Rain Lily (Teachers Manual)

English Class 3
TEACHER’S
MANUAL
3
Class
ENGLISH
English Class 3
Contents
1. The Princess and the Pea��5
Betty at the Party��11
2. Tenali Raman and the Two Thieves ��15
All Things Bright and Beautiful��21
3. The Emperor and the Nightingale – I ��25
4. The Emperor and the Nightingale – II��30
The Pencil��36
5. Ila Sachani��41
6. The Selfish Giant ��48
7. The Busy Bee��55
The Wind��62
8. King Shibi Rana’s Sacrifice ��67
9. Brer Rabbit’s Adventure-I��74
10. Brer Rabbit’s Adventure-II��81
The Pedlar’s Caravan��87
Question Paper 1 (units 1 & 2)��91
Question Paper 2 (chapter 3, unit 4 & chapter 5)��93
Model Test Paper 1 (units 1, 2, 4 and chapters 3 & 5)��95
Answers to Question Papers and Model Test Paper 1��97
Question Paper 3 (chapter 6 and unit 7)��101
Question Paper 4 (chapters 8 and 9 & unit 10)��103
Model Test Paper 2 (chapters 6, 8 and 9 & units 7 and 10)��105
Answers to Question Papers and
Model Test Paper 2��107
Suggested allocation of time
Chapter name No. of periods
1. The Princess and the Pea 10
Betty at the Party (Poem) 8
2. Tenali Raman and the Two Thieves 10
All Things Bright and Beautiful (Poem) 8
3. The Emperor and the Nightingale - I 10
4. The Emperor and the Nightingale - II 10
The Pencil (Poem) 8
5. Ila Sachani 10
6. The Selfish Giant 11
7. The Busy Bee 10
The Wind (poem) 8
8. King Shibi Rana’s Sacrifice 11
9. Brer Rabbit’s Adventure – I 9
10. Brer Rabbit’s Adventure – II 9
The Pedlar’s Caravan (poem) 8
TOTAL PERIODS 140






1
CHAPTER
English Class 3
The Princess and the Pea
LESSON AT A GLANCE
This is a fairy tale about a prince who wants to marry a true princess and how she comes to his palace
one stormy night.
LEARNING OUTCOMES
Students will be able to
y read and understand the lesson.
y learn new words.
y answer questions related to the lesson.
y answer questions with reference to context.
y make sentences using the given words.
y write the opposites of the given words.
y understand language expressions.
y learn about homonyms and homophones.
y write opposite gender words.
y write an imaginative paragraph on a given topic.
y have a discussion with one’s partner about a given topic.
y say a tongue twister poem and notice the rhyming words.
PRE-READING
Point to the picture on page 9 and ask:
y Who do you think the man is? (the king)
y What is he wearing on his head? (a crown)
y What is his dress called? (the royal robe)
y Who do you think the girl at the door is? (a princess)
y How do you know? (She is wearing a crown on her head.)
y What is the house of the king called? (a palace)
5
y Why is there a ladder against the mattresses? (to reach to the top)
y Do you think this is a true story?
WHILE-READING
English Class 3
Read the first two paragraphs on page 9 while the students follow. Ask the students to read the page
together, pausing to explain any words that you think may be difficult for the students.
Ask:
y What kind of princess did the prince want to marry? (a true princess)
y Who knocked at the palace gate one rainy evening? (a princess)
Read the remaining story. The students then read it together. Explain words that you think may be difficult
for the students to understand.
Ask:
y What did the old queen do? (She put a pea on the bedstead and placed twenty mattresses on top of it
and twenty eiderdowns on top of them.)
y hy did she do this? (She felt that if the girl was a true princess, she would be able to feel the pea
W
under the mattresses.)
y Was the girl able to sleep at night? (No.)
y hy did the prince decide to marry her? (He felt that only a true princess could feel the pea under so
W
much bedding.)
y Where is the pea now? (in a museum)
POST-READING
Ask the students to narrate the story. They stand in a circle and each student says one sentence, till they
narrate the entire story. The students need not give too many details. This exercise helps them understand
how to use tenses. It is also good for vocabulary.
Ask the students to read the words from the glossary and their definitions.
Comprehension
While attempting questions from exercise A, ask the students to find the answers in the textbook and to
read out the answers. Write them on the board and the students copy the answers and also read them out.
Ask the students if they can remember the answers to exercise B (reference to context) without looking
at the book. Also ask them if they can say when those lines were spoken (when a young girl came to the
palace saying she was a princess; the next morning when the princess had not been able to sleep all night).
Ask the students to look into the textbook again and find answers to questions in exercise C and to read
out the answers. Write them on the board and the students copy the answers and also read them out.
Discuss the meanings of the words in exercise D once again and ask the students to make sentences of
their own. The students read out their answers.
6
Vocabulary
Ask the students to do as many of the opposites as they can in exercise A and say their spellings. Help
the students with those they do not know.
Talk about language expressions and how colours are sometimes used to describe people or situations. Ask
the students to give answers to as many of the expressions as possible in exercise B and help them if required.
English Class 3
Game: Ask the students to look at the expressions and meanings in exercise B for better understanding.
Give the meanings of the expressions and let the students say what expression each is. If time permits,
the students can use the expressions in sentences of their own.
Pronunciation
Read out the definition of homonyms and ask the students to read the examples. If possible, the students
give more examples. They try exercise A on their own and read out the sentences.
The students do exercise B on their own and read out the answers. If time permits, the students can make
a sentence using each of the homophones.
Game: Write some words on the board and let the students say the homophones of those words. Examples:
bear (bare), to (two, too), so (sew….not sue), hear (here), their (there), way (weigh)
Grammar
The students do exercise A on their own and spell out the answers.
For exercise B, the students first identify the words they need to change by underlining them and then
change the gender. The students then read out the answers.
Creativity corner
The students work on their own to do this exercise. They can choose about five words they are going to
use from the lesson to write their paragraph. By doing this, they will get a better idea of what they want to
write about. The students then write the paragraph and read it out. Listen to as many as possible and correct
them, if required. The students need to use the past tense to write the paragraph. Once the paragraph is
written, the students can underline all the verbs to check if they are in the past tense. This is self-correction.
Life Skills
The students discuss with their partner. You can go around the class, guiding and helping them. At least
one pair of partners can be asked to share their views with the class.
Listening and Speaking

Read the tongue twister poem slowly and then quickly. The students then practise the tongue twister and
recite it. Ask them to say aloud the words that end with the same sound (ape-tape-cape; calf-laugh-half;
niece-geese).




Note: This worksheet can be downloaded from e-resources portal ASSESSMENT
English Class 3
A. Fill in the blanks with the expressions from the box to complete the sentences.
and distributed to children for assessment of understanding.

pink of health once in a blue moon tickled pink golden opportunity
1. My brother doesn’t play tennis often. He plays only ____________.
2. Mother was in a good mood. This was just the _________to ask permission to go out with
my friends.
3. Father was _________when he got an award from his office.
4. My grandfather is 92, but he is in the __________. We are happy about this.
Answers: 1. once in a blue moon 2. golden opportunity

3. tickled pink 4. pink of health
B. Fill in the blanks with the correct homophone.
1. We will be leaving ________(write, right) away.
2. Grandmother cannot ___________(hear, here) so well.
3. It rained the ________evening. (whole, hole)
4. The wind _________the kite everywhere. (blue, blew)
Answers: 1. right 2. hear 3. whole 4. blew
7
ANSWERS TO TEXTBOOK QUESTIONS
Comprehension
A. 1. The prince was in search of a true princess.
2. The rain poured down in torrents, with thunder and lightning.
English Class 3
3. A
beautiful young girl stood at the palace gate. She was drenched in rain. Water ran down
from her hair and clothes; it ran down into the toes of her shoes and out again at the heels.
4. T
o find out if the young lady was a true princess, the old queen kept a pea on the bedstead
and laid twenty mattresses and twenty eiderdowns on top of it.
5. T
he princess said so because she was lying on something hard which made her body black
and blue.
6. T
he queen understood that the young girl was a true princess because she had felt the pea
right through twenty mattresses and twenty eiderdowns.
7. The pea was put in the museum.
B. 1. The queen said to herself.
2. The princess said to the queen.
C. 1. a true princess
2. she was drenched in rain
3. black and blue all over
4. had found a true princess
5. in the museum
D. Encourage students to write their own answers.
1. We scarcely had time to think during the examination.
2. It is difficult to find fault with hardworking people.
3. My friend lives right in front of my house.
4. The player felt black and blue after the rigorous match.
Vocabulary
A. 1. fake/unreal 2. night 3. evening 4. dislike/unlike
5. young/new 6. unseen 7. false 8. easy
B. 1. – h 2. – e 3. – a 4. – g
5. – b 6. – d 7. – f 8. – c
Pronunciation
A. Encourage students to write their own answers.
8
1. a. He loves to spring off the couch when the alarm rings.
b. The flowers beautify the gardens in the spring.
2. a. My grandfather gifted me a pen which inspires me to write.
b. I love to look after the sheep in our pen.
3. a. I saw her shedding a tear as she waved us goodbye.
English Class 3
b. The mother told the child not to tear newspapers into pieces.
B. 1. dear 2. rein 3. site 4. blew 5. write
Grammar
A. 1. princess 2. queen 3. husband 4. her
5. she 6. empress
B. 1. The empress welcomed the princess to her palace.
2. My grandmother went for a walk with her friends.
3. The king rode through the jungle on a mare.
4. The landlady asked the washerman to wash the clothes.
5. We saw a lioness, a buck and a tigress in the national park.
Creativity Corner
Students write their own answers.
As I was walking home from school one sunny afternoon, the sky suddenly became dark with clouds and
it began to rain in torrents. With thunder and lightning, it soon grew into a storm. My clothes became
wet and I was drenched from head to toe. It felt terrible walking in water-soaked shoes. Once I reached
home, I felt a great sense of relief. I rushed in to pat myself dry and as I changed my clothes, my mother
surprised me with delicious snacks and a hot beverage. I played an indoor game with my mother and
then read a beautiful story. I sat by the window and watched the rain flood our garden. This unexpected
rainy day was worth noting in my diary.
Life Skills
Encourage students to give their own answers.
We feel bad and embarrassed when we tell a lie. It bothers us all the time. We may get into trouble if we
lie. Therefore, it is always better to speak the truth. It saves us from future problems. People believe us
and respect us for being truthful.

ape-tape-cape; calf-laugh-half; niece-geese
9

ANSWERS TO WORKSHEETS
Worksheet 1
I. 1. The prince didn’t want to marry the princesses that he met because he wanted only a true
princess as his wife.
English Class 3
2. The princess was speaking the truth because (a) she had felt the pea right through twenty
mattresses and twenty eiderdowns and (b) she was sensitive.
II. 1. One day it rained terribly.
2. A young girl who claimed to be a real (true) princess stood at the city gate.
3. The old queen thought of a plan.
4. She placed a pea at the bottom of the bed and covered it with twenty mattresses and twenty
eiderdowns (beds).
5. The princess complained that she could hardly sleep.
6. The queen came to know that only a true (real) princess could be so uncomfortable.
7. The prince married her happily.
8. The pea was preserved in a museum.
Worksheet 2
I. 1. Hurrah 2. Wow 3. Thank you 4. Oh no

5. Congratulations 6. Alas 7. Yippee 8. Oh my god
9. Aha 10. Ouch
II. 1. The king ordered the princess to marry him.
2. The empress ruled over a vast kingdom.
3. Her husband is in Mumbai.
4. She has a brother who is older than her.
5. He gave a present to the queen.
10




Betty at the Party
English Class 3
POEM AT A GLANCE
This is a poem consisting of sixteen lines. It is made up of two stanzas, each stanza consisting of eight
lines. In the first stanza, the last words of only the second and the fourth lines rhyme. In the second
stanza, the last words of the second and the fourth lines, and the sixth and the eighth lines rhyme. There
is not much rhyme in the poem because it is like a conversation between Betty and her mother. The gist
of the poem is given in a box at the beginning of the lesson.
LEARNING OUTCOMES
y recite and read the poem.
y listen to, identify and write the rhyming words.
y learn more about describing words or adjectives.
y write about something that took place during a birthday party.
y understand what to do when someone has a fall.
PRE-READING
Point to the picture and ask:
y Who do you think Betty is?
y What do you think happened to her?
y Where do you think she was? (From the title, the students guess that she was at the party.)
y hat do you do when you see someone fall, especially a friend or a relative? (Let the students discuss.
W
You can help them with the vocabulary.)
y What are the other girls in the picture doing? Is it right?
y How do you think Betty feels?
y If you were one of the girls who had laughed, how would you apologise to Betty later?
y What do you think Betty would say? Will she continue to be your friend?
Tell the students that the poem is a conversation between Betty and her mother.
11
WHILE-READING
Tell the students to keep their books closed as you read out the poem. Change your voice as you read
the words of Betty and her mother.
Now ask the students to read, changing their voice for the different people in the poem. This is an easy-
to-understand poem, so encourage the students to give the meaning of the poem.
English Class 3
Ask:
y How old is Betty? (4)
y ow do you know it was a birthday party by looking at the picture? (There are decorations, and
H
balloons and gifts on the table.)
y Who laughed when a little girl fell upon the floor? (all the other girls)
y Who did not laugh? (Betty)
y How do you think Betty felt? (She did not like it when the other girls laughed.)
y hat did the mother think at first? (She thought that Betty was kind. So, she had not laughed at the
W
girl who had fallen.)
y Was Betty’s mother right? (No. It was Betty who fell upon the floor.)
y hy did Betty’s mother say, ‘Bless her little heart’? (She thought that Betty was a very kind 4-year-old
W
girl. She didn’t join the other girls and laugh at the girl who had fallen upon the floor.)
y What kind of a mood do you think Betty was in? (angry, embarrassed)
Tell the students to find the rhyming words. Inform them that the poem is a conversation, so it has very
few rhyming words.
POST-READING
Tell the students to read the poem once more.
Ask:
y What kind of a poem is it? Is it a funny poem or a sad one?
y Who wrote the poem? (unknown: nobody knows)
y hat does this poem tell us about thinking before we do something? (We need to think before we say or
W
do something; we should not always do something that others are doing. We may feel bad about it later.)
y I f you were among the other girls and you saw Betty the next day, what would you say? (sorry; it was
wrong to laugh)
Tell the students that it is a simple poem, but it teaches us a lot about good and bad behaviour. It teaches
us how our bad behaviour can make someone very sad.
Ask the students to look at the glossary once more to improve their vocabulary and their understanding
of the poem.
12
Comprehension
The students do the comprehension questions of exercise A on their own and read out the answers. Write
the answers on the board and the students correct their answers, if necessary.
The students make sentences using the words given and read them out.
Pronunciation
English Class 3
Since the rhyming words have already been discussed, the students can do this section on their own and
read out the answers.
Grammar
The students tick the correct answers that describe Betty’s feelings. They can also talk about the words
that describe the behaviour of the other girls (rude, happy, unkind). Ask the students if there are opposite
words in the box (happy, sad; rude, polite).
Creativity Corner
The students draw the picture and write a paragraph about the party. They can use some of the words
from the poem. They can even write a poem about the picture and the party.
Life Skills
The students tick the right choices and say their answers. They discuss about not hurting the feelings of
others and taking care of them.
 

 

 
Note: This worksheet can be downloaded from e-resources
portal and distributed to children for assessment of
ASSESSMENT
English Class 3
A. Circle the words that are adjectives/describing words. There are four of them.
tall girl rude laugh fall polite good floor
understanding.
Answers: tall, rude, polite, good
B. Write the rhyming word for the following words.
1. find, kind, _________
2. bit, fit, _______
3. cake, make, ______
4. fame, game, ______
Possible answers: mind/bind/hind/wind; hit/lit/pit/sit/wit; bake/fake/lake/rake/sake/take/

wake/; came/lame/name/same/tame

2
Comprehension
A. 1. At the party, a girl fell off her chair upon the floor.
2. All the other girls began to laugh.
3. And all the other little girls began to laugh, but me – I didn’t laugh a single bit.
4. Yes, Betty’s mother was proud of her because Betty had been so sweetly kind.
B. Encourage students to write their own answers.
1. Watching her perform on stage is such a delight.
2. My coach advised me to take extracurricular activities seriously.
13

Pronunciation
A. 1. floor 2. find 3. fell
Grammar
A. upset, embarrassed, sad, hurt
English Class 3
Creativity Corner
2.
Last Saturday, we went to Rosy’s house for her birthday party. The party began at 6 pm. We were
all excited to sit together, talk and dance on our favourite music. As the party was on, her parents
surprised us with a magic show. The magician performed several amazing tricks. At one point,
he vanished the birthday cake and then brought it back on the table with the blink of an eye.
He also used his magic to turn the candles on the cake into chocolates. We loved the show and
thanked the magician and Rosy’s parents for such a wonderful evening. It was an unforgettable
party for us.
Life Skills
1., 3., 5.
ANSWERS TO WORKSHEET
Worksheet 1
I. 1. b. 2. c. 3. b. 4. a.
II. 1. cruel 2. cry
III. It was Betty’s birthday. She invited a few of her friends to a party at her house. There were
candles on the cake and after her friends sang the ‘Happy Birthday’ song, Betty cut the cake.
The friends then enjoyed the cake, cookies, sandwiches and lemonade to drink. They played
a few games and then went home happily.
14



English Class 3
2
CHAPTER
Tenali Raman and the Two

Thieves
LESSON AT A GLANCE
Tenali Ramakrishna was a poet and the advisor to King Krishnadevaraya. There are many humourous
stories about his great problem-solving skills. The lesson is about how Tenali Raman tricks some thieves
in a clever but calm manner. You can encourage the students to read other stories of Tenali Raman.
LEARNING OUTCOMES

y learn new words.
y make sentences using words from the lesson.
y learn words with double vowels or consonants in them.
y understand the rules of forming the plural of nouns ending with ‘f’.
y learn the past tense of regular and irregular verbs.
y understand and discuss the given topics and situations.
y identify words in a poem with the same sound.
PRE-READING
y Who do you think the two people are? (Tenali Raman and his wife)
y What is he carrying in his hand? (a trunk)
y What do you think is he going to do with it? (Throw it in the well.)
y What time do you think it is? (It is night. It is dark and we can see the moon.)
y Who do you think are the two men hiding behind the bushes? (thieves)
y How do you know this? (from the title of the lesson)
y How many thieves are there? (two)
15
y Does Tenali Raman look frightened? (No. He knows he can trick the thieves.)
y Why do the two thieves look surprised on page 19? (The trunk is full of stones.)
WHILE-READING
Read the story and ask the students to follow in their books. The lesson has eight paragraphs. Divide
the class into eight groups and ask each group to read a paragraph. Explain words that the students may
English Class 3
find difficult to read and understand. The students read the definition of the words in the glossary. As
you are reading, ask:
y How did Tenali Raman guess there were thieves near his house? (He heard the rustling sound of leaves
even when there was no wind blowing.)
y What does this tell you about him? (He was always listening and looking.)
y What did he tell his wife? (He said that because there were many thieves in the neighbourhood, they
should hide their jewellery and cash in the well.)
y Did Tenali Raman and his wife really sleep? (No, they pretended to sleep.)
y What does drawing water from the well mean? (Take water out of the well using a bucket.)
y How do we know that the well was full of water? (The thieves were drawing the water all night.)
y Why were the thieves disappointed? (Instead of treasure, they found big stones in the trunk.)
y Why did Tenali Raman thank the thieves? (They had watered his garden by drawing water from the well.)
y What did Tenali Raman mean when he said, ‘I must pay you for your labour’? (He meant that they
must be handed over to the guards since they were thieves.)
y What did the thieves promise? (never to steal again)
y How many characters are there in the story? (4: Tenali Raman and his wife, and the two thieves)
POST-READING
Ask the students to narrate the story. The students stand in a circle and each student says one sentence,
until it finishes with the last student. The students do not have to give too many details. This exercise
helps them understand how to use tenses. It is also good for vocabulary.
Ask: What are some words you would use to describe Tenali Raman? (clever, calm, forgiving)
Comprehension
Ask the students to find answers to the questions from exercise A in the textbook and read out the answers.
Then write them on the board and the students copy the answers, and read them out.
Ask the students to do exercise B on their own and read out their answers. The students write some of
their answers on the board so that you can make grammatical corrections and point out the rules.
Vocabulary
For exercise A, ask: What is a word from the text that ends with ‘eeze’? (breeze)
Ask the students to think of two other words that rhyme with it. Tell the students to think of all the letters
of the alphabet to make the exercise quicker. (freeze, sneeze)
For exercise B, divide the class into two groups. One group thinks of words with double vowels and the
other group thinks of words with double consonants. One student from each group writes the answers
on the board.
16
For exercise C, write the words ‘lose’ and ‘loose’ on the board and ask the students if they know the
difference. (They are homophones – words that sound the same but have different meanings. ‘Lose’ is
the opposite of ‘win’. ‘Loose’ is the opposite of ‘tight’.) Ask the students to repeat the two definitions.
The students do exercise C and read out the answers.
Grammar
English Class 3
Read the definition of singular and plural nouns from the box. Write the examples of singular nouns on
the board and make changes to form plural nouns. The students do exercise A on their own and read out
the spelling of the plural form of the words.
Game: Use the words from exercise A for the game. Call out either the singular or the plural form of
nouns and ask the students to spell the other form of the nouns. Then ask them if they know some other
nouns that end with ‘f’. The students then change these singular nouns into plural nouns (half-halves;
elf-elves; hoof-hooves).
Read the information in the box on how certain nouns ending with ‘f’ or ‘fe’ take only an ‘s’ for the plural
form. The students do exercise B on their own and read out the spelling of the plural form of the words.
Game: Use the words from exercise A and B for the game. Call out either the singular or the plural form
of nouns and ask the students to spell the other form of the nouns. To make it more competitive, you can
divide the class into two groups and give marks for the correct answer.
Read out the information in the box on forming the past tense of verbs by adding ‘ed’. These are called
regular verbs. The students do exercise C on their own and read out the spellings. For word 3, explain
that another ‘p’ must be added to complete the spelling.
Read out the information in the box on irregular verbs and how they are formed. Help the students with
exercise D. Write the answers on the board and the students copy them. Ask them to look at the words
once again and then close their books.
Game: Use the words from exercise C and D for the game. Read out either the past or the present tense
and the students spell out the other tense.
Creativity corner
Explain the proverb to the students: it means that being honest (or being truthful) is the best rule in
life. Divide the students into groups and ask them to discuss whether they agree, and if they can give
examples for this.
Ask one person from each group to say something about what was discussed.
Discuss with the students what lesson the thieves learned. This could also be given as homework.
Life skills
Tell the students to discuss the topic. If time permits, the students can also role-play how they would ask
one another for permission. The students have already been introduced to ‘please’, ‘sorry’ and ‘thank
you’. They use these words in their role-play.

Read the poem. Next, the students read/say the poem slowly and then quickly. Ask them to say the
words that rhyme in the poem. If possible, the students practise the poem at home and say it as fast as
possible in the next class.
17
 

 

 
ASSESSMENT
English Class 3
A. Fill in the blanks with the correct form of the noun.
1. The ______ (knife, knives) are not sharp.
understanding.
2. The ______ (shelves, shelf) has books on it.
3. The _________ (cliff, cliffs) is rather far away.
4. How many ___________ (wolves, wolf) were there in the story of the Three Little Pigs?
Answers: 1. knives 2. shelf 3. cliff 4. wolves

B. Fill in the blanks with the correct word.
1. Father has become thin. His pants are now too _________ (lose, loose) for him.
2. Last night, I _______ (hear, heard) the wind blowing outside.
3. The ________ (leaves, leaf) are rustling under my feet.

English Class 3
4. My mother read me the story of ‘Snow White and the Seven _____’(Dwarves, Dwarfs).
Answers: 1. loose 2. heard 3. leaves 4. Dwarfs

3
Comprehension
A. 1. Tenali Raman heard a rustling sound of leaves from outside his house. He guessed that
there were some thieves hiding in the bushes.
2. Tenali Raman planned to hide all the jewellery and money in the well.
3. The thieves emptied the well to get the trunk of treasure.
4. When the thieves had emptied the well and pulled out the trunk, they found big stones
inside the trunk.
5. The thieves promised Tenali Raman that they would not steal or rob anyone ever again.
B. Encourage students to write their own answers.
1. She pretended to love the food to please her aunt.
2. The cricket team has disappointed the spectators this time.
3. The teacher pardoned me for the silly mistakes I had made in my test.
4. The judged punished the notorious criminals.
Vocabulary
A. Probable answers
breeze freeze sneeze
B. Probable answers
1. sheep 2. collect 3. boots 4. grass 5. tunnel
C. 1. lose 2. loose 3. lose 4. lose 5. lose
6. loose 7. lose, loose
Grammar
A. 1. calves 2. elves 3. knives 4. leaves 5. lives
6. loaves 7. selves 8. wolves 9. shelves 10. halves
B. 1. dwarfs 2. chiefs 3. cliffs 4. proofs 5. safes
18
C. 1. hoped 2. managed 3. dropped 4. asked 5. started
6. guessed 7. figured 8. waited
D. 1. heard 2. thought 3. hid 4. came 5. went
6. kept 7. saw 8. fell 9. said 10. understood
English Class 3
Creativity Corner
1. Honesty is important to succeed in any area of life. When we do a task with honesty and hard
work, we are sure to gain success. For example, when we perform in the examinations with
honesty, we will not only do well but also gain the trust of teachers and noble friends. But if
we are dishonest, people will lose faith in us and avoid our company.
2. One day, my friend and I went to rob Tenali Raman. After observing keenly and hearing the
sound of a huge trunk being dropped in the well, we both went straight to it. We drew water
from the well the entire night and finally managed to pull out the trunk. But to our surprise, it
was full of big stones and not jewels. Although I was sad, I could not stop myself from admiring
Tenali Raman’s wit and plan in such a short span of time.
It goes without saying that he taught me a good lesson. I realised that I should rather work
hard and earn my living.
Life Skills
Our partner may be very close to us, but we should never take their things without their permission.
There are some things that are one’s most prized and precious possessions. Also, certain things may
be gifted to us by our loved ones. So, it is always advisable to seek consent before taking our partner’s
things, whether a pencil, a pen or even a book. We should request our partner if we need or want to use
their things. We should also thank them while returning their things.

cow-bow-how; say-way; fixed-mixed
Worksheet 1
I. 1. Tenali Raman heard a rustling sound of leaves from outside his house. Thus, he came to
know that there were thieves hiding in the bushes.
2. Tenali Raman wanted to pay the thieves because they had drawn out water from the well
and watered the plants in his garden.
3. Tenali Raman did not punish the thieves because they promised him not to steal or rob
anyone ever again.
II. 1. punish: The judge did not punish the convict for lack of evidence.
19

2. hiding: The mouse was hiding in a sack of wheat.

3. thieves: The thieves were caught red-handed and taken to the police station.
Worksheet 2
English Class 3
I. 1. The knives and loaves are on the table.

2. The leaves are falling.
3. The roofs are leaking.
4. The calves are grazing in the field.
5. The chiefs praised the chefs for the delicious dinner.
6. The elves played mischief on the wolves.
7. The shelves were placed on the wall.
II. 1. came 2. peeped, saw 3. stole, caught 4. knocked, opened
5. fell 6. saved, bought 7. dropped, won
20



English Class 3
All Things Bright and Beautiful
POEM AT A GLANCE
This is a poem consisting of six stanzas. Each stanza has four lines. In the first stanza, lines one and two
and lines two and four rhyme. In all the other stanzas, lines two and four rhyme. The poem is about the
wonderful things that God has made in this world. The poet says we must be thankful for all that he has
made. The poem is in praise of God.
LEARNING OUTCOMES
y read and recite the poem.
y answer questions about the poem.
y learn and write the opposites of given words.
y write a paragraph about a given topic.
PRE-READING
Point to the picture and ask:
y What are the things you see in the picture? (two boys, two girls, two puppies, two mushrooms, two
birds, the sun, the mountain, the tree, a duck, a frog, flowers)
y What kind of day is it? (bright and beautiful; We know this from the title of the poem too.)
y Why is it bright? (It is morning, and the sun is shining.)
y Do you like bright days or rainy days?
WHILE-READING
Tell the students to keep their books closed as you read out the poem.
Now ask the students to read. Explain words that you think the students may find difficult to understand.
Explain the poem:
Every single thing in this world has a right to be here. They are all made by God.
In the second stanza, the poet says that God has made every little flower that blooms and every bird that
sings. He has made the glowing colours of flowers and the tiny wings of birds.
In the third stanza, the poet says that God has made the mountains that seem purple at the top. He has
made the rivers that flow by. He has made the sunset and the morning that makes the day bright.
21
In the fourth stanza, the poet says that God has made the winds that are cold in winter. He has made the
warm sun for summer. He has also made every one of the ripe fruits in the garden.
In the fifth stanza, the poet says that God has made the tall trees in the forest. He has made the meadows
where children play. He has also made the rushes (a type of plant) by the water that children collect
every day.
In the last stanza, the poet says that God has given us eyes to see everything and lips so that we praise
English Class 3
God for all the things he has made so well.

Ask: Which lines rhyme in the poem?
POST-READING
Ask:
y What are some of the things we need to be thankful to God for? (flowers, trees, birds, water, etc.)
y What are you thankful to your parents for? (good home, food, love)
y Why should we be thankful for anything? (People look after us because they love us. They do not need
anything in return. God too does not ask for anything in return. He only wants us to love each other.)
Comprehension
Ask the students to find answers to the questions in the poem and say them. Discuss the answers and
write them on the board. The students copy the answers and read them out.
Pronunciation
The students do this exercise on their own and read out the answers.
Grammar
The students write the opposites of whatever words they know in exercise A; you can help with the
remaining words. The students then say each word and its opposite together.
The students do exercise B on their own and say the answers.
Creativity Corner
The students draw a picture of the rainbow and colour it. Then they write a few lines about it. You can
paste these on the display boards.
 

 

 
Note: This worksheet can be downloaded from e-resources ASSESSMENT

English Class 3
A. Circle the things made by God.

1. birds 2. pencil 3. flowers 4. rivers
5. houses 6. lakes
understanding.
Answers: 1, 3, 4, 6
B. Circle the correct word that describes the following.
1. something we use to see with (nose, eyes)
2. season when the weather becomes cold (winter, summer)
3. they sing sweetly (flowers, birds)
4. the colour of the mountain tops (purple, grey)
Answers: 1. eyes 2. winter 3. birds 4. purple
22
Comprehension
A. 1. God has created all things that are bright and beautiful. He has created all small and great
creatures. He has also created all things that are wise and wonderful.
English Class 3
2. God has gifted the birds with tiny wings.
3. The poet describes the mountain as purple-headed and the morning as something that
brightens up the sky.
4. The poet describes winter and summer seasons in stanza 4. He describes winter as a season
when cold wind blows. In summer, the sun is pleasant.
5. The poet calls summer as a pleasant season because of the sunshine.
6. He gave us eyes to see them,
And lips that we might tell
How great is God Almighty,
Who hath made all things well.
Pronunciation
A. 1. beautiful – wonderful; 2. small – all; 3. sings – wings;
3. by – sky; 4. sun – one;
5. play – day 6. tell – well
Grammar
A. 1. hot 2. unpleasant 3. raw/unripe 4. huge
5. unwise/foolish 6. dull 7. sunrise
B. 1. bird 2. meadow 3. ripe fruits 4. flowers
5. rushes
Creativity Corner
Encourage students to write their own answers.
A rainbow is one of the most beautiful phenomena to happen in the sky. We see a rainbow in the sky
when the sun shines through raindrops. It is formed opposite the sun. It is made of seven colours–violet,
indigo, green, yellow, orange and red. A rainbow lasts for a few minutes but it gives us a lot of joy.
23

I. 1. God has made the things of this world for us to appreciate, share, enjoy and be thankful
to him.
English Class 3
2. The sky looks beautiful because of sunset in the evening and sunrise in the morning.
II. 1. d. 2. c. 3. d. 4. d. 5. a.
III. 1. fruits: ripe; sweet, juicy
2. winter: cold; chilly, freezing
3. creatures: great; small, beautiful
4. sky: bright; blue, cloudy
5. trees: tall; green, shady
24



English Class 3
3
CHAPTER
The Emperor and the

Nightingale – I
LESSON AT A GLANCE
This is a fairytale set in China. The nightingale is a small bird that is known for its beautiful voice. The
Emperor of China hears people talking about the beautiful song of a nightingale in the forest. He requests
for it to be brought to the palace. The nightingale agrees, though it says that it sings best in the forest.
The emperor loves her music so much that he asks her to stay on. She continues to sing for him even
though she has lost her freedom and cannot go to the forest again.
LEARNING OUTCOMES
y learn new words.
y answer questions with reference to the context.
y learn more about adjectives.
y write a paragraph on a given topic.
y have a class discussion on a given topic.
y listen to a story and do an exercise based on it.
PRE-READING
Read the title of the story and ask the students to look at the picture. Then ask:
y What are some of the things you can see? (an emperor sitting on his golden throne, a nightingale,
some people in the court, a golden cage)
y What is the nightingale sitting on? (a golden perch)
y Where do you think she lives? (in a golden cage)
y Would you like to live in a golden cage? (Ask the students to think about this as they are reading the
story.)
25
WHILE-READING
Read the story and ask the students to follow in their books. The lesson has four paragraphs, but the last
one is a short one, so it can be combined with paragraph three. Divide the class into three groups and
ask each group to read a paragraph. Explain the words that the students may find difficult to read and
understand.
The students read the definition of the words in the glossary. As you are reading, ask:
English Class 3
y Who is an emperor? (A ruler who is greater than a king.)

y What kind of bird is a nightingale? (A bird that sings beautifully.)
y Why did the emperor want the nightingale? (Everyone said she sang beautifully, so he wanted to
hear her sing.)
y Who led the emperor’s men to the forest? (the kitchen maid)
y What colour was the bird? (grey)
y Where was she sitting? (on the branch of a tree)
y What kind of bird was she to look at? (a plain little bird; not colourful)
y What did the nightingale say when the men asked her to go to the palace with them? (She said that
her song sounded best in the forest, but that she would go with them.)
y Why did the emperor cry when the nightingale sang? (Her voice was so beautiful.)
y What, according to the nightingale, was the greatest gift? (that the emperor had tears in his eyes
when she sang)
y What special arrangements were made for the nightingale? (A golden perch was fixed for her to sit
on and sing. She lived in a cage that was specially made for her. Two times a day she was allowed
to fly round the room.)
y What had the little bird lost? (She had lost her freedom.)
y How do you think it made her feel? (lonely, sad)
POST-READING
until the story finishes with the last student. The students do not have to give too many details. This
exercise helps the students understand how to use tenses. It is also good for vocabulary.
Tell the students that the nightingale has a golden cage and lives in a beautiful palace, and then ask:
y If you were the nightingale, how would you feel?
y Would you be happy?
y If someone gave you all the toys you wanted, but put you in a cage, would you be happy? (The students
have a discussion on this idea.)
Comprehension
Ask the students to find answers to the questions from exercise A in the textbook, and to read out the
answers. Then write them on the board and the students copy the answers and also read them out.
26
Ask the students to look at exercise B and locate the answers in the lesson. The students read out the
answers. Write the answers on the board. The students copy the answers and read them out.
Discuss the meaning of the words in exercise C again and ask the students to do the exercise. Some
of the students write their sentences on the board so that you can correct the basic construction of the
sentences and look at the punctuation.
English Class 3
Vocabulary
For exercise A, the students do as many of the words as possible by locating them in the lesson.
Game: The students work in pairs and make a single sentence using as many of the answers from exercise
A as possible. Marks may be awarded for correctness and the number of words used in a sentence. Here
are some examples:
y The princess and the empress were sitting on the throne wearing their crowns when the prince walked in.
y The emperor’s palace was beautiful and grand.
Grammar
The students do exercise A on their own and read out the answers. They will have different answers, so
they can read them out.
For exercise B, first explain some of the adjectives to the students. Then they do the exercise on their
own and read out the answers in complete sentences.
Creativity corner
The paragraph about the nightingale can be given as homework or the students can do it in class after
a discussion. The students read about King Ashoka and write a paragraph about him. The details could
include where he was born and lived, what he conquered and why he is considered great.
Life skills
The students exchange their opinion on the caging of birds. The students could also be divided into
groups of five so that each student can say something on the topic. The students allow one another to
complete their sentences. If they do not agree, they should not say that in a loud voice, but in politeness.
This helps students prepare for debates in the higher classes.

The students listen as you read the story in class. The students then read the sentences in the exercise.
Next, they listen again and then cross out the sentences that are not true. If necessary, you can read out
the third time also. The students now read out the sentences that are true about the story.
 

 

 
ASSESSMENT
English Class 3
A. Write ‘yes’ if the underlined word is an adjective.

1. Elephants are big animals. ____
2. The beautiful bird is flying away. _____
understanding.
3. The little boy was crying. _____
4. My mother is wearing a pink sari. ____
Answers: 2, 4
B. Circle the words that can be used to describe a car.
1. big 2. black 3. singing 4. tall
5. favourite 6. new
Answers: 1, 2, 5, 6
27
Comprehension
A. 1. The nightingale was a little grey bird that lived in the woods. It was a plain-looking bird,
but it sang beautifully.
2. The emperor sent his men to the forest to find the nightingale and to bring it to him so that
English Class 3
he could hear it sing for himself.

3. When the nightingale sang, tears started rolling down the emperor’s cheeks. He felt the
nightingale’s singing to be glorious.
4. The emperor gave his golden slipper to the nightingale to wear around its neck.
5. The nightingale was placed inside a cage specially made for her.
B. 1. a. The emperor said to his men.
b. Nightingale
c. The nightingale was found sitting on the branch of a tree in the forest.
d. The bird could sing beautifully.
2. a. The emperor said to the nightingale.
b. A thing that we give someone as a present.
c. The nightingale replied that it had seen tears in the emperor’s eyes and that was a
powerful gift, the greatest of them all.
C. Encourage students to write their own answers.
1. I was amazed to find flowers blooming on the tree I had planted in my garden.
2. Both the countries declared peace over war.
3. The artists performed so enchantingly on the eve of Diwali.
4. India has a glorious past.
Vocabulary
A. 1. palace 2. throne 3. crown 4. soldiers 5. empress
6. prince 7. princess
Grammar
A. Probable answers
1. little grey bird
2. most gracious emperor
3. green wood
4. golden perch
5. powerful gift
28
B. 1. important 2. delicious 3. timid 4. hungry 5. friendly
6. expensive 7. dirty 8. fast
Creativity Corner
1. Students write their own answers.
English Class 3
A nightingale is a small, pale grey bird. It has a very sweet voice. Its beauty lies in how gracefully it
sings and makes us happy. It sings throughout the day but mostly at night. It eats grains, seeds, berries,
insects and worms. It lives in the forests and makes its nest in the bushes or on trees. It uses dry leaves,
twigs and grasses to make its nest.
Ashoka was one of the most successful kings who ruled India. He was born to Mauryan Emperor
Bindusara. He fought many wars and reigned over much of present-day India. During one such war to
win Kalinga, thousands of people were killed and many were injured. Ashoka was deeply affected by
the suffering he saw around him. He gave up violence and started working for the welfare of people and
animals. He spread the religion of Buddhism in his entire kingdom and the neighbouring areas. He got
his teachings engraved on rocks and pillars. The Ashoka pillar at Sarnath is India’s national emblem.
Life Skills
The idea of caging anybody is a sign of cruelty. As much as we always want to be free from shackles,
chains and custody, other species also feel the same. Birds have wings and are born to fly. They build
nests to lay eggs and nurture their young ones. We should not shift their home or limit their freedom by
caging them. We should enjoy their company if they come close to us. True love is to love watching the
birds fly and sing happily.

1. False 2. True 3. True 4. False
5. True 6. True
Worksheet 1
I. 1. The emperor wanted the nightingale so that he could hear it sing for himself.
2. Yes, the bird had lost its freedom because it was put in a cage. It was allowed to fly around
the room twice a day with a silken string attached to her leg.
II. 1. China 2. plain 3. sing 4. gold 5. tears
Worksheet 2
I. 1. c. 2. e. 3. g. 4. h. 5. a.
6. b. 7. f. 8. d.
II. 1. smart 2. amazed 3. shy 4. valuable 5. mighty
29
 


English Class 3
4
CHAPTER
The Emperor and the

Nightingale – II
LESSON AT A GLANCE
The fairytale continues. The nightingale stays in the emperor’s palace in a golden cage and sings for
him. She gives up her freedom in the forest to keep the emperor happy.
LEARNING OUTCOMES
y learn new words.
y answer questions with reference to the context.
y learn and write the opposites of the given words.
y learn more about present and past tenses.
y complete the given dialogue using one’s imagination.
y have a discussion about a given topic.
y listen to a story and draw pictures.
PRE-READING
Ask the students to look at the pictures and say what they think could happen in the story now.
y What kind of bird is the emperor holding? (a golden one)
y What is wrong with the emperor in picture 2? (He does not look well.)
y Where do you think the nightingale is?
The students may use their imagination to come up with answers to these questions.
30

WHILE-READING
Read the story and ask the students to follow in their books. Now ask the students to read all the paragraphs
together. Explain the words that the students may find difficult to read and understand. The students read
the definition of the words in the glossary. As you are reading, ask:
y What was inside the parcel that the emperor received? (It was a mechanical nightingale. It was
English Class 3
made of metal and covered in diamonds, rubies and sapphires. It had a tail of gold and silver. It was
beautiful to look at.)
y How many songs did the nightingale sing? (It sang only one song.)
y What happened to the real nightingale? (It flew away.)
y Why did the artificial nightingale stop singing one day? (Its spring broke.)
y What happened to the emperor? (He became very sick. He was not able to hear the music of the
nightingale.)
POST-READING
helps the students understand how to use tenses. It is also good for building vocabulary.
Ask:
y The nightingale has a golden cage and lives in a beautiful palace. If you were the nightingale, how
would you feel?
y Would you be happy?
y Why was a new emperor chosen to be crowned? (Everyone thought that the old emperor would die.)
y Why did everyone think that the emperor was dead? (He was pale and cold.)
y Why did the nightingale come back? (The nightingale heard that the emperor was ill. She came back
to sing to the emperor and to bring him hope.)
y What did the emperor tell the nightingale? (He told the nightingale that he wanted to reward the bird.)
y What was the bird’s answer? (The bird said that it would never forget the emperor’s tears the first
time she sang for him.)
y How did the emperor feel when he got up? (He felt strong and alert.)
y What did the nightingale promise the emperor? (She told the emperor that she would come every
evening, sit on the bough by the window and sing to him.)
y What kind of bird was the nightingale? (The nightingale was a very loyal bird. When she heard that
the emperor was ill, she came to visit him.)
Comprehension
Ask the students to find answers to the questions from exercise A in the textbook and to read out the
answers. Then write them on the board. The students copy the answers and also read them out.
Ask the students if they can answer the questions of exercise B without looking at the lesson. Then write
the answers on the board and the students copy them.
31
Discuss the meaning of the words in exercise C again and ask the students to do the exercise. Some
of the students write their sentences on the board so that you can correct the basic construction of the
sentences and look at the punctuation.
Vocabulary
For exercise A, the students do as many of the words as possible by working with a partner. The students
English Class 3
then read out the words in pairs.

Game: The students look at the words in the exercise and then close their books. Say a word and the
students say the opposite.
Pronunciation
The word ‘wind’ (as in turning a key) is an action word or a verb. The other word ‘wind’ (as in breeze)
is a noun. Ask the students to think of sentences for both. Then write the answers on the board. Tell the
students to make a sentence using both the kinds of ‘wind’. Example:
y The wind winds its way through the tunnel.
y The child winds his toy in the strong wind.
Grammar
Read the explanation about present tense given in the box and explain. Then write the various forms
of ‘do’ in the present tense on the board and ask the students to read them out. The students memorise
them quickly.
The students now look at the table and say the pronouns aloud for the given verbs. Once again, tell the
students that verbs used in present tense with ‘he’, ‘she’, ‘it’ and singular nouns, end with ‘s’ or ‘es’.
The students do exercise A on their own and read out the answers.
The students try and do exercise B on their own. Help wherever necessary. Once the exercise is done,
the students look at the present and the past tense forms of the verbs.
Game: Say a word either in the present or past tense and the students say it in the other tense. Example:
y If you say ‘heard’, then the students say ‘hear’.
y If you say ‘forget’, then the students say ‘forgot’.
If it is a quick game, it can be played many times.
Creativity corner
The students work with a partner and complete the conversation. They read out what they have written.
You can correct if required.
Life skills
Introduce the topic by asking students how they felt on the first day of school. Ask:
y Was any student helpful or friendly?
y How did it make you feel?
y Were some students not so friendly?
Based on these questions, the students have a discussion on being kind and friendly with people.
32
Read the story and the students listen. Read it again and ask students to think of pictures they can draw
for the story. The third time when you read, the students start drawing the pictures.
 

 

 
English Class 3
ASSESSMENT
English Class 3
A. Write the verbs in the box under the correct column.
broke hung is made does are
understanding.
Present Past
Answers: Present: is, does, are

Past: broke, hung, made
B. Fill in the blanks with the correct verb from the brackets.
I ____________ (have, has) a little brother. He ____________ (has, is) four years old. He
____________ (likes, like) to play with me. He ____________ (does, did) not like big dogs. I
____________ (love, loves) my brother very much.
Answers: have, is, likes, does, love

Comprehension
A. 1. The Emperor of Japan sent a magnificent casket containing an artificial nightingale that
was made of metal. It was a clockwork with a key to wind it up.
2. The artificial nightingale was covered in diamonds, rubies and sapphires with a tail of
silver and gold. When it was wound up, it moved its tail up and down while singing aloud.
3. One day, the artificial nightingale broke its spring and could not sing any longer.
4. The emperor lay in his bed cold and pale. He became so ill that the people decided to
choose a new emperor.
5. As the real nightingale started singing, the emperor felt a bit better. He fell into a sweet
sleep and when he woke up, he felt strong and alert.
6. No, the nightingale did not come to stay in the palace because she could not build her nest
there.
B. 1. a. The emperor said to the artificial nightingale.
b. The artificial nightingale could not sing because its spring had broken.
c. The emperor felt sad and became ill.
2. a. ‘I’ refers to the real nightingale.
b. The emperor was ill.
c. The emperor began to feel better and he gently opened his eyes.
1. The client pleaded the judge to hear him again.
2. India is naturally gifted with magnificent mountains.
3. The President rewarded the boy for his bravery.
4. We could hear the drum beats faintly.
33
Vocabulary
A. 1. weak 2. loudly 3. forcefully/aggressively 4. worse
5. punish 6. fake/unreal 7. remembe 8. powerless 9. noisy
10. concealed 11. overlook
English Class 3
Pronunciation
A. Encourage students to write their own answers.
1. When I wind the key to my new doll, it sings for me.
2. The wind blows strongly in coastal areas.
Grammar
A. 1. plays 2. have 3. are 4. are 5. eats
6. teaches 7. rises 8. pray 9. take 10. revolves
B. 1. – d; 2. – f; 3. – g; 4. – h; 5. – c;
6. – a; 7. – e; 8. – b
Creativity Corner
Artificial nightingale: Why are you so plain-looking?
Real nightingale: Because I am original.
Artificial nightingale: Why did you fly away?
Real nightingale: Because the emperor had started liking your song. Also, I was missing my home in
the woods.
Real nightingale: Why did you stop singing?
Artificial nightingale: My spring broke.
Artificial nightingale: Why have you come back?
Real nightingale: I have come back for the emperor who is severely ill. I hope that my singing will revive
his health and happiness.
Artificial nightingale: Why do you sing for others?
Real nightingale: God gifted us a melodious voice and it is our work to spread joy, love and hope.
Life Skills
I will welcome the new student in my class with all warmth, smile and affection. Everybody takes time to
get used to a new environment and especially in school, it feels all new until we make friends and interact
with classmates. So, keeping all these things in mind, I will make sure my new friend feels comfortable
and welcomed. I will help in sharing the notes so that he/she catches up with all the work until date. It
will be my pleasure to take him/her to the playground and show the library and canteen. I will support
the new student in all possible ways.
34
Worksheet 1
I. 1. The artificial nightingale was covered in diamonds, rubies and sapphires with a tail of
silver and gold.
English Class 3
2. The real nightingale flew away because the emperor and everybody else forgot about it.
They liked to hear the artificial bird sing.
II. 1. parcel: I received a parcel on my birthday containing a beautiful painting.
2. casket: The prince chose a lead casket and was lucky to be the winner.
3. artificial: Artificial flowers may look beautiful, but they do not have fragrance like real
flowers.
4. sighed: She sighed with relief when the policeman returned her lost wallet.
5. promised: I promised my mother to be honest and truthful in life.
Worksheet 2
I. Rita usually gets (get) up at 6 o’clock in the morning. Then she cleans (clean) her room and
takes (take) a bath. She puts (put) on clean clothes and prays (pray). After breakfast, she goes
(go) to school. She meets (meet) her friends. They study (study) together. They do not waste
(waste) their time.
II. It was three o’clock. The children studied (study) their lessons and then walked (walk) to the
park. They played (play) on the swing, jumped (jump) and talked (talk) to each other. Their
parents watched (watch) them and listened (listen) to their shouts. A little boy cried (cry) for
his parents. The children helped (help) the boy.
35
 


English Class 3
The Pencil
POEM AT A GLANCE
This is a poem consisting of sixteen lines. It is made up of three stanzas. The first two stanzas have six
lines each and the last stanza has four lines. In the first stanza, the second and the fourth lines rhyme.
In the second stanza, the first, the third and the fifth lines rhyme, and also the fourth and the sixth lines
rhyme. In the third stanza, the second and the fourth lines rhyme. The speaker in the poem is a pencil.
It describes itself and complains (grumbles) about how its master does not treat it well. It is a funny
poem, but it will also help the students understand that they need to take more care of their belongings.
LEARNING OUTCOMES
y listen to and identify the rhyming words.
y answer questions about the poem.
y learn new words.
y learn about contractions.
y write a short poem.
y have a discussion on a given topic.
PRE-READING
Point to the picture of the pencil and say:
Look at the picture of the pencil and describe it using adjectives. (It is a red pencil dressed like a man.
It is wearing a white full-sleeved shirt and a blue hat. It has eyes, a nose and a mouth. The lead of the
pencil is sharp. This is probably how the pencil looked when it was new.)
Ask some students to hold up their pencils and describe them. Some students may have a small pencil
or one that they may have bitten into.
Ask them why the pencil is so. (I bite my pencil. I shave my pencil often. I need a sharp pencil.)
Then ask:
y If your pencil could speak, what would it say about you?
y Will it say that you look after it well?
Ask the students to discuss this point.
36

WHILE-READING
Tell the students to keep their books closed as you read out the poem. Read the poem in a complaining
voice. Then divide the class into three groups and ask each group to read a stanza.
Ask the students to identify the rhyming words. Then explain the poem.
In the first stanza, the pencil says that it is made of wood and lead. Its head (the lead) is long and pointed,
English Class 3
and the body is smooth for students to hold. The colour of the pencil is red. The pencil complains that it
used to be tall (long) and handsome (shiny, with no bite marks on it), but now it will surely die because
of the way the young boy is treating it. By death, the pencil means that it will become extremely small
or will be thrown away.
In the second stanza, the pencil says that it can write nicely, but that the master (the owner of the pencil)
does not try. The boy does not treat the pencil well. He keeps sharpening it. The pencil feels that it will
soon be dead.
In the last stanza, the pencil says that he hates it when the boy bites into him or covers him in ink. The
pencil asks the reader: Don’t you think I have enough reasons to complain?
When the students have understood the poem, ask:
y How does the pencil describe himself? (He is a little pencil made of wood and lead. His head is long
and pointed and his body is red and smooth. He was once handsome.)
y What is the pencil afraid of? (He is going to die soon.)
y Why does the pencil think so? (The boy is always shaving him and biting him. He is becoming smaller
and smaller.)
POST-READING
Ask the students what kind of poem it is.
y Is it funny or sad? (A bit of both because the pencil is talking; but what the pencil has to say about
itself is sad.)
y How should you actually treat your pencil? (We must use it to write well. We shouldn’t bite into it. We
shouldn’t keep sharpening it all the time for fun. We should not dip it into ink.)
Instead of just stating the rules, the poet has made the pencil say how it feels when it is treated badly so
that students understand how they need to look after their belongings. They need to understand that the
pencil is talking to them.
Comprehension
The students do the comprehension questions of exercise A on their own and read out the answers. You
can help, wherever necessary. Write the answers on the board and the students correct their answers.
The students do exercise B on their own and read out the answers.
Vocabulary
The students work with their partners on exercise A. They read out the answers with the correct spelling.
Grammar
Write ‘that is’ and ‘we are’ on the board. Ask the students to read the words. Then say:
37
If we want to combine the two words, we make some changes. We delete one letter and put an apostrophe
in its place. This is called contraction. It is often used when we are talking. It is not often used when we
are writing.
Now write ‘that’s’ on the board and ask the students what letter is missing (the ‘i’ in ‘is’). Pronounce
the word. Now write ‘we’re’ on the board and ask the students what letter is missing (the ‘a’ in ‘are’).
Pronounce the contraction. It is pronounced like the word ‘were’. Tell the students that most often, the
English Class 3
first letter of the second word is omitted and an apostrophe is used in its place. The pronunciation also
changes slightly.
The students keep this rule in mind as they do exercise A. They read out the answers and you write them
on the board. The students pronounce the contractions correctly.
Game: Say a few contractions and the students say their full form. Examples: we’re (we are), it’s (it is),
I’m (I am), you’re (you are), she’ll (she will).
Creativity Corner
The students draw a picture of anything that they use every day, such as an eraser, a soap, a lunchbox, a
book, etc. and then write a poem about it. The lines need not rhyme. You can put up these on the display
boards. The students can write the poem pretending to be the object or they can write about how they
use it as a boy or as a girl.
The students will have a discussion on the misuse of a pencil. They have already discussed certain points
while reading the poem.
 

 

 
English Class 3
A. Add a letter to make a new word.
1. at (not thin) ___________________
2. ear (a wild animal) ______________

3. low (the opposite of fast) _____________________
4. room (something you use to sweep with) __________________
5. eat (a direction) _________________
Answers: 1. fat 2. bear 3. slow 4. broom 5. east

B. Fill up the columns.
understanding.
Word Contraction
1. he is
2. you’ll
3. they’re
4. should not
5. does not
Answers: 1. he’s 2. you will 3. they are 4. shouldn’t 5. doesn’t

C. Write a rhyming word for the following words.
1. find, kind, _________
2. bit, fit, _______
3. cake, make, ______
4. fame, game, ______
Possible answers: mind/bind/hind/wind; hit/lit/pit/sit/wit; bake/fake/lake/rake/sake/take/wake/;

came/lame/name/same/tame

Comprehension
A. 1. The pencil is made of wood and lead.
2. ‘My head is long and pointed
My body is smooth and red.’
3. The pencil likes to write quite nicely.
4. The pencil blames the master for bad handwriting.
5. The following are the complaints made by the pencil:
a. The master does not write well.
38
b. He treats the pencil badly.
c. He often shaves the pencil’s head.
d. He cuts the pencil unkindly.
e. He bites the pencil.
f. He puts the pencil in the ink.
English Class 3
B. 1. pointed 2. wood, lead 3. the master 4. bites 5. shaves, cuts
Vocabulary
A. 2. pink 3. teach 4. heard 5. read 6. spoon
7. tray
Grammar
A. 1. it’s 2. he’s 3. she’s 4. they’re 5. you’re
6. don’t 7. we’ll 8. shouldn’t
Creativity Corner
I love my pen
It is engraved in gold.
It brings out my thoughts from den,
that are powerful and bold.
Many feel power is a physical force,
but few know that a pen is mightier than a sword.
Many realised in due course,
That nothing is greater than a word.
Pencil is our first love among all the stationery items we carry to school. However, we cannot
dismiss the fact that we misuse the pencil in many ways. We sharp it more often than necessary.
We scratch it with our nails while listening to the teacher. We also bite and chew it when we
are in no mood to study. At times, we mishandle the pencil and break it into two.
I feel a pencil could be used and maintained with so much of grace, beauty and purpose. If we
take care of a pencil, we can create some beautiful memories with it.
39

I. 1. If the pencil has a rough body, it will be difficult to hold it with the fingers and write nicely.
It will also be difficult to sharpen it properly.
2. The pencil dies when the master shaves its head and cuts it unkindly.
English Class 3
3. (Probable answer) The pencil is put in the ink for fun. The master could be wanting to use
it like a pen.
II. 1. rudely 2. complain 3. dislike 4. big 5. flat
6. frequently
III. 1. doesn’t 2. can’t 3. wouldn’t 4. I’ll 5. you’ll
6. he’ll 7. she’ll 8. it’ll 9. they’ll
40



English Class 3
5
CHAPTER
Ila Sachani
LESSON AT A GLANCE
This is a true story of a young girl in Gujarat who was born with a deformity. She could not use her
hands for the things that we do every day. She did not give up, but learned to use her two feet in order
to do her everyday work and also to paint and sew.
LEARNING OUTCOMES
y learn new words.
y form sentences in the negative past tense.
y write paragraphs on given topics.
y listen to and distinguish between words with a short ‘o’ sound and a long ‘o’ sound.
PRE-READING
Ask the students to look at the pictures and talk about them.
y What is the girl doing? (sewing, embroidery)
y What is she using to do the artwork? (her feet)
Then tell the students to drop a piece of paper on the ground and pick it up with their foot. Ask:
y Is it easy?
y How much more difficult will it be to eat using one’s foot or to paint with it?
y What kind of girl do you think she was? (brave)
Say:
Sometimes we do not want to write our homework neatly even though we have hands. But this girl is able
to do so much more with her feet. We should think about it, shouldn’t we? We should learn not to be lazy.
41
WHILE-READING
Read the story and ask the students to follow in their books. Divide the class into nine groups and ask each
group to read a paragraph. Explain words that the students may find difficult to read and understand. The
students read the definition of the words in the glossary. As you are reading, ask the students questions:
y Where was Ila Sachani from? (Motivavdi village in Gujarat)
English Class 3
y What are some of the things she could not do? (Hold a chalk in her hands, pull a dog’s tail or pluck
wild flowers.)
y Why wasn’t she able to do these things? (She had a deformity of the hands; there was something
wrong with her hands.)
y What were some of the things that Sachani learned to do as a child? (to eat using her feet, to dust, to
comb her hair, to fold clothes)
y Why did Sachani have to give up education? (She could not write the board examinations when she
reached Class XII.)
y How many siblings did Sachani have? (a brother and a sister)
y Who helped Sachani use her feet to paint? (her mother and grandmother)
y What did Sachani find most difficult? (threading a needle)
y What does moral support mean? (helping someone through love and encouragement)
y Who gave Sachani moral support? (her siblings)
y What are the different kinds of embroidery that she knew by the time she was ten years old? (Kathiavad,
Kutchi, Lucknowi and Kashmiri)
y Where did Sachani display her artwork? (at the state and national levels and also abroad)
y What did she receive in December 2001? (The President’s medal)
y What proverb can be used for her? (Where there is a will, there is a way.)
y What does the proverb mean? (If a person tries very hard, then he or she can do even what is impossible.
In this case, Sachani used her feet like a person would use her hands.)
POST-READING
Ask the students to narrate the story of Sachani like she herself is narrating it (My name is Ila Sachani.
I was born with a deformity in my hands. …). The students stand in a circle and each student says one
sentence, until it finishes with the last student. The students do not have to give too many details. This
exercise helps the students understand how to use tenses. It is also good for building vocabulary.
Say:
y Do you think it was easy for Sachani to learn to use her feet?
The students discuss this question and relate it to how they are unable to pick up anything with their
feet. The students discuss the patience and courage of Sachani, and her feelings of sadness that she was
not like other people and did not have working hands. They also discuss how she was able to work hard
and earn a living.
42
Ask:
y What lesson does this teach you as students? (We should not lose hope or give up on anything because
of any drawbacks. If we have the willingness, we can overcome all obstacles and find a way to achieve
anything.)
Comprehension
English Class 3
Ask the students to find answers to the questions from exercise A in the textbook and to read out the
The students work with their partners to find answers to exercise B and read them out with the correct
spellings. Discuss the meaning of the words in exercise B again.
Vocabulary
The students work with a partner to find the answers to exercise A. Then they use the words in sentences
of their own. You can correct them, wherever necessary.
Grammar
Write the word ‘do’ on the board and ask the students to say it according to the first person, second
person, etc. Write on the board:
y I do
y You do
y He/she/it does
y We/they do
Inform the students that the past tense of ‘do’ is ‘did’. Write on the board:
y I did
y You did
y He/she/it did
y We/they did
Write more sentences on the board.
y I went to school.
Ask: What tense is it? (past)
In order to make it negative, we need to use ‘did not’. The contraction of ‘did not’ is ‘didn’t’ (instead
of the ‘o’, there is an apostrophe). When we use ‘did not’, the main verb changes into the present tense
because ‘did’ is already the past tense.
For example, I did not go to school.
More examples:
y We ate dinner at night. (We did not eat dinner at night.)
y She played all evening. (She did not play all evening.)
(This section is very important so that students do not make the common error of saying I didn’t ate my
breakfast or didn’t did my homework.)
43
Tell the students that ‘did’ and ‘didn’t’ are invariable. They do not change no matter which pronoun is
used. The past tense of main verb changes into the present tense (‘went’ changes to ‘go’).
Game: Say a sentence in the past tense and the students make it a negative sentence using ‘did not’.
Examples:
y She stitched mother’s blouse. (She did not stitch mother’s blouse.)
English Class 3
y The cat drank the milk. (The cat did not drink the milk.)
You can use any short sentence from the textbook as an example.
The students do exercise A on their own and read out the answers.
Creativity Corner
The topic has already been discussed in class. The students can write a paragraph either about Ila Sachani
or something that they thought they could not do, but were able to, like making their bed or learning
something new in school. The students write their paragraph and read it out.
The students work with their partners to write a paragraph about Mary Kom, based on the points given.
They write short sentences, paying attention to punctuation. They read them out, and you correct.
Life Skills
Tell the students to think of people who also faced challenges but overcame them bravely. The students
can go to the library to read about such people and say a few sentences about them in the following class.

Read the words and the students listen. The second time, the students write down the words with long ‘o’
sound. The third time, the students write down the words with short ‘o’ sound. Read slowly and clearly.
 

 

 
English Class 3

A. Read the sentences. Put a tick against those that are correct.
1. The students did not went on the picnic.
2. The children didnt like the film.
3. Mother didn’t make a cake yesterday.
understanding.
4. The farmer didn’t sell many vegetables at the market.
5. Why didn’t father came to the park?
Answers: 3, 4
B. Fill in the blanks with the correct word from the brackets.
1. The baby did not _______________ at me. (smile, smiled)
2. The boys __________________ football this morning. (didnt play/didn’t play)
3. The two friends _______________ to watch the match on TV. (didn’t wanted/didn’t want)
4. Mother _________________ at my mistake. (did not laughed/didn’t laugh)
5. We ___________________ our clothes neatly. (didn’t fold/didn’t folded)
Answers: 1. smile 2. didn’t play 3. didn’t want 4. didn’t laugh

5. didn’t fold

Comprehension
A. 1. Motivavdi village in Bhavnagar, Gujarat
2. a. Hold a chalk in her hands and draw figures on the slate/ Teasingly pull at dogs’ tails/
Pluck wild flowers.
b. She could not write her board examinations. / She had to give up her education.
3. Ila became adept at using her feet for eating, combing her hair, dusting, folding clothes,
and even chopping vegetables.
44
4. Ila mastered the highly intricate Kathiavad embroidery of Gujarat as well as Kutchi,
Lucknowi and Kashmiri embroideries.
5. Enthusiasm and determination
6. Once Ila had mastered different embroideries, she started making exquisite designs. She
sold her things at the handicraft fairs held at state and national levels and also travelled
English Class 3
abroad to display her work, which included both embroidered art and paintings. Ila Sachani
received the President’s Medal in December 2001.
B. 1. adept 2. exquisite 3. display 4. tasks 5. determination
Vocabulary
A. Probable answers
1. deformity 2. determination
3. difficult 4. display
5. dusting
Grammar
A. 1. She did not keep at her needlework for the fun of it.
2. She did not sell many things at the fair.
3. She did not make exquisite designs for her neighbours.
4. The little girl did not learn to use her legs to paint and sew.
5. Ila did not receive the President’s Medal.
Creativity Corner
The tree of success is grown with strength from the roots of will power and determination.
Without will, there cannot be a spark of passion to achieve something. When we strengthen
our will power, we can go against any unfavourable situation or obstacles to succeed. A
strong will power can transform not only the mental state of a person but also the physical
state. There have been many personalities who overcame physical challenges and shone
in this world because their belief in will was greater than the challenges posed by their
body or circumstances. When there is a will to achieve, one will surely find ways to reach
the goal.
Mary Kom is a famous Indian boxer. She is also called as Magnificent Mary. Mary Kom
was born in Manipur, India. She excelled in boxing and won 8 World Championship
medals. She became an inspiration to many, especially women who desire to learn sports
that demand physical strength. Mary also inspired filmmakers to recreate her real-life
story in movies. She received several awards which include Padma Shri, Padma Bhushan
and Padma Vibhushan.
45
Life Skills
There are many personalities who have excelled in various fields despite unfavourable circumstances and
difficulties at all levels. For example, MS Dhoni, the legend of Indian cricket, believed in his passion for
the sport and overcame challenges at the levels of opportunity and income. The Olympic champion Neeraj
Chopra expressed how he struggled to get the right equipment to practise the sport. Albert Einstein, the
English Class 3
great physicist, wasn’t able to read till he was seven. Bethany Hamilton continued to pursue her love for
surfing despite losing her left arm in a deadly shark attack.

1. roof – long o 11. took – short o
2. wood – short o 12. stood – short o
3. food – long o 13. cool – long o
4. spoon – long o 14. mood – long o
5. book – short o 15. cook – short o
6. foot – short o 16. look – short o
7. moon – long o 17. poor – long o
8. good – short o 18. scoop – long o’
9. shook – short o 19. wool – short o
10. broom – short o 20. tool – long o
Worksheet 1
I. 1. Ila Sachani was born with deformity in her upper limbs. Things that people normally did
with their hands, Sachani learnt to do with her lower limbs.
2. No. Because she became adept at using her feet for eating, combing her hair, dusting,
folding clothes, and even chopping vegetables. She also learnt to use her legs to paint and
sew and earn her own living.
3. Ila’s parents encouraged her to lead a fulfilling life.
II. 1. Motivavdi village in Bhavnagar, Gujarat
2. Two
3. Painting, sewing
4. Kathiavad, Kutchi, Lucknowi, Kashmiri
5. President’s Medal in December 2001
46
III. Probable answers:
1. play 2. travel 3. enjoy 4. cry 5. meet
6. work 7. come; the meeting was cancelled 8. eat; she was not hungry
9. go; the zoo was closed
10. run; dinner
English Class 3
Worksheet 2
I. 1. Steve did not come to my house last week.
2. I did not go to college 3 years ago.
3. He did not eat dinner 1 hour ago.
4. I did not sleep well last night.
5. I did not live in Bangkok for 5 years.
6. He did not enter a room or smile at the guests.
7. The teacher did not say that the earth moves around the sun.
8. The teacher did not teach the lesson well.
9. The baby did not cry in the cradle.
10. She did not leave the town for good.
47
 


English Class 3
6
CHAPTER
The Selfish Giant

LESSON AT A GLANCE
This is a story about a giant who is selfish. He has a beautiful garden. He never allows children to play in
the garden. But when he goes away for many years, the children enter the garden and start playing. One
day, he comes back and tells the children that they cannot play in his garden. He then builds a high wall
around the garden so that the children cannot enter. Seasons change and when it is spring everywhere else,
it is still winter in the giant’s garden. The giant realises that he needs to let the children enjoy his garden.
LEARNING OUTCOMES
y learn new words.
y answer with reference to the context.
y write words ending with ‘ve’.
y write words starting with ‘sp’.
y write the opposites of the given words.
y learn about prepositions.
y learn about comparison of adjectives.
y discuss a given topic.
y listen to a dialogue and suggest suitable replies.
PRE-READING
Ask:
y What does ‘selfish’ mean? (A person who is not kind to others or who does not help others.)
y What kind of word is ‘selfish’? (An adjective. It describes the giant.)
y Is it good to be selfish? Ask the students: If I don’t help others, will others help me?
y What happens to a selfish person? (They have no friends. They become lonely.)
48

Tell students that this story teaches us why we should not be selfish.
Point to the first picture and say: The name of the story is ‘The Selfish Giant’. Then ask:
y Who is the giant in the picture?
y Why are the children running away? (They are afraid because he is so huge.)
y What is different about the second picture? (The children are playing with the giant.)
English Class 3
y How do you think this happens? Allow the children to guess.
WHILE-READING
Read the story and ask the students to follow in their books. Change your voice for the giant’s dialogue.
The lesson has nine paragraphs. Divide the class into nine groups and ask each group to read a paragraph.
Explain the words that the students may find difficult to read and understand. The students read the
definition of the words in the glossary. As you are reading, ask the following questions:
y Where would the children stop to play on their way back from school? (in the giant’s garden)
y Where was the giant? (He was away.)
y What fruit trees did the garden have? (peach trees; there were twelve of them)
y What did the children listen to? (the songs of the birds on the trees)
y How long was the giant away? (for seven years)
y Who was the ogre? (the giant’s friend)
y What did the giant see when he came back home? (He saw the children playing in his garden.)
y Why did the children run away? (The giant told them that they could not play there.)
y What did the giant do next? (He built a high wall round the garden.)
y Why did the children have nowhere to play? (They could not go into the beautiful garden.)
y What happened when Spring came? (The flowers bloomed and the birds sang.)
y Why was it winter in the giant’s garden? (He was selfish. He did not let the children play in his
beautiful garden.)
y Why did the birds not sing in the giant’s garden? (There were no children in the garden.)
y Who were the only happy people in the garden? (the Snow, the Frost, the North Wind and the Hail)
y Why were they happy? (They could stay longer. Spring did not come to the garden.)
y What did the giant hear one morning? (He heard a little linnet singing outside his window.)
y Why was the giant happy? (He was happy that Spring had finally come to his garden.)
y What was the wonderful sight that the giant saw? (The children were sitting on the branches of the
trees. The trees were covered with blossoms because they were happy to see the children. The birds
were flying happily around.)
y How did the children get into the garden? (They came through a little hole in the wall.)
y What did the giant decide to do? (He decided to knock down the wall so that the children could play
in his garden.)
y Why did the giant take an axe in his hand? (to knock down the wall)
y What did the people see in the evening? (They saw the giant playing in the garden with the children.)
49
POST-READING
until it finishes with the last student. The students need not give too many details. This exercise helps
them understand how to use tenses. It is also good for vocabulary.
Ask:
English Class 3
y What are some words you would use to describe the giant? (selfish, tall, huge, angry)
y What are some words you would use to describe the giant at the end of the story? (happy, friendly, kind)
y Who made him change? (the children)
Comprehension
Ask the students to find the answers to the questions of exercise A in the textbook and read out the answers.
Then write them on the board. The students copy the answers and also read them out.
Ask the students to do exercise B without looking at the lesson. This will help to check their understanding
of the lesson. Then write the answers on the board and the students copy.
Vocabulary
Write the alphabet on the board. Ask the students to use the letters to make words for exercise A. Tell
them to start from the beginning. Examples: cave, Dave, gave, pave, save, wave (this is with the vowel
‘a’); give, dive, hive, live (with ‘i’)
The students can do this with the letter ‘o’ also. They read out their answers with the spellings.
The students do as many of the words as possible in exercise B on their own. Help, if required. The
students then read out the opposites.
Game: Say a word and the students say the opposite. Example: low-high; asleep-awake; ugly-beautiful;
hot-cold; enemy-friend; remember-forget; crying-laughing; deny-allow.
Pronunciation
For exercise A, write the alphabet on the board again and ask the students to use a vowel and some
letters. Example: spade, spoke, spice, spare, spot, spit, spin. The students read out their words and the
spellings. Then they make a sentence using as many words as possible. Example: I don’t have a spare
spade. I have some spare spices.
Grammar
Read the definition given in the box about prepositions. Ask the students to read the examples given.
The students stand in a circle. They use their two hands to demonstrate the various prepositions. Check
if the students know the meaning.
The students do exercise A on their own.
Read the information given in the box about comparison of adjectives. The students read the examples.
Call three tall children to the front of the classroom. Point to the first one and say: X is tall. Point to the
second one and say: Y is taller. Point to the third one and say: Z is the tallest. Tell the students that when
it is in the superlative degree, the article ‘the’ is added before the adjective. Ask:
50
y Who is tall? (X is tall.)
y Who is taller than X? (Y is taller than X.)
y Who is the tallest? (Z is the tallest.)
Game: Say an adjective in the positive degree. The students say the comparative and the superlative
degrees of the adjective. Examples: big: bigger, biggest; pretty: prettier, prettiest; small: smaller, smallest;
thick: thicker, thickest.
English Class 3
Write the three categories on the board: positive, comparative, superlative. Say an adjective and the
students identify which degree it is. Examples: shorter (comparative); cleanest (superlative); dirty
(positive); harder (comparative); softest (superlative); fast (positive); fairest (superlative)
The students now do exercise B on their own and read out the answers.
Creativity corner
The students work with a partner to do the first part of the exercise. Give the students ten minutes to do
the exercise. Then they read out the answers.
The students discuss the topic first with the teacher and then write the paragraph.
Life skills
Tell the students to discuss the topic. Ask them in what ways they are selfish. Example: They sometimes
do not share a toy with a brother or a sister. The brother or sister is hurt. We want to see them happy,
and so we learn to share the toy so that both can have fun together. The students can give other examples
from their lives.

Stand at the back of the class and read the dialogue. Read it two times so that the students understand.
The students think of various replies. Allow all the students to read out their answers.
 

 

 
ASSESSMENT
English Class 3
A. Write the comparative and the superlative forms of the following adjectives.
Positive Comparative Superlative
understanding.
1. short _____________ ______________
2. kind _____________ ______________
3. small _____________ ______________
4. high _____________ ______________
B. Fill in the blanks with the correct preposition.

1. The garden is _________________ the house. (between, in front of)
2. The book is _________________ my bag. (in, between)
3. The cat is ________________ the tree. (in, on)
4. The children hid _____________ the door. (under, behind)
ANSWERS TO TEXTBOOK QUESTIONS 9
Comprehension
A. 1. The giant’s garden was large and lovely with soft green grass. There were twelve peach
trees that bore rich fruit. The birds sat on the trees and sang sweetly.
2. When the giant returned after seven years, he was angry to see the children playing in
his garden. He scared them away and built a high wall round the garden. So, the children
stopped playing in his garden.
51
3. When the spring came, it was still winter in the giant’s garden. The birds did not care to
sing in it as there were no children, and the trees forgot to blossom. The only people who
were pleased were the Snow, the Frost, the North Wind and the Hail.
4. One morning, the giant heard a linnet singing outside his window. He saw that the children
had crept into his garden through a little hole in the wall and were sitting on the branches
of the trees. The trees were happy and had covered themselves with blossoms. The birds
English Class 3
were flying about and twittering with delight. The flowers were looking up through the
green grass and laughing.
5. The giant decided to knock down the wall round his garden so that his garden could be
the children’s playground forever. He realised that he had been selfish for not allowing the
children to play in his garden and because of this the Spring did not come to his garden.
B. 1. a. The giant
b. The giant’s garden
c. He built a high wall round the garden.
2. a. The children
b. The giant’s garden
c. The children could not go to the giant’s garden anymore because the giant had returned
and had scared them away. He had built a high wall round the garden.
Vocabulary
A. Accept all relevant answers.
1. give 2. five 3. receive 4. hive 5. dive
B. 1. selfless 2. ugly 3. remembered 4. displeased 5. hot
6. crying 7. low 8. asleep 9. foe 10. deny
Pronunciation
A. Probable answers
1. special 2. spring 3. sparrow 4. spoon 5. speak
Grammar
A. Students draw pictures.
B. 1. big; positive
2. intelligent; positive
3. short; positive
4. smaller; comparative
5. healthier; comparative
6. more expensive; comparative
52
7. busiest; superlative
8. biggest; superlative
9. best; superlative
Creativity Corner
English Class 3
1. The giant had a large and lovely garden with twelve peach trees in it. The children used to play
in the garden after school. One day, the giant came back. He did not allow the children to play
in his garden and built a high wall around it. The children were very unhappy. ‘Where shall
we play?’ they said to each other. When the spring came, the flowers did not blossom and the
birds did not care to sing. It was winter in the giant’s garden.
But one day, the selfish giant heard the singing of a little bird. When he looked out of his
window, he saw that the children had entered his garden through a hole in the wall. The trees
were full of blossoms and birds were perched on the trees. The giant knocked down the wall
and welcomed the children inside his garden. It was a beautiful sight.
2. Encourage students to write their own answers.
I was surprised and delighted to see the giant playing with the children in his garden. The
children were no more afraid of the giant. They were playing on his lap, climbing up his
shoulders and running around with him. The giant had a big smile on his face. He was putting
the children one by one on the branches of trees and playing with them. He had knocked down
the high wall around his garden and had allowed all the children in. The garden was blooming
with colourful flowers and there were beautiful birds singing on trees.
Life Skills
Some people are selfish when it comes to sharing things with others. Some others keep to themselves and
do not come forward to help. Most selfish people are concerned about their own needs and do not spare any
thought or feelings for others. They tend to keep their own benefit in mind behind every action they do.
We can talk to such people and tell them that it is important to be compassionate to others and to be ready
to help anyone in need. When we show concern for others, they will be there for us in our need. We can
share our things with such people and show them the joy in sharing and caring.

A: I know how much you love cricket. But what you can do is manage your time for homework and
entertainment both. You can watch the highlights of the first innings in case you miss it. But you have
only this day to finish your homework because you need to submit it tomorrow. So, I suggest you to give
it first priority and then watch the match with free mind.
53

Worksheet 1
I. 1. The children enjoyed being in the giant’s garden. It was a large and lovely garden, with
soft green grass. There were twelve peach trees that bore rich fruit. The birds sat on the
trees and sang sweetly.
English Class 3
2. The Snow, the Frost, the North Wind and the Hail.
3. When the children crept into the giant’s garden, spring returned to it. The trees were covered
with blossoms, the birds were flying about and twittering with delight, and the flowers
seemed to be laughing. When the giant saw all this, he realised his mistake and became
kind and loving.
II. 1. happy, happier, happiest
2. cold, colder, coldest
3. beautiful, more beautiful, most beautiful
4. selfish, more selfish, most selfish
5. great, greater, greatest
6. gentle, gentler, gentlest
7. soft, softer, softest
III. 1. pretty 2. prettier 3. prettiest 4. small 5. smaller
6. smallest 7. famous 8. more famous
Worksheet 2
I. 1. ogre 2. linnet 3. peach tree 4. snow 5. wall
II. 1. across 2. into 3. before 4. near 5. during
6. on 7. around 8. Under
III. 1. on 2. on 3. in 4. on 5. in; on; at
6. at 7. in 8. for
54



7
CHAPTER
English Class 3
The Busy Bee
LESSON AT A GLANCE
This is a lesson about bees. It tells us where they live, how they live, and what they do. It also tells us
why bees are important to us and what we can learn from them.
LEARNING OUTCOMES
y learn new words.
y write five words starting with ‘po’.
y learn about collective nouns related to animals.
y learn about conjunctions.
y listen to words and classify them into countable and uncountable nouns.
PRE-READING
Ask the students:
y What is the name of the insect that makes honey?
y Have you ever seen a bee?
y What happens if you get too close to a bee? (It can sting.)
y How do you feel when a bee stings? (It is painful.)
y Do all bees sting? (We shall find this out in the lesson!)
y What is the sound made by bees called? (Buzz. Allow the students to imitate the sound.)
y Do you like honey? How does honey taste? (sweet)
y Do you know how bees make honey? (They sit on flowers and take the sweet liquid out of flowers.)
Point to the two pictures in the lesson.
55
WHILE-READING
Read the lesson and ask the students to follow in their books. The lesson has nine paragraphs. Divide
the class into nine groups and ask each group to read a paragraph. Explain words that the students may
find difficult to read and understand. The students read the definition of the words in the glossary. While
reading, ask the students questions:
English Class 3
y In which season do flowers bloom? (in spring)

y What is the sound made by bees called? (humming)
y Where do bees live? (everywhere except the Antarctica)
y How many types of bees are there? (more than 20,000)
y What are the two well-known kinds of bees? (honeybees and bumblebees)
y What do honeybees produce? (honey and beeswax)
y What is the use of beeswax? (used to make candles)
y What colour is the bee? (black, often with yellow or orange markings)
y How many legs does the bee have? (6)
y How many pairs of wings and eyes does the bee have? (two pairs of wings and five eyes)
y Which bee can sting? (female bees)
y Where do bees get their food from? (from flowers)
y What is nectar? (the sweet liquid from flowers)
y What is pollen? (the dust-like substance in flowers)
y What do the honeybees do to the nectar? (They change it into honey.)
y What do they do with the honey? (They feed it to their babies.)
y What else do bees feed to their babies? (pollen)
y What is the useful job that bees do? (When the bees go from flower to flower, they spill pollen. The
pollen then spreads from one flower to another. This helps flowers make seeds.)
y Why is pollination necessary? (to grow more flowers and fruits)
y What are colonies? (Some bees live and work together in large groups. These groups are called
colonies.)
y Who are the worker bees? (Most female bees are the workers.)
y What work do they do? (They collect pollen, build the nest and take care of the babies.)
y What does each nest have? (a queen)
y What are drones? (the male bees)
y When do bees make honey? (during daylight)
y What does ‘as busy as a bee’ mean? (to keep doing something)
POST-READING
Ask the students to say some of the words that they remember from the lesson. Then ask: What can we
learn from bees? (to be active and work hard)
56
Let’s go back to our question at the beginning of the lesson: Do all bees sting? (No, only the female.)
The students draw a picture of a bee and name its parts.
Comprehension
Ask the students to find the answers to the questions from exercise A in the textbook and read out the
answers. Write them on the board. The students copy the answers and also read them out.
English Class 3
Explain the meaning of the words in exercise B. Also explain that the second and the third words end in
‘ed’ and are past tense forms. Help the students make sentences using the words.
For exercise C, the students locate the sentences in the lesson. They then tick the correct sentences. If
time permits, the students can orally correct the wrong sentences. Example: The female bee is the stinger.
Vocabulary
For exercise A, write the alphabet on the board. The students choose various letters to make words. This
makes it easier for the students. Ask them to think of three-letter and four-letter words, in which case
they have to add only one or two more letters. Example: pot, pod, pop, poor, pool, pour, poke.
For exercise B, the students work with a partner and try and find as many of the answers as possible
from the lesson. Give hints by telling students which paragraph the word can be found in. The students
then read out the answers with the spelling.
Grammar
Read the definition in the box about collective nouns. Ask the students to read the examples given.
The students now read the collective nouns used for animals. They can read the section once again.
Game: Say the name of an animal and the students say the collective noun used for it. Examples: wolf-
pack; chicken-brood; birds-flock.
Next, say the collective noun and the students name the animal. Examples: pride-lions; herd-elephants;
litter-puppies
Read the section in the box about conjunctions. Explain the use of the given conjunctions.
y ‘For’ is used in the same sense as ‘because’. Example: I could not reach the bookshelf, for it was
too high.
y ‘And’ is used to join two things. Example: My mother and I play badminton.
y ‘But’ is used to add something different. Example: It was hot yesterday, but today it is cold.
y ‘Or’ is used to give a choice. Example: You can have an ice cream or a cake.
y ‘Yet’ is also used to mean ‘but’. Example: The bookshelf was too high, yet I could reach it.
y ‘So’ is used to mean ‘as a result of’. Example: I was tired, so I went to bed early.
y ‘Nor’ is used when there are two negative sentences. Example: Neither mother nor father is coming
to school.
The students do exercise B and read out the answers.
57
Creativity corner
Discuss the first topic with the students, giving suggestions. Example: I went shopping with my parents.
When I came back, I played cricket with my friends. Later in the evening, I did my homework and read
a storybook.
Ask the students to think of a flower they like and talk about its colour, shape and smell.
English Class 3
The students write and read out the answers.
Life skills
Ask:
Who has a garden at home?
Who has potted plants at home?
Why do you grow them?
How do they make you feel? (it makes us happy; we grow trees to give shade, fruits and flowers. It is
useful for us and for others.)
Motivate the students to say a few words.

Explain: Anything that we can count is called a countable noun. Examples: books, pens, people, tables.
Ask the students to give more examples.
Anything that we cannot count is called an uncountable noun. For example, when we buy rice, we do
not count the grains of rice. We weigh it and say a kilo of rice. We do not count the bread in a pack. We
buy a loaf of bread.
Ask the students to think of other examples.
The students listen the first time as you read the words slowly. The second time, the students hold up the
correct flashcard as you say the word. Correct, if required. You can also ask the students to name some
more countable and uncountable nouns.
 

 

 
portal and distributed to children for assessment of ASSESSMENT
English Class 3
A. Fill in the blanks with the correct collective noun.

1. a _______________ (pack, brood) of wolves
understanding.
2. a ____________ (flock, herd) of birds
3. a _____________ (herd, pride) of lions
4. a _______________ (school, litter) of puppies
B. Fill in the blanks with the correct conjunction from below.

yet but or and
1. Do you like red ___________ orange?
2. Reena ___________ Anil are the fastest runners in our class.
3. I want to play, ___________ I have to go out.
4. It was hot, ___________ grandmother was wearing a sweater.
Comprehension
A. 1. Bees are insects related to wasps and ants.
2. Bees get all their food from flowers. This food consists of sweet liquid called nectar and
a dust-like substance called pollen.
58
3. When pollen spreads from one flower to another of the same kind, it allows the flowers to
make seeds, and therefore, to make new flowers. This is called pollination.
4. The female worker bees gather pollen, build the nest, and take care of all the babies.
B. Student centric
1. perform - The students should perform well in the exams.
English Class 3
2. organised - My grandfather’s bookshelves are the most organised in the house.
3. divided – The players were divided into four groups for the activity.
4. advantage – I took advantage of the pleasant weather and practised more in the playground.
C. Statements 1, 3, 4, 6 are true.
Vocabulary
A. Probable answers
1. pot 2. pond 3. poor 4. pole 5. polish
6. pour
B. 1. drone 2. hive 3. hum 4. flit 5. colony
Grammar
B. 1. and 2. or 3. so 4. and 5. so
6. or
Creativity Corner
This Sunday it was an unexpected yet a pleasant surprise to see my grandparents at home when
I woke up. They had come for a short stay, so I decided to make the most of the holiday. At
breakfast, we decided to explore the park nearby and then go to the aircraft museum which was
a new addition in my city. I had been waiting to go there with my grandfather. After visiting
both the places, we had the best lunch at a local restaurant.
We were not in the mood to retire, so we went to the beach and played volleyball till sunset.
As soon as we reached home, it was time for supper. It was after so many months that we had
spent time together. Time flew that Sunday and I prepared myself for school from Monday.
Flowers are one of the most beautiful and appealing creations in the nature. They are a symbol
of beauty, delicacy and at the same time, a great source of inspiration for mankind. The varied
colours and fragrance of flowers make the environment lively and soothing. When flowers
bloom, they bring joy to us. They add to the beauty of any and every place. They attract animals
and human beings alike with their beauty. We must strive to be as colourful and pleasant as
the flowers.
59
Life Skills
Plants make the earth beautiful and keep the air clean. They help in increasing oxygen levels in our
surroundings, hence reducing the effect of carbon dioxide and air pollution. Plants are home to many
plants and animals. Plants give us beautiful flowers, fruits and vegetables. Some plants are used to make
English Class 3
medicines. We must grow plants to maintain the balance in nature.

1. Plate – countable
2. Coffee – uncountable
3. Bottle – countable
4. Bread – uncountable
5. Money – countable
6. Suitcase – countable
7. Luggage – uncountable
8. Chair – countable
9. Furniture – uncountable
10. Rice – uncountable
11. Coin – countable
12. Man – countable
13. Information – uncountable
14. Cup – countable
15. Milk – uncountable
Worksheet 1
I. 1. Honey and beeswax.

2. Pollination is necessary for the growth of many different fruits and vegetables. The farmers
move the bees from farm to farm, all over the country, to pollinate crops.
3. Bees get all their food from flowers. This food consists of nectar and pollen. Honeybees
change nectar into honey, which they feed to their young. Bees also gather pollen to feed
their babies. Hence, flowers are important to bees.
II. 1. f 2. e 3. h 4. a 5. g
6. b 7. d 8. c
60
Worksheet 2
I. 1. (They) perform 2. work

3. produce 4. organised
5. feed 6. related
English Class 3
7. pairs
II. 1. f 2. d 3. a 4. g 5. b
6. c 7. e
III. 1. and 2. but 3. but 4. or 5. and
6. but 7. so 8. nor 9. as 10. nor
61
 


The Wind
English Class 3
POEM AT A GLANCE
This is a poem consisting of eighteen lines. It is made up of three stanzas, each stanza consisting of six
lines. In all the stanzas, the last word of the first and the second lines rhyme, the third and the fourth
lines rhyme, and the fifth and the sixth lines rhyme with one another.
The speaker of the poem is a child who describes the power of the wind as it moves through many things.
The child cannot see the wind; she can only feel the wind moving. She asks the wind questions so that
she can understand what the wind looks like. The last two lines in each stanza is repeated to make us
understand how the wind blows loudly all day.
LEARNING OUTCOMES
y answer questions related to the poem.
y unscramble the letters to find words related to the wind.
y identify adjectives used in the poem to describe the wind.
y make a list of the things that the wind does around us.
y make a wind vane.
PRE-READING
Ask the students:
y Have you seen the wind?
y Have you felt the wind?
y How do you feel the wind? (It becomes cold; the trees sway, the windows close and open, the door
shuts, things fall off a table sometimes)
y Can you hear the wind? (It makes a soft sound and sometimes it makes a loud sound.)
In this poem, the girl imagines what the wind would look like. She finds it difficult to understand that
she cannot see something that is so strong. She can see what the wind does to things, but she cannot
see the wind.
Ask:
y What do you think the wind looks like? As the students describe, you can draw the picture on the board.
62

WHILE-READING
Tell the students to keep their books closed as you read out the poem. The poem has many verbs so it
should be read a little fast-paced. Now ask the students to read. Divide the class into three groups. Each
group reads a stanza. All the groups read the last two lines of each stanza together. Since the poem has
many action words, the other two groups could mime the action when they are not reading. This will
help the students understand the poem better.
English Class 3
Explain the words that the students may not understand. Read the words from the glossary and their
definition. Explain the poem:
1st stanza: The little girl says that she sees the wind throwing the kite high in the sky. The wind also
blows at the birds in the sky. The sound of the wind is heard everywhere. The girl compares the sound
of the wind to the sound made by the skirts of ladies when they touch the grass. The girl talks directly to
the wind and says it blows all day long, singing a loud song.
2nd stanza: The girl says that she sees all the things done by the wind, but the wind itself seems to be hiding.
The girl can feel the wind pushing and making sounds, but she can never see the wind. Once again, the
girl talks directly to the wind and says it blows all day long, singing a loud song.
3rd stanza: The girl thinks that the wind is strong and cold. She wonders if the wind is young or old. The
girl also wonders if the wind is a wild animal or just another child like herself, but stronger. Once again,
the girl talks directly to the wind and says it blows all day long, singing a loud song.
Ask:
y Who passes like ladies’ skirts across the grass? (the wind)
y Why does the girl think she cannot see the wind? (It is hiding.)
y What are the different things that the wind does? (toss, blow, push, call)
Tell the students to find the rhyming words.
POST-READING
Tell the students to read the poem once more. Ask:
y What kind of poem is it? (a poem full of questions)
y Who wrote the poem? (Robert Louis Stevenson)
y What are some of the words you remember when you think of this poem? Allow the students to say
some words.
y Which lines come to your mind when you look at the picture in the book? Allow some time for the
students to find the lines. (the entire first stanza)
of the poem.
Comprehension
Help the students with the questions in section A. Write the answers on the board and the students copy.
Give time to the students to find the answers to questions 3, 4 and 5 from the poem. The students copy
the words from the poem.
They do exercise B on their own and read out the answers with the spellings.
63
Vocabulary
The students will need help with this section. You can do this exercise on the board for students to
understand the spelling and the word. If time permits, explain the meaning of the various forms of wind.
Pronunciation
Tell the students to write the alphabet in their notebook. The students try the rhyming words using the
English Class 3
letters in alphabetical order. Example:

1.high, sky: by, dye, fly, guy, lie, my, pie, tie, why.
When done in this manner, the students understand more about pronunciation and spelling. As they say
the different rhyming words, write them on the board. The students note the spellings and write them.
Grammar
Game: Write a noun on the board. Example: boy. The students use an adjective to describe the boy. Again,
if the students do it in alphabetical order, it will be much easier for them. Examples: angry boy, boring
boy, cute boy, daring boy, eager boy, friendly boy, great boy, hungry boy, etc. The game will help the
students understand what an adjective is.
The students work with a partner and do exercise A. They first underline all the nouns or naming words.
Then, they check to see if there is a describing word before the noun. The students together say what
the describing words are.
The students do exercise B on their own and make a list. Then they read out the list.
Creativity Corner
This activity may be done in class or at home.
 

 

 
ASSESSMENT
English Class 3
A. Circle the words that rhyme with ‘song’.
1. long 2. strong 3. tongue 4. wrong 5. tong
understanding.
6. sing
B. Fill in the blanks and write an adjective to describe the noun. The first letter will help you.
1. A r __ ___ rose
2. A h __ ___ ___ ___ man
3. A t ___ ___ girl
4. A h ___ ____ coffee
Comprehension
A. 1. The wind tosses the kites high and blows the birds about the sky. It blows all day long and
sings a loud song.
2. I saw the different things you did,
But always you yourself you hid.
I felt you push, I heard you call,
I could not see yourself at all–
64
3. Strong, cold
4. a. O blower, are you young or old?
b. Are you a beast of field and tree,
c. Or just a stronger child than me?
5. Accept all relevant answers.
English Class 3
Animals found in the fields: moles, deer, foxes
Animals found among the trees: birds, squirrels, monkeys
B. 1. The child sees the wind tossing the kites and blowing the birds about the sky.
2. She feels the wind pushing her.
3. She hears the wind pass and call.
Vocabulary
A. 1. HURRICANE
2. TORNADO
3. TYPHOON
4. WHIRLWIND
Pronunciation
A. Accept all relevant answers.
1. high, sky, fly, tie 2. blow, flow, glow
3. long, song, wrong, tong 4. beast, feast, least
Grammar
A. Strong, cold, young, old
B. Accept all relevant answers.
1. Moves the blades of the windmills.
2. Blows away dry leaves on the ground.
3. Shakes leaves on the trees.
4. Blows away kites.
65

Worksheet 1
I. 1. It is a child that is talking to the wind. The line ‘Or just a stronger child than me?’ suggests
that it is a child.
English Class 3
2. Winter season
3. The wind makes a sound similar to that of ladies’ skirts across the grass.
II. 1. b 2. a 3. d 4. c
III. 1. low 2. short 3. weak 4. hot 5. soft
66



English Class 3
8
CHAPTER
King Shibi Rana’s Sacrifice

LESSON AT A GLANCE
This is a story about a king called Shibi Rana. Shibi Rana was a man of his word and was known for
protecting anyone who sought his shelter. One day, the Gods decided to test the king. They sent a dove to
him asking for protection from an eagle. The king protected the dove and offered the eagle same amount
of meat in return. The eagle asked for the king’s own flesh on the condition that the king should not shed
a single tear drop. Shibi Rana passed the test and the Gods blessed him.
LEARNING OUTCOMES
y learn new words.
y write the opposites of the given words by adding ‘dis’.
y identify the sounds of birds.
y learn about countable and uncountable nouns.
y learn about singular and plural nouns.
y learn about letter writing.
y listen to words and form their plural by adding ‘s’ or ‘es’.
PRE-READING
Ask the students:
y What does sacrifice mean? (giving something to another person even when it can hurt you or harm you.)
y Can you name something that you think would be a sacrifice? (Giving away your favourite toy to
someone who doesn’t have a toy; a poor mother giving her share of food to her child.)
y Have you made any sacrifices? How did it make you feel? Did you feel good that you could do
something for someone? This story teaches us about the greatest sacrifice, which is giving up one’s
body to protect someone.
67
Point to the first picture in the lesson and ask: Who is the king in this picture?
When the students point, ask again:
y How do you know he is the king? (He is wearing a crown on his head; he is sitting on a throne.)
y What is sitting on the king’s thigh? (a dove)
y What is flying near the king? (an eagle)
English Class 3
y What kind of bird is an eagle? (It eats the flesh of other birds and animals.)
Now tell the students to look at the second picture in the lesson. Ask:
y What is the king doing? (He is cutting his thigh with a knife.)
y Where is the dove now? (on one side of the balance)
y What is on the other side of the balance? (the king’s flesh)
y Which weighs more? (The dove’s side)
y Why do you think the king is cutting off his own flesh? Allow the students to guess what could be
happening in the story.
Tell them to remember their answers and check in the end if they were correct.
WHILE-READING
Read the story and ask the students to follow in their books. Change your voice for the dialogue of the
king and the eagle. The story has seven paragraphs. Divide the class into seven groups and ask each
group to read a paragraph. Explain words that the students may find difficult to read and understand.
The students read the definition of the words in the glossary. While reading, ask the students questions:
y What was King Shibi famous for? (for his truthfulness, justice and for always keeping his word)
y Why did a dove and an eagle appear before him? (The gods wanted to test him.)
y Where did the dove hide? (in the king’s lap)
y What was chasing him? (an eagle)
y What did the dove ask the king? (It asked the king to protect him from the eagle.)
y Why did the king protect the dove? (He had made a promise to protect anyone who sought his shelter.)
y What did the eagle tell the king? (The eagle told the king to give him the dove, which was his food.)
y Why did the king offer to give the eagle the same amount of meat? (The king wanted to protect the
dove, but he did not want to deprive the eagle of his food.)
y What did the king offer the eagle? (the same amount of meat as the dove)
y What was the eagle’s demand? (The eagle demanded flesh from the king’s right thigh.)
y What was the eagle’s condition? (That not a single tear should drop from the king’s eyes while his
thigh was being cut.)
y Why did the king agree? (He wanted to save the dove.)
y What was the strange thing that happened? (When the dove was placed on one side of the balance,
and the king’s flesh was added on the other side, the dove became heavier and heavier.)
y What did the king have to do? (The king cut more flesh.)
68
y What did the eagle say when a tear appeared in the king’s left eye? (The eagle said that the king was
unhappy, so he wanted the dove back.)
y What kind of tear did the king say it was? (The king said it was a tear of joy. He said the left side of
his body would also be used to honour the promise given to the eagle.)
y Who stood in the places of the eagle and the dove? (Dharmaraj, the king of righteousness and Indra,
the King of the heavens stood in their places.)
English Class 3
y What were the gods pleased with? (They were pleased with the sacrifice of the king.)
POST-READING
until it finishes with the last student. The students need not give too many details. This exercise helps
the students understand how to use tenses. It is also good for vocabulary.
Ask: What are some words you would use to describe the king? (great, truthful, just, kind)
Comprehension
Let them do exercise B on their own and read out the answers.
Vocabulary
The students do exercise A on their own and read out the answers. Correct, wherever necessary.
Game: Say the name or the sound of a bird and the students say the sound or the name of the bird
accordingly. Examples: crows-caw; cocks-crow; hoot-owl; cackle-hens; cluck-geese.
For exercise B, write the alphabet on the board and ask the students to use a vowel and the letters of the
alphabet to make words. Example: frog; fry; friend, frame.
The students do the same for the next section too. They read out the answers with the spellings.
The students do exercise C and read out the answers.
Grammar
Read the definition from the box about countable and uncountable nouns. Ask the students to read the
examples given.
Game: Say a few nouns. The students raise one hand if it is a countable noun, and both hands if it is an
uncountable noun.
Examples:
Uncountable: wheat, sugar, tea, milk, honey, news, time
Countable: book, school, bus, toy, computer, train
The students do exercise A and read out the answers.
Read the section in the box on singular and plural nouns. Write the example on the board and show
the students the changes in spelling. Ask them to think of other words. Examples: pony-ponies, bunny-
bunnies, berry-berries.
69
The students do exercise B and read the spellings. If time permits, they can make a sentence using as
many of the plural forms as possible in a sentence.
Example: The ladies were buying lilies, daisies and cherries.
I want to visit many countries and cities.
The students do exercise C and read out the spellings.
English Class 3
Game: Say a singular noun from the words in exercise B and C, and the students spell the plural forms
of the nouns. The students say why they have added only an ‘s’ or dropped the ‘y’ and added ‘ies’ to the
end of the word to make the plural form.
Creativity corner
Help the students with the format of the informal letter. Discuss with them the lesson they learned from
the story and then help them write a paragraph.
Life skills
Ask:
y What do you think your parents do for you?
y What does your mother do for you in the morning?
y What does your father do for you in the morning?
y Who drops you to school?
These questions help students think about what their parents do for them. Next, ask them how they would
show they are thankful to their parents. You can offer suggestions: Listen to them. Show them respect.
The students come up with their own ideas.

Read the words and the students do the activity. Correct, if necessary.
 

 

 
ASSESSMENT
English Class 3
A. Circle the uncountable noun in each row.

1. apple egg jam
understanding.
2. salt cherry table
3. child air mango
4. juice book house
B. Fill in the blanks with the correct word from the brackets.
1. Most ______________ (citys, cities) have tall buildings.
2. I gave the ______________ (monkies, monkeys) some bananas.
3. Owls ____________ (caw, hoot) in the night.
4. The opposite of honest is _______________ (honesty, dishonest).
Comprehension
A. 1. King Shibi Rana was famous for his truthfulness and justice and for always keeping his
word.
2. A dove came to King Shibi Rana for protection.
70
3. The dove was afraid of an eagle chasing it.
4. The eagle demanded flesh from the king’s right thigh, on the condition that not a single
tear should drop from his eyes while his thigh was being cut.
5. The dove became heavier and heavier as the king’s flesh was being cut and added to the
balance.
English Class 3
6. The eagle objected to the king’s sacrifice because a drop of tear appeared in the king’s left
eye. It was against the condition that the eagle had kept before the king.
7. The birds were Dharmaraj—the King of righteousness, and Indra—the King of the heavens.
8. The Gods were pleased because King Shibi Rana had passed the test of sacrifice and had
kept his word.
B. 1. disappeared 2. displeased 3. dishonour 4. disagreed 5. dishonest
6. disobey 7. distrust
Vocabulary
A. 1. e 2. d 3. b 4. a 5. c
B. Accept all relevant answers.
1. fr
a. friend b. fresh c. frost d. frame e. fry
2. fl
a. flesh b. fleet c. flood d. flourish e. flute
C. 1. decided
2. demanded
3. deprive
4. dear
Grammar
A. 1. eggs: countable
2. water: uncountable
3. mangoes: countable
4. schools: countable; town: countable
5. sugar: uncountable
6. nails: countable
7. books: countable; library: countable
8. air: uncountable
9. children: countable; sand: uncountable
71
10. salt: uncountable
11. hat: countable
12. tea: uncountable
13. windows: countable
14. juice: uncountable
English Class 3
15. loaf: countable

B. 1. cherries 2. cities 3. countries 4. lilies 5. babies
6. ladies 7. daisies 8. cries 9. skies 10. armies
11. diaries 12. duties 13. families 14. enemies 15. stories
C. 1. keys 2. monkeys 3. donkeys 4. valleys 5. storeys
6. boys 7. toys 8. journeys
Creativity Corner
90, Vikas Marg
Mumbai - 400040
10th May, 2022
Dearest Ramya,
I hope you are doing fine. It has been long since we met. However, it is always a pleasant experience
sharing love through letters. I am eager to share my experience reading an incredible story of King
Shibi Rana. The way the king granted security to a little dove made me learn that every life is equally
important and that all of us deserve love and safety. Also, the way he tries to sacrifice his life to keep his
word, filled my heart with great admiration.
I learnt some important values from the story, like love, affection, determination to keep a promise,
kindness and consideration. I also learnt that one should always help and support those in need.
I am sure you too would enjoy reading the story immensely. Also, if you get to read more about King
Shibi Rana, suggest me without fail. Convey my greetings to everybody at home.
Love,
Shreya
Life Skills
Parents are next to God. They are our first teacher, guide, friend and philosopher in many ways. They
give us everything we need or desire. They look after us when we fall sick, solve our problems, love us
and care for us.
We carry immense gratitude towards them but often we do not know how to show our thankfulness. We
can perform our duties well like studying, practising good manners, keeping ourselves fit and giving
72
them love and respect. We can also assist them in household chores and keep the house clean. When we
grow up, we can fulfil their dreams and make them happy.

Plural nouns ending with ‘s’: tree, grain, rose, chair, day, prince
Plural nouns ending with ‘es’: gas, box, match, mango, bus, church, bush, watch, fox, princess
English Class 3
Worksheet 1
I. 1. Shibi Rana was a great king. He was famous for his truthfulness and justice and for always
keeping his word. So, the gods wanted to test him.
2. No. King Shibi Rana protected the animals and birds of his kingdom alike. That is why
he saved the life of the dove and also tried to give the eagle its food.
II. 1. a 2. a 3. a 4. a 5. b
6. a 7. b
Worksheet 2
I. Sentences 1, 3, 4, 5, 7 are correct.
II. 1. some 2. many 3. any 4. any 5. few
III. 1. families 2. storeys 3. keys 4. stories 5. babies; toys
6. lilies; daisies; cherries 7. days; ladies
73
 


English Class 3
9
CHAPTER
Brer Rabbit’s Adventure-I

LESSON AT A GLANCE
This is a story of a rabbit who is tired of doing the same thing again and again. He wants to go out and
see the world. His wife tells him that it is dangerous for a rabbit to leave the green fields. But Brer Rabbit
does not listen to her. He leaves his home without telling her. After walking a long distance, he soon
finds himself loaded onto a train in a box. He is frightened and hungry.
LEARNING OUTCOMES
y learn new words.
y answer reference to the context questions.
y learn about rabbits.
y learn opposites of the given words.
y learn about the subject and the predicate in a sentence.
y learn about interjections.
y identify the exclamatory sentences in the lesson.
y make puppet rabbits and enact the story.
y complete the given conversation.
y listen to a story and suggest the end.
PRE-READING
Ask the students:
y Have you ever seen a real rabbit? What colour is it? (black, brown, white)
y What do rabbits eat? (grass, carrots, cabbage)
y What is the movement of rabbits called? (hop)
74

y Where do they live? (in fields, forests)

y What is a rabbit home called? (burrow)
y Which animals eat the rabbit? (fox, wolf, some birds)
y Do people keep rabbits as pets? Where do they keep them? (in cages)
y What are baby rabbits called? (rabbit kittens or kits)
English Class 3
y Brer Rabbit looks happy in the first picture. How does he look in the second picture? (sad, tired)
y Is he not happy with his adventure? Allow the students to discuss.
WHILE-READING
Read the story and ask the students to follow in their books. Change your voice for the various characters.
Divide the class into groups and assign each group a paragraph. Explain words that the students may
y How do you know Brer Rabbit is married? (It says he talks to his wife.)
y What does Brer Rabbit want to do? (to see the world)
y What does he find dreary? (doing the same thing over and over again)
y Where does Brer Rabbit live? (in the green fields)
y What kind of world does Brer Rabbit’s wife say is beyond the green fields? Why? (Dangerous world.
She says that people (two-footed animals) will eat him up.)
y Why are people called two-footed animals? (They have only two feet with which they walk. Animals
have four feet.)
y What is the home of rabbits called? (burrow)
y What does Brer Rabbit do? (He runs away from home.)
y After travelling many miles, how does Brer Rabbit feel? (tired and hungry)
y What can Brer Rabbit not find? (He cannot find any grass to eat.)
y How does he feel now? (sad)
y What does he wish? (that he had never left his nice home)
y Why can’t he go back? (He had not noticed the path he had taken.)
y What does Brer Rabbit see? (a nice box with a lot of straw in it)
y What does Brer Rabbit use the box for? (a nice bed to sleep in)
y What happens when he is in the box? (Someone puts a chair inside the box and puts in more straw.
The person hammers the lid on. Brer Rabbit is caught inside.)
y What is Brer Rabbit’s wish now? (that he had never left his nice little home)
y Why does Brer Rabbit cry? (He is caught inside the box and no one can hear him to let him out.)
y Where is the box put next? (into a train)
y Where is the train going? (to a strange land)
y How does Brer Rabbit feel now? (frightened)
y Why does he eat the straw? (He is very hungry and he has nothing else to eat.) What does he long for
75
now? (green grass and a nice cool drink of water)
y What did he long for in the beginning of the story? (to go beyond his safe green field)
y This is only one part of the story. What do you think happens next?
y Do you think Brer Rabbit finds his way back home to his wife? Allow the students to discuss.
POST-READING
English Class 3
Ask the students to narrate the story. The students stand in a circle, and each student says one sentence,
Ask the students: What are some words you would use to describe the feelings of the rabbit during his
adventure? (excited, tired, hungry, sad, sleepy, frightened)
Comprehension
answers. Write them on the board. The students copy the answers and also read them out.
The students give the answers to exercise B without looking at the story. Write the answers on the board
and the students copy them.
Explain the meanings of the words in exercise C. The students then write a sentence for each and read
them out.
Vocabulary
The students may need help with exercise A. Write the answers on the board and the students copy them.
Once again, explain the meanings of the words in exercise B. The students then do the exercise on their
own and read out the answers.
Grammar
Read the definition from the box about subject and predicate. Ask the students to read the example given.
Ask them to say any short sentence. Write it on the board.
My name is Ankur.
Ask the students to say what the subject is. Then point out that sometimes the subject can be more than
one word (My name).
Ask them to think of a sentence that has three words as the subject. (My father’s name is Amit. Heena,
Meena and I went home.)
Game: Divide the class into three groups. The students sit together in a circle so that they can work
together. Each of the three groups makes three sentences, first using only one subject, then using two
subjects, and lastly using three subjects. The group with the correct number of sentences is the winner.
The students do exercise A and read out the answers.
Read the section in the box on interjection. The students read the example sentence. Ask the students
to think of other sentences that use the exclamatory mark. If the students are unsure, give them hints.
What do you say when:
76
y it is your friend’s birthday? (Happy birthday!)
y you feel cold. (It is so cold!)
y your friend has an exam. (Wish you all the best!)
Ask the students to think of other situations.
The students work with their partner and do exercise B. They read out the sentences.
English Class 3
Game: Say a few sentences. The students indicate whether it is a statement (with a full stop) or an
exclamatory sentence. If it is a statement, they clap once. If it is an exclamatory sentence, they clap
twice. Read out the sentences with the right tone.
Statement: I study in this school. My brother plays cricket. My father has gone to work. Brer Rabbit
was married.
Exclamatory: What a wonderful surprise! I am so excited! Be quick! How terrible!
Creativity corner
Help the students make the puppet and enact the story.
For exercise 2, the students can work with a partner and complete the conversation. They can role-play
their conversation.
Life skills
Tell the students: Your mother tells you to finish your homework and then go out to play. But you don’t
listen. Your friends call you and you rush out. When you come back, it’s late. You feel hungry. You eat
and go to bed. You tell yourself that you will get up early in the morning and complete your homework.
But you get up late. You forget about your homework until you come to school. How do you feel? Why
do you think your mother told you what she did? Ask the students to think of other situations where
parents advise because of their experience. The students discuss.

Stand at the back of the class and read the story slowly. Read again the second time. Then come to the
front of the class and ask the students what the king’s judgement would be. The students discuss. Then
tell them the final ending of the story.
 

 

 
portal and distributed to children for assessment of ASSESSMENT
English Class 3
A. Circle whether the underlined words are subject or predicate.

1. My mother is cooking. Subject Predicate
understanding.
2. The teacher is absent today. Subject Predicate
3. The dog is playing in the sand. Subject Predicate
4. My father’s friend is a doctor. Subject Predicate
B. Punctuate the sentence with a full stop (.) or an exclamation mark (!).
1. How sweetly the bird sings
2. Great job
3. Grandmother is not feeling well
4. I always keep my pens in my drawer
13
77
Comprehension
A. 1. Brer Rabbit was living a very dreary life in the green fields and having the same thing over
and over again. He wanted to see the world.
English Class 3
2. Brer Rabbit’s wife advised him not to leave their burrow as it was a dangerous world
beyond the green fields and two-footed animals lay in wait to gobble them up.
3. One fine day, Brer Rabbit popped out of his hole and ran away with all his might.
4. Brer Rabbit wanted to eat nice, sweet grass.
5. Brer Rabbit went to sleep in a nice box with a lot of straw in it.
6. While Brer Rabbit was asleep, someone had put a chair inside the box, packed it in with
more straw and hammered the lid on.
B. 1. a. Brer Rabbit
b. Brer Rabbit had left home because he wanted to see the world.
c. Brer Rabbit was tired and hungry. But he could not find a blade of nice grass to eat or
a place to sleep well. So he was sorry to have left home.
2. a. Brer Rabbit
b. It was a box with a lot of straw in it.
c. Someone put a chair inside the box and packed it in with more straw, and then hammered
the lid on.
1. one fine morning – One fine morning, I found a litter of puppies at the gate.
2. too tired – I am too tired to go to the party.
3. in vain – He tried to convince his sister to join the tour but in vain.
4. longed for – I longed for my grandmother’s hug when I fell sick.
Vocabulary
A. 1. Buck 2. Doe 3. Kit/Kitten 4. Burrow 5. Hop
6. Hay, grass, vegetables 7. Colony
B. 1. laughed 2. bold 3. slow 4. ignored 5. common
Grammar
A. 1. Brer Rabbit wailed in vain.
2. Someone had put a chair inside the box.
3. Brer Rabbit’s wife tucked herself up in her little bed.
78
4. He spied a nice box with a lot of straw in it.
5. I do not want to leave my little burrow.

B. 1. ‘Oh, how I should like to see the world!’
2. ‘How I wish I had never left my nice home!’
English Class 3
3. ‘Oh dear, dear me!’
4. ‘If only I had taken my wife’s advice and never left my nice little home!’
5. How he longed for some green grass and a nice cool drink!
Creativity Corner
1.Encourage students to write their own answers.
Ranjan: Do you think Brer Rabbit was right in leaving the burrow?
Rajesh: Brer Rabbit desperately wanted some change in his life. However, he should not have
left his burrow without any idea of the outside world.
Ranjan: Why do you think his wife told him to beware of human beings?
Rajesh: She told so because she thought that humans are two-footed animals who would gobble
them up. It perhaps hinted to the hunting of rabbits.
Ranjan: How can Brer Rabbit be saved now?
Rajesh: Brer Rabbit can be saved by some kind human beings.
Life Skills
Elders are our mentors in every walk of life. If they advise us on a particular thing, we must heed to it. It
will help us in dealing with problems and prevent us from getting into troubles. For example, our elders
advise us to be careful before trusting strangers, but we do not always pay attention. We are deceived by
such people much before we even realise. They also advise us to eat healthy food and avoid street food.
But we ignore their advice and gorge on junk food. We often fall sick because of eating out. We do not
follow their advice while on road and tend to hurt ourselves. Last but not the least, they tell us to study
and prepare well for our exams, but by wasting our time, we miss achieving good grades.

The two women were quarrelling among themselves when King Solomon told a soldier to cut the living
baby into two. As the king’s soldier raised his sword to do so, the first woman pleaded the king to stop
and said, ‘Kindly spare the baby and give it to her.’ The other woman grabbed the baby. But the first
woman’s sacrifice gave everybody an instant proof that she was the real mother. The other woman was
not affected with the king’s decision. So, it was evident that she was lying. King Solomon gave the baby
to the first woman and punished the other woman for cheating and lying.
79

Worksheet 1
I. 1. Human beings and city life.
2. It was long since Brer Rabbit had left his home in the green filed. He had travelled many,
English Class 3
many miles away and there was not a blade of nice sweet grass to eat.
3. When Brer Rabbit was sleeping inside a box, someone put a chair inside it and hammered
the lid on it. Thus, he felt caged.
II. 1. Subject – Robert
Predicate – is drinking juice
2. Subject – My mother
Predicate – wakes up at 5 o’clock in the morning
3. Subject – She
Predicate – is eating breakfast
4. Subject – Lord Rama
Predicate – was in exile for fourteen years
5. Subject – The dogs
Predicate – were barking loudly
6. Subject – My mother and my aunt
Predicate – are doctors
7. Subject – Apples
Predicate – grow in orchards
8. Subject - Rip Wan Winkle
Predicate – went to sleep for twenty years
Worksheet 2
I. 1. December 2. The donkey 3. Mango 4. The sun 5. A carpenter

II. Accept all relevant answers.
1. is light. 2. is kind. 3. are sweet. 4. is beautiful. 5. runs smooth.
III. 1. b 2. c 3. e 4. d 5. a
IV. 1. Hurray 2. Oh 3. Bravo 4. Ouch 5. Wow
80



English Class 3
10
CHAPTER
Brer Rabbit’s Adventure-II

LESSON AT A GLANCE
In part one, Brer Rabbit found himself on a train in a box. In this part, after many hours, the train stops,
and the box is taken off the train. It finds its way into a big shop in the town. The box is then put into a
dark cellar. A man comes into the cellar and removes the chair from the box. Brer Rabbit is free, but he
is very weak. He is hungry and thirsty. The errand boy, Bob, reports to his master that there is a big rat in
the cellar. When the master looks, he finds it is Brer Rabbit. He feeds the rabbit and gives it some water.
He then takes Brer Rabbit home for his children to look at. They set Brer Rabbit free in the country. Brer
Rabbit finds his wife and family. He tells them that he will never leave home.
y learn new words.
y answer reference to the context questions.
y distinguish between words with same sound but different spellings.
y learn the difference between ‘quiet’ and ‘quite’.
y learn about articles.
y write an informal letter.
y identify words with a particular sound.
PRE-READING
Ask the students:
y What do you think happens next? The students guess by looking at the pictures.
y Does Brer Rabbit go back to his wife? Do you think he is happy to go back home?
y How is this different from the beginning of the story? (He was longing to leave home in the beginning.)
y Do you think he enjoyed his adventure?
81
WHILE-READING
Read the story and ask the students to follow in their books. Change your voice for the various characters.
Divide the class into groups and assign each group a paragraph. Explain words that the students may
English Class 3
y Where was the box taken? (It was taken to a big shop in a town.)
y Where was the box put? (It was put into a dark cellar.)
y Who took off the lid of the box? (a man)
y What did he do after taking off the lid? (He took out the chair from the box.)
y What did Brer Rabbit think would happen? (He thought that the man would eat him.) Why did Brer
Rabbit wait for a while? (He thought someone else might come into the cellar.)
y What was Brer Rabbit’s prison? (the box)
y Why did he feel weak and ill? (He was thirsty and hungry.)
y Did he find something to eat? (He found some crumbs.)
y What did Bob tell his master? (He said that there was a big rat in the cellar and he was afraid of it.)
y Why did Brer Rabbit think he was going to die? (When Bob and his master entered the cellar, he
thought they would eat him.)
y Why could Brer Rabbit not run away? (He was too weak and ill to run away.)
y What kind of man was Bob’s master? (He was kind and he loved animals very much.)
y What did he do to Brer Rabbit? (He took Brer Rabbit in his arms and gave him some milk to drink
and biscuits to eat.)
y Where did he take Brer Rabbit? (He took him home for his little girls and boys to see.)
y What did the family do? (They took Brer Rabbit into the country and put him down in a lovely green
field.)
y Did Brer Rabbit find his family? (He found them after many long days.)
y Why did he say, ‘I shall never, never again want to see the world.’ (Brer Rabbit had thought that he
would have a happy adventure. But being away from home, he was only scared, tired and hungry.
He did not have fun.)
POST-READING
Ask:
y Who had warned Brer Rabbit about the dangerous world outside? (his wife)
y What did she say? Point to the sentence in part I. (My dear…..leave my little burrow.)
Comprehension
82
The students give the answers to exercise B without looking at the story. Write the answers on the board
and the students copy them.
Vocabulary
The students may need help with exercise A. Once done, ask them to read out the complete sentences.
Explain the meaning of the words not used. If time permits, the students make sentences using the words
English Class 3
not chosen.
Grammar
Read the difference between ‘quiet’ and ‘quite’ in the box and explain. The word ‘quite’ rhymes with
‘light’. The word ‘quiet’ rhymes with ‘diet’. Give more examples: The man was quite rude. The man was
quiet. The test was quite easy. The students were quiet during the test. The samosa was quite delicious.
The children were quiet as they ate the samosa.
Ask the students to say similar sentences. The students do exercise A on their own and read out the
answers, paying close attention to the pronunciation of the two words.
Read the section in the box on articles and explain. The students read the example sentences. Write the two
articles ‘a’ and ‘an’ under separate columns. Ask the students to give examples of words for each column.
Game: Write a sentence on the board. The students fill in the blanks with as many nouns as possible.
They can make it funny.
Example: I have a _____, a _____and an _____in my bag.
(lion, tiger, elephant; camera, photo album, umbrella)
Creativity corner
Explain to the students the format of an informal letter. The students discuss the letter. Help them as
they write it. The students may have different versions of the letter. They read out the letter once done.
Life skills
Ask:
y Who showed kindness to Brer Rabbit in the lesson? (Bob’s master)
y What did he do? (He gave Brer Rabbit food and water and let him go free in the fields.)
y How do you show kindness to your pet? (Feed them, take them for a walk, clean them, play with them,
take them to the vet if they are not well.)
y What can you do for birds and street animals when it is hot? (Place containers with water outside
the house for birds, cows and dogs. Feed them, if possible. Allow cows to rest in the shade of trees.)

Stand at the back of the class and read the words slowly. The first time, the students listen. The second
time, the students write down the words with the ‘z’ sound. The third time, the students confirm their
answers. Now read out the answers and discuss. The students repeat the words after you.
83
 

 

 
ASSESSMENT
English Class 3
A. Cross out the wrong words.
1. A bear/bare likes honey.
understanding.
2. The house is so quiet/quite.
3. Do you write/right with your left hand or your right/write hand?
4. The word listen/rise has a /z/ sound in it.
B. Fill in the blanks with ‘a’, ‘an’ or ‘the’.

1. I bought ________ umbrella yesterday.
2. ________ Earth is a beautiful planet.
3. We had ________ ice cream in the park.
4. I need __________ new uniform. The old one is tight.

English Class 3
Comprehension
A. 1. After the train journey, Brer Rabbit was taken to a big shop in a town. He found himself
in a dark cellar in the shop.
2. The man did not see Brer Rabbit because it was dark in the cellar and Brer Rabbit had
huddled himself up in the corner.
3. Bob’s master discovered Brer Rabbit. He took Brer Rabbit home for his little girls and
boys to look at.
4. Brer Rabbit got some milk to drink and biscuits to eat.
5. Bob’s master took Brer Rabbit into the country and put him down in a lovely green field.
B. 1. a. Bob, the errand boy
b. Brer Rabbit
c. Bob thought that it was a great big rat.
2. a. Brer Rabbit
b. Bob’s master
c. No. Bob’s master gave food to Brer Rabbit and took him home.
Vocabulary
A. 1. bear 2. would 3. than 4. right 5. wonder
6. prize; price 7. peace 8. some 9. dairy 10. lose
Grammar
A. 1. quite 2. quiet 3. quiet 4. quiet 5. quite
6. quiet 7. quiet; quite 8. quite 9. quite 10. quite
B. 1. an 2. The 3. the; the 4. a 5. an
6. an; a 7. the; the 8. an 9. The; the 10. an; a
84
Creativity Corner
Dear Sir,
I am extremely grateful to you for all that you did for me. I left my home for an adventure which turned
bad. I had been facing many obstacles since the moment I stepped out. After being locked in a box, I
English Class 3
reached your cellar in the shop. I almost lost the count of time and hope to live. But your kind gestures
surprised me. You gave me food when I had almost given up and thought that death was near. I am
thankful to you for taking me to your home and giving me time to recover my strength. The greatest gift
that you gave me was my freedom. I shall always be grateful to you for the effort you took to bring me
safely to my home. I thank you again with all my heart.
Yours sincerely,
Brer Rabbit
Life Skills
Animals are our most beloved friends. They are adorable, innocent and always make us smile. We are
mightier than many creatures in many ways, so we should protect animals and give them love. We
should be kind and considerate towards them. We can show love to them by feeding them food when
they are hungry, giving them water and helping them heal when wounded. In summers, when it is very
hot, we can fill water bowls for animals and birds and keep them in the gardens, on the terrace or in our
balconies. We can let them rest in the shade and not scare them away. If an animal is unwell because of
the extreme heat, we can call the vet and get it treated.

Words with /z/ sound: rise, zero, wise, lose, desert, prize, nose, boxes, exact
Worksheet 1
I. 1. Brer Rabbit had left home to see the world beyond the green field. But his adventure turned
bad. He was caught in a dark cellar with nothing to eat or drink. Hence, he said so.
2. The man took away only the chair out of the box because the cellar was very dark and he
could not see Brer Rabbit huddled in the corner.
3. Bob thought it was a rat because Brer Rabbit had grown too weak and ill after being hungry
and thirsty for days. He did not look big like a wild rabbit.
4. Bob’s master took Brer Rabbit to his house because he was a kind man and loved animals
very much. He wanted to save Brer Rabbit and return him to his home.
II. Students give their own answers.
1. cellar – I cleaned the cellar on the weekend.
2. gobble – Seema gobbled up the sandwich and rushed to school.
85

3. huddled – The lambs huddled together in the cold.

4. popped – The chick popped its head out of the nest to see the world.
5. errand – The shopkeeper sent the errand boy with the goods.
Worksheet 2
English Class 3
I. 1. an; the 2. a 3. a; a 4. a 5. a
6. an 7. a 8. an; the 9. a 10. a; a
11. The 12. The; the
II. 1. An; a; the 2. The; a 3. An; an 4. The; the 5. The; the
86




The Pedlar’s Caravan
English Class 3
POEM AT A GLANCE
This is a poem consisting of sixteen lines. It is made up of two stanzas, each stanza consisting of eight
lines. In all the stanzas, the last words of the first and the second lines, the third and the fourth lines, the
fifth and the sixth lines, and the seventh and the eighth lines rhyme with one another.
The speaker of the poem is a child who is excited when he sees the pedlar’s caravan. The pedlar moves
from place-to-place selling things to people. The child longs to be part of this life because he thinks it
is adventurous.
LEARNING OUTCOMES
y identify the rhyming words.
y answer the given questions related to the poem.
y name words from the poem based on the clues given.
y rearrange the letters to form words from the poem.
PRE-READING
Ask the students:
y What do you see in the picture on the top? (a man in a caravan with a woman and a baby)
y What is the horse doing? (It is drawing the caravan.)
y What is the man doing in the second picture? (repairing a chair)
y Why is the man’s family travelling with him? (The caravan is also his house.)
Explain that in olden days, people would earn money by travelling from one place to another selling
things or repairing things. It is something that is difficult to do, but the child who is watching feels that
it is exciting. The child does not understand the difficulties the man and the family face.
WHILE-READING
Tell the students to keep their books closed as you read out the poem. The poem has many exclamation
marks so it should be read with excitement. Now ask the students to read. Divide the class into two
groups. Each group reads a stanza.
87
Explain the words that the students may not understand. Read the words from the glossary and their
definition. Explain the poem.
1st stanza: The child wishes he lived in a caravan drawn by a horse, just like the pedlar man. Nobody
knows where the pedlar man comes from, and nobody knows where he is going to. But he keeps travelling.
The caravan has two windows and a tin chimney from which smoke comes out. He travels from town to
town with his wife and baby.
English Class 3
2nd stanza: He repairs chairs and sells household goods like delf, tea-trays and baskets. He makes a
sound like a bell to let people know he has come. He also sells plates that have the alphabet on them.
The child longs to wander with the pedlar man so that when he comes back from his adventure, he can
write a book like the ‘Travels of Captain Cook’. To the child, there can be no greater adventure than
travelling with the pedlar man.
Ask questions:
y Why does he ring a bell? (So that people come out and buy his things.)
y Why does the caravan have windows and a chimney? (It is the pedlar man’s house. He lives there
with his wife and family.)
y Who is the ‘I’ in the poem? (a child)
y Do you think it would be exciting to be a pedlar man? The students discuss.
Tell the students to find the rhyming words in the poem.
POST-READING
Tell the students to read the poem once more. Ask:
y How many exclamation marks are there in the poem? (5)
y What does this say about the poem? (It is exciting.)
y What is the excitement about? (Being able to travel like the pedlar man in his caravan.)
of the poem.
Comprehension
Help the students with the questions in section A. Write the answers on the board and the students copy.
Vocabulary
The students do exercise A on their own. They point to the line in the poem where the information is
given. The students then read out the answers.
The students do exercise B with a partner and read out the answers with the spelling.
Pronunciation
Tell the students to write the alphabet in their notebook. The students try the rhyming words using the
letters in alphabetical order. Example: knows – close, goes, nose, pose, rose, toes.
When done in this manner, the students understand more about pronunciation and spelling. As they say
the different rhyming words, write them on the board. The students note the spellings and write them.
88
Creativity Corner
The students discuss their homes in class. They talk about the comforts they have in their home. If time
permits, they can contrast it with the home of the pedlar man. Help the students write the paragraph.
Life Skills
The students read the poem once more and say what it must feel like to travel and to live in a caravan
English Class 3
all the time. You can give hints such as:
y If you are travelling in a bus for more than ten hours, do you feel like you want to stop moving?
y Do you feel like lying down in your own room where there is no movement?
The students discuss the size of the caravan, the movement, and the lack of comfort and space. Tell the
students how much they have to appreciate the homes they live in.
 

 

 
ASSESSMENT
English Class 3
A. Circle the words that rhyme with ‘brown’.
1. town 2. crown 3. own 4. noun 5. known
6. gown
understanding. B. Match the adjectives with the nouns.
1. tin
A B
a. caravan
2. two b. baby
3. brown c. windows
4. horse-driven d. chimney
Comprehension
A. 1. The pedlar man travels in a caravan with a horse to drive.
2. The pedlar man’s caravan has two windows and a chimney made of tin.
3. He travels with his wife and a baby.
4. He sells delf, tea-trays, baskets and plates.
5. The poet would like to live in a caravan and roam with the pedlar man. He would also like
to write a book.
6. ‘Travels of Captain Cook’
B. 1. f 2. a 3. e 4. b 5. d
6. c
Vocabulary
A. 1. Horse 2. Two 3. Tin 4. Wife and a baby
5. Chairs 6. Alphabet 7. Things to sell 8. Book
B. 1. BASKET
2. CHIMNEY
89
3. ROAM
4. CHAIR
5. HORSE
Pronunciation
English Class 3
A. 1. goes 2. town 3. bell 4. border 5. home

6. Cook
Creativity Corner
I love my home. It gives me a great sense of belonging. It is beautiful and warm. I am grateful to god
for the lovely home that I have. There are many people in the world who struggle to find a home. We
should all be thankful to our parents for providing us a home.
I am fortunate to be able to have my own room in my home. I have decorated it with books, toys and
photographs. It gives me immense joy to return to home after school and spend time in my room. My
home becomes a beautiful place when all of us sit together, watch TV and enjoy. We keep our home
clean and tidy.
Life Skills
A pedlar man is always on the move. He comes across many difficulties while going about selling goods
and mending things. He does not have a permanent house. He and his family live in the small caravan.
He has to keep travelling day and night from one place to another in order to earn money. After mending
furniture, selling cutlery and travelling a lot, a pedlar man gets exhausted. He cannot stop and rest or
enjoy with his family. He eats whatever food he gets on the way. He has to call out to people all day long
asking them to buy his goods. The life of a pedlar man is indeed difficult.
Worksheet 1
I. 1. Nobody knows the whereabouts of the pedlar man because he lives in a caravan and keeps
riding from town to town.
2. The pedlar man clashes the basin instead of using a bell.
3. The poet thinks it is an exciting experience to live in a caravan with a horse to drive. He
wants to roam from town to town with the pedlar man.

The poet wants to write a book about his travels with the pedlar man so that people would
read it just like the Travels of Captain Cook.
II. pedlar man; caravan; wife; baby; windows; chimney; chairs; delf; tea-trays; baskets; basin;
bell; roam; pedlar man; book; travels; Captain Cook
90
ASSESSMENT PAPERS
Question Paper 1
(Based on units 1 to 2)
(Max. Marks: 30)
SECTION A (LITERATURE)
A. Answer the following questions. (4 × 2)
1. What did the queen do to find out that the young girl was indeed a true princess?
2. What did Tenali Raman plan and tell his wife?
3. What did the thieves do to get the treasure that Tenali Raman had thrown in the well?
4. How did the princess sleep all night?
B. Answer the following with reference to context. (2 × 2)
1. ‘A little girl fell off the chair
Right down upon the floor;’
a. Who fell off the chair?
b. What happened when she fell?
2. ‘The cold wind in the winter,
The pleasant summer sun,
The ripe fruits in the garden,–
He made them every one.’
a. Who is ‘He’ being referred to in the fourth line?
b. Write the rhyming words in the given lines.
C. Write ‘T’ for true and ‘F’ for false statements. (4 × 1)
1. The prince wanted to marry an ordinary princess.
2. The pea was kept in a museum.
3. Betty laughed when she fell off the chair.
4. There were two thieves hiding in the bushes.
SECTION B (GRAMMAR)
D. Choose the correct word to fill in the blanks. (4 × 1)
1. The ________________ (deer/dear) jumped around happily in the meadow.
2. His mother _____________ (new/knew) about his mischief.
3. The bus turned _______________ (right/write) before coming to a halt.
4. The athlete ______________ (one/won) the race for India.
E. Write the plural of the following. (5 × 1)
1. chief_______________ 2. half______________
3. wolf_______________ 4. roof______________
5. leaf_______________
SECTION C (WRITING)
(5)
F. Imagine you are the princess in the story ‘The Princess and the Pea’. Write a paragraph
describing your experience on the bed that the queen had prepared.
Question Paper 2
(Based on chapter 3, unit 4 & Chapter 5)
(Max. Marks: 30)
1. What happened when the real nightingale sang for the first time at the palace?
2. Describe the artificial nightingale.
3. What did Sachani do to earn her living?
4. What did the real nightingale promise to the emperor?
1. ‘He bites me too, I hate it
And puts me in the ink
Have I no cause to grumble
Just tell me what you think?’
a. Who is ‘I’ in the above lines?
b Why is ‘I’ grumbling?
2. ‘I heard you were ill, so I have come to sing to you – and bring you hope.’
a Who is the speaker and the person spoken to?
b How did the speaker help the person?
C. Fill in the blanks with the correct words. (4 × 1)
1. Five years passed and a great sadness slowly fell over _____________ (China/Japan).
2. Ila Sachani was born with deformity in her _____________ (lower/upper) limbs.
3. In the centre of the great hall, a ____________ (silver/golden) perch had been fixed for
the nightingale to sit on.
4. The ___________________ (artificial/real) bird broke its spring and could not sing any
longer.
SECTION B (GRAMMAR)
D. Write the opposites of the following. (4 × 1)
1. beautiful ___________________
2. artificial ___________________
3. smooth ___________________
4. eldest ___________________
E. Rewrite the following in the negative past tense. (5 × 1)
1. The batsman hit the ball out of the stadium.
2. The girl went to her friend’s birthday party.
3. The children played in the playground.
4. Minnie left her bag in the school.
5. She finished her lunch before going out.
SECTION C (WRITING)
F. Write a paragraph describing your qualities. You can write about your strengths
and weaknesses. (5)
Model Test Paper 1
(Based on units 1, 2, 4 and Chapters 3 & 5)
(Max. Marks: 50)
1. How did Tenali Raman guess that there were thieves hiding in the bushes?
2. What did Ila Sachani become adept at?
3. Describe how the young girl at the palace gate looked.
4. What happened to the artificial nightingale one day?
5. Why did the people of China decide to choose a new emperor?
6. What made the old queen understand that the young girl was a true princess?
7. How did Sachani’s family support her?
8. What did the thieves find in the trunk? What did they promise in the end?
1. ‘I could scarcely close my eyes all night.’
(a) Who is the speaker and the person spoken to?
(b) Why couldn’t the speaker close eyes all night?
2. I once was long and handsome
But now I soon must die?
(a) Who is the speaker?
(b) How did the speaker look once?
3. ‘Why didn’t you laugh, my darling?
Or don’t you like to tell?’
(b) Why didn’t the person laugh?
4. ‘All things bright and beautiful,
All creatures great and small,
All things wise and wonderful,
The Lord God made them all.’
(a) Name four things mentioned in the poem that the Lord God has made.
(b) Quote lines from the poem that tell us to praise and thank God.
C. Circle the correct option. (5 × 1)
1. The pea was kept in a museum / trunk.
2. The emperor gave a silver / gold slipper to the real nightingale.
3. Ila Sachani received the Prime Minister’s / President’s Medal in December 2001.
4. The artificial nightingale broke its spring / beak and could not sing any longer.
5. Tenali Raman hid all his jewellery and money in the pit / well.
SECTION B (GRAMMAR)
D. Write the past tense of the following. (6 × 1)
1. think ___________________ 2. appear ___________________
3. guide ___________________ 4. drop ___________________
5. see ___________________ 6. stand ___________________
E. Rewrite the following by changing the gender. Make any other necessary
changes. (10 × 1)
1. The deer ran into the thick forest.
2. My mother took my brother and me to the zoo.
3. The tiger hid behind a bush.
4. The wizard rode on a goose to the queen’s palace.
5. The lady has a cow, a duck and a horse.
6. He saw a lion resting under the tree.
7. Rakesh met his uncle and cousin sister.
8. The fox caught a hen.
9. Her brother is a good actor.
10. The boy wants to be a poet.
SECTION C (WRITING)
F. Write a paragraph about your favourite book. While writing, keep the
following points in mind: (5)
author of the book – main characters in the book – storyline – what you like about the book
Answers
Question Paper 1
A. 1. T
o find out if the young girl was indeed a true princess, the old queen kept a pea on the
bedstead and laid twenty mattresses and twenty eiderdowns on top of it.
2. Tenali Raman planned to hide all the jewellery and money in the well.
3. T
he thieves hoped to empty the well and get the treasure. So they kept drawing out water
the entire night.
4. T
he princess could scarcely close her eyes all night. She was lying on something hard in
the bed because of which she was black and blue all over.
B. 1. a. Betty fell off the chair.
b. When Betty fell, all the other little girls began to laugh.
2. a ‘He’ is being referred to the Lord God.
b. sun, one
C. 1. F 2. T 3. F 4. T
SECTION B (GRAMMAR)
D. 1. deer 2. knew 3. right 4. won
E. 1. chiefs 2. halves 3. wolves 4. roofs 5. leaves
SECTION C (WRITING)
F. Students write their own answers.
The kind king and queen allowed me into their palace. The queen made arrangements for me
to sleep. But it was a strange bed.
There were twenty mattresses on the cot and twenty eiderdowns on top of them. I had to climb
a ladder to reach the top. When I laid down on it, something hurt me hard. I got up and tried
to look. There was nothing on the bed. But it was so uncomfortable that I could not sleep the
whole night. I was black and blue all over my body. I had a very bad experience that night.
Question Paper 2
A. 1. W
hen the real nightingale sang for the first time at the palace, tears started rolling down
the emperor’s cheeks. He requested the nightingale to wear his gold slipper around its
neck as a token of thanks.
2. T
he artificial nightingale was made of metal with a key. It was covered in diamonds, rubies
and sapphires with a tail of silver and gold. When it was wound up, it moved its tail up
and down while singing aloud.
3. I la Sachani sold her things at the handicraft fairs held at state and national levels and also
travelled abroad to display her work, which included both embroidered art and paintings.
This is how she started earning a living.
4. T
he real nightingale promised the emperor that she would sit on the bough by his window
and sing to him in the evening.
B. 1. a. The pencil
b. The pencil is grumbling because the master treats it very badly. He often shaves its
head, cuts it unkindly, bites it and puts it in the ink.
2. a. The real nightingale is speaking to the Emperor of China.
b. When the real nightingale started singing, the emperor began to feel better. He slept
well and when he woke up, he felt strong and alert.
C. 1. China 2. upper 3. golden 4. artificial
D. 1. ugly 2. real 3. rough 4. youngest
SECTION B (GRAMMAR)
E. 1. The batsman did not hit the ball out of the stadium.
2. The girl did not go to her friend’s birthday party.
3. The children did not play in the playground.
4. Minnie did not leave her bag in the school.
5. She did not finish her lunch before going out.
SECTION C (WRITING)
I am a person of good intent. I love the company of people. I love to share my affection and I
feel good when my friends say I am warm by nature. I think it is my biggest strength to posses,
the ability to give love and establish bonds with people. It makes things easier in life.
However, my weakness lies in being a sensitive personality. I need to work on developing
some wit and humour in me.
Model Test Paper 1
A. 1. T
enali Raman heard a rustling sound of leaves from outside his house. He guessed that
there were some thieves hiding in the bushes.
2. I la Sachani became adept at using her feet for eating, combing her hair, dusting, folding
clothes, and even chopping vegetables.
3. T
he young girl at the palace gate was drenched in rain. Water ran down from her hair and
clothes. It ran down into the toes of her shoes and out again at the heels.
4. One day, the artificial nightingale broke its spring and could not sing any longer.
5. T
he emperor lay in his bed cold and pale. He became so ill that the people decided to
choose a new emperor.
6. T
he old queen understood that the young girl was a true princess because she had felt the
pea right through twenty mattresses and twenty eiderdowns.
7. Ila Sachani’s mother and grandmother ensured that she learnt to use her legs to paint
and sew. Her brother and sister were always there, providing her the much-needed moral
support.
8. The thieves found big stones in the trunk. They promised not to steal or rob anyone ever
again.
SECTION B (GRAMMAR)
B. 1. a. The princess is speaking to the old queen.
b. The princess could not close her eyes all night because she was lying on something
hard. She was black and blue all over.
2. a The pencil
b. The pencil was long and handsome once. Its head was long and pointed. Its body was
smooth and red.
3. a. Betty’s mother is speaking to Betty.
b. Betty did not laugh because it was she who had fallen off the chair at the birthday party.
4. a. Little bird, little flower, purple-headed mountain, river (Accept all answers.)
b. ‘He gave us eyes to see them,
And lips that we might tell
How great is God Almighty,
Who hath made all things well.’
C. 1. museum 2. gold 3. President’s 4. spring 5. well
D. 1. thought 2. appeared 3. guided
4. dropped 5. saw 6. stood
E. 1. The doe ran into the thick forest.
2. My father took my sister and me to the zoo.
3. The tigress hid behind a bush.
4. The witch rode on a gander to the king’s palace.
5. The gentleman has a bull, a drake and a mare.
6. She saw a lioness resting under the tree.
7. Rakesh met his aunt and cousin brother.
8. The vixen caught a rooster.
9. His sister is a good actress.
10. The girl wants to be a poetess.
SECTION C (WRITING)

I love reading books. My favourite book is ‘Doctor Ouch’ by Korney Chukovsky. My favourite
character is the doctor from the story. He is a veterinary doctor with a kind heart. His compassion
for animals brings all the love in the world to him. The story is adventurous and thrilling. The
doctor has to cross an ocean with some animals to treat hundreds of monkeys on an island in
Africa. On the way, he faces a lot of troubles and challenges when pirates attack their ship. I
love how the animals helped the doctor with their intelligence and presence of mind. It is a
very beautiful story and I cannot stop reading it again and again.
Question Paper 3
(Based on chapter 6 and unit 7)
(Max. Marks: 30)
1. Describe the giant’s garden.
2. What is work of the female worker bees in a colony?
3. What did the giant see when he woke up one morning?
4. What is the food of the bees?
1. I saw the different things you did,
But always you yourself you hid.
(a) Who is ‘you’ being referred to in the given lines?
(b) What does ‘you’ do in the poem?
2. I will knock down the wall, and my garden shall be the children’s playground for ever and
ever.’
(a) Who is the speaker?
(b) What made him knock down the wall?
C. Choose the correct option. (4 × 1)
1. There were _______ peach trees that bore rich fruit.
(a) twelve (b) ten (c) fourteen
2. There are more than ________ species or types of bees.
(a) 30,000 (b) 20,000 (c) 40,000
3. The wind is blowing ____________.
(a) all day long (b) in the morning (c) at night
4. One morning, the giant heard a ____________ singing.
(a) sparrow (b) nightingale (c) linnet
SECTION B (GRAMMAR)
D. Underline the adjectives and state their degree. (5 × 1)
1. The fierce tiger chased the deer.
2. Mangoes are tastier than peaches.
3. Our yoga teacher is the best teacher in the city.
4. This painting is clearer than my painting.
5. Mehar is an intelligent girl.
E. Fill in the blanks with appropriate conjunctions. (4 × 1)
1. He was not well ________ he did not go to school.
2. The dog is intelligent _________ loveable.
3. I liked the movie _________ my sister did not.
4. You can either take the blue umbrella _________ the red one.
SECTION C (WRITING)
F. Imagine you are a gardener. Describe what you would plant and how you
would like to maintain it. (5)
Question Paper 4
(Based on chapters 8 and 9 & unit 10)
(Max. Marks: 30)
1. What qualities was King Shibi Rana famous for?
2. Why did the eagle object to King Shibi Rana’s sacrifice?
3. What kind of life was Brer Rabbit living? What did he want to do?
4. What food did Brer Rabbit finally get to eat?
1. Where he comes from nobody knows,
Or where he goes to, but on he goes!
(a) Who is ‘he’ being referred to in the given lines?
(b) How does ‘he’ go from one place to another?
2. ‘O king, the tear in your eye shows that you are unhappy. So give my prey back to me.’
(b) Who is the prey being referred to in the given lines?
C. Write ‘T’ for true and ‘F’ for false. (4 × 1)
1. Brer Rabbit’s wife warned him about the dangerous world beyond the
green fields. ___
2. Bob’s master was a kind man and loved animals. ___
3. King Shibi Rana could not pass the test and the gods were displeased with him. ___
4. The pedlar man travelled in a caravan with his wife and baby. ___
SECTION B (GRAMMAR)
D. Circle the subjects and underline the predicates in the following sentences. (5 × 1)
1. The woman in blue saree is an officer in the Indian Army.
2. Shyam wore a new coat.
3. I purchased an umbrella at the fair.
4. Hard work is the surest way to succeed in life.
5. Radhika’s family had been to Shimla last week.
E. Write the plural of the following nouns. (4 × 1)
1. diary ____________ 2. valley ___________
3. country ____________ 4. journey ___________
SECTION C (WRITING)
F. Write a letter to your friend expressing your feelings about a book that you
read recently. (5)
Model Test Paper 2
(Based on chapters 6, 8 and 9 & units 7 and 10)
(Max. Marks: 50)
1. What happened in the giant’s garden when the spring came?
2. How do bees help in pollination?
3. What were the two conditions that the eagle kept before King Shibi Rana?
4. What had happened while Brer Rabbit was sleeping?
5. Who were the dove and the eagle in reality?
6. Who discovered Brer Rabbit and where did he take him?
7. What did the selfish giant do in the end and why?
8. Describe a bee.
1. ‘It is a dangerous world beyond the green fields, and two-footed animals lie in wait to
gobble you up.’
(b) Why is the speaker advising so?
2. With the pedlar-man I should like to roam,
And write a book when I came home;
All the people would read my book,
Just like the Travels of Captain Cook!
(a) Name the poem and the poet.
(b) Why does the speaker want to roam with the pedlar man?
3. Are you a beast of field and tree,
Or just a stronger child than me?
(a) Who is ‘you’ being referred to in the given lines?
(b) Who do you think is the speaker in the poem?
4. ‘I must surely die, for I am caught at last.’
(a) Who is the speaker? Where is he?
(b) Did the speaker die after being caught? Why?
C. Underline the correct word in the given sentences. (5 × 1)
1. Male/Female bees cannot sting.
2. The king wanted to protect the dove/eagle.
3. Brer Rabbit popped into a box filled with green grass/straw.
4. Bob’s master was a kind/cruel man.
5. Winter/Spring did not come to the giant’s garden.
SECTION B (GRAMMAR)
D. Identify the nouns in the given sentences and state whether they are countable
or uncountable. (10 × 1)
1. I value the advice of elders.
2. Her bag contained books and pencils.
3. There was hardly any furniture in the house.
4. The cups and saucers were kept on the shelf.
5. There is some milk in the fridge.
6. He drank two glasses of water.
7. She had no information about the party.
8. I had juice, bread and eggs.
9. The tree is covered with blossoms.
10. The air around us is cool.
E. Underline the collective nouns in the following sentences. (6 × 1)
1. The team played very well.
2. The crew took the challenge and led the ship.
3. I saw a herd of elephants on the road.
4. A swarm of bees flew into our garden.
5. The hunter set a trap for the flock of birds.
6. She got a bouquet of flowers on her birthday.
SECTION C (WRITING)
F. Imagine you are a pedlar man. Describe in a few lines the fun and struggles
of roaming in the city. (5)
Answers
Question Paper 3
A. 1. The giant’s garden was large and lovely with soft green grass. There were twelve peach
trees that bore rich fruit. The birds sat on the trees and sang sweetly.
2. The female worker bees gather pollen, build the nest, and take care of all the babies.
3. One morning, the giant heard a linnet singing outside his window. He saw that the children
had crept into his garden through a little hole in the wall and were sitting on the branches
of the trees. The trees were happy and had covered themselves with blossoms. The birds
were flying about and twittering with delight. The flowers were looking up through the
green grass and laughing.
4. Bees get all their food from flowers. This food consists of sweet liquid called nectar and
a dust-like substance called pollen.
B. 1. (a) The wind
(b) The wind tosses the kites high and blows the birds about the sky. It blows all day long
and sings a loud song.
2. (a) The giant
(b) The giant realised that he had been selfish for not allowing the children to play in his
garden and because of this the Spring did not come to his garden. So he decided to
knock down the wall.
C. 1. a 2. b 3. a 4. c
SECTION B (GRAMMAR)
D. 1. fierce – positive degree
2. tastier – comparative degree
3. best – superlative degree
4. clearer – comparative degree
5. intelligent – positive degree
E. 1. so 2. and 3. but 4. or
SECTION C (WRITING)
F. Students should write their own answers.
If I were a gardener, I would be the happiest person at job. I love gardens so much that I can
spend my time there for hours together. I would plant flowering trees and fruit-bearing trees
both. I would plant flowers such as rose, marigold, sunflower, hibiscus and lilies. I would also
plant herbs, lemons, chillies and tomatoes. I would first plan the layout of the garden and then
plant all the saplings in a row making sure that the colour scheme resembled the rainbow. I
would keep my garden vibrant, colourful and clean so that it would attract animals like squirrels,
bees and birds. I would water the plants regularly, use natural fertilisers to make the soil better,
and trim the plants when required. I would make sure that everybody loved and admired my
garden.
Question Paper 4
A. 1. King Shibi Rana was famous for his truthfulness and justice and for always keeping his
word.
2. The eagle objected to King Shibi Rana’s sacrifice because a drop of tear appeared in the
king’s left eye. It was against the condition that the eagle had kept before the king.
3. Brer Rabbit was living a very dreary life in the green fields and having the same thing over
and over again. He wanted to see the world.
4. Brer Rabbit got some milk to drink and biscuits to eat.
B. 1. (a) The pedlar man
(b) The pedlar man goes in a caravan driven by a horse.
2. (a) The eagle is speaking to King Shibi Rana.
(b) The ‘prey’ here is the dove.
C. 1. T 2. T 3. F 4. T
SECTION B (GRAMMAR)
D. 1. The woman in blue saree is an officer in the Indian Army.
2. Shyam wore a new coat.
3. I purchased an umbrella at the fair.
4. Hard work is the surest way to succeed in life.
5. Radhika’s family had been to Shimla last week.
E. 1. diaries 2. valleys 3. countries 4. journeys
SECTION C (WRITING)
F. Students should write their own answers.
Flat no. 41,
Aries Homes,
Noida – 201301
April 10, 2023
Dear Ronnie,
How are you? I am doing great. You will be happy to know that I have inculcated a new hobby
of reading books. I want to share with you my experience of reading the book ‘Twenty Thousand
Leagues under the Sea’. I was thrilled to read the sailing experience of the crew. It was mysterious,
scary, gripping and at the same time very adventurous in theme. I began to feel that I was a part of the
crew stuck in the middle of the sea and being chased by a mysterious creature. I loved the characters
of the harpooner, the captain and the leader of a mysterious group in a ship that resembled alien’s
spaceship. I cannot wait to strike a long conversation with you in person. Please plan to stay at my
place during the summer vacation that is close by. We will have loads of fun.
Convey my greetings to your family members and much love to your younger brother.
Yours sincerely,
Miley
Model Test Paper 2
A. 1. When the spring came, it was still winter in the giant’s garden. The birds did not care to
sing in it as there were no children, and the trees forgot to blossom. The only people who
were pleased were the Snow, the Frost, the North Wind and the Hail.
2. Bees gather pollen to feed their babies. As they go from flower to flower, they spill some
pollen. When pollen spreads from one flower to another of the same kind, it allows the
flowers to make seeds, and therefore, to make new flowers. In this way, bees help in
pollination.
3. The eagle demanded flesh from the king’s right thigh, on the condition that not a single
tear should drop from his eyes while his thigh was being cut.
4. While Brer Rabbit was asleep, someone had put a chair inside the box, packed it in with
more straw and hammered the lid on.
5. The birds were Dharmaraj—the King of righteousness, and Indra—the King of the heavens.
6. Bob’s master discovered Brer Rabbit. He took Brer Rabbit home for his little girls and
boys to look at.
7. The giant knocked down the wall round his garden so that his garden could be the children’s
playground forever. He realised that he had been selfish for not allowing the children to
play in his garden and because of this the Spring did not come to his garden.
8. Most bees are black, often with yellow or brown markings. They have six legs, two pairs
of wings and five eyes. They also have mouth parts that act like a long tongue. Female
bees have a stinger. Male bees cannot sting.
B. 1. (a) Brer Rabbit’s wife is speaking to Brer Rabbit.
(b) Brer Rabbit wanted to see the world beyond the green field. His wife is advising him
against doing so because of the dangers involved.
2. (a) The poem is “The Pedlar’s Caravan” and the poet is W.B. Rands.
(b) The speaker wants to roam with the pedlar man so that he could live a caravan and
travel from town to town.
3. (a) The wind
(b) The speaker is a child.
4. (a) Brer Rabbit is the speaker. He is in a dark cellar.
(b) No. Bob’s master a kind man and loved animals very much. He fed Brer Rabbit and
took him home.
C. 1. Male 2. dove 3. straw 4. kind 5. Spring
SECTION B (GRAMMAR)
D. 1. advice – uncountable; elders – countable
2. bag, books, pencils – countable
3. furniture – uncountable; house – countable
4. cups, saucers, shelf – countable
5. milk – uncountable; fridge – countable
6. glasses – countable; water – uncountable
7. information – uncountable; party – countable
8. juice, bread – uncountable; eggs – countable
9. tree, blossoms – countable
10. air – uncountable
E. 1. team 2. crew 3. herd 4. swarm 5. flock
6. bouquet
SECTION C (WRITING)
F. I love to explore places and spend most of my day outdoors. So I naturally love to be a pedlar
man. I have no particular destination or target, I can follow the wheels of desire. I arrange all
my basic needs in my caravan, and it looks so unique among the vehicles on the city roads.
I need not worry about returning home on time. I travel wherever I wish to and eat and sleep
in my caravan. I have been to many beautiful places and have met interesting people while
travelling.

However, life in a caravan has its own struggles. I need to roam all day long without rest,
calling out to people to buy my goods. My earning is not stable and some days I hardly earn
enough to buy my food. At times, I meet strange people who are not friendly enough. I also
struggle to live in the caravan during winters when it is very cold. A pedlar man’s life is both
adventurous and challenging.

Rain Lily (Teachers Manual)

Uploaded by

Copyright:

Available Formats

Rain Lily (Teachers Manual)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Rain Lily (Teachers Manual)

Uploaded by

Copyright:

Available Formats

English Class 3

1. The Princess and the Pea 10

Betty at the Party (Poem) 8

2. Tenali Raman and the Two Thieves 10

All Things Bright and Beautiful (Poem) 8

3. The Emperor and the Nightingale - I 10

4. The Emperor and the Nightingale - II 10

The Pencil (Poem) 8

6. The Selfish Giant 11

7. The Busy Bee 10

The Wind (poem) 8

8. King Shibi Rana’s Sacrifice 11

9. Brer Rabbit’s Adventure – I 9

10. Brer Rabbit’s Adventure – II 9

The Pedlar’s Caravan (poem) 8

TOTAL PERIODS 140

Listening and Speaking

and distributed to children for assessment of understanding.

1. My brother doesn’t play tennis often. He plays only ____________.

3. Father was _________when he got an award from his office.

4. My grandfather is 92, but he is in the __________. We are happy about this.

Answers: 1. once in a blue moon 2. golden opportunity

2. Grandmother cannot ___________(hear, here) so well.

3. It rained the ________evening. (whole, hole)

4. The wind _________the kite everywhere. (blue, blew)

Answers: 1. right 2. hear 3. whole 4. blew

Listening and Speaking

I. 1. Hurrah 2. Wow 3. Thank you 4. Oh no

tall girl rude laugh fall polite good floor

2. bit, fit, _______

3. cake, make, ______

4. fame, game, ______

Possible answers: mind/bind/hind/wind; hit/lit/pit/sit/wit; bake/fake/lake/rake/sake/take/

ANSWERS TO TEXTBOOK QUESTIONS

Tenali Raman and the Two

Students will be able to

Listening and Speaking

3. The _________ (cliff, cliffs) is rather far away.

Answers: 1. knives 2. shelf 3. cliff 4. wolves

2. Last night, I _______ (hear, heard) the wind blowing outside.

3. The ________ (leaves, leaf) are rustling under my feet.

Answers: 1. loose 2. heard 3. leaves 4. Dwarfs

ANSWERS TO TEXTBOOK QUESTIONS

Listening and Speaking

2. hiding: The mouse was hiding in a sack of wheat.

I. 1. The knives and loaves are on the table.

God for all the things he has made so well.

portal and distributed to children for assessment of

A. Circle the things made by God.

2. season when the weather becomes cold (winter, summer)

3. they sing sweetly (flowers, birds)

4. the colour of the mountain tops (purple, grey)

Answers: 1. eyes 2. winter 3. birds 4. purple

The Emperor and the

y Who is an emperor? (A ruler who is greater than a king.)

Listening and Speaking

A. Write ‘yes’ if the underlined word is an adjective.

2. The beautiful bird is flying away. _____

4. My mother is wearing a pink sari. ____

2. kind _ __

3. small _ __

4. high _ __

2. A h _ _ _ man

3. A t _ _ girl

4. A h _ __ coffee