ENGLISH GRADE 3 Teachers Book

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 : 978-99949-40-18-9
© 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 cross-
curricular approach,which enables links to be made with other areas of the curriculum that are being
formally introduced and taught in Grade 3.
The textbook comprises of eight units, each driven by a theme that is related to the learners' lives or
interest. The units consist of the following sub-sections:
• Oral -
These activities precede the reading passage and are also interspersed throughout
each unit. They provide some key vocabulary related to the theme of a unit and support the
development of oral language skills;
• Reading comprehension -
The reading activities introduce the main theme and vocabulary of a unit. The text is followed by
short exercises to evaluate pupils' understanding;
• Writing -
These activities provide pupils with opportunities to produce different types of short texts with the
support of a writing frame or model;
• Phonics -
These activities help to develop and reinforce pupils' phonemic awareness, steadily leading them to
read and write with confidence;
• Grammar -
These activities empower pupils with essential notions of English grammar for accurate language
production both orally and in writing;
• Vocabulary -
These activities are based on the theme and are integrated throughout a unit so as to enable pupils
to increasingly build a repertoire of words;
• End of Unit -
These activities can be used to evaluate learning;
• ICT activities -
These activities simultaneously cater for the development of basic ICT skills and support language
learning.
Each unit covers approximately two weeks and is accompanied by a short literacy story which
complements the theme. A few fun and enjoyable activities are also provided at the end of each
literacy story.
ii
The literacy stories are presented as a separate collection to encourage pupils to enjoy reading in
English, enable them to develop their own personal library, and inspire them to begin reading with
some independence; albeit with continued assistance and support from the teacher as needed.
While the focus is mostly on literacy in English, concepts from other areas such as History, Geography,
Values and Citizenship Education are also integrated.
We hope that pupils enjoy working through the Grade 3 'Let's Learn English' textbook and participate
fully in all activities.
The writing team
To the teacher
Much effort has gone into grading the content of the Grade 3 'Let's Learn English' textbook and
to include as many visual elements as possible to support learning. Moreover, the provision of
additional resources and activities (such as songs, poems/rhymes, short-story texts, ICT activities,
and the literacy story collection) aims at extending language learning while creating links with other
areas of the curriculum.
Nevertheless, the successful implementation of the textbook depends largely on teachers who will
have to supplement it with explanations, further resources, and additional activities as per their
pupils' level and needs to facilitate learning.
Teacher's notes have been inserted, wherever they were deemed to be useful, so as to guide teachers
and offer more detailed information about activities. However, these should not be considered
as being prescriptive. Instead, teachers have the scope and flexibility to adapt all activities in the
textbook to suit the level and needs of their learners.
Below are some general guidelines for conducting a reading activity (story, rhyme/poem/song):
Pre-reading phase
Carry out an oral session where pupils listen to a rhyme/poem/song or engage in an oral activity or
brainstorming. Make use of the illustrations and pictures in the textbook to stimulate discussion and
support learning. Encourage pupils' participation in English but allow pupils to use the language/s
with which they are more familiar as needed. Adequate support must be provided to gradually lead
pupils to express themselves using simple utterances and sentences in English. Use this pre-reading
phase to teach some key vocabulary that will facilitate understanding of the reading passage that
follows.Take the pupils outdoors whenever possible, so that they can indulge in the games or songs
that involve movements.
While reading phase

Read a text aloud a first time for pupils to listen and to familiarise themselves with the theme and
content. Read it again one line at a time and encourage pupils to repeat each line while they follow
the text with their finger. The use of strategies like demonstration, enacting/miming, and varying the
reading intonation and tone will help to retain pupils' interest and promote understanding of the
text.
Post-reading activities
Carry out the activities orally first to check pupils' understanding and then help them to complete
the written exercises. Use resources such as word and picture cards whenever possible, especially for
iii
vocabulary acquisition, as this will facilitate learning.
Given that the vocabulary varies in the different units, create a word wall in the classroom so that
pupils are exposed to new words in a sustained manner for the duration of the unit. Draw pupils'
attention to these words regularly for consolidation. Derive a list of sight words from the text and
help pupils to learn these.
Phonics
Frequent exposure and practice are necessary to develop phonemic awareness. Like vocabulary
acquisition, phonics must be taught in a sustained manner, and it is necessary to go beyond the
activities provided in the textbook. Whenever possible, the teacher will have to supplement the
phonics activities with further resources and additional exercises to draw pupils' attention to the
sounds, letter-sound associations in words, and how to blend letters and segment words. Practice
can be made appealing and fun by encouraging pupils to create nonsense words. Phonics instruction
helps children learn the relationships between the letters of written language and the sounds of
spoken language, which is essential for developing reading skills.
Grammar
Carry out the activities orally first to check pupils' understanding and then help them to complete
the written exercises. Though an introduction to and some explanation of the grammar points have
been included in the textbook, it may be necessary to extend explanations depending on the level
and needs of pupils. Use anecdotes and examples related to the pupils to make grammar learning
meaningful. While it may be necessary to top up with some explanations, where needed, the
emphasis is on grammar usage and developing an awareness of the grammar points. The focus is
not on the memorisation of rules.
Bearing in mind that it is not possible to tailor textbooks to specific pupils or classrooms, the Grade
3 'Let's Learn English' textbook has been structured in a way that allows the teacher to use it in a
flexible manner. Units 1 and 2 serve to consolidate concepts and language acquired during Grade 2.
Units 3 to 7 teach language and concepts to be acquired at Grade 3 level; and these are reinforced in
Unit 8. The teachers can thus adapt this textbook and the pace at which they progress through it, as
per the level and needs of their pupils.
It is hoped that teachers will exploit all the sections and activities which have been carefully thought
out, in view of enhancing the teaching and learning of English in Grade 3.
iv
Phonetics chart
v
vi
Content pages
Pages 1- 24 25 - 44 45 - 72 73 - 98
Unit 1 Unit 2 Unit 3 Unit 4
Theme Welcome to Food My Country Jobs

Standard 3
- Parts of the - A variety of - Islands - A variety of

body and face foods, fruits, jobs
and vegetables - Places in
- Clothing Mauritius - Items and
Key - Tableware tools related
Vocabulary - Feelings and utensils - Holiday / to different
travel jobs
- School and -Parts of the
the classroom house
-Places to go
shopping
- Song: We are - Song: I like - Poem: Island - Rhyme: Work

back at school fruits and in the sun Hard
vegetables
- Game: My - Role-play: The
Oral friends in story of Van
Standard 3 Warwick
- Poem: Going
to school
Phonics
clusters
vii
Reading The new girl in A lunch for A letter to Sam Different jobs
Grade 3 Mother
Letter Recipe About Mauri- Note

Writing tius
- Capital letters - Determiners - Nouns - Use of

and full-stops (a, an) (introduction commas
of the term)
- Possessive - Affirmative - Countable
adjectives and negative - Plural forms and
forms (not, is (s, es, ies) uncountable
- Simple not, are not, do nouns
Grammar present tense not, does not) - Conjunctions
of verb ‘to be’ (and, but, or) - Future tense
(am, are, is) - Question (will)
mark + - Simple
- Present interrogative present tense - Plural form
continuous form (what, (common
tense (am, are, when, who, irregular
is + ‘ing’) where) words)
End of Unit 22 - 24 41 - 44 70 - 72 96 - 98
Literacy session Lacey Loves to Having Tea I Spy a Dodo When I Grow
Talk with a Tiger Up
viii
Unit 1 : Welcome to Standard 3
Welcome to Grade 3
Unit one
1
1
Unit 1 : Welcome to Grade 3
The Grade 3 Team
Hello, my name is Mika.
Hello, my name is Wendy.
Hello, my name is Sonia.
Hello, my name is Tony.
Hello, my name is Dax.
2
Oral
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! Teacher's note
This can be sung to the tune
of ‘The wheels on the bus go
Keywords: school friends teacher class round and round’.
Activity 2 – I trace, colour, and write how I feel to be back at school.
How do you feel? Teacher's note

Key vocabulary: excited,
scared, happy, sad, angry
Discuss with pupils how they
feel to be back at school.
Recap feelings from Grade
I feel.... 2. Make use of word/picture

cards to recap the key
vocabulary. Encourage
pupils to say “I feel...” + key
vocabulary. Get pupils to
trace the words and then
choose how they feel.
Ask them to colour the
corresponding character.
Pupils write their feelings in
the space provided. A role-
play/ mime may be carried
out to reinforce learning.
excited scared happy sad angry

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

Teacher's note
Recap pronouns and
possessive adjectives using
word-cards. Carry out an
oral activity (e.g. matching)
before doing the activity
in the textbook. In Activity
1. This is ________ 2. ______ name is Mika. 3(a), the word ‘your’ has
been included in the list of
Grade 3 book. possessive adjectives as
a distractor. Get pupils to
choose the correct word
for each sentence. Provide
assistance as needed. Draw
pupils’ attention to the
capital letters. Once pupils
have completed this activity,
draw attention to ‘your’ and
carry out further exercises as
3. _____ name is Wendy. 4. They are playing per pupils’ needs.
with _______ dog.

my
their
her
our
his
5. We will have fun with _____ Grade 3 Team.
your
Activity 3b – I learn the possessive adjective ‘its’.
Teacher's note
We have learnt many possessive Recap the pronoun ‘it’.
Using the pronoun word-
adjectives. There is one more! cards, carry out an activity
(e.g. matching) focussing
on the pronoun ‘it’, before
1. a) It is a dog. ______ name is Dax. (Its/Their) doing the activity in the
textbook. Briefly explain
that ‘it’ becomes into the
b) _____ hairs are brown and white. (Its/Our) possessive adjective ‘its’.
Provide examples on the
board and explain when to
use 'its'. Then get pupils to
2. She is laughing with complete the activity in their
textbooks.
________ friends. (its/her)
3. The shop is famous for _______ toys. (its/my)
4
Oral
Activity 4 – I talk with my friends and I write a list.
Let’s talk with our

friends. We can learn
about each other.
Good idea! Let’s try

to find one friend for
each item on the list!
My friends in Grade 3.
Who can ride a bicycle?
Who owns a pet dog?
Who wears glasses?
Who has a brother or sister in

this school?
Who has gone swimming during

the summer holidays?
Who knows the answer to 3 + 4?
Who has travelled outside

Mauritius?
Who has a first name starting

with the letter ‘A’?
Teacher's note
Take one listed item at a time and read aloud. Recap ‘who’ and explain the meaning of the
questions as needed. Using pupils’ prior knowledge, recap the key word/s for each item on the
list (e.g. 'ride', 'bicycle', 'pet dog'). Ask pupils if they know the name of someone in the class who
corresponds as an answer to any specific question. Write the pupil’s name on the board and get
the class to copy the name in the blank box on the right-hand side. If there are many names,
choose one for pupils to write. As an additional activity, you may also get pupils to copy their
responses as full sentences in their copybooks (e.g. Who has a pet dog? Adam has a pet dog.)
Draw pupils' attention to the change at the end from a question mark (for a question) to a full-stop
for a statement.
5
Reading
Activity 5 – I listen to and read a short story.
The new girl in Grade 3
The pupils are in the classroom. They are sitting at their desks. Miss Molly
is the teacher. She welcomes all the pupils to Grade 3. She is happy to see
them.
Miss Molly sees a new pupil in the class. Her name is Seema. She is shy. She
does not want to talk.
Miss Molly knows that all her pupils are nice children.
"Say hello to Seema everyone. Who wants to be her friend?"
Miss Molly asks.
All the pupils raise their hands. They all want to

be Seema's friend. This makes Seema happy.
She likes her new Grade 3 class.
Keywords: classroom desks teacher

pupil shy nice friend happy
Activity 5a - I shade the correct box if the answer is true or false
1. The pupils are sitting at their desks. T F
2. Miss Polly is the teacher. T F
3. The new pupil is angry. T F
4. All the pupils want to be Seema's friend. T F
5. Seema does not like her new Grade 3 class. T F
Activity 5b - I choose the correct words to complete the sentences.
1. Miss Molly is __________ to see her Grade 3 pupils. (happy /sad)

2. Seema is a new _________________. (teacher/pupil)
3. Seema does not want to _______________. (sit/talk)
4. The Grade 3 class is full of _____________ children. (nice/naughty)
6
Activity 6a – I choose and copy the correct words:

Parts of the face and body.
This is my friend Seema. Can you help me

label the different parts of the picture?
foot eye leg hand ear arm nose mouth belly hair
Teacher's note
Key vocabulary: (1) parts of the body, (2) parts of the face
Use word/picture cards to recap key vocabulary learned in Grade 2. Help pupils to read out the
words in English. Ask pupils to describe the picture in Activity 6a. Encourage them to use the key
vocabulary in English plus any other words they know (e.g. colours).
Ask pupils to label the picture by writing the correct words in the boxes. If required, use the word/
picture cards to help pupils copy the words and correctly label the picture. Note that 'belly' and
'hair' are included as distractors.
7
Activity 6b – I choose and copy the correct words: clothing items.
My friend Seema always wears clean

clothes. Can you help me label the different
parts of this picture too?
skirt socks shoes leggings shirt hat
Teacher's note
Key vocabulary: clothing
Use word/picture cards to recap key vocabulary learned in Grade 2. Help pupils to read out the
words in English. Ask pupils to describe the picture in Activity 6b. Encourage them to use the key
vocabulary in English plus any other words they know (e.g. colours). Use the word/picture cards
to help pupils copy the words and correctly label the picture. 'Hat' has been included to act as a
distractor.
8
Activity 7 - I choose the correct words to complete the sentences.
It is important to learn all the classroom rules!
listen kind walk work desk hand
I must _____ I must be _____ I must _______

carefully in the to my classmates. to my teacher.
classroom.
I must sit quietly at my I must raise my I must _______

______. ______ before I speak. hard.
Teacher's note
Key vocabulary: walk, kind, listen, desk, hand, work
Recap the key vocabulary. Using pupils' prior knowledge and experiences, discuss classroom rules.
Brainstorm some classroom rules that pupils think are important and write these on the board.
Provide prompts as needed and encourage pupils to use key words in English.
Take one rule at a time. Ask pupils to look at the words in the box and choose the correct one for
the first sentence and help them to read each word aloud. Encourage them to justify their answers.
Once pupils have chosen the correct word, get them to copy it in the blank space. Proceed in the
same way for the other rules.
Note: Get pupils to help you make a large poster of the classroom rules and stick this on the wall.
Make use of the poster as needed. As an additional activity, you may brainstorm about additional
rules with the pupils and they may copy in their copybooks (e.g. I must say please and thank you;
I must take care of my things, I must help my classmates, I must share with others).
9
Oral
Activity 8a - I listen to and read a poem.
This is a poem about going to school.

Let’s read it together!
Going to school
Going to school,
Being happy,
Making friends.
Going to class,
Where I learn
And keep it clean.
Learning my numbers
1, 2, 3,
Learning my letters
a, b, c.
10
Activity 8b - I complete a crossword puzzle.
Across: 1. A place where I learn : C _ _ _ _

Down: 2. How must I keep my class: C _ _ _ _
3. How do I feel when I am with my friends? H _ _ _ _
4. A place where I meet my teachers and friends. S _ _ _ _ _
3
H
2 4
Let’s look for words in
1 C S the poem to complete
this crossword puzzle.
Teacher's note
The answers to this activity are the
words in bold found in the poem
(Activity 8a). Read aloud the clues
and explain the meanings as needed.
Conduct the activity orally first. Help
N pupils to find the answers in the
poem and to say them aloud. Check
responses before letting pupils write in
their textbooks.
Activity 9a - I add full-stops to the short story. Grammar
Do you remember the short story we read together?

Let’s read it again and add in the full-stops.
The new girl in Grade 3
The pupils are in the classroom They are sitting at their desks Miss Molly is
the teacher She welcomes all the pupils to Grade 3
Miss Molly knows that all her pupils are nice children
Teacher's note
Recap the short story (Activity 5). Get pupils to look at the text carefully. Draw pupils’ attention to the
capital letters and remind them that every new sentence starts with a capital letter. If needed, pupils
may refer to Activity 5 to help them complete this activity.
11
Activity 9b - I rewrite the sentences correctly using capital letters.
Remember!
Every sentence begins with a capital letter and ends
with a full-stop. Rewrite the following sentences with
the correct capital letters and full stops.
1. this is a beautiful island

______________________________________________________
2. we like going to school

______________________________________________________
3. you are happy to meet your friends

______________________________________________________
4. the girls are dancing

______________________________________________________
5. my friend lives in Vacoas

______________________________________________________
Teacher's note
Recap capital letters and full-stops.
Read aloud Dax’s speech bubble
and explain the meaning as needed.
Take one sentence at a time, read it
aloud and get pupils to repeat after
you. Ask pupils which word needs
a capital letter and what is missing
at the end of the sentence (i.e. a
full-stop). Get pupils to rewrite the
sentences correctly.
12
Writing
Activity 10 - I write a letter about myself.
I want my new friend Seema to know things

about me. This is my letter to her.
Hi Seema,
My name is Mika. I am seven years old. I live in Pretty Town.

I like reading and swimming.
My favourite subject is English. This year, I am excited about

Sports Day at school.
I am happy to be your friend.
From Mika
Did you like reading Mika’s letter? Now, write a letter to your
friend about yourself. You may use the words given or add your
own.
Teacher's note
Carry out an oral activity first. Get pupils to respond to the following questions: What is
your name? How old are you? Where do you live? What do you like to do? How do you
feel? What are you looking forward to at school this year? Translate these responses into
English as needed and write some of them on the board. Help pupils to complete the
writing activity on the next page. Check that pupils correctly use full stops and capital
letters.
13
________,
Hi ____________________
__ _________________
My name is ______________
__________ years old.

______________________
____ _____________________
I live in ________________
________ _________________
I like __________________
________ _________________
______________________
________ _________________
______________________
)
ll, playing video games, watching TV
(dancing, singing, playing footba
____ ___________________
My favourite subject is ____
___
__ ______________________
This year, I am excited about
ol.
________________ at scho
ld Bo ok Day, Flag Raising Day)

(Music Day, Sports Day, Wor
______________
From __________________
14
Grammar
Activity 11 - I choose among am, are, is to complete the sentences.
In Grade 2 we learned am, are, and Teacher's note

is. Complete the sentences below
Recap am, are, is.
using these words. Carry out some practice
activities in pupils’ copybooks
before doing the exercise in
the textbook. Draw pupils’
Remember, we say: attention to capital letters
and full stops when writing
I am their sentences.
You are
He/She/ It is
We are Example:
They are. The boy – tall
The boy is tall.
1. I – happy
___________________________________________________
2. Mika – a good pupil

___________________________________________________
3. You – my friend
___________________________________________________
4. Sonia and Tony – happy

___________________________________________________
5. I – in Grade 3
___________________________________________________
6. We – at school
___________________________________________________
7. She – a good teacher

___________________________________________________
15
Activity 12a - I write the verbs in the present continuous tense: Add ‘ing’.
Remember! Teacher's note

We also use am, are, or is when verbs Recap present continuous
are in the present continuous tense. tense. Read out the characters'
speech bubbles and explain
the meanings as needed. Carry
out a miming activity with pupils
to reinforce learning.Carry out
some practice activities in pupils’
copybooks before doing the
exercise in the textbook.
We use verbs in the present continuous tense

to say what we are doing now.
For some verbs we only need to add ‘ing’.
Let’s write the verbs correctly.
Example:
Jump
The girls are jumping (jump).
Jumping
Hello. My name
is Sonia.
1. Sonia is __________ 2. Tony is ________ a kiwi

(talk). (eat).
3. The pupils are ___________ 4. I am ___________

(sing). (dream).
5. The teacher is ___________ 6. The birds are ___________

(laugh). near the tree (fly).
16
Activity 12b - I write the verbs in the present continuous tense:
Verbs ending with ‘e’.
For verbs ending with ‘e’, we must Teacher's note

remove the ‘e’ and then add ‘ing’. For activties 12b and
12c, carry out some
Example: practice activities in
pupils’ copybooks before
write working in the textbook.
writ + ing Prepare additional activities
to consolidate present
writing continuous tense for verbs
ending with ‘e’ and for verbs
where the last letter needs to
Let’s do the same for the following verbs! be doubled. (e.g. complete
simple sentences by filling in
the blanks etc.)
1. dance _________________ 5. create ________________ __
2. make _________________ 6. type ____________________
3. smile _________________ 7. hope ____________________
4. come _________________ 8. ride ____________________
Activity 12c - I write the verbs in present continuous tense:

Double the last letter.
For some other verbs, we must double

the last letter and then add ‘ing’.
Example:
run
runn + ing
running
Let’s do the same for the following verbs!
1. dig ___________________ 5. swim _________________
2. put ___________________ 6. shut __________________
3. clap __________________ 7. sit ___________________
4. cut ___________________ 8. win ___________________
17
honics
Activity 13 - I colour words with the /I/ sound.
Do you remember some words with the /I/ sound?

Colour the words with this sound in blue!
ten bug
dog
top bed
pin
swim lip
like
dig bin
can
pot
bike fan
kite
Words
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Teacher's note
Note: This is the short /I/ sound, as in the word ‘lip’.
Get pupils to colour the words with the /I/ sound first. Pupils may colour the other words in another
colour afterwards.
Using the board as a pedagogical tool, briefly recap the sound /I/.
You may choose words randomly to read aloud. Get pupils to put their finger on the word. Read it
out laying emphasis on the vowel sound. Get pupils to repeat after you. Explain the meaning of the
word. Ask them if they can hear the /I/ sound. If they cannot hear it, and if this is correct, move on
to another word. If they can hear the sound, and if this is correct, they may colour the word. but if
pupils cannot hear the sound, repeat as necessary until they can recognise it and colour the word.
18
Activity 14 – I circle words with the /aI/ sound.
a
Do you remember some words with the / I/ sound? Circle the
words below that contain this sound. The first one has been
done for you.
Teacher's note
look tree This is the /aI/ sound found
in the word 'kite'. Take one
see kite row at a time. Ask pupils to
ice book look carefully at the pictures
and name them in English if
they can. Using the board as
a pedagogical tool, briefly
recap the sound /aI/. Get
pupils to put their finger on
pie hand the first picture (i.e. ice). Say
the word aloud clearly and
school bike slowly, laying emphasis on
cone lips the /aI/ sound and get pupils
to repeat after you. Explain
the meaning of the word
as needed. Then get pupils
to put their finger near the
first word and help them to
chair door read it out. Ask them if they
can hear the /aI/ sound.
bag lime Repeat the word as needed.
five flower Proceed in the same way for
the next two words. Pupils
should hear the /aI/ sound
in the word ‘ice’. Ask them if
they hear it at the beginning
or the end of the word.
class nine Briefly explain to them that
this word has been circled
mice new because it contains the
/aI/ sound. Proceed in the
clock dessert same way for the given
picture in each set of words.
Get pupils to identify which
of the three words contains
the /aI/ sound and circle it.
socks rice
happy bees
slide square
19
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?
Teacher's note
This is the /i:/ sound as in the
word ‘bee’.
Get pupils to look carefully

at the pictures and describe
what they see. Briefly recap
the sound /i:/. Take one
Tree
________ Frog
________ Cat
________
row at a time. Ask them to
put their finger on the first
picture (i.e. tree) and name
it in English if they can. Say
the word aloud, clearly and
slowly, laying emphasis on
the sound /i:/. Get pupils to
repeat after you. Ask pupils if
they can hear the /i:/ sound.
Ask them if they hear it at
the beginning or the end of
the word. Say the next word
Bag
________ Knee Shoe
________ ________
aloud clearly and slowly. Ask
pupils if they can hear the /i:/
sound in this word. Proceed
in the same way for the next
word. Then ask pupils to
identify the picture for which
they heard the /i:/ sound.
Check pupils' responses. Then
get them to colour the box
under the correct picture
and trace the correct word.
Once they have traced the
Ball
________ Star
________ Leaf
________
word, get pupils to spell it
aloud and help them to read
out the word. Proceed in the
same way for the next row of
words and pictures. Repeat
words as needed to help
pupils identify the sound.
Dog
________ Sea
________ Sock
________
20
Activity 16 – I choose and write the correct
letters to complete the words.
You are doing great!

Let’s do one more activity together.
pr br fr tr dr cr gr
o g a s s
a b u m
e e e s s
e a d i n k
a i n u s h
Teacher's note
Get pupils to look carefully at the pictures and describe what they see. Briefly recap the /r/ sound
and the ‘r blends’ that were learnt in Grade 2. Take one picture at a time. Ask them to put their finger
on the first picture (i.e. frog) and name it in English if they can. Say the word aloud clearly and slowly,
laying emphasis on the sound ‘fr’. Get pupils to repeat after you. Ask pupils what sound they hear at
the beginning of the word (i.e. ‘fr’). Ask pupils which two letters make this sound. Repeat the sound
clearly and slowly as needed. Ask pupils to look at the pairs of letters provided in the box and choose
the correct letters to complete the word. Some 'blends' may be used more than once. 'pr' has been
included as a distractor. Provide assistance as needed. Check pupils’ responses before letting them
write the answer. Once pupils have written the correct letters, get them to spell the word aloud and
help them to read it out. Proceed in the same way for the following pictures. Repeat words as needed
to help pupils identify the initial sound in each word.
21
Unit 1 End of unit Unit one

Oral
1
Teacher's note
1. I listen to and read the following poem.
Read the poem line by line,
laying emphasis on rhyming
words. Explain words as
My Promise needed. Pupils may at first
be asked to read one or
two lines at a time. As their
confidence grows, they may
Each day I will do my best read longer chunks with
increasing independence.
And I will not do any less.
My work will be the finest

And I will not make a mess.
I will play nicely

And I will work neatly.
This I promise
With a big kiss!
(Adapted from: http://www.tooter4kids.com/
classroom/school_rule_poems.htm)
2. I listen to and say a tongue-twister.
Red rats run around the playground.
22
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).
Teacher's note
4. I fill in the blanks with the correct words.
This activity covers the
following three grammatical
items worked out in this
unit: possessive adjectives,
1. I ______ (is, am) in Grade 3 this year. present tense of verb ‘to
be’, and present continuous
tense.
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
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
Teacher's note
Carry out the activity orally
first. Provide assisstance as
needed. Give one example
of a word for each sound.
These examples do not need
to be from the words given in
the text box.
24
Unit 2 : Food
Food
Unit two
2
25
Unit 2 : Food
Oral
Activity 1 – I sing a song: I like fruits and vegetables.
Let’s sing a song!
I like fruits and vegetables
I like oranges. I like oranges.

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

They are a vegetable. They are a vegetable.
They are green and crunchy. They are green and crunchy.
They taste good. They taste good.
Teacher's note
Key vocabulary: oranges, cabbages, fruit, vegetable, round, juicy, crunchy, taste
Pre teach key vocabulary.

The tune is similar to ‘Frère Jacques’. Replace oranges and cabbages with other fruits and
vegetables. Ask pupils to name fruits and vegetables they like to eat.
26
Unit 2 : Food
Activity 2 – I listen to and read a short story. Reading
A lunch for mother
It is Mother’s Day. The family is in the kitchen. Suzan wants to prepare

lunch for her family.
“Who will help me?” Suzan asks.

“I will cut and fry the fish,” says father.
“I will wash and cook the rice and vegetables,” says Jenna.
Uncle joins them to eat lunch.
After the meal, Suzan and Jenna give their mother some flowers.
“Thank you,” says mother. She gives them a big hug.
Keywords: lunch family kitchen fry cook meal hug
Activity 2a – I colour the correct box if the answer is true or false.
1. Jenna and Suzan are preparing lunch. T F
2. Suzan cuts the fish. T F
3. The girls give mother some flowers. T F
4. Mother does not say thank you. T F
27
Unit 2 : Food
Activity 2b – I choose and write the correct words.
1. In the story, it is ________________________.

(Christmas, Mother’s Day, Music Day)
2. The girls are preparing __________________. (dinner, lunch, breakfast)
3. Jenna washes the _______________________.(vegetables, fruits)
4. ___________ joins them for lunch. (Grandma, Uncle)
5. They give mother some __________________. (flowers, cakes)
Grammar
Activity 3 – I write 'a' or 'an' to complete the sentences.
Remember!
In Grade 2 we learned about ‘a’ and ‘an’.
We use ‘an’ when a word starts with a, e, i, o, u.
For example: an umbrella, an elephant

It is lunchtime. The Grade 3 Team is near the canteen.
My mum made me ____ sandwich. I also have ____ orange.
There is _____ banana and ____

cheese sandwich in my lunch bag!
I have finished my sandwich.

I will buy ____ chocolate bar.
I will buy ____ apple juice.

Teacher's note
Do this activity orally first. Read aloud for pupils to listen. Then read aloud again and get pupils to
repeat after you. Take one speech bubble at a time. Draw pupils’ attention to the keywords and
the first letter of each keyword. Ask them to choose correctly between ‘a’ and ‘an’. Get pupils to
complete the activity in their textbooks. When they have finished, help pupils to read aloud the
complete sentences. Prepare additional exercises to consolidate learning.
28
Unit 2 : Food
Activity 4 – I circle the correct words.
We learned many of the words below in Grade 2.

How many do you remember?
apple bedroom house garden

kitchen bread cream kitchen
milk toilet bathroom living room
oven basket shelf door

fridge plate cupboard sink
window shelf window basket
plate hotdog cheese mug

fridge fork glass fruit
cream bowl mug spoon
plate pot cheese rolling pin

spoon knife kettle towel
pan bowl mug soap
Teacher's note
Plan more than one lesson to facilitate learning if you think there are too many words. You may
take one row of words at a time. Using word/picture cards, recap vocabulary related to parts of
the house and items/utensils in the kitchen. As an additional activity, you may choose among the
different pictures and select pupils to come to the board and write ‘This is a/an_____.’
29
Unit 2 : Food
Writing
Activity 5 – I write a recipe.
Do you like smoothies?

My friends and I love smoothies!
Here is a simple recipe. Teacher's note
Key vocabulary: slice, peel,
blender, mix, pour.
FRUIT AND VEGETABLE SMOOTHIE Pre-teach the key
vocabulary. Ask pupils if
You will need: they have ever tasted a
smoothie. If not, pupils may
One sliced mango talk about their favourite
Two sliced apples fruit/vegetable juice.
You can then describe a
One peeled and sliced carrot smoothie for them (e.g. like
a juice but thick as you can
Two sliced pears add yoghurt or milk etc.).
Read the recipe aloud
One glass of orange juice and explain the meaning
of words as needed. Then
read again one line at
a time and get pupils to
Instructions: repeat after you. Talk about
1 Put all the fruits and vegetables in the blender. safety measures required for
preparing this recipe if pupils
2 Mix everything together. want to try it at home (e.g.
adult/parental supervision
3 Pour into a glass and enjoy! needed to peel and slice
fruit/use the blender etc.).
Talk about hygiene (e.g.
washing hands before
starting preparation, washing
fruits and vegetables before
cutting etc.). Briefly explain
how a smoothie is healthy
and tastes good. Recap
the fruits and vegetables in
the recipe and get pupils to
underline them.
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.
Teacher's note
FRUIT AND VEGETABLE SMOOTHIE
You will need: You may carry out this
activity as pair work. Carry
___________________________________ out the activity orally first.
The activity can be done
___________________________________ in copybooks or on sheets
of paper before writing in
___________________________________ their textbooks. Encourage
pupils to say what they need
___________________________________ and how they will proceed
before writing (e.g. get
pupils to name fruits and
Instructions: vegetables that they know,
name their favourite fruits
1. Put all the _____________________ in the and vegetables etc.). Pupils
may choose from the list
_________________________. of ingredients provided, or
add their own words (e.g.
2. _________________________________. one sliced plum, two sliced
green apples, one peeled
3. Pour into _______________________ and banana, two cups of mango
_____________________. juice etc.). Provide prompts
as needed to facilitate
learning.
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

At night, the family eats dinner.
breakfast.
In the afternoon, father goes to At noon, mother goes

the supermarket. to the market.
Teacher's note
Key vocabulary: family, morning, afternoon, evening, night, breakfast, dinner, market, supermarket.
Taking the pictures one at a time, get pupils to look carefully and describe what they see. For each
picture, read aloud the sentences and get pupils to repeat after you. Draw pupils’ attention to
the words in bold to help them sequence the story. Briefly explain the meaning of 'afternoon' as
needed. Get pupils to number the pictures in the correct order from 1 to 4. Do this orally first so as
to check pupils’ responses before they write in their textbooks. As an additional activity, brainstorm
places people shop for food (e.g. market, supermarket, local shop, mini market, self service store
etc.). Encourage pupils to describe these places if they can. Once pupils have correctly sequenced
the pictures, they may copy the sentences in the correct order in their copybooks.
32
Unit 2 : Food
Grammar
Activity 7 – I learn: Affirmative and negative forms.
Jenna and Suzan are at the market. Teacher's note

Jenna: This lettuce is fresh. Read aloud for pupils to
listen. Draw their attention
Suzan: This pumpkin is not fresh. to 'not'. As an additional
Jenna: Mother likes green apples. activity, pupils may use
this text to do a role-play
Suzan: She does not like red apples. activity. Pupils may also
underline the fruits and
Jenna: Let’s buy some mangoes. vegetables.
Suzan: The mangoes are not ripe.
Did you notice the words in red?

Sentences that contain ‘not’ are called negative sentences.
Activity 7a – I match the affirmative sentences

with the correct negative sentences.
Affirmative Negative
1. He is sad. • 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.
1. Sarah _______ 2. The dogs 3. He __________

reading her book. _______ barking. drinking milk.
4. They ________ happy. 5. Rani ___________ baking a cake.
33
Unit 2 : Food
Grammar
Activity 8 – I learn: Interrogative form.
What are you doing Suzan?
I am making a salad.
Where is the lettuce?
It is in the basket. Mum will make

When are you going to set the table? the dessert.
I will do it later.
Who will make the dessert?
Teacher's note
Read aloud the story laying emphasis on the words in bold. Recap ‘wh’ questions learned in
Grade 2. Taking one picture at a time, help pupils to read aloud. Carry out oral activities using ‘wh’
questions before doing the activities in their textbooks.
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?
honics
Activity 9 – I colour the pictures for words with the / / sound. e
bed book cheese web
cake lemon desk dog
egg pen apple key
Teacher's note
This activity focuses on the /е/ sound as in the word ‘pet’. Taking one row at a time, get pupils to
look carefully at the pictures and describe what they see. Briefly recap the sound /e/. Take one
row at a time. Ask them to put their finger on the first picture (i.e. bed) and name it in English if they
can. Say the word aloud clearly and slowly laying emphasis on the sound /e/. Get pupils to repeat
after you. Ask pupils if they can hear the /e/ sound. Say the next word aloud clearly and slowly. Ask
pupils if they can hear the /e/ sound in this word. Proceed in the same way for the next word. Then
ask pupils to identify and circle the pictures for which they heard the /e/ sound. Encourage them
to say these words aloud. Check pupils' responses. Then get them to colour the correct pictures.
Note that there is more than one word in each row with the /е/ sound.
36
Unit 2 : Food
Activity 10 – I circle words with the / / sound.

a
honics
box snail bed
sock hat dog
ear car pot
ring boat mop
Teacher's note
This activity focuses on the / / sound as in the word ‘pot’. Taking one row at a time, get pupils to
a
look carefully at the pictures and describe what they see. Briefly recap the sound / /. Ask them to
a
put their finger on the first picture (i.e. box) and name it in English if they can. Say the word aloud
clearly and slowly laying emphasis on the sound / /. Get pupils to repeat after you. Ask pupils if they
a
can hear the / / sound. Proceed in the same way for the next word. Then ask pupils to identify the
a
picture for which they heard the / / sound. Encourage them to say the word aloud. Check pupils'
a
responses. Then get them to colour the circle the correct words and pictures.
37
Unit 2 : Food
honics
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
Teacher's note
This activity focuses on the /u:/ sound as in the word ‘spoon’. Taking one row at a time, get pupils to
look carefully at the pictures and describe what they see. Briefly recap the sound / u:/. Ask them to put
their finger on the first picture (i.e. moon) and name it in English if they can. Say the word aloud clearly
and slowly laying emphasis on the sound / u:/. Get pupils to repeat after you. Ask pupils if they can
hear the /u: / sound. If they can, get them to circle the picture. Then, help pupils to choose the correct
word from the box of words and write it in the space provided below the picture. Proceed in the same
way for the following pictures. If the word does not contain the /u:/ sound, then pupils do not circle the
picture.
38
Unit 2 : Food
Activity 12 – I connect the correct letters

honics
and write the word.
k e te
p i ce
k a ke
c e ak
c e f
k a r
d o w
c a p
d e t
b u ck
39
Unit 2 : Food
n a ck
r o nk
s o ck
z i nd
st e ck
st i p
cl u d
tr o ck
dr i ck
br e mp
Teacher's note
This activity is to recap the /k/ sound and that this sound can also be represented by the letters
‘ck’. Recap the sound /k/ and get pupils to say words they know which have this sound. Allow a
variety of responses with the sound in initial, medial, or end position. Write these responses on the
board. Help pupils to complete the activity orally first before letting them write in their textbooks.
Use the pictures to help facilitate learning. Where possible, encourage pupils to connect the
letters and build other words which they may write in their copybooks (e.g. rack, sick, step, clock).
40
Unit 2 : Food
Unit 2 End of unit Unit two 2

1. I tell my friends about my favourite foods and drinks. Oral
Teacher's note
This activity may be carried
out in pairs. Pupils take turns
to ask each other about
their favourite foods and
drinks. Model different
formulations for pupils to
inspire themselves from,
e.g. “My favourite drink is
milkshake and I like to eat
chocolate cake. What
about you?/ What’s your
favourite food and drink?/
Tell me about your favourite
food and drink.”
2. I use who, what, when and where to make questions.
When prepares your lunch?

What do you brush you teeth?
Who do you go shopping?
Where is your favourite meal?
1.
2.
3.
4.
Teacher's note
Get pupils to write their sentences in full. Check that pupils correctly use capital letters and
question marks. Get pupils to ask and answer these questions in pairs. Provide assisstance as
needed.
41
Unit 2 : Food
Grammar
3. I complete the sentences in the negative form. Teacher's note

Briefly recap 'is not' , 'are not',
1. Shana ______ ______ baking a cake. 'do not', 'does not'. Carry out
the activity orally first. Provide
assistance as needed.
2. The children ______ ______ eating their lunch.
3. You ______ ______ drinking your milk.
4. He ______ ______ cleaning the kitchen.
5. We ______ ______ play badminton.
6. She ______ ______ like to eat bananas.
5. I fill in the blanks with the correct words.
1. Mum and dad are preparing _______ (a, an) nice dessert in the kitchen.
2. “__________ (What, Where) have you put the milk?” dad asks.
3. “I don’t know. I __________ (did, did not) take it. _____________

(When, Who) was the last time you used it?” replies mother.
4. “I used it this morning. ___________ (Who, What) did I do with the

bottle of milk?” dad says to himself.
5. "Here it is! In the oven! _______ (Where, Who) put it here?”

mother asks.
Teacher's note
This activity covers the following three grammatical items: i) use of article 'a' and 'an', ii) the affirmative/
negative forms of sentences, iii) the interrogative form of sentences using 'who', 'what', 'when' and
'where'.
42
Unit 2 : Food
4. I choose and copy the correct words with the /e/ sound.
I circle the correct ending of each word.
ending
net pet ed
vet get et
ell
et
hen ten
ed
zen pen en
nest rest ell

est
dest test
en
ell
shell bell ed
fell cell et
en
red bed
est
ted shed
ed
Teacher's note
Get pupils to look carefully at the first picture and name it if they can. Say the word aloud laying emphasis
on the /e/ sound. Read out the words in the first box and get pupils to repeat each word after you. Help
pupils identify the correct word and get them to copy the word in the space given. Then, get them to
select the correct word ending and circle it. Proceed in the same way for the other pictures/words.
43
Unit 2 : Food
honics
5. I colour the boxes red for words with the sound /u:/. I colour
the boxes blue for words with the sound the / /.
dot roof
zoo olive
room food
frog balloon
sock log
Teacher's note
This activity focuses on the two sounds worked out in the unit: / / and /u:/
a
44
Unit 3 : My Country
My Country
Unit three
3
45
Unit 3 : My Country
Oral
Activity 1a - I read a poem: Island in the Sun.

Teacher's note
Use word/picture cards
to pre-teach the key
vocabulary in the poem
before reading it aloud.
This is my island in the sun,
This is my island of joy and fun. Read the poem aloud
clearly and slowly for pupils
to listen. Explain the meaning
of words as needed. Read
the poem again line by line
and get pupils to repeat
each line after you. Repeat
There is the mountain, there is the tree, this step as needed before
moving on. Help pupils to
This island is home to me. read the poem aloud with
you.
Read out what Sonia is
saying and explain the
meaning as needed. Help
pupils to identify the correct
words and colour them
accordingly. You may
get pupils to identify other
There is the river, there is the sea, rhyming words (e.g. the
rhyming pairs such as 'fun/
This island is home to my family. sun') and colour them in
different colours.
Pupils may refer to the poem

to help them with activity 1b.
There is the sky, there is the sand,

It is such a beautiful island.
This is my island in the sun,

This is my island of joy and fun.
Can you find words in the poem which rhyme with “bee”.
Colour these words.
46
Unit 3 : My Country
Activity 1b - I write the correct words below each picture.
Activity 2 - I listen and read a letter.

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

From Wendy.
Teacher's note
Pre-teach the keywords. Briefly explain that this story is in the form of a letter. Discuss with pupils if
they have family members living abroad and what things they do when their family members visit
Mauritius.
Keywords: holiday beautiful island shopping excited airport

47
Unit 3 : My Country
Activity 2a - I tick the correct answer.
1. Who writes the letter?
Sonia
Wendy
Jenny
2. Who will come to Mauritius?
Wendy
Sam
Darren
3. Where will Sam and Wendy go shopping?
Cascavelle Mall
La Croisette Mall
Bagatelle Mall
4.What food will they eat during Sam’s holiday?

Cupcakes
Dholl puri
Pizza
5. What language will Sam help Wendy to speak?
French
Creole
English
48
Unit 3 : My Country
Activity 2b – I write the correct words to complete the sentences.
1. Wendy and Sam will go to the ______________.

2. They can drink alouda at Port-Louis _______________.
3. Wendy will teach Sam how to __________________ the sega.
4. Wendy and her father will be at the ____________ when Sam arrives.
market airport dance beach
Activity 3 - I match the words with the corresponding pictures.
Teacher's note
Do you know that
Mauritius is an island? Brainstorm with pupils about
'islands' and explain the
meaning of the word as
Yes, I know. An island needed. Ask pupils to name
is surrounded by sea. some islands that they know.
Agalega
Mauritius
Rodrigues
49
Unit 3 : My Country
Grammar
Activity 4 - I learn: Nouns.
Sam comes to Mauritius
Sam and Wendy are cousins. Sam lives in England. He has come to visit
Mauritius. Wendy goes to Sir Seewoosagur Ramgoolam International
Airport in Plaine Magnien with her father. They sit on a bench and wait for
Sam. There is a dog sleeping nearby.
Two pilots walk by and get into a taxi. Then, Wendy’s cousin arrives. Wendy
gives him flowers. When they reach home, they see a cat sitting near the
door.
The words in bold are names of people, places,

animals and things. These words are called
nouns.
People Places Animals Things

Sam England dog bench
Wendy Mauritius cat taxi
cousin Sir Seewoosagur flowers
Ramgoolam International
Airport
father Plaine Magnien door
pilots home
50
Unit 3 : My Country
Activity 4a - I write the words in the correct boxes.
Rodrigues sister book rabbit hospital Mika

school teacher horse bird flag car
People Places Animals Things
Activity 5 - I do a role-play.
Teacher's note
Key vocabulary: captain, ship, sailing, storm, island, beach, hunt, wood. Pre-teach the key
vocabulary. Read aloud the role-play script like a short story. Explain the meaning of words as
needed and help pupils to understand the story. Help them to read aloud with you. Discuss the
story. As pupils' confidence grows, carry out the role-play with a minimum of 3 pupils (Van Warwick
and two sailors).
Long ago Mauritius was covered with trees. There were

many birds and animals. Let’s learn more about Mauritius.
The story of Van Warwick
Captain: I am Van Warwick. I am the captain of a big ship.

I am sailing in the sea but there is a storm.
Sailor 1: Look! Here is an island! Let’s land on the beach.
Captain: I am hungry. Let’s hunt birds to eat.
Sailor 2: There are many trees everywhere.

We can use the wood to fix our ship.
Sailor1: We can all stay here for some time.
Captain: We must leave now. I will name this island Mauritius.
51
Unit 3 : My Country
Activity 5a - I colour the pictures and write the correct words below.
tree sailor bird island captain beach ship wood
Grammar
Activity 6 - I learn: plural ‘s’.
Sam and Wendy visit Casela
"Look, there is a tiger!" Wendy shouts.

"I can see two tigers," Sam says.
Wendy counts and says: "I can see three tiger."
"You're right," says Sam, "but we say 'tigers' because there is more than
one."
"Oops! I forgot to add the 's' at the end of the word," Wendy says.
When we have more than one, we add 's' to some words:
cousins, birds, lions, tigers
These words are in the plural form.
Teacher's note
Read aloud the short text and explain the meaning of words as needed. Help pupils to understand
the story. Draw pupils’ attention to the use of the plural ‘s’. Recap plural ‘s’ and get pupils to circle
the ‘s’ at the end of the word ‘tigers’.
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Unit 3 : My Country
Activity 6a - I choose the correct words below and
write them in the plural.
1. Sam and Wendy go to see the __________ and
______________.
2. They play with two ______________ at the mini farm.
3. They wash their __________ and then eat their lunch.
4. They can hear the ________________ roar.
rabbit foot zebra lion hand giraffe
Teacher's note
Note that 'foot' is included to act as a distractor.
Activity 7 - I learn: plural ‘es’.
Hey Sam! Don't forget:

Sometimes we add 'es' to form the plural of some words.
Singular Plural
box boxes
bench benches
dish dishes
potato potatoes
Teacher's note
Briefly explain to pupils that you usually (but not always) add 'es' to words that end with 'ch',
'sh', 's', 'x' to form the plural. There are exceptions to this, so pupils should not memorise this as
a rule.
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Unit 3 : My Country
Activity 7a - I write the plural of the words.
fox _________ church _________
tomato _________ bus _________
sandwich _________ glass _________
class _________ match _________
Activity 7b - I choose and write the correct words in the plural

form to complete the story.
glass fox sandwich dish tomato
Some _______________ live in the woods.
Mother fox is cutting ________________.
Father fox is making _____________________.
Loulou is putting the _________________ on the table.
After lunch, everyone helps to wash and dry the _____________.

Teacher's note
Read aloud the short text line by line. After each line, get pupils to look carefully at the picture
and choose the correct missing word from the box of words. Draw pupils’ attention to the plural
‘es’ that is missing at the end of the words. Get pupils to say aloud the correct answers (e.g. foxes,
tomatoes etc.). Carry out this activity orally first before letting pupils write in their textbooks.
More items to be drawn to stress on concept after completion of exercise.
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Unit 3 : My Country
Activity 8 – I learn: Plural ‘ies’.

Sometimes we add ‘ies’ to form the plural of some words.
Look at the example and then write the plural of the words
below.
Example:
baby babies
fly ____________ butterfly ____________
bunny ____________ family ____________
puppy ___________ city ____________
story ____________ lorry ____________
Teacher's note
Briefly explain to pupils that some words take ‘ies’ in the plural form. These are usually words ending
with the letter ‘y’. Using the board, help pupils to understand that for words where ‘y’ is preceded by a
consonant, we remove the ‘y’ and add ‘ies’. Also draw pupils’ attention to words where ‘y’ is preceded
by a vowel – for these words you usually just add ‘s’(e.g. toys). Provide assistance as needed for pupils
to complete the activity in their textbooks. As an additional activity, write some words ending with ‘y’
on the board, including some words that take ‘s’ to form the plural. Choose a word and read it aloud;
then select a pupil to come up and write the plural form of the word. Pupils should not memorise this
as a rule for words ending with 'y' but should develop an awareness. Prepare additional exercises to
reinforce learning.
55
Unit 3 : My Country
Writing
Activity 9 - I write about Mauritius.
Mauritius
Teacher's note
Note that it is possible for pupils to write more than one option per line. Carry out the activity orally first
before getting pupils to write in their textbooks.
Let’s write about Mauritius! You can use the

words given in the box and add your own.
In Mauritius, we can visit _____________________________________

________________________________________________________
_______________________________________________________.
We can eat ________________________________________________
_______________________________________________________.
I like to __________________________________________________
______________________________________________________
_____________________________________________________.
swim in the sea - dholl puri - noodles - play with my friends - rice and
curry - Casela - Shoprite - kebab - ride my bicycle - Rochester Falls
Black River Gorges - banana tart - pineapple salad - Chamarel Seven
Coloured Earth - biryani - Blue Penny Museum - dance sega
56
Unit 3 : My Country
Activity 10 - I write the words in the correct Grammar

order to make sentences.
Do you remember learning how to use 'and' in Grade 2?

Help me to do this activity. Teacher's note
first. Check if pupils have used
1. Sonia are friends Wendy and a full stop at the end of their
sentences. Prepare additional
exercises to consolidate
learning.
2. and Wendy are cousins Sam
3. a sister a brother and Sonia has
Activity 11- I learn: ‘but’.
Sabrina and the cupcakes
Sabrina can see a box of cupcakes but she cannot reach it.
Sabrina tries to climb on to the table but it is too high.
She asks her brother to help her but he is too busy.
Sabrina feels sad but she does not cry.
Did you notice the underlined word?

We use the word 'but' to put together two different ideas.
Teacher's note
Briefly explain to pupils that you can put two different ideas together with the word 'but’. You
often use 'but' when the words or ideas are contrasting or opposite. This is not a grammar rule
that pupils need to memorise. Provide a few examples on the board and explain as needed
(e.g. not this but that, small but strong, I can walk but I cannot fly). Carry out oral activities before
doing the activities in the textbook.
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Unit 3 : My Country
Activity 11a - I match part A with the correct part B.

I write the complete sentences.
Teacher's note
Provide assistance as needed for pupils to complete this activity.
Recap the keywords in the sentences (e.g. boy, ball, bat).
Carry out the activity orally before getting pupils to match the parts of the sentences
and write them in the textbook.
A B
1. Wendy goes to the shop but she is strong.
2. The boy kicks the ball but it is not cold.
3. The girl is small but he cannot swim.
4. It is rainy but it is closed.
5. Mika can ride a bicycle but it hits the goal post.
Now, write your sentences in full.
1. ______________________________________________________
______________________________________________________
2. ______________________________________________________
______________________________________________________
3. ______________________________________________________
______________________________________________________
4. ______________________________________________________
______________________________________________________
5. ______________________________________________________
______________________________________________________
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Unit 3 : My Country
Activity 12 – I learn: ‘or’.
The word 'or' can also be used to join words and ideas.
The word 'or' is used when there is a choice.
Examples:
I can go to school on foot or by car.
Do you want to eat noodles or biryani?
Activity 12a - I listen to and read a funny rhyme.

Teacher's note
Read the rhyme aloud laying
What do you want? emphasis on the key words
and on ‘or’. Read again
line by line and get pupils
to repeat the lines after
you. Explain the meaning
Do you want to see the forest or the sea? of words as needed and
help pupils to understand
Do you want a flower or a tree? the rhyme. Briefly explain to
pupils how the conjunction
‘or’ is used. As an oral
activity, encourage pupils
Do you want to play or sleep? to ask questions aloud
using ‘or’. This can be done
Do you want a dragon or a sheep? in pairs. After pupils have
circled the word ‘or’ in the
rhyme, get them to colour
the rhyming pairs in different
Do you want to go to school or a shop? colours (e.g. blue for sea/
tree, yellow for sleep/sheep
Do you want a broom or a mop? etc.). As an additional
activity, pupils can match
the key words to the
pictures.
What do you want?
I want you to stop!
Circle the word 'or' in the poem!
59
Unit 3 : My Country
Activity 13 - I learn: Simple present tense.
Let's read these sentences together!

Pay attention to the underlined words.
Teacher's note
Read aloud the characters'
I eat rice. speech bubbles and explain
'simple present tense' as
You eat rice needed. Use the board to
clearly show pupils how to
He eats rice. use simple present tense with
verbs. Carry out the activity
She eats rice. orally first. Provide assistance
as needed for pupils to
complete the activity.
It eats rice. Prepare additional activities/
exercises to reinforce
We eat rice. learning of this concept.
They eat rice.
The underlined verbs are in the simple present tense.

The simple present tense tells us the action happens regularly
or is generally true.
For the personal pronouns 'he', 'she' and 'it',

we add 's' to the verb.
For example: He eats a cake.
She drinks her milk.
It plays with a toy.
For some verbs, we add 'es':

He goes to school.
She finishes her homework.
It catches the ball.
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Unit 3 : My Country
Activity 13a - I choose the correct verbs to fill in the blanks.
I _________ football. You _________ a song. He ________ juice.
(play, plays) (sings, sing) (drinks, drink)
She _______ in the pool. We __________ in the They __________ at

playground. the clown.
(swim, swims) (talks, talk) (laugh, laughs)
It __________ up the I __________ music. She ___________ to

tree. dance.
(climb, climbs) (likes, like) (likes, like)
Activity 13b - I make sentences and I write them down.
writes
Tony studies everyday
Sonia plays often
The girl works well
draws
reads
Teacher's note
Carry out the activity orally first. Provide assistance as needed for pupils to complete the activity.
This may be done in their copybooks before writing in the textbook. Prepare additional activities/
exercises to reinforce learning of this concept. Explain to pupils about the place of 'often', which
can also be before the verb.
61
Unit 3 : My Country
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________
6. ______________________________________________________
honics
Activity 14 - I choose and write the correct cluster of letters.
Ch Sh
__air __eese __oe __erries __eep
di__ bea__ fi__ wat__ __ip
__ell __ips bru__
Teacher's note
The focus of this activity is on the sounds /t∫/ as in 'cheese' and /∫/ as in 'sheep'. Ask pupils to name
words with the /t∫/ sound. Allow a variety of responses with the sound in the initial or end position.
Do the same for the sound /∫/. Help pupils to complete the activity. Pupils may copy the words
again near the corresponding pictures.
62
Unit 3 : My Country
Activity 15 - I cut and paste the pictures in the correct boxes.
Can you hear “th” as in thumb in the given words?
Cut out the words and pictures below. Stick

them in the correct boxes on the next page.
bath bottle apple
teeth thorn house
table mouth
Teacher's note
The focus of this activity is on the /θ/sound as in the word ‘thumb’. Carry out the activity orally first
before letting pupils stick the words/pictures in their textbooks. Read the words aloud one at a time
laying emphasis on the /θ/ sound. Ask pupils to raise their hands when they hear the /θ/ sound in a
word. Repeat the words aloud clearly and slowly as needed for pupils to hear the sound. Get pupils
to repeat each word after you. Provide assistance as needed.
63
Unit 3 : My Country
64
Unit 3 : My Country
I can hear “th” I cannot hear “th”
65
Unit 3 : My Country
66
Unit 3 : My Country
Activity 16 - I circle the words with the /ð/ sound.
mother sun grandmother shoes
clothes table grandfather door
brother flower feather weather
Teacher's note
The focus of this activity is on the /ð/ sound as in the word ‘mother’. Read the words aloud one
by one laying emphasis on the /ð/ sound and get pupils to repeat each word after you. Repeat
the words aloud clearly and slowly as needed for pupils to hear the sound. Provide assistance
as needed for pupils to complete the activity. As an additional activity, get pupils to say funny
tongue-twisters for other 'th' words. These tongue-twisters do not need to make sense, e.g. 'these,
those, their, them...'
67
Unit 3 : My Country
Activity 17- I cross out the odd word in each row.
whale bird whiskers wheel
wheelchair whip tree wharf
pencil whistle whisk wheat
wheelbarrow hair whisper white
Teacher's note
Take one row at a time. Say the words aloud one by one laying emphasis on the ‘wh’ sound.
Ask pupils to repeat each word after you. Ask them to raise their hands when they hear the ‘wh’
sound in a word. Then ask pupils to say aloud the word that does NOT have the ‘wh’ sound and
get them to cross out the odd word. Proceed in the same way for the following rows of words.
Provide assistance as needed for pupils to complete the activity. Explain meanings of words as
needed. As an additional activity, make 'wh' tongue-twisters for pupils to practise. This may also
be linked to 'wh' question words e.g. what, when, where.
68
Unit 3 : My Country
Activity 18- I colour the pictures and I circle the correct words.
brush feet park

hen hammer hat
beach juice fish
bag sun harp

hand book eye
island hug mountain
heart house horse

square wall dog
circle tree mango
Teacher's note
Carry out more than one lesson if you consider there are too many words. Draw pupils' attention
to the /h/ sound in the words by laying emphasis on the sound when reading aloud. Pupils may
colour the pictures in their free time.
69
Unit 3 : My Country
Unit 3 End of unit Unit three

Oral
3
Teacher's note
Based on discussions carried out in the unit, or in relation to their personal experiences and observations,
pupils will talk about things which they like and which they like less about their country. Model
formulations for pupils to inspire themselves from, e.g. “I like the beautiful beaches and mountains of
my country, but I don’t like the pollution in the cities.”
1. I say what I like and what I like less about my country.
70
Unit 3 : My Country
2. I correct the underlined words in the text. Grammar
I wrote this postcard for my mum but I have made a few

mistakes. Please help me to correct the underlined words.
Teacher's note
This activity covers the plural form of nouns and the simple present tense.
Hi mum,
How are you? And how is dad? I’m sure he bring me and show me everywhere. Uncle
miss me a lot! Here it are fine. There are and auntie are very nice. Together we enjoys
many lovely beach to swim and have fun. I ourselves every day. They says that you
goes to the seaside as much as I wants. needs to come here one day.
I eats a lot of local meal, especially the
different curry. Wendy is really helpful. She I misses you,
Sam
honics
3. I fill in the blanks to complete the sentences correctly.
1. Mary brushes her teeth and ________________________________
2. Seeven is sick but _______________________________________
3. Do you want to read a book or _____________________________
4. I want to play outside but ________________________________
5. We can go to Blue Bay on foot or __________________________
watch a film it is raining by car
washes her face he goes to school
71
Unit 3 : My Country
4. I pronounce the words below. I pay attention Teacher's note

to the sounds shown by the letters in red. This activity focuses on the
/ʃ/, /tʃ/, /θ/ & /ð/ sounds
worked out in the unit.
Model for pupils, paying
Words with ‘ch’: child, chair, much, chicken, branch, particular attention to letters
in red. Provide guidance
Words with ‘sh’: show, push, shell, wish, shark and correction as needed.
Words with ‘th’: three, throw, north, month, both
Words with ‘th’: the, this, their, brother, with
5. I match the correct parts of the words.
hea py
hor ey
Teacher's note
first. Take one word at a time
hel mer and help pupils to identify
the correct word ending.
Once the activity is
complete, get pupils to
write the words in full in their
he pe copybooks.
ham se
hap lo
hon ad
hou rt
ho se
72
Unit 4 : Jobs
Jobs
Unit four
4
73
Unit 4 : Jobs
Oral
Activity 1- I listen to and read a rhyme.
Work hard
,
te r fighting fires
I see a fire figh
ic ch anging tyres,
I see a mechan
ing thro ugh the air,
I see a pilot fly
sser cutting people’s hair.
I see a hairdre
n with the mail,

I see a postma
e putting thieves in jail,
I see the polic
at the s wimming pool,
I see a lifeguard
ers, working in the schools.
I see the teach
s, astronauts,
Doctors, nurse
in th e courts.
Judges, lawyers
it
y jobs, so if you want
There are man
go and get it!
Work hard and
r8)
?v=JBXaupIJH
s://www.youtube.com/watch
ompatz channel- http
ople Song' on tt
d from 'The Pe
(Source: Adapte
Teacher's note
Key vocabulary: the different jobs
Pre-teach the key vocabulary before reading the poem. Plan more than one lesson to facilitate
learning if you consider the poem too long. You may also teach one section of the poem at a time
if you consider there are too many key words. Brainstorm different jobs with pupils and encourage
them to describe the jobs they know about. As an additional activity, you may read out different key
words for pupils to colour/underline(e.g. colour the different jobs blue, underline the rhyming pairs
such as 'mail/jail' etc.).
74
Unit 4 : Jobs
Activity 2 – I listen to and read a short story. Reading
Different Jobs
Some parents have come to school to talk about their jobs.
“Good morning,” Miss Molly says. “We will play a game. The parents will
describe what they do. The pupils will guess the job.”
The first speaker is Mr. Nailor: “I make trousers, suits, and shirts.”
The pupils shout: “Mr. Nailor is a tailor.”
Mr. Gummer: “I fix leaking taps and pipes.”
The pupils shout: “Mr. Gummer is a plumber.”
Mrs. Prentis: “I help to keep teeth clean and healthy.”
“Mrs. Prentis is a dentist,” the pupils say.
The final speaker is Mrs. Shaker: “I make bread and cakes.”
“Mrs. Shaker is a baker,” shout the pupils.
“Well done pupils! All the answers are correct,” Miss Molly says.
Keywords: parents job tailor plumber dentist baker
Teacher's note
Pre-teach the key words. Recap different jobs before doing the reading. Talk about the
importance of all jobs (e.g. cleaners, doctors, bin men, builders, bus drivers, etc.). Encourage
pupils to talk about their parents’ jobs if they want to. This may be done as pair/group work. Ask
pupils to talk about the job they would like to do when they grow up. You may also get pupils
to draw their favourite job/s or their parents’ jobs. Encourage pupils to read aloud the short story
with you. They may also guess the jobs based on the descriptions in the text. Provide assistance as
needed. Help pupils to identify the rhyming names and words (e.g. Shaker - baker).
75
Unit 4 : Jobs
Activity 2a – I match the pictures to the words.
teacher
baker
plumber
tailor
dentist
76
Unit 4 : Jobs
Activity 2b – I use words from the short story to fill in the blanks.
1. Some ___________________ have come to school.
2. The parents talk about their _________.
3. Mr. Gummer fixes ___________ and pipes.
4. Mrs. Prentis helps to keep _____________ clean.
5. Mrs. Shaker makes ______________ and ________________.
Activity 3a- I match part A with the correct part B.
Part A Part B
The postman fixes vehicles.
The writer takes care of our teeth.
The policeman builds houses and buildings.
The mechanic writes books.
The hairdresser cures us when we are sick.
The pilot cuts people’s hair.
The dentist delivers letters.
The doctor cures animals when they are sick.
The builder flies airplanes.
The vet cares for our security.
Teacher's note
Plan more than one lesson to facilitate learning if you consider there are too many words. Recap
the different jobs and pre-teach the key vocabulary (e.g. vehicle, cure, deliver, security etc.).
Carry out the activity orally first before letting pupils do it in their textbooks. Pupils may then copy
the complete sentences in their copybooks.
77
Unit 4 : Jobs
Activity 3b - I play a game: Who am I?
Let's put the letters in the

correct order to make words.
Teacher's note
first. This may be done on the
board as a word game before
1. I work on the stage. getting pupils to write in their
textbooks. The first and last
letters of each word are in
I am an ……………………. (a, c, o,t, r ) the correct place. Help pupils
to put the other letters in the
correct order.
2. I work in a hospital.
I am a …………………( n, s, r, u, e)
3. I work in a school.
I am a ……………………….( t, e, c, e, h, a, r)
4. I work on a ship.
I am a ………………………..( s, o, l, i, a, r)
5. I work in a restaurant.
I am a ……………….. ( c, e, h, f)
78
Unit 4 : Jobs
Activity 4 – I learn: Commas. Grammar
Let’s look carefully at the sentences below.

Notice the little marks in red.
1. A vet cares for dogs, cats, rabbits and birds.
2. A gardener looks after the flowers, trees, bushes and grass.
The little marks are called commas.

We use a comma to separate items on a list.
We use ‘and’ before the last item.
Circle the word ‘and’ in the sentences above.
Activity 4a – I add the commas in the correct places in the sentences.
1. There is a pencil an eraser a ruler and a pen in my pencil case.
2. The musicians are playing guitar drums violin and piano.
3. The lifeguard is a tall strong intelligent and kind man.
4. The mechanics are fixing cars vans and motorbikes.
5. The hairdresser uses combs scissors gel and a hairdryer.
6. My friends are Tony Sonia Mika Wendy and Dax.
Teacher's note
Read aloud the characters’ speech bubbles. Explain the meaning of words as needed. Read
the two sentences aloud one at a time and get pupils to repeat each one after you. Draw
pupils’ attention to the commas and briefly explain their use.
79
Unit 4 : Jobs
Grammar
Activity 6 – I learn: Countable nouns.
one cake
What do you see? Write the correct answers.

One example has been done for you.
80
Unit 4 : Jobs
There are some things that we can count.
We call these ‘countable nouns’.
Countable nouns can be singular or plural.
Teacher's note
Briefly recap plural endings ‘s’, ‘es’ and ‘ies’. Get pupils to look carefully at the pictures on page 80.
Ask them to name the items if they can. Get pupils to count aloud the number of each item and
check their answers before letting them write in their textbooks. Read out the characters’ speech
bubbles, explain the meaning of words as needed and help pupils to understand the concept of
countable nouns. Briefly explain that when a countable noun is singular, we can use ‘a’, ‘an’, ‘the’,
possessive adjectives, or number names before it; and when a countable noun is plural we can
use it alone or with ‘many’/‘a few’. Provide examples on the board. Get pupils to do the Activity
5a orally and in pairs. Read aloud the question and get pupils to repeat after you. Using the board,
brainstorm possible responses (e.g. I see three chairs etc.). Get pupils to ask each other the questions
and help them to formulate the question and responses for other countable nouns in the picture (e.g.
trees, flowers). Pupils may write these questions and answers in their copybooks before writing in their
textbooks.
You can use ‘how many’ to ask questions with countable nouns.
Let’s practise together!
Activity 5a – I ask questions using “how many”.
How many chairs do you see? I see ___________ chairs.
How many bees do you see? I see ___________ bees.
How many flowers do you see? I see ___________ flowers.
81
Unit 4 : Jobs
Activity 5b – I learn: Uncountable nouns.
There are some things that we cannot count.

These are called ‘uncountable nouns’.
For example: We cannot count...
rice tea toothpaste honey
grass water sand milk
Uncountable nouns can only be singular.
SAY DON'T SAY
water a water
six jugs of water six waters
a little water a little waters
82
Unit 4 : Jobs
With uncountable nouns we use ‘much’, ‘a little’, or we

use the nouns alone.
I have much rice in my plate.
There is a little water left in my glass.
Activity 5c – I tick the correct answer.
Countable Uncountable
noun noun
1. Tony and Neena are playing with their toys.
2. Neena has two dolls.
3. Wendy wants to eat a little soup.
4. Rahul is eating an orange.
5. Dax is drinking water.
6. They like sitting on the grass.
7. There is much honey in the jar.
Teacher's note
Get pupils to look carefully at the pictures on page 82 and describe what they see. Briefly explain
that these are uncountable nouns and the meaning of this concept. Go through the table ‘Say/
Don’t Say’. Taking one column at a time, help pupils to read aloud.
Read aloud Wendy’s speech bubble and explain the meaning as needed. Carry out an oral
activity first for pupils to practise using ‘much’ and ‘a little’ with uncountable nouns. Then get
pupils to do Activity 5c. Take one sentence at a time and help pupils to read aloud. Get them to
do the activity orally before letting them tick the correct boxes in their textbooks.
83
Unit 4 : Jobs
Writing
Activity 6 – I draw and I write a note.
When I grow up, I want to be a policeman, just like my dad!
What job would you like to do when you grow up?

Draw two jobs you like. Write something about each job.
I want to be a _______________
I like this job because
Teacher's note
Recap vocabulary learned so far in the unit. Carry out an oral activity first. Brainstorm with pupils about
the jobs they like and why. Encourage them to justify their answers (e.g. because they like animals,
cars, people etc./their mother, father or other relative does this job etc.). Write these responses on the
board. Translate into English as needed. Encourage pupils to speak using simple sentences. Provide
prompts as needed and help pupils to do the writing activity. They may use the words and ideas on
the board to help them. Pupils may do this in their copybooks first. Check their work before letting
them write in the textbooks.
84
Unit 4 : Jobs
Grammar
Activity 7 – I learn: Future tense.
The Grade 3 Team is talking about different jobs.
I will be a policeman
when I grow up. I will be an airhostess.
I will travel to many places!
I will be a
scientist!
I will be an artist.
I will paint
beautiful art. I
will be rich!
All the friends laugh.
Did you notice the words in pink?

We use will to talk about the future.
We use the future tense to talk about something that is
going to happen.
I will You will He will She will It will We will They will
85
Unit 4 : Jobs
Activity 7a – I write the verbs in the future tense.
1. Marc (go) ______________ to the cinema with his family.
2. They (watch) _____________a film about superheroes.
3. I (be) ____________ absent tomorrow.
Teacher's note
Briefly explain future tense to pupils and that 'will' is always used with a verb. Give examples on the
board and ask pupils if they can think of some more (e.g. I will paint, I will sleep, I will dance etc.) Use
the board to show pupils that 'will' stays the same for all personal pronouns (I will, you will etc.). Provide
some examples of key words that can help to show future tense in a sentence.(e.g. tomorrow, next
week etc.).
Activity 7b – I make sentences and I write them down.
I be a fruit salad
It make to school
will
Bella rain a poet
They go tomorrow
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
Teacher's note
Carry out the activity orally first. Allow a variety of correct responses (Note: Only ‘It will rain
tomorrow’ is fixed). Get pupils to link the different parts and write their sentences. You may write
some responses on the board for pupils to copy if needed. Check that pupils are correctly using
capital letters and full-stops.
86
Unit 4 : Jobs
Activity 8a – I learn: Irregular plural forms. Grammar
Remember!
Do you remember the plural forms we learnt in Unit 3?
There are some words that change when there is more than one.
Let’s look at the pictures. Trace the words and read them aloud!
man men
woman women
child children
87
Unit 4 : Jobs
foot feet
tooth teeth
leaf leaves
shelf shelves
mouse mice
Teacher's note
Recap plural forms previously learned. Explain to pupils that some words do not take ‘s’, ‘es’, or
‘ies’, but change completely to form the plural. Get pupils to trace the words and help them to
read each word aloud. Carry out an oral questioning activity to check pupils’ learning. Prepare a
matching activity using word/picture cards to reinforce learning.
88
Unit 4 : Jobs
There are some words that do not

change even when there is more than one.
grass grass
sheep sheep
deer deer
89
Unit 4 : Jobs
Activity 8b – I choose and copy the correct words.
Choose the correct words from the box

below and label all the pictures.
teeth leaves lions
men trees children
90
Unit 4 : Jobs
flies sheep boxes
feet tomatoes dogs
91
Unit 4 : Jobs
honics
Activity 9: I circle the pictures and words with the /ʤ/sound.
Let’s learn some more words together.
jam angel juice gold fish
bag jar giraffe jet
jungle jewel guitar baby
Teacher's note
The focus of this activity is on the /ʤ/sound as in the word ‘juice’. Take one row at a time. Note that
there is more than one word in each row with the /ʤ/sound. Say the words aloud one by one laying
emphasis on the /ʤ/ sound. Ask pupils to repeat each word after you. Ask them to raise their hands
when they hear the /ʤ/ sound in a word. Repeat the words aloud clearly and slowly as needed for
pupils to hear the sound. Provide assistance as needed for pupils to complete the activity.
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Unit 4 : Jobs
Activity 10 - I circle the words with the /v/sound.
boat shoes clock

car vest vase
van hat bowl
fruits village guitar

vegetables forest drum
animals sea violin
mop volcano dove

broom hill fish
vacuum tree cat
waiter six glove

chef five dress
vet eight foot
Teacher's note
The focus of this activity is on the /v/ sound as in the word ‘vet’. Note that the sound can be found
at the beginning or in the middle of the words. Take one row at a time. Get pupils to look at the first
picture in the row and name it if they can (i.e. van). Read aloud the three words laying emphasis on
the /v/ sound and get pupils to repeat after you. Help pupils to read out the words on their own and
identify the word with the /v/ sound. Get them to circle the correct word. Proceed in the same way
for the following pictures and words. After completing the activity, pupils may colour the pictures.
93
Unit 4 : Jobs
Activity 11 : I tick the pictures and words with the sound /j/.
yacht juice cloud Doctor bag
jam yard sailor sad bicycle
child teacher yoyo postman waiter
airplane grass yellow rice milk
Teacher's note
This activity focuses on the /j/ sound as in the word ‘yo-yo’. Take one row at a time. Get pupils to look
carefully at the pictures and name the items if they can. Help pupils to read the words aloud and
identify the words with the /j/ sound. Check responses orally first before letting pupils tick the correct
answer in their textbooks. Then get pupils to then copy the correct words in their copybooks. Prepare
additional activities to reinforce learning (e.g. blending sounds to make words).
94
Unit 4 : Jobs
Activity 12: I make words and write them down.
z f p
l i a
z k ra
p eb o
k o te
z i o
s e to
z i ro
d uzz te
p ub le
wi te ul
ma za rd
Teacher's note
This activity focuses on the /z/ sound as in the word ‘zoo’. Carry out the activity orally first using the
board. Provide assistance as needed for pupils to build the words correctly and then write the words
in the space provided.
95
Unit 4 : Jobs
Unit 4 End of unit Unit four

Oral
4
Teacher's note
Read the song line by line laying emphasis on the rhyming words. Explain words as needed. Pupils
may at first be asked to read one line at a time. As their confidence grows, they may read longer
chunks with increasing independence. Pupils may name other jobs they have learnt and use these for
the song. This activity may be done in groups with each pupil choosing a different job.
1. I sing 'The Job Song'.
The Job Song
I’m a policeman/fireman/postman/milkman in the town
All day long I walk around.
It’s my job, it’s what I do
It’s my job, I like it too!
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Unit 4 : Jobs
2. I write the correct words to Vocabulary

complete the sentences.
1. Laura likes to take care of animals. One day she will be a
_______________
2. It has always been my dream to fly. I hope one day I will be a

________________
3. I don’t like thieves. If I become a ________________ I will catch

them all.
4. Karishma likes to explain things to people. One day she will work as a
_______________
5. Alvin likes working outside, planting trees and cutting grass.

_______________ is his dream job.
3. I fill in the blanks with the correct words. Grammar
On my way to school, I see __________ (much, many) people working. Most
people work during the day, but ___________ (a few, a little) work during
_________ (the, some) night as well. I hope that __________ (one, many)
day I ___________ (will get, got) ____________ (much, a) job that is
interesting, like being _________ (a, an) doctor. That way, I will be able
to help _________ (child, children), __________ (womans, women),
_________ (men, mans). Everybody! Then, I ________ (was, will be) very
happy.
Teacher's note
This activity covers the following three grammatical items: countable and uncountable nouns,
irregular nouns, and future tense.
97
Unit 4 : Jobs
honics
4a. I circle the words with the /j/ sound and underline words
with the /v/ sound.
vehicle five yogurt vet young
verb year you glove yes
4b. I tick the words with the /dʒ/ sound and colour the words
with the /z/ sound.
zip giant zigzag jump zone
January joke zebra giraffe judge
Teacher's note
This activity focuses on the four sounds worked out in this unit: /dʒ/, /v/, /j/ & /z/. The sounds may be
found at the beginning, middle, or end of the words.
5. I complete the word search.

CHEF
Help me find these different words.

PILOT
H T E X V E T
C H E F A U Q
P N X P N F P NURSE
I P B A K E R
L E C L F H N
BAKER
O M H O N A D
T V N U R S E
VET
Teacher's note
Provide assistance as needed for pupils to complete the word search. This can be done pair work or
as a competition. If needed, write the wordsearch on the board and do it as a whole class activity.
98

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ENGLISH GRADE 3 Teachers Book

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ENGLISH

The ENGLISH PANEL

Mauritius Institute of Education

Illustration and layout

© Mauritius Institute of Education (2017)

The writing team

While reading phase

Unit 1 Unit 2 Unit 3 Unit 4

Theme Welcome to Food My Country Jobs

- Parts of the - A variety of - Islands - A variety of

- Song: We are - Song: I like - Poem: Island - Rhyme: Work

Letter Recipe About Mauri- Note

- Capital letters - Determiners - Nouns - Use of

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.

Hello, hello, we are back at school, back at school, back at school,

This is the class of Grade 3, Grade 3, Grade 3,

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

How do you feel? Teacher's note

I feel.... 2. Make use of word/picture

excited scared happy sad angry

Activity 3a – I write the correct possessive adjective.

with _______ dog.

3. The shop is famous for _______ toys. (its/my)

Let’s talk with our

Good idea! Let’s try

Who can ride a bicycle?

Who owns a pet dog?

Who wears glasses?

Who has a brother or sister in

Who has gone swimming during

Who knows the answer to 3 + 4?

Who has travelled outside

Who has a first name starting

Activity 5 – I listen to and read a short story.

The new girl in Grade 3

All the pupils raise their hands. They all want to

Keywords: classroom desks teacher

Activity 5a - I shade the correct box if the answer is true or false

1. The pupils are sitting at their desks. T F

2. Miss Polly is the teacher. T F

3. The new pupil is angry. T F

4. All the pupils want to be Seema's friend. T F

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

Activity 5b - I choose the correct words to complete the sentences.

1. Miss Molly is __________ to see her Grade 3 pupils. (happy /sad)

Activity 6a – I choose and copy the correct words:

This is my friend Seema. Can you help me

Activity 6b – I choose and copy the correct words: clothing items.

My friend Seema always wears clean

skirt socks shoes leggings shirt hat

It is important to learn all the classroom rules!

listen kind walk work desk hand

I must _____ I must be _____ I must _______

I must sit quietly at my I must raise my I must _______

Activity 8a - I listen to and read a poem.

This is a poem about going to school.

Activity 8b - I complete a crossword puzzle.

Across: 1. A place where I learn : C _ _ _ _

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

I must ___ I must be _ I must _____

1. Sonia is __ 2. Tony is a kiwi

3. The pupils are _ 4. I am _

5. The teacher is _ 6. The birds are _

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 _

3. John and Dany (is, are) cleaning __

8. My dog ___ (is, are) wagging (its, my) tail.