ENGLISH GRADE 3 PART 1

Professor Vassen NAËCK - Head Curriculum Implementation, Textbook Development and Evaluation

The ENGLISH PANEL Mauritius Institute of Education

Mrs Helina Hookoomsing DOOKHEE Dr Pascal NADAL Mrs Mangala JAWAHEER

- Panel Coordinator, Lecturer - Senior Lecturer - Lecturer

Ministry of Education and Human Resources, Tertiary Education and Scientific Research

Mr Jagdish KORLAPU-BUNGAREE Mrs Marie Françoise CONSTANCE Ms Andora LAVAL

- Deputy Head Master - Deputy Head Master - Primary Educator



Acknowledgements Vetting Team Ministry of Education and Human Resources, Tertiary Education and Scientific Research

Mrs Taramatee Nathoo Mr Nunkishore Neergheen Mr Henrio Douglas POTIÉ

Illustration and layout Graphic Designer

Mr Leveen NOWBOTSING

ISBN : 978-99949-40-19-6

© Mauritius Institute of Education (2017)

- School Inspector - School Inspector - Supervisor (The Arts)

Foreword We have the pleasure to offer you a brand new collection of textbooks as from 2016. These textbooks have been written by a team of experts and supported by experienced Educators, advised by Inspectors, mentors and Deputy Head Masters. We have done our best to ensure that children undergo a pleasant learning experience. We have taken care to align the textbooks with very clearly defined learning outcomes and objectives set for the subject. This present textbook provides clear indications of the diverse skills that children should master at each stage. We would request teachers to use the techniques and pedagogical approaches suggested in the teacher’s manual so that children make optimal use of the textbook and materials provided. We are extremely thankful to all those who have provided us with constructive feedback, thereby enabling us to make this curriculum development endeavour come to fruition. We are also thankful to the artists who carried out the illustrations, and to our graphic artists, who have tried their best to create the right layout for the books. The authors and the curriculum team, under the guidance of Professor Vassen Naeck, also deserve our thanks. We hope that you enjoy this material and wish you lots of success. Dr O. Nath Varma Director Mauritius Institute of Education.

i

Preface The Grade 3 'Let's Learn English' textbook aims at providing pupils with adequate opportunities for exposure to the English language and active engagement in its use. In line with the NCF, the structure of the textbook allows the gradual development of the four language skills, namely listening, speaking, reading, and writing, as well as grammar and punctuation. Through activity-based learning, pupils learn and practise English in a contextualized, meaningful, and enjoyable manner, which focuses on key areas of language and literacy development. Additionally, many of the activities adopt a crosscurricular approach,which enables links to be made with other areas of the curriculum that are being formally introduced and taught in Grade 3. The textbook comprises of eight units, each driven by a theme that is related to the learners' lives or interest. The units consist of the following sub-sections: • Oral These activities precede the reading passage and are also interspersed throughout each unit. They provide some key vocabulary related to the theme of a unit and support the development of oral language skills; • Reading comprehension The reading activities introduce the main theme and vocabulary of a unit. The text is followed by short exercises to evaluate pupils' understanding; • Writing These activities provide pupils with opportunities to produce different types of short texts with the support of a writing frame or model; • Phonics These activities help to develop and reinforce pupils' phonemic awareness, steadily leading them to read and write with confidence; • Grammar These activities empower pupils with essential notions of English grammar for accurate language production both orally and in writing; • Vocabulary These activities are based on the theme and are integrated throughout a unit so as to enable pupils to increasingly build a repertoire of words; • End of Unit These activities can be used to evaluate learning; • ICT activities These activities simultaneously cater for the development of basic ICT skills and support language learning. Each unit covers approximately two weeks and is accompanied by a short literacy story which complements the theme. A few fun and enjoyable activities are also provided at the end of each literacy story.

ii

The literacy stories are presented as a separate collection to encourage pupils to enjoy reading in English, enable them to develop their own personal library, and inspire them to begin reading with some independence; albeit with continued assistance and support from the teacher as needed. While the focus is mostly on literacy in English, concepts from other areas such as History, Geography, Values and Citizenship Education are also integrated. We hope that pupils enjoy working through the Grade 3 'Let's Learn English' textbook and participate fully in all activities. The writing team

To the teacher Much effort has gone into grading the content of the Grade 3 'Let's Learn English' textbook and to include as many visual elements as possible to support learning. Moreover, the provision of additional resources and activities (such as songs, poems/rhymes, short-story texts, ICT activities, and the literacy story collection) aims at extending language learning while creating links with other areas of the curriculum. Nevertheless, the successful implementation of the textbook depends largely on teachers who will have to supplement it with explanations, further resources, and additional activities as per their pupils' level and needs to facilitate learning. Teacher's notes have been inserted, wherever they were deemed to be useful, so as to guide teachers and offer more detailed information about activities. However, these should not be considered as being prescriptive. Instead, teachers have the scope and flexibility to adapt all activities in the textbook to suit the level and needs of their learners. Below are some general guidelines for conducting a reading activity (story, rhyme/poem/song): Pre-reading phase Carry out an oral session where pupils listen to a rhyme/poem/song or engage in an oral activity or brainstorming. Make use of the illustrations and pictures in the textbook to stimulate discussion and support learning. Encourage pupils' participation in English but allow pupils to use the language/s with which they are more familiar as needed. Adequate support must be provided to gradually lead pupils to express themselves using simple utterances and sentences in English. Use this pre-reading phase to teach some key vocabulary that will facilitate understanding of the reading passage that follows.Take the pupils outdoors whenever possible, so that they can indulge in the games or songs that involve movements. While reading phase Read a text aloud a first time for pupils to listen and to familiarise themselves with the theme and content. Read it again one line at a time and encourage pupils to repeat each line while they follow the text with their finger. The use of strategies like demonstration, enacting/miming, and varying the reading intonation and tone will help to retain pupils' interest and promote understanding of the text. Post-reading activities Carry out the activities orally first to check pupils' understanding and then help them to complete the written exercises. Use resources such as word and picture cards whenever possible, especially for

iii

vocabulary acquisition, as this will facilitate learning. Given that the vocabulary varies in the different units, create a word wall in the classroom so that pupils are exposed to new words in a sustained manner for the duration of the unit. Draw pupils' attention to these words regularly for consolidation. Derive a list of sight words from the text and help pupils to learn these. Phonics Frequent exposure and practice are necessary to develop phonemic awareness. Like vocabulary acquisition, phonics must be taught in a sustained manner, and it is necessary to go beyond the activities provided in the textbook. Whenever possible, the teacher will have to supplement the phonics activities with further resources and additional exercises to draw pupils' attention to the sounds, letter-sound associations in words, and how to blend letters and segment words. Practice can be made appealing and fun by encouraging pupils to create nonsense words. Phonics instruction helps children learn the relationships between the letters of written language and the sounds of spoken language, which is essential for developing reading skills. Grammar Carry out the activities orally first to check pupils' understanding and then help them to complete the written exercises. Though an introduction to and some explanation of the grammar points have been included in the textbook, it may be necessary to extend explanations depending on the level and needs of pupils. Use anecdotes and examples related to the pupils to make grammar learning meaningful. While it may be necessary to top up with some explanations, where needed, the emphasis is on grammar usage and developing an awareness of the grammar points. The focus is not on the memorisation of rules. Bearing in mind that it is not possible to tailor textbooks to specific pupils or classrooms, the Grade 3 'Let's Learn English' textbook has been structured in a way that allows the teacher to use it in a flexible manner. Units 1 and 2 serve to consolidate concepts and language acquired during Grade 2. Units 3 to 7 teach language and concepts to be acquired at Grade 3 level; and these are reinforced in Unit 8. The teachers can thus adapt this textbook and the pace at which they progress through it, as per the level and needs of their pupils. It is hoped that teachers will exploit all the sections and activities which have been carefully thought out, in view of enhancing the teaching and learning of English in Grade 3.

iv

Content pages Pages

Theme

1- 24

25 - 44

45 - 72

73 - 98

Unit 1

Unit 2

Unit 3

Unit 4

Welcome to Standard 3

Food

My Country

Jobs

- A variety of - Islands foods, fruits, and vegetables - Places in Mauritius - Clothing - Tableware - Holiday / and utensils - Feelings travel - School and -Parts of the the classroom house - Parts of the body and face

Key Vocabulary

- A variety of jobs - Items and tools related to different jobs

-Places to go shopping

- Song: We are back at school Oral

- Game: My friends in Standard 3

- Song: I like fruits and vegetables

- Poem: Island in the sun

- Rhyme: Work Hard

- Role-play: The story of Van Warwick

- Poem: Going to school

Phonics clusters

v

Reading

Writing

The new girl in A lunch for Grade 3 Mother

A letter to Sam Different jobs

Letter

About Mauritius

Note

- Nouns (introduction of the term)

- Use of commas

Recipe

- Capital letters - Determiners and full-stops (a, an) - Possessive adjectives Grammar

- Simple present tense of verb ‘to be’ (am, are, is) - Present continuous tense (am, are, is + ‘ing’)

End of Unit

22 - 24

Literacy session Lacey Loves to Talk

vi

- Affirmative and negative - Plural forms (s, es, ies) forms (not, is not, are not, do not, does not) - Conjunctions (and, but, or) - Question - Simple mark + present tense interrogative form (what, when, who, where) 41 - 44 Having Tea with a Tiger

70 - 72 I Spy a Dodo

- Countable and uncountable nouns - Future tense (will) - Plural form (common irregular words) 96 - 98 When I Grow Up

Unit 1 : Welcome to Standard 3

Welcome to Grade 3 Unit one

1

1

Unit 1 : Welcome to Grade 3

The Grade 3 Team

Hello, my name is Mika.

Hello, my name is Wendy.

Hello, my name is Sonia.

Hello, my name is Tony.

Hello, my name is Dax.

2

Unit 1 : Welcome to Grade 3 Activity 1 – I sing a song: We are back at school.

Oral

Hello, hello, we are back at school, back at school, back at school, Hello, hello, we are back at school, early in the morning. Hello, hello, we are with our friends, with our friends, with our friends, Hello, hello, we are with our friends, early in the morning. Hello, hello, we greet our teacher, greet our teacher, greet our teacher, Hello, hello, we greet our teacher, early in the morning. This is the class of Grade 3, Grade 3, Grade 3, This is the class of Grade 3, hello to everybody! Keywords: school

friends

teacher

class

Activity 2 – I trace, colour, and write how I feel to be back at school. How do you feel?

I feel....

excited

scared

happy

sad

angry 3

Unit 1 : Welcome to Grade 3

Grammar Activity 3a – I write the correct possessive adjective.

1. This is ________ Grade 3 book.

3. _____ name is Wendy.



2. ______ name is Mika.

4. They are playing with _______ dog. my their her our

5. We will have fun with _____ Grade 3 Team. Activity 3b – I learn the possessive adjective ‘its’.

his your

We have learnt many possessive adjectives. There is one more! 1. a) It is a dog. ______ name is Dax. (Its/Their) b) _____ hairs are brown and white. (Its/Our) 2. She is laughing with ________ friends. (its/her) 3. The shop is famous for _______ toys. (its/my) 4

Unit 1 : Welcome to Grade 3 Activity 4 – I talk with my friends and I write a list.

Oral

Let’s talk with our friends. We can learn about each other. Good idea! Let’s try to find one friend for each item on the list!

My friends in Grade 3. Who can ride a bicycle? Who owns a pet dog? Who wears glasses? Who has a brother or sister in this school? Who has gone swimming during the summer holidays? Who knows the answer to 3 + 4? Who has travelled outside Mauritius? Who has a first name starting with the letter ‘A’?

5

Unit 1 : Welcome to Grade 3

Reading Activity 5 – I listen to and read a short story. The new girl in Grade 3 The pupils are in the classroom. They are sitting at their desks. Miss Molly is the teacher. She welcomes all the pupils to Grade 3. She is happy to see them. Miss Molly sees a new pupil in the class. Her name is Seema. She is shy. She does not want to talk. Miss Molly knows that all her pupils are nice children. "Say hello to Seema everyone. Who wants to be her friend?" Miss Molly asks. All the pupils raise their hands. They all want to be Seema's friend. This makes Seema happy. She likes her new Grade 3 class. Keywords: classroom desks teacher pupil shy nice friend

happy

Activity 5a - I shade the correct box if the answer is true or false 1. The pupils are sitting at their desks.

T

F

2. Miss Polly is the teacher.

T

F

3. The new pupil is angry.

T

F

4. All the pupils want to be Seema's friend.

T

F

5. Seema does not like her new Grade 3 class.

T

F

Activity 5b - I choose the correct words to complete the sentences. 1. Miss Molly is __________ to see her Grade 3 pupils. (happy /sad) 2. Seema is a new _________________. (teacher/pupil) 3. Seema does not want to _______________. (sit/talk) 4. The Grade 3 class is full of _____________ children. (nice/naughty) 6

Unit 1 : Welcome to Grade 3 Activity 6a – I choose and copy the correct words: Parts of the face and body.

This is my friend Seema. Can you help me label the different parts of the picture?

foot

eye

leg

hand

ear arm

nose

mouth

belly

hair

7

Unit 1 : Welcome to Grade 3 Activity 6b – I choose and copy the correct words: clothing items. My friend Seema always wears clean clothes. Can you help me label the different parts of this picture too?

skirt

8

socks

shoes

leggings

shirt

hat

Unit 1 : Welcome to Grade 3 Activity 7 - I choose the correct words to complete the sentences.

It is important to learn all the classroom rules!

listen

kind

walk

work

desk

I must _____ carefully in the classroom.

I must sit quietly at my ______.

hand

I must be _____ to my classmates.

I must _______ to my teacher.

I must raise my ______ before I speak.

I must _______ hard.

9

Unit 1 : Welcome to Grade 3

Oral Activity 8a - I listen to and read a poem. This is a poem about going to school. Let’s read it together!

Going to school Going to school, Being happy, Making friends. Going to class, Where I learn And keep it clean. Learning my numbers 1, 2, 3, Learning my letters a, b, c.

10

Unit 1 : Welcome to Grade 3 Activity 8b - I complete a crossword puzzle. Across: 1. A place where I learn : C _ _ _ _ Down: 2. How must I keep my class: C _ _ _ _ 3. How do I feel when I am with my friends? H _ _ _ _ 4. A place where I meet my teachers and friends. S _ _ _ _ _ 3 H

2 1

C

4 S

Let’s look for words in the poem to complete this crossword puzzle.

N

Activity 9a - I add full-stops to the short story.

Grammar

Do you remember the short story we read together? Let’s read it again and add in the full-stops. The new girl in Grade 3

The pupils are in the classroom They are sitting at their desks Miss Molly is the teacher She welcomes all the pupils to Grade 3 Miss Molly knows that all her pupils are nice children 11

Unit 1 : Welcome to Grade 3 Activity 9b - I rewrite the sentences correctly using capital letters. Remember! Every sentence begins with a capital letter and ends with a full-stop. Rewrite the following sentences with the correct capital letters and full stops.

1. this is a beautiful island ______________________________________________________

2. we like going to school ______________________________________________________

3. you are happy to meet your friends ______________________________________________________

4. the girls are dancing ______________________________________________________

5. my friend lives in Vacoas ______________________________________________________

12

Unit 1 : Welcome to Grade 3

Writing Activity 10 - I write a letter about myself. I want my new friend Seema to know things about me. This is my letter to her.

Hi Seema, My name is Mika. I am seven years old. I live in Pretty Town. I like reading and swimming. My favourite subject is English. This year, I am excited about Sports Day at school. I am happy to be your friend. From Mika

Did you like reading Mika’s letter? Now, write a letter to your friend about yourself. You may use the words given or add your own.

13

Unit 1 : Welcome to Grade 3

________,

Hi ____________________

_________________

__ My name is ______________

__________ years old.

______________________

_____________________

____ I live in ________________

_________________

________ I like __________________

_________________

________ ______________________

_________________

________ ______________________

)

ying video games, watching TV

ll, pla (dancing, singing, playing footba

___________________

____ My favourite subject is ____

___

______________________

__ This year, I am excited about ol. ________________ at scho

ok Day, Flag Raising Day)

ld Bo (Music Day, Sports Day, Wor

______________

From __________________

14

Unit 1 : Welcome to Grade 3

Grammar Activity 11 - I choose among am, are, is to complete the sentences. In Grade 2 we learned am, are, and is. Complete the sentences below using these words. Remember, we say: I am You are He/She/ It is We are They are.

Example: The boy – tall The boy is tall.

1. I – happy ___________________________________________________ 2. Mika – a good pupil ___________________________________________________ 3. You – my friend ___________________________________________________ 4. Sonia and Tony – happy ___________________________________________________ 5. I – in Grade 3 ___________________________________________________ 6. We – at school ___________________________________________________ 7. She – a good teacher ___________________________________________________ 15

Unit 1 : Welcome to Grade 3 Activity 12a - I write the verbs in the present continuous tense: Add ‘ing’. Remember! We also use am, are, or is when verbs are in the present continuous tense.

We use verbs in the present continuous tense to say what we are doing now. For some verbs we only need to add ‘ing’. Let’s write the verbs correctly. Example: Jump Jumping

The girls are jumping (jump).

Hello. My name is Sonia.

1. Sonia is __________ (talk).

2. Tony is ________ a kiwi (eat).

3. The pupils are ___________ (sing).

4. I am ___________ (dream).

5. The teacher is ___________ (laugh).

6. The birds are ___________ near the tree (fly).

16

Unit 1 : Welcome to Grade 3 Activity 12b - I write the verbs in the present continuous tense: Verbs ending with ‘e’. For verbs ending with ‘e’, we must remove the ‘e’ and then add ‘ing’. Example: write writ + ing writing Let’s do the same for the following verbs!

1. dance _________________

5. create ________________ __

2. make _________________

6. type ____________________

3. smile _________________

7. hope ____________________

4. come _________________

8. ride ____________________

Activity 12c - I write the verbs in present continuous tense: Double the last letter. For some other verbs, we must double the last letter and then add ‘ing’.

Example: run runn + ing running Let’s do the same for the following verbs! 1. dig ___________________

5. swim _________________

2. put ___________________

6. shut __________________

3. clap __________________

7. sit ___________________

4. cut ___________________

8. win ___________________ 17

Unit 1 : Welcome to Grade 3 honics Activity 13 - I colour words with the /I/ sound. Do you remember some words with the /I/ sound? Colour the words with this sound in blue! ten

bug

dog

top

bed pin lip

swim bin

dig

can

pot bike

like

kite

fan

Words ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

18

Unit 1 : Welcome to Grade 3 Activity 14 – I circle words with the /aI/ sound.

a

Do you remember some words with the / I/ sound? Circle the words below that contain this sound. The first one has been done for you.

look see ice

tree kite book

pie school cone

hand bike lips

chair bag five

door lime flower

class mice clock

nine new dessert

socks happy slide

rice bees square

19

Unit 1 : Welcome to Grade 3 Activity 15 – I colour the correct boxes. I trace the words with the /i:/ sound. Sonia says you are really good at identifying sounds. Can you please help me with this activity?

________

Tree

________

Frog

________

________

Bag

Knee

________

Shoe

________

Ball

________

Star

________

Dog

________

Sea

________

________

20

Cat

________

Leaf

Sock

Unit 1 : Welcome to Grade 3 Activity 16 – I choose and write the correct letters to complete the words. You are doing great! Let’s do one more activity together.

pr

br

fr

tr

dr

cr

gr

o

g

a

s

s

a

b

u

m

e

e

e

s

s

e

a

d

i

n

k

a

i

n

u

s

h

21

Unit 1 : Welcome to Grade 3

Unit 1 End of unit Unit one Oral 1. I listen to and read the following poem.

My Promise Each day I will do my best And I will not do any less. My work will be the finest And I will not make a mess. I will play nicely And I will work neatly. This I promise With a big kiss!



(Adapted from: http://www.tooter4kids.com/ classroom/school_rule_poems.htm)

2. I listen to and say a tongue-twister.

Red rats run around the playground.

22

1

Unit 1 : Welcome to Grade 3 3. I choose the correct words to complete the sentences. 1. When I am ___________ (angry, sad), tears fall from my___________ (ears, eyes). 2. When I am _________ (happy, naughty), there is a big and beautiful smile on my _________ (hand, face). 3. The teacher says: “If you’re happy and you know it, stomp your__________ (nose, foot)!” 4. The ____________ (naughty, nice) child does not listen to the teacher and pulls the girls’ ________ (belly, hair). 5. He walks in the mud and his _________ (dirty, clean) __________ (hat, shoes) make our class __________ (messy, tidy).

4. I fill in the blanks with the correct words.

1. I ______ (is, am) in Grade 3 this year. 2. My teacher _________ (is, are) nice to me. 3. John and Dany __________ (is, are) cleaning ____________ (its, their) room. 4. We always wash ____________ (its, our) hands before eating. 5. Sara is talking to ____________ (their, her) friend Zoé. 6. “Open ____________ (your, his) books at page 9,” says the teacher. 23

Unit 1 : Welcome to Grade 3 7. Jordan brushes ____________ (her, his) teeth twice a day. 8. My dog ___________ (is, are) wagging ________ (its, my) tail.

honics 5. I write the words below in the correct circles.

fly ship

eat

fit

arrive

/I/ sound

24

right sheep

sleep read

ill funny

/aI/ sound

island

/i:/ sound

Unit 2 : Food

Food

Unit two

2

25

Unit 2 : Food

Oral Activity 1 – I sing a song: I like fruits and vegetables. Let’s sing a song!

I like fruits and vegetables

I like oranges. I like oranges. They are a fruit. They are a fruit. They are round and juicy. They are round and juicy. They taste good. They taste good.

I like cabbages. I like cabbages. They are a vegetable. They are a vegetable. They are green and crunchy. They are green and crunchy. They taste good. They taste good.

26

Unit 2 : Food

Reading

Activity 2 – I listen to and read a short story. A lunch for mother

It is Mother’s Day. The family is in the kitchen. Suzan wants to prepare lunch for her family. “Who will help me?” Suzan asks. “I will cut and fry the fish,” says father. “I will wash and cook the rice and vegetables,” says Jenna. Uncle joins them to eat lunch. After the meal, Suzan and Jenna give their mother some flowers. “Thank you,” says mother. She gives them a big hug.

Keywords: lunch

family

kitchen

fry

cook

meal

hug

Activity 2a – I colour the correct box if the answer is true or false. 1. Jenna and Suzan are preparing lunch. T

F

2. Suzan cuts the fish.

T

F

3. The girls give mother some flowers.

T

F

4. Mother does not say thank you.

T

F

27

Unit 2 : Food Activity 2b – I choose and write the correct words. 1. In the story, it is ________________________. (Christmas, Mother’s Day, Music Day) 2. The girls are preparing __________________. (dinner, lunch, breakfast) 3. Jenna washes the _______________________.(vegetables, fruits) 4. ___________ joins them for lunch. (Grandma, Uncle) 5. They give mother some __________________. (flowers, cakes)

Grammar Activity 3 – I write 'a' or 'an' to complete the sentences. Remember! In Grade 2 we learned about ‘a’ and ‘an’. We use ‘an’ when a word starts with a, e, i, o, u. For example: an umbrella, an elephant It is lunchtime. The Grade 3 Team is near the canteen.

My mum made me ____ sandwich. I also have ____ orange.

There is _____ banana and ____ cheese sandwich in my lunch bag! I have finished my sandwich. I will buy ____ chocolate bar. I will buy ____ apple juice.

28

Unit 2 : Food Activity 4 – I circle the correct words. We learned many of the words below in Grade 2. How many do you remember?

apple kitchen milk

bedroom bread toilet

house cream bathroom

garden kitchen living room

oven fridge window

basket plate shelf

shelf cupboard window

door sink basket

plate fridge cream

hotdog fork bowl

cheese glass mug

mug fruit spoon

plate spoon pan

pot knife bowl

cheese kettle mug

rolling pin towel soap 29

Unit 2 : Food

Writing Activity 5 – I write a recipe. Do you like smoothies? My friends and I love smoothies! Here is a simple recipe. FRUIT AND VEGETABLE SMOOTHIE You will need: One sliced mango Two sliced apples One peeled and sliced carrot Two sliced pears One glass of orange juice Instructions: 1 Put all the fruits and vegetables in the blender. 2 Mix everything together. 3 Pour into a glass and enjoy!

30

Unit 2 : Food Let’s write a smoothie recipe together! You may choose words from the list of ingredients given below or add your own. FRUIT AND VEGETABLE SMOOTHIE You will need: __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ Instructions: 1. Put all the ________________________________ in the ____________________________________________. 2. ____________________________________________. 3. Pour into ___________________________________ and ______________________________________.

List - Sliced pineapple

- Sliced red apple

- Carrot - Peeled orange - One cup of coconut water

- One glass of orange juice

- Cucumber - Broccoli 31

Unit 2 : Food Activity 6 – I number the pictures in the correct order to make a story.

At night, the family eats dinner.

In the afternoon, father goes to the supermarket.

32

In the morning, the family eats breakfast.

At noon, mother goes to the market.

Unit 2 : Food Activity 7 – I learn: Affirmative and negative forms.

Grammar

Jenna and Suzan are at the market. Jenna: This lettuce is fresh. Suzan: This pumpkin is not fresh. Jenna: Mother likes green apples. Suzan: She does not like red apples. Jenna: Let’s buy some mangoes. Suzan: The mangoes are not ripe. Did you notice the words in red? Sentences that contain ‘not’ are called negative sentences. Activity 7a – I match the affirmative sentences with the correct negative sentences. Affirmative

Negative

1. He is sad. 2. They are laughing. 3. She goes to school. 4. We play tennis.



• We do not play tennis. • She does not go to school. • He is not sad. • They are not laughing.

Activity 7b – I write 'is not' or 'are not' to complete the sentences.

1. Sarah _______ reading her book.

2. The dogs _______ barking.

4. They ________ happy.

3. He __________ drinking milk.

5. Rani ___________ baking a cake. 33

Unit 2 : Food

Grammar Activity 8 – I learn: Interrogative form.

What are you doing Suzan?

I am making a salad. Where is the lettuce?

It is in the basket. When are you going to set the table?

Mum will make the dessert.

I will do it later. Who will make the dessert?

Did you notice the words in bold? Did you notice the question marks? We use a question mark when asking a question. The words 'what', 'when', 'where' and 'who' are used to ask questions. 34

Unit 2 : Food Activity 8a – I read the sentences and put a question mark or a full-stop. 1. What is your favourite food __ 2. Mina is reading a book __ 3. Where is your father going __ 4. They are swimming __ 5. When do we have lunch __ Activity 8b – I choose who or what and match it to form questions. do you eat everyday ?

Who prepares your dinner?







What





is your teacher’s name? sits next to you? are the pupils doing in the classroom?

Now, write the interrogative sentences in full. 1. ___________________________________________________ 2. ___________________________________________________ 3. ___________________________________________________ 4. ___________________________________________________ 5. ___________________________________________________

35

Unit 2 : Food Activity 8c – I write when or where to complete the questions. 1. _____________ do you live? 2. ____________ is your birthday? 3. ____________ is dinner time? 4. ____________ are my shoes? 5. ___________ is the restaurant? honics

e

Activity 9 – I colour the pictures for words with the / / sound.

36

bed

book

cheese

web

cake

lemon

desk

dog

egg

pen

apple

key

Unit 2 : Food Activity 10 – I circle words with the / / sound.

a

honics

box

snail

bed

sock

hat

dog

ear

car

pot

ring

boat

mop

37

Unit 2 : Food honics Activity 11 – I circle the pictures with the /u:/ sound. I write the correct words in the boxes.

38

school

group

star

nest

boy

soup

spoon tooth

girl

broom

moon

cat

Unit 2 : Food Activity 12 – I connect the correct letters and write the word.

k

e

te

p

i

ce

k

a

ke

c

e

ak

c

e

f

k

a

r

d

o

w

c

a

p

d

e

t

b

u

ck

honics

39

Unit 2 : Food

40

n

a

ck

r

o

nk

s

o

ck

z

i

nd

st

e

ck

st

i

p

cl

u

d

tr

o

ck

dr

i

ck

br

e

mp

Unit 2 : Food

Unit 2 End of unit Unit two

2

1. I tell my friends about my favourite foods and drinks.

Oral

2. I use who, what, when and where to make questions.

When

prepares your lunch?

What

do you brush you teeth?

Who

do you go shopping?

Where

is your favourite meal?

1. 2. 3. 4.

41

Unit 2 : Food

Grammar 3. I complete the sentences in the negative form. 1. Shana ______ ______ baking a cake. 2. The children ______ ______ eating their lunch. 3. You ______ ______ drinking your milk. 4. He ______ ______ cleaning the kitchen. 5. We ______ ______ play badminton. 6. She ______ ______ like to eat bananas. 5. I fill in the blanks with the correct words. 1. Mum and dad are preparing _______ (a, an) nice dessert in the kitchen. 2. “__________ (What, Where) have you put the milk?” dad asks. 3. “I don’t know. I __________ (did, did not) take it. _____________ (When, Who) was the last time you used it?” replies mother. 4. “I used it this morning. ___________ (Who, What) did I do with the bottle of milk?” dad says to himself. 5. "Here it is! In the oven! _______ (Where, Who) put it here?” mother asks.

42

Unit 2 : Food 4. I choose and copy the correct words with the /e/ sound. I circle the correct ending of each word.

ending net

pet

ed

vet

get

et ell

hen

ten

zen

pen

nest

rest

dest

test

et ed en

ell est en

ell

shell

bell

ed

fell

cell

et

red

bed

ted

shed

en est ed

43

Unit 2 : Food honics 5. I colour the boxes red for words with the sound /u:/. I colour the boxes blue for words with the sound the / /.

dot

roof

zoo

olive

room

food





frog

balloon

sock

log



44

Unit 3 : My Country

My Country Unit three

3

45

Unit 3 : My Country

Oral Activity 1a - I read a poem: Island in the Sun.

This is my island in the sun, This is my island of joy and fun.

There is the mountain, there is the tree, This island is home to me.

There is the river, there is the sea, This island is home to my family.

There is the sky, there is the sand, It is such a beautiful island.

This is my island in the sun, This is my island of joy and fun. Can you find words in the poem which rhyme with “bee”. Colour these words.

46

Unit 3 : My Country

Activity 1b - I write the correct words below each picture.

Activity 2 - I listen and read a letter.

Reading

A letter to Sam

Dear Sam,

I am happy you will come to Mauritius on holiday. You will like my beautiful island. We will go shopping at Bagatelle Mall. We can go to Flic en Flac beach. We will eat different foods. You will like our Mauritian fried noodles, dholl puri, and biryani. You can drink alouda at Port-Louis market. I can teach you some Mauritian Creole words. You will help me to speak English. I will teach you how to dance the sega. My friend Sonia is excited to meet you. My father and I will be at the airport when you arrive. See you soon. From Wendy.

Keywords: holiday

beautiful

island

shopping

excited

airport

47

Unit 3 : My Country Activity 2a - I tick the correct answer. 1. Who writes the letter? Sonia Wendy Jenny 2. Who will come to Mauritius? Wendy Sam Darren 3. Where will Sam and Wendy go shopping?

Cascavelle Mall La Croisette Mall Bagatelle Mall

4.What food will they eat during Sam’s holiday? Cupcakes Dholl puri Pizza 5. What language will Sam help Wendy to speak? French Creole English

48

Unit 3 : My Country Activity 2b – I write the correct words to complete the sentences. 1. Wendy and Sam will go to the ______________. 2. They can drink alouda at Port-Louis _______________. 3. Wendy will teach Sam how to __________________ the sega. 4. Wendy and her father will be at the ____________ when Sam arrives. market

airport

dance

beach

Activity 3 - I match the words with the corresponding pictures.

Do you know that Mauritius is an island? Yes, I know. An island is surrounded by sea.

Agalega

Mauritius

Rodrigues

49

Unit 3 : My Country

Grammar Activity 4 - I learn: Nouns. Sam comes to Mauritius Sam and Wendy are cousins. Sam lives in England. He has come to visit Mauritius. Wendy goes to Sir Seewoosagur Ramgoolam International Airport in Plaine Magnien with her father. They sit on a bench and wait for Sam. There is a dog sleeping nearby. Two pilots walk by and get into a taxi. Then, Wendy’s cousin arrives. Wendy gives him flowers. When they reach home, they see a cat sitting near the door.

The words in bold are names of people, places, animals and things. These words are called nouns. People

Sam Wendy cousin father pilots 50

Places

England Mauritius Sir Seewoosagur Ramgoolam International Airport Plaine Magnien home

dog cat

Animals

Things bench taxi flowers door

Unit 3 : My Country Activity 4a - I write the words in the correct boxes. Rodrigues school

sister teacher

People

book horse

rabbit bird

Places

hospital flag

Mika

car

Animals

Things

Activity 5 - I do a role-play. Long ago Mauritius was covered with trees. There were many birds and animals. Let’s learn more about Mauritius.



The story of Van Warwick

Captain: I am Van Warwick. I am the captain of a big ship. I am sailing in the sea but there is a storm. Sailor 1: Look! Here is an island! Let’s land on the beach. Captain: I am hungry. Let’s hunt birds to eat. Sailor 2: There are many trees everywhere. We can use the wood to fix our ship. Sailor1: We can all stay here for some time. Captain: We must leave now. I will name this island Mauritius.

51

Unit 3 : My Country Activity 5a - I colour the pictures and write the correct words below. tree

sailor

bird

island

captain

beach

ship

wood

Grammar Activity 6 - I learn: plural ‘s’. Sam and Wendy visit Casela "Look, there is a tiger!" Wendy shouts. "I can see two tigers," Sam says. Wendy counts and says: "I can see three tiger." "You're right," says Sam, "but we say 'tigers' because there is more than one." "Oops! I forgot to add the 's' at the end of the word," Wendy says. When we have more than one, we add 's' to some words: cousins, birds, lions, tigers These words are in the plural form.

52

Unit 3 : My Country Activity 6a - I choose the correct words below and write them in the plural. 1. Sam and Wendy go to see the

__________ and

______________. 2. They play with two ______________ at the mini farm. 3. They wash their __________ and then eat their lunch. 4. They can hear the ________________ roar. rabbit

foot

zebra

lion

hand

giraffe

Activity 7 - I learn: plural ‘es’.

Hey Sam! Don't forget: Sometimes we add 'es' to form the plural of some words.

Singular

Plural

box

boxes

bench

benches

dish

dishes

potato

potatoes 53

Unit 3 : My Country Activity 7a - I write the plural of the words. fox

_________

church

_________

tomato

_________

bus

_________

sandwich

_________

glass

class

_________

match

_________ _________

Activity 7b - I choose and write the correct words in the plural form to complete the story. glass

fox

sandwich

dish

tomato

Some _______________ live in the woods.

Mother fox is cutting ________________.

Father fox is making _____________________.

Loulou is putting the _________________ on the table.

After lunch, everyone helps to wash and dry the ____________.

54

Unit 3 : My Country Activity 8 – I learn: Plural ‘ies’. Sometimes we add ‘ies’ to form the plural of some words. Look at the example and then write the plural of the words below. Example: baby

fly

____________



babies



butterfly

bunny

____________

family

puppy

___________

city

story

____________

lorry

____________

____________

____________

____________

55

Unit 3 : My Country

Writing Activity 9 - I write about Mauritius.

Mauritius

Let’s write about Mauritius! You can use the words given in the box and add your own. In Mauritius, we can visit _____________________________________ ________________________________________________________ _______________________________________________________. We can eat ________________________________________________ _______________________________________________________. I like to __________________________________________________ ______________________________________________________ _____________________________________________________. swim in the sea - dholl puri - noodles - play with my friends - rice and curry - Casela - Shoprite - kebab - ride my bicycle - Rochester Falls Black River Gorges - banana tart - pineapple salad - Chamarel Seven Coloured Earth - biryani - Blue Penny Museum - dance sega 56

Unit 3 : My Country Activity 10 - I write the words in the correct order to make sentences.

Grammar

Do you remember learning how to use 'and' in Grade 2? Help me to do this activity. 1.

Sonia

2.

and

are friends

Wendy

3. a sister

Wendy

and

are cousins

Sam

a brother

and

Sonia has

Activity 11- I learn: ‘but’. Sabrina and the cupcakes Sabrina can see a box of cupcakes but she cannot reach it. Sabrina tries to climb on to the table but it is too high. She asks her brother to help her but he is too busy. Sabrina feels sad but she does not cry.

Did you notice the underlined word? We use the word 'but' to put together two different ideas.

57

Unit 3 : My Country Activity 11a - I match part A with the correct part B. I write the complete sentences. A

B

1. Wendy goes to the shop

but she is strong.

2. The boy kicks the ball

but it is not cold.

3. The girl is small

but he cannot swim.

4. It is rainy

but it is closed.

5. Mika can ride a bicycle

but it hits the goal post.

Now, write your sentences in full.

1. ______________________________________________________ ______________________________________________________ 2. ______________________________________________________ ______________________________________________________ 3. ______________________________________________________ ______________________________________________________ 4. ______________________________________________________ ______________________________________________________ 5. ______________________________________________________ ______________________________________________________

58

Unit 3 : My Country Activity 12 – I learn: ‘or’. The word 'or' can also be used to join words and ideas. The word 'or' is used when there is a choice.

Examples: I can go to school on foot or by car. Do you want to eat noodles or biryani? Activity 12a - I listen to and read a funny rhyme.

What do you want? Do you want to see the forest or the sea? Do you want a flower or a tree? Do you want to play or sleep? Do you want a dragon or a sheep? Do you want to go to school or a shop? Do you want a broom or a mop? What do you want? I want you to stop!

Circle the word 'or' in the poem!

59

Unit 3 : My Country Activity 13 - I learn: Simple present tense. Let's read these sentences together! Pay attention to the underlined words.

I eat rice. You eat rice He eats rice. She eats rice. It eats rice. We eat rice. They eat rice.

The underlined verbs are in the simple present tense. The simple present tense tells us the action happens regularly or is generally true.

For the personal pronouns 'he', 'she' and 'it', we add 's' to the verb. For example: He eats a cake. She drinks her milk. It plays with a toy.

For some verbs, we add 'es': He goes to school. She finishes her homework. It catches the ball.

60

Unit 3 : My Country Activity 13a - I choose the correct verbs to fill in the blanks. I _________ football.

You _________ a song.

(play, plays)

(sings, sing)

She _______ in the pool. We __________ in the playground. (swim, swims)

It __________ up the

He ________ juice.

(drinks, drink)

They __________ at the clown.

(talks, talk)

I __________ music.

tree.

(laugh, laughs)

She ___________ to dance.

(climb, climbs)

(likes, like)

(likes, like)

Activity 13b - I make sentences and I write them down.

writes Tony

studies

everyday

Sonia

plays

often

The girl

works

well

draws reads

61

Unit 3 : My Country 1. ______________________________________________________ 2. ______________________________________________________ 3. ______________________________________________________ 4. ______________________________________________________ 5. ______________________________________________________ 6. ______________________________________________________ honics Activity 14 - I choose and write the correct cluster of letters. Ch __air

__eese

__oe

__erries

__eep

di__

bea__

fi__

wat__

__ip

__ell

62

Sh

__ips

bru__

Unit 3 : My Country Activity 15 - I cut and paste the pictures in the correct boxes. Can you hear “th” as in thumb in the given words? Cut out the words and pictures below. Stick them in the correct boxes on the next page.

bath

bottle

apple

teeth

thorn

house

table

mouth

63

Unit 3 : My Country

64

Unit 3 : My Country I can hear “th”

I cannot hear “th”

65

Unit 3 : My Country

66

Unit 3 : My Country Activity 16 - I circle the words with the /ð/ sound.

mother

sun

grandmother

shoes

clothes

table

grandfather

door

brother

flower

feather

weather

67

Unit 3 : My Country Activity 17- I cross out the odd word in each row.

68

whale

bird

whiskers

wheel

wheelchair

whip

tree

wharf

pencil

whistle

whisk

wheat

wheelbarrow

hair

whisper

white

Unit 3 : My Country Activity 18- I colour the pictures and I circle the correct words.

brush hen beach

feet hammer juice

park hat fish

bag hand island

sun book hug

harp eye mountain

heart square circle

house wall tree

horse dog mango

69

Unit 3 : My Country

Unit 3 End of unit Unit three Oral

3

1. I say what I like and what I like less about my country.

70

Unit 3 : My Country 2. I correct the underlined words in the text.

Grammar

I wrote this postcard for my mum but I have made a few mistakes. Please help me to correct the underlined words.

Hi mum, How are you? And how is dad? I’m sure he

bring me and show me everywhere. Uncle

miss me a lot! Here it are fine. There are

and auntie are very nice. Together we enjoys

many lovely beach to swim and have fun. I

ourselves every day. They says that you

goes to the seaside as much as I wants.

needs to come here one day.

I eats a lot of local meal, especially the different curry. Wendy is really helpful. She

I misses you, Sam honics

3. I fill in the blanks to complete the sentences correctly. 1. Mary brushes her teeth and ________________________________ 2. Seeven is sick but _______________________________________ 3. Do you want to read a book or _____________________________ 4. I want to play outside but ________________________________ 5. We can go to Blue Bay on foot or __________________________ watch a film washes her face

it is raining

by car

he goes to school 71

Unit 3 : My Country 4. I pronounce the words below. I pay attention to the sounds shown by the letters in red. Words with ‘ch’: child, chair, much, chicken, branch, Words with ‘sh’: show, push, shell, wish, shark Words with ‘th’: three, throw, north, month, both Words with ‘th’: the, this, their, brother, with 5. I match the correct parts of the words.

72

hea

py

hor

ey

hippo

mer

hel

pe

he

potamus

ham

se

hap

lo

hon

ad

hou

rt

ho

se

Unit 4 : Jobs

Jobs

Unit four

4

73

Unit 4 : Jobs

Oral Activity 1- I listen to and read a rhyme. Work hard

,

r fighting fires

te I see a fire figh

anging tyres,

ic ch I see a mechan

ugh the air,

ing thro I see a pilot fly

people’s hair.

sser cutting I see a hairdre n I see a postma

with the mail,

e putting I see the polic

thieves in jail, wimming pool,

at the s I see a lifeguard

ers, working I see the teach s, Doctors, nurse

in the schools.

astronauts, e courts.

in th Judges, lawyers

y jobs, There are man

so if you want

go Work hard and

74

and get it! r8)

?v=JBXaupIJH

ube.com/watch

s://www.yout tz channel- http

ompa

ople Song' on tt

d from 'The Pe

(Source: Adapte

it

Unit 4 : Jobs Activity 2 – I listen to and read a short story.

Reading

Different Jobs

Some parents have come to school to talk about their jobs. “Good morning,” Miss Molly says. “We will play a game. The parents will describe what they do. The pupils will guess the job.” The first speaker is Mr. Nailor: “I make trousers, suits, and shirts.” The pupils shout: “Mr. Nailor is a tailor.” Mr. Gummer: “I fix leaking taps and pipes.” The pupils shout: “Mr. Gummer is a plumber.” Mrs. Prentis: “I help to keep teeth clean and healthy.” “Mrs. Prentis is a dentist,” the pupils say. The final speaker is Mrs. Shaker: “I make bread and cakes.”

“Mrs. Shaker is a baker,” shout the pupils.



“Well done pupils! All the answers are correct,” Miss Molly says.



Keywords: parents

job

tailor

plumber

dentist

baker

75

Unit 4 : Jobs Activity 2a – I match the pictures to the words.

teacher

baker

plumber

tailor

dentist

76

Unit 4 : Jobs Activity 2b – I use words from the short story to fill in the blanks. 1. Some ___________________ have come to school. 2. The parents talk about their _________. 3. Mr. Gummer fixes ___________ and pipes. 4. Mrs. Prentis helps to keep _____________ clean. 5. Mrs. Shaker makes ______________ and ________________. Activity 3a- I match part A with the correct part B. Part A Part B The postman



fixes vehicles.

The writer



takes care of our teeth.

The policeman



builds houses and buildings.

The mechanic



writes books.

The hairdresser



cures us when we are sick.

The pilot



cuts people’s hair.

The dentist



delivers letters.

The doctor



cures animals when they are sick.

The builder



flies airplanes.

The vet



cares for our security.

77

Unit 4 : Jobs Activity 3b - I play a game: Who am I?

Let's put the letters in the correct order to make words.











78

1. I work on the stage. I am an ……………………. (a, c, o,t, r )

2. I work in a hospital. I am a …………………( n, s, r, u, e)

3. I work in a school. I am a ……………………….( t, e, c, e, h, a, r)

4. I work on a ship. I am a ………………………..( s, o, l, i, a, r)

5. I work in a restaurant. I am a ……………….. ( c, e, h, f)

Unit 4 : Jobs Activity 4 – I learn: Commas.

Grammar

Let’s look carefully at the sentences below. Notice the little marks in red.

1. A vet cares for dogs, cats, rabbits and birds. 2. A gardener looks after the flowers, trees, bushes and grass.

The little marks are called commas. We use a comma to separate items on a list. We use ‘and’ before the last item. Circle the word ‘and’ in the sentences above.

Activity 4a – I add the commas in the correct places in the sentences. 1. There is a pencil an eraser a ruler and a pen in my pencil case. 2. The musicians are playing guitar drums violin and piano. 3. The lifeguard is a tall strong intelligent and kind man. 4. The mechanics are fixing cars vans and motorbikes. 5. The hairdresser uses combs scissors gel and a hairdryer. 6. My friends are Tony Sonia Mika Wendy and Dax.

79

Unit 4 : Jobs

Grammar Activity 6 – I learn: Countable nouns. one cake

What do you see? Write the correct answers. One example has been done for you.

80

Unit 4 : Jobs

There are some things that we can count. We call these ‘countable nouns’.

Countable nouns can be singular or plural.

You can use ‘how many’ to ask questions with countable nouns. Let’s practise together!

Activity 5a – I ask questions using “how many”.

How many chairs do you see?

I see ___________ chairs.

How many bees do you see? I see ___________ bees. How many flowers do you see?

I see ___________ flowers.

81

Unit 4 : Jobs Activity 5b – I learn: Uncountable nouns.

There are some things that we cannot count. These are called ‘uncountable nouns’. For example: We cannot count...

rice

tea

grass

water

toothpaste

honey

sand

milk

Uncountable nouns can only be singular.

SAY

82

DON'T SAY

water

a water

six jugs of water

six waters

a little water

a little waters

Unit 4 : Jobs

With uncountable nouns we use ‘much’, ‘a little’, or we use the nouns alone. I have much rice in my plate. There is a little water left in my glass.

Activity 5c – I tick the correct answer. Countable noun

Uncountable noun

1. Tony and Neena are playing with their toys. 2. Neena has two dolls. 3. Wendy wants to eat a little soup. 4. Rahul is eating an orange. 5. Dax is drinking water. 6. They like sitting on the grass. 7. There is much honey in the jar.

83

Unit 4 : Jobs

Writing Activity 6 – I draw and I write a note. When I grow up, I want to be a policeman, just like my dad!

What job would you like to do when you grow up? Draw two jobs you like. Write something about each job.

I want to be a _______________ I like this job because

84

Unit 4 : Jobs

Grammar

Activity 7 – I learn: Future tense.

The Grade 3 Team is talking about different jobs.

I will be a policeman when I grow up.

I will be an airhostess. I will travel to many places!

I will be a scientist!

I will be an artist. I will paint beautiful art. I will be rich!

All the friends laugh.

Did you notice the words in pink? We use will to talk about the future. We use the future tense to talk about something that is going to happen.

I will

You will

He will

She will

It will

We will

They will

85

Unit 4 : Jobs Activity 7a – I write the verbs in the future tense. 1. Marc (go) ______________ to the cinema with his family. 2. They (watch) _____________a film about superheroes. 3. I (be) ____________ absent tomorrow.

Activity 7b – I make sentences and I write them down.

I

be

a fruit salad

It

make

to school

rain

a poet

go

tomorrow

Bella They

will

1. ______________________________________________________ 2. ______________________________________________________ 3. ______________________________________________________ 4. ______________________________________________________

86

Unit 4 : Jobs Activity 8a – I learn: Irregular plural forms.

Grammar

Remember! Do you remember the plural forms we learnt in Unit 3?

There are some words that change when there is more than one. Let’s look at the pictures. Trace the words and read them aloud!

man

men

woman

women

child

children 87

Unit 4 : Jobs

feet

foot

tooth

leaves

leaf

shelf

mouse

88

teeth

shelves mice

Unit 4 : Jobs There are some words that do not change even when there is more than one.

grass

grass

sheep

sheep

deer

deer

89

Unit 4 : Jobs Activity 8b – I choose and copy the correct words. Choose the correct words from the box below and label all the pictures.

teeth men

90

leaves trees

lions children

Unit 4 : Jobs

flies

sheep

feet

tomatoes

boxes dogs

91

Unit 4 : Jobs honics Activity 9: I circle the pictures and words with the /ʤ/sound. Let’s learn some more words together.

92

jam

angel

juice

gold fish

bag

jar

giraffe

jet

jungle

jewel

guitar

baby

Unit 4 : Jobs Activity 10 - I circle the words with the /v/sound.

boat car van

shoes vest hat

clock vase bowl

fruits vegetables animals

village forest sea

guitar drum violin

mop broom vacuum

volcano hill tree

dove fish cat

waiter chef vet

six five eight

glove dress foot

93

Unit 4 : Jobs Activity 11 : I tick the pictures and words with the sound /j/.

94

yacht

juice

cloud

Doctor

bag

jam

yard

sailor

sad

bicycle

child

teacher

yoyo

postman

waiter

airplane

grass

yellow

rice

milk

Unit 4 : Jobs Activity 12: I make words and write them down. z

f

p

l

i

a

z

k

ra

p

eb

o

k

o

te

z

i

o

s

e

to

z

i

ro

d

uzz

te

p

ub

le

wi

te

ul

ma

za

rd

95

Unit 4 : Jobs

Unit 4 End of unit Unit four Oral

4

1. I sing 'The Job Song'.

The Job Song I’m a policeman/fireman/postman/milkman in the town All day long I walk around. It’s my job, it’s what I do It’s my job, I like it too!

96

Unit 4 : Jobs 2. I write the correct words to complete the sentences.

Vocabulary

1. Laura likes to take care of animals. One day she will be a _______________ 2. It has always been my dream to fly. I hope one day I will be a ________________ 3. I don’t like thieves. If I become a ________________ I will catch them all. 4. Karishma likes to explain things to people. One day she will work as a _______________ 5. Alvin likes working outside, planting trees and cutting grass. _______________ is his dream job.

3. I fill in the blanks with the correct words.

Grammar

On my way to school, I see __________ (much, many) people working. Most people work during the day, but ___________ (a few, a little) work during _________ (the, some) night as well. I hope that __________ (one, many) day I ___________ (will get, got) ____________ (much, a) job that is interesting, like being _________ (a, an) doctor. That way, I will be able to help _________ (child, children), __________ (womans, women), _________ (men, mans). Everybody! Then, I ________ (was, will be) very happy. 97

Unit 4 : Jobs honics 4a. I circle the words with the /j/ sound and underline words with the /v/ sound. vehicle verb

five

yogurt

year

you

vet glove

young yes

4b. I tick the words with the /dʒ/ sound and colour the words with the /z/ sound. zip

giant

January

zigzag joke

jump

zebra

giraffe

zone judge

5. I complete the word search.

CHEF

Help me find these different words.

98

H

T

E

X

V

E

C

H

E

F

A

U Q

P

N X

P

N

F

P

I

P

B

A

K

E

R

L

E

C

L

F

H N

T

O M H O N A

D

T

E

V

N U

R

S

PILOT

NURSE

BAKER

VET