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 - Panel Coordinator, Lecturer Dr Pascal NADAL - Senior Lecturer Mrs Mangala JAWAHEER - Lecturer Ministry of Education and Human Resources, Tertiary Education and Scientific Research Mr Jagdish KORLAPU-BUNGAREE - Deputy Head Master Mrs Marie Françoise CONSTANCE - Deputy Head Master Ms Andora LAVAL - Primary Educator Acknowledgements Vetting Team Ministry of Education and Human Resources, Tertiary Education and Scientific Research Mrs Taramatee Nathoo - School Inspector Mr Nunkishore Neergheen - School Inspector Mr Henrio Douglas POTIÉ - Supervisor (The Arts) Illustration and layout Graphic Designer Mr Leveen NOWBOTSING ISBN : 978-99949-40-19-6 © Mauritius Institute of Education (2017)
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
To the teacher 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 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 Unit 1 Unit 2 Unit 3 Unit 4 Theme Welcome to Standard 3 Food My Country Jobs Key Vocabulary - Parts of the body and face - Clothing - Feelings - School and the classroom - A variety of foods, fruits, and vegetables - Tableware and utensils -Parts of the house -Places to go shopping - Islands - Places in Mauritius - Holiday / travel - A variety of jobs - Items and tools related to different jobs Oral - Song: We are back at school - Game: My friends in Standard 3 - Poem: Going to school - Song: I like fruits and vegetables - Poem: Island in the sun - Role-play: The story of Van Warwick - Rhyme: Work Hard Phonics clusters v Pages 1- 24 25 - 44 45 - 72 73 - 98
Reading The new girl in Grade 3 A lunch for Mother A letter to Sam Different jobs Writing Letter Recipe About Mauritius Note Grammar - Capital letters and full-stops - Possessive adjectives - Simple present tense of verb ‘to be’ (am, are, is) - Present continuous tense (am, are, is + ‘ing’) - Determiners (a, an) - Affirmative and negative forms (not, is not, are not, do not, does not) - Question mark + interrogative form (what, when, who, where) - Nouns (introduction of the term) - Plural forms (s, es, ies) - Conjunctions (and, but, or) - Simple present tense - Use of commas - Countable and uncountable nouns - Future tense (will) - Plural form (common irregular words) End of Unit 22 - 24 41 - 44 70 - 72 96 - 98 Literacy session Lacey Loves to Talk Having Tea with a Tiger I Spy a Dodo When I Grow Up vi
Welcome to Grade 3 Unit one 1 1 Unit 1 : Welcome to Standard 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. 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.... Oral excited scared happy sad angry 3 Unit 1 : Welcome to Grade 3
Activity 3a – I write the correct possessive adjective. 1. This is ________ Grade 3 book. 2. ______ name is Mika. 3. _____ name is Wendy. 4. They are playing with _______ dog. 5. We will have fun with _____ Grade 3 Team. Activity 3b – I learn the possessive adjective ‘its’. 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) my their her our his your Grammar We have learnt many possessive adjectives. There is one more! 4 Unit 1 : Welcome to Grade 3
Activity 4 – I talk with my friends and I write a 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’? 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! 5 Unit 1 : Welcome to Grade 3
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. 2. Miss Polly is the teacher. 3. The new pupil is angry. 4. All the pupils want to be Seema's friend. 5. Seema does not like her new Grade 3 class. 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) T T T T T F F F F F Reading 6 Unit 1 : Welcome to Grade 3
Activity 6a – I choose and copy the correct words: Parts of the face and body. foot eye leg hand ear arm nose mouth belly hair This is my friend Seema. Can you help me label the different parts of the picture? 7 Unit 1 : Welcome to Grade 3
Activity 6b – I choose and copy the correct words: clothing items. skirt socks shoes leggings shirt hat My friend Seema always wears clean clothes. Can you help me label the different parts of this picture too? 8 Unit 1 : Welcome to Grade 3
Activity 7 - I choose the correct words to complete the sentences. listen kind walk work desk hand I must _____ carefully in the classroom. I must sit quietly at my ______. I must raise my ______ before I speak. I must _______ hard. I must be _____ to my classmates. I must _______ to my teacher. It is important to learn all the classroom rules! 9 Unit 1 : Welcome to Grade 3
Activity 8a - I listen to and read a poem. 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. Oral This is a poem about going to school. Let’s read it together! 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 _ _ _ _ _ 1 C 2 3 4 S N H Let’s look for words in the poem to complete this crossword puzzle. Grammar 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 Activity 9a - I add full-stops to the short story. Do you remember the short story we read together? Let’s read it again and add in the full-stops. 11 Unit 1 : Welcome to Grade 3
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 ______________________________________________________ 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. 12 Unit 1 : Welcome to Grade 3
Activity 10 - I write a letter about myself. Writing 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 ___________________________________________ _______________________________________________ _______________________________________________ (dancing, singing, playing football, playing video games, watching TV) My favourite subject is ___________________________ This year, I am excited about ___________________________ ________________ at school. (Music Day, Sports Day, World Book Day, Flag Raising Day) From ________________________________ 14 Unit 1 : Welcome to Grade 3
Activity 11 - I choose among am, are, is to complete the sentences. Remember, we say: I am You are He/She/ It is We are They are. Example: The boy – tall The boy is tall. In Grade 2 we learned am, are, and is. Complete the sentences below using these words. 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 ___________________________________________________ Grammar 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. Example: Jump Jumping 1. Sonia is __________ (talk). 3. The pupils are ___________ (sing). 5. The teacher is ___________ (laugh). 6. The birds are ___________ near the tree (fly). 4. I am ___________ (dream). 2. Tony is ________ a kiwi (eat). Hello. My name is Sonia. The girls are jumping (jump). 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. 16 Unit 1 : Welcome to Grade 3
Activity 12c - I write the verbs in present continuous tense: Double the last letter. Activity 12b - I write the verbs in the present continuous tense: Verbs ending with ‘e’. Example: write writ + ing writing Let’s do the same for the following verbs! Example: run runn + ing running 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 ____________________ 1. dig ___________________ 5. swim _________________ 2. put ___________________ 6. shut __________________ 3. clap __________________ 7. sit ___________________ 4. cut ___________________ 8. win ___________________ For verbs ending with ‘e’, we must remove the ‘e’ and then add ‘ing’. For some other verbs, we must double the last letter and then add ‘ing’. 17 Unit 1 : Welcome to Grade 3
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! ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ honics Words top pin swim lip dig ten dog bug bed like fan kite pot bike can bin 18 Unit 1 : Welcome to Grade 3
Activity 14 – I circle words with the /aI/ sound. Do you remember some words with the /aI/ sound? Circle the words below that contain this sound. The first one has been done for you. look see ice hand bike lips class mice clock tree kite book chair bag five nine new dessert rice bees square pie school cone door lime flower socks happy slide 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 Bag Ball Dog Frog Knee Star Sea Cat Shoe Leaf Sock 20 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. e e a b u m e s s e a d i n k a i n u s h pr br fr tr dr cr gr o g a s s 21 Unit 1 : Welcome to Grade 3
Unit 1 End of unit Unit one 1 1. I listen to and read the following poem. 2. I listen to and say a tongue-twister. Red rats run around the playground. Oral 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) 22 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 eat fit right sleep ill ship arrive sheep read funny island /I/ sound /aI/ sound /i:/ sound 24 Unit 1 : Welcome to Grade 3
Food Unit two 2 25 Unit 2 : Food
Activity 1 – I sing a song: I like fruits and vegetables. 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. Oral Let’s sing a song! 26 Unit 2 : Food
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. 2. Suzan cuts the fish. 3. The girls give mother some flowers. 4. Mother does not say thank you. T T T T F F F F Reading 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) Activity 3 – I write 'a' or 'an' to complete the sentences. It is lunchtime. The Grade 3 Team is near the canteen. I have finished my sandwich. I will buy ____ chocolate bar. Grammar 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 My mum made me ____ sandwich. I also have ____ orange. There is _____ banana and ____ cheese sandwich in my lunch bag! I will buy ____ apple juice. 28 Unit 2 : Food
Activity 4 – I circle the correct words. apple kitchen milk oven fridge window plate fridge cream plate spoon pan bedroom bread toilet basket plate shelf hotdog fork bowl pot knife bowl house cream bathroom shelf cupboard window cheese glass mug cheese kettle mug garden kitchen living room door sink basket mug fruit spoon rolling pin towel soap We learned many of the words below in Grade 2. How many do you remember? 29 Unit 2 : Food
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! Writing 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. In the morning, the family eats breakfast. In the afternoon, father goes to the supermarket. At noon, mother goes to the market. At night, the family eats dinner. 32 Unit 2 : Food
Activity 7 – I learn: Affirmative and negative forms. 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. Activity 7a – I match the affirmative sentences with the correct negative sentences. Affirmative Negative 1. He is sad. • We do not play tennis. 2. They are laughing. • She does not go to school. 3. She goes to school. • He is not sad. 4. We play tennis. • They are not laughing. Activity 7b – I write 'is not' or 'are not' to complete the sentences. Did you notice the words in red? Sentences that contain ‘not’ are called negative sentences. Grammar 1. Sarah _______ reading her book. 4. They ________ happy. 5. Rani ___________ baking a cake. 2. The dogs _______ barking. 3. He __________ drinking milk. 33 Unit 2 : Food
Activity 8 – I learn: Interrogative form. Grammar 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? I will do it later. Who will make the dessert? Mum 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? is your teacher’s name? What 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? Activity 9 – I colour the pictures for words with the /e/ sound. honics bed cake egg book lemon pen cheese desk apple web dog key 36 Unit 2 : Food
Activity 10 – I circle words with the / / sound. honics box sock ear ring snail hat car boat bed dog pot mop a 37 Unit 2 : Food
Activity 11 – I circle the pictures with the /u:/ sound. I write the correct words in the boxes. school group star nest girl broom boy soup spoon tooth moon cat honics 38 Unit 2 : Food
Activity 12 – I connect the correct letters and write the word. d b e u t ck honics k c a e ke ak c k e a f r d c o a w p k p e i te ce 39 Unit 2 : Food
s z o i ck nd n r a o ck nk st st e i ck p cl tr u o d ck dr br i e ck mp 40 Unit 2 : Food
Unit 2 End of unit Unit two 2 1. I tell my friends about my favourite foods and drinks. 2. I use who, what, when and where to make questions. Oral When What Who Where prepares your lunch? do you brush you teeth? do you go shopping? is your favourite meal? 1. 2. 3. 4. 41 Unit 2 : Food