruct: Make some sentences with the word ‘begin’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. She will begin learning to play the guitar from today. 2. I like to dress warm during the winter season. 3. My parents invited my uncle and aunt to dinner. 4. I remember seeing Neena’s bottle in the playground. 5. The weather today is wonderful.

Conclusion

4 mins

Say: Today, we read the story called Party Time. We read an invitation to Mansi’s birthday party. We learnt how to tell the date, time and place. We learnt the words ‘begin’, ‘invited’, ‘remember’, ‘dress warm’ and ‘wonderful’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 4. Learn to say the date and time by listening to and repeating the projects given in the app.

Chapter 1 • When and Where?

E-Speak 1 Practise at Home PROJECT 1A

Meenal’s Picnic Day

Meenal tells her mother about the date of her school picnic. Listen and record it.

PROJECT 1B

Period 2

Picnic Place

Meenal tells her father about the place of the picnic. Listen to what she has to say and record it.

PROJECT 1C

Reaching Time

Meenal talks about the time when she has to reach her school on the picnic day. Listen and record it.

UE24CB_Grade 3.indb 4

12/13/2023 4:20:12 PM

Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—When and Where. In the last class, we read a text called Party Time. In this text, we read an invitation to Mansi’s birthday party. We learnt how to tell the date, time and place. We also learnt the keywords ‘begin’, ‘invited’, ‘dress warm’, ‘remember’ and ‘wonderful’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to say the date and the place in a sentence. We are also learning to answer questions that begin with ‘when’ and ‘where’.

Listen

The question word ‘when’ asks about a specific date and time. The question word ‘where’ asks about a place. Example from Text: When Mansi invites her friend Swati to the party, she tells her when the party will be. She informs Swati that it will be on Sunday, 20 November. Mansi also tells her where the party will be. The party will be at 23 Gems Colony, Lane 10. She also tells her at what time the party will begin and end. The party will start at 1 o’ clock and end at 5 o’ clock. Example from E-Speak 1: As a part of your homework project, you heard Meenal talk to her family about the school picnic. She tells her parents when the picnic is, where the school is taking them for the picnic and at what time students will leave for and return from the picnic.

Echo E-Speak 1

8 mins

Say: Now, I shall say what Meenal told her family about the school picnic. Instruct: Repeat the Project 1A after me—Our school has planned a picnic for the students of grade 3. It is on 24th October. Instruct: Repeat the Project 1B after me—Papa, we are going to the zoo for our school picnic. We will go there by the school bus. It will be so much fun. Instruct: Repeat the Project 1C after me—We have to reach school at 6 o’ clock in the morning, on the day of the picnic. We will come back at 4 o’clock in the evening. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Our school has / planned a picnic / for the students / of grade 3. / It is on / 24th October.

Chapter 1 • When and Where?

Echo

Speak on the Spot Boost your Speaking

Change in Picnic Plans Tell your teacher about the change in the plans for the school picnic.

We were going to ...

(place)

The bus was late. Now, we are going to ...

(place)

We were going on ...

(date)

The roads are closed.

Period 2

Now, we are going on ...

(date)

We were going at ... in the morning. (time)

It is very cold in the morning. Now, we are going at ... in the morning. We were coming back at ... in the evening.

(time)

We will need more time to enjoy ourselves there. Now, we will come back at ... in the evening. (time)

Speak politely and with a smile. Answer your teacher in complete sentences. You may read the sentences from the book. You may give your own answers. 5

Chapter 1 • When and Where?

UE24CB_Grade 3.indb 5

12/13/2023 4:20:14 PM

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Imagine your school had planned a picnic for your class. But because of some problems, there have been some changes in the picnic schedule. Your class teacher does not know of the changes. You have to tell her about the new date, place and time of the picnic. Instruct: Think for 2–3 minutes and then make your presentation.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may ask at least three questions from each presenter. Model Responses:

1. Teacher: Good morning! Where were we going for the picnic? Student 1: We were going to the zoo. Teacher: Now where are we going? Student 1: Now, we are going to the Blue Water Park. Teacher: When were we going? Student 1: We were going on 28 August. Teacher: When are we going now? Student 1: Now, we are going on 30 August. Teacher: Thank you. 2. Teacher: Hello! At what time were we going in the morning? Student 2: We were going at 6 o’ clock in the morning. Teacher: At what time are we going now? Student 2: Now, we are going at 7 o’ clock in the morning. Teacher: At what time were we coming back in the evening? Student 2: We were coming back at 6 o’ clock in the evening. Teacher: At what time are we coming back now? Student 2: Now, we will come back at 5 o’ clock in the evening. Teacher: Thank you.

If learners speak in complete sentences and correctly, you may give the feedback like ‘Well done’ and ‘You said it correctly’. If learners struggle, you may help them by rephrasing their responses into complete sentences.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app at what time you have breakfast on a Sunday and what you like to eat for breakfast. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: Think about what you did last Sunday. Write the details about the day. You may ask for help at home to do the work correctly. Practise saying the sentences aloud, again and again, in front of your friends or an older family member. Chapter 1 • When and Where?

E-Speak 2 PROJECT 1D

Practise at Home

Sunday Breakfast

Sunday is fun day! At what time do you have your breakfast on a Sunday? What do you like to eat as breakfast on a Sunday? Tell us in 2-3 lines.

Gaming Zone It’s Fun Time

Date, Time and Place

Match the following. One has been done for you.

Period 3

I go to the park in the evening.

My English test is on 23 March.

March

I wake up in the morning at 8 o’clock.

There is a race at my school today.

UE24CB_Grade 3.indb 6

12/13/2023 4:20:16 PM

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Date, Time and Place. Say: On the left, you have some pictures and on the right, you have some sentences that tell you about the pictures. Show the example given in the book. Instruct: Now, look at the pictures and match them with the sentences that best describe them. You may ask these suggested questions. 1. What time do you wake up every morning? (I wake up at 8 o’ clock every morning.) 2. When is the English test? (The English test is on 23 March.) 3. When do you go to the park? (I go to the park in the evening.) 4. Where is the race today? (The race is at my school.)

Listen Echo E-Speak 2

8 mins

Say: You did the digital project called ‘Sunday Breakfast’, where you told us about the time when you have your breakfast on a Sunday and what you like to eat for breakfast. Instruct: Listen to my response to the project.

Listen

‘I have my breakfast at 9 o’ clock on Sunday mornings. I like to eat idli sambhar for breakfast. It is my favourite breakfast.’ Say: Now, you will listen to another response and repeat after me. ‘I eat a slice of toasted bread and have a glass of milk for breakfast on Sunday mornings. I like a lot of butter on my bread. My family eats breakfast at 8 o’ clock.’

You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: I eat / a slice of / toasted bread / and have / a glass of milk / for breakfast, / on / Sunday mornings.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 1 • When and Where?

Echo

(who you went with)

UE24CB_Grade 3.indb 7

Chapter 1 • When and Where?

Thank you!

(time)

(place)

(food you ate)

I went to bed at

I went to

I ate

Last Sunday, I woke up at

Hello! o’clock.

o’clock.

with

for my breakfast.

(time)

1Write: Complete the sentences to say what you did last Sunday.

12/13/2023 4:20:19 PM

Write what you did last Sunday. Practise saying it aloud. Speak about it in the classroom.

What I Did Last Sunday

The Final Show

Plan and Speak activities in front of your family.

UE24CB_Grade 3.indb 8

Notes Corner

Smile, don’t be scared!

Speak loudly and clearly.

You can read from your book.

3 Present: In the class, tell your friends about your last Sunday.

2 Practise: Practise speaking about your Sunday

Period 3

12/13/2023 4:20:26 PM

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present to the class what you did last Sunday. Talk about when you woke up, where you went, at what time you went to bed, etc. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting.

If learners struggle to speak in complete sentences, you may rephrase their responses into meaningful sentences and ask them to repeat them. Model Responses: 1. Hello! Last Sunday, I woke up at 7 o’ clock in the morning. I ate poha for my breakfast. I visited my grandparents and spent the whole day with them. I went to bed at 9 o’ clock at night. Thank you! 2. Hello! Last Sunday, I woke up at 9 o’ clock in the morning. I ate idli sambhar for breakfast. I went to the zoo with my parents. I went to bed at 10 o’ clock at night. Thank you! 3. Hi everyone! Last Sunday, I woke up at 6 o’ clock in the morning. I went to picnic on a nearby hill with my family. I went to bed at 9 o’ clock at night. Thank you! If learners present their sentences conﬁdently, you can praise them by saying ‘Good try!’, ‘Keep it up!’, ‘Well done!’, etc. In case they struggle, you can say, ‘Let me help you’, ‘You are doing great, let us try it together’, ‘You have a good command over your language, just try to speak loudly’, etc to boost their conﬁdence.

Conclusion

2 mins

Say: In this chapter, we learnt to tell the date, time and place correctly.

Chapter 1 • When and Where?

Chapter 2

It’s Rhyme Time!

Big Skill: Rhyming lines Learning Objectives: Learners will be able to: • enjoy listening to poems. • create and sing short rhyming lines.

Chapter 2

It’s Rhyme Time! Period 1

Rhyming lines

UE24CB_Grade 3.indb 9

12/13/2023 4:20:28 PM

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 2—It’s Rhyme Time! Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. Where are the children? (The children are in a garden / park.) 2. What are they doing? (They are playing musical instruments.) 3. Would you like to play any musical instrument? If yes, which instrument would you like to play? (Yes, I would like to play a guitar. / Yes, I would like to learn to play a harmonium. / No, I do not like playing musical instruments.) Read aloud the model description of the cover page. Say: On the cover page, we see a beautiful garden. There are many trees in the garden. A group of six children are playing musical instruments. They all are enjoying the music they are creating. We can also see a rainbow in the sky. You may point towards the ‘rainbow’ and ‘musical instruments’ on the cover page for the contextual meaning of the words.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 10 of your content book. We will read the poem—Win Some, Lose a Few. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. Do you think the two girls in the first two pictures are the same? (No, they are two different girls. One has short hair and the other has long hair.) 2. Look at the two girls in the poem. What do you notice about them? (The girl in the first picture likes to play cricket. The girl in the second picture likes to paint.) 3. What do you think happened in the third picture? (I think that the girl threw down the bat. / I think the girl is shouting. / I think the bat slipped out of the girl’s hand.) Explain: We are going to read a poem called Win Some, Lose a Few. It is about two girls named Riddhi and Siddhi. They are best friends but they are very different from each other. Now, let us begin reading. Instruct: Pay attention to the rhyming words and lines in the poem. You may explain to the learners what rhyming words or lines mean. It means when two lines or words end with similar-sounding words. For example: ‘bat’ and ‘that’. Chapter 2 • It’s Rhyme Time!

Listen

Today Siddhi lost the match! And in anger, when she tossed her bat, Riddhi scolded her just for that!

UE24CB_Grade 3.indb 10

Now Siddhi hates Riddhi. She hates cricket too. She’s decided to play a new game. And make friends brand new!

Riddhi and Siddhi are best buddies. They are poles apart – while Siddhi loves cricket, Riddhi loves art! With Riddhi there to cheer, Siddhi has no fear. Siddhi hits fours and sixes like Kohli, And she’s confident, just like Dhoni!

Win Some, Lose a Few

12/13/2023 4:20:34 PM

Period 1

UE24CB_Grade 3.indb 11

Chapter 2 • It’s Rhyme Time!

tossed (tawst): threw

jolly (jaw.lee): happy

folly (faw.lee): a silly mistake

cheer (cheeuh): support someone

buddies (buh.deez): friends

Siddhi realises her folly. She needs her friend and game to be jolly. You win some, you lose a few. You just need to continue.

In tears, she tells her father all, Her father just hands her the bat and the ball!

For a bit, it’s fun, yet it’s not the same. Soon she really misses her bestie, She misses her game!

12/13/2023 4:20:40 PM

Talking Book

Period 1 continued During the Text

Read the poem aloud OR play the Talking Book in the classroom. You may read the poem with expressions and voice modulation to make the poem sound interesting. You may pause at the annotations and ask these suggested questions. After 1 What do Siddhi and Riddhi like to do? (Siddhi likes to play cricket. Riddhi loves art.) After 2 What do you think Siddhi will do after losing the match? (I think Siddhi will cry after losing the match. / I think Siddhi will be sad. / I think Siddhi will fight and not accept that she has lost.)

For annotation 2, you can ask the children how they feel when they lose a game. Encourage the learners to express their feelings. Tell them it is okay to feel sad or cry when you lose a game.

After 3 What do you think Siddhi’s father will say to her? (I think he will scold her. / In my opinion, her father will tell her to say sorry to Riddhi.) After 4 What does Siddhi need to be happy again? (She needs cricket and Riddhi to be happy again.)

For open-ended questions, based on the learners’ realities and experiences, you can rephrase their responses into complete sentences. For example: In my opinion, her father will tell her to say sorry to Riddhi.

After the Text

You may ask these suggested questions. 1. Tell me something about Riddhi. (Riddhi and Siddhi are best friends. Riddhi loves art. She is very sweet and calm. She cares about Siddhi.) 2. Could you find any rhyming words in this poem? (Yes, I found some rhyming words like ‘apart’ and ‘art’, ‘bat’ and ‘that’, ‘too’ and ‘new’, ‘same’ and ‘game’, ‘all’ and ‘ball’, ‘folly’ and ‘jolly’. / No, I couldn’t find any rhyming words.) 3. What did you learn from the chapter? (We learnt that we should not fight with our best friends. / I learnt that some days we will win and some days we will lose. / I learnt to identify rhyming words.)

Chapter 2 • It’s Rhyme Time!

Talking Book

For a bit, it’s fun, yet it’s not the same. Soon she really misses her bestie, She misses her game!

Period 1

In tears, she tells her father all, Her father just hands her the bat and the ball! Siddhi realises her folly. She needs her friend and game to be jolly. You win some, you lose a few. You just need to continue.

buddies (buh.deez): friends cheer (cheeuh): support someone folly (faw.lee): a silly mistake jolly (jaw.lee): happy tossed (tawst): threw

Chapter 2 • It’s Rhyme Time!

UE24CB_Grade 3.indb 11

12/13/2023 4:20:40 PM

Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Echo

Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—buddies (buh.deez). Instruct: Repeat the meaning after me—friends. Instruct: Repeat the sentence after me—Pihu and Tina are best buddies. Repeat this process for the other keywords as well. Word

Pronunciation

Meaning

Sentence

cheer

cheeuh

support someone

I will cheer for my sister in the match.

folly

faw.lee

a silly mistake

It was a folly to not take part in the competition.

jolly

jaw.lee

happy

Riya is jolly today.

tossed

tawst

threw

Pinto tossed the ball over the wall.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: I will / cheer / for my / sister / in the / match.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

E&R

Instruct: Make some sentences with the word ‘buddies’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. Priyanka and Jasleen are not best buddies. 2. You should cheer for your team. 3. It was a folly to talk loudly in the library. 4. Ujala looked jolly yesterday. 5. We tossed the coin in the park.

Conclusion

4 mins

Say: We read a poem—Win Some, Lose a Few. It is about two best friends named Riddhi and Siddhi. They are completely different from each other. We learnt to listen to a poem and enjoy it. We also learnt to identify rhyming words and lines. We learnt the words ‘buddies’, ‘cheer’, ‘folly’, ‘jolly’ and ‘tossed’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 12. Learn to recite a poem with rhyming lines by listening to and repeating the projects in the app.

Chapter 2 • It’s Rhyme Time!

E-Speak 1 Practise at Home PROJECT 2A

Things Around Us

Aman wrote a poem on what he sees around him. Listen and record it.

PROJECT 2B

In the Park

Period 2

Aman talks about what he sees in the park. Listen and record it.

PROJECT 2C

On the Road

Aman talks about what he sees on the road. Listen and record it.

UE24CB_Grade 3.indb 12

12/13/2023 4:20:41 PM

Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—It’s Rhyme Time! In this chapter, we read a poem called Win Some, Lose a Few. It is about two best friends named Riddhi and Siddhi. Riddhi loves art and Siddhi loves cricket. The two best friends are different from each other. We learnt to listen to and enjoy poetry. We also learnt to identify rhyming words and lines. We also learnt the keywords ‘buddies’, ‘cheer’, ‘folly’, ‘jolly’ and ‘tossed’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this poem and the projects, we are learning about rhyming lines. We are learning to sing short rhyming poems.

Listen

Example from Text: Win Some, Lose a Few is a poem about two friends, Riddhi and Siddhi. In this poem, we learnt to sing rhyming lines. Rhyming lines are used in the poem to make it interesting. Rhyming words and lines always end with similar sounds. For example: And in anger, when she tossed her bat, Riddhi scolded her just for that! In these lines, ‘bat’ and ‘that’ end with similar sounds. So, they are rhyming words. You may ask the learners to turn to page nos. 10 and 11 and circle the rhyming words in the poem. Example from E-Speak 1: As a part of your homework project, you heard Aman sing a poem about the things that he sees around him. The poem had rhyming words like ‘around’ and ‘ground’, ‘wings’ and ‘buildings’, and so on.

Echo E-Speak 1

8 mins

Say: Now, I shall sing the poem that Aman has written on things that he sees around him. Instruct: Repeat the Project 2A after me—I see many things around, Some in the sky, some on the ground. A pretty bird with colourful wings, Small houses and tall buildings. Instruct: Repeat the Project 2B after me—I see many children in the park, They play until it is dark. Grandma and Grandpa happily walk, Mummy and Papa laugh and talk. Instruct: Repeat the Project 2C after me—I see many cars on a road so wide, And my friends on bicycles ride, A big hotel and a bakery shop, I can see them from my terrace top. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: I see / many things / around, / Some in the sky, / some on the ground.

Chapter 2 • It’s Rhyme Time!

Echo

Speak on the Spot Boost Your Speaking

I See Them All Choose any ONE poem. Practise it with actions and present it in the class.

My School A big gate to go inside,

Period 2

A playground to run side to side A big tree and a tiny bee, A blackboard with number three. Everything big and everything small, At my school, I can see them all.

My Classroom Blackboard, duster and a big chalk. Many chairs and a round clock. Two windows and a brown door, Colourful bags on the clean ﬂoor, This is what I see today, This is what I see every day.

Sing in tune.

Speak with actions.

You can read from the book.

Chapter 2 • It’s Rhyme Time!

UE24CB_Grade 3.indb 13

12/13/2023 4:20:42 PM

Period 2 continued E & R Speak on the Spot

15 mins

Explain: There are two poems given on page no. 13. You have to sing any one poem from the options given.

E&R

You may ﬁrst sing both poems in the class and ask the class to repeat them after you. While reciting the poem, draw the learners’ attention to word pronunciation and actions. Instruct: Practise for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may encourage the learners to sing in tune and with expression. Motivate them to use actions while singing the poem. Model Responses:

1. My School A big gate to go inside, A playground to run side to side A big tree and a tiny bee, A blackboard with the number three. Everything big and everything small, At my school, I can see them all. 2. My Classroom Blackboard, duster and a big chalk. Many chairs and a round clock. Two windows and a brown door, Colourful bags on the clean floor, This is what I see today, This is what I see every day.

If the children recite the poem with proper pauses, voice modulation and expression, then you can praise them by saying ‘Keep it up!’, ‘Well done!’ and ‘Good job!’. In case learners struggle to present, you can say, ‘Let me help you’ or ‘You are doing great, let us do it together’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app the complete poem on Timmy, the cat, by adding one more rhyming line to it. A few rhyming words have been suggested to you in the app. This will help you to complete the lines. Practise in front of the camera and make several attempts before submitting your final response. The best response will be read out to the class. 2. Plan and Speak: You have to choose any one poem given on page no. 15 and write two more lines to complete it. Ask for help at home to complete the work. Practise singing the rhyme loudly and clearly, again and again, in front of your friends or an older family member. Chapter 2 • It’s Rhyme Time!

E-Speak 2 Practise at Home

PROJECT 2D

Rhyme It

Listen to the poem and add ONE rhyming line. Then, read the complete poem with expressions. This is Timmy, my cat, He is so fat. He loves to eat a rat, ...

Period 3

Gaming Zone Let’s Rhyme It.

It’s Fun Time

Match the pictures with the rhyming words. chess

night

see

doll

UE24CB_Grade 3.indb 14

12/13/2023 4:20:43 PM

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Let’s Rhyme It. Say: On the left side, you have some pictures. On the right side, you have some words that rhyme with the pictures. Instruct: You have to match the pictures on the left with the rhyming words on the right. You may ask these suggested questions. 1. What do you see in picture 1? Which word rhymes with it? (I see a bee in picture 1. The word ‘see’ rhymes with it.) 2. What do you see in picture 2? Can you tell a word that rhymes with it? (I see a ball in picture 2. The word ‘doll’ / ‘call’ / ‘mall’ rhymes with it.) 3. What do you see in picture 3? Which word rhymes with it? (I see a kite in picture 3. The word ‘night’ rhymes with it.) 4. What do you see in picture 4? Which word rhymes with it? (I see a dress in picture 4. The word ‘chess’ rhymes with it.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Rhyme It’, where you added one line to complete the poem and recorded it.

Listen

Instruct: Listen to my response to the project. This is Timmy, my cat, He is so fat. He loves to eat a rat, He sleeps on the mat. Say: Now, you will listen to another response and repeat it after me. This is Timmy, my cat, He is so fat. He loves to eat a rat, He hides under my hat. You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: This is Timmy, / my cat, / He is so fat. / He loves to / eat a rat, / He hides / under my hat.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat.

Chapter 2 • It’s Rhyme Time!

Echo

say

clay

way

stars

UE24CB_Grade 3.indb 15

Chapter 2 • It’s Rhyme Time!

cars

far

jam jar

We ﬂy colourful kites, from morning to night!

With yummy snacks, friends we meet.

A picnic in the park, we play and eat,

Picnic Day

play

Come and have a look!

I love to read a book.

Do you like to play in the sun?

What do you like to do for fun?

Fun Time

chocolate bar

stay

12/13/2023 4:20:47 PM

guitar

spray

1 Tick (ü) any one of these poems and add TWO lines to complete it.

You have to chose a poem and add TWO lines more to it. Practise and present it in the class.

Rhyme Time

The Final Show

Plan and Speak rhyming words.

(Write the two rhyming lines)

(Write the rhyming words chosen)

(Write the title of your poem)

UE24CB_Grade 3.indb 16

Notes Corner

You can use rhyming words of your own.

You can read from the book.

Sing in tune and with expressions.

Speak loudly and with actions.

4 Present: It’s time for you to present your poem to the class!

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3 Practise: Now, practise singing the poem in front of your parents at home.

Hello! My name is

2 Write: Now, complete the poem that you have chosen using the

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, it is your turn to present any one of the poems given on page no. 15 in the class. You have to recite the complete poem after adding two lines of your own.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may motivate the learners to maintain eye contact with the audience. You may guide them to use actions, and expressions, and to sing their poem in tune. Model Responses: 1.

Fun Time What do you like to do for fun? Do you like to play in the sun? I love to read a book. Come and have a look! But sometimes I like to play, In my house with colourful clay.

Picnic Day A picnic in the park, we play and eat, With yummy snacks, friends we meet. We fly colourful kites, from morning to night! My friend gets a jam jar, and I take a chocolate bar.

Fun Time What do you like to do for fun? Do you like to play in the sun? I love to read a book. Come and have a look! And when in the house I stay, Many games with my brother I play.

You may praise the learners who make use of words not given in the book.

You may appreciate the learners who sang conﬁdently by saying, ‘Keep it Up!’, ‘Well Done!’ and ‘Good Job!’. You may tell the learners how they can improve their work by saying, ‘You could have spoken loudly and clearly’ or ‘You can use actions while reciting your poems’.

Conclusion

2 mins

Say: In this chapter, we learnt to create and sing short rhyming lines. We also learnt to listen to and enjoy poems.

Chapter 2 • It’s Rhyme Time!

Chapter 3

All About My Day

Big Skill: Sharing one’s daily routine Learning Objectives: Learners will be able to: • share one’s daily routine, including all key activities. • talk about one’s daily routine with action and expression.

Chapter 3

All About My Day

Period 1

Sharing one’s daily routine

UE24CB_Grade 3.indb 17

12/13/2023 4:21:00 PM

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 3—All About My Day. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. Where do you think the girl is? (The girl is in her bed. / I think the girl is in her bedroom.) 2. What is the girl doing in the picture? (The girl is stretching her arms after waking up.) 3. What do you see in the bubbles? (I can see a shower, bread and milk, a book, two children playing on a seesaw, a family having food together and a bed in the bubbles.) 4. What do you think the pictures in the bubbles are showing? (I think the pictures in the bubbles are showing various activities that the girl does in the day.) Read aloud the model description of the cover page. Say: On the cover picture, we can see a girl stretching her arms after she wakes up. She is in her bedroom. There are bubbles showing the various activities she does in the day like taking a shower, having breakfast, reading, playing, having dinner with family and sleeping.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 18 of your content book. We will read the story—My Daily Routine. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What is the boy doing in the first picture of the page? (The boy is making his bed. / The boy is folding the bedsheet.) 2. Look at the window in the first picture. What kind of day is it? How do you know that? (It is a bright, sunny day. I can see the bright sun outside the window.) 3. What do you see in the second picture? (I can see a boy and a girl sitting in the class. There are notebooks and pencils on the table. The teacher is reading from the book.) Explain: We are going to read a story called My Daily Routine. It is about a boy who tells us about his daily routine, starting from the morning until the time he goes to bed at night. Now, let us begin reading. Instruct: Pay attention to the key activities that the boy mentions while talking about his daily routine. Chapter 3 • All About My Day

Listen

UE24CB_Grade 3.indb 18

In the morning, when I wake up, I make my bed. Then, I brush my teeth to keep them shiny shiny. After that, I take a bath. I wash myself clean with soap and water. Then, I have a healthy and tasty breakfast. Next, I polish my shoes and get dressed for school.

Today, I want to share my daily routine with you.

Hello, everyone!

12/13/2023 4:21:04 PM

I go to school and learn new things from my teachers. I learn science, maths, English, drawing, and sports. I also have lots of fun with my friends. When school gets over, I come home. I feel very hungry by this time. I have my lunch and tell my grandmother everything I did at school. Then, I take a nap.

My Daily Routine

Period 1

UE24CB_Grade 3.indb 19

Chapter 3 • All About My Day

yummy (yuh.mee): very tasty

shiny (shai.nee): very clean and bright

routine (roo.teen): a regular way of doing things

moment (mow.ment): a little time spent on doing something

healthy (hel.thee): good for your mind and body

In the evening, I go to the park to play with my friends. After coming home, I wash my hands, legs, and face. Then, I drink a glass of banana milkshake and do my homework. After finishing my homework, I watch TV until dinner time.

12/13/2023 4:21:08 PM

This is my daily routine, and I love every moment of it!

At dinner, I eat a yummy meal with my family. We talk about our day and share jokes. I read my favourite storybook with my parents before going to bed. Finally, I go to sleep.

Talking Book

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom. You may read the story aloud with proper voice modulation. In between, you may discuss the time of the day when a certain activity is done. For example: We eat our breakfast in the morning. / We brush our teeth in the morning and before going to bed at night. You may pause at the annotations and ask these suggested questions. After 1 What does the boy do after he wakes up? For annotations 2 and 3, you (The boy makes his bed and brushes his teeth may encourage the learners to after waking up.) talk about their routine. Accept After 2 all the responses shared by The boy comes back from school and eats his lunch. the learners. What do you do after you get home from school? (I eat my lunch after I get home. / I take a nap after I get home. / I play with my sister after I get home. / I complete my homework after I get home.) After 3 In the evening, the boy goes out to play in the park. What do you do? (Like the boy, I go out and play with my friends in the evening. / I watch TV in the evening. / I do my homework in the evening.) After 4 What does the boy do before he goes to bed? (The boy reads his favourite storybook with his parents before going to bed.)

You may tell the learners that their daily routine on the days they go to school can be different from the days they don’t go to school. For example: On a Sunday morning, you can wake up and ﬁrst go for a walk, have breakfast or water the plants.

After the Text

You may ask these suggested questions. 1. What is the boy sharing with us in the story? (The boy is sharing his daily routine in the story.) 2. After going home from school, with whom does the boy talk to? (After going home from school, the boy talks to his grandmother.) 3. Tell me about your daily routine. What are the different activities that you do? (I wake up in the morning and brush my teeth. I drink a glass of milk. I take a bath. I wear my school dress and comb my hair. I eat my breakfast. I come to school and study. I go home and have lunch. I take a nap. I go out and play in the evening. I watch TV for a while. I complete my homework. I eat dinner with my family. I read a storybook. Finally, I go to bed.)

For open-ended questions based on real-life experiences, you may rephrase learners’ responses into complete and grammatically correct sentences. For example: I wake up in the morning and brush my teeth. Chapter 3 • All About My Day

Talking Book

Period 1

At dinner, I eat a yummy meal with my family. We talk about our day and share jokes. I read my favourite storybook with my parents before going to bed. Finally, I go to sleep. This is my daily routine, and I love every moment of it!

healthy (hel.thee): good for your mind and body

moment (mow.ment): a little time spent on doing something routine (roo.teen): a regular way of doing things shiny (shai.nee): very clean and bright yummy (yuh.mee): very tasty

Chapter 3 • All About My Day

UE24CB_Grade 3.indb 19

12/13/2023 4:21:08 PM

Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence.

Echo

Instruct: Repeat the word after me—healthy (hel.thee). Instruct: Repeat the meaning after me—good for your mind and body. Instruct: Repeat the sentence after me—I eat healthy food for lunch and dinner. Repeat this process for the other keywords as well. Word

Pronunciation

Meaning

Sentence

moment

mow.ment

a little time spent on doing something

I enjoy every moment playing with my cousins.

routine

roo.teen

a regular way of doing things

Meena made a timetable for her daily routine.

shiny

shai.nee

very clean and bright

The floor was clean and shiny.

yummy

yuh.mee

very tasty

My father cooks a yummy lunch every Sunday.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Meena / made a / timetable / for her / daily routine.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘healthy’ and tell them to me. Repeat this process with all the keywords. Model Responses:

E&R

1. Fruit and vegetables are healthy food. 2. I enjoy every moment with my sister. 3. Preet told us his daily routine in class. 4. I see a shiny teapot on the table. 5. Grandma made a yummy dessert on my birthday.

Conclusion

4 mins

Say: Today, we read the story called My Daily Routine, where the boy shared all the activities he does in the day. We learnt what key activities we need to talk about while telling someone about our daily routine. For example: I brush my teeth in the morning. We also learnt the words ‘healthy’, ‘moment’, ‘routine’, ‘shiny’ and ‘yummy’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 20. Learn to talk about your daily routine by listening to and repeating the projects given in the app. Chapter 3 • All About My Day

E-Speak 1 Practise at Home PROJECT 3A

Morning Routine

Anjana tells us what she does in the morning before going to school. Listen and record it.

PROJECT 3B

Period 2

School Time

Anjana tells her mother about what she does at school. Listen and record it.

PROJECT 3C

Afternoon Routine

Anjana talks about what she does after going home. Listen and record it.

UE24CB_Grade 3.indb 20

12/13/2023 4:21:09 PM

Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—All About My Day. In the last class, we read a story called My Daily Routine, where a boy shares his daily routine and tells the key activities that he does. We also learnt the key activities that we need to tell about while sharing our daily routine. We learnt the keywords ‘healthy’, ‘moment’, ‘routine’, ‘shiny’ and ‘yummy’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to talk about our daily routine and the different activities that we do throughout the day with proper actions and expressions.

Listen

Example from Text: In the story, the boy shares his daily routine and the activities he does throughout the day. In the morning, the boy wakes up and makes his bed. After that, he brushes his teeth and takes a bath. He eats his breakfast and then he goes to school. In the afternoon, he comes home from school and eats his lunch. Then, he takes a nap. In the evening, he goes out to play with his friends. After coming home, he drinks a glass of milkshake and does his homework. He watches TV after completing his homework. Then, he eats his dinner and reads storybooks with his parents. Finally, he goes to bed. Example from E-Speak 1: As a part of your homework project, you heard Anjana talk about her routine. She shares what she does in the morning before going to school, what she does at school, and what she does after going home.

Echo E-Speak 1

8 mins

Say: Now, I shall speak what Anjana shared about her daily routine. Instruct: Repeat the Project 3A after me—Every morning, I wake up and take a bath. Then, I wear my school uniform. After that, I have breakfast. Instruct: Repeat the Project 3B after me—Mom, do you know what I do at school? I study, read and draw. Then, I share my tiffin with my best friend, Neena. Instruct: Repeat the Project 3C after me—After going back home, I have a yummy lunch. My mother makes it for me. I also watch TV and take a nap for some time. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Every morning, / I wake up / and take a bath. / Then, I wear / my school uniform. / After that, / I have breakfast.

Chapter 3 • All About My Day

Echo

Speak on the Spot Boost Your Speaking

My Daily Routine Tell your class about your school day routine.

Good morning, I am ... In the morning, I ... At school, I ... In the afternoon, I ...

Period 2

In the evening, I ... At night, I ... brush my teeth

complete my homework

have my breakfast

listen to bed time stories

spend time with my family

play with my friends

study different subjects

eat dinner with family

take a nap

eat a snack

wake up at 6 o'clock

enjoy playing with my friends

You can give your own answers. Speak in complete sentences. Smile and don’t be scared. 21

Chapter 3 • All About My Day

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: Now, you have to tell the class about the routine that you follow on your school days. Instruct: Think for 2–3 minutes and then make your presentation.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may encourage the learners to speak loudly and conﬁdently. Motivate them to use actions and expressions while speaking.

You may read out the model responses in between the learners’ presentations. This will give them the ideas and appropriate vocabulary to enhance their presentations. Model Responses:

1. Good morning, I am Prisha. In the morning, I brush my teeth. At school, I study different subjects. In the afternoon, I take a nap. In the evening, I play with my friends. At night, I eat dinner with my family. Thank you. 2. Good morning, I am Soham. In the morning, I have my breakfast. At school, I study different subjects. In the afternoon, I complete my homework. In the evening, I enjoy playing with my friends. At night, I listen to bedtime stories. Thank you. 3. Good morning, I am Zubair. In the morning, I brush my teeth and have my breakfast. At school, I play with my friends. In the afternoon, I complete my homework. In the evening, I eat a snack. At night, I spend time with my family and eat dinner. Thank you for listening to me.

If the learners present well, give them comments like ‘Well done!’, ‘Thank you for sharing your daily routine with us.’ or ‘It is good to hear about your routine.’ In case any learner uses an incorrect word or phrase to share his or her routine, you can say, ‘Well tried! I appreciate your effort’ and then correct the learner by mentioning the suitable word or phrase.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app what you do on your birthday in 2–3 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: Think about a day that is special to you. Write down what you did that day. Practise saying the sentences aloud, again and again, in front of a friend or an older family member. You may tell the learners that if they want to, they can also bring photos of their special day to the class.

Chapter 3 • All About My Day

E-Speak 2 Practise at Home

PROJECT 3D

My Birthday

Birthdays are special to all of us. Speak about what you do on your birthday, in 2-3 lines.

Gaming Zone Period 3

So Many Words

It’s Fun Time

Make as many new words as you can from the word ‘ROUTINE’.

ROUTINE

TIN

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—So Many Words. Say: The word ‘ROUTINE’ is written big and bold. You have to make new words using the letters in the word ‘ROUTINE’. Show the example given in the book. Instruct: Now, try to make as many new words from the word ‘ROUTINE’. For example: In, Tin. You may ask these suggested questions. 1. What is the opposite of the word ‘In’? (‘Out’ is the opposite of ‘In’.) 2. Earth is _________ planet. Can you think of a word to fill in the blank? (‘Our’ is the word. / Earth is our planet.) 3. I love to _________ in the park and catch my friends. Can you tell me the word that can be used to fill in the blank? (The word is ‘run’. / I love to run in the park and catch my friends.) 4. I took the shortest _________ to reach home from the market. Tell me a word to fill in the blank. (The word is ‘route’. / I took the shortest route to reach home from the market.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘My Birthday’, where you had to record what you do on your birthday in 2–3 lines.

Listen

Instruct: Listen to my response to the project. ‘My birthday is on 28 February. Every year, I invite my friends to my birthday party. I cut a cake and then play games with my friends.’ Say: Now, you will listen to another response and repeat it after me. ‘My birthday is on 5 March. Every year, on my birthday, my grandparents come to our home. We go out for dinner in the evening. We come home and then I open my gifts.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: My birthday / is on / 5 March. / Every year, / on my birthday, / my grandparents / come to our home. / We go out / for dinner / in the evening. / We come home / and then / I open / my gifts.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 3 • All About My Day

Echo

UE24CB_Grade 3.indb 23

Chapter 3 • All About My Day

I went to bed at

on the day. .

I played

I did

I ate

teachers

in the morning.

family

I woke up at

friends

I spent my special day with my

. sports day

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neighbours

my first day at school

when my friend visited me

when my grandparents visited me

my mother’s birthday

My special day was

special day.

1Write: Complete the sentences about your

Think about a day that is special to you. Write a few lines about the day. Then, speak about it in the class.

It’s Special for Me

The Final Show

Plan and Speak

UE24CB_Grade 3.indb 24

Speak with expressions.

Notes Corner

You can bring a photo of your special day to the class.

Speak clearly and loudly.

3Present: Now, present your lines in the class.

2Practise: Practise your lines in front of your friends and family.

Period 3

12/13/2023 4:21:29 PM

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you have to present to the class something about a day that is special to you. Invite as many learners as possible to make their presentations. Follow the E&R cycle for each presentation.

E&R

You may explain to the learners that a special day is a day that you always remember. You may remember the things you did that day, the food you ate, who were there, etc. It can be a special day because of something interesting that happened that day. You may encourage the learners to speak clearly and confidently about their special day. In case any learner struggles, help them frame the sentences using the correct vocabulary. Model Responses: 1. Good morning, friends! I am Sohini. My special day was my first day at school. I spent my special day with my teachers and classmates. I woke up at 7 in the morning. I ate a sandwich. I played with puzzles. I did a special performance on the day. I went to bed at 9 o’ clock. Thank you! 2. Good morning, friends! I am Harsh. My special day was sports day at school. I spent my special day with my friends. I woke up at 8 in the morning. I ate idli. I played football. I did hop and jump race and won a medal on the day. I went to bed at 10 o’ clock. Thank you. 3. Good morning, friends! I am Ravi. My special day was when my friends visited me. I spent my special day with my friends. I woke up at 9 in the morning. I ate pizza. I played cricket. I did a lot of work and played many games on the day. I went to bed at 9 o’ clock. Thank you. If the learners present their story about their special day confidently, you may praise them by saying ‘Wow! It seems you had a lot of fun!’ or ‘Good job! You spoke confidently and loudly’. In case the learners struggle you can say, ‘Let us try together’ or ‘You are doing great. May I help you?’.

Conclusion

2 mins

Say: In this chapter, we learnt to share our daily routine with actions and expressions. We also learnt to share the key activities that we do daily.

Chapter 3 • All About My Day

Chapter 4

Dos and Don’ts!

Big Skill: Talking about rules Learning Objectives: Learners will be able to: • identify dos and don’ts of doing simple tasks. • say the dos and don’ts in a simple task.

Chapter 4

Dos and Don’ts!

Period 1

Talking about rules

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 4—Dos and Don’ts! Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. What do you see in the picture? (I can see a classroom. / There are four children and a teacher in the picture.) 2. Look at the table carefully. What are the children doing? (The children are folding paper. / The children are following the steps told by the teacher to make a windmill.) 3. What is written on the board? (The words ‘Dos’ and ‘Don’ts’ are written on the board.) Read aloud the model description of the cover page. Say: On the cover page, we see a classroom. There are four children and a teacher. They are sitting around a table. The teacher is showing the children how to make a paper windmill. They are following her instructions. One girl has made the windmill correctly. She is happy. You may explain the meaning of ‘instructions’ to the learners. Tell them that ‘instructions’ mean steps that teach us how to do something.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 26 of your content book. We will read the text–How to Make a Paper Dog Face. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. Read the title carefully. What do you think the text is about? (I think the text is about folding a piece of paper to make the face of a dog.) 2. Can you also make something by folding paper? (Yes, I can make a butterfly. / Yes, I can make a fan. / No, I don’t know how to make anything by folding paper.) Explain: We are going to read a text called How to Make a Paper Dog Face. It tells us how to fold paper to make a dog face. This text is a manual. A manual tells us the steps of doing things. We will learn to follow the dos and don’ts to make a dog face by folding paper. Now, let us begin reading. Instruct: Pay attention to what we have to or don’t have to do while making the paper dog face.

Chapter 4 • Dos and Don’ts!

Listen

UE24CB_Grade 3.indb 26

Step 4: Fold one corner down.

it to make a triangle.

Step 3: Don’t cut the paper. Just fold

half. Don’t crush the paper.

Coloured pens

Coloured origami sheet

Materials required:

Step 2: Fold the paper diagonally in

origami paper.

Step 1: Take a square-shaped

Let’s learn how to make a paper dog face. Follow the instructions given below.

How to Make a Paper Dog Face

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Period 1

as shown in the picture.

origami (aw.ruh.gaa.mee): the art of folding paper to make different shapes

materials (muh.tee·ree.uhlz): things used to make new things

instructions (in.struh.kshnz): steps that teach you how to do something

diagonally (dai.a.guh.nuh.lee): in a way that joins two opposite corners of something

crush (kruhsh): to press something very hard so that its shape becomes bad

UE24CB_Grade 3.indb 27

Chapter 4 • Dos and Don’ts!

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Talking Book

Step 7: Make eyes, nose, and a tongue

Now your paper dog face is ready. Which animal do you want to make next?

Don’t fold both the sheets.

Step 6: Fold the bottom corner of one sheet up.

other side.

Step 5: Do the same to the

Period 1 continued During the Text

Read the text aloud OR play the Talking Book in the classroom. You may also give a square sheet of paper to each learner and ask them to do the paper folding activity while you read aloud the steps from the text. Repeat each step / instruction a few times until they understand. Support them in their home language, if needed. While reading the text aloud, pay special attention to the keywords written in red, explain their meaning and stress on their pronunciation. For example: ‘Diagonally’ means in a way that joins two opposite corners of something. It is pronounced as dai.a.guh.nuh.lee. You may stress on the syllable in bold, like, a. You may even show the learners what it means to fold something diagonally. You may pause at the annotations and ask these suggested questions. After 1 Look at the materials required box. It shows us the things we need. What are the things that we need? (We need coloured pens and an origami sheet.) After 2 What should we not do while making the paper dog face? (We should not crush the paper while making the paper dog face.) After 3 In Step 6, do we fold the bottom corner of both sides? (No, we fold the bottom corner of only one side.) After 4 How will you make the eyes, the nose and the tongue of the paper dog? (I will make them with colour pens. / I will make them with sketch pens.)

You may ask the learners to show the dog face they made after following the steps that you read aloud. If towards the end, the learners are not able to make the dog face properly, you may ask them to start again from step 1.

After the Text

You may ask these suggested questions. 1. How many steps did it take to make the paper dog face? (It took seven steps to make the paper dog face.) 2. What kind of sheets did we use? (We used origami sheets.) 3. Tell me two don’ts about making a paper dog face. (Two don’ts about making a paper dog face are: we should not crush the paper and we should not cut the paper.) 4. Did you find it difficult to follow the instructions? (Yes, I found it difficult to follow the instructions. / No, I did not find it difficult at all.)

Chapter 4 • Dos and Don’ts!

Step 5: Do the same to the other side.

Talking Book

Step 6: Fold the bottom corner of one sheet up. Don’t fold both the sheets.

Step 7: Make eyes, nose, and a tongue

Period 1

as shown in the picture.

Now your paper dog face is ready. Which animal do you want to make next?

crush (kruhsh): to press something very hard so that its shape becomes bad diagonally (dai.a.guh.nuh.lee): in a way that joins two opposite corners of something instructions (in.struh.kshnz): steps that teach you how to do something materials (muh.tee·ree.uhlz): things used to make new things origami (aw.ruh.gaa.mee): the art of folding paper to make different shapes

Chapter 4 • Dos and Don’ts!

UE24CB_Grade 3.indb 27

12/13/2023 4:21:36 PM

Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to use them in sentences.

Echo

Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—crush (kruhsh). Instruct: Repeat the meaning after me—to press something very hard so that its shape becomes bad. Instruct: Repeat the sentence after me—Please don’t crush the pages of my book. Repeat this process for the other keywords as well. Word

Pronunciation

Meaning

Sentence

diagonally

dai.a.guh.nuh.lee

in a way that joins two opposite corners of something

We joined the two dots diagonally.

instructions

in.struh.kshnz

steps that teach you how to do something

Listen to the instructions carefully.

materials

muh.tee.ree.uhlz

things used to make new things

I have kept the drawing materials in my bag.

origami

aw.ruh.gaa.mee

the art of folding paper to make different shapes

Students were taught origami at school.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: We / joined / the two dots / diagonally.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘crush’ and tell them to me. Repeat this process with all the keywords. Model Responses:

E&R

1. Please don’t crush my dress with your bag. 2. Fold the paper diagonally to make the hat. 3. Mrs Sharma gave clear instructions to her students. 4. Bring your drawing materials tomorrow. 5. Nisha likes to do origami art.

Conclusion

4 mins

Say: Today, we read a text called How to Make a Paper Dog Face. In this text, we learnt to follow the steps for doing something. We also learnt to identify the dos and don’ts of any simple task. We learnt the words ‘crush’, ‘diagonally’, ‘instructions’, ‘materials’ and ‘origami’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 28. Learn to say the dos and don’ts by listening to and repeating the projects given in the app. Chapter 4 • Dos and Don’ts!

E-Speak 1 Practise at Home PROJECT 4A

Dos of the School Assembly

Manan is a new student in the school. Nisha tells him the dos of the school assembly. Listen and record it. PROJECT 4B

Period 2

Don’ts of the School Assembly

Nisha also tells Manan the don’ts of the school assembly. Listen and record it.

PROJECT 4C

Going for the Assembly

Nisha tells Manan the dos and don’ts to follow while going to the assembly. Listen and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Dos and Don’ts. In the last class, we read a text called How to Make a Paper Dog Face. In this text, we learnt to follow the dos and don’ts of doing a simple task like making a paper dog face. We also learnt the keywords ‘crush’, ‘diagonally’, ‘instructions’, ‘materials’ and ‘origami’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to identify the dos and don’ts of doing a simple task. ‘Dos’ mean things that should be done. ‘Don’ts’ mean things that should not be done. We are also learning to say the dos and don’ts of doing a task clearly.

Listen

Example from Text: In the text How to Make a Paper Dog Face, there are various dos for making a paper dog face like ‘fold the paper diagonally in half’ and ‘fold it to make a triangle’. There are don’ts as well, like ‘don’t crush the paper’ or ‘don’t cut the paper.’ If we follow these dos and don’ts properly, we will be able to make a perfect paper dog face. Example from E-Speak 1: As a part of your homework project, you heard Nisha tell Manan, about the dos and don’ts that need to be followed in and while going to the school assembly.

Echo E-Speak 1

8 mins

Say: Now, I shall speak what Nisha told Manan about the dos and don’ts of the school assembly. Instruct: Repeat the Project 4A after me—Hi Manan! In the school assembly, all students must stand in a straight line. We must maintain silence in the assembly. Instruct: Repeat the Project 4B after me—We must not talk during the assembly. We should not push anyone while standing in the line. Instruct: Repeat the Project 4C after me—First, we need to form a straight line. We need to stand height-wise. Then, we need to walk towards the assembly hall. We should not run while walking. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Hi Manan! / In the school assembly, / all students / must stand / in a straight line. / We must maintain / silence in the assembly.

Chapter 4 • Dos and Don’ts!

Echo

Speak on the Spot Boost Your Speaking

My Classroom Norms

Period 2

Choose ONE do and ONE don't to be followed in the classroom. Then, talk about it.

raise our hand to speak

talk when the teacher is teaching

ﬁght with each other

keep the classroom clean

eat during a class

put down our bags properly

throw papers in the classroom

teacher quietly

Hello friends! I am … We should … We should not … Speak clearly and confidently. Look at your friends when you speak. 29

Chapter 4 • Dos and Don’ts!

UE24CB_Grade 3.indb 29

12/13/2023 4:21:52 PM

Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to choose one do and one don’t that needs to be followed in the classroom. Then, you have to talk about it in the class. Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may guide the learners to speak clearly and loudly. Encourage them to stand straight and make eye contact with everyone. You may also guide them to do the actions while speaking. Model Responses: 1. Hello friends! I am Trisha. We should put down our bags properly on the floor. We should not fight with each other. Thank you. 2. Hello friends! I am Taran. We should raise our hand to speak in the class. We should not throw papers in the classroom. Thank you. 3. Hello friends! I am Shivangi. We should keep the classroom clean. We should not write on the walls. Thank you. If learners present their sentences confidently, praise them by saying ‘Good try!’, ‘Keep it Up!’ and ‘You spoke clearly and confidently’. In case they struggle, you can say, ‘It is completely fine, try again.’, ‘Just try to speak louder’ etc., to boost their confidence.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app about the traffic rules you have seen your parents following in 2–3 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: Think about any two dos and don’ts of road safety. Write them down on page no. 32 of the book. Practise saying them aloud, again and again, in front of your older family members. You may motivate the learners to make a poster for their presentation and show it during their ﬁnal presentations.

Chapter 4 • Dos and Don’ts!

E-Speak 2 Practise at Home

PROJECT 4D

I See It

We see our parents follow traffic rules. Tell us, in 2-3 lines, the traffic rules that you have seen your parents following.

Gaming Zone It’s Fun Time

Tick or Cross Period 3

Tick (ü) the dos and cross (û) the don'ts.

run to catch the bus

wait for your turn to get on the bus

sit on your seat in the bus

wait for the bus to stop before you get down

stand or jump in the bus 30

UE24CB_Grade 3.indb 30

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Tick or Cross. Say: There are some pictures given of rules to be followed when you are travelling in a bus. Instruct: You have to tick (ü) the dos and cross (û) the don’ts for travelling in or wating for the bus. You may ask these suggested questions. 1. Should we run to catch a bus? (No, we should never run to catch a bus.) 2. What can happen if we stand or jump in the bus? (We can fall down and get hurt.) 3. Should we wait for the bus to stop before we get down? (Yes, we should always wait for the bus to stop before we get down.) You may tell the learners that these are some basic dos and don’ts that should be followed when you are getting on / riding in vehicles like trains, metros, cars, aeroplanes, ships etc.

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘I See It’, where you told us about the traffic rules that you have seen your parents following in 2–3 lines.

Listen

Instruct: Listen to my response to the project. ‘My parents always wear helmets when they ride or sit on a scooter. They do not drive rashly. They are always careful while crossing the road.’ Say: Now, you will listen to another response and repeat after me. ‘My parents always wear a seat belt when they sit in the car. They don’t talk on the phone while driving. They also don’t overspeed.’ You may explain to the learners the meaning of ‘overspeeding’. It means that you drive a vehicle very fast and above the speed limit.

You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: My parents / always wear / a seat belt / when they / sit in the car. / They don’t / talk on the phone / while driving. / They also don’t / overspeed.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 4 • Dos and Don’ts!

Echo

UE24CB_Grade 3.indb 31

Chapter 4 • Dos and Don’ts!

the road

cross the road with an adult

walk on the footpath

run on the road

look both ways before crossing

obey the trafﬁc light

play on the road

cross at the zebra crossing

Traffic rules keep us safe. Write TWO dos and don'ts of road safety. Practise saying them and tell them to your class.

Road Safety

The Final Show

Plan and Speak

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(two don’t’s)

(two dos)

. . . . .

UE24CB_Grade 3.indb 32

Notes Corner

Look at your friends and teacher when you speak.

You can add your own answer.

Speak loudly and clearly.

3Present: Say the dos and don’ts in the class.

12/13/2023 4:22:13 PM

2Practise: Practise saying the dos and don’ts at home, with an elder.

We should not

Hello, friends! I am We should

1Write: Complete the sentences given below.

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present to the class two dos and don’ts of road safety. You should begin your presentation by telling your name and end it with a ‘thank you’.

E&R

If the learners struggle to speak in complete sentences, you may rephrase their responses into meaningful sentences and ask them to repeat them. Model Responses: 1. Hello, friends! I am Tanvi. We should cross roads at the zebra crossing. We should also obey the traffic lights. We should not play on the road. We should also not run on the road. Thank you! 2. Good morning, friends! I am Sandeep. We should cross the road with an adult. We should always walk on the footpath. We should not push or fight on the road. We should also not play on the road. Thank you! 3. Hello, friends! I am Vani. We should look to the left and to the right before crossing the road. We should obey all the traffic signs. We should not go on the road alone. We should not use a mobile phone while crossing the road. Thank you! If learners present their sentences confidently, praise them by saying ‘Very good!’, ‘Keep it up!’, etc. You may compliment them for speaking their own sentences. In case they struggle, you can say, ‘Let me help you’, ‘You are doing great, just try to speak a little louder and confidently’, etc., to boost their confidence.

Conclusion

2 mins

Say: In this chapter, we learnt to identify the dos and don’ts of doing simple tasks and tell others about them in a clear way.

Chapter 4 • Dos and Don’ts!

Chapter 5

My Choices

Big Skill: Sharing likes and dislikes Learning Objectives: Learners will be able to: • identify others’ likes and dislikes. • share one’s likes and dislikes.

Chapter 5

My Choices Period 1

Sharing likes and dislikes

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 5—My Choices. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. How many children can you see in the cover picture? (I can see four children in the cover picture.) 2. Where do you think the children are? (I think the children are in the school canteen.) 3. What are the children doing? (Two children are sitting at the table and eating their lunch. Two other children are at the counter, choosing which food item they would like to eat.) 4. What do you think the boy at the counter wants to eat? (I think the boy at the counter wants to eat a fruit as he is pointing towards a basket of fruits.) Read aloud the model description of the cover page. Say: On the cover page, there are four children in the canteen. The canteen is clean. It has the food menu hung on the wall. There is a friendly lady behind the counter. She is helping the two children choose what to order.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 34 of your content book. We will read the story—A Hobby I Love. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. Look at the first picture. What is the teacher carrying? (The teacher is carrying a bowl that has slips of paper in it.) 2. What do you think the slips of paper have written on them? (I think that these slips of paper have the students’ names written on them. / I think these slips have the topics for the students to talk about.) 3. Read the title. What do you think the boy is talking about? (I think the boy is talking about his hobby. / The boy is talking about what he likes to do.) Explain: We are going to read a story called A Hobby I Love. This story is about a boy named Kabir. His class teacher, Ms Kaveri, has a few topics written on slips of paper. Each student has to speak on the topic that they choose. The entire class is excited about the activity. Now, let us begin reading. Instruct: Pay attention to what Kabir says about the things that he likes doing in his free time. Chapter 5 • My Choices

Listen

UE24CB_Grade 3.indb 34

I always carry a drawing book and some crayons with me.

My favourite hobby is drawing. I love drawing colourful pictures. My mother taught me how to draw and colour.

Good morning, friends! My name is Kabir. I am 8 years old. Today, I am here to talk about my favourite hobby.

Ms Kaveri has planned a fun activity for the class today. She has written some topics on a few slips of paper. The children have to pick a slip. They have to speak on whatever topic they get. Oh! It is Kabir’s turn. Let’s see what topic he has got.

A Hobby I Love

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Period 1

UE24CB_Grade 3.indb 35

Chapter 5 • My Choices

artist (aa.tuhst): a person who draws, paints pictures or creates things as a job or a hobby. lively (lai.vlee): bright, full of energy messy (mes·ee): untidy or dirty proud (prawd): feeling good about something you did spoilt (spoylt): something good changed to something bad

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I would love to know about your favourite hobbies, too! Thank you for listening, friends.

I feel proud when someone praises my drawings. I love art, and I want to become an artist when I grow up.

I also like making paintings of trees and flowers around my home. Every Sunday, I take my book, pencils and crayons and go to the garden. I don’t like using watercolours, as they can be messy. My art always gets spoilt! I spend my Sunday mornings making drawings. Blue skies, green leaves, and colourful flowers make my drawings bright!

At school, the art period is my favourite. I am excited about it every week. I enjoy it when Mr Das teaches us to colour new objects every week. I don’t like it when the class ends. I wish we had art classes every day.

I like using bright colours to make my art lively. I don’t like using dark colours, such as black, brown, and grey.

Talking Book

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom. You may read the story with voice modulation so that the learners can distinguish between the lines of the narrator and the character Kabir. You may pause at the annotations and ask these suggested questions. After 1 Do you like drawing? What do you like about drawing? (Yes, I like drawing. I like to draw colourful flowers / birds / clouds. / No, I do not like drawing. It is very boring.) For annotations 1, 3 and 4, encourage the learners to talk about what they like to do. Compliment them for their responses.

After 2 What does Kabir always have with him? (Kabir always has a drawing book and some crayons with him.)

After 3 How does Kabir spend his Sundays? How do you like to spend your Sundays? (Kabir spends his Sundays drawing in his garden. I like to spend my Sunday listening to stories told by my grandmother.) After 4 What is your favourite hobby? (My favourite hobby is to dance / paint / sing / play.)

For open-ended questions based on the learners’ likes, you can rephrase their responses into complete sentences. For example: I like to spend my Sunday listening to stories told by my grandmother.

After the Text

You may ask these suggested questions. 1. What has Ms Kaveri planned for the class? (Ms Kaveri has planned a fun activity for the class. She has written some topics on a few slips of paper. Students will have to pick a slip and talk about the topic written in it.) 2. Tell me something about Kabir’s hobby. (Kabir’s favourite hobby is drawing. He likes to draw colourful pictures. Every Sunday, he draws. He doesn’t like using watercolours.) 3. Kabir feels proud when someone praises his drawings. How do you feel when someone praises you? (I feel happy / joyful when someone praises me.)

Chapter 5 • My Choices

Talking Book

Period 1

I like using bright colours to make my art lively. I don’t like using dark colours, such as black, brown, and grey. At school, the art period is my favourite. I am excited about it every week. I enjoy it when Mr Das teaches us to colour new objects every week. I don’t like it when the class ends. I wish we had art classes every day. I also like making paintings of trees and flowers around my home. Every Sunday, I take my book, pencils and crayons and go to the garden. I don’t like using watercolours, as they can be messy. My art always gets spoilt! I spend my Sunday mornings making drawings. Blue skies, green leaves, and colourful flowers make my drawings bright! I feel proud when someone praises my drawings. I love art, and I want to become an artist when I grow up. I would love to know about your favourite hobbies, too! Thank you for listening, friends.

Chapter 5 • My Choices

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Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—artist (aa.tuhst). Instruct: Repeat the meaning after me—a person who draws, paints pictures or creates things as a job or a hobby. Instruct: Repeat the sentence after me—The artist painted a beautiful picture. Repeat this process for the other keywords as well.

Echo

Word

Pronunciation

Meaning

Sentence

lively

lai.vlee

bright, full of energy

My city becomes lively during festivals.

messy

mes.ee

untidy or dirty

My brother always makes my room messy with his toys.

proud

prawd

feeling good about something you did

I felt proud after winning the dance competition.

spoilt

spoylt

something good changed to something bad

The milk gets spoilt when kept out of the refrigerator.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: My brother / always makes / my room / messy / with his toys. You may explain to the learners that ‘spoiled’ is also spelled as ‘spoilt’. Tell them that both these words are the past tense of the word ‘spoil’. Also, use visual aids to explain the words ‘messy’ and ‘spoilt’ in a better way.

E & R Using Keywords in Sentences

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘artist’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. My sister is a famous artist. 2. Pink, yellow and orange are lively colours. 3. My hair becomes messy after playing on the field. 4. My teacher was proud of me for reading the paragraph correctly. 5. The ice cream was spoilt because it melted in the sun.

Conclusion

Say: Today, we read the story called A Hobby I Love. This story is about favourite hobbies. Kabir is an eight-year-old student who loves to draw. He likes to draw colourful pictures. We learnt to identify others’ likes and dislikes. We also learnt to talk about our likes and dislikes. We learnt the words ‘artist’, ‘lively’, ‘messy’, ‘proud’ and ‘spoilt’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 36. Learn to speak about your likes and dislikes by listening to and repeating the projects given in the app. Chapter 5 • My Choices

6 mins E&R

4 mins

E-Speak 1 Practise at Home PROJECT 5A

Jaya’s Favourite Fruit

Jaya tells her friend about her favourite fruit. Listen and record it.

PROJECT 5B

Period 2

Jaya’s Favourite Snack

Jaya talks about her favourite snack to her friend. Listen and record it.

PROJECT 5C

I Don’t Like It

Jaya talks about the food item she dislikes. Listen and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—My Choices. In the last class, we read a story called A Hobby I Love, where we read about Kabir’s hobbies. He loves to draw using lively colours. We learnt to identify others’ likes and dislikes. We also learnt the keywords ‘artist’, ‘lively’, ‘messy’, ‘proud’ and ‘spoilt’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning about others’ likes and dislikes. We are also learning to talk about the things that we like or dislike. Our likes and dislikes are a part of our choices.

Listen

Example from Text: In the story, Kabir talks about what he likes to do and what he dislikes. He enjoys drawing pictures with bright colours, but he doesn’t like using dark colours. Kabir also mentions that he really likes the art class at school, but he doesn’t like it when the class ends. Example from E-Speak 1: As a part of your homework project, you heard Jaya talk about her likes and dislikes. She talked about her favourite fruit and snack. She also talked about the food item that she dislikes.

Echo E-Speak 1

8 mins

Say: Now, I shall speak about Jaya’s likes and dislikes. Instruct: Repeat the Project 5A after me—My favourite fruit is mango. It is very juicy and sweet. I eat a lot of mangoes during the summer season. Instruct: Repeat the Project 5B after me—My favourite snack is bhelpuri. It is made of puffed rice and vegetables. I enjoy eating it in the evening. Instruct: Repeat the Project 5C after me—I do not like to eat bitter gourd. It is very bitter. I dislike how it tastes. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: My favourite / fruit is / mango. / It is / very juicy / and sweet. / I eat / a lot of / mangoes / during / the summer season.

Chapter 5 • My Choices

Echo

Speak on the Spot Boost Your Speaking

Dinner Time!

Tell us about the food items that you like and dislike for dinner.

dal and rice

Period 2

roti and subzi

Hello friends! I like to eat … for my dinner. I like it because … I do not like … for my dinner.

pav bhaji

burger

spicy

bland

delicious

good for body

bitter

yummy

very sweet

very salty

not healthy

I do not like it because …

Speak clearly and with expressions. Look at your friends when you speak. You can give your own answers. 37

Chapter 5 • My Choices

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: Do you remember how Kabir talked about what he likes and what he doesn’t like? In the same way, you need to come forward and tell us what you like and do not like to eat for dinner. Instruct: Think for 2–3 minutes and then make your presentation.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may encourage the learners to express their preferences using suitable language and gestures. For example, when discussing their likes, learners can express themselves by smiling and giving a thumbs-up, and when discussing their dislikes, learners can make a sad face or show a thumbsdown. Model Responses: 1. Hello friends! I like to eat dal and rice for dinner. I like it because it is very yummy. I do not like pizza for my dinner. I do not like it because it is not healthy. Thank you. 2. Good morning, friends! I like to eat pav bhaji for dinner. I like it because it is very delicious. I do not like noodles for my dinner. I do not like it because they are very spicy. Thank you. 3. Hello friends! I like to eat roti and subzi for dinner. I like it because it is good for my body. I do not like burgers for my dinner. I do not like it because it is bland. Thank you. You may appreciate the learners who present their likes and dislikes with sound reasons by saying, ‘Thank you for sharing your likes and dislikes’ or ‘Good work!’. In case the learners struggle, you may help them to restructure their sentences and ask them to repeat after you.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app the things you like and dislike about the rainy season, in 2–3 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: Think about a season that you like and a season that you dislike. Then, write about them on page no. 39. Practise saying the sentences aloud, again and again, in front of your family members.

Chapter 5 • My Choices

E-Speak 2 PROJECT 5D

Practise at Home

The Rainy Season

Some of us love rain and some find it boring. Speak about the things that you like and dislike about the rainy season, in 2-3 lines.

Gaming Zone It’s Fun Time

Likes and Dislikes

Tick (ü) your likes and cross (û) your dislikes. eating sweets

cleaning my room

doing homework

listening to music

walking

petting animals

playing sports

watching television

Period 3

running

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Likes and Dislikes. Say: Look at the different things that a person can do as a hobby.

Instruct: Tick the activities that you like and cross out the ones that you dislike. You may ask these suggested questions.

1. Do you like to exercise? Which exercise do you like to do? (Yes, I like to exercise. I like to walk and run. / No, I do not like to exercise.) 2. Do you like to eat sweets? Which is your favourite sweet? (Yes, I like to eat sweets. My favourite sweet is kaju barfi. / No, I do not like to eat sweets.) 3. Do you clean your room daily? (Yes, I clean my room daily. / No, I do not clean my room daily.) 4. Do you like doing homework? Who helps you with it? (Yes, I like doing homework. My father helps me with my homework daily. / No, I do not like doing homework.) 5. Do you like listening to music? Which type of music do you listen to? (Yes, I like listening to music. I like to listen to rock music. / No, I do not like listening to music.) 6. Do you like spending time with animals? If so, which is your favourite animal? (Yes, I like spending time with animals. My favourite animal is a dog. / No, I do not like spending time with animals.) 7. Do you like watching television? If so, which is your favourite TV channel? (Yes, I like watching television. My favourite TV channel is Cartoon Network. / No, I do not like watching television.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ’The Rainy Season’, where you shared your likes and dislikes about the rainy season. Instruct: Listen to my response to the project. ‘Hello friends! I like the rainy season because I can jump into puddles. I can play with my umbrella. But, I dislike it when my shoes get wet and full of mud.’ Say: Now, you will listen to another response and repeat after me. ‘Hi friends! I like the rainy season because I can see the rainbow after it. I like to wear colourful raincoats. I dislike it because I cannot play outside.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: I like / the rainy season / because / I can see / the rainbow / after it. / I like / to wear / colourful raincoats. / I dislike it / because / I cannot / play outside.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses. Chapter 5 • My Choices

Listen

Echo

UE24CB_Grade 3.indb 39

Chapter 5 • My Choices

Thank you.

I don’t like it because

I do not like

I like it because

I like

1Write: Complete the sentences below.

Summer

Autumn

season.

Spring

Winter

12/13/2023 4:22:43 PM

season.

Choose a season that you like and a season that you dislike. Write about them. Then, share them with your friends.

Seasons of My Choice

The Final Show

Plan and Speak

UE24CB_Grade 3.indb 40

Notes Corner

Speak clearly and loudly. Look at your friends when you tell them about your likes and dislikes. Speak with expressions.

the season you dislike.

3 Present: Now, tell you friends about the season you like and

and dislikes.

2 Practise: Practise telling your family members about your likes

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Today, you will tell everyone about a season that we like and dislike. You should start and end your presentation with a greeting.

E&R

You should read aloud the model responses given below between the learners’ presentations, if needed. These model responses can help the learners get more ideas, use adequate vocabulary and frame better sentences. Model Responses: 1. Hello everyone! I like the winter season. I like it because I can drink warm soup. I do not like the summer season. I don’t like it because I sweat a lot. Thank you! 2. Good morning, everyone! I like the autumn season. I like it because the leaves change colour and the trees look beautiful. I do not like the winter season. I don’t like it because it gets too cold, and I have to wear many clothes. Thank you! 3. Hello everyone! I like the spring season. I like it because the flowers bloom and there are butterflies everywhere. I do not like the autumn season. I don’t like it because it makes my skin dry. Thank you! If the learners present their likes and dislikes with reasons, you may praise them by saying, ‘Well done!’, You gave good reasons for your likes and dislikes’ or ‘You expressed your choices very well.’ In case the learners are unable to give reasons for their likes and dislikes, you can say ‘Let me help you’, or ‘Let’s think about it together.’

Conclusion

2 mins

Say: In this chapter, we learnt how to talk about the things we like or dislike. We also learnt to identify others’ likes and dislikes.

Chapter 5 • My Choices

Chapter 6

Think and Tell

Big Skill: Describing something Learning Objectives: Learners will be able to: • identify key details from the given descriptions. • describe a person, place, animal or thing in a few lines.

Chapter 6

Think and Tell

Period 1

Describing something

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 6—Think and Tell. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. Where are the children sitting? (The children are sitting in the classroom.) 2. What is drawn on the board? (A picture of a dog is drawn on the board.) 3. What is the girl doing? (The girl is pointing at the picture. It looks like she is talking about a dog.) 4. Who is listening to her? (Her classmates are listening to her.) Read aloud the model description of the cover page. Say: On the cover page, we see a classroom. We can see four children. A girl is talking about a dog. The other children, who are listening to her, look excited and amazed.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 42 of your content book. We will read the story—Belling the Cat. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you see in the first picture? (I see a cat and a rat.) 2. How does the cat look? (The cat looks big / huge / fat. It is yellow in colour.) 3. What does the rat look like? (The rat looks scared / angry.) Explain: We are going to read a short story called Belling the Cat. It is about a cat who is running after the rats. The rats then make a plan. Now, let us begin reading. Instruct: Pay attention to the words used to describe the cat and the rats in the story. You may tell the learners that describing words are words that are used to tell us about a person, place, animal or thing.

Chapter 6 • Think and Tell

Listen

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All the rats were scared of her. They did not know how to stop the cat. Finally, a young rat said, “We could tie a bell around the cat’s neck! It will ring whenever she comes.”

Once upon a time, many rats lived in a warehouse. A big cat lived nearby. She would go to the warehouse and chase the rats.

Belling the Cat

Period 1

UE24CB_Grade 3.indb 43

Chapter 6 • Think and Tell

chase (chays): run after something or someone clever (kleh.vuh): intelligent leader (lee.duh): a person who is head of a group pointed (poyn.tid): showed something or someone using an index finger warehouse (wair.house): a building for storing things

No rat came forward. So, this clever idea never worked, and the cat went around freely!

The first rat pointed at the second rat. The second pointed at the third. The third pointed at the fourth, and so on.

Everyone thought it was a great idea. Their leader asked, “Who will tie the bell around the cat’s neck?”

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Talking Book

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom. While reading the text aloud, pay special attention to the describing words. You may pause and ask the learners about the words used to tell us more about the cat or the rats. Before you begin reading the story, you may explain the meaning of the phrase ‘bell the cat’ to the learners. It means to do a difﬁcult or dangerous task but doing this task will be good for the group. For example: The children wanted to talk about their problem with the neighbour, but no one wanted to bell the cat. You may pause at the annotations and ask these suggested questions. After 1 Where would the cat go to chase the rats? (The cat would go to the warehouse to chase the rats.) After 2 What did the young rat want to tie around the cat’s neck? (The young rat wanted to tie a bell around the cat’s neck.) After 3 Do you think it is a good idea? Why / Why not? (Yes, it is a good idea. They will come to know when the cat comes. / No, I don’t think it is a good idea. The cat will attack the rat that will go to tie the bell around her neck.) After 4 Were they able to tie the bell? (No, they were not able to tie the bell as no one came forward.)

After the Text

You may ask these suggested questions. 1. What can you tell me about the rats in the story? (The rats live in a group. / They are grey in colour. / They live in a warehouse. / They are scared of the cat.) 2. The cat went around freely at the end of the story. How do you think the cat felt? (The cat felt happy / proud / strong.) 3. Have you seen any animal that had something tied around their neck? What was tied around the animal’s neck? (My uncle has a dog named Rusk. He has a collar around his neck. / I saw a cow today; it had a bell around its neck. / No, I haven’t seen any animal with something around its neck.)

You may show pictures of collars and bells for better understanding of the words. You can also show pictures of animals with collars and bells around their necks. Chapter 6 • Think and Tell

Period 1

Talking Book

Everyone thought it was a great idea. Their leader asked, “Who will tie the bell around the cat’s neck?” The first rat pointed at the second rat. The second pointed at the third. The third pointed at the fourth, and so on. No rat came forward. So, this clever idea never worked, and the cat went around freely!

Chapter 6 • Think and Tell

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Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Echo

Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—chase (chays). Instruct: Repeat the meaning after me—run after something or someone. Instruct: Repeat the sentence after me—The cat will chase the rat. Repeat this process for the other keywords as well. Word

Pronunciation Meaning

Sentence

clever

kleh.vuh

intelligent

My sister is very clever.

leader

lee.duh

a person who is the head of a group

Ridhaan is the leader of the group.

pointed

poyn.tid

showed something or someone Meena pointed at the beautiful flowers. using an index finger

warehouse

wair.house

a building for storing things

The rice is stored in the warehouse.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: The rice / is stored / in the / warehouse.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘chase’ and tell them to me.

E&R

Repeat this process with all the keywords. Model Responses: 1. My dog loves to chase squirrels. 2. My friend, Himani, is very clever. 3. Amrita became the leader of the dance group. 4. The teacher pointed at the board. 5. The grains are stored in the warehouse.

Conclusion

4 mins

Say: Today, we read the story called Belling the Cat. It was about a cat who ran after the rats that lived in a warehouse. The rats wanted to tie a bell around the cat’s neck. But no rat was brave enough to tie the bell. We learnt to identify important information / details from the description given about the animals. We also learnt the words ‘chase’, ‘clever, ‘leader’, ‘pointed’ and ‘warehouse’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 44. Learn to describe the animals by listening to and repeating the projects given in the app. Chapter 6 • Think and Tell

E-Speak 1 Practise at Home PROJECT 6A

My Pet Dog

Arjun tells us about his pet dog. Listen and record it.

PROJECT 6B

Period 2

My Buddy

Arjun talks about the age and the colour of his dog, Buddy. Listen and record it.

PROJECT 6C

How Does He Look?

Arjun describes how his dog, Buddy, looks like. Listen and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Think and Tell. In the last class, we read a story called Belling the Cat. In this story, a cat would chase the rats. The rats then planned to put a bell around the cat’s neck so that whenever it came near, they would know. But no one was ready to do this task. We learnt to look for important details about the animals. For example: The cat was yellow. It was big. It lived near the warehouse. We also learnt the keywords ‘chase’, ‘clever, ‘leader’, ‘pointed’ and ‘warehouse’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to identify important information about something or someone. We are also learning how to describe a person, place, animal or thing. When we describe a person or an animal, we talk about how he/she/it looks, his/her/its age and height, where they live, and so on. When we describe something, we talk about how it looks, where it is kept, and what it is used for.

Listen

Example from Text: In the story, the cat is described as ‘big’, and that it lives near the warehouse. By looking at the pictures, we can also say that the cat is ‘big’, ‘scary’ and ‘yellow’. Also, the young rat in the story was grey in colour and clever, as it was him who gave the idea to tie a bell around the cat’s neck. Example from E-Speak 1: As a part of your homework project, you heard Arjun talk about his dog, Buddy. Arjun describes his dog by telling his name, age, what he looks like, and his eye colour.

Echo E-Speak 1

8 mins

Say: Now, I shall say how Arjun describes his dog, Buddy. Instruct: Repeat the Project 6A after me—I have a pet dog. His name is Buddy. He is a beagle. He is a friendly dog. Instruct: Repeat the Project 6B after me—Buddy is six years old. He is white, brown and black in colour. He is my best friend. Instruct: Repeat the Project 6C after me—Buddy has black eyes and a white-tipped tail. He is very hairy. He looks very cute. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Buddy / has / black eyes / and / a white-tipped / tail. / He is / very / hairy. / He looks / very cute.

Chapter 6 • Think and Tell

Echo

Speak on the Spot Boost Your Speaking

Favourite Wild Animal Think about and describe your favourite wild animal to the class.

My favourite wild animal is … It is … in colour. It is … in size. small

huge

large

big

tiny

Period 2

It lives in the …

forest

mountains

river

snow

desert

I like it because it has … (one quality) Speak in complete sentences. You can give your own answers. 45

Chapter 6 • Think and Tell

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: Think and describe your favourite wild animal to the class. Instruct: Think for 2–3 minutes and then make your presentation.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may guide the learners to use hints from the help boxes to describe the wild animal. Encourage the learners to speak in complete sentences. You may explain to the learners what wild animals are. Wild animals are animals that cannot be kept as pets. Mostly, they are dangerous and live in jungles and forests. For example: lion, tiger, fox, bear, wolf, whale, crocodile, etc. Model Responses: 1. Hello friends! My favourite wild animal is the bear. It is brown in colour. It is very big in size. It lives in the forest. I like it because it is very furry. Thank you. 2. Good morning, friends! My favourite wild animal is the crocodile. It is dark green and brown in colour. It is very large in size. It lives in the river. I like it because it has very sharp teeth. Thank you. 3. Hello friends! My favourite wild animal is the wild rabbit. It is brown or white in colour. It is small in size. It lives in the forest. I like it because it looks very cute. Thank you so much. If the learners give answers in complete sentences, you can compliment them by saying, ‘Well done!’, ‘It was nicely spoken!’ or ‘Keep it up!’. If the learners struggle to speak in complete sentences, then you can say, ‘Let me help you’ or ‘You can have a look in the book and try again’ etc. to boost their conﬁdence.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app which is your favourite toy and why you like it in 2–3 lines. Look at the visual clue given in the app. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: You have to look at your favourite toy and describe it in class. You can talk about its colour, who gave it to you, what it is made of and why you like it. Practise saying the sentences aloud, again and again, in front of your family members.

Chapter 6 • Think and Tell

E-Speak 2 Practise at Home

PROJECT 6D

I Like This Toy

Children love to play with toys. They also have their favourite toy. Which is your favourite toy? Tell us why you like it in 2-3 lines.

Gaming Zone It’s Fun Time

Let’s Find Them Period 3

Find and circle any FIVE describing words in the word search.

R W

M Q

M Q M

G C

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Let’s Find Them. Say: You have to find some words in the word search given. Instruct: Find and circle five words that tell us something about a person or a thing. You may remind the learners what describing words are. Describing words are words that tell us something about a person, place, thing or an animal. You may ask these suggested questions. 1. What is the other word for ‘pretty’? (The other word for ‘pretty’ is beautiful.) 2. A clown is very _________. Fill in the blank. (A clown is very funny.) 3. When I hold my pencil, it feels very _________. Fill in the blank. (It feels very hard.) 4. When I hold a teddy bear, it feels very _________. Fill in the blank. (It feels very soft.) 5. What is the opposite of short? (The opposite of short is long.) 6. Which word rhymes with the word ’hurry’? (The word that rhymes with ‘hurry’ is furry.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘I Like This Toy’, where you told us which is your favourite toy and why you like it, in 2–3 lines.

Listen

Instruct: Listen to my response to the project. ‘My favourite toy is a toy train. I like it because it runs very fast.’ Say: Now, you will listen to another response and repeat after me. ‘My favourite toy is a teddy bear. I like it because it is very soft. I also like it because it has big eyes.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: My favourite / toy is / a teddy bear. / I like it / because / it is / very soft.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 6 • Think and Tell

Echo

spongy

UE24CB_Grade 3.indb 47

Chapter 6 • Think and Tell

I love to play with it!

I like it because

soft

hard smooth

When I hold it in my hand, it feels very

small

in size.

It is

huge

in colour.

It is

It was given to me by my

My favourite toy is

1 Write: Complete the sentences. .

You play with your favourite toy most of the time. You take care of it and keep it safely. Spend time to look at your favourite toy and write about it. Practise saying your lines and present them in the class.

My Favourite Toy

fluffy

big

The Final Show

Plan and Speak

rubbery

. furry

tiny

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Practise many times.

UE24CB_Grade 3.indb 48

Notes Corner

You can show your favourite toy when you present.

You can add your own answers.

Look at your friends when you speak.

Speak with expressions.

3 Present: Talk about your favourite toy in the classroom.

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2 Practise: Say these lines aloud in front of your family members.

Period 3

Period 3 continued Plan and Speak

20 mins

Say: Now, you will talk about your favourite toy in the class. Talk about its colour and shape, how it feels when you hold it, who gave it to you and why you like it.

E&R

You may read aloud the model responses given below between learners’ presentations, if needed. These model responses can help the learners get more ideas, use adequate vocabulary and frame better sentences. Model Responses: 1. Hello friends! My favourite toy is a car. It was given to me by my aunt. It is red in colour. It is small in size. When I hold it in my hand, it feels very hard. I like it because it moves very fast. I love to play with it! Thank you. 2. Good morning, everyone! My favourite toy is a dinosaur. It was given to me by my father. It is orange in colour. It is big in size. When I hold it in my hand, it feels very fluffy. I like it because it is soft and cute. I love to play with it! Thank you. 3. Good afternoon, friends! My favourite toy is a drum. It was given to me by my sister. It is red, white and yellow in colour. It is small in size. When I hold it in my hand, it feels very hard. I like it because when I play it, it makes a ‘thump’ sound. I love to play with it! Thank you. If learners present well, you can praise them by saying ‘Keep it up!’, ‘You described your toy well!’ or ‘Good job!’. In case learners struggle to present, you can say ‘You may look in the book and try again,’ or ‘You are doing great. You should speak louder.’

Conclusion

2 mins

Say: In this chapter, we learnt to identify important details from the given descriptions. We also learnt to describe a person, place, animal or thing in a few lines.

Chapter 6 • Think and Tell

Chapter 7

Daily Conversations

Big Skill: Conversations in daily life Learning Objectives: Learners will be able to: • ask questions during a conversation. • respond politely during a conversation.

Chapter 7

Daily Conversations Period 1

Conversations in daily life

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 7—Daily Conversations. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. How many people are there in the picture? (There are three people in the picture.) 2. What is the man selling? (The man is selling vegetables.) 3. Who is buying the vegetables from his cart? (A woman and her son are buying vegetables from his cart.) 4. Have you ever gone vegetable shopping? (Yes, I have gone vegetable shopping with my mother. / No, I have never gone vegetable shopping.) Read aloud the model description of the cover page. Say: On the cover page, a vegetable seller is selling vegetables. A woman and her son are buying vegetables from his cart. He has many fresh vegetables in his cart. They are talking to each other.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 50 of your content book. We will read the story—Where Is the Wallet? Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you see in the first picture? (In the first picture, a boy and a girl are standing outside a supermarket.) 2. What is the boy holding in his hand? (The boy is holding a present / a gift in his hand.) 3. What is the girl carrying? (The girl is carrying a bag.) 4. Look at the girl’s expression. Can you guess what may have happened? (I think the girl may have lost something / forgotten something.) Explain: We are going to read a story called Where Is the Wallet? It is about a girl and a boy. They went to the supermarket to buy a present for their mother. But the girl had lost her wallet. What do you think will happen next? Now, let us read to find out. Instruct: Pay attention to how the girl and the boy ask questions and answer them politely.

Chapter 7 • Daily Conversations

Listen

UE24CB_Grade 3.indb 50

The two of them ran back to the supermarket. “Ma’am, I cannot find my wallet. Did you see it here?” they asked at the payment counter.

“No, I paid with my phone,” said Anusha. “But I remember I had it in my hand. We must go back and find it.”

“You had it when you paid for the gift, right?” Atul asked his elder sister.

Anusha and Atul left the supermarket. They had bought a gift for their mother’s birthday. Suddenly, Anusha stopped. She could not find her wallet.

Where Is the Wallet?

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Period 1

wallet (wo.lit): a small case for carrying money and cards

security guard (suh.kyuor.ruh.tee gaad): a person who takes care of the safety of a building or other places

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Anusha jumped for joy. “Yes! This is my wallet. Oh! I am so glad. Thank you so much, sir!”

It was the man who had helped them choose the gift. “I found this lying over there. I was just bringing it to the security guard.”

Anusha and Atul turned around.

payment counter (pay.muhnt kown.tuh): a place in a shop where one pays for things

Chapter 7 • Daily Conversations

Talking Book

Anusha was really upset. Then, she heard a voice, “Excuse me, ma’am! Is this yours?”

lost and found (lawst and fownd): a place where items that have been found by someone are kept

glad (glad): happy

“Sorry, ma’am, the one I have is a brown wallet.”

“Yes,” replied Anusha. “It is small and blue in colour with a yellow flower on it.”

“Yes, I do! And there is a wallet inside it. Can you describe your lost wallet?” asked the security guard.

“Excuse me, sir. Do you have a lost and found box? I am looking for my wallet.”

“I am sorry, but no. Maybe you can ask the security guard.”

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom. While reading the text aloud, pay special attention to the keywords written in red, explain their meanings and stress on their pronunciation. For example: ‘Wallet’ means a small case for carrying money and cards. It is pronounced as wo.lit. You may stress on the syllable in bold, like ‘wo’. You may pause at the annotations and ask these suggested questions. After 1 Why did Anusha stop suddenly? (Anusha stopped suddenly as she could not find her wallet.) After 2 Where did Anusha and Atul go to find the wallet? (Anusha and Atul went back to the supermarket to find the wallet.) After 3 How did Anusha describe her wallet? (Anusha described her wallet as small and blue in colour with a yellow flower on it.) After 4 Why did Anusha jump with joy in the end? (In the end, Anusha jumped with joy because she found her wallet.) You may rephrase the learners’ responses into complete sentences and ask them to repeat those sentences. For example: Anusha described her wallet as small and blue in colour with a yellow ﬂower on it.

After the Text

You may ask these suggested questions. 1. Where had Anusha and Atul gone? Why? (Anusha and Atul had gone to the supermarket. They went there to buy a gift for their mother.) 2. What did Anusha lose in the supermarket? How did she find it? (Anusha lost her wallet in the supermarket. She found it when the man who had helped her choose the gift returned it to her.) 3. Have you ever lost anything? Did you find it later? (Yes, I lost my water bottle. I found it later in the school’s lost-and-found box. / Yes, I lost my plastic ruler. No, I did not find it again.)

Chapter 7 • Daily Conversations

“I am sorry, but no. Maybe you can ask the security guard.” “Excuse me, sir. Do you have a lost and found box? I am looking for my wallet.”

Talking Book

“Yes, I do! And there is a wallet inside it. Can you describe your lost wallet?” asked the security guard. “Yes,” replied Anusha. “It is small and blue in colour with a yellow flower on it.” “Sorry, ma’am, the one I have is a brown wallet.”

Period 1

Anusha was really upset. Then, she heard a voice, “Excuse me, ma’am! Is this yours?” Anusha and Atul turned around. It was the man who had helped them choose the gift. “I found this lying over there. I was just bringing it to the security guard.” Anusha jumped for joy. “Yes! This is my wallet. Oh! I am so glad. Thank you so much, sir!” glad (glad): happy

lost and found (lawst and fownd): a place where items that have been found by someone are kept payment counter (pay.muhnt kown.tuh): a place in a shop where one pays for things

security guard (suh.kyuor.ruh.tee gaad): a person who takes care of the safety of a building or other places wallet (wo.lit): a small case for carrying money and cards

Chapter 7 • Daily Conversations

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Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—glad (glad). Instruct: Repeat the meaning after me—happy. Instruct: Repeat the sentence after me—I was glad to see my friend after the vacation. Repeat this process for the other keywords as well. Meaning

Echo

Word

Pronunciation

Sentence

lost and found

lawst and fownd a place where items that have I found my bottle in the lostbeen found by someone are kept and-found box at my school.

payment counter

pay.muhnt kown.tuh

security guard

suh.kyuor.ruh.tee a person who takes care of the The security guard stands in gaad safety of a building or other places front of the school gate.

wallet

wo.lit

a place in a shop where one pays for things

a small case for carrying money and cards

I went to the payment counter to pay for the pens.

I have a red wallet.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: I was / glad to / see my / friend / after the / vacation. You may explain the words and phrases like ‘wallet’ and ‘payment counter’ in the home language of the learners to make it easier for them to understand.

E & R Using Keywords in Sentences

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘glad’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. My grandmother was glad to see me. 2. I put the cap in the lost-and-found box of the mall. 3. My mother is waiting at the payment counter. 4. The security guard helped me find my friend’s house. 5. I gave a wallet to my sister as a gift.

Conclusion

E&R

4 mins

Say: Today, we read a story called Where Is the Wallet? It is about Anusha and Atul. We learnt how to ask questions politely. We also learnt to reply to questions in a polite manner. We also learnt the words ‘glad’, ‘payment counter’, ‘security guard’, ‘wallet’ and a phrase ‘lost and found’; and how to use them in sentences. Homework

Say: Practise the E-Speak 1 projects on page no. 52. Learn to make a polite conversation by listening to and repeating the projects given in the app. Chapter 7 • Daily Conversations

6 mins

E-Speak 1 Practise at Home PROJECT 7A

Stationery Shopping

Vikrant goes to a stationery shop. Listen to what he asks the shopkeeper and record it.

PROJECT 7B

Period 2

What’s the Price?

Vikrant asks the shopkeeper the amount to be paid. Listen and record it.

PROJECT 7C

Anything Else?

The shopkeeper asks, “Can I help you with anything else?”. Listen to Vikrant’s reply and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Daily Conversations. In the last class, we read a story called Where Is the Wallet? The story was about Atul and Anusha. We learnt how to ask questions and reply to them in a polite manner. We also learnt the keywords ‘glad’, ‘payment counter’, ‘security guard’, ‘wallet’ and the phrase ‘lost and found’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to ask questions politely when we are talking to someone. We are also learning to answer politely to the questions people ask us. When we ask questions, we use a questioning tone. We should also be polite and respectful. We should answer the questions with the correct expression and in a polite manner.

Listen

Example from Text: In the story, we read how Anusha politely asks the lady at the counter whether she had her lost wallet, “Ma’am, I cannot find my wallet. Did you see it here?”. Then, she asked the security guard whether he had seen a blue wallet with a yellow flower on it in the lost-and-found box, “Excuse me, sir. Do you have a lost-and-found box? I am looking for my wallet”. Finally, she responded to the man who found her wallet, politely and with a smile, “Oh! I am so glad. Thank you so much, sir!”. Example from E-Speak 1: As a part of your homework project, you heard the conversation between Vikrant and the shopkeeper in a stationery shop.

Echo E-Speak 1

8 mins

Say: Now, I shall say the lines spoken by Vikrant and the shopkeeper. Instruct: Repeat the Project 7A after me—Hello, uncle. How are you? Can I get an eraser and a scale? Instruct: Repeat the Project 7B after me—How much should I pay for an eraser and a scale? Could you please give me the change? Instruct: Repeat the Project 7C after me—No, thank you very much. That will be all. Have a good day! You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Hello, uncle. / How are you? / Can I get / an eraser/ and a scale?

Chapter 7 • Daily Conversations

Echo

Speak on the Spot Boost Your Speaking

It’s Shopping Time!

Imagine your teacher is a shopkeeper. You have gone to the market to buy few things. Complete the conversation. Teacher: Hello, how are you? Student: … Thank you! I am fine.

I am good.

I am doing well.

I am in the best of health.

Teacher: How can I help you?

Period 2

Student: I want to buy … a pencil a water bottle

a packet of milk

a set of pencil colours

a notebook

Teacher: Okay. Here it is. Do you want anything else? Student: Yes. Where can I ﬁnd …? (give an item) Teacher: You can ﬁnd it over there.

Thank you so much. How much …? should I pay

is the total

is the total cost

money should I pay

Teacher: Please pay … Student: … Here it is

Okay

Thank you

Please give me the change

Speak politely.

You can read from the book. 53

Chapter 7 • Daily Conversations

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: Imagine, that you went to a market to buy something. I am the shopkeeper you meet at the shop. Complete the conversation with me to buy the things you want. Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may enact the full or partial conversation with learners depending on the time. You may motivate the learners to say their lines with expressions as if they are really at a shop. Model Responses:

1. Teacher: Hello, how are you? Student 1: I am good. Thank you! Teacher: How can I help you? Student 1: I want to buy a notebook. Teacher: Okay. Here it is. Do you want anything else? Student 1: Yes, where can I find a box of crayons? Teacher: You can find it over there. Student 1: Thank you so much. How much should I pay? Teacher: Please pay 100 rupees. Student 1: Here it is. Thank you. 2. Teacher: Hello, how are you? Student 2: I am fine. Thank you! Teacher: How can I help you? Student 2: I want to buy a packet of milk. Teacher: Okay. Here it is. Do you want anything else? Student 2: Yes, where can I find a packet of sugar? Teacher: You can find it over there. Student 2: Thank you so much. How much money should I pay? Teacher: Please pay 60 rupees. Student 2: Here it is. Please give me the change.

If the learners share their answers correctly, without any grammatical errors, you can give them feedback like, ‘Keep it up!’, ‘You spoke well and conﬁdently’, or ‘Well done!’. If they are struggling to speak their lines, you can give feedback like, ‘Let me help you’ or ‘You are doing well, just speak a bit louder’.

Conclusion

2 mins

Homework

1. E-Speak 2: Imagine that your brother wants to borrow a book from you but you are still reading the book and do not want to give it to him. You have to record in the app how you will reply to your brother’s request, in 2–3 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: Imagine that you want to ask me about one of the given situations on page no. 55. Write down the lines that you want to tell me on page no. 56. You can practise saying these lines aloud, again and again, in front of an older family member.

Chapter 7 • Daily Conversations

E-Speak 2 PROJECT 7D

Practise at Home

Can I Borrow?

Your brother wants to borrow your favourite book. You are still reading the book, so you do not want to give it to him. Reply to your brother’s request in 2-3 lines.

Gaming Zone It’s Fun Time

What’s the Question? Period 3

Match the questions with the correct pictures. Do you want to hear a story?

Which instrument do you like to play?

How many students are there in the class?

Can we help you cook?

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—What’s the Question? Say: Look at the questions on the left-hand side and the pictures given on the right-hand side. Instruct: Read the questions carefully and match them with the correct pictures. You may ask these suggested questions. 1. What do you think the teacher might be asking in the first picture? (I think the teacher may be asking, ‘How many students are there in the class?’ / ‘How many of you did your homework?’) 2. What do you think the children are asking their mother? (I think that the children are asking their mother, ‘What are you cooking?’ / ‘Can we help you cook?’) 3. What do you think the children are doing in the third picture? (I think that the children are playing musical instruments.) 4. What do you think the grandfather is asking the boy? (I think the grandfather is asking the boy, ‘Have you read this book?’ / ‘Do you want to hear a story?’)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Can I Borrow?’, where you had to record your response to your brother who wanted to borrow your favourite book that you were still reading. Instruct: Listen to my response to the project.

Listen

‘Hi Rahul, I am still reading the book. Can I lend it to you after I finish reading it?’ Say: Now, you will listen to another response and repeat after me. ‘Hi Rohit! I am on the last chapter of the book. I think I will finish reading the book by Monday. Can I give it to you after that?’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Hi Rohit! / I am / on the / last chapter / of the book. / I think / I will / ﬁnish / reading / the book / by Monday. / Can I / give it / to you / after that?

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 7 • Daily Conversations

Echo

98 organise a fancy-dress competition

add more dustbins in the class

UE24CB_Grade 3.indb 55

Chapter 7 • Daily Conversations

increase art and craft classes

start karate classes

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1 Tick (ü) any one situation on which you want to make a request.

Make a polite request to the teacher and present your conversation in the class.

Can We Please?

The Final Show

Plan and Speak

Good morning,

(reason)

(name)

Okay, I will talk to the principal.

UE24CB_Grade 3.indb 56

Notes Corner

Smile when you speak.

Look at the teacher when you speak.

Make your request politely.

4 Present: Present your conversation in the class.

3 Practise: Practise your lines with an elder at home.

We can. But why should we do this?

(the situation you chose)

(Ma’am/Sir)

Thank you so much.

Can you please

Good morning

2 Write: Complete the sentences.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you have to make a polite request to me on any one of the given situations. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to say their lines with expressions. Guide them to maintain eye contact with you. You may allow the learners to read out their responses from the textbook.

You may read aloud the model responses given below between learners’ presentations, if needed. It can help the learners get more ideas, use adequate vocabulary and frame better sentences. Model Responses: 1. Student 1: Good morning, ma’am. Teacher: Good morning, Mala. Student 1: Can you please increase the number of art and craft classes? Teacher: We can. But why should we do this? Student 1: I have asked the students. Most of us love the art and craft classes. We have only one class per week. We do not get much time to complete our artwork properly in one class. Teacher: Okay, I will talk to the principal. Student 1: Thank you so much. 2. Student 2: Good morning, ma’am. Teacher: Good morning, Varun. Student 2: Can you please add more dustbins to the class? Teacher: We can. But why should we do this? Student 2: I have seen that right now, there is only one dustbin in our class, and by afternoon the dustbin is full. To throw away any garbage, we have to go downstairs. Teacher: Okay, I will talk to the principal. Student 2: Thank you so much. If the learners give their answers, with adequate vocabulary and expressions, you can praise them by saying ‘That was a lovely presentation!’, ‘You presented your request politely’ or ‘Well done!’. If they struggle to present their request, you can tell them, ‘Let me help you’ or ‘You are doing well, just speak a bit louder’.

Conclusion

2 mins

Say: In this chapter, we learnt how to ask questions during a conversation. We also learnt to reply politely during a conversation.

Chapter 7 • Daily Conversations

Chapter 8

I Feel

Big Skill: Discussing feelings with others Learning Objectives: Learners will be able to: • answer questions related to one’s feelings. • discuss feelings with others.

Chapter 8

I Feel

Period 1

Discussing feelings with others

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100

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 8—I Feel. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. Who do you see in the picture? (I see a mother and a little girl in the picture.) 2. What do you think the little girl is doing in the picture? (I think the little girl is hugging her mother as she is scared to go down the escalator.) 3. Are you scared to go down an escalator? (No, I am not scared to go down an escalator. / Yes, I am scared to go down an escalator.) 4. Where are the little girl and her mother in the picture? How do you know? (I think they are in a shopping mall. I can see a shop behind them which has some clothes, and “50% SALE” written on its wall.) Read aloud the model description of the cover page. Say: On the cover page, we can see a little girl and her mother. They are in a shopping mall. The little girl is scared to go down the escalator, so she is hugging her mother.

Listen Text Comprehension

15 mins

Before the Text

Listen

Say: Go to page no. 58 of your content book. We will read the story—I Can Swim! Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you see in the first picture? (I can see a boy standing with his father and mother. I can also see two children swimming in the pool.) 2. What do you think the little boy who is standing in the first picture is feeling? (I think that the little boy is feeling scared to go into the swimming pool.) 3. Do you like swimming? (Yes, I like swimming. / No, I do not like swimming.) 4. What do you think is happening in the second picture? (I think a man is taking the boy to the pool to teach him to swim.) Explain: We are going to read a story called I Can Swim! In the story, a little boy named Arav is scared of swimming in the pool, but then, the coach comes and tells him that he will teach him how to float in the water. Now, let us begin reading. Instruct: Pay attention to how the little boy talks about his feelings in the story.

Chapter 8 • I Feel

101

102

UE24CB_Grade 3.indb 58

Arav’s mother took Arav in her arms. “Don’t be scared, Arav. We will find a way.”

“I will never be able to learn to swim. I just know it!” said Arav.

“But you must at least try, Arav!” said Father.

Arav looked fearfully at the pool. “What if I gulp in some pool water or drown?”

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“Oh, my dear boy, why do you think that you cannot do it? Are you feeling alright?” asked Mother.

Arav’s parents looked confused and worried.

“I cannot go into the water. I cannot do it, Mother!” said Arav.

I Can Swim!

Period 1

UE24CB_Grade 3.indb 59

Chapter 8 • I Feel

coach (kohch): a person who trains others for a sport guided (gai.did): helped to do something gulp (guhlp): to swallow a large amount of water scared (skeuhd): afraid or in a state of fear worried (wuh.reed): felt unhappy and afraid

Arav’s parents and Samar laughed upon hearing Arav’s excitement. “You will soon be able to swim like a fish, Arav!” said Samar.

“Look, Mother! I can float in the pool!” said Arav happily.

With the help of his coach, Arav started enjoying swimming.

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“I promise to take care of you, Arav. Try to move your arms and legs a little to push back the water,” said Samar.

Samar, the swimming coach,, saw Arav and his family and walked towards them. He smiled kindly at Arav and said, “Do you want to try this tube? It will help you float in the water.”

Talking Book

Period 1 continued During the Text Read the story aloud OR play the Talking Book in the classroom. You should read the story with voice modulation and expressions. This will help the learners to enjoy the story while understanding it. You may also do some actions to show the meanings of the words ‘scared’, ‘swimming’, etc., while reading the story. While reading the text aloud, pay special attention to the words describing the characters’ feelings. This will help the learners identify and understand them in context. You may pause at the annotations and ask these suggested questions. After 1 How was Arav feeling? What did Arav’s mother do? (Arav was feeling scared. Arav’s mother took him in her arms and said that they would find a way to help him learn to swim in the pool.)

After 2 Who came to help Arav? (Samar, the swimming coach, came to help Arav.)

After 3 What did Arav do first as the coach guided him to step into the pool? (As the coach guided Arav to step into the pool, he stood near the railing and held it tightly.) After 4 What was Arav able to do with the help of his coach? (Arav was able to float in the pool. / Arav was able to enjoy swimming.)

You may rephrase the learners’ responses into complete sentences and ask them to repeat those sentences. For example: As the coach guided Arav to step into the pool, he stood near the railing and held it tightly. After the Text

You may ask these suggested questions. 1. In the story, we read that Arav was scared of going into the water. Are you scared of anything? (Yes, I am scared of insects. / Yes, I am scared of cycling. / No, I am not scared of anything.) 2. Why was Arav scared of going into the water? (Arav was scared of going into the water because he felt that he would either gulp some pool water or he would drown in the pool.) 3. How was Arav feeling at the end of the story? (Arav was feeling happy and excited at the end of the story.) 4. Tell me one thing that you are not scared of. (I am not scared of the dark. / I am not scared of being alone in the house.) Chapter 8 • I Feel

103

Talking Book

Period 1

Samar, the swimming coach,, saw Arav and his family and walked towards them. He smiled kindly at Arav and said, “Do you want to try this tube? It will help you float in the water.”

Arav was not sure, but he really wanted to learn to swim. He quickly pulled the tube over his head and let it rest around his waist. Samar held Arav’s hand and smiled warmly at him. He guided Arav to step into the pool. At first, Arav stood near the railing, holding it tightly. “I promise to take care of you, Arav. Try to move your arms and legs a little to push back the water,” said Samar. With the help of his coach, Arav started enjoying swimming. “Look, Mother! I can float in the pool!” said Arav happily.

Arav’s parents and Samar laughed upon hearing Arav’s excitement. “You will soon be able to swim like a fish, Arav!” said Samar.

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Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—coach (kohch). Instruct: Repeat the meaning after me—a person who trains others for a sport. Instruct: Repeat the sentence after me—Our cricket coach trained us very well. Repeat this process for the other keywords as well.

5 mins

Echo

Word

Pronunciation

Meaning

Sentence

guided

gai.did

helped to do something

Maya guided Ramesh to complete his Maths homework.

gulp

guhlp

to swallow a large amount of water

I will gulp down a glass of water after completing the race.

scared

skeuhd

afraid or in a state of fear My sister is scared of staying alone in the dark.

worried

wuh.reed

felt unhappy and afraid

Tina was worried about the exams.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Our cricket / coach / trained us / very well.

You may show some actions or expressions to explain the words ‘scared’ and ‘worried’ to the learners.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘coach’ and tell them to me. Repeat this process with all the keywords.

E&R

Model Responses: 1. I enjoy learning football from my coach. 2. My mother guided me to complete the science project. 3. Rima will gulp down a glass of water after playing. 4. I am not scared of dogs. 5. I was worried when I could not find the keys.

Conclusion

4 mins

Say: We read a story called I Can Swim! In the story, Arav tells his parents his feelings about swimming in the pool. He says that he is scared of going into the water. We learnt to answer questions related to our feelings and discuss our feelings with others. We also learnt the words ‘coach’, ‘guided’, ‘gulp’, ‘scared’ and ‘worried’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 60. Learn to share your feelings by listening to and repeating the projects given in the app. Chapter 8 • I Feel

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E-Speak 1 Practise at Home PROJECT 8A

Grandma’s House

Kanika goes to her grandmother’s house. Listen to how she feels and record it.

PROJECT 8B

Period 2

Visit to a Doctor

Kanika shares how she feels when she visits a doctor’s clinic. Listen and record it.

PROJECT 8C

Cinema Time

Kanika goes to watch a film. Listen to how she feels and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the Chapter is—I Feel. In the last class, we read a story called I Can Swim! In the story, we read that a boy named Arav shared his feelings with his parents. He was scared about going into the swimming pool. He discussed his feelings with his mother and father. We learnt to discuss our feelings with others. We also learnt the keywords ‘coach’, ‘guided’, ‘gulp’, ‘scared’ and ‘worried’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to answer questions related to our feelings. We are also learning to discuss feelings with others. We use feeling words to express our feelings. When something good happens with us, we feel happy, joyful or excited. When we do something good, we feel proud. We feel sad, angry or upset when someone hurts us or breaks our things.

Listen

Example from Text: In the story, we read about how Arav expressed his feelings about going into the water. He was scared to go into the pool because he thought he might either gulp the water from the pool or drown in the pool. He was worried that he would never be able to learn to swim. When Coach Samar helped Arav to float in the water, Arav was happy and excited. Example from E-Speak 1: As a part of your homework project, you heard Kanika share how she feels at her grandmother’s house. She also shared how she feels when she visits the doctor. Finally, Kanika shared how she feels when she goes to watch a film.

Echo E-Speak 1

8 mins

Say: Now, I shall tell you what Kanika shared about her feelings. Instruct: Repeat the Project 8A after me—I am so happy to be at my grandmother’s house. She makes very tasty food and tells me a lot of new stories. We also go to the park every evening. Instruct: Repeat the Project 8B after me—I am going to the doctor’s clinic. I am very scared of injections. I don’t like to have medicines. Instruct: Repeat the Project 8C after me—I am so excited to watch this film, as I like comedy films. It has my favourite actor in it. I will eat popcorn in the cinema hall while watching the film. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: I am / so happy / to be / at my / grandmother’s / house. / She makes / very tasty / food / and tells me / a lot of / new stories.

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Echo

Speak on the Spot Boost Your Speaking

My Feelings Tell your class about the situations where you feel these emotions— happy, scared, excited and sad.

I feel happy when I go to … my school

my grandparent’s house

my friend’s house

my cousin’s house

the market for shopping

I feel scared when I go …

Period 2

to the doctor’s clinic

on a swing alone

to an old and dark house

near a dog to swim

I feel excited when I go to ... the park

watch a film

a picnic

I feel sad when I have to … come back from a trip

change my school

move to another town

Speak with expressions. You can add your own answers. Look at your friends when you speak. 61

Chapter 8 • I Feel

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to share with your class the situations when you feel happy, scared, excited and sad. Instruct: Think for 2–3 minutes and then make your presentation.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may encourage the learners to present in a loud and clear voice. You may also encourage them to use expressions and actions to show their feelings, while presenting. Model Responses: 1. Hello friends! I feel happy when I go to my school. I feel scared when I go to the doctor’s clinic. I feel excited when I go to the park. I feel sad when I have to change my school. Thank you. 2. Good morning, everyone! I feel happy when I go to my friend’s house. I feel scared when I go near a dog. I feel excited when I go on a picnic. I feel sad when I have to come back from a trip. Thank you. 3. Hello friends! I feel happy when I go to the market for shopping. I feel scared when I go to an old, dark house. I feel excited when I go to watch a film. I feel sad when I have to move to another town. Thank you. If the learners express their feelings clearly and with correct expressions, you can praise them by saying, ‘Well done!’, ‘Keep up the good work!’ or ‘Good, you expressed yourself well!’. In case the learners are struggling, you can say, ‘Let me help you’, or ‘You should speak loudly and clearly.’

Conclusion

2 mins

Homework 1.

E-Speak 2: You have to record in the app the times when you feel shy, in 2–3 lines. You may look at the clues given in the app. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

Plan and Speak: Think of a time when you felt any one of the emotions mentioned on page no. 63 of your book. Write down what happened that led you to feel that emotion. Ask for help at home to do the work correctly. You may practise saying the lines loudly, again and again, in front of an older family member.

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E-Speak 2 Practise at Home

PROJECT 8D

I’m Shy.

We all feel shy. It is okay to feel so. When do you feel shy? Tell us in 2-3 lines.

Gaming Zone How Do You Feel?

It’s Fun Time

Think how you will feel in the given situations, and complete the crossword.

Period 3

Across: 1. When a dog runs after you 2. When someone scolds you

3. When someone gives you a gift

Down: 4. When you are going on a trip

5. When someone breaks your favourite toy

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—How Do You Feel? Say: There is a crossword puzzle given on the page. The hints for solving the crossword are given in the box on the right-hand side. Across is for the boxes running side to side. Down is for the boxes running from the top to the bottom. Instruct: Read the hints carefully and solve the crossword. You may also look at the faces given at the bottom of the page for clues. You may ask these suggested questions. 1. I am a feeling word and I rhyme with ‘cared’. What am I? (I am ‘scared’.) 2. I am a feeling word and I rhyme with ‘dad’. What am I? (I am ‘sad’.) 3. I am a feeling word and I rhyme with ‘snappy’. What am I? (I am ‘happy’.) 4. I am a feeling word and I rhyme with ‘invited’. What am I? (I am ‘excited’.) 5. I am a feeling word and I rhyme with ‘hungry’. What am I? (I am ‘angry’.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘I’m Shy’, where you had to record the times when you feel shy. Instruct: Listen to my response to the project.

Listen

‘My name is Priya. I feel shy when I have to speak in front of many people. I forget my lines when I look at so many people.’ Say: Now, you will listen to another response and repeat after me. ‘My name is Soham. I feel shy when I have to make new friends. When a new boy or a girl comes and asks to play with me in the park, I feel shy.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: My name / is Soham. / I feel / shy / when I / have to / make new friends.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 8 • I Feel

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Echo

112

excited sad

scared

angry

(name)

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Chapter 8 • I Feel

Thank you.

. .

(the feeling you selected)

(the person you shared with)

(what happened)

I shared about my feeling with

I felt this because

I am going to tell you about the time I was

I am

Hello everyone!

the next page.

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2Write: Complete the sentences. You may take help from the clues on

happy

1Choose any one of the emotions.

Think of a time when you felt one of these emotions. Write what happened and share with everyone in your class.

I Feel…

The Final Show

Plan and Speak my best friend was absent I got full marks in the test

my brother broke my bat I left my notebook at home

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Notes Corner

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I was going on a trip

my father was sick

my sister lost my colours

Speak loudly and clearly. You can give your own answers. Speak with correct expressions. Look at your friends and your teacher when you speak.

4Present: Share your feelings in the class.

3Practise: Practise your lines in front of an elder.

my cousins visited me

I won the race

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: You have to think of the time when you felt any one of these feelings: happy, sad, excited, scared or angry; and share it with the class. You have to mention what happened and who you shared your feelings with. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to speak loudly and clearly. Tell them to introduce themselves before they start the presentation. You may read out some of the model answers between the learners’ presentations, if needed. This will give them better ideas and adequate vocabulary for their presentations. Model Responses: 1. Hello everyone! I am Vinita. I am going to tell you about the time I was excited. I felt this because my cousins visited me. I shared my feelings with my mother and my cousins. Thank you. 2. Hello everyone! I am Jyoti. I am going to tell you about the time I was sad. I felt this because my father was sick. I shared my feelings with my sister. Thank you. 3. Hello everyone! I am Rohan. I am going to tell you about the time I was scared. I felt this because I forgot my test notebook at home. I shared my feelings with my friend. Thank you. 4. Hello everyone! I am Ramesh. I am going to tell you about the time I was happy. I felt this because my father gave me my favourite toy car. I shared my feelings with my parents. Thank you. 5. Hello everyone! I am Nikita. I am going to tell you about the time I was angry. I felt this because my younger brother tore my English notebook. I shared my feelings with my father and my teacher. Thank you. If the learners share their emotions in proper sentences with adequate vocabulary, you can praise them by saying, ‘That was lovely to hear!’, ‘So happy to see you present about how you feel.’ or ‘Good job with the presentation!’. In case the learners are struggling, you can guide their thinking by saying, ‘So how were you feeling when this happened?’ or give them presentation-related feedback like, ‘You should speak louder and clearer.’ or ‘Express your feelings with emotions’.

Conclusion

2 mins

Say: In this chapter, we learnt to answer questions related to our feelings and discuss our feelings with others.

Chapter 8 • I Feel

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Can You Direct Me?

Chapter 9

Big Skill: Giving and following directions Learning Objectives: Learners will be able to: • follow simple directions. • give simple directions.

Chapter 9

Can You Direct Me?

Period 1

Giving and following directions

SCHOOL

SHOPPING MALL PARK

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 9—Can You Direct Me? Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. How many children can you see in the picture? (There are three children in the picture.) 2. Where do you think they are? (I think they are on the street.) 3. Where do you think they might be going? (They might be going to school.) Read aloud the model description of the cover page. Say: There are three students in the picture. They are looking at three signboards that are made like arrows. Those arrows are giving directions. One boy is pointing forward. That way can go to the school. That way can also go to the park. Where do you think they are going?

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 66 of your content book. We will read the poem—Hide Hide and Seek Seek. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you see in the first picture? (I see children playing together. / I see a slide, children and trees in a park.) 2. What do you see in the second picture? (I see two children under the tree. The girl looks sad.) 3. Do you like to play outdoor games? If so, which ones? (Yes, I like to play outdoor games. I like to play hide-and-seek, football and racing. / No, I don’t like to play outdoor games.) Explain: We are going to read a poem called Hide and Seek Seek. It is about children playing hide-and-seek. The children make a new friend, Ria. She is playing the game for the first time. Now, let us begin reading. Instruct: Pay attention to how children give directions to each other to reach a certain place.

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Listen

116

UE24CB_Grade 3.indb 66

“Take ten steps forward, then move to your right.

Can you tell me, where are the rest?”

Please help me. I tried my best.

Behind the bench or near the slide.

Ria gets caught. Others still hide,

Watch out! I am on the move to seek.

Stop! Don’t you take a peek.

You must go and hide till then.

Now, I will count to ten.

Come everyone, tell her your name.

It is Ria’s first day at this game.

Run to the back or rush to the side.

“Go on, now! Run and hide.

Hide and Seek

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Period 1

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Chapter 9 • Can You Direct Me?

seek (seek): to try to find something

rush (ruhsh): to move very quickly

peek (peek): a quick look

hide (hide): to go to a place where no one can see or find you

behind (bi.hined): (bi. ) at the back of something or someone

Look behind the bushes, there is someone in white. Hurry up! Look under the slide. That’s where Tina, Mina, and Rina hide.” It was a fun day at the park. Everyone was caught before it was dark.

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Talking Book

Period 1 continued During the Text

Read the poem aloud OR play the Talking Book in the classroom. While reading the text aloud, pay special attention to the keywords written in red, explain their meanings and stress on the pronunciations. For example: ‘Behind’ means at the back of something or someone. It is pronounced as bi.hined. You may stress on the syllable in bold, like ‘hined’. You may pause at the annotations and ask these suggested questions. After 1 Whose first day is it at the game? (It is Ria’s first day at the game.) After 2 What directions did Riya give? (She gave the directions to take ten steps forward and then, move to the right.) After 3 Who were hiding under the slide? (Tina, Mina and Rina were hiding under the slide.) After 4 By when was everyone caught? (Everyone was caught before dark.)

You may ask the learners if they like to play in the park. Once you hear the answers from the learners, ask them to give directions to reach the park from their house. Allow a few learners to respond.

After the Text

You may ask these suggested questions. 1. Which game were the children playing? (The children were playing hide-and-seek.) 2. Do you play hide-and-seek? Which is your favourite hiding place? (Yes, I play hide-and-seek. I really like the game. My favourite place to hide is behind the cupboard. / No, I don’t play hide-and-seek. I get tired of waiting.) 3. Can you tell me what is on your left? (On my left, there is a window / water bottle / chart.)

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Talking Book

Period 1

Look behind the bushes, there is someone in white. Hurry up! Look under the slide. That’s where Tina, Mina, and Rina hide.” It was a fun day at the park. Everyone was caught before it was dark.

behind (bi. (bi.hined): ) at the back of something or someone

hide (hide): to go to a place where no one can see or find you peek (peek): a quick look

rush (ruhsh): to move very quickly

seek (seek): to try to find something

Chapter 9 • Can You Direct Me?

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Period 1 continued Echo Introducing Keywords

5 mins

Echo

Instruct: Repeat the meaning after me—at the back of something or someone. Instruct: Repeat the sentence after me—Meera is hiding behind the door. Repeat this process for the other keywords as well. Word

Pronunciation

Meaning

Sentence

hide

to go to a place where no I always hide under the bed. one can see or find you

peek

a quick look

Anuj took a peek into the gift box.

rush

ruhsh

to move very quickly

Let’s rush to the park.

seek

to try to find something

Swati likes to seek colourful flowers in the garden.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Meera is / hiding / behind / the door.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘behind’ and tell them to me. Repeat this process with all the keywords.

E&R

Model Responses: 1. The book shop is behind our school. 2. My friends love to hide under the slide. 3. Zoya took a peek through the window and saw the rainbow. 4. I rush to catch my school bus. 5. I need to seek the books to pack my bag.

Conclusion

4 mins

Say: The name of the chapter is Can You Direct Me? Today, we read a poem called Hide and Seek. Seek In the poem, we read about some friends who were playing hide-and-seek. We learnt how to give simple directions to others. We also learnt the words ‘behind’, ‘hide’, ‘peek’, ‘rush’ and ‘seek’; and how to use them in sentences. Homework Say: Practice the E-Speak 1 projects on page no. 68. Learn to give directions by listening to and repeating the projects given in the app. Chapter 9 • Can You Direct Me?

119

E-Speak 1 Practise at Home PROJECT 9A

Way to School

Sara tells Tina how she can reach the school from her house. Listen and record it.

PROJECT 9B

Period 2

Sara Directs Tina

Sara continues to tell Tina the way to the school. Listen to her and record it.

PROJECT 9C

You Have Arrived

Sara’s final direction will help Tina reach the school. Listen and record it.

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120

Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Can You Direct Me? In the last class, we read a poem called Hide and Seek. Seek In the poem, we read about Ria’s first day of playing hide-and-seek with her friends. After being caught, Ria gives directions to find others. We learnt how to give and follow simple directions. We also learnt the keywords, ‘behind’, ‘hide’, ‘peek’, ‘rush’ and ‘seek’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this poem and the projects, we are learning to follow and give simple directions in order to reach somewhere. For giving directions, we use words like left, right, go, turn, behind, near, etc. We should give clear directions to someone so that they can reach the place.

Listen

Example from Text: In the poem, we read that Ria gives directions to find her friends as they are hiding in the park. While giving the directions, she says things like “take ten steps forward, then move to your right” or “look behind the bushes…”. Example from E-Speak 1: As a part of your homework project, you heard Sara give directions to Tina. She tells Tina how she can reach the school from her house.

Echo E-Speak 1

8 mins

Say: Now, I shall speak what Sara said while giving directions. Instruct: Repeat the Project 9A after me—Hi Tina, start by first taking a left from your house. Then, take a right turn when you reach the park. Instruct: Repeat the Project 9B after me—After taking a right turn from the park, go straight. Next, you will see a sweetshop on your left. Instruct: Repeat the Project 9C after me—The school is right opposite the sweetshop. The building is blue in colour. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Hi Tina, / start by / ﬁrst / taking a left / from / your house.

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Echo

Speak on the Spot Boost Your Speaking

Tell the Directions Choose any ONE of the places and give directions to get there from your classroom. Principal’s office

Library

Period 2

Drinking water area

Playground Staff room

Hello friends! To reach the … (name of the place), we will ﬁrst … from our classroom. Then we will … Finally, we will … to reach the … (name of the place) go straight

take a left-hand turn go opposite to

take a right-hand turn

turn to the opposite side

Speak clearly and loudly. You can use hand actions when giving directions. You can also use words like now and next. 69

Chapter 9 • Can You Direct Me?

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: Look at the image on page no. 69. Circle the classroom in it. Now choose any one place mentioned in the help boxes and give directions to get there from the classroom. Instruct: Think for 2–3 minutes and then make your presentation.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may tell the learners that they can choose any place that is given on the map. You may guide the learners to show the direction with the help of their hands too while presenting. For example: Move the left hand to the left to show left. Move the right hand to the right to show right. They can also show direction like going straight by taking a step forward. Model Responses:

1. Hello friends, To reach the drinking-water area, we will first take a right-hand turn from our classroom. Then, we will go straight and take a left-hand turn at the corner. Finally, we will go straight to reach the drinking-water area. Thank you. 2. Hello friends, To reach the library, we will first take a left-hand turn from our classroom. Then, we will go straight and take a right-hand turn. We will walk straight up to the end. Finally, we will turn to the right and the library will be on our left-hand side. Thank you. 3. Hello friends, To reach the principal’s office, we will first take a left-hand turn from our classroom. Then, we will go straight and take a right-hand turn. Finally, we will walk halfway along the corridor and the principal’s office will be on the left. Thank you.

If the learners are able to give the directions correctly, you can give them feedback like ‘Well done!’, ‘Good job!’, or ‘Good work!’. In case the learners are struggling, you can give them feedback like ‘Let us try together’, or ‘Let me help you’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app the directions from your house to the park and help Radhika to get there. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: Look at the map given on page no. 71. Pick any one place and give directions to reach there from the house on the map. You may write down your directions and practice giving them loudly in front of an older family member. Chapter 9 • Can You Direct Me?

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E-Speak 2 PROJECT 9D

Practise at Home

The Way to the Park

You and your friend, Radhika, are standing outside your house. She wants to go to the park. Tell her, in 2-3 lines, the directions to reach the park from your house.

Gaming Zone Road Signs

It’s Fun Time

Period 3

Match the signs with the directions. One has been done for you.

Turn right

U-turn

Go straight

Turn left

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Road Signs. Say: Some signs are given on the left-hand side and the directions are given on the right-hand side. Show the example given in the book. Instruct: Now, match the signs with the directions. You may ask these suggested questions. 1. What does the fourth sign mean? (It means to go straight / forward.) 2. What does the second sign mean? (It means to turn left.) 3. What does the third sign mean? (It means to turn right.) 4. Where do we see these signs? (We see these signs on the road.)

Listen Echo E-Speak 2

8 mins

Say: As a part of your homework project, you had to give directions to your friend, Radhika, to reach the park from your house.

Listen

Instruct: Listen to my response to the project. ‘Hi Radhika! To reach the park, first take a left-hand turn from the house. Go straight for some time and then take the first right-hand turn. The park is right there.’ Say: Now, you will listen to another response and repeat after me. ‘Hi Radhika! To reach the park, first turn right from the house. Then, go straight for a while and you will see a bank. Turn left at the bank and go straight. You will see the park.’

You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Hi Radhika! / To reach / the park, / ﬁrst / turn right / from the house.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 9 • Can You Direct Me?

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Echo

126

Shopping Centre

Police Station

Hospital

. . . .

Then,

Next,

Now,

Finally, you will reach the

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First,

Chapter 9 • Can You Direct Me?

Hello friends, I will tell the directions

on the next page.

1 Write: Complete the directions. You may take help from the clues

Restaurant

Look at the map. Pick any ONE place and give directions to get there from the house on the map.

Read the Map

The Final Show

Plan and Speak continue straight

next to take a U-turn

go straight until

right beside

take a right-hand turn

UE24CB_Grade 3.indb 72

place.

Notes Corner

You can look at the map when you give directions.

Use hand actions when giving directions.

Speak clearly and loudly.

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3Present: Tell the place you chose. Give directions to reach that

2Practise: Practise giving these directions to your family members.

just opposite

take a left-hand turn

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, present the directions to a place of your choice from the house given on the map.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may tell the learners that they can choose any place that is given on the map.

You may encourage the learners to use hand gestures to show straight, right and left and pause between the sentences. Model Responses: 1. Hello friends, I will give you the directions to reach the bakery shop. First, take a right-hand turn from the house. Then, continue straight. Finally, you will see the bakery shop on your right-hand side. 2. Hello friends, I will tell you the directions to reach the hospital. First, take a right-hand turn from the house. Then, take a left-hand turn after passing the bakery. Next, continue straight. Now, take a right-hand turn. Finally, you will reach the hospital right beside the shopping centre. 3. Hello friends, I will tell you the directions to reach the police station. First, take a right-hand turn from the house. Then, turn left. Next, continue straight. Finally, you will see the police station on your left-hand side. If the learners are able to give correct directions to the chosen place, you can praise them by saying ‘Good use of hand gestures while giving the directions’ or ‘The directions were clearly presented. Well done!’. In case the learners are struggling, you can give them feedback like ‘Let us try one more time! You can follow my hand signs.’ or ‘Let me help you complete the sentences.’

Conclusion

2 mins

Say: In this chapter, we learnt to follow and give simple directions.

Chapter 9 • Can You Direct Me?

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Chapter 10

My Experiences

Big Skill: Sharing personal experience Learning Objectives: Learners will be able to: • answer simple questions about a personal experience. • talk about a personal experience in a few lines.

Chapter 10

Period 1

My Experiences Sharing personal experience

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128

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 10—My Experiences. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. How many children are there in the picture? (There are three children in the picture.) 2. What are they doing? (They are on a picnic together. / They are enjoying their snacks and talking about something.) 3. Look at the girl who is standing. What do you think she is telling her friends about? (I think that the girl is telling her friends about what she did at the fair.) Read aloud the model description of the cover page. Say: On the cover page, we can see three friends. They are on a picnic together. One girl is talking about her fun experience at the fair. Her friends are listening eagerly to what all she did there.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 74 of your content book. We will read the story—Holiday Fun. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you see in the first picture? (I see a boy and a girl.) 2. Where are they? (They are in a school corridor.) 3. What do you think they are doing? (I think they are talking to each other. / I think they are sharing their experiences with each other.) Explain: We are going to read a story called Holiday Fun. It is about two friends, Manu and Daisy. They share their holiday experiences with each other. Now, let us begin reading. Instruct: Pay attention to how they share their personal experiences and the questions they ask while talking about their holidays.

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Listen

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imagine (ih.ma.jin): to think about something in mind

UE24CB_Grade 3.indb 74

Manu: Haha! True! And it would be so difficult to clean. I also saw a 100-year-old red engine.

Daisy: Imagine if the train started moving! They would spill food everywhere! Ha ha ha!

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Chapter 10 • My Experiences

spill (spil): to drop something

sofas (sow.faas): long, soft seats with a back and armrests

museum (myoo.zee.uhm): a building where important objects are kept on display

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Manu: Haha! It sounds like both of us had a great time. Now, let’s go to the class and ask our friends what they did.

Manu: There was a train with beautiful sofas and dining tables inside it. People used to eat in it.

Daisy: Wow! What did you see there?

Daisy: I thought it would feel like cotton candy. But it was just cold air.

Daisy: We saw a lot of mountains. The place is so beautiful. I also touched a cloud!

Manu: Thanks! I really enjoyed my holidays. We went to the Railway Museum.

had a great time (had a grayt tahym): enjoyed

Manu: How lovely! What did you do there?

Talking Book

Manu: Wow! What did it feel like?

Daisy : We went to Manali. It is a hill station.

Manu: What about you, Daisy? How were your holidays?

Daisy: Haha! Yes!

Manu: Oh yes! I sat on the driver’s seat as well. Being a train driver seems like so much fun!

Daisy : Tell me more about the engine. Did you go inside it?

Daisy: Hi Manu, welcome back! Did you enjoy the holidays?

Holiday Fun

Period 1

Period 1 continued During the Text

For annotation 3, you may ask the learners if they have ever visited a hill station.

After 3 Can you name some other hill stations? (Shimla, Darjeeling and Kullu are some other hill stations.)

After 4 How does Daisy describe the feeling of touching a cloud? (Daisy thought that the cloud would feel like cotton candy but it just felt like cold air.)

You may rephrase the learners’ responses into complete sentences and ask them to repeat those sentences. For example: Daisy thought that the cloud would feel like cotton candy but it just felt like cold air.

After the Text

You may ask these suggested questions. 1. How did Manu enjoy the holidays? (Manu enjoyed his holidays by going to the Railway Museum.) 2. Where did Daisy go during the holidays? (Daisy went to Manali, a hill station, during the holidays.) 3. What do you like to do on a holiday? Is there any place that you would like to visit in your holidays? (I like to spend my holiday reading a new book. / I like to spend my holiday going out. Yes, I would like to visit the Jagannath Temple in Odisha. / No, I would not like to visit any place. I would like to stay at home.)

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Daisy : Tell me more about the engine. Did you go inside it? Manu: Oh yes! I sat on the driver’s seat as well. Being a train driver seems like so much fun!

Talking Book

Daisy: Haha! Yes! Manu: What about you, Daisy? How were your holidays? Daisy : We went to Manali. It is a hill station.

Period 1

Manu: How lovely! What did you do there?

Daisy: We saw a lot of mountains. The place is so beautiful. I also touched a cloud! Manu: Wow! What did it feel like? Daisy: I thought it would feel like cotton candy. But it was just cold air. Manu: Haha! It sounds like both of us had a great time. Now, let’s go to the class and ask our friends what they did.

had a great time (had a grayt tahym): enjoyed

imagine (ih.ma.jin): to think about something in mind

museum (myoo.zee.uhm): a building where important objects are kept on display sofas (sow.faas): long, soft seats with a back and armrests spill (spil): to drop something

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132

Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the phrase after me—had a great time (had a grayt tahym). Instruct: Repeat the meaning after me—enjoyed. Instruct: Repeat the sentence after me—I had a great time at the water park last Sunday. Repeat this process for the other keywords as well.

5 mins Echo

Word

Pronunciation

Meaning

Sentence

imagine

ih.ma.jin

to think about something in mind.

Imagine how wonderful it would be if we could fly like birds!

museum myoo.zee.uhm

a building where important objects are kept on display

We visited the Science Museum and saw wonderful telescopes.

sofas

sow.faas

long, soft seats with a back and armrests

My cat loves to sleep on sofas.

spill

spil

to drop something

You will spill the tea if you’re not careful.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Imagine / how wonderful / it would be / if we could / ﬂy / like birds! You may show pictures of museums and the things that are kept inside them. You may also show a picture of a sofa or of someone accidentally spilling water. These visual representations can help the learners understand these words better.

E & R Using Keywords in Sentences

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the phrase ‘had a great time’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. Meera had a great time at the birthday party. 2. Imagine how the world would be if it were made of chocolates. 3. We visited the Rock Museum on our school trip. 4. These sofas are very soft and comfortable. 5. Please do not spill the oil while pouring it into the bottle.

Conclusion

Say: Today, we read a story called Holiday Fun. In the story, Daisy and Manu shared their experiences about the places they visited during the holidays. We learnt how to talk about our experiences in a few lines. We also learnt to answer simple questions while sharing our experiences. We learnt a phrase ‘had a great time’, and the words ‘imagine’, ‘museum’, ‘sofas’ and ‘spill’; and how to use them in sentences. Homework

Say: Practise the E-Speak 1 projects on page no. 76. Learn to share your experience in a few lines by listening to and repeating the projects given in the app. Chapter 10 • My Experiences

133

6 mins E&R

4 mins

E-Speak 1 Practise at Home PROJECT 10A

At the Toy Fair

Nipun has gone to the toy fair. Listen to what he saw at the fair and record it.

PROJECT 10B

Period 2

What I Did

Nipun tells us what he did at the toy fair. Listen and record it.

PROJECT 10C

I Felt

Nipun tells us how he felt at the toy fair. Listen and record it.

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134

Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—My Experiences. In the last class, we read a story called Holiday Fun. In the story, we read how Manu and Daisy talked about their experiences during their holidays. Manu shared his experience of visiting the Railway Museum. Daisy shared her experience of visiting Manali. In this chapter, we learnt to talk about our experiences in a few lines and answer simple questions about them. We also learnt the phrase, ‘had a great time’ and the words ‘imagine’, ‘museum’, ‘sofas’ and ‘spill’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to talk about our personal experiences. We are also learning to answer simple questions about our personal experiences. When we describe our experience, we talk about what we did, what we saw, how we felt and why that particular experience was special for us.

Listen

Example from Text: In the story, Manu and Daisy share the experiences of their holidays. Manu shares his experience about his visit to the Railway Museum. He mentions that the train had beautiful sofas and dining tables. He also tells Daisy about the 100-year-old red engine and his experience of sitting in the train driver’s seat. Daisy tells Manu about her trip to Manali. She shares the experience of seeing the beautiful mountains and touching a cloud, which was just like cold air. Example from E-Speak 1: As a part of your homework project, you heard about Nipun’s experience of visiting a toy fair. He talks about what he saw at the fair. He also mentions what he did and how he felt at the toy fair.

Echo E-Speak 1

8 mins

Say: Now, I will tell you what Nipun says about his experience at the toy fair. Instruct: Repeat the Project 10A after me—Hello! I went to a toy fair yesterday. I saw many toys there. I also saw a toy train. Instruct: Repeat the Project 10B after me—At the toy fair, I saw a talking cat. I ate cotton candy. I also played with my friends. Instruct: Repeat the Project 10C after me—I felt happy and joyful. I was excited to see so many toys and rides. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: I felt / happy / and joyful. / I was / excited / to see / so many / toys and rides.

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Echo

Speak on the Spot Boost Your Speaking

My Play Day Think about your favourite day at the school playground. Tell your friends all about it.

Hello friends! Today I will tell you about my favourite day at the school playground. I went to the playground at/in … the morning

10 o’clock

PE period

noon

12 o’clock

recess

sports teacher

partner

Period 2

I went with my … sister

friends

class teacher

classmates

I played … I also … watered the plants

ate my lunch

jumped on the grass

talked to friends

cleaned the playground

played on the swings

I felt … excited

happy

joyful

surprised

delighted

Thank you!

Speak politely. Look at your friends when you speak. You can give answers of your own. 77

Chapter 10 • My Experiences

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136

Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to present to the class a few lines about your favourite day at the school playground. Talk about your experience, sharing why that day was your favourite day at the playground. Instruct: Think for 2–3 minutes and then make your presentation.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may encourage the learners to stand straight and maintain eye contact with the audience while presenting. Model Responses: 1. Hello friends! Today I will tell you about my favourite day at the school playground. I went to the playground at 10 o’ clock. I went with my friends. I played hide-and-seek. I also played on the swings. I felt joyful. Thank you! 2. Hello friends! Today I will tell you about my favourite day at the school playground. I went to the playground in the morning. I went with my classmates. I played catch and throw. I also ate my morning snack. I felt delighted. Thank you! 3. Hello friends! Today I will tell you about my favourite day at the school playground. I went to the playground in the P.E. period. I went with my sports teacher. I played football. I also talked to my friends. I felt excited. Thank you! If the learners share their experiences conﬁdently and using adequate vocabulary, you may praise them by saying, ‘That was a lovely presentation!’, ‘Good work!’ or ‘You shared your experience in detail.’ In case the learners are struggling, you can help them by saying, ‘Let me help you in framing complete sentences’, or ‘You are doing well, just speak a bit louder.’

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app your experience when you went on an outing with your family, in 2–3 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: Think about the last time when you went out to eat with your family. Write about that experience on page no. 79. You may practise saying your lines loudly, again and again, in front of an older family member.

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E-Speak 2 PROJECT 10D

Practise at Home

Family Outing

We all like go for outings with our family. Tell us, in 2-3 lines, what happened when you went for an outing with your family.

Gaming Zone Have You?

It’s Fun Time

Period 3

Circle the things that you have done.

horse riding

camping

planting a sapling

playing in the snow

playing at the beach

playing in the rain

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138

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Have You? Say: Given below are the pictures of six activities. Their names are written below them. Instruct: Look at the pictures carefully and circle the activities which you have done. You may ask these suggested questions. 1. Have you ever gone horse riding? Tell us about it. (Yes, I went horse riding in Kashmir. I went there during my summer vacation. / No, I have never done horse riding.) 2. Have you ever been camping? (Yes, I went camping with my family. / No, I have never been camping.) 3. Have you ever played with snow? Tell us about it. (Yes, I played with snow when I went to Shimla during winter. / No, I have never played with snow.) 4. Do you like to play in the rain? (Yes, I like to play in the rain. / No, I do not like to play in the rain.) 5. Have you ever planted a sapling? (Yes, I have planted a sapling at my school. / No, I have never planted a sapling. But I would like to do so.) You may ask a few learners to share the activities they have circled and say a few lines about their experience.

Listen Echo E-Speak 2

8 mins

Say: You did the digital project called ‘Family Outing’, where you shared your experience of going on an outing with your family, in 2–3 lines.

Listen

Instruct: Listen to my response to the project. ‘Hi! I went on an outing with my family. We went for boating on the Sanjay Lake. It was a fun day. We had lunch at a restaurant nearby.’ Say: Now, you will listen to another response and repeat after me. ‘Hello! Last Sunday, I went to the zoo with my family. I was excited to see the animals. While coming home, I also enjoyed having pizza and chocolate ice cream with my family.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Hello! / Last Sunday, / I went / to the zoo / with my family. / I was / excited / to see / the animals. / While coming home, / I also enjoyed / having pizza / and chocolate ice cream / with my family. You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses. Chapter 10 • My Experiences

139

Echo

140

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Chapter 10 • My Experiences

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I felt

sour

spicy

I wore

yummy

. .

nice

(name of the things)

(name of the person)

I played

delicious

The food tasted

I ate

I took

I went with my

I went to (name of the place)

Hello! My name is

Write: Complete the sentences to talk about what happened when you went out with your family.

We all enjoy eating out with our family. Think and write about the last time you went out with your family to eat. Practise and present it in the class.

Eating Out

The Final Show

Plan and Speak many times and speak with expression.

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Notes Corner

Bring a picture of that day if you have one.

You can read from the book.

Speak loudly.

3Present: In the class, tell your friends about that day.

2Practise: Read aloud what you wrote, in front of an elder. Practise

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: You have to present to the class about the last time when you went out to eat with your family. While describing the experience, you should talk about where you went, who you went with, what you took with you, what you ate and how the food tasted. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to share their experiences conﬁdently and with proper voice modulation.

You may read out one or two model responses in between the presentations. This will give the learners an idea of how they can make their presentations using adequate vocabulary with grammatically correct sentences. Model Responses: 1. Hello! My name is Krishna. I went to Marigold restaurant. I went with my parents. I took my favourite sling bag and my sunglasses. I ate noodles. The food tasted delicious. I played catch with my father. I wore a pink dress. I felt happy. Thank you. 2. Hello! My name is Karan. I went to M.G. Road. I went with my cousins. I took my cap and spectacles. I ate pani puri. The food tasted spicy. I played hide-and-seek. I wore a pair of jeans and a shirt. I felt excited. Thank you. 3. Hello! My name is Lily. I went to Cake House. I went with my sister. I took my bag. I ate chocolate pastry. The food tasted yummy. I played on the swings with my sister. I wore a skirt and a top. I felt joyful. Thank you. If the learners share their experiences about the day they went to eat out with their family, using adequate vocabulary and grammatically correct sentences, you may praise them by saying, ‘You shared your experience in detail!’, ‘Good work!’ or ‘That was nicely done!’ In case the learners are struggling, you can help them by saying, ‘Let me help you frame the sentences’, ‘You did well. You should stand straight and speak with a smile.’ or ‘You are doing well, just speak a bit louder.’

Conclusion

2 mins

Say: In this chapter, we learnt to talk about our personal experiences in a few lines. We also learnt to answer simple questions about our personal experiences.

Chapter 10 • My Experiences

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Chapter 11

Good vs Bad

Big Skill: Talking about the advantages and disadvantages of something Learning Objectives: Learners will be able to: • identify advantages and disadvantages of certain things. • talk about a few advantages and disadvantages of something.

Chapter 11

Good vs Bad

Period 1

Talking about the advantages and disadvantages of something

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142

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 11—Good vs Bad. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. What is the boy doing? (The boy is thinking about something.) 2. Can you guess the expression on his face? (I guess the boy looks confused. / My guess is that the boy looks unhappy.) 3. What are the two things that the boy is thinking about? (The boy is thinking about playing a video game. He is also thinking about playing football with his friends.) Read aloud the model description of the cover page. Say: On the cover page, we can see a boy. He looks confused. He is trying to decide between two kinds of things that he could do. He is trying to choose between playing video games and playing football with his friends.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 82 of your content book. We will read the story—Slippers or Shoes? Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you see in the first picture? (I can see a girl and a boy talking to each other. / I can see two children playing football. / I can see a few children sitting on the bench, looking at something.) 2. What is the girl doing? (The girl is holding a slipper in her hand.) 3. What do you think the boy and the girl are talking about? (I think they are talking about the girl’s slippers.) Explain: We are going to read a story called Slippers or Shoes? It is about a girl who is not sure whether she should buy slippers or shoes. So, she discusses the advantages and disadvantages of slippers and shoes with her brother. Now, let us begin reading. Instruct: Pay attention to how the advantages and disadvantages of certain things are first identified and then discussed.

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Listen

144

UE24CB_Grade 3.indb 82

He continued, “If we go to a cold place, shoes can keep our feet warm. If we go to a hot place,

“While playing, shoes protect our feet from getting hurt because they are closed from all sides. But slippers are open from all sides, so we can get hurt easily,” began Shomu.

“Thanks, Shomu! That will be very helpful!”

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“Let me tell you the advantages and disadvantages of both. Then you can choose,” said Shomu.

“I need to go to the market to buy new slippers, or should I buy shoes instead?” asked Leena in a confused voice.

“Shomu! I need some help,” said Leena as she ran to her elder brother.

Leena was playing kabaddi with her friends. She slipped and fell suddenly. Oh no! One of the slipper straps tore off.

Slippers or Shoes?

Period 1

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Chapter 11 • Good vs Bad

protect (pruh.tekt): to keep something or somebody safe

disadvantages (dis.uhd.vaan.tuh.juhz): qualities that make something less useful

decide (dih.side): make a choice

comfortable (kuhm.fuh.tuh.bl): pleasant to wear

advantages (uhd.vaan.tuh.juhz): qualities that make something more useful

Which footwear do you think Leena will buy?

“If you want to run or exercise, shoes are the best option. But if you are at home or at the beach, slippers will be a better choice. Now you decide. What do you want to buy?” Shomu asked Leena.

“But which one will be more comfortable?” asked Leena.

slippers can keep us cool. But we need to remember that shoes are big and heavy, whereas slippers are light and thin. They are easy to carry if you are packing them to go somewhere.”

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Talking Book

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom. While reading the text aloud, pay special attention to the keywords written in red, explain their meanings and stress on their pronunciation. For example: ‘Advantages’ means qualities that make something more useful. It is pronounced as uhd.vaan.tuh.juhz. You may stress on the syllable in bold, like ‘vaan’. You may pause at the annotations and ask these suggested questions. After 1 Why was Leena confused? (Leena was confused because she did not know whether to buy slippers or shoes.) After 2 What is the advantage of shoes over slippers, when playing outdoors? (Shoes are closed from all sides, so they protect our feet from getting hurt while playing. But slippers are open from all sides, so we can get hurt easily.) After 3 What advantages did Shomu give of wearing slippers? (Shomu said that slippers keep our feet cool even if we go to a hot place. They are light and thin. So, they are easy to carry if we are packing them to go somewhere.) After 4 According to Shomu, when should Leena wear slippers and shoes? (According to Shomu, he thinks Leena should wear shoes if she is running or exercising. But if she is at home or at the beach, she should wear slippers.)

After the Text

You may ask these suggested questions. 1. What do you like to wear while playing—shoes or slippers? Why? (I like to wear shoes while playing because they keep my feet safe. / I like to wear slippers while playing because they are not tight on my feet.) 2. Which one do you find to be more comfortable—slippers or shoes? (I find shoes to be more comfortable because they are soft. / I find slippers to be more comfortable because they are easy to wear and take off.) 3. Shomu says that Leena can wear slippers at home or at the beach. Which one will you pack on a holiday at the beach—slippers or shoes? (If I go for a holiday at the beach, I will pack slippers as they won’t get spoiled by water. / I will pack shoes because I love to run on the beach.) For open-ended questions based on the learners’ realities and experiences, you can rephrase their answers in complete sentences. For example: I ﬁnd slippers to be more comfortable because they are easy to wear and take off.

Chapter 11 • Good vs Bad

145

slippers can keep us cool. But we need to remember that shoes are big and heavy, whereas slippers are light and thin. They are easy to carry if you are packing them to go somewhere.”

Talking Book

“But which one will be more comfortable?” asked Leena. “If you want to run or exercise, shoes are the best option. But if you are at home or at the beach, slippers will be a better choice. Now you decide. What do you want to buy?” Shomu asked Leena.

Period 1

Which footwear do you think Leena will buy?

advantages (uhd.vaan.tuh.juhz): qualities that make something more useful comfortable (kuhm.fuh.tuh.bl): pleasant to wear decide (dih.side): make a choice

disadvantages (dis.uhd.vaan.tuh.juhz): qualities that make something less useful protect (pruh.tekt): to keep something or somebody safe

Chapter 11 • Good vs Bad

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146

Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—advantages (uhd.vaan.tuh.juhz). Instruct: Repeat the meaning after me—qualities that make something more useful. Instruct: Repeat the sentence after me—The advantages of green vegetables are that they keep us healthy and fit. Repeat this process for the other keywords as well.

Echo

Word

Pronunciation

Meaning

Sentence

comfortable

kuhm.fuh.tuh.bl

pleasant to wear

Shoes feel more comfortable when worn with socks.

decide

dih.side

make a choice

I will decide which cake I want on my birthday.

disadvantages dis.uhd.vaan.tuh. qualities that make something There are many disadvantages of juhz less useful eating junk food. protect

pruh.tekt

to keep something or somebody safe

We must protect forests.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Shoes feel / more comfortable / when worn / with socks.

E & R Using Keywords in Sentences

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘advantages’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. The advantages of aeroplanes are that we can travel fast and save time. 2. The new sweater is warm and comfortable. 3. Priya and Agam decide which clothes they want to buy. 4. There are many disadvantages of using plastic bottles. 5. We must protect the wild animals and birds.

Conclusion

Say: Today, we read a story called Slippers or Shoes? We learnt about the advantages and disadvantages of slippers and shoes. We learnt to identify and talk about advantages and disadvantages of certain things. We also learnt the words ‘advantages’, ‘comfortable’, ‘decide’, ‘disadvantages’ and ‘protect’; and how to use them in sentences. Homework

Say: Practise the E-Speak 1 projects on page no. 84. Learn to say the advantages and disadvantages of using a pen and a pencil by listening to and repeating the projects given in the app. Chapter 11 • Good vs Bad

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6 mins E&R

4 mins

E-Speak 1 Practise at Home PROJECT 11A

Using a Pencil

Rashi speaks about one advantage and one disadvantage of using a pencil. Listen and record it.

PROJECT 11B

Period 2

Using a Pen

Rashi also speaks about one good and one bad thing about using a pen. Listen and record it.

PROJECT 11C

Pen or Pencil

Rashi makes a final decision between pen or pencil. Listen to her and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Good vs Bad. In the last class, we read a story called Slippers or Shoes? In this story, Leena tears her slipper and is confused about buying new slippers or new shoes. She asks her brother Shomu, who tells her the advantages and disadvantages of wearing slippers or shoes. We learnt to identify and talk about the advantages and disadvantages of certain things. We also learnt the keywords ‘advantages’, ‘comfortable’, ‘decide’, ‘disadvantages’ and ‘protect’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to identify the advantages and disadvantages of certain things. We are also learning to talk about those advantages and disadvantages. Advantages are good points about a thing that make it useful. Disadvantages are the bad points of a thing that make it less useful.

Listen

Example from Text: In the story, we read that Leena’s brother, Shomu told her about the advantages and disadvantages of slippers and shoes. Shomu said that the advantages of shoes are to protect our feet from getting hurt and they keep our feet warm in cold places. The disadvantages of shoes are that they are big and heavy which makes them difficult to carry. On the other hand, slippers are light and easy to carry. They also keep our feet cool in warm places. But slippers are open on all sides, so our feet may get hurt easily. Example from E-Speak 1: As a part of your homework project, you heard Rashi speak about the advantages and disadvantages of using a pencil and a pen.

Echo E-Speak 1

8 mins

Say: Now, I will say the lines on the advantages and disadvantages of using a pen and a pencil that Rashi spoke about. Instruct: Repeat the Project 11A after me—It is easy to erase and correct our mistake when we write with a pencil. But, a pencil needs to be sharpened every time before being used. Instruct: Repeat the Project 11B after me—A pen cannot break easily. But if we make any mistake using a pen, it cannot be erased. Instruct: Repeat the Project 11C after me—I think pencils are better because we can use them for a longer time than a pen. A pen has to be thrown away after its ink is over. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: A pen / cannot / break easily. / But / if we make / any mistake / using a pen, / it cannot be / erased.

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Echo

Speak on the Spot Boost Your Speaking

This or That Tell your class which type of colours are better.

Hello, friends! I am going to talk about the advantage of using … water colours

pencil colours

I think they are useful because …

Period 2

They make my drawing …

I do not like … because they … Therefore, I prefer to use … bright

beautiful

need to be sharpened

neat

dull

can create a mess

do not make things dirty

break easily

spread on the paper

they are easy to use

Speak in complete sentences. You can show your drawing of pencil colour or water colour to the class. 85

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150

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Pencil colours and water colours both can be used to make beautiful drawings. But which ones do you think are better and why? Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may guide the learners to speak loudly and clearly. Encourage them to modulate their voices and maintain eye contact with their friends. Model Responses:

1. Hello, friends! I am going to talk about the advantage of using water colours. I think they are useful because they last for a long time. They make my drawing beautiful. I do not like colour pencils because they need to be sharpened. Therefore, I prefer to use water colours. Thank you. 2. Hello, friends! I am going to talk about the advantage of using colour pencils. I think they are useful because they do not make things dirty. They make my drawing neat. I do not like water colours because sometimes they spread on the paper. Therefore, I prefer to use colour pencils. Thank you. 3. Hello, friends! I am going to talk about the advantage of using colour pencils. I think they are useful because they do not spread on paper. They make my drawing bright. I do not like water colours because they can create a mess if not used properly. Therefore, I prefer to use colour pencils. Thank you.

If the learners share the advantages and disadvantages of using water colours or colour pencils correctly and use adequate vocabulary, you can praise them by saying, ‘Those were lovely points’, ‘Good work’, ‘I loved your explanation’ or ‘Well done, with your presentation’. In case the learners struggle to share the points correctly, you can help them by saying, ‘Let us try together’, ‘Let me help you frame your sentences’ or ‘Your points are correct, just speak a bit louder.’

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app the advantages and the disadvantages of watching TV. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: You have to think about the advantages and disadvantages of any one of the following—a computer / laptop or a mobile phone. You may write down the lines on page no. 87. Practise saying the lines aloud, again and again, in front of your family member. Chapter 11 • Good vs Bad

151

E-Speak 2 PROJECT 11D

Practise at Home

Watching TV

We all enjoy watching shows, films and news on the television. Tell us the advantages and disadvantages of watching TV, in 2-3 lines.

Gaming Zone Yes or No?

It’s Fun Time

Read the sentences. Write ‘Yes’ or ‘No’. One has been done for you.

Period 3

A tissue paper can be used many times.

No A bicycle runs faster than a car.

A lift helps us reach any floor quickly.

An AC keeps the room cool.

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Yes or No? Say: Given below are some pictures and sentences that give some information about the pictures. Instruct: Read the sentences carefully. Write ‘Yes’ if you think the sentence is correct. Write ‘No’ if you think it is incorrect. Show the example given in the book. You may ask these suggested questions. 1. What is the advantage of having an AC in the room? (The advantage of having an AC in the room is that it keeps the room cool.) 2. What is the advantage of a car over a bicycle? (The advantage of a car over a bicycle is that a car can move faster than a bicycle.) 3. State one disadvantage of using tissue paper. (One disadvantage of using tissue paper is that it cannot be used many times.) 4. How does the lift help us? (The lift helps us reach any floor quickly.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Watching TV’, where you had to record the advantages and disadvantages of watching TV, in 2-3 lines.

Listen

Instruct: Listen to my response to the project. ‘Hello! One advantage of watching TV is that it tells us about the world around us. One disadvantage is that it takes away our time to do other things, like reading books.’ Say: Now, you will listen to another response and repeat after me. ‘Good morning! One advantage of watching TV is that we can watch cartoons. Cartoons make us happy. One disadvantage of watching TV is that it harms our eyes.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: ‘Good morning! / One advantage / of watching TV / is that / we can / watch cartoons. / Cartoons make / us happy. / One disadvantage / of watching TV / is that / it harms / our eyes.’ You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

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Echo

154

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Chapter 11 • Good vs Bad

Two bad things are,

Two good things are,

(two disadvantages)

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I am going to talk about the advantages and disadvantages of

(two advantages)

Mobile Phone

Hello, everyone! My name is

2Write: Complete the sentences.

Computer/Laptop

1Tick (ü) the object you want to talk about.

Think and write the advantages and disadvantages of any ONE of the given objects. Then, tell your class about it.

Advantages and Disadvantages

The Final Show

Plan and Speak members.

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Notes Corner

Speak confidently.

Look at your friends when you speak.

Speak loudly and clearly.

You can read from the book.

4Present: Then, present your lines in the classroom.

3Practise: Practise your lines at home in front of your family

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: You have to present to the class the advantages and disadvantages of the object chosen by you. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to stand straight and maintain eye contact with the audience while making their presentation. You may guide them to show a thumbs up sign when they are talking about advantages and a thumbs down sign when they are talking about disadvantages. Model Responses:

1. Hello, everyone! My name is Jasmine Gupta. I am going to talk about the advantages and disadvantages of computers. Two good things are, computers help us to learn and read about different things; and they also help us to connect with people. Two bad things are, they can harm our eyes if used too much, and they take away my storybook reading time. Thank you. 2. Hello, everyone! My name is Disha Kohli. I am going to talk about the advantages and disadvantages of mobile phones. Two good things are, they help us talk to people who are far away and they are easy to carry wherever we go. Two bad things are we waste our time playing games and watching cartoons on them. Also, overusing mobile phones can be harmful for our body posture. Thank you. 3. Hello, everyone! My name is Rohit Srivastav. I am going to talk about the advantages and disadvantages of laptops. Two good things are they help us find the information we need for our projects and we can read stories on a laptop. Two bad things are they increase our screentime and make us lazy to play outdoor games. We may waste a lot of time on the internet. Thank you.

If the learners speak in grammatically correct sentences using adequate vocabulary, you can praise them by saying, ‘Those were great points’ or ‘I loved the points you came up with’. In case the learners struggle, you can help them by saying, ‘Let us try together to frame the sentences’, ‘Can you think of some disadvantages of using a computer/mobile?’ or ‘Do you need some more time to revise the points?’

Conclusion

2 mins

Say: In this chapter, we learnt to identify the advantages and disadvantages of a particular thing. We also learnt to talk about the advantages and disadvantages of something. Chapter 11 • Good vs Bad

155

Chapter 12

Talking About Local Events

Big Skill: Reporting an incident or event Learning Objectives: Learners will be able to: • share details of a local incident or event. • answer questions about a local incident or event.

Chapter Chapter12 3

Talking About Local Events

Period 1

Reporting an incident or event

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156

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 12—Talking About Local Events. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. What shops can you see in the picture? (I can see an ice-cream shop and a cake shop in the picture.) 2. What do you think the people are doing in the picture? (I think the people are standing in line to buy ice cream from the shop.) 3. Look at the girl wearing the yellow bag. What do you think is she doing? (I think she is showing her father the ice cream that she wants to buy.) 4. You can see that everyone is standing in a line and waiting for their turn. Do you think we should stand in lines? (Yes, we should stand in lines so that everyone gets their chance in time. There will be no crowd.) Read aloud the model description of the cover page. Say: On the cover page, we can see a cake shop and an ice-cream shop. Many people are standing in a line in front of the ice-cream shop to buy ice creams. Two children are holding ice-cream cones in their hands, and two children are pointing at the shop, showing their parents which ice cream they want to buy.

Listen Text Comprehension

15 mins

Before the Text Say: Go to page no. 90 of your content book. We will read the text—The Dream Park. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you see in the picture? (I see a clean park. / I see some people standing and clapping. / I see a woman cutting a ribbon. / I see some balloons and a fountain. / I see some trees.) 2. What do you think is happening in the picture? (I think the woman is cutting the ribbon to open a new park for people.) 3. What do you think is the name of the new park? How did you know? (I think the name of the park is ‘Dream Park’. I can read the name on the stone slab with the balloons tied to it.) Explain: We are going to read a text called The Dream Park. The text is about a new park that has opened in the neighbourhood. It tells us about the day when the new park was opened and the facilities available in the park. Now, let us begin reading. Instruct: Pay attention to details that tell us more about the event and the new park.

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Listen

158

Last weekend, there was a small opening ceremony of this beautiful park. Delhi's mayor, Dr. Daya, opened the Dream Park on 7 September, 2023. It was a day filled with excitement, colourful balloons, and delicious ice cream. The weather was pleasant, and the park looked beautiful with its greenery.

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Let me tell you some interesting features of the park. This colourful and fun-filled park welcomes children of all ages, along with their parents, from 7 a.m. to 9 p.m. every day. The star attraction of the park is the Antariksh Yan, a space-themed play area made from recycled materials.

Hello, little readers! I have some exciting news to share with you. Can you guess what it is? The brand-new park in our neighbourhood, called the Dream Park, is finally open!

By Anusheel Kumar

A New Park in the Neighbourhood!

The Dream Park

Period 1

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Chapter 12 • Talking About Local Events

recycled (ree.sai.kld): waste that can be used again

pleasant (pleh.znt): good or nice

facilities (fuh.si.luh.teez): services given by a place

delicious (duh.li.shuhs): very tasty

ceremony (seh.ruh.muh.nee): an event

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Remember to follow the park’s rules and keep the park clean. Always throw garbage in the dustbin and maintain good behaviour. Keeping the park beautiful is everyone’s responsibility. Have fun!

So, what are you waiting for? Visit the Dream Park soon with your family and friends and enjoy the magic!

Talking Book

Period 1 continued During the Text Read the text aloud OR play the Talking Book in the classroom. While reading the text aloud, pay special attention to the keywords written in red, explain their meanings and stress on their pronunciation. For example: ‘Ceremony’ means an event. It is pronounced as seh.ruh.muh.nee. You may stress on the syllable in bold, like ‘seh’. You may pause at the annotations and ask these suggested questions. After 1 Who came to open the Dream Park on 7 September 2023? (The mayor of Delhi, Dr Daya, came to open the new park on 7 September 2023.) After 2 What are the timings of the Dream Park? (The timings of the Dream Park are from 7 a.m. to 9 p.m.) After 3 What are some of the facilities that are available in the Dream Park? (Some of the facilities that are available in the Dream Park are water coolers, clean washrooms and first-aid services.) After 4 The line in the book says, “Keeping the park beautiful is everyone’s responsibility.” Do you agree? Why? (Yes, I agree because it belongs to everyone who uses it and a dirty park is unhealthy. / Yes, I agree because we all like to play in a clean and green park.) For open-ended questions based on the learners’ realities and experiences, you may help the learners to reframe their answers in complete sentences. Example: Yes, I agree because it belongs to everyone who uses it and a dirty park is unhealthy. After the Text You may ask these suggested questions. 1. What is the star attraction of the Dream Park? (The star attraction of the Dream Park is the Antariksh Yan which is a spacethemed play area made from recycled materials.) 2. Is the Dream Park pet-friendly? (Yes, the Dream Park is pet-friendly and the children can bring their pets for a walk.) 3. Do you like going to the park? Share one favourite memory of your visit to the park. (Yes, I like going to the park. A favourite memory of my visit to the park is when I flew kites there with my friends. / Yes, I like going to the park. My favourite memory is when I took my dog there and it played around happily.) 4. The text tells us to always follow the park rules and keep it clean. Where should you throw the garbage in/near a park? (We should always throw the garbage in the dustbin.)

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Period 1

Talking Book

Children can play on the swings, slides, seesaws, climbers and also in a big sand pit. Two large fountains with friendly ducks add to the charm. The park is pet-friendly where children can take their pets for a walk. The park also has facilities like water coolers, clean washrooms and first-aid services. So, what are you waiting for? Visit the Dream Park soon with your family and friends and enjoy the magic! Remember to follow the park’s rules and keep the park clean. Always throw garbage in the dustbin and maintain good behaviour. Keeping the park beautiful is everyone’s responsibility. Have fun!

ceremony (seh.ruh.muh.nee): an event delicious (duh.li.shuhs): very tasty facilities (fuh.si.luh.teez): services given by a place pleasant (pleh.znt): good or nice recycled (ree.sai.kld): waste that can be used again

Chapter 12 • Talking About Local Events

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160

Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

5 mins Echo

Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—ceremony (seh.ruh.muh.nee). Instruct: Repeat the meaning after me—an event. Instruct: Repeat the sentence after me—We went to the opening ceremony of the new shop. Repeat this process for the other keywords as well. Word

Pronunciation

Meaning

Sentence

delicious

duh.li.shuhs

very tasty

Mona baked a delicious cake for her birthday.

facilities

fuh.si.luh.teez

services given by a place The new restaurant has facilities like dine in and online food ordering.

pleasant

pleh.znt

good or nice

We went on a picnic on a pleasant day.

recycled

ree.sai.kld

waste that can be used again

Suhana made her project using recycled materials.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Mona baked / a delicious cake / for her / birthday.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘ceremony’ and tell them to me. Repeat this process with all the keywords. Model Responses:

E&R

1. Simran attended the wedding ceremony today. 2. My father makes delicious breakfast for us every morning. 3. We enjoyed the facilities in the new shopping mall. 4. It is a pleasant day today. 5. Riyansh used baskets made of recycled material.

Conclusion

4 mins

Say: Today, we read a text called The Dream Park. In the text, we read about the opening ceremony of a new park. We also read about the different attractions and facilities that are available in the park. In this chapter, we are learning to share important details about a local incident or an event. We also learnt the words ‘ceremony’, ‘delicious’, ‘facilities’, ‘pleasant’ and ‘recycled’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 92. Learn to talk about an event by listening to and repeating the projects given in the app.

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E-Speak 1 Practise at Home PROJECT 12A

Green Day

Vipin talks about when Green Day was celebrated in his colony. Listen and record it.

PROJECT 12B

Period 2

We Are Together

Vipin talks about who all participated in the Green Day celebrations. Listen and record it.

PROJECT 12C

Let’s Plant

Vipin talks about what was done at the Green Day event. Listen and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Talking About Local Events. In the last class, we read a text called The Dream Park. In the text, we read about the opening ceremony of a new park. We also read the details about the interesting features and the different facilities that are available in the park. In this chapter, we learnt to share details of a local incident or an event. We also learnt to answer questions about a local incident or an event. We also learnt the keywords ‘ceremony’, ‘delicious’, ‘facilities’, ‘pleasant’ and ‘recycled’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this text and the projects, we are learning to share details of a local incident or an event. We are also learning to answer simple questions about a local event or an incident. When we talk about an event, we must always add important details like the place where the event happened, when it happened and if there were any important people or not.

Listen

Example from Text: In the text, we read about the opening ceremony of the new park, called ‘Dream Park’, in a neighbourhood. The opening ceremony was on 7 September 2023. It was opened by the mayor of Delhi, Dr Daya. The text also mentions details about the time the park is open, which is from 7 a.m. to 9 p.m. It also mentions the star attraction of the park, which is the Antariksh Yan, a space-themed play area made from recycled materials. The text also gives details about other features available at the park. The park has swings, slides, seesaws, climbers and a big sand pit. It is also a pet-friendly park. There are facilities like water coolers, clean washrooms and first-aid services. Finally, the text mentions a few rules that should be followed at the park like keeping it clean and maintaining good behaviour. Example from E-Speak 1: As a part of your homework project, you heard Vipin talk about the Green Day. He spoke about who all participated in the Green Day celebrations. He also spoke about what was done on the Green Day.

Echo E-Speak 1

8 mins

Say: Now, I shall say the lines Vipin spoke about the Green Day event in his colony. Instruct: Repeat the Project 12A after me—Green Day was celebrated in my colony on the occasion of Children’s Day. The event took place on Tuesday, 14 November, at 12:00 p.m. Instruct: Repeat the Project 12B after me—Everybody in my neighbourhood took part in the celebration. All the children were very excited. All of us promised to take care of the environment. Instruct: Repeat the Project 12C after me—We all planted saplings in the garden. Many children and adults talked about the need to keep the environment clean. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Green Day / was celebrated / in my colony / on the occasion / of Children’s Day.

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Echo

Speak on the Spot Boost Your Speaking

Learn to Dance

Tell your class about the new dance class that has opened in your neighbourhood.

Hello, I am … On …, a new dance class was opened in my neighbourhood. (date)

The name of the dance class is … (give an interesting name)

Period 2

The classes are open for … The classes will be open from … in the morning to … in the evening. It will open … The dance teacher will teach … Thank you! adults

9 o'clock

many dance styles

10 o'clock

on Saturday and Sunday

classical dance

7 o'clock

children

all age groups

on all days

from Monday to Friday

group dance

Speak clearly and loudly. You can read from the book. You can add your own answers. 93

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164

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Imagine that a new dance class has opened in your neighbourhood. You have to tell your class about it. Instruct: Think for 2–3 minutes and then make your presentation.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. Model Responses:

1. Hello, I am Navya. On 4 December 2023, a new dance class was opened in my neighbourhood. The name of the dance class is Dancing Feet. The classes are open for all age groups. The classes will be open from 9 a.m. in the morning to 7 p.m. in the evening. It will be open from Monday to Friday. The dance teacher will teach many dance styles. Thank you! 2. Hello, I am Chetan. On 10 December 2023, a new dance class was opened in my neighbourhood. The name of the dance class is Let’s Dance. The classes are open for children up to the age of 10. The classes will be open from 11 a.m. in the morning to 9 p.m. in the evening. It will be open on all days. The dance teacher will teach Kathak and Bharatnatyam. Thank you! 3. Hello, I am Shriya. On 16 July 2023, a new dance class was opened in my neighbourhood. The name of the dance class is Nrityalaya. The classes are open for adults. The classes will be open from 8 a.m. in the morning to 7 p.m. in the evening. It will be open on Saturday and Sunday. The dance teacher will teach Western dance. Thank you!

If the learners present conﬁdently, you can praise them by saying, ‘That was a lovely presentation!’, ‘Well done!’ or ‘Good job with the presentation’. If learners struggle, you can say, ‘Let us try talking about the new dance class together’ or ‘It was a good effort but you need to be louder and clearer when speaking.’

Conclusion

2 mins

Homework

1. E-Speak 2: Imagine that you went to a Children’s Day carnival with your family. You have to record in the app what you saw there, in 2-3 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: Imagine that you went to a New Year Fair in your society. Write down a few lines about what you saw at the fair. You may practice saying the lines loudly in front of an older family member.

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E-Speak 2 Practise at Home

PROJECT 12D

Fun in a Carnival

You went to attend the Children’s Day Carnival with your family. Talk about what you saw there, in 2-3 lines.

Gaming Zone What’s the Event?

It’s Fun Time

Period 3

Circle the events that happen in your school.

Sports Day

Fancy Dress Competition

Planting Trees

Carnival

Singing Competition

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166

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—What’s the Event? Say: Here are some pictures of events along with their names written below them. Instruct: Look at the pictures carefully and circle the events that happen in your school. You may ask these suggested questions. 1. Which is your favourite event at school? (Sports Day is my favourite event at school.) 2. Have you ever taken part in a singing competition at school? (Yes, I took part in a singing competition at school. / No, I have never taken part in a singing competition at school.) 3. Have you ever had a fancy dress competition at school? If yes, what did you dress up as? (Yes, I had a fancy dress competition in our school on Christmas. I dressed up as Rudolf, the reindeer. / No, I have never had a fancy dress competition at school.) 4. Have you ever planted trees in your school garden? (Yes, I planted a tree in the school garden on Earth Day. / No, I have never planted a tree in the school garden.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Fun in a Carnival’, where you had to say 2-3 lines about what you saw at the Children’s Day Carnival that you went to with your family. Instruct: Listen to my response to the project.

Listen

‘Hi, I am Meera. I went to the Children’s Day Carnival with my family on 14 November. There were many stalls in the carnival. They sold tasty sandwiches, delicious ice creams and colourful toys.’ Say: Now, you will listen to another response and repeat after me. ‘Hello, I am Harsh. I went to the Children’s Day Carnival with my cousins. We enjoyed the rides and played games at different stalls. We also ate tasty snacks like idlis, momos, sandwiches and a bowl of warm tomato soup.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Hello, I am Harsh. / I went to / the Children’s Day Carnival / with my cousins. / We enjoyed / the rides and / played games at / different stalls.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 12 • Talking About Local Events

167

Echo

168

shops

food

clothes

UE24CB_Grade 3.indb 95

Chapter 12 • Talking About Local Events

I ate

I bought

games

and

earrings

at the fair.

colour.

rides

toys

from the fair.

balloons

at the fair.

(who you went with)

light show

There were many stalls of

The decoration was of

magic show

I saw

I went to the fair with my

(date)

bangles

children

candies

swings

12/13/2023 4:26:40 PM

UE24CB_Grade 3.indb 96

Notes Corner

Look at your friends when you speak.

My society organised a New Year . fair on

Be loud and clear when you speak.

3Present: Share your experience of the fair in the class.

You can read from the book.

times.

2Practise: Read your lines aloud in front of an elder. Practise many

Hello friends!

1Write: Complete the sentences.

You went to the New Year Fair in your society. Write about what you saw at the fair. Talk about it in the class.

New Year Fair

The Final Show

Plan and Speak

Period 3

12/13/2023 4:26:47 PM

Period 3 continued E & R Plan and Speak

20 mins

Say: Imagine that you went to a New Year Fair in your society. You have to present to the class about what you saw at the fair. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to present conﬁdently and maintain eye contact with the audience. Also, encourage them to speak loudly, and use expressions and voice modulation. Model Responses:

1. Hello friends! My society organised a New Year Fair on 31 December. I went to the fair with my parents. I saw a magic show at the fair. The decoration was blue in colour. There were many stalls of food and toys. I bought a doll from the fair. I ate brownies at the fair. Thank you! 2. Hello friends! My society organised a New Year Fair on 1 January. I went to the fair with my cousins. I saw a light show at the fair. The decoration was red in colour. There were many stalls of sweets and clothes. I bought a dress from the fair. I ate spring rolls at the fair. Thank you! 3. Good morning, friends! My society organised a New Year Fair over two days, 31 December and 1 January. I went to the fair with my colony friends. I saw shops, rides and swings at the fair. The decoration was yellow in colour. There were many stalls of games and food. I bought a pair of earrings from the fair. I ate sandwiches at the fair. Thank you!

If the learners present conﬁdently, you can praise them by saying, ‘You presented well’, ‘That was a conﬁdent presentation’ or ‘Good job with the presentation’. In case the learners struggle to present, you can encourage them by saying, ‘You may look into the book and speak.’ or ‘You have a good command, just try to speak a bit loudly.’

Conclusion

2 mins

Say: In this chapter, we learnt to share details of local incidents or events. We also learnt to answer questions about local incidents or events.

Chapter 12 • Talking About Local Events

169

About the Book This Conversations book aims to systematically build English language skills in learners and enable them to verbally express themselves in real-world situations. Each chapter focuses on building specific English language competencies and weaves together activities that are research-based, age-appropriate, contextual, experiential and joyful. The activities adhere to the highly recommended and research-based teaching-learning method known as the Gradual Release of Responsibility (GRR), which has been endorsed by the NEP, 2020 and the NCF, 2023. Through the series, learners receive dedicated time and space within the classroom to express themselves in English which helps them in becoming confident speakers of the language.

Special Features • Activity-based Learning: The book offers joyful experiential activities that build English communication competencies. • Texts per the NEP 2020 Themes: The book has exciting and stimulating texts that pave the way for English communication activities. • Tech Integration: The book works in sync with the digital world, where various other activities and projects are undertaken. Learner outputs are evaluated through an AI-based speech recognition engine. • Teachers’ Manual: The book is complemented by the Teachers’ Manual that enables teachers to conduct each session effectively.

About Uolo Uolo partners with K-12 schools to provide technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 10,000 schools across India, South East Asia and the Middle East.

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