Meadows Book 3

Rohan’ s
Meadows
Main Course Book of
English Reader (Workbook Style)
3
TEACHER’S RESOURCE MANUAL
For Effective Teaching
Rohan’ s
Meadows Main Course Book of

3
English Reader (Workbook Style)
TEACHER’S RESOURCE MANUAL
For Effective Teaching
© Rohan Book Company Pvt. Ltd.
ISBN : 978-93-92070-31-0
New Edition
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Word with the Teachers...
Dear Teachers,
We salute you!! We believe that the hardwork behind publishing books for the
school curriculum is realised at the hands of the teachers. Yes! Being one is the
highest privilege and having one is the best blessing. The Teacher’s Manual
supports the textbook in every possible way. We have:
• Lesson Plans
• Answer Keys
• Reflection Worksheets
• Question Bank
The lesson plans are a complete guide to the ethos of every premier educational
institution that wants to strengthen knowledge base and provide ample of tools to
apply the same.
For this we have equipped the lesson plans with a lot of resources.
• Storyboard RBC is an animated representation of the lesson based on the
motto, ‘WHAT I SEE IS WHAT I LEARN’ along with interactive activities for revision
through audio-visual questions and answers. The lesson comes to life creatively
and makes learning a visual treat and a pleasurable experience.
• Reflection Worksheets arouse inquisitiveness that simultaneously educate,
entertain and hone the skills of the learners.
• The Answer keys and Question bank give the much needed support to the
teachers.
We hope that our ardent endeavour finds expression in your classrooms and
propels the learning process with your experience and expertise.
Regards
Team Rohan
Contents...
Introductory Unit: Revision and Recall..................................5
1. About Snakes and Ladders........................................................8
2. Sportsmanship..............................................................................12
3. The Tale of the Wizard Khizr....................................................15
4. Goldilocks.......................................................................................18
5. The Owl and the Fish Hawk.....................................................21
6. Bhasmasur Praveen.................................................................... 24
7. Rick Comes to Stay.....................................................................27
8. Dirty Face.......................................................................................30
9. The Journey of a Toothbrush................................................. 33
10. Christopher Columbus.............................................................. 36
11. The Festivals of Kasheer ......................................................... 39
12. My Farmer Father........................................................................ 42
13. Motu Patlu.....................................................................................45
14. My Mummy is Strange!.............................................................48
Meadows– 3
INTRODUCTORY UNIT:
REVISION AND RECALL
Suggested Time: 4 to 5 periods
LESSON PLAN
Learning Objectives
After completion of the topics covered in this lesson, the students will be able to:
read and enjoy a poem.
refresh, learn and practise a few parts of speech in Grammar.
practise punctuation.
do self-assessment in Listening and Speaking.
write a self-description.
do a cross-curricular activity.
Teaching Aids
Show images of the first day in school on the digital board.
Whiteboard and marker/Blackboard and chalk
Meadows- Main Course Book of English Reader (Workbook Style)-3, Introductory Unit:
Revision And Recall
Art material
Introduction/Warm-up
The teacher is advised to recall the previous day’s topics in the first five minutes before He/She
begins to teach.
Teaching Plan for 4 to 5 Days

Day 1: The old as well as the new students will read the poem and will be able to enjoy and
relate to it. They will fill up their impressions about their teacher and draw their picture in
the given box. Next, the teacher will refresh nouns with suitable examples. The students
will identify proper and common nouns in Noun Check.
Day 2: The teacher will make the class run through adjectives using a few examples and also
tell the students that adjectives generally pair up with nouns. Adjective Check will be
completed now. In Verb Check, the students will recall present indefinite and continuous
forms through relevant examples. Thereafter, they will solve a few sentences on the
board.
Day 3: Simple past and past continuous will be refreshed today through appropriate examples.
The teacher may write the forms on the board when the class is completing the practise
task in Verb Check on page 11. The teacher may supplement the task with more examples
to be solved by the students.
5
Day 4: Pronouns and prepositions will be tackled today. The teacher will follow the same strategy
as before. This will be followed by punctuation practice. In Listening and speaking, the
students will assess their performance in grammar and reading.
Day 5: The students will use the given template or something similar for self-description in the
writing task and following the instructions given to them, make the figures.
Activity: The students will make friendship circles from colourful charts and write the names of
their classmates in each circle as instructed. These can be pinned on a display board.
Teaching Aids: Questions & Answers

Answer the following very short questions.
Q. 1. Underline the nouns and circle the pronoun in - Daddy is treating me to ice cream.
Ans. Daddy is treating me to ice cream.
Q. 2. Underline the verb and circle the pronoun in - My grandmother and I go together for a
walk every day.
Ans. My grandmother and I go together for a walk every day.
Q. 3. Underline the verb and circle the nouns in - I gave a new book to Hari about Sinbad.
Ans. I gave a new book to Hari about Sinbad.
Q. 4. Underline the verb in -The students are busy making the arrangements.
Ans. The students are busy making the arrangements.
Q. 5. Underline the verb and circle the adjectives in - He injured his left eye in a terrible accident.
Ans. He injured his left eye in a terrible accident.
ANSWER KEY: INTRODUCTORY UNIT: REVISION AND RECALL
Noun Check
1. Mr Verma is a doctor in a hospital.
2. We always travel by Air India.
3. Delhi is a beautiful city.
4. Chandigarh is the capital of Punjab and Haryana.
Adjective Check
1. I gave a new book to Hari about Sinbad.
2. We were given veg sandwiches and small bottles of orange juice in the break.
3. The Malhotras are going to shift to their old house.
4. He injured his left eye in a terrible accident.
6
Verb Check
1. Present Continuous tense 2. Present Continuous tense 3. Past Continuous tense
4. Past Continuous tense 5. Present tense 6. Present tense
Preposition Check
1. b 2. c 3. a
Punctuation Check (!/·/?/’/,)
1. The girl’s father sat in a corner.
2. We are going to watch the movie ‘Avengers’ on Sunday.
3. When will Kartik come home?
4. Yay! Daddy is treating me to ice cream.
7
1
Meadows– 3
ABOUT SNAKES AND

LADDERS
LESSON PLAN
Learning Objectives
read and understand the journey of the game snakes and ladders.
answer questions based on the narrative.
make word chains and refresh alphabetical order in Vocabulary.
recall and refresh common and proper nouns in Grammar.
complete Listening and Speaking tasks.
punctuate a paragraph.
write a guided composition.
do cross-curricular activities.
Teaching Aids
Show images of board games on the digital board.
Meadows- Main Course Book of English Reader (Workbook Style)-3, Lesson 1: About Snakes
and Ladders
Art material
The students will do both the tasks given under Do and Learn as given at the start of the unit on
Page 13. They may need the teacher’s help in spelling.

Day 1: The teacher will ask about the board games children love to play with their families,
friends, and cousins. He/She may invite the students at random to read the text or
may read it herself explaining the new words, difficult words, and words in context
in simple language. He/She can keep asking questions to gauge if the students are
comprehending the text. The pictures will help in enhancing their understanding.
Day 2:
The students will answer inferential, descriptive, and extrapolative questions after
reading and comprehending the text. The teacher will moderate the answers and guide
the students if necessary. Think and Answer and value-based questions are primarily for
discussion.
Day 3: The students will be explained what word chains are. Example: the word ‘student’ ends
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with ‘t’ so the next word will begin with the letter ‘t’ (for example tree), and the next one
with ‘e’, and so on. After this task, they will arrange the words in the grid in alphabetical
order. If time permits, the teacher will revise nouns with a few examples.
Day 4: The teacher will help the students recall proper and common nouns with suitable
examples. Thereafter, the class will complete the practise tasks given on page 19-20.
They may reinforce the concepts further using Step Ahead— A Book of Grammar and
Composition-3.
Day 5: The class will go through the Listening and Speaking tasks by saying a few words
about their favourite board game and later, listening to an audio to complete the given
paragraph. The teacher may have to either play the audio multiple times or read the text
aloud a few times for the task.
Day 6: The teacher will explain how a guided composition is written. Tell the students to write
short sentences. As the points in the help box are not given in chronological order, they
have to be arranged so. After this, the students will write their rough drafts based on
the writing task given to them on page 22.
Activity: The students will solve the crossword on cricket. It can be made a time-bound activity
for fun. Compliment the students for correct answers and spelling. Board games like Sudoku and
Scrabble can be shown on the digital board.

Complete the statements using information from the text.
Q. 1. Snakes and Ladders is played _________________.
Ans. by two or a maximum of four players.
Q. 2. Other indoor board games like Gyan Chauper or Ludo and Pachisi also belong to the
_________________.
Ans. same family of board games as Snakes and Ladders.
Q. 3. Mokshapat was played with _________________.
Ans. cowries and dice.
Q. 4. Playing Mokshapat was a fight between _________________.
Ans. good and evil.
Q. 5. While the Indian version of the game had more snakes than ladders, the English version
_________________.
Ans. contained equal numbers of each.
ANSWER KEY: ABOUT SNAKES AND LADDERS
Reading Comprehension
A. 1. (iii) 2. (iii) 3. (i) 4. (i)
B. 1. F 2. T 3. T 4. T
C. 1. Snakes and Ladders is played by two-four players on a game board with numbered
9
squares. Each player has different coloured tokens. Each ladder and snake connects two
board squares. A player throws the dice and moves his/her token from the bottom square
to the top square. He/She is helped by climbing ladders, but is stopped by ‘falling down’
the snakes. Each player tries to quickly climb the ladders and reach the top.
2. Playing the game of Mokshapat was a fight between good and evil. Reaching the last
square or the number 100 represented freedom from bad qualities.
3. Gyan Chauper, Ludo and Pachisi.
4. Board with numbered squares, coloured tokens and a dice.
5. (a) The top side of the ancient board was covered with images of gods and angels and
the rest of the board was covered with pictures of animals, flowers and common
people. There are no pictures on the boards except the snake and the ladders
(b) The ladders represented good qualities, such as kindness, faith, good manners, love,
respect, speaking the truth, etc. Now, ladders just take the token up the games.
(c) The snakes represented bad qualities, such as greed, anger, cruelty, and theft. There
are lesser snakes in the game now.
Vocabulary
B. 1. Chick 2. Chief 3. Child 4. Chilly
5. Chimpanzee 6. Daisy 7. Forest 8. Forgive
9. Fork 10. Form 11. Forward 12. Jasmine
13. Marigold 14. Pram 15. Pray 16. Prey
17. Pride 18. Prove 19. Rose 20. Say
21. See 22. Show 23. Skip 24. Smell
25. Tulip
Grammar
A. 1. farmer, plough 2. days, year, months 3. Stars, sky
4. Mt Everest, world 6. pilot, air
B. 1. The Pacific Ocean is the deepest ocean.
2. Rohit and Mohit are brothers. Both study in Adarsh Vidya Niketan in class 3.
3. December and January are the coldest months in India.
4. Akbar, the Mughal emperor, made many beautiful monuments.
5. New Delhi, one of the biggest cities in the country, is the capital of India.
6. I love to eat apples, bananas, grapes, and oranges in winter.
10
Punctuation
It is Sunday today. I am going to visit my grandparents. They have many fruit trees. Their mango
trees have big juicy mangoes. My grandmother makes mango jam with the ripe mangoes. I like
to eat it on my toast. She will gift me a big jar of mango jam. I love my grandma’s mango jam.
CCA
U M P I R E Y
E D O
N W I C K E T K E E P E R
G E N K
E L E V E N L B W T E S T
A T O R
N U D U C K
D R N
Y D
O V E R
REFLECTION WORKSHEET AND QUESTION BANK*
* You can download or take printouts of the Reflection Worksheet and Question Bank from our software.
11
2
Meadows– 3
SPORTSMANSHIP
LESSON PLAN
Learning Objectives
read and enjoy a poem on sportsmanship.
answer questions based on the poem.
unscramble new words in Vocabulary.
learn about collective nouns and gender and number in nouns.
pronounce words with silent /l/.
write paragraphs.
Teaching Aids
Show images of winning and losing in sports on the digital board.
Meadows- Main Course Book of English Reader (Workbook Style)-3, Lesson 2: Sportsmanship
Explain what sportsmanship is before reading the poem.

Day 1: After the introduction to the poem, let the poem be read by a student. Explain each line
pausing at difficult words and phrases. Ask the students to notice the intonation and
rhythm while reading poetry vis-a-vis prose. Explain the lines in easy language so that
the children are able to understand the poet’s objective.
Day 2:
the students only if necessary. Think and Answer questions are primarily for discussion.
Day 3: The students will enjoy unscrambling the words which are related to sports. After the
teacher has confirmed the answers, the class will learn about collective nouns and
thereafter, do the practise exercises on page 25-26. For further reinforcement of collective
nouns, the teacher may use Step Ahead— A Book of Grammar and Composition-3.
Day 4: Gender and number in nouns will be taken up today. A good number of examples will
help in making the concepts clear. The students will complete the practise tasks on page
12
26-27. Lastly, the class will pay attention to the pronunciation as well as the spelling of
the words with silent /l/.
Day 5: The teacher will explain the format and the writing style of paragraph writing with
suitable templates on the digital or regular board. After this, the students will write the
rough drafts based on the writing task given to them on page 27.
Activity: The students will find out about the games that their parents and grandparents used
to enjoy as children, but are now lost. The teacher may show them a few images of such games
that are still played in villages and small towns.

Fill up the blanks with words from the poem.
Q. 1. A person feels _________________ when he wins in a match.
Ans. bliss
Q. 2. The winner _________________ because he is happy to win.
Ans. grins
Q. 3. The _________________ team feels sad and unhappy because they have lost the match.
Ans. losing
Q. 4. If we _________________ with them, it will help them feel nice.
Ans. shake hands
Q. 5. We must celebrate our victory with the losing side because _________________ they might
_________________.
Ans. someday, win
ANSWER KEY: SPORTSMANSHIP
A. 1. (i) 2. (ii) 3. (i)
B. 1. T 2. T 3. T 4. F 5. T
C. 1. ‘You’ is a member of the defeated team and ‘me’ is the member of the winning team.
2. The winners should say to the other team that it’s okay and that they might win some
other day.
Vocabulary
shipderlea- leadership pectres- respect nginwni- winning
drahrkwo- hardwork meatrkwo- teamwork shipnamsrtspo- sportsmanship
ingsol- losing ticeracp- practice
13
Grammar
Collective Nouns
1. The team celebrated the win with ice cream.
2. The band enjoys performing for their fans.
3. The flock flies back to their nest in the evening.
4. The class hopes that there will be no homework tonight.
5. The army needs more supplies.
6. The audience watching the show are clapping for the actors.
Nouns: Gender
1. hero 2. mare 3. woman 4. lioness 5. tiger
6. god 7. madam 8. cow 9. lady 10. actress
Nouns: Number
1. mangoes 2. branches 3. geese 4. fairies
5. cities 6. children 7. women 8. wives
14
3
Meadows– 3
THE TALE OF THE

WIZARD KHIZR
LESSON PLAN
Learning Objectives
read and understand a folktale on forgiveness and mercy.
answer questions based on the story.
match –ed words with their meanings in Vocabulary.
learn about the simple present and simple past tense in Grammar.
practise punctuation
write descriptions of people.
Teaching Aids
Show images shown in task B in Do and Learn on the digital board.
Meadows- Main Course Book of English Reader (Workbook Style)-3, Lesson 3: The Tale of the
Wizard Khizr
As given at the start of the unit, the students will do tasks A and B. Task A may require the
teacher’s intervention but task B should be handled independently by the students.

Day 1: The teacher will introduce the story following which, the students will take turns reading
it paragraph-by-paragraph and the teacher will explain them in easy language. Difficult
words other than glossary, phrases, and words in context will be simplified. The students
will answer in-text questions while reading for a better understanding of the text.
Day 2:
reading and comprehending the text. The teacher will moderate the answers and
guide the students only if necessary. Think and Answer and value-based questions are
primarily for discussion.
Day 3: The students will match the words with their meanings in the vocabulary task. They may
use a dictionary if needed. Next, the teacher will explain the structures, meanings, and
usage of simple present and simple past tense one after the other to avoid confusion.
The students will try to do the practise tasks independently at the end of each task,
He/She will confirm the correct answers.
15
Day 4:
The teacher may use Step Ahead— A Book of Grammar and Composition-3 for
consolidation of the tenses before proceeding to the punctuation task. The teacher
may invite the students at random to the board for punctuating the sentences. More
sentences may be added to accommodate more students.
Day 5: The class will be taught how to write a paragraph using the hints given in the help box.
The teacher may show a few templates on the digital setup for explaining its structure
and the writing style. As instructed, the students will also use the given image for their
reference.
Activity: The students will read a story about Birbal or any other witty character and retell it in
class. The best performances can be commended.

Who said this to whom?
Q. 1. “If only Wizard Khizr could help me now!”
Ans. The King of Iran said this to himself.
Q. 2. “Forty days,” said he, “But to complete the task I will need the thousand tumãns in
advance.”
Ans. The poor man said these words to the King.
Q. 3. “My dear, today is the day the King will punish and kill me.”
Ans. The poor man said this to his wife.
Q. 4. “It would be only right that you should put this liar in the jail.”
Ans. The second vizier said these words to the King.
Q. 5. “The vizier who suggested that you help the poor man is wise.”
Ans. The old man or the Khizr said this to the King.
ANSWER KEY: THE TALE OF THE WIZARD KHIZR
A. 1. (i) 2. (iii) 3. (iii)
B. 1. T 2. T 3. T 4. F 5. T
C. 1. The King of Persia was sad and upset. His kingdom had been parched for too long. Enemies
were at the borders and bandits attacked the travellers. That’s why the King wished for a
visit from the Wizard Khizr.
2. The poor man promised the King that he will bring Wizard Khizr to him.
3. The poor man paid back all his creditors and gave his wife the balance for the family.
4. The old man was the Wizard Khizr. The Wizard revealed himself when unknowingly the
King asked him to clear the confusion.
5. The old man advised that two of the King’s vizier were stupid and the remaining third
vizier was wise.
16
Vocabulary
1. (v) 2. (viii) 3. (vi) 4. (iii)
5. (i) 6. (iv) 7. (ii) 8. (vii)
Grammar
Simple present tense:
1. studies 2. play 3. help 4. likes
5. land 6. begins 7. is
Simple past present tense:
1. ran 2. liked 3. slipped 4. set
5. threw 6. cooked 7. went
Punctuation
1. How many books has Ruskin Bond written?
2. Reena, Amrit, Venu, Gopal and Suniti are absent today.
3. I have my tuition on Monday, Wednesday and Friday.
4. Shreya, where are you going?
17
4
Meadows– 3
GOLDILOCKS
LESSON PLAN
Learning Objectives
read and enjoy a classic tale in the form of a poem.
learn about homophones in Vocabulary.
learn and practise simple future and construction ‘going to’.
pronounce words with silent /b/.
write an application.
Teaching Aids
Show images of Goldilocks and the three bears on the digital board.
Meadows- Main Course Book of English Reader (Workbook Style)-3, Lesson 4: Goldilocks
Art material
As given at the start of the chapter, the teacher will read and explain the introduction to the poem.

Day 1: The teacher will show how to pronounce new words in the poem before she calls
a few students to read a few lines each from the poem. She will explain the poem
line-by-line, explaining the new vocabulary, idiomatic expressions, and colloquial words.
The teacher may ask questions as she reads and explains to check the comprehension
of the text by the class.
Day 2:
the students only if necessary. Think and Answer questions are primarily for discussion
and will be answered by the students.
Day 3: The class will be introduced to homophones with appropriate examples. They may
supply some of their own before they solve the task on page 39. Next, they will learn
about the structures, meanings, and usage of simple future tense and the construction
18
‘going to.’ Thereafter, the class will complete the practise tasks given on page 40.
They may reinforce the concepts further using Step Ahead— A Book of Grammar and
Composition-3 either today or the next day.
Day 4: The students will pronounce the words given in the pronunciation task with silent /b/
and pay attention to their spellings. After this, the teacher will introduce the format of a
leave application. A few specimens may be shown on the digital setup for an explanation.
Day 5: The students will quickly refresh what was taught yesterday and take up the writing task
given on page 41 using the help box. The teacher will commend their work or help them
correct their mistakes as the case may be.
Activity: The students will draw and colour the picture of Goldilocks and the three bears on a
drawing sheet.

Make sentences with the following words.
Q. 1. peeked
Ans. I peeked into the fridge to see if any cake was left.
Q. 2. sniffed
Ans. My dog sniffs his food bowl when he is hungry.
Q. 3. spill
Ans. Mummy will scold us for spilling juice on the sofa.
Q. 4. loft
Ans. We have stored all the old clothes and books in the loft.
Q. 5. nap
Ans. My grandfather takes a nap every day after lunch.
ANSWER KEY: GOLDILOCKS
A. 1. (ii) 2. (i) 3. (i)
B. 1. T 2. T 3. F 4. T 5. F
Vocabulary
1. stairs 2. stare 3. whole 4. hole 5. their 6. there
Grammar
Simple Future Tense
1. shall 2. will 3. will 4. shall 5. Will 6. will
19
Use of ‘Going To’
1. is going to 2. are going to 3. is going to 4. am going to
5. are going to 6. is going to
20
5
Meadows– 3
THE OWL AND THE

FISH HAWK
LESSON PLAN
Learning Objectives
read and understand a mythological folktale on greed.
correctly identify antonyms in Vocabulary.
learn and practise present and past continuous tenses.
practise apostrophe s (‘s) in Punctuation.
take dictation in Listening and Speaking.
write from imagination.
Teaching Aids
Show images of owls and fish hawks on the digital board.
Meadows- Main Course Book of English Reader (Workbook Style)-3, Lesson 5: The Owl and
the Fish Hawk
As given at the start of the unit on page 42, the students will identify the Gods to whom the
animals shown in the pictures belong.

Day 1: The teacher may ask the class if they complain or cry about the things they cannot have.
After a short discussion, He/She will introduce the folktale and the students will take turns
at random to read a paragraph each which the teacher will explain in easy language.
Difficult words other than glossary, phrases, and words in context will be simplified. The
students will answer in-text questions while reading for a better understanding of the
text.
Day 2:
the students only if necessary. Think and Answer and value-based questions are primarily
for discussion but task 2 in Values and Life Skills should be solved by the students to
teach them about gratitude.
21
Day 3: The students will correctly identify antonyms of the given words from the given options.
They may be asked to make sentences with these words as an optional task. Next,
the teacher will help the students to refresh present and past continuous tenses, their
structures and usage with suitable examples. Thereafter, the class will complete the
practise task given on page 48. They may reinforce the concepts further using Step
Ahead— A Book of Grammar and Composition-3.
Day 4: The class will take dictation in the Listening task and share what they regularly complain
about at home in the speaking task. The students will refresh the usage of the apostrophe
(‘s) and complete the practise exercise given on page 49. The teacher may supplement
the task if He/She wishes so.
Day 5: The students will be shown a few specimens of personal journal entries to understand
how they are written. Following this, they can either discuss what to write with their
desk partner or the teacher may moderate a class discussion to reach some common
points. The students will then use them to write their first drafts of the writing task.

Answer the following short questions.
Q. 1. Mention two things you know about the Owl-man.
Ans. a. The Owl-man had very few friends.
b. Both people and animals were scared of him because he had large, round eyes.
Q. 2. What did the girl’s father tell her when he got tired of her constant complaining?
Ans. The girl’s father said, “I hope the Owl-man takes you away.”
Q. 3. Why did the Owl-man get tired of his wife?
Ans. The Owl-man got tired of his wife because she was always complaining and quarrelling.
Q. 4. What was the fault of the girl’s parents?
Ans. The girl’s parents loved their child blindly. That was a fault.
Q. 5. Where are the Owl-man and the Fish hawk now?
Ans. The owl lives in the forest and you can hear the cry of the fish hawk in the sea.
ANSWER KEY: THE OWL AND THE FISH HAWK
A. 1. (i) 2. (ii) 3. (ii)
B. 1. F 2. T 3. F 4. T 5. T
C. 1. The Owl-man took the girl away because the girl’s father who was a magician hoped the
Owl-man would take her away.
2. No, the Owl-man and the girl were not happy together as the girl kept crying, complaining
and shouting.
3. Owl-man’s wife had escaped and was hiding in her parent’s house. The mother of the girl
would not allow Owl-man to meet the girl hence he damaged the roof in anger.
22
4. The father cursed his own daughter because she was never happy and always kept
complaining for things she didn’t have.
5. The Owl-man was changed into owl by the magician and was cursed to dwell the forest
alone with few friends and living on frogs, toads and field mice.
Vocabulary
1. (b) 2. (a) 3. (a) 4. (b) 5. (a)
Grammar
1. is playing 2. are drawing 3. were shifting 4. is writing
5. is rushing 6. are studying 7. were wearing 8. am thinking
Punctuation
1. Girls’ college
2. Charu’s essay
3. Goat’s horns
4. Ruskin Bond’s stories
5. Owl-man’s wife’s parents’ house
23
6
Meadows– 3
BHASMASUR PRAVEEN
LESSON PLAN
Learning Objectives
read and enjoy a poem based on mythology.
answer questions related to the poem.
pick out rhyming words in Vocabulary.
learn and practise kinds of sentences in Grammar.
pronounce words with the silent sound /h/.
write about a personal experience.
Teaching Aids
Show images of a few Indian comics on the digital board.
Meadows- Main Course Book of English Reader (Workbook Style)-3, Lesson 6: Bhasmasur Praveen
Introduce the poem as given at the start of the chapter and tell the mythological tale on which
it is based. It will help in understanding the poem.

Day 1: The students will take turns reading each stanza in the poem and the teacher will
explain them in easy language. Difficult words other than glossary, phrases, and words
in context will be simplified. While reading, the students will answer the supplementary
questions the teacher asks to gauge if they are comprehending the text.
Day 2: The students will answer inferential, descriptive, and extrapolative questions after
Day 3: The teacher will explain the concept of rhyming words and the class will find out the same
from the poem and complete the pairs given in the vocabulary task on page 53. After
this, the class will be taught about the sentence, its types, and their identification with
relevant examples. Once the concept is clear, the students will independently complete
the practice tasks on page 54. Step Ahead— A Book of Grammar and Composition-3
may be used for reinforcement of the topic.
24
Day 4: The students will say aloud the given words with silent /h/ and pay good attention to
the spelling. Thereafter, they will learn to write a personal experience or a first-person
account. For this, the teacher will use a few specimens that she may show on the
digital setup and explain them at length. The students will write the first drafts of their
experiences and show them to the teacher for evaluation.
Day 5: The final drafts of the writing task will be written today. The teacher will invite a few
students to read and share their first-person accounts with their classmates.
Activity 1: The children may browse the internet to learn more about Indian comics, Manga from
Japan, Tintin from Belgium, and Marvel comics from America, etc. They can also visit the school
library to access these resources.
Activity 2: The students can be asked to bring a comic from home if they have one. The other
students can exchange and read them for both fun and knowledge.

What do the following words/phrases mean in the poem?
Q. 1. with the might of a thousand boars
Ans. Bhasmasur was as strong as a thousand wild pigs or hogs.
Q. 2. a boon Even a god found stunning
Ans. Even Lord Shiva was shocked by what Bhasmasur asked for.
Q. 3. Should reduce my enemy to ashes
Ans. Bhasmasur wanted his enemies to be destroyed by the mere touch of his hand.
Q. 4. “Your head my hands would like to feel!”
Ans. The demon threatened Lord Shiva with death.
Q. 5. If you match my steps…
Ans. Mohini wanted Bhasmasur to copy her dance steps.
ANSWER KEY: BHASMASUR PRAVEEN
A. 1. (ii) 2. (i) 3. (ii)
B. 1. a thousand boars 2. head, ashes
3. Mohini 4. Mohini’s dance steps
C. 1. Bhasmasur’s wish was to turn his enemy to ashes upon touching their heads.
2. Bhasmasur burnt himself to ashes, while trying to match Mohini’s step and touching his head.
Vocabulary
1. cunning 2. name 3. head 4. dame 5. ashes 6. above
25
Grammar
1. S 2. S 3. Q 4. Q
5. C 6. Q 7. Ex 8. R
26
7
Meadows– 3
RICK COMES TO STAY

LESSON PLAN
Learning Objectives
read and understand a classic story on magic.
match words with their synonyms in Vocabulary.
learn and practise pronouns and helping verbs in Grammar.
punctuate sentences.
practise Listening and Speaking.
write from imagination.
Teaching Aids
Show images of the Enchanted Wood on the digital board.
Meadows- Main Course Book of English Reader (Workbook Style)-3, Lesson 7: Rick Comes
to Stay
Art material
As given at the start of the unit, help the children find out more about young writers. Encourage
them to retell their favourite stories.

Day 1: The teacher will introduce the story and the main characters, following which the
students will take turns reading the story paragraph-by-paragraph and the teacher will
explain them in easy language. Difficult words other than glossary, phrases, and words
in context will be simplified. The students will answer in-text questions while reading for
a better understanding of the text.
Day 2:
Day 3: The students will use the help box to match the given words with their synonyms. The
27
teacher can ask them to refer to dictionaries instead of supplying the answers herself.
They will also pay attention to the formation of antonyms as shown on page 64. Next,
the teacher will introduce pronouns and tell the class that they replace nouns (using
suitable examples). The students will complete the practice task on page 64 and practise
some more in Step Ahead— A Book of Grammar and Composition-3.
Day 4: Since the students already know about helping verbs, the teacher can refresh them
quickly through appropriate examples. Thereafter, the class will do the exercise given
on page 65 and, for consolidation of the concept, they can take up more exercises in
Step Ahead— A Book of Grammar and Composition-3. Later, the class will go through
Listening and Speaking tasks by sharing their personal experiences with their cousins.
Day 5: For punctuation practice, the students will take up the task on page 65 and rewrite the
correctly punctuated sentences. The teacher will encourage the students to verbally
express their ideas for written communication skills before they start writing. The
students will note down their wishes in the writing task under the supervision of their
teacher who may guide them with the correct expressions.
Activity: The students will draw and colour the peculiar land with magical creatures of their
choice in the clouds and write the name of this land on the board in the picture.

Fill up the blanks using information from the story.
Q. 1. What will Rick say when we tell him about _________________?
Ans. the Enchanted Wood and the Faraway Tree
Q. 2. And when he meets our friends there——_________________ and everyone!”
Ans. Silky and old Moon-Face and the dear old deaf Saucepan Man
Q. 3. Its top goes right up to the clouds—and at _________________.
Ans. the top of it is always some strange land
Q. 4. He’s always _________________, and he’s so deaf that he always hears everything wrong.
Ans. hung around with kettles and saucepans
Q. 5. It was going to be fun to have a cousin with them, able _________________, too!
Ans. to work and play and enjoy everything
ANSWER KEY: RICK COMES TO STAY
A. 1. (ii) 2. (iii) 3. (ii)
B. 1. (iii) 2. (iv) 3. (vi) 4. (v) 5. (i) 6. (ii)
C. 1. Rick was coming to stay for quite a long time because his mother was ill and couldn’t look
after him.
2. The children put up a bed for their cousin in Jo’s room and made room in his cupboard
for Rick’s things.
28
3. The children had been to the Rocking Land, the Birthday Land, the Land of Take-What-
You-Want and the Land of the Snowman.
4. The children were fond of the Slippery-Slip because it was a slide that went right down
the inside of the tree from the top to the bottom. Moon-Face lent people cushions to slide
down on.
5. Mother promised that if the children did their jobs properly, then she would give them the
whole day holiday the next day.
Vocabulary
1. frightened 2. impatiently 3. see 4. annoyed
5. mad 6. aged 7. courageous 8. magical
Grammar
Pronouns
1. It 2. them 3. me 4. you, it 5. hers
Helping Verbs
1. are 2. is 3. am 4. were 5. were, was
6. has, have 7. has, have
Punctuation
1. Yikes! There are mountains of garbage and flies all around.
2. Does Seema Khandelwal live in Nagpur?
3. Sunday is the best day of the week.
4. Jimmy, why don’t you go to school?
5. Oh my god! It is such a hot day!
6. What kind of stories do you like?
29
8
Meadows– 3
DIRTY FACE
LESSON PLAN
Learning Objectives
read and enjoy a poem on childhood.
identify sound words in Vocabulary.
learn about and practise articles in Grammar.
pronounce words with silent /k/.
write a picture composition.
Teaching Aids
Show fun images of dirty children on the digital board.
Meadows- Main Course Book of English Reader (Workbook Style)-3, Lesson 8: Dirty Face
Art material
As given at the start of the chapter, introduce the poet and his works for children. Also, give a
brief outline of the poem.

Day 1: The teacher will read and explain the poem line-by-line, explaining the new vocabulary,
expressions, colloquial words, and special references. He/She must share with the
students that the poem is in the form of a conversation between an adult and a child. The
teacher may ask questions as He/She reads and explains to check the comprehension
of the text by the class.
Day 2:
Day 3: The students will get familiar with sound words through examples. They will, then, fill
up the names of the objects in the vocabulary task on page 69. They may add more
examples to the list. Next, they will revise the rules of articles at length with relevant
30
examples and follow it up with the practice task on page 70. For further reinforcement
of articles, the teacher may use Step Ahead— A Book of Grammar and Composition-3.
Day 4: In the pronunciation task, words with silent /k/ will be practised and the children will also
pay attention to their spelling. Next, the teacher will show a picture on the digital setup
and ask questions to explain how an image is described to write a picture composition.
The students may try describing the picture given on page 71 verbally before they start
the writing task.
Day 5: After a quick revision of how a picture composition is done, the students will write their
own compositions as instructed on page 71. The teacher can guide them whenever
necessary.
Activity: The students can browse the web to know more about how animals keep themselves
clean through dust bathing and splashing water on their bodies. They will collect pictures of
animals that enjoy a dust bath and paste them in their notebooks, scrapbooks, or drawing sheets.

Make sentences with the following words.
Q. 1. dirty-faced
Ans. The dirty-faced boy stood outside his house because he was afraid that his mother will
scold him.
Q. 2. digging
Ans. The children are digging in the sand on the beach for seashells.
Q. 3. rolling
Ans. We went rolling down the hill and enjoyed ourselves.
Q. 4. blackberries
Ans. Every summer vacation, mummy makes jam using blackberries and we have it with ice
cream.
Q. 5. wrestling
Ans. My grandmother says that wrestling in WWE is horrible and dangerous.
ANSWER KEY: DIRTY FACE
A. 1. (i) 2. (ii) 3. (ii)
B. 1. T 2. T 3. F 4. F 5. T
C. 1. It seems as if the child spends most of his/her time in the dirt while playing.
2. Yes, the child seems to enjoy herself/himself because of the positive tone the poet has
used and at the end of the poem, where it says, “having more fun than you’ve had in
years”.
31
Vocabulary
1. Tick-tock of a clock
2. Pitter-patter of the rain
3. Whoosh of the wind
4. Bang of a door
5. Tinkle of a bell
6. Knock at the door
7. Splash into the water
8. Whir of a car
Grammar
1. a, The 2. an, a 3. a 4. the, an 5. an, an
32
9
Meadows– 3
THE JOURNEY OF A
TOOTHBRUSH
LESSON PLAN
Learning Objectives
read and understand an article on the journey of a toothbrush.
answer questions based on the article.
identify the words behind numbers.
learn about adjectives and their degrees in Grammar.
punctuate sentences.
write correct spellings in Listening and Speaking.
write correct sequence of steps.
Teaching Aids
Show images of how toothbrushes have evolved over time on the digital board.
Meadows- Main Course Book of English Reader (Workbook Style)-3, Lesson 9: The Journey
of a Toothbrush
Art material
The teacher will explain the difference between inventions and discoveries using a few examples.
Let the students complete the task in Do and Learn with their desk partners and share the
answers with their classmates. The teacher will correct the mistakes, if any.

Day 1: The teacher will read the Warm-up and introduce the article, following which He/She will
read and explain the various stages during the journey in easy language. Difficult words
other than glossary, phrases, and words in context will be simplified. While reading, the
students will answer the supplementary questions asked by the teacher for a better
understanding of the text.
Day 2:
the students only if necessary. Think and Answer and value-based questions are primarily
for discussion. Values, like not wasting water and maintaining personal hygiene, should
be emphasised.
33
Day 3: The students will remove the numbers and fill in as many letters as the numbers to
identify the given words in the vocabulary task. The teacher will help the students to
refresh adjectives and learn about their comparative degrees with suitable examples.
She can invite a few students to the board for filling up the blanks with comparative
degrees of adjectives. Thereafter, the class will complete the practise tasks A and B
given on page 77. The concept may be reinforced further using Step Ahead— A Book of
Grammar and Composition-3.
Day 4: The superlative degree of adjectives will be introduced today and the students will
learn how regular and irregular adjectives change their forms through examples. They
may be called at random to fill up the blanks on the board. This will be followed by the
practice task C given on page 78. In the Listening and Speaking task, the class will listen
to the words, fill up double consonants and write the correct spellings. They will follow
it up with task 2 given on page 78.
Day 5: The students will punctuate the sentences given on page 78 and rewrite them. The
teacher will give them feedback in case of any mistakes. In the writing task, the students
will brainstorm how buttermilk is made. They will, then, read the steps and arrange them
in the correct sequence. They will rewrite the entire recipe in the space provided.

State whether the following statements are true(T) or false (F).
Q. 1. Toothpicks were also used in ancient Greece, Rome and other places
Ans. T
Q. 2. Bristle toothbrushes made with nylon yarn by 1938 had plastic handles and pretty colours.
Ans. T
Q. 3. We must brush our teeth at least twice a day.
Ans. T
Q. 4. Curved bristles could not reach between the teeth and remove food particles.
Ans. F
Q. 5. The bristle toothbrush, similar to the type we use today, was invented in China more than
420 years back.
Ans. F
ANSWER KEY: THE JOURNEY OF A TOOTHBRUSH
A. 1. Earlier, humans used feathers, twigs, and chew sticks to clean their teeth.
2. In China, hog hair was used on a wooden handle for brushing teeth.
3. Dr George Collis invented a toothbrush with curved bristles.
4. Neem twigs, or datun, and miswak were used as chew sticks in India.
5. The modern toothbrush came into the market in 1938.
34
B. 1. teeth 2. twice 3. Stiff, neck 4. between 5. invented
C. 1. In ancient times, humans used feathers, twigs, and chew sticks to keep their teeth clean.
They also used toothpicks to remove food from their teeth.
2. In 1978, Dr George Collis invented a toothbrush with curved bristles and the first electric
toothbrush was invented in Switzerland in 1954.
3. In early toothbrushes, the brush handles were made of wood, bamboo, or bone.
Vocabulary
1. Toothbrush
2. Dentist
3. Tongue-cleaner
4. Rinsing
5. Mouthwash
6. Cavities
7. Gums
8. Gargling
Grammar
A. 1. huge 2. hot 3. obedient 4. small
5. funny 6. heavy
B. 1. hotter than 2. taller than 3. slower than
4. lazier than 5. busier 6. softer than
C. 1. the coldest 2. the highest 3. the kindest
Punctuation
1. This is the latest model of Creta. It is my father’s car.
2. Mr Lal is my neighbour. He works in Axis Bank.
3. The girls’ shoes are outside the music room.
4. Pia, Soma, Kriti, and Samira are going to watch a movie on Sunday.
35
10
Meadows– 3
CHRISTOPHER COLUMBUS
LESSON PLAN
Learning Objectives
read and enjoy a poem on the discovery of the world.
identify words related to Earth in Vocabulary.
learn about adverbs and their types in Grammar.
pronounce words with silent /t/.
write an informal letter.
Teaching Aids
Show images of ancient explorers and travellers, and the routes they took across the world
on the digital board.
Meadows- Main Course Book of English Reader (Workbook Style)-3, Lesson 10: Christopher
Columbus
World map
As given at the start of the chapter on page 80, the teacher will read the Warm-up and introduce
the poem to the class.

Day 1: The teacher will read and explain the poem line-by-line, clarifying the new vocabulary,
idiomatic expressions, and words in context. He/She may put up questions to the
students as He/She reads and explains the poem to check the comprehension of the
text by the class.
Day 2:
them only if necessary. Think and Answer questions are primarily for discussion.
Day 3: In the vocabulary task, the students will use the given hints to guess the words related
to the essential components of the Earth. Next, the teacher will introduce adverbs and
explain their types, citing appropriate examples. Once the concept is clear, He/She
36
can write a few fill-ups on the board and call the students to fill them up with correct
adverbs. The students, thereafter, will take up the practice task given on page 83 and
may reinforce it using Step Ahead— A Book of Grammar and Composition-3.
Day 4: In the pronunciation task, the students will say aloud words with silent /t/ and also pay
attention to the correct spellings. The class will be shown the format of an informal letter
and how it is written either on a conventional or a digital board. The difference between
a formal letter (an application) and an informal letter should also be explained.
Day 5: The students will fill up the words from the help box to complete the informal letter
given on page 84. The teacher will confirm the correct answers or He/She can ask the
students at random to read their drafts. If time permits, another informal letter can be
given for practice.
Activity: The students will label the seven continents and five oceans in the world map given on
page 83 or, alternatively, they may use a bigger map, complete it and stick it in their notebooks.

Fill up the blanks:
Q. 1. ‘buckets bailed’ means that the sailors had to empty the ship of _________________.
Ans. water because it was leaking.
Q. 2. The maps they were using were not _________________ enough.
Ans. good or clear
Q. 3. They wanted to discover the route to _________________ but reached _________________.
Ans. India, America
Q. 4. The sailors sailed towards _________________ and _________________.
Ans. west, north
Q. 5. Columbus undertook many voyages between _________________ and _________________.
Ans. Spain, America
ANSWER KEY: CHRISTOPHER COLUMBUS
A. explorer, voyage, discover, leaked, remove, maps, clear, lost, Atlantic Ocean, India, the
Americas, journey
B. 1. F 2. F 3. T 4. T 5. T
Vocabulary
1. Oceans 2. Rivers 3. Mountains 4. Countries
5. Continents 6. Islands 7. Forests
8. North, south, east, west
37
Grammar
1. The lion roared fiercely. M
2. Rani and Sana are playing outside. P
3. We are going to have a holiday tomorrow. T
4. It’s good to get up early and go for a walk. T
5. She ran fast but missed the bus. M
6. The party is happening upstairs. P
38
11
Meadows– 3
THE FESTIVALS OF KASHEER

LESSON PLAN
Learning Objectives
read and understand a travelogue on Kashmir.
answer questions based on the text.
learn travel-related vocabulary.
refresh and practise prepositions and contractions in Grammar.
practise the use of commas in quoted sentences.
know about packing essentials and personal safety rules while travelling.
complete a dialogue.
Teaching Aids
Show images of the culture of Kashmir on the digital board.
Meadows- Main Course Book of English Reader (Workbook Style)-3, Lesson 11: The Festivals
of Kasheer
Art material
As given at the start of the unit, the students will do the tasks given under Do and Learn, if
possible, independently.

Day 1: The teacher will show the location of Kashmir on the digital setup and relate the history
behind Kashmir’s name, following which the students will take turns reading small
portions of the text and the teacher will explain each of them in easy language. Difficult
words other than glossary, phrases, and words in context will be simplified.
Day 2:
Day 3: In the vocabulary task, the students will use the travel words given in the help box
to match the descriptions given in the exercise. Thereafter, the teacher will explain
39
prepositions, their meanings and usage through a variety of examples, following which
the class will tackle the practice task given on pages 90-91 by choosing the correct
answers. Step Ahead— A Book of Grammar and Composition-3 will help give more
practice to the students in consolidating the topic.
Day 4: The teacher will familiarise the students with contractions using appropriate examples.
They will complete the practice task given on page 91. After this, the students will finish
talking about lists of essential travel items and, later, listen to personal safety rules.
Day 5: Where to insert commas in quoted sentences is the punctuation task for today. The
class will go through the practice task given on page 92, following which they will
be familiarised with dialogue completion. They will read the given questions and the
statements carefully and write the answers.
Activity: The students will find out which states the given handicrafts (page 92) belong to. They
will paste their pictures on a chart paper and write their names and states.

Q. 1. What did the Chinese call Kashmir?
Ans. The Chinese called Kashmir ‘Ki-pin’.
Q. 2. Which two Indian states are the neighbours of Kashmir?
Ans. Punjab and Himachal Pradesh are Kashmir’s neighbours in India.
Q. 3. Name two types of deer found in Kashmir.
Ans. Hangul and Chinkara are the two types of deer found in Kashmir.
Q. 4. Name three adventure sports Kashmir is famous for.
Ans. Three adventure sports Kashmir is famous for are river rafting, trekking, and zorbing.
Q. 5. What is special about the IGM Tulip Garden?
Ans. It grows 300 types of flowers and 60 varieties of tulips in large flower fields.
ANSWER KEY: THE FESTIVALS OF KASHEER
A. 1. (i) 2. (iii) 3. (i) 4. (ii) 5. (iii)
B. 1. Dal Lake 2. Hangul and black bear
3. Chaam 4. River rafting and trekking
5. The Indus and the Jhelum
C. 1. At the Shikara Festival, people paint and decorate shikaras or house boats with flowers to
participate in the Dragon race and the boatmen play water polo while rowing their boats.
2. During the Hemis Festival, drums, horns, and cymbals are played.
3. Students will do it on their own.
4. The Gurez Festival is uncommon because people enjoy adventure sports like river rafting,
40
trekking, zorbing, cycling, etc. They also participate in competitions, like painting and
drawing.
Vocabulary
1. train 2. suitcase 3. tickets 4. berth
5. seatbelt 6. duffel bag 7. map
Grammar
Prepositions
1. behind 2. between 3. by 4. into
5. of 6. with
Contractions
1. It’s a purple flower.
2. We’re going for dance practice.
3. He’s sick and has gone to the dispensary.
4. I’m going to visit Aunt Keki tomorrow.
5. She can’t believe that she saw a turtle in her garden.
Punctuation
1. Dolly said, “We visited a new restaurant today.”
2. “Let’s go out for a walk”, Rajni said.
3. Sana yawned, “I’m feeling so sleepy.”
4. Danish smiled, “Mother is feeling much better now.”
41
12
Meadows– 3
MY FARMER FATHER
LESSON PLAN
Learning Objectives
read and enjoy a poem dedicated to a farmer-father.
learn about farming words in Vocabulary.
use question words and conjunctions correctly in Grammar.
pronounce words with silent /d/ sound.
write about a person.
Teaching Aids
Show images of farmers and farming on the digital board.
Meadows- Main Course Book of English Reader (Workbook Style)-3, Lesson 12: My Farmer
Father
Art material
The teacher will read Warm-up given on page 93 and introduce the poem as given at the start
of the chapter.

Day 1: The teacher will pronounce the difficult and new words and let the students read the
poem stanza-by-stanza. He/She will explain the lines in easy language, explaining the
new vocabulary, phrases, and words in context. The teacher may ask questions as
He/She explains to check the comprehension of the text by the class.
Day 2:
Day 3: The teacher will familiarise the class with conjunctions and show how they join sentences
using examples. The students will join the sentences and rewrite them in the task given on
page 96. In the next task, the students will change the given statements into questions.
42
using the wh- words or question words given in the box. The teacher will confirm and
correct the answers.
Day 4: In the vocabulary task, the class will match the meanings with the words related to
farming that are given in the help box. Next, they will say aloud words with silent /d/
in the pronunciation task and also pay attention to their spellings. If time permits, the
teacher will explain to the students how to write about a person.
Day 5: The students will do the writing task. Each of them will draw or paste the picture of their
father in the notebook and write why they are proud of him.
Activity: The class will study the flow-chart of pictures that show different stages of farming
given on page 97. They will find out what happens after the crops are stored and how different
food products reach us. The students may browse the web or can be shown a video about the
same.

What do the following words/phrases mean?
Q. 1. His heart is in the soil
Ans. The poet’s father loves his job- farming.
Q. 2. He prays that God would bless it
Ans. The father prays that God would bless him with a good harvest.
Q. 3. A tractor, his altar of prayer
Ans. His tractor is precious to him like an altar of prayer is to a devotee.
Q. 4. That’s all he’ll ever be
Ans. The poet’s father is satisfied and happy to be a farmer.
Q. 5. The values that the land taught him
Ans. Farming has taught the poet’s father patience, hard work, and dedication.
ANSWER KEY: MY FARMER FATHER
A. 1. (i) 2. (ii) 3. (iii)
B. comfort, dirty, springtime, a good harvest, parent, God, prayers, a farmer, honestly, proud,
thankful, bless him
C. 1. pray 2. care 3. prayer 4. toil
Grammar
Conjunctions
1. Amjad and I are going to the party.
2. The accident was bad, but she was not hurt.
3. Do you want to take some rest or go out for a walk?
43
Question Words
1. Where were you born?
2. When did Shashi Didi go to Hyderabad?
3. Who was chatting with his classmates?/ What was Sanju doing? / Who was Sanju chatting
with?
4. Which house is yours?
5. What is the time?
Vocabulary
Earth - soil
till - cultivate
clearing - weeding
watering - irrigating
reap - harvest
fertilising - manuring
44
13
Meadows– 3
MOTU PATLU
LESSON PLAN
Learning Objectives
read and understand a narrative about popular animation characters.
answer questions based on the narrative.
enhance vocabulary with TV-related words.
refresh the verb ‘do’ and learn about interjections in Grammar.
practise punctuation of sentences.
give the voice-over in Listening and Speaking.
write about an animation character.
Teaching Aids
Show images of popular animation characters on the digital board.
Meadows- Main Course Book of English Reader (Workbook Style)-3, Lesson 13: Motu Patlu
Art material
As given at the start of the unit, ask the students to complete task B. Reserve task A for the next
chapter.

Day 1: The teacher will ask about the favourite cartoon characters of the students. He/She will
introduce the narrative and call the students at random to read the text in paragraphs.
Difficult words other than glossary, phrases, and words in context will be simplified. The
students will answer in-text questions while reading for a better understanding of the
text.
Day 2:
Day 3: The students will match commonly-used TV–related words to their descriptions in the
vocabulary task. After this, they will be taught about the correct use of ‘do’, ‘does’, ‘don’t’,
45
and ‘doesn’t’, followed by a practice task given on page 104 and more exercises given
in Step Ahead— A Book of Grammar and Composition-3. The class will get introduced
to interjections or ‘emotion words’ through suitable examples furnished by the teacher.
Thereafter, the students will complete the practise task given on page 104.
Day 4: Divide the class into groups of four or more. In each group, two or more students will
act or mime (without speaking) and the other will give voice-over to their actions.
The teacher can show how to modulate voice. The punctuation practice task will be
completed after this and the correct sentences rewritten in the notebooks.
Day 5: The images of five popular characters are shown on page 105 in the writing task. The
students will choose any one of them and not only write a few lines about it, but also
colour it.
Activity 1: The students can browse the web (if they don’t know) to find out about the country
of origin of the cartoon characters whose names are mentioned in CCA.
Activity 2: They may paste pictures of these characters and or draw and colour them.

Q. 1. For how many years have Motu and Patlu entertained children?
Ans. Motu and Patlu have entertained children for more than forty years.
Q. 2. How well do Motu and Patlu are able to solve their problems?
Ans. Motu and Patlu solve their problems with the help of their friends and a little luck.
Q. 3. Why does Motu like samosa so much?
Ans. Samosas are Motu’s favourite food. After eating them, he gains more energy and strength
than he normally has.
Q. 4. What makes John, the villain, funny?
Ans. John is the main villain who wishes to become a don. He tries to harm Motu and Patlu by
stealing Dr Jhatka’s newest gadget and using it against them, but fails.
Q. 5. What are the famous dialogues of Motu and Patlu?
Ans. Motu’s favourite dialogue is– “You do something. I can’t think on an empty stomach!”
Patlu’s famous dialogues are “Idea!” and “Motu, do something”.
ANSWER KEY: MOTU PATLU
A. 1. (ii) 2. (v) 3. (iv) 4. (i) 5. (iii)
B. 1. Rajnikanth 2. samosas 3. neighbouring 4. Furfuri Apartment
C. 1. Motu and Patlu deal with tough situations with the help of their friends and a little luck.
2. Furfuri Nagar is in Maharashtra. We know that because most of the vehicles’ license plate
numbers start with ‘MH’.
46
3. Boxer is so strong that he can break through walls and send people into the clouds with a
punch.
4. Dr Jhatka creates strange gadgets and uses them to experiment on Motu and Patlu
without telling them.
Vocabulary
1. (ii) 2. (v) 3. (vi) 4. (i)
5. (iii) 6. (iv)
Grammar
Do/Does/Don’t/Doesn’t
1. You don’t work in this library.
2. Cars don’t cause pollution.
3. She doesn’t write neatly.
4. He doesn’t play hockey very well.
Interjections
1. (iv) 2. (v) 3. (i) 4. (ii) 5. (iii)
Punctuation
1. Sona said, “The office is closed tomorrow.”
2. Mohit has karate practice on Tuesdays Thursdays, and Saturdays.
3. The girls’ shoes are outside the art room.
47
14
Meadows– 3
MY MUMMY IS STRANGE!
LESSON PLAN
Learning Objectives
read and enjoy a play on the importance of playing.
answer questions based on the play.
distinguish the meanings of homonyms in Vocabulary.
learn about subject and predicate in Grammar.
complete a poem in Listening and Speaking.
pronounce words with silent /c/.
make their own timetable.
Teaching Aids
Show images of children playing outdoors on the digital board.
Meadows- Main Course Book of English Reader (Workbook Style)-3, Lesson 14: My Mummy
Is Strange!
Art material
For Warm-up, the students will start with task A in Do and Learn given on page 98.

Day 1: Introduce the play by reading the Warm-up given on page 106. Choose three students
to represent the main characters. Show them how to read the play with the correct
intonation. Difficult words other than glossary, phrases, and words in context should
be simplified. The students will answer in-text questions while reading for a better
understanding of the text.
Day 2:
Day 3: The teacher will familiarise the students with homonyms and cite suitable examples. He/
She may encourage the students to share more examples of their own. Following this,
48
they will make sentences with the homonyms given on page 112 so that their meanings
become clear. After this, the basic structure of a sentence (subject and predicate) will
be discussed through relevant examples. Once the concept is clear, the students will
complete the practice tasks A, B, and C given on page 113.
Day 4: In the Listening and Speaking tasks, the students will share any two things that make
their mother or father strange in a good way. Next, they will listen to an audio file and
complete the poem given on page 113-114. In the pronunciation task, the class will say
aloud words with silent ‘c’.
Day 5: The students will prepare their own time-table that they can follow at home. They can
be given this task as homework, a day prior to writing the final draft in classwork. They
will note down their individual time-table and read it in class.
Activity 1: The students will cut and paste pictures of five junk food items in their notebooks or
scrapbooks. They will also study the wrappers to find out themselves or ask their elders to tell
them why these food items are unhealthy. They will write the information below each picture as
well.

Who said this to whom and why?
Q. 1. You drag homework to watch TV.
Ans. Deepa said this to Puru because he had a habit of not completing his homework.
Q. 2. They always catch us if we have copied something.
Ans. Deepa said this to her mummy about the cleverness of her teachers.
Q. 3. Fat is unhealthy. Too much TV and snacking won’t do you any good.
Ans. Mummy said this to Deepa and Puru because they watched too much TV and ate junk
food.
Q. 4. A timetable for home? As if one in school wasn’t enough!
Ans. Puru says this to his mummy because she talks about a time-table for the home to help
them complete their homework and also play outdoors.
Q. 5. Our Mummy is strange. She wants us to play every day. Wait till I tell my friends about this!
Ans. Puru says this to his sister, Deepa, feeling proud of their mummy.
ANSWER KEY: MY MUMMY IS STRANGE!
A. 1. These lines were said by Deepa.
2. These lines discuss that if a student has copied his/her homework from someone else, the
teacher will know about it.
3. Yes, the boy understands his mistake as he says that he’ll do his homework himself.
B. 1. T 2. T 3. T 4. T
5. F 6. T
49
C. 1. To avoid playing outdoors, Puru said that it’s too hot, while Deepa said that she had
already played enough for the day in the games period in school.
2. Mummy explained the value of playing with friends by saying that the children will learn
new things, make new friends, quarrel and make up with them, and enjoy.
3. Puru thinks that his Mummy is strange for asking them to go outdoors because most
parents are always complaining about their children’s playtime. But, his Mummy wants
them to play.
4. Mummy had a problem with the children’s TV time because she wanted Deepa to not be
breathless on the stairs and Puru’s clothes have become too tight for him.
Vocabulary
1. (a) I can write my name in cursive.
(b) Each of us drank a can of lime soda.
2. (a) The dog’s bowl was filled with Pedigree.
(b) The group of friends went to bowl at the bowling centre.
3. (a) My friends and I walked down to the river bank for picnic.
(b) He deposited `1000 in his bank account.
Grammar
Subject & Predicate
A. 1. The little child laughed excitedly.
2. Our trip to Shimla was very enjoyable.
3. Fruits and vegetables are good for health.
4. The Principal of our school was very strict.
5. The snake hissed angrily.

B. 1. Independence Day 2. Rabbits 3. A fox
C. 1. rises in the east.
2. gathered for the school’s annual concert.
3. are the highest mountain range in the world.
50

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