1. Pupil 1.2 Hours
2. Pupil 1.2 Inches
3. Pupil 1.2 Download
4. Pupil 1.2 Full
5. Pupil Book 1.2
6. Pupil 1 Mm
7. Pupil 1.2 Free
8. Pupil 1.2 Year

• Download

Oct 17, 2018 Here all of the vocabulary from Jolly Phonics Pupil Book 1 will be covered in seven videos. This video covers the second set with the sounds c k e h r m d. I hope this will help students of. Description: Designed to follow on from the Jolly Phonics Pupil Books 1, 2 and 3, the Grammar Pupil Books builds on the skills taught in Jolly Phonics, and introduces grammar and spelling rules to improve writing and reading comprehension. Children are able to work through the Grammar 2 Pupil book and complete a wide variety of engaging.

If your download is not starting, click here.

Thank you for downloading Pupil for Mac from our software library

You are downloading Pupil for Mac, version 1.2.2. Each download we provide is subject to periodical scanning, but we strongly recommend you check the package for viruses on your side before running the installation. The download is provided as is, with no modifications or changes made on our side.

Pupil antivirus report

This download is virus-free.This file was last analysed by Free Download Manager Lib 1 day ago.

ENGLISH GRADE 3 PART 1

Professor Vassen NAËCK - Head Curriculum Implementation, Textbook Development and EvaluationThe ENGLISH PANELMauritius Institute of Education - Panel Coordinator, Lecturer - Senior LecturerMrs Helina Hookoomsing DOOKHEE - LecturerDr Pascal NADAL Mrs Mangala JAWAHEER Ministry of Education and Human Resources, Tertiary Education and Scientific ResearchMr Jagdish KORLAPU-BUNGAREE - Deputy Head MasterMrs Marie Françoise CONSTANCE - Deputy Head MasterMs Andora LAVAL - Primary Educator AcknowledgementsVetting TeamMinistry of Education and Human Resources, Tertiary Education and Scientific ResearchMrs Taramatee Nathoo - School Inspector Mr Nunkishore Neergheen - School InspectorMr Henrio Douglas POTIÉ - Supervisor (The Arts)Illustration and layoutGraphic DesignerMr Leveen NOWBOTSINGISBN : 978-99949-40-19-6© Mauritius Institute of Education (2017)

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

PrefaceThe Grade 3 'Let's Learn English' textbook aims at providing pupils with adequate opportunities forexposure to the English language and active engagement in its use. In line with the NCF, the structure ofthe 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, pupilslearn and practise English in a contextualized, meaningful, and enjoyable manner, which focuses onkey 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 beingformally introduced and taught in Grade 3.The textbook comprises of eight units, each driven by a theme that is related to the learners' lives orinterest. The units consist of the following sub-sections:• Oral -These activities precede the reading passage and are also interspersed throughouteach unit. They provide some key vocabulary related to the theme of a unit and support thedevelopment of oral language skills;• Reading comprehension -The reading activities introduce the main theme and vocabulary of a unit. The text is followed byshort exercises to evaluate pupils' understanding;• Writing -These activities provide pupils with opportunities to produce different types of short texts with thesupport of a writing frame or model;• Phonics -These activities help to develop and reinforce pupils' phonemic awareness, steadily leading them toread and write with confidence;• Grammar -These activities empower pupils with essential notions of English grammar for accurate languageproduction both orally and in writing;• Vocabulary -These activities are based on the theme and are integrated throughout a unit so as to enable pupilsto 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 languagelearning.Each unit covers approximately two weeks and is accompanied by a short literacy story whichcomplements the theme. A few fun and enjoyable activities are also provided at the end of eachliteracy story.ii

Pupil 1.2 Hours

The literacy stories are presented as a separate collection to encourage pupils to enjoy reading inEnglish, enable them to develop their own personal library, and inspire them to begin reading withsome 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 participatefully in all activities.The writing team To the teacherMuch effort has gone into grading the content of the Grade 3 'Let's Learn English' textbook andto include as many visual elements as possible to support learning. Moreover, the provision ofadditional 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 otherareas of the curriculum.Nevertheless, the successful implementation of the textbook depends largely on teachers who willhave to supplement it with explanations, further resources, and additional activities as per theirpupils' level and needs to facilitate learning.Teacher's notes have been inserted, wherever they were deemed to be useful, so as to guide teachersand offer more detailed information about activities. However, these should not be consideredas being prescriptive. Instead, teachers have the scope and flexibility to adapt all activities in thetextbook 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 phaseCarry out an oral session where pupils listen to a rhyme/poem/song or engage in an oral activity orbrainstorming. Make use of the illustrations and pictures in the textbook to stimulate discussion andsupport learning. Encourage pupils' participation in English but allow pupils to use the language/swith which they are more familiar as needed. Adequate support must be provided to gradually leadpupils to express themselves using simple utterances and sentences in English. Use this pre-readingphase to teach some key vocabulary that will facilitate understanding of the reading passage thatfollows.Take the pupils outdoors whenever possible, so that they can indulge in the games or songsthat involve movements.While reading phaseRead a text aloud a first time for pupils to listen and to familiarise themselves with the theme andcontent. Read it again one line at a time and encourage pupils to repeat each line while they followthe text with their finger. The use of strategies like demonstration, enacting/miming, and varying thereading intonation and tone will help to retain pupils' interest and promote understanding of thetext.Post-reading activitiesCarry out the activities orally first to check pupils' understanding and then help them to completethe 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 thatpupils 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 andhelp pupils to learn these.PhonicsFrequent exposure and practice are necessary to develop phonemic awareness. Like vocabularyacquisition, phonics must be taught in a sustained manner, and it is necessary to go beyond theactivities provided in the textbook. Whenever possible, the teacher will have to supplement thephonics activities with further resources and additional exercises to draw pupils' attention to thesounds, letter-sound associations in words, and how to blend letters and segment words. Practicecan be made appealing and fun by encouraging pupils to create nonsense words. Phonics instructionhelps children learn the relationships between the letters of written language and the sounds ofspoken language, which is essential for developing reading skills.GrammarCarry out the activities orally first to check pupils' understanding and then help them to completethe written exercises. Though an introduction to and some explanation of the grammar points havebeen included in the textbook, it may be necessary to extend explanations depending on the leveland needs of pupils. Use anecdotes and examples related to the pupils to make grammar learningmeaningful. While it may be necessary to top up with some explanations, where needed, theemphasis is on grammar usage and developing an awareness of the grammar points. The focus isnot on the memorisation of rules.Bearing in mind that it is not possible to tailor textbooks to specific pupils or classrooms, the Grade3 'Let's Learn English' textbook has been structured in a way that allows the teacher to use it in aflexible 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 inUnit 8. The teachers can thus adapt this textbook and the pace at which they progress through it, asper the level and needs of their pupils.It is hoped that teachers will exploit all the sections and activities which have been carefully thoughtout, in view of enhancing the teaching and learning of English in Grade 3.iv

Content pagesPages 1- 24 25 - 44 45 - 72 73 - 98 Unit 1 Unit 2 Unit 3 Unit 4Theme 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 - Items and - Clothing Mauritius tools related - Tableware to differentKey - Feelings and utensils - Holiday / jobsVocabulary travel - 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: TheOral friends in story of Van Standard 3 Warwick - Poem: Going to schoolPhonics clusters v

Reading The new girl in A lunch for A letter to Sam Different jobs Grade 3 Mother Writing Letter Recipe About Mauri- Note tius - Capital letters - Determiners - Nouns - Use of and full-stops (a, an) (introduction commas of the term) - Countable - Possessive - Affirmative and adjectives and negative - Plural forms uncountable forms (not, is (s, es, ies) nouns - Simple not, are not, do - Future tense Grammar present tense not, does not) - Conjunctions (will) of verb ‘to be’ (and, but, or) - Plural form (am, are, is) - Question (common mark + - Simple irregular - Present interrogative present tense words) continuous form (what, tense (am, are, when, who, is + ‘ing’) where) End of Unit 22 - 24 41 - 44 70 - 72 96 - 98Literacy session Lacey Loves to Having Tea I Spy a Dodo When I Grow Talk with a Tiger Upvi

Unit 1 : Welcome to Standard 3Welcome to Grade 3 1 Unit one 1

Unit 1 : Welcome to Grade 3 The Grade 3 Team Hello, my name is Mika. Hello, my name is Wendy. Hello, my name is Sonia. Hello, my name is Tony. Hello, my name is Dax.2

Unit 1 : Welcome to Grade 3Activity 1 – I sing a song: We are back at school. OralHello, hello, we are back at school, back at school, back at school,Hello, hello, we are back at school, early in the morning.Hello, hello, we are with our friends, with our friends, with our friends,Hello, hello, we are with our friends, early in the morning.Hello, hello, we greet our teacher, greet our teacher, greet our teacher,Hello, hello, we greet our teacher, early in the morning.This is the class of Grade 3, Grade 3, Grade 3,This is the class of Grade 3, hello to everybody!Keywords: school friends teacher classActivity 2 – I trace, colour, and write how I feel to be back at school. How do you feel?I feel....excited scared happy sad angry 3

Unit 1 : Welcome to Grade 3 GrammarActivity 3a – I write the correct possessive adjective.1. This is ________ Grade 3 book. 2. ______ name is Mika.3. _____ name is Wendy. 4. They are playing with _______ dog.5. We will have fun with _____ Grade 3 Team. myActivity 3b – I learn the possessive adjective ‘its’. their her our his yourWe have learnt many possessive adjectives. There is one more!1. a) It is a dog. ______ name is Dax. (Its/Their) b) _____ hairs are brown and white. (Its/Our)2. She is laughing with ________ friends. (its/her) 3. The shop is famous for _______ toys. (its/my)4

Pupil 1.2 Inches

Unit 1 : Welcome to Grade 3Activity 4 – I talk with my friends and I write a list. OralLet’s talk with ourfriends. We can learnabout 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 inthis school?Who has gone swimming duringthe summer holidays?Who knows the answer to 3 + 4?Who has travelled outsideMauritius?Who has a first name startingwith the letter ‘A’? 5

Unit 1 : Welcome to Grade 3 ReadingActivity 5 – I listen to and read a short story. The new girl in Grade 3The pupils are in the classroom. They are sitting at their desks. Miss Mollyis the teacher. She welcomes all the pupils to Grade 3. She is happy to seethem.Miss Molly sees a new pupil in the class. Her name is Seema. She is shy. Shedoes 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 tobe Seema's friend. This makes Seema happy.She likes her new Grade 3 class.Keywords: classroom desks teacher pupil shy nice friend happyActivity 5a - I shade the correct box if the answer is true or false1. The pupils are sitting at their desks. TF2. Miss Polly is the teacher. TF3. The new pupil is angry. TF4. All the pupils want to be Seema's friend. TF5. Seema does not like her new Grade 3 class. TFActivity 5b - I choose the correct words to complete the sentences. 1. Miss Molly is __________ to see her Grade 3 pupils. (happy /sad) 2. Seema is a new _________________. (teacher/pupil) 3. Seema does not want to _______________. (sit/talk) 4. The Grade 3 class is full of _____________ children. (nice/naughty)6

Unit 1 : Welcome to Grade 3Activity 6a – I choose and copy the correct words: Parts of the face and body. This is my friend Seema. Can you help me label the different parts of the picture?foot eye leg hand ear arm nose mouth belly hair 7

Unit 1 : Welcome to Grade 3 Activity 6b – I choose and copy the correct words: clothing items. My friend Seema always wears clean clothes. Can you help me label the different parts of this picture too? skirt socks shoes leggings shirt hat8

Unit 1 : Welcome to Grade 3Activity 7 - I choose the correct words to complete the sentences. It is important to learn all the classroom rules!listen kind walk work desk handI must _____ carefully in the classroom. I must be _____ to my classmates.I must sit quietly at my ______. I must _______ to my teacher.I must raise my ______ before I speak. I must _______ hard. 9

Unit 1 : Welcome to Grade 3 Oral Activity 8a - I listen to and read a poem. This is a poem about going to school. Let’s read it together! Going to school Going to school, Being happy, Making friends. Going to class, Where I learn And keep it clean. Learning my numbers 1, 2, 3, Learning my letters a, b, c.10

Pupil 1.2 Download

Unit 1 : Welcome to Grade 3Activity 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 _ _ _ _ _ 32H4 Let’s look for words in the poem to complete1C S this crossword puzzle.NActivity 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 3The pupils are in the classroom They are sitting at their desks Miss Molly isthe teacher She welcomes all the pupils to Grade 3Miss Molly knows that all her pupils are nice children 11

Unit 1 : Welcome to Grade 3 Activity 9b - I rewrite the sentences correctly using capital letters. Remember! Every sentence begins with a capital letter and ends with a full-stop. Rewrite the following sentences with the correct capital letters and full stops. 1. this is a beautiful island ______________________________________________________ 2. we like going to school ______________________________________________________ 3. you are happy to meet your friends ______________________________________________________ 4. the girls are dancing ______________________________________________________ 5. my friend lives in Vacoas ______________________________________________________12

Unit 1 : Welcome to Grade 3 WritingActivity 10 - I write a letter about myself. I want my new friend Seema to know things about me. This is my letter to her. Hi Seema, My name is Mika. I am seven years old. I live in Pretty Town. I like reading and swimming. My favourite subject is English. This year, I am excited about Sports Day at school. I am happy to be your friend. From Mika Did you like reading Mika’s letter? Now, write a letter to your friend about yourself. You may use the words given or add your own. 13

Unit 1 : Welcome to Grade 3 Hi ____________________________, My name is _________________________________ ________________________________ years old. I live in _________________________________________ I like ___________________________________________ _______________________________________________ _______________________________________________ (dancing, singing, playing football, playing video games, watching TV) My favourite subject is ___________________________ This year, I am excited about ___________________________ ________________ at school. (Music Day, Sports Day, World Book Day, Flag Raising Day) From ________________________________14

Unit 1 : Welcome to Grade 3 GrammarActivity 11 - I choose among am, are, is to complete the sentences. In Grade 2 we learned am, are, and is. Complete the sentences below using these words.Remember, we say: Example:I am The boy – tallYou are The boy is tall.He/She/ It isWe areThey are.1. I – happy___________________________________________________2. Mika – a good pupil___________________________________________________3. You – my friend___________________________________________________4. Sonia and Tony – happy___________________________________________________5. I – in Grade 3___________________________________________________6. We – at school___________________________________________________7. She – a good teacher___________________________________________________ 15

Unit 1 : Welcome to Grade 3Activity 12a - I write the verbs in the present continuous tense: Add ‘ing’. Remember! We also use am, are, or is when verbs are in the present continuous tense.We use verbs in the present continuous tenseto say what we are doing now.For some verbs we only need to add ‘ing’.Let’s write the verbs correctly.Example: The girls are jumping (jump).JumpJumping Hello. My name 2. Tony is ________ a kiwi is Sonia. (eat).1. Sonia is __________(talk).3. The pupils are ___________ 4. I am ___________ (sing). (dream). 5. The teacher is ___________ 6. The birds are ___________ (laugh). near the tree (fly).16

Unit 1 : Welcome to Grade 3Activity 12b - I write the verbs in the present continuous tense: Verbs ending with ‘e’. For verbs ending with ‘e’, we must remove the ‘e’ and then add ‘ing’. Example: write writ + ing writing Let’s do the same for the following verbs!1. dance _________________ 5. create ________________ __2. make _________________ 6. type ____________________3. smile _________________ 7. hope ____________________ 4. come _________________ 8. ride ____________________Activity 12c - I write the verbs in present continuous tense: Double the last letter. For some other verbs, we must double the last letter and then add ‘ing’.Example:runrunn + ingrunningLet’s do the same for the following verbs!1. dig ___________________ 5. swim _________________2. put ___________________ 6. shut __________________3. clap __________________ 7. sit ___________________4. cut ___________________ 8. win ___________________ 17

Unit 1 : Welcome to Grade 3 honicsActivity 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 can bin bike pot fan kiteWords________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________18

Unit 1 : Welcome to Grade 3Activity 14 – I circle words with the /aI/ sound. aDo you remember some words with the / I/ sound? Circle the words below that contain this sound. The first one has been done for you.look treesee kiteice bookpie handschool bikecone lipschair doorbag limefive flowerclass ninemice newclock dessertsocks ricehappy beesslide square 19

Unit 1 : Welcome to Grade 3Activity 15 – I colour the correct boxes. I trace the words with the /i:/ sound. Sonia says you are really good at identifying sounds. Can you please help me with this activity?Tree________ Frog________ Cat________Bag Knee Shoe________ ________ ________Ball________ Star________ Leaf________Dog________ Sea________ Sock________20

Unit 1 : Welcome to Grade 3Activity 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 grog assab umee essead i nkain ush 21

Unit 1 : Welcome to Grade 3 1 Unit 1 End of unit Unit one Oral1. I listen to and read the following poem. My Promise Each day I will do my best And I will not do any less. My work will be the finest And I will not make a mess. I will play nicely And I will work neatly. This I promise With a big kiss! (Adapted from: http://www.tooter4kids.com/ classroom/school_rule_poems.htm)2. I listen to and say a tongue-twister.Red rats run around the playground.22

Unit 1 : Welcome to Grade 33. I choose the correct words to complete the sentences.1. When I am ___________ (angry, sad), tears fall from my___________ (ears, eyes).2. When I am _________ (happy, naughty), there is a big and beautiful smile on my _________ (hand, face).3. The teacher says: “If you’re happy and you know it, stomp your__________ (nose, foot)!”4. The ____________ (naughty, nice) child does not listen to the teacher and pulls the girls’ ________ (belly, hair).5. He walks in the mud and his _________ (dirty, clean) __________ (hat, shoes) make our class __________ (messy, tidy).4. I fill in the blanks with the correct words.1. I ______ (is, am) in Grade 3 this year.2. My teacher _________ (is, are) nice to me.3. John and Dany __________ (is, are) cleaning ____________ (its, their) room.4. We always wash ____________ (its, our) hands before eating.5. Sara is talking to ____________ (their, her) friend Zoé.6. “Open ____________ (your, his) books at page 9,” says the teacher. 23

Unit 1 : Welcome to Grade 37. Jordan brushes ____________ (her, his) teeth twice a day.8. My dog ___________ (is, are) wagging ________ (its, my) tail. honics5. I write the words below in the correct circles.fly eat fit right sleep ill islandship arrive sheep read funny /I/ sound /aI/ sound /i:/ sound24

Unit 2 : FoodFood 2Unit two 25

Unit 2 : Food Oral Activity 1 – I sing a song: I like fruits and vegetables. Let’s sing a song! I like fruits and vegetables I like oranges. I like oranges. They are a fruit. They are a fruit. They are round and juicy. They are round and juicy. They taste good. They taste good. I like cabbages. I like cabbages. They are a vegetable. They are a vegetable. They are green and crunchy. They are green and crunchy. They taste good. They taste good.26

Activity 2 – I listen to and read a short story. Unit 2 : Food Reading A lunch for motherIt is Mother’s Day. The family is in the kitchen. Suzan wants to preparelunch 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 hugActivity 2a – I colour the correct box if the answer is true or false.1. Jenna and Suzan are preparing lunch. T F F2. Suzan cuts the fish. T F F3. The girls give mother some flowers. T4. Mother does not say thank you. T 27

Unit 2 : Food Activity 2b – I choose and write the correct words. 1. In the story, it is ________________________. (Christmas, Mother’s Day, Music Day) 2. The girls are preparing __________________. (dinner, lunch, breakfast) 3. Jenna washes the _______________________.(vegetables, fruits) 4. ___________ joins them for lunch. (Grandma, Uncle) 5. They give mother some __________________. (flowers, cakes) Grammar Activity 3 – I write 'a' or 'an' to complete the sentences. Remember! In Grade 2 we learned about ‘a’ and ‘an’. We use ‘an’ when a word starts with a, e, i, o, u. For example: an umbrella, an elephant It is lunchtime. The Grade 3 Team is near the canteen. My mum made me ____ sandwich. I also have ____ orange. There is _____ banana and ____ cheese sandwich in my lunch bag! I have finished my sandwich. I will buy ____ chocolate bar. I will buy ____ apple juice.28

Unit 2 : FoodActivity 4 – I circle the correct words. We learned many of the words below in Grade 2. How many do you remember?apple bedroom house gardenkitchen bread cream kitchenmilk toilet bathroom living roomoven basket shelf doorfridge plate cupboard sinkwindow shelf window basketplate hotdog cheese mugfridge fork glass fruitcream bowl mug spoonplate pot cheese rolling pinspoon knife kettle towelpan bowl mug soap 29

Unit 2 : Food Writing Activity 5 – I write a recipe. Do you like smoothies? My friends and I love smoothies! Here is a simple recipe. FRUIT AND VEGETABLE SMOOTHIE You will need: One sliced mango Two sliced apples One peeled and sliced carrot Two sliced pears One glass of orange juice Instructions: 1 Put all the fruits and vegetables in the blender. 2 Mix everything together. 3 Pour into a glass and enjoy!30

Unit 2 : Food Let’s write a smoothie recipe together! You may choose words from the list of ingredients given below or add your own. FRUIT AND VEGETABLE SMOOTHIEYou will need:________________________________________________________________________________________________________________________________________________________________________________________________________Instructions:1. Put all the ________________________________ in the ____________________________________________.2. ____________________________________________.3. Pour into ___________________________________ and ______________________________________.List- Sliced pineapple - Sliced red apple- Carrot - Peeled orange- One cup of coconut water - One glass of orange juice- Cucumber - Broccoli 31

Unit 2 : FoodActivity 6 – I number the pictures in the correct order to make a story. At night, the family eats dinner. In the morning, the family eats breakfast. In the afternoon, father goes to At noon, mother goes the supermarket. to the market.32

Pupil 1.2 Full

Pupil Book 1.2

Unit 2 : Food GrammarActivity 7 – I learn: Affirmative and negative forms.Jenna and Suzan are at the market.Jenna: This lettuce is fresh.Suzan: This pumpkin is not fresh.Jenna: Mother likes green apples.Suzan: She does not like red apples.Jenna: Let’s buy some mangoes.Suzan: The mangoes are not ripe. 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 Negative1. He is sad. • We do not play tennis.2. They are laughing. • She does not go to school.3. She goes to school.4. We play tennis. • He is not sad. • 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 GrammarActivity 8 – I learn: Interrogative form. What are you doing Suzan? I am making a salad. Mum will make Where is the lettuce? the dessert.It is in the basket.When are you going to set the table? I will do it later. Who will make the dessert? Did you notice the words in bold? Did you notice the question marks? We use a question mark when asking a question. The words 'what', 'when', 'where' and 'who' are used to ask questions.34

Unit 2 : FoodActivity 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 : FoodActivity 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? honicseActivity 9 – I colour the pictures for words with the / / sound.bed book cheese webcake lemon desk dog egg pen apple key36

Pupil 1 Mm

Pupil 1.2 Free

Activity 10 – I circle words with the / / sound.a Unit 2 : Food honicsbox snail bedsock hat dog potear car mopring boat 37

Pupil 1.2 Year

Unit 2 : Food honicsActivity 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 cat38

Activity 12 – I connect the correct letters Unit 2 : Food and write the word. honics k e te 39 p i ce k a ke c e ak cef kar dow cap det b u ck

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 mp40

Unit 2 End of unit Unit two Unit 2 : Food 21. I tell my friends about my favourite foods and drinks. Oral2. I use who, what, when and where to make questions. When prepares your lunch? What do you brush you teeth? Who do you go shopping? Where is your favourite meal?1.2.3.4. 41