English Reader 3

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-3 1

2 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-3 3

4 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

Approved by the Government of Nepal, Ministry of Education, Curriculum Development
Centre, Sanothimi, Bhaktapur as an Additional Material

New Nepal 3

ENGLISH
READER

Editor

Hriseekesh Upadhyaya

Authors Ramesh Dhakal

Hari Adhikari (Ph.D.)

Atharai Publication Pvt. Ltd.

Anamnagar, Kathmandu, Nepal

Tel. 01-4313205

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-3 5

New Nepal 3

ENGLISH
READER

Published by:

ATHARAI PUBLICATION (P) LTD.
Anamnagar, Kathmandu, Nepal.
Tel. 01-4313205
website: www.atharaipublication.com.np

Editor

Hriseekesh Upadhyaya

Authors

Hari Adhikari
Ramesh Dhakal

Editorial Support

Hem Raj Kafle
Sedunath Dhakal

Edition

First 2078

Copyright

Publisher

Layout

Atharai Desktop

Illustration

Kaji Rana

Printed in Nepal

6 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

Introduction

The New Nepal English Reader, based on newly developed integrated curriculum,
is designed to help school children develop fundamental language skills—listening,
speaking, reading and writing. As language instructors, we are more interested in
developing students’ competence in core areas of language learning rather than
forcing students to memorise information.

While designing this book, we were mindful of the importance of teaching accepted
language structures without being rigid; we entrusted instructors to adapt the content
of the Reader to their specific physical and cultural contexts so that students could
also bring their own knowledge of the local context and culture into play.

We envision that we measure our success of language teaching in terms of a child's
ability to use the language structures that we teach in classroom in varied contexts
and situations. Whether the students have acquired specific information about a story
or a poem is less important; instead, our focus should be directed towards developing
children's skills at applying concepts, ideas, structures, and forms of language flexibly
to meet their own communicative needs. To that end, we have purposefully given
language instructors maximum flexibility in using the Reader in a real classroom
situation.

Now, after more than a decade's successful adoption of the Reader as one of the widely
used textbooks in schools across the nation, we have every reason to believe that
the purpose of the Reader—to make language-teaching creative and interesting—
has, to a large extent, been materialised. The enduring love shown by students and
teachers towards this series for all these years is a testimony to the Reader's success
in imparting quality language learning and teaching experience. We are thankful to
all the students and teachers who believed in what we, then, thought to be a new and
creative approach to teaching and learning English.

Organisation of the Reader

A number of studies in language teaching conducted over the last several decades have
shown that language teaching should not necessarily be confined to teaching grammar
and language structures. As researches point out, effective language teaching takes
place when we consider language learning as a part of the knowledge acquisition
process. Keeping this in mind, we judiciously selected the content that would best
serve the purpose of imparting learners both conceptual and cultural knowledge.

As language instructors, our experience tells us that the content that is not linked

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-3 7

with language structures in a given lesson often becomes less effective. So, the
Reader takes up the task of providing stimulating reading content while using it
as an illustration of how a particular language structure has been used in a given
situation. Therefore, while the carefully selected content (reading materials) in the
Reader provides children knowledge of literature, society, and culture, the language
activities that follow the reading demonstrate how such structures are used in
the given social and cultural situation. The Reader uses an innovative approach
to teaching English by integrating the reading materials with language structures
intended for the students to internalise. While students’ accumulation of information
from the reading materials might be less important from the perspective of language
learning, the contexts provided by the texts are meant to guide what skills we teach
and how we envision our students using them to meet their own communicative
needs.

Each lesson in the Reader has eight sub-sections—warming up, reading, practising
grammar, listening and speaking, Having fun, Learning English sounds, writing and
reflecting. These components together focus on four aspects of language teaching—
listening, speaking, reading and writing. Moreover, the content is organised,
following the integrated language teaching method. As a result, each subsequent
lesson reinforces and builds upon the language skills students have already learned
in previous lessons. The content map included in each Reader gives an idea of what
concepts are covered in the entire book and how they are integrated with one another.
The content outline also allows teachers to intervene and be creative in their teaching.
Once a teacher has a fair idea of what language items and skills are included in a
given lesson, he or she may decide to use any additional or supplementary material
to achieve the goal of teaching specific language skills being dealt with in that lesson.
In fact, we encourage teachers to develop and use their own materials which can be
more relevant and stimulating in the specific classroom context.

As always, we welcome suggestions, questions and queries from teachers, students,
and guardians. The sub-section ‘‘Reflecting’’ provides students an opportunity to
relate the knowledge learned in the lesson to their own lives. This important activity,
missing in most books available in the market, in fact, helps teachers to evaluate the
effectiveness of their own teaching by looking at the performance of the students.
Each chapter heading developed in this edition thematically binds together all the
information, activities, and reading materials presented within the chapter to make
it a complete whole.

Finally, we also extend our sincere gratitude to Atharai Publication for its untiring
effort to make New Nepal English Reader an indispensible source of English
instruction in Nepal.

A uthor s

8 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

/p/ pen /æ/ cat
/b/ bat /ɑː/ father
/t/ tea /e/ ten
/d/ dog /ɜː/ bird
/k/ cat /ə/ about
/g/ get /ɪ/ sit
/s/ see /iː/ see
/ʃ/ shoe /i/ many
/tʃ/ chain /ɒ/ got
/ʒ/ vision /ɔː/ saw
/m/ man /ʌ/ cup
/n/ net /ʊ/ put
/ŋ/ king /uː/ too
/f/ fall /u/ actual
/v/ van /aɪ/ my
/h/ hen /aʊ/ now
/l/ let /eɪ/ say
/r/ red /əʊ/ go
/j/ yes /ɔɪ/ boy
/θ/ thin /eə/ hair
/ð/ this /ʊə/ pure
/z/ zoo /ɪə/ near
/w/ wet

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-3 9

Content

Me and My Family

1. My New Brother ........................................................... 12
2. Jobs................................................................................. 25

My Daily Life

3. Jack's Past........................................................................ 45
4. My Future..................................................................... 56

Our School

5. The Trick to Study....................................................... 70
6. Team Work................................................................... 94

Our Environment

7. A Strange Place............................................................ 107
8. The Gift of Nature....................................................... 125

My Belongings

9. The Right Share............................................................ 139

Our Culture

10. Culture and Tradition................................................. 154

Communication, Technology and Market

11. Voice of the Child......................................................... 171

Fruits and Vegetables

12. The Orange................................................................... 189

Hobbies and Interests

13. The Magic of Painting................................................. 205

Birds and Animals

14. Rumours in Animals................................................... 222

10 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

Me and My Family

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-3 11

1 My New Brother

1 Warming up

A. New words
Read and learn.
Elisa got a new baby
brother. Mrs. Smith visited
Elisa’s home. Here’s the
conversation they had.

Congrats on the birth I think he
of a new baby! How’s is great!

he?

Mrs. Smith Elisa's dad

I think he is I think he is
awful! sweet!

Elisa Elisa's mum

Words such as “awful,” “great,” and “sweet” convey our feelings
about someone or something. Sometimes, even a negative word
such as “awful” may not express exactly a negative feeling, but a
sense of playfulness.

12 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

The following is a list of some “feeling words.” Circle the words that
express pleasant feelings and underline those that express unpleasant
ones. Two of them are done for you.

kind hostile awful easy great sulky
terrible terrific woeful cross
sore playful bitter cheerful bright wonderful
lovely delicious
awesome blue

Now, write a sentence for each person or thing using “feeling
words.”

a. Ramesh always fails English test.

He is terrible at English.
b. Your friend keeps complaining.
.....................................................................................................
c. You are very good at science.
.....................................................................................................
d. Your teacher makes you learn so many things.
.....................................................................................................
e. Your brother can solve difficult maths problems.
.....................................................................................................
f. Your sister is always mad at something.
.....................................................................................................
g. Your dad keeps telling jokes.
.....................................................................................................
h. Your neighbour gives out a lot of money.
.....................................................................................................

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B. New structures Great! I’ve got a
new baby brother.
Elisa, how’s He is wonderful.
everything?

We use “have got” to talk about things we possess. Then, we use
“feeling words” to say something about them.

What did you get on your last birthday?
a. Write at least five things you got on your last birthday.
b. Write one sentence about how you feel for each thing you got.
Example:
I got a teddy bear on my last birthday.
It looks awesome!
I got a pair of shoes on my last birthday.
They look awful!
Now, tell the class what you have got and how you feel about it.
.....................................................................................................................
.....................................................................................................................

14 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

2 Reading

My New Brother

[This short poem relates to the feeling an older child often has about a younger
sibling. To help students connect with the theme of the poem, ask them how
they feel about their siblings.]

I’ve got a new baby brother;
Mark’s AWFUL and makes such a noise.
Dad says he’s great.
Mum thinks he’s sweet.
I really don't like little boys.

Mark makes a real mess at mealtimes,
He tips all his food on his head.
Grandma thinks he’s fine,
Grandpa says he’s grand.

Last Monday Mark grew a new tooth. New Nepal English Reader-3 15
On Friday he started to crawl.
My friends think he’s fun,
My sister agrees.
I suppose he’s quite nice, after all.

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My brother’s just had his first birthday.
I gave him a card and a toy.
There’ll be lots he can do,
When I’m five and he’s two.
I’m glad my brother’s a boy.

A Playing with words

Learn the meanings of these words and use them in your own
sentences.

awful – annoying; unpleasant

Sentence : A barking dog is awful.

mess – a jumble of things

Sentence : ................................................ .

giggle – laugh

Sentence : ................................................ .

crawl – to go on hands and knees

Sentence : ................................................ .

glad – happy

Sentence : ................................................ .

What do babies often do?

They crawl. They cry. They laugh. They giggle. They trot.

16 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

B Working with the text

Answer the following questions.
a. Why is Mark awful?
..............................................................................................................
b. What does mum think about Mark?
..............................................................................................................
c. What does Mark do at mealtimes?
..............................................................................................................
d. What did Mark grow last Monday?
..............................................................................................................
e. What did Mark get on his first birthday?
..............................................................................................................
f. How old is Mark now?
..............................................................................................................

Think and answer.
a. Is it interesting to have a younger baby at home? What do you

think about it?
..............................................................................................................

b. Which one is better, to be a single child or to have a brother or a
sister?

..............................................................................................................

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3 Practising grammar simple present

Statement Negative

I sleep. I don’t sleep.
You You
We We
They They

He He
She sleeps. She doesn’t sleep.
It It

Question Short Answer

I I
Yes, you
Do you do.
we
sleep ? No, we don’t.
they they

he Yes, he does.
Does she No, she doesn’t.
it
it

Use the correct form of the verb from the brackets.

Positive sentences
a. I ................. (walk) the dog every day.

b. We ................ (have) dinner at eight every night.

c. My brother and my sister ...............(go) dance classes every
weekend.

d. You never ...................(sleep) late.

e. My father .................. (go) to work early in the morning.

18 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

Negative sentences
a. I ..................... (not/take) usually pictures.

b. We ..................... (not/live) in India.

c. She ..................... (not/like) cooking.

d. My mother and my father are teachers, but they .....................
(not/teach) at the same school.

e. You and your friend ............... (not/do) your homework on time.

Use 'Do' or 'Does' to make questions. Then write the answers
to those questions.

a. ..................... you watch DVD Yes, ............., No .............
in your free time?
Yes, ............., No .............
b. ...................Jane read a Yes, ............., No .............
newspaper every day?
New Nepal English Reader-3 19
Yes, ...........................................,

c. .........................Jane and Jack
write email?

d. ....................your cousin listen
to rock music?

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

4 Listening and speaking

A. Speaking

Act the Dialogue

Raihan meets his old friend, Luna.

Raihan : Good Morning,

Luna. How are you?

Luna : Good morning. I'm
fine, thanks, and
you?

Raihan : Very well, thanks.
Nice to meet you.

Luna : Nice to meet you,
too. I haven't seen
you for a long time.
What have you been doing lately?

Raihan : Oh, nothing much really, and how is everything with
you?

Luna : Fine, thanks. I have been busy lately.

Raihan : What have you been doing?

Luna : I have been growing vegetables. I'll sell them next
month.

Raihan : Really? Good luck to you.

Luna : Thanks. Well, I really have to go now. Glad to have
met you, goodbye!

Raihan : Bye-bye!

20 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

Complete the dialogue below and practise it in pairs.
Task 1

Punit : Hello, Priyanka. ………………………….?
Priyanka : I'm fine, thanks. How about you?
Punit : ……………………….. . See you tomorrow.
Priyanka : ……………….., Punit.

Task 2
Harka : Good morning, Luna.
Luna : ……………………………., Harka. How's everything?
Harka : Fine, thanks. ………………………………..?
Luna : Just fine. What's new?
Harka : Nothing special. ……………………….
Luna : Goodbye, Harka.

Task 3
Suppose you meet your friend at the bus park. Write a short
conversation you may have with him/her.

You : ……………………………………...........................………

Friend : ……...………………………………...........................……

You : ……………………………………...........................………

Friend : ……………………………………...........................………

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B. Listening
a. Tick ( ) the best answer.
a. How many children does Mr. Bhatta have?
a. one b. two c. three
b. Mr. Bhatta's wife is a ……....................…………….. .
a. teacher b. doctor c. nurse
c. Lata is a ……....................…………….. .
a. singer b. dancer c. teacher
d. Rahul is Mr. Bhatta's ……....................…………….. .
a. daughter b. son c. cousin

b. Answer the following questions.
a. How old is Mr. Bhatta?
……………………………………...………………………………
b. What is his wife's name?
………………………………………………………………………
c. Is Mr. Bhatta's family happy?
………………………………….……………………………………

5 Having fun

Suppose your father/mother has his/her birthday next week. Make
a beautiful birthday card for him/her. Don't forget to bring a colour
paper, scissors and colour pencil.

22 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

6 Learning English sounds

Listen and practise: Consonant /t/

cat / stop / pot hat / stick / foot time / stay / paint

Repeat the sentences after your teacher. Note the /t/ sounds in the
coloured words.

I hate to stay at home.

So I picked my hat and stick and ran on foot.

I don't know, what time I will get back.

7 Writing

Write about a member of your family. Describe how you picture
him or her and how you feel about him or her. Here are some
questions you might ask yourself:

• What does this person look like?

• What work does he or she do?

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-3 23

• What are his or her interests?
• What do you admire about this person?
• What have you learned from him or her?
• What is your favourite activity with this family member?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………

8 Reflecting

Have you visited a relative's family that has recently had a new
baby? What did your father or mother buy for the baby? What did
you do there and how did you feel? Tell your friends about it.

24 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

2 Jobs

1 Warming up

A. New words

1. Find a suitable job for each of them. Write the name of
the job in the box.

Mary likes to read Dona wants to
and spend time with learn to cook. She
children. She is very tries everyday a
patient. Mary loves new recipe, but she
long holidays in the doesn't know to use
summer. the cooker.

Bob is very Monica likes to keep
protective. He hates things clean. Her
criminals and likes friends say that she
to obey the law and spends too much
protect people. time cleaning.

Since she was a Dave is very tall.
child, Elsa likes His hobby is to play
to write stories basketball with
and draw fantasy his friends. He is a
characters. winner.

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-3 25

2. Complete the sentences with the words below.

a cook animals a police officer a uniform

helps a kitchen people station

an animal hospital helps works hospital

a fire engine a nurse wears a vet

a fire station

He's a fireman.
He works in ..........a...f..i.r.e...s..t..a..t.i..o..n.....................

He wears................a...u...n..i.f.o...r.m............................
He drives................a...f.i.r..e...e.n...g..i.n..e......................

She's ..................................................................
She works in .....................................................
She ....................... from 5 o'clock in the morning.
She wears .............................................................

He 's ....................................................................
He wears .............................................................
He works in .........................................................
He helps ..............................................................

26 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

She's......................................................................
She works in a police........................................
She ................................................... a uniform.
She ..........................................................people.

She's .....................................................................
She works in a ...................................................
She .....................................................a uniform.
She ..........................................................people.

B. New structures Yes, I have. I dig the field
Read and learn. with it.

Do you have a spade?

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-3 27

Do you have a hammer? No, I don't have. I have a
stethoscope. I check the
patient's health with it.

Now, look at the pictures and write as in the example.

.I...h..a..v..e...a...s..a..w............... ..................................
.I...c.u...t..w...o..o...d...w...i..t.h...i.t.... ..................................

.................................. ..................................
.................................. ..................................

.................................. ..................................
.................................. ..................................

.................................. ..................................
.................................. ..................................

28 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

2 Reading

Top Summer Jobs

My brothers, sister and cousins are teenagers. They view summer
as a time for earning. They think jobs for teens should be fun and
social. Here are some part-time jobs that let teens like my brothers,
sister and cousins, earn extra cash while gaining the experience for
the future.

Lawn Care - Lawn care is a good job
during the summer months. Many
people don't have the time to care for
their lawn and garden.

Lawn caring needs long hours. If you
don't mind getting dirty and love the
outdoors and nature, this job is right
for you. From this physical activity,
you will learn about hard work and time management.

Life Guard - If you are at least 15 years old and
a good swimmer, you might take training to be
a lifeguard.

Besides spending your working hours in the
sun, you’ll learn lessons in safety. To become a
lifeguard, a course is needed, which includes
training in first aid and proper use of rescue
tools.

You’ll also have to pass a written test and a
swimming test. Life guarding develops confidence and decision-
making skills.

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Dog-Walking/Pet-Grooming - Many elderly neighbors, friends on
vacation, and people who
work long hours need help
washing and walking their
pets.

If you enjoy working with
animals, then this is the
job for you. Your part-time
business will begin to pick
up once you make yourself a
good animal lover.

Food Services - If you are
social and love talking with
people, restaurant work
might be right for you.
You can work as a waiter,
dish washer and cook.
Many towns have popular
diners which make for a
fun and social working
environment.

Working in a restaurant can
help you develop personal
skills, while enjoying a bit
of socialising.

30 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

Movie Theatre - Free movies, free popcorn,
and socialising are just a few of the benefits
you get when working at a movie theatre.
If you are a lover, this is the perfect place
for you to spend some working hours.

Selling tickets, ticket checking, and
showing seats are a few of the jobs you can
choose from.

You can choose to beat the heat during hot
summer days, and maybe catch a free film
at night.

A Playing with words

Learn the meanings of the following words.

Words Meanings

extracurricular outside from the course

physical relating to your body

lifeguard a swimmer who saves
bathers from drowning in a pool or sea.

rescue save from danger

first aid help given to sick or injured

people before taking them to

hospitals

grooming brushing and cleaning hair
or fur

beat make someone or something lose

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-3 31

Read the sentences from the text and learn.

► Many teens view summer as the time for vacation.

► Many teens view summer as the time for holidays.

► This job is good for you.

► This work is good for you.

The words 'vacation' and 'holidays' and the words 'job' and 'work' more
or less mean the same thing. The words having almost the same meaning
are called synonyms.

Find the synonyms of the following words from the text.

a. bodily : physical
b. required : …............……………..
c. old : …............……………..
d. cities : …............……………..
e. film : …............……………..

B Working with the text

Write 'True' for true and 'False' for false statements.

a. All teenagers love to work in their summer holidays.
b. People hire you to take care of their gardens.
c. Good swimmer under fifteen can be a life guard.
d. To be a life guard you only need to be a swimmer.
e. A part-time job in food services makes you more self confident.
f. Teenagers can’t perform different tasks at the movie theatre.
g. You get free tickets when you work in theatres.

32 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

Answer the following questions.
a. What jobs can teens have during summer?
.........................................................................................................
b. How should the summer jobs be?
.........................................................................................................
c. What does lawn care require from you?
.........................................................................................................
d. What does the training to be a life guard involve?
.........................................................................................................
e. Which qualities or skills are important to get a part-time job in
food services?
.........................................................................................................
f. What can you get for free if you work at the movie theatre?
.........................................................................................................
Think and answer.
a. Read the texts and write the benefits of having a part-time job.
.........................................................................................................
.........................................................................................................
b. Which of the jobs in the text you like? Why?
.........................................................................................................
.........................................................................................................

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-3 33

3 Practising grammar has/have

We use ‘have/has’ to talk about ownership or possession.
In this use, has/have are main verbs.

Example : She is a doctor. She has a stethoscope.

A. Fill in the blanks with ‘have’ or ‘has’.

a. The schoolboy .............................. a lamp in his house.

b. I .............................. a lamp in my house.

c. The rich man .............................. many lamps.

d. Do you .............................. many lamps in your house?

e. I do not .............................. many lamps in my house.

f. Neha .............................. a little lamp.

B. Answer the following questions using ‘have’ or ‘has’.
a. How many teachers do you have in your school?
.................................................................................................................
b. How many sisters and brothers do you have?
.................................................................................................................
c. How many teeth do you have?
.................................................................................................................
d. Does your school have a swimming pool?
.................................................................................................................

34 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

e. How many books do you have?

...............................................................................................................

f. How many States (Provinces) does Nepal have?

...............................................................................................................

g. How many districts does Nepal have?

...............................................................................................................

‘Have/has’ can also be used in present perfect sentences. In such
sentences, ‘have/has’ are followed by the past participle form of the
main verb because in this use, have and has are auxiliary verbs. We
use these types of sentences to talk about the past action with its
connection to the present.

Example: The boy has fallen off the wall.
He is still lying on the ground.

Statements Questions Short Answers

I have/’ve I Yes, I

You have not seen Have you seen No, you have.
We haven’t the we the we haven’t.
They Phewa Phewa
has not Lake. they Lake? they
He hasn’t
She he Yes, he has.
No, she hasn’t.
Has she
it
It it

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-3 35

Look at the following examples.
He has bought a new car.

She has finished her homework.

They haven’t finished their meal.
Can you make four similar sentences about yourself?

36 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

C. Fill in the blanks.

a. What have they done?
........................... a film. (watch)

b. What has she done?
........................... a letter. (write)

c. What has he done?
........................... the windows. (clean)

d. What have they done?
......................... a nest (build)

e. What ........................... he done?
........................... some dishes. (eat)

f. What ..................... the kitten done?
........................... milk. (drink)

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-3 37

4 Listening and speaking

A. Speaking
Read and learn.

A teacher teaches students,
develops skills and plans lessons.
A teacher works at kindergartens,
public schools and private schools.
A teacher is clever, patient, helpful,
creative and dedicated.

Now, talk about the following in the same way.

plumber vet

tasks: tasks:
• puts in water-pipes • cares for the health of animals
• repairs water-systems • looks after sick animals
• maintains water supply • gives medicine to animals
places: places:
• houses • (private) clinics
• factories • hospitals
• maintenance departments • farms
features: • zoos
• practical features:
• hard-working • brave
• accurate • sensitive

38 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

dentist policeman

tasks: tasks:
• fixes teeth problems • protects lives
• examines people's teeth • catches criminals
• cures teeth • enforces laws
places: places:
• hospitals • offices
• clinics • outdoors
features: • streets, roads
• patient features:
• friendly • brave
• strong
• firm

nurse

tasks:
• takes care of sick or injured people
• helps a doctor
• gives medicine
places:
• hospitals
• clinics
features:
• kind
• patient
• helpful
• friendly

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-3 39

B. Listening

Listen to the audio and fill in the blank spaces.

a. Teenagers can make …….......……..from babysitting.
b. People with ………………….........………need help.
c. There are classes on …………........… for teens.
d. You have to give time on ……..........…….basis to get this job.

Answer the following questions.
a. Which country does the text talk about?
..............................................................................................................
b. What kind of person is needed for babysitting?
..............................................................................................................
c. Who takes classes on babysitting?
..............................................................................................................
d. What two things do you need to do to get the job?
..............................................................................................................

40 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

5 Having fun

A. Match the words below with their short forms.
we have won't

we are wouldn't

can not we've

they are can't

would not we're

I had they're

will not I'd I have a rabbit.

B. Now rewrite the letter below using shortened words with
their apostrophe.

Dear Nilu,

I would love to come and see you but this will not be possible this week.
I do not have anyone to look after my dog and it would not be fair to
leave him alone. I will call you when it is easier for me to leave him.

Love from Deepak

6 Learning English sounds

Listen and practise: Consonant /d/

dream / road cold / wind damp / puddle duck / dress

Repeat the sentences after your teacher.

Mr. Foxy saw a duck dressed in red.

Walking on the road of damp puddle,

In a cold damp windy day.

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-3 41

7 Writing

The Sharmas are preparing to go on a holiday. Write a paragraph
about what they have done in preparation for it. Use the clues given
below.

packed a suitcase switched off the lights
watered the plants picked up the car keys
closed the windows tidied their rooms
had a shower left the cat with their neighbour

T...h..e..y....h..a..v...e...p..a..c..k...e..d...a...s..u...i.t..c..a..s..e..................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................

42 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

8 Reflecting

Pretend that your family was travelling to Lumbini. Suddenly
your vehicle got stuck in the muddy road. How would you solve
the problem? Tell your friends about your idea. Make it as funny
as possible.

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-3 43

My Daily Life

44 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

3 Jack's Past

1 Warming up

A. New words

Read and learn.

Once there was a boy named Jack. He would never do things
the right way. His mother thought he was unintelligent. His
mother also had other words for him. One time, Jack lost
the penny he had earned. His mother said, “You stupid!”
Another time, Jack spilt the milk. His mother said, “You
ninny!” Then another time, Jack put the cheese on his head.
His mother said, “You featherbrain!” Again, Jack had the
cat scratch his hands. His mother said, “You dolt!” Then
again, Jack brought home dusty meat. His mother said,
“You halfwit!”

In the story above, the highlighted words mean unintelligent or
stupid.

halfwit featherbrain

stupid dolt
ninny
New Nepal English Reader-3 45
Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

a. Can you think of five words that almost mean “intelligent”?

intelligent

b. Now, complete the following sets of letters. Each word
means either “stupid” or “clever.”

a. ...... T ...... P ...... ...... b. N ........ N ........ ........

c. T ...... C ...... F ...... L d. ........ O ........ T

e. B ...... I ...... ...... T f. BR ........ I N ........

g. ........ AL ........ W ........ T h. S ........ A ........ T

i. ........ D ......... O .........

B. New structures

a. Read and learn.

Mum, I lost You should have put
my money! it in the pocket.

We use “should have .......” type of sentences to suggest alternative
ways to do something that is more desirable.

46 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

b. What would you suggest in the following situations?
a. Your friend cut his finger. H...e..s..h..o.u..l.d...h..a..v..e..b..e.e..n..c..a..reful.

b. Shyam has failed an English test. .....................................

c. Rohan got wet in the rain. .....................................

d. Samata was almost hit by a car. .....................................
e. A cat scratched Robin. .R..o...b..i.n............................

f. You couldn’t do very well in maths. .....................................

g. I got tired walking home. .....................................

2 Reading

Lazy Jack

[The story “Lazy Jack” talks about a proverbially innocent boy who is unable
to do the right thing in the right way. While imparting humour, the story lets
students learn repeatedly used similar words and useful structures. Before
teaching the lesson, allow students to share their jokes in class.]

A boy named Jack lived with his
mother. They were very poor. The
old woman earned a little money by
sewing and mending, but all Jack did
was sit by the fire in winter and laze
in the sun in summer. At last she said
to him, ‘Work for your porridge, or
you’ll get none!’

So, Jack hired himself to a farmer and
worked for a penny for the day. But, on the way home, Jack dropped

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-3 47

the penny while crossing a stream and lost it.

‘You stupid boy!’ said his mother crossly when he told her what had
happened. 'You should have put it in your pocket.’

‘I’ll do so next time,’ said Jack.

Next day, Jack hired himself to another
farmer to look after the cows. The farmer
gave him a jug of milk for pay and Jack
put the jug in his pocket, as his mother
had told him. But as he walked home
the jug jiggled in his pocket and the milk
slopped everywhere. ‘You ninny!’ said
his mother. ‘You should have carried it
on your head.’ ‘I’ll do so next time,’ said
Jack.

Next day, Jack went to another farmer,
who gave him a cream cheese for his
day’s work. Jack put the cheese on his
head, as his mother had told him. But by the time he got home, the
soft cheese had run all over his hair. ‘You featherbrain!’ said his
mother. ‘You should have carried it in your hands.’

‘I’ll do so next time,’ said Jack.

Next day, Jack hired himself to a baker, who paid him with a tomcat.
Jack carried it carefully in his hands, but before he was halfway home
the cat had scratched so much that he had to let it go. 'You dolt!' said
his mother. 'You should have tied it with a string and dragged it
along after you.'

'I'll do so next time,' said Jack.

48 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

Next day, Jack hired himself to a
butcher who paid him with a leg
of mutton. Jack tied the mutton
with a string and dragged it after
him. By the time he got home,
it was filthy covered with dust.
'You halfwit!' said his mother.
'You should have carried it on
your shoulders.'

'I'll do so next time,' said Jack.

Next day, Jack hired himself
to another farmer, who gave
him a donkey for his trouble.
Now Jack was a strong lad,
but even so he found it hard
to lift the donkey onto his
shoulders, and he huffed and
puffed as he carried it.

On his way home, Jack passed
the mansion of a rich man, whose beautiful daughter had never
laughed. The rich man had promised that anyone who could make
her laugh could marry her.

The rich man's daughter was looking glumly out of the window
when Jack trudged by with the donkey on his shoulders. The rich
man's daughter couldn't help herself. She hooted with laughter, till
people round about came running to see what was the matter.

The girl and Jack were married and they lived happily in the mansion
with her father and Jack's mother. Jack never had to go to work again.

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-3 49

A Playing with words

Match the words with their meanings.
laze walk with difficulty

crossly feeling or looking sad

jiggle take work for pay

hire oneself angrily
glumly to move up and down quickly

trudge to spend time doing nothing

Fill in the blanks with the correct words from the box
below.
a. Jack ........................... with his mother.

b. He ........................... himself to different people to earn money.

c. The jug .................... in Jack's pocket and the milk .....................
everywhere.

d. The baker ........................... Jack with a tomcat.

e. The cat ........................... Jack's hands.

f. The butcher paid him with a leg of ........................... .

g. Jack dragged the mutton and made it ........................... .

h. He ........................ and ........................ as he carried the donkey.

huffed puffed lived jiggled hired
paid filthy
mutton scratched slopped

50 New Nepal English Reader-3 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur