English : Term 1 Unit 3 : The World Around Us
UNIT 3
The World Around Us
My house is located near the mountain. Where is yours?
Look and say
desert
volcano
oasis
plain
island
glacier
valley
mountain
river
lake
Note to the teacher: Practise vocabulary using the picture. Ask the children to name the landforms seen in the picture.
Let us sing
Beauty of Nature
Mountains are the highest,
Valleys are the lowest.
Plains are flat like a mat,
Don’t we all know that?
Islands have water all around,
Thousands of these can be found.
Deserts have sand and palm trees,
Oceans have waters from many seas.
Beautiful is the planet that I live in,
There is no other place that is akin!
Note to the teacher: Sing the song with actions. Encourage the children to listen and do the actions first, then follow the song.
Let us learn
The Right Place
Ma, the elephants have short legs with five toes but, why do I have long legs with two toes?
My child, we live in the desert. The desert has a lot of sand and rocks. Our legs help us to walk in the loose desert sand. Our toes protect us from the hot sand.
Ma, why do I have these long eyelashes?
My child, in the desert there are strong winds. These winds carry sand with them. Our eyelashes keep our eyes safe from these winds.
Do you know, why we have humps on our back? In the desert, it’s hard to find food and water. Our humps store food, so that we can use the food in the hump if we cannot find it in the desert.
Ma, can you tell me why we have hard skin?
It saves us from thorny cactus plants as well as from the hot sun and cold nights in the sand.
Ma, but why are we in the zoo? Why are we not in the desert?
Note to the teacher: Read the story to the children. Encourage them to know the features of the camel’s body and the desert.
Let us understand
1. Tick (✔) the correct one.
2. Match the picture with its use.
3. Listen, think and write.
( walk hump winds camel zoo )
a. Name the animal in the story.
The animal in the story is camel.
b. Why does camel have long legs?
The long legs help to walk in the sand.
c. Why does camel have long eyelashes?
The eyelashes protect it from sandy winds.
d. Where does the camel store food?
The camel stores food in its hump.
e. Where are the camels in the story?
The camels are in the zoo.
THINK ZONE
Circle the odd one.
Let us do
* Make one set of flashcards with words from wordwall.
* Write the words on the board.
* Ask the children to pick a flashcard.
* Ask them to read and circle the word on the board.
* Practise with all the children.
Let us talk
Mountains are tall and high
Hills are low and round
Valleys are deep and low
Plains are flat
Plateaus are also flat on top
Deserts are sandy
Islands have water around
Oceans are large and brine
Rivers gush to the sea.
* Teach the rhyme to the class.
* Make a set of flashcards with pictures of the landforms.
* Now, divide the class into two groups A and B.
* Call a child from group A to pick a card. Ask them to sing the line related to the landform and ask ’Who am I?’
* Ask the children from group B to guess the landform using the structure ‘You are the ________.’
* Practise with all the children.
Read and write the correct land form.
tall and highmountain
deep and lowvalley
water all around island
Let us say
Listen to the sound and repeat.
ir as in
Listen and repeat.
Let us practise
Read aloud.
The girl is a nurse.
Stir the curd.
Dirt on the shirt.
Colour the words with ir in blue and ur in green.
curb turn girl burn third
dirt fur first stir churn
Note to the teacher: First teach the sound (/з:/) to the children. Then, introduce the three letter clusters for the sound to the children. Help the children relate the sound to the letter cluster.
Let us do
* Display the words on the wordwall.
* Make the children stand in a circle
* Read out one word with ir or ur
* Motivate the children to say another word with the same sound
* Practise with all the children.
Let us use
Let us learn how to request politely
Would you please move?
Would you please close the window?
Circle Time Activity
* Divide the class into two groups A and B.
* Give a situation to group A. (e.g. borrowing water, at the market etc.)
* Make a child from group A ask, “Would you please give/move/open ____?”
* A child from group B should say “Yes, I can.” or “No, I cannot.”
* Reverse the roles of the groups.
* Practise with all the children.
Fill in the blanks and say it to your friend.
Can you please close the door?
Can you please pass the pencil?
Let us know
Fill in the blanks using a or an.
This is a ball.
This is an elephant.
Let us see how to use ‘The’.
The boy in red shirt is a cricketer.
This is an ant.
We use ‘The’ for boy as we are taking of a particular boy, but ant is commonso we use an.
This is a box.
The box is blue.
This is an umbrella.
The umbrella is pink.
We use ‘The’ when we talk of the same thing again.
So, we use ‘the’ for
Do you know?
Try these.
1. This is a car. The car is green.
2. This is an egg. The egg is big.
3. This is a bulb. The bulb is not working.
4. This is an ice-cream. The ice-cream is sweet.
5. This is an apple. The apple is red.
6. This is a cycle. The cycle is blue.
Fill in the blanks using suitable article.
1. The sky is blue. 
2. The stars shine at night. 
3. The moon is bright. 
4. The tree is tall. 
5. The dog has a long tail. 
Note to the teacher: Revise when to use a/an with children. Teach the children when to use ‘The’. Encourage the children to use articles a, an and the in sentences.
Let us read
The River and the Hill
The river feels, “I have to run all the time. I want to be like the hill.”
Then, one day the river asks the hill, “Why do I run all the time?”
The hill says, “Ha! Ha! Ha! Can you tell me why I stand all the time?”
The river says, “I think you like to stand all the time.”
The hill says, “No, I have to see the same trees every day. I wish to see new hills and trees!”
The river says, “I get to see new hills and trees every day. Do you want to come with me?”
The hill says, “No, I help many lives here. Just as you help many lives on your way.”
The river says, “Thank you for your help!”
The river runs and the hill stands.
Both the river and the hill are happy.
Note to the teacher: This is a supplementary story. Encourage the children read the story on their own.
Let us think and do
Circle / underline the correct word.
tree / river ; hill / river ; tree / hill
Arrange the words to make sentences.
do I run the time all why?
Why do I run all the time?
come with me you will?
Will you come with me?
Let us make
Colour the landform.
Colour the leaves green.
Colour the sun yellow.
Colour the water blue.
Colour the trunk brown.
It is an island.
It is surrounded by water.
Big Picture
1. Who rides bicycle?
John rides the bicycle.
2. Who swims in the river?
Malik swims in the river.
3. Who plays with the dog?
Asif plays with the dog.
4. Who flies kite?
Devi flies kite.
5. Who is on the tree?
Balu is on the tree.
6. Who has the balloons?
Malar has the balloons.
7. Who rides on the camel?
Arun rides the camel.
8. Who climbs up the mountain?
Anbu climbs up the mountain.
Note to the teacher: Encourage the children to answer orally. Teach them to ask and answer questions with “Who…?” Practise the structure contextually in the class.
I Can Do
1. Look at the pictures and write its name.
( island hill volcano )
2. Match the following.
Tall and High – Plain
Sandy – Mountain
Flat – Desert
Answer
Tall and High – Desert
Sandy – Plain
Flat – Mountain
3. Recite the poem ‘Beauty of Nature’
4. Circle / underline the words with ir or ur.
a) art, part, girl
b) jug, burn, mug
c) turn, short, shirt
5. Fill in the blank with a, an, and the.
I met an Oldman. The Oldman came from The village.
He told me about the Sun and the Moon.
6. Use the structure ′Would you…?′ to ask your friend to move his/her bag.
Would you move your bag?
Learning Outcome
Now I can…
Note to the teacher: Ask the children to colour the balloon when they achieve the learning outcome.