English Teacher's Guide Grade 3.

Exploring English
Teachers Guide
3
A joint publication of National Institute of Education, Maldives

and Cambridge University Press, India
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Cambridge University Press 2015
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First published 2015
Printed in India by Chennai Micro Print (P) Ltd., Chennai600029
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acknowledgement in future editions of the book.
Preface
Exploring English Teachers Guide 3, is a full guide for
teachers on how to use the Exploring English Student
Book 3. The book contains detailed activities and step-bystep explanations on how to carry out the activities in the
student book.
The methodology used in the book reflects the
communicative approach of language teaching and
learning. Therefore, the suggested activities in the book
give ample opportunity for students to communicate
and use the target language in real and authentic
contexts. Additionally, the book provides a balanced
programme for developing the skills of language with a
focus on developing students understanding and ability
to use different types of texts. This is done through an
interesting mix of fun-filled stimulating activities which
will both engage and motivate the students. Another
feature of the teachers book is that each unit in the book
defines the assessment focus of the particular unit and
provide suggestions to carry out assessment tasks in the
classrooms.
It is hoped that the book helps the teachers to create
well-balanced learning opportunities for the students and
experience the enjoyment of teaching English language.
Fathimath Shaheema
Curriculum Developer Co-ordinator
Table of Contents
1. Back to School
2. I am a Muslim
20
Unit 1: Back to School
Unit Overview
This is a three week unit to present and practice vocabulary related to personal
qualities, preferences, rules related to school and past time activities.
Learning Outcomes & Indicators:

Listening &
Speaking
SL.CP.1
Use speaking and listening to interact with others for a variety of
purposes.
a. P
articipates in shared language experiences (e.g., drama, puppet
plays, role-plays)
d. Exchanges opinions on preferences and topics of interest
SL.CP.3
Present information, ideas and feelings clearly and coherently.
c. A
sks and answers questions about personal information (e.g.,
family, ambition, hobby)
d. R
ecounts a personal experience and report briefly on personal
knowledge of a topic (e.g., describe schools sports day, favourite
food)
SL.CP.4
Engage in speaking and listening to explore texts and develop
thinking
Relates cause and effect using because (The character in the story is
not selected for the school football team because..)
SL.LSF.1
Use some basic features of familiar spoken texts to convey and derive
meaning
Reading &
Viewing
RV.CP.4
View and demonstrate comprehension of visual texts (e.g., cartoons,
illustrations, diagrams, posters, advertisements).
d. I nterprets illustrations, photographs, diagrams, maps, graphs, and
other visual texts
RV.CP.1
Read grade appropriate literary texts with sufficient accuracy and
fluency to support comprehension.
a. R
eads grade-appropriate literary texts (e.g. narratives, rhymes,
simple poems, fairy tales)with fluency, accuracy comprehension
and confidence
d. D
emonstrates comprehension by capturing aspects of texts through
different strategies (e.g., completing a cloze passage, completing a
timeline of a story, or acting out the text)
Writing &
Representing
WR.CP.1
Create personal and imaginative writing and representations for a
variety of purposes.
a. C
reates writings and representations to express feelings, ideas,
likes and dislikes (e.g., write a reading response, letter to a
friend)
b. R
ecounts personal experiences and events (e.g. My birthday
party)
WR.SS.1
Practise effective skills and strategies before writing and representing.
b. Uses different strategies to develop a plan for writing (e.g., using
mind maps, making simple notes)
Target vocabulary:
vacation
holiday
school
study
planner
organised
helpful
learning
kind
cheerful
friends
goal
timetable
responsible
friendly
notebooks
Language structures:

riting classroom rules: using modal- have to, must, need to, should, can)
W
Talk about personal preferences ( sports, food, colour)
Personal pronouns
Develop weekly planners using future tense
Past tense- Talk about what they did during the holidays
Phonics & word study
R
evise words with the letters oo
Understand and pronounce words with short u
Activity 1: Introduction to the Unit (30 minutes)

Aim: To talk about going back to school
To complete the tasks in the Starter section
What you need

Student Book - unit on Back to School
Procedure
1. Circle time discussing going back to school after vacations (10 minutes)
Ask the following questions from the pupils:
- How did you spend your vacation?
- Did you miss school?
- How does it feel now that you returning to your school?
Invite pupils to share their ideas and views.
Ensure that everyone participates in the activity.
Accept all ideas/views.
2. Starter section (15 minutes)
Students book Pages 1 and 2

xplain the tasks in the Starter section of the students book.

E
Tell the pupils to:
- look at the pictures attentively.
- say what the boy is doing in each picture
- choose the correct option to answer the questions in each case.
Get pupils to do the task.
Have them share their answers with the class.
3. Ending (5 minutes)
Have a class discussion about pupils expectations for the year.
Answers
1. c; 2. b; 3. a; 4. b
Activity 2: Reading the text (1) (45 minutes)
Aim: To read a text.
To answer comprehension questions
What you need

Procedure
1. Circle time Sharing of thoughts (5 minutes)
Allow space to pupils for any sharing of thoughts they would like to do.
2. Text from the Students Book (35 minutes)
Students book Pages 2 to 4
Read aloud the text titled Back to School.
3
Read with proper intonation, pauses and appropriate voice modulation.

Tell

the pupils to listen to you as they read from their books side by side.
Post-reading, ask some comprehension questions to ascertain they have
understood the text.
- What did Mariam want to do instead of going to school?
- What did she do at school the last time?
- What rules is Mariam talking about?
- Do you think they are good rules to follow?
- Who are the new children?
- Where do they come from?
- What does Zaheer want to do?
Ask the pupils to answer these questions.
Ensure that everyone participates in the question/answer session.
Accept all answers.
Briefly recap the text.
Explain the homework task Write a letter to a friend to tell about their
personal goal for the new year.
Values explored
Support children to:
recognise that each individual is unique and has differing levels of ability and
distinct viewpoints.
Activity 3: Comprehension (1) (30 minutes)
Aim: To consolidate the understanding of the text
What you need

Procedure
1. Circle time review the homework (5 minutes)
Review the homework of the previous day.
Have some pupils share their goals with the class.
Ensure that you pick out different pupils each time so that everyone gets a
chance to share their homework.
2. Comprehension exercises in the Students Book (20 minutes)
Students book Page 4
Explain the exercises in the section Understanding the Story.
sk them to answer the questions verbally.

A
Have them write the answers for exercises 1 and 3 in their students books.
Allow them sufficient time to complete the tasks.
Give out the answers and ask the pupils to check their own work.
Explain the homework task do the exercise 2 from the students book.
Answers
1. a.
2. Answers will vary since they are subjective and depend on the pupils.
3. a. e. d. c. b.
Activity 4: Speaking (1) (45 minutes)
Aim: To ask/answer questions
What you need

Procedure
2. Asking/ questions (35 minutes)
T
ell the pupils that they will pair up with their friends and ask them some
questions about their favourite things and complete the table in the students
book. The table that they need to fill is given below:
Whats your
favourite...?
Me
Partner 1
Partner 2
sport
fruit
animal
flower
colour
Encourage them to talk about their favourite things in class, too.

M
onitor their discussion and offer scaffolding wherever you feel they need it.
5
Appreciate and applaud the pupils for their work.
Key Competencies
Demonstrate self-awareness
Values explored
Aim: To ask/answer questions
What you need

Procedure
Read aloud the text that describes Sanas qualities. The text is given below:
Hi! I am Sana. I am hard-working. I like to do my homework every

day. I am also friendly. I like to make many friends.
xplain to them that they will:
E
- use Sanas description as an example to talk about themselves.
- Start their introductions with I am
- include the sentences given in the students book when they talk about
themselves.
Cite the example from the book to show how they can be used to include in
their introductions.

I am helpful. I help my grandfather tidy his room.

W
rite some examples of adjectives describing personal qualities on the board.
Example: cheerful, organized
G
ive the adjectives cards and the description cards to groups of pupils and
ask the to match the cards.
organised
kind
Aisha is a very ___________. She

always keeps a plan of what she has
to do. She keeps her books and other
things where they should be kept.
Aisha manages her time well.
Zayan is ___________. He understands
others feelings. He is happy when he can
do something for others.
Have them introduce themselves in the class in a similar manner.
Ask the pupils to identify a personal quality that makes them feel good about
themselves.
Highlight the importance of valuing ones personal qualities and working
towards improving. Also explain that each individual is unique.
Key Competencies
Demonstrate self-awareness, personal qualities and attributes. (e.g., talk about
their abilities, physical features, demonstrates a special skill/ talent they have
etc.).
Values explored
Aim: To use information and discuss a given topic
What you need

Procedure
Ask the class about various jobs in the classroom. Let the pupils to say the
roles and responsibilities of the jobs.
Example: Line leader and group leader.
7

T
ell the pupils that they will:
- r ead a list of jobs, their responsibilities and qualifications required to do
them.
- discuss with each other.
- Ask the pupils to read the classroom jobs poster and to decide a job they
would like based on their personal qualities.
Job
Responsibilities
Qualification
Imaam (1)
Lead the prayer when in school.

Encourage other to pray.
Must known how to pray
Line Leader
Lead the class line through the

school at an appropriate pace.
Must know around the school.

Must be capable of staying quiet
and wating at an appropriate pace.
P
ost-reading, have them discuss the poster and the job application form with
each other.
Allow them sufficient time for this task.
Note: Refer to the job application forms and identify pupils for different
classroom jobs. Tell the class that pupils who are not selected in the first round
will get a chance the next time when the teacher selects pupils for the different
jobs. This is the best time to inform the class about teachers policy on selecting
and changing jobs.
Values explored
The pursuit of
personal excellence:
demonstrate the
determination to
strive for excellence
and take pride in
work both within and
outside school.
Key competencies in action

Understanding and managing self
Understanding & Managing self
I dentify and talk about the importance of following a daily
routine.
I dentify simple goals for academic success and classroom
behaviour.
D
emonstrate self-awareness, personal qualities and
attributes. (e.g., talk about their abilities, physical features,
demonstrates a special skill/ talent they have etc.).
S
et achievable short-term goals in relation to specific tasks
(with support)
Task : Students decide a goal for their current school year and
make a monthly planner to describe how they will achieve it.

Aim: To discuss a given topic
What you need

Procedure
Allow space to pupils for any sharing of thoughts.
ivide the class in 4 groups.
D
Assign one situation to each group.
Have them discuss the rules for the assigned situation.
Encourage them to refer to the poster of classroom jobs they read in the
previous activity as they discuss.
Allow them enough time to discuss and chart out the rules.
Have them share the rules they have written for their situation with the rest
of the class.

Generate a class discussion about why we should have rules and what if we
break the rules in each of the situation given in the pupils book.
Activity 8: Listening (45 minutes)

Aim: To listen for specific information
What you need

CD
Procedure
2. Listening task from the Student Book (15 minutes)
A
sk the pupils to tell the class about what they did during the holidays tell
them that they are going to listen to some c hildren talking about what they
were doing the holidays.
9
Get the pupils to read the questions before they listen to the audio.
R
eplay the CD for a better understanding of the audio clip by the pupils.
Activity group discussion (20 minutes)

Divide the class into groups of five pupils each.
Tell them to ask the following questions from each other:
- What were you doing in the holidays?
- Did you learn anything in the holidays?
- Did you go anywhere in the holidays?
Tell them that they need to write the answers of their group members in the
table given in the students book.
Name
What they did
Give them sufficient time for the task.

A
sk each group to share their findings with the rest of the class.
Appreciate and applaud their efforts.
Values explored
Individual
differences:
recognising that
each individual is
unique and has
differing levels of
ability and distinct
viewpoints.
Key competencies in action

Making meaning
Actively listen to spoken texts such as stories, poems and
rhymes using appropriate listening behaviour (e.g., asking
questions, looking at the person who is speaking) Use a variety
of forms (gestures, expression) to organize and give meaning
to familiar experiences, ideas, and information.
Activity 9: Reading the text (2) and Comprehension (2) (45 minutes)
10
What you need

Procedure
Allow space to pupils for any sharing of thoughts about the unit or any other
related topic.
2. Reading from the students book (20 minutes)

I nitiate a class discussion on why people visit other places.

Ask the pupils to focus on the following points:
- for work
- for vacation/holidays
Ensure that everyone participates in the question/answer session.
Accept all answers.
3. Comprehension (15 minutes)

Have the pupils do the comprehension tasks in class.
Give out the answers and ask the pupils to check their own work.
Answers
1. b
2. c
3. to 5. Answers will vary since they are subjective and depend on the pupils.
Activity 10: Writing (1) (30 minutes)
Aim: To write details about self
What you need

2. Writing a about self (20 minutes)
Tell the pupils to attempt the writing task given in the students book.
T
hey can use Kevins recount as an example to write about theirs.
Allow them sufficient time to complete the task.
11
Extension activity
Have them read their recounts to the class, if time permits.
Explain the homework task write a recount of how and where you would like
to spend your next holidays.
Activity 11: Grammar Past tense (45 minutes)

Aim: To understand and use past tense in a sentence
What you need

Procedure
1. Circle time review the homework of the previous day (10 minutes)
Invite a few pupils to share their recounts with the rest of the class.
2. Grammar exercise from the Students Book (30 minutes)
E
xplain that normally the letters d or ed are added to most verbs to obtain
their form in the past tense.
Cite the examples from the students book.
dance + d = danced
share + d = shared
cook + ed = cooked
reach + ed = reached
T
ell them further that some verbs do not follow the above rule. Their form in
the past tense changes completely.
Give examples to sustain the explanation.
Present Tense
Past Tense
keep
kept
weep
wept
sleep
slept
12
Present Tense
Past Tense
run
ran
swim
swam
buy
bought
C
onclude the explanation by telling that there is another set of verbs that
does not change their forms for the past tense.
Word
Past Tense
cut
cut
put
put
read
read
Read aloud the task from the students book once.

A
sk the pupils to read it once more and fill the gaps in the exercise given in
this section.
Give out the answers and have them check their partners work.
Explain the homework to them use the past tense to write about four things
that you did during the weekend.
Answers
1. loved; played; stayed;walked
Activity 12: Spellings (45 minutes)
Aim: To use words that have the letters oo in their spellings.
What you need

Procedure
2. Spelling (35 minutes)
Read the following words aloud to the pupils
foot
13
cook
stood
food
Have the pupils repeat them after you.

A
sk them to listen to each other repeat the words aloud one more time and
pay attention to the sound of short oo in them.
Ask them to write more words that have the short oo sound in them.
Now, read the words with the long oo sound and ask the pupils to repeat
them after you.
school
tool
pool
wool
A
sk them to listen to each other repeat the words aloud one more time and
pay attention to the sound of long oo in them.
Ask them to write more words that have the long oo sound in them.
Tell them that words with the letter u have the same sound as the short oo.
Read aloud these words.
full
pull
put
pulley
push
Tell them to write the names of the given pictures.

R
ead aloud the following words.
bush
foot
push
nook
puss
wool
bull
took
A
sk them to take a dictation and write these words in their notebooks as they
listen to you read them out.
Answers
full, bull, cook
Activity 13: Time for fun (30 minutes)

Aim: To make a poster of classroom rules
What you need

Student Book - unit on I am a Muslim
Stationery items like pencil, sharpener, eraser etc.
Chart paper or A3 sheets, one for each pupil
Procedure
Allow space to pupils for any sharing of thoughts about this unit.
14
2. Instructions for a poster (10 minutes)

Tell the pupils that they will make a poster of their classroom rules.
D
istribute the chart paper/A3 sheet to them.
Ask them to listen to you attentively as you read aloud the rules from the
students book.
1. You need to come to class on time.
2. You must listen to the teacher.
3. You can raise your hand to talk.
4. You should talk softly in the classroom.
5. You have to keep the classroom clean.
Tell them that they should:
- think of some rules to apply in their classrooms.
- write them neatly on the paper provided to them.
- make drawings and colour them and decorate them.
- share with the class.
Start them on the activity.
Explain the homework task prepare the lesson for the assessment task the
next day.
Activity 14: Assessment task (45 minutes)

Aim: To assess the comprehension and language skills of pupils
What you need

Teacher Resource 1
Procedure
1. Circle time Revision (10 minutes)
Revise the lesson by asking questions about family members and relatives.
Remind the pupils that they will complete an assessment task in the next part
of this session.
2. Assessment task (30 minutes)
Photocopy the Teacher Resource 1 and distribute among the pupils.
Explain the different tasks to them.
Tell them to they would be marked for the exercise so they should complete
the worksheet carefully.
15
Tell them to finish their task within the stipulated time.

R
emind them to complete the work when 5 minutes are left for the stipulated
time to be over.
Ask them to stop writing.
Collect the worksheet from them.
Answers to Teacher Resource 1

1. 1. For carrying books and notebooks to the school.
2. For writing answers.
3. For sharpening pencils.
4. For erasing mistakes.
2. a) T; b) T; c) F; d) T; e) T
3. frowns; invite; great; favourite; smiles; claps
4. a. You did your work twice!
b. She was hungry because she hadnt eaten for two days.
c. I went to see a doctor this morning as I had fever.
d. He gave the book to Arif, my brother.
5. Answers will vary since they are subjective and depend on the pupils
Differentiation
Differentiate teaching and learning to support the learning needs of individual

students by increasing the:
frequency of exposure for some students
intensity of teaching by:
o adjusting the group size
o making pupils work with partners, too
duration of time needed to complete tasks and assessments
16
Values explored
Individual
differences:
recognising that each
individual is unique
and has differing
levels of ability and
Students make a
collage/painting
depicting how students
from different
backgrounds study
under the same roof.
Students decide a
goal for their current
school year and make
a monthly planner to
describe how they will
achieve it.
Key competencies
Making meaning
Actively listen to spoken texts such as stories, poems
and rhymes using appropriate listening behaviour (e.g.,
asking questions, looking at the person who is speaking)
Use a variety of forms (gestures, expression) to organize
and give meaning to familiar experiences, ideas, and
information.
Procedure
Discuss with the pupils and develop a success criterion
for the collage/painting and planner they start working
on it.
Required material for each student
Chart paper, 1 for each student.
Some A4 sheets
Stationary items like pen, pencil, colours etc.
Before sharing the collage/painting and planner
Explain the task to the pupils
Tell them they will:
- Use the chart paper to make a collage/painting to show
how students from different backgrounds study under
the same roof.
- Write their goal for their school year and make a
monthly planner to describe how they will achieve it
During presenting/sharing the collage/painting and planner
Have them speak loud enough for the audience to hear
them.
Tell them to describe their project
Ask them to maintain eye contact with the audience.
After presenting/sharing the collage/painting and planner
Have them say what they liked about their project.
Reflection:
After the presentations, get the pupils to talk about
what went well and what they could improve the next
time.
Reflection on the unit
A
ctivities that worked well
Activities that could be improved and how
Monitoring and assessment strategies that worked well and that could be
improved
Common errors or learner needs that should be addressed in future lessons
(e.g., spelling, grammar)
17
Assessment focus
Collect information to check pupils ability to:
Comprehend the written text.
Read simple text and answer questions based on them.
Talk about the importance of attending school, making new friends, learning
new things
Write letters.
Make planners
Understand and use new words.
Listen for details and complete comprehension tasks.
Speak on a given topic.
18
Resource 1
Assessment worksheet
1. What are the following things used for?

1. School bag __________________________________________________

2. Notebooks __________________________________________________

3. Sharpener __________________________________________________

4. Eraser
__________________________________________________
2. Mark the sentence true (T) or false (F).

a. All children should go to school after the vacations.

b. You meet old and new friends at school.

c. One does not study at school. One only plays.

d. Teachers teach in the school

e. School is fun.
3. Fill the gaps to complete the following paragraph from the story.
Everyone _________ when the teacher says, Lets start with todays lesson.
I want to _________ everyone for a party? Zaheer says.
Oh! Thats _________, says Mariam.
I will have all my _________ sweets, Zaheer says.
Everyone _________ and _________
4. Choose the correct words from the box to complete the following sentences.
did
went
was
had
gave
a. You _________ your work twice!
b. She _________ hungry because she hadnt eaten for two days.
c. I _________ to see a doctor this morning as I _________ fever.
d. He _________ the book to Arif, my brother.
5. I magine you are Zaheer. Write a letter to one of your friends thanking him/her for
the birthday gift he/she gave you.
Dear _________
I was very _________ that you came for my birthday party. We had lots of ________.
When you all left, I opened my birthday ________. Of all the things I got, I liked yours
the best.
It is such a nice ________. I have always wanted something like ________. How did
you know that that was I wanted?
I am glad to come to your ________ to study. And, I am even more glad to have you
as a ________.
Thank ________ for the ________ gift.
Your friend,
Zaheer
19
Unit 2: I am a Muslim
Unit Overview
This is a 3-week unit in which students will understand the importance of being a
Muslim through descriptive texts and recounts.
Learning Outcomes & Indicators:

Listening &
Speaking
SL.CP.3
Present information, ideas and feelings clearly and coherently.
b. G
ive informal spoken presentations to small and large groups (e.g.,
performing action songs and rhymes, telling simple stories and
reporting on a known topic
e. U
ses talk to explain a product, representation, and actions (e.g.
model, drawing, )
Reading &
Viewing
RV.CP.2
Read and demonstrate comprehension of grade-appropriate
information texts (non fiction).
b. U
ses basic text features to understand and locate content in
information texts (e.g., steps in a procedure, headings, subheadings,
illustration, captions, bold words)
c. O
rganises information from texts logically using different
representations (e.g., write information under categories provided
by teacher- size, food)
RV.CP.1
Read grade appropriate literary texts with sufficient accuracy and
fluency to support comprehension.
a. R
eads grade-appropriate literary texts (e.g. narratives, rhymes,
simple poems, fairy tales)with fluency, accuracy comprehension
and confidence
Writing &
Representing
WR.CP.1
Create personal and imaginative writing and representations for a
variety of purposes.
a. C
reates writings and representations to express feelings, ideas,
likes and dislikes (e.g., write a reading response, letter to a friend)
b. Recounts personal experiences and events (e.g., My birthday party)
WR.SS.1
Practise effective skills and strategies before writing and representing.
b. U
ses different strategies to develop a plan for writing (e.g., using
mind maps, making simple notes)
20
Target vocabulary:
mosque
religion
Islam
Allah
unique
Muslim
Language structures:
objective pronouns
adverbs of frequency
simple present tense
Phonics & word study
Revise words with the short/long sounds of ea-
Activity 1: Setting the context (30 minutes)

Aim: To talk about the need to pray
To complete the tasks in the Starter section
What you need

Procedure
1. Circle time talking about prayer and praying (10 minutes)
Start a class discussion on the need to pray.
Invite pupils to share their ideas and views.
2. Starter section (15 minutes)

xplain the tasks in the Starter section of the students book.

E
Tell the pupils to:
- look at the pictures attentively.
- say what the boy is doing in each picture
- write three differences between the two pictures.
Start them on the task.
Have them share their answers with the class.
Explain the homework task write a short paragraph on why should one
pray.
21
Answers:
1. The boy is praying.
2. a. in the first picture the boy is praying alone, while in the second he is praying
with an adult.
b. in the first picture the boy is praying in a room, while in the other, he is
praying outdoors.
c. a mosque can be seen in the second picture.
Activity 2: Reading the text (1) (45 minutes)
What you need

Procedure
Review the homework of the previous day by asking a few pupils to share
their writings.
ead aloud the text titled Mosques in the Maldives.
R
Tell the pupil to listen to you as they read from their books.
Post-reading, discuss about the different professions mentioned in the text.
Activity class discussion (10 minutes)

Start a class discussion on the different mosques the pupils have seen.
Ask them to share their experiences with the rest of the class.
Ensure that everyone participates in the discussion.
Accept all answers.
Briefly recap the lesson by talking about the mosques in the Maldives, how
they are constructed and why they are unique.
Activity 3: Comprehension (1) (30 minutes)

Aim: To consolidate the understanding of the text
22
What you need

Procedure
2. Comprehension exercises in the Students Book (20 minutes)

xplain the exercises in the section Understanding the Story.

E
Ask them to answer the questions verbally.
Have them write the answers for exercises 4 - 6 in the class.
Allow them sufficient time to complete the tasks.
Give them the answers and ask them to correct their own work.
Explain the homework task do the exercises 1 3.
Answers:
1. a. T; b. F; c. T; d. T; e. F; g. T
b. Size of the mosques
c. Use of coral
2. Answer will vary since it depends on the pupils.
3.
4.
Activity 4: Grammar (1) Objective Pronouns (30 minutes)
Aim: To understand and use the objective pronouns in a sentence
What you need

Procedure
Give out the answers and have the pupils check their own work.
2. Objective pronouns (5 minutes)
23
Have two pupils read the dialogues in the callouts.

U
se the information from the students book to talk about objective pronouns.
The information is given below:
A pronoun is a word that is used instead of a noun.

For example: I, you, he, she, it, they
Sometimes this word may change. Let us look at some examples.
I went to the market. My friend came with me.
She asked me for my book. I gave it to her.
C
larify further that the pronouns undergo some change when they are used
as objective pronouns.
Use the following information to substantiate the clarification.
I becomes me
he becomes him
she becomes her
they becomes them
I becomes me
he becomes him
she becomes her
they becomes them
The words me, him, her and them are called objective pronouns.
The pronouns you and it do not change. They remain you and it.
Exercise from the students book (15 minutes)
Have the pupils complete the task given in the Grammar section from the
students book.
They follow the example and complete the task by themselves.
Give out the answers for the exercises.
Appreciate and applaud the pupils for their efforts.
Answers:
Eid is celebrated by giving an Eid gift. A child loves to receive it. My brother received
a toy car for Eid. He held the car close to him. He pushed it up and down. He played
with it for hours. He showed it to his mother. He showed her how the doors opened
and closed. He showed it to his father. He showed him how fast it could go. He
asked them if they had ever seen such a lovely gift. Last of all, he came to me. He
showed the bus to me. And he told me I could play with it too.
24
Activity 5: Reading the text (2) and Comprehension (30 minutes)

Aim: To read a letter
What you need

Procedure
Have some pupils share their sentences with the class.

ead aloud the letter given on page 24.

R
Post-reading, discuss the content of the letter.
Focus on the following points:
- having faith in Allah the letter starts with a salute to Allah.
- visiting relatives the feeling of family and its importance.
- praying the need to pray and understand the importance of prayer.
- study and recreation importance of studying and playing outdoor/indoor
games, reading and so on.
- sense of belonging thinking of parents and friends back home.
- communication the act of writing a letter.
Talk about all these aspects and how they are presented in the letter.
Have the pupils share their ideas/views.
Comprehension exercises in the Students Book (15 minutes)

Explain the exercises in the section Understanding the Story. The pupils
should understand that they will:
- choose the correct answers for the questions in the exercises 1 and 2.
- list two things done by Hashim as explained in the exercise 3.
- comment on the sports Hashim and his cousins play to answer the question
in the exercise 4.
- express personal views about the sport.
Have them write the answers in their notebooks.
Briefly recap the lesson to establish the importance of sleep in our lives.
25
Answers:
1. a; 2. b; 3. Answer will vary since it depends on the pupils; 4. Hashim and his
cousins to play football. (Rest of the answer will vary)
Aim: To explain a poster
What you need

Procedure
2. Explaining a poster (20 minutes)
ell the pupils that they have to:
T
- look at the poster carefully. This poster is given in the students book.
- say two things that they can understand by looking at the poster.
Allow them some time to complete this task.
Now, divide the class in groups of 4 pupils.
Have them discuss the things they should/shouldnt do at school.
Tell them to use the words given in the box for the task.
Post-discussion, they can complete the table given in the students book.
Monitor and scaffold them in their efforts to speak in a group and
individually.
Note: this task may take more than 2 class periods.

Conversing in pairs
Have the pupils use the examples on page 27 and converse with each other.
Following the conversation have them complete the table on page 28.

Aim: To make notes
What you need

26

2. Paragraph writing (35 minutes)

xplain the exercise 1 given in the Lets Write section of the students book.
E
Tell them that they will:
- choose a place to visit.
- make notes using the headings given in the students book.
- write a paragraph.
Monitor their progress and scaffold them wherever necessary.
Explain the homework task make notes on what you will plan to do the next
weekend. Follow the procedure given in the students book for this task.
Activity 8: Grammar (2) Simple present tense and Adverbs of

Frequency (45 minutes)
Aim: T
o understand and use simple present tense and adverbs of frequency in a
sentence
What you need

Procedure
Have some pupils share their notes with the class.
Ensure that you pick out different pupils each time so that everyone gets a
chance to share their homework.
2. Verbs (10 minutes)
R
evise the simple present tense of a verb by using the example given in the
students book. The example is:
I always get up early in the morning so I am awake before my cousins.

I wash and dress. Often I am ready when they wake up. Usually, my
cousins rush to get dressed. I wait for them. I sit still and bow my head
and wait for the call to prayer. Then I go to the mosque with them.
27
all a few pupils and ask if they can tell the tense of the words in red.
C
Accept all answers.
Explain the task in this section.
Tell them that they have to fill the gaps by using the correct word given within
brackets.
The pupils complete the task independently

Adverbs or frequency
Use the following example to introduce adverbs of frequency to the pupils:
I always get up early in the morning. Often I am ready when they
wake up. Usually, my cousins rush to get dressed.
E
xplain that words always, often and usually show how frequently actions
are done.
Read aloud the adverbs of frequency given in the students book. They are:
always
seldom
usually
often
sometimes
occasionally
rarely
hardly ever never weekly monthly daily
Exercise from the students book (15 minutes)

Have the pupils complete the task given in the Grammar section from the
students book.
They complete the task by themselves.
Give out the answers for the exercises.
Appreciate and applaud the pupils for their efforts.
Answers:
Simple present
tense
Adverbs of
frequency
I pray in the mosque at noon. I eat lunch in the afternoon.

My brother eats with me. Then my brother goes to sleep. I sit
to do my homework. When I finish my homework, I go out to
play.
When I hear the call to pray, I run home. I wash quickly and
say my prayers.
Answers will vary since they depend on the pupils.

Aim: To write a letter
What you need

28

2. Writing task from the students book (20 minutes)
Explain the task given in the Writing section of the students book.
T
ell them to write a letter to their friend and tell him/her about your daily
routine.
Ask them to start their letter according to the instructions given in the
students book.
Suggest to them that they can re-read Hashims letter before writing their
own.
Give them enough time to complete the task.
Writing task from the students book (15 minutes)

Have the pupils share their letters with the class.
Activity 10: Listening and Comprehension (45 minutes)

Aim: To listen to a poem
What you need

CD
Procedure
2. Listening task from the Student Book (10 minutes)
Explain the task given in the section Lets listen.
T
ell them that they will listen to a poem by Henry K. Burton.
29
P
lay the CD once and have them listen to it attentively. The transcript of the
audio is given below:
Have you had a kindness shown?

Pass it on;
Twas not given for thee alone,
Pass it on;
Let it travel down the years,
Let it wipe anothers tears,
Till in heaven the deed appearsPass it on.
Did you hear a loving word?
Pass it on;
Like the singing of a bird?
Pass it on;
Let its music live and grow,
Let it cheer anothers woe,
You have reaped what others sow Pass it on
Replay the CD for a better understanding of the poem by the pupils.
Activity discuss the poem (10 minutes)

Divide the class in groups.
Ask each group to discuss the message of the poem.
Give them sufficient time for the task.
Have them share their version of the message from the poem.
Accept all views.
Comprehension exercises in the Students Book (15 minutes)

Explain the exercises in the section Understanding the Poem.
The pupils should understand that they will:
- tick the correct option for the questions in the exercises 1 and 2.
- list three things to pass on in the exercise 3.
- answer the question in the exercise 4.
Have them write the answers in their notebooks.
Briefly recap the meaning of the poem.
Answers:
1. a; 2. a; 3 and 4. Answers will vary since they depend on the pupils
30
Activity 11: Pronunciation (30 minutes)

Aim: To understand and pronounce words ending with ea
What you need

Procedure
2. Pronunciation exercise from the Students Book (10 minutes)
Write the following sentence on the board:
The cook spreads the cream on the bread.
Read the sentence aloud, then say the words spread, cream and bread clearly
and distinctly.
Make them note the difference between the two pronunciations of the ending
letters ea the short and the long sounds.
Read the following words and have the pupils repeat them after you.
dead
spread
threat
Short ee sound
Long ee sound
deaf
teach
dead
reach
meant
peach
sweat
feast
health
wheat
wealth
please
Tell the pupils to:

- read the passage given in the students book.
- underline the words that have the:
o short ea sound with red.
o long ea sound with green.
They complete the task by themselves.
Give out the answers to them.
31
E
xplain the homework to them choose three words with the long and short
ea sounds and use them in sentences.

Aim: To speak on a given topic
To make a presentation
What you need

A4 sheets
Procedure
2. Explanation for making a presentation (10 minutes)
I nstruct the pupils to observe you carefully as you go about demonstrating
the different steps in the preparation of the presentation.
- take an A4 sheet of paper.
- divide the sheet in 7 parts by marking it or folding it.
- write the names of the days of the week on each part.
- write one thing that a good Muslim should do in each section. For example,
work hard, be patient, be kind, be confident and so on.
Making a presentation (25 minutes)

Distribute the A4 sheets among the pupils.
Have them divide the sheet as per the instructions given in the students book
and the demonstration you just gave.
Allow them sufficient time for the preparation.
Call them one at a time and have them talk about each part of their sheet.
Note: this task may take more than 2 class periods.
Activity 13: Time for fun (30 minutes)

Aim: To make a wall hanging
What you need

Teacher resource 1
32

Stationery items like pencil, sharpener, eraser etc.
Cardboard
Strings
Yellow paper
Scissors and glue
Procedure
2. Instructions for making a wall hanging (10 minutes)
Tell the pupils that they will make a wall hanging.
Distribute the cardboard, strings, yellow paper and glue stick to them.
Ask them to listen to you attentively as you read the instructions aloud.
Read aloud the instructions given in the teacher resource 1 to the students.
Explain the steps again in case you feel the pupils havent completely
understood the task.
Start them on the activity.
Assist them wherever you feel they need help.
Explain the homework task prepare the lesson for the assessment task the
next day.
Activity 14: Assessment task (45 minutes)

Aim: To assess the comprehension and language skills of pupils
What you need

Teacher Resource 2
Procedure
1. Circle time Revision (10 minutes)
Revise the lesson by asking questions about family members and relatives.
Remind the pupils that they will complete an assessment task in the next part
of this session.
2. Assessment task (30 minutes)
Photocopy the Teacher Resource 2 and distribute among the pupils.
Explain the different tasks to them.
Tell them to they would be marked for the exercise so they should complete
the worksheet carefully.
33
Tell them to finish their task within the stipulated time.

R
emind them to complete the work when 5 minutes are left for the stipulated
time to be over.
Ask them to stop writing.
Collect the worksheet from them.
Differentiation
Differentiate teaching and learning to support the learning needs of individual

students by increasing the:
frequency of exposure for some students
intensity of teaching by:
o adjusting the group size
o making pupils work with partners, too
duration of time needed to complete tasks and assessments
Values explored
S
ense of spirituality:
build a strong sense

of connection with
Allah (SWT) and the
teachings of Prophet
Muhammad (SAW).
Students make a minibook of 7 pages in which

they write the tenets
of being a good Muslim
and make appropriate
drawings.
Making meaning
Actively listen to spoken texts such as stories, poems
and rhymes using appropriate listening behaviour (e.g.,
asking questions, looking at the person who is speaking)
Use a variety of forms (gestures, expression) to organize
and give meaning to familiar experiences, ideas, and
information.
Procedure
D
iscuss with the pupils and develop a success criterion
for the mini-book before they start working on it.
Required material for each student
9
sheets of A4 size paper for each student.
S
tationary items like pen, pencil, colours etc.
s tapler
Before sharing the mini-book
E
xplain the task to the pupils
Illustrate these sheets with appropriate drawings.
T
ell them they will:
Identify at least seven ways of being a good Muslim.
Write about these on the sheets of paper one on
each paper.
Dedicate each sheet to a day from the week.
Make a front/back cover design for the mini-book.
Put the seven sheets in between the front/back covers
and staple them together.
34
During presenting/sharing the mini-book
H
ave them speak loud enough for the audience to hear
them.
T
ell them to describe their project
A
sk them to maintain eye contact with the audience.
After presenting/sharing the mini-book
H
ave them say what they liked about their project.
Reflection:
A
fter the presentations, get the pupils to talk about
what went well and what they could improve the next
time.
Reflection on the unit
A
ctivities that worked well
Activities that could be improved and how
Monitoring and assessment strategies that worked well and that could be
improved
Common errors or learner needs that should be addressed in future lessons
(e.g., spelling, grammar)
Assessment focus
Collect information to check pupils ability to:
Comprehend the written text.
Read simple text and answer questions based on them.
Talk about what is means to be a good Muslim
Write paragraphs
Understand and use new words.
Listen for details and complete comprehension tasks.
Speak on a given topic.
35
Resource 1
Making a wall hanging
Materials required for the wall hanging
Cardboard
Strings
Yellow paper
Scissors and glue
Step by step procedure for making the wall hanging
Step 1: Cut the cardboard into a square.
Step 2: Cut three stars. Stick yellow paper on the stars. Make a hole and thread them.
Step 3: O
n the cardboard stick white paper. Write Allah loves the doers of Good using
coloured pens.
Step 4: Make three holes at the bottom of this cardboard about an inch apart.
Step 5: Put the thread of the stars through this and tie.
Step 6: At the top of the cardboard make a hole. Run a thread through this.
36
Resource 2
Assessment worksheet
1. Write the meaning of the following words.
__________________________________________________

1. pray

2. unique
__________________________________________________

3. impressive __________________________________________________

4. woe
__________________________________________________

5. reap
__________________________________________________
2. Mark the sentence true (T) or false (F).
a. Every island in the Maldives has a mosque.

b. Hukuru Miskiiy is the largest mosque in the Maldives.
c. All mosques in the Maldives have a graveyard next to them.
d. It is important to pray and seek the blessings of Allah.
e. The use of coral to build the mosques make them unique.
3. Fill the gaps to complete the following paragraph from Hashims letter to his friend.
Dear Ali,
By the grace of __________, I hope you are well. I miss you but it is good to be with
my cousins this __________.
Their house is right next to a __________. It takes less than a minute to reach it. I
walk there each time to say my __________. I always get up early in the morning so I
am awake before my cousins. Usually, my __________ rush to get dressed. I wait for
them. I sit still and __________ my head and wait for the call to prayer.
After we return from the mosque, we have __________ and then we __________
for an hour. After that we go out to play __________. When it gets warm, we come
inside. Usually we read or play __________games. Then it is time for our __________
prayer. Somehow, it feels nice to have so many __________ around me when I pray.
My cousins want me to stay with them this __________ and go to their school. But I
think of my __________ and you and my __________ friends and I know I cannot do
it.

I will see you soon.
Your friend,
Hashim
37
4. C
hoose the correct words/expressions from the box to complete the following
sentences.
must

shouldnt
it
sit
me
rarely
pray
sometimes
a. ___________ I go to the library, too.

b. It is very important to ___________.
c. I must ___________ on my heels and then kneel down.
d. A blue moon is ___________ seen.
e. My father gave ___________ a beautiful gift. I just love ___________.
f. As a Muslim I ___________ lead a good life.
g. One ___________ be lazy.
5. I magine you are Hashim. Write a letter to your cousins, thanking them for having you.
Express your thankfulness to your uncles and grandparents also. You may use the
following words in your letter.
nice
kind
home
family
prayer
rest
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
38

English Teacher&#39;s Guide Grade 3.

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English Teacher&#39;s Guide Grade 3.

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Exploring English

A joint publication of National Institute of Education, Maldives

2nd Floor, 4843/24, Ansari Road, Daryaganj, Delhi 110 002

Unit 1: Back to School

Learning Outcomes & Indicators:

Unit 1: Back to School

Phonics & word study

Activity 1: Introduction to the Unit (30 minutes)

What you need

Unit 1: Back to School

 xplain the tasks in the Starter section of the students book.

What you need

Unit 1: Back to School

Read with proper intonation, pauses and appropriate voice modulation.

What you need

Unit 1: Back to School

 sk them to answer the questions verbally.

What you need

Encourage them to talk about their favourite things in class, too.

Unit 1: Back to School

What you need

Hi! I am Sana. I am hard-working. I like to do my homework every

I am helpful. I help my grandfather tidy his room.

Unit 1: Back to School

Aisha is a very ___________. She

Have them introduce themselves in the class in a similar manner.

What you need

Unit 1: Back to School

2. Asking/ questions (35 minutes)

Lead the prayer when in school.

Must known how to pray

Lead the class line through the

Must know around the school.

Key competencies in action

Unit 1: Back to School

Activity 7: Speaking (4) (45 minutes)

What you need

Activity 8: Listening (45 minutes)

What you need

Unit 1: Back to School

Activity group discussion (20 minutes)

What they did

Give them sufficient time for the task.

Key competencies in action

Unit 1: Back to School

What you need

I nitiate a class discussion on why people visit other places.

3. Comprehension (15 minutes)

What you need

Unit 1: Back to School

Activity 11: Grammar Past tense (45 minutes)

What you need

Unit 1: Back to School

Read aloud the task from the students book once.

What you need

Have the pupils repeat them after you.

Tell them to write the names of the given pictures.

Activity 13: Time for fun (30 minutes)

What you need

Unit 1: Back to School

2. Instructions for a poster (10 minutes)

Activity 14: Assessment task (45 minutes)

What you need

Unit 1: Back to School

English Teacher's Guide Grade 3.

English Teacher's Guide Grade 3.

xplain the tasks in the Starter section of the students book.

Read with proper intonation, pauses and appropriate voice modulation.

sk them to answer the questions verbally.

Encourage them to talk about their favourite things in class, too.

Have them introduce themselves in the class in a similar manner.

Must know around the school.

Give them sufficient time for the task.

I nitiate a class discussion on why people visit other places.

Read aloud the task from the students book once.

Have the pupils repeat them after you.

Tell them to write the names of the given pictures.

Tell them to finish their task within the stipulated time.

c. I _ to see a doctor this morning as I _ fever.

Revise words with the short/long sounds of ea-

xplain the tasks in the Starter section of the students book.

xplain the exercises in the section Understanding the Story.

Have two pupils read the dialogues in the callouts.

ead aloud the letter given on page 24.

Tell the pupils to:

Tell them to finish their task within the stipulated time.

Illustrate these sheets with appropriate drawings.