5) 6) The keys are on the table. The ball is under the stool. Formal Writing Summary writing What is a summary? Have you ever watched a movie that you liked so much that you just had to tell your friends about it? Did you narrate the entire story scene by scene? Or did you retell the main parts of the story in your own words? A summary is a short piece of writing. It contains the most important points of a longer story. It does not give too many details. It gives the person who has not read or seen the piece a good idea of what it is about. Writing a summary of a story involves two steps. 1) Answer important questions about the text. 2) Put the answers together and summarise the story. Module 10 47 ALP_G3 ENG_WB part 2.indb 47 12/10/2018 1:30:48 PM
Exercise 4: Read a passage about what Simran has to say about her school supplies. Then, answer the questions based on the passage and summarise it in your own words. School starts in a week, and today is the day we go shopping for school supplies! I told mother that I didn’t need anything. I loved my backpack from last year. It had a picture of Topaz, my favourite singer. It even had her autograph across the bottom of her picture. I couldn’t wait to get my bag out of the cupboard and check my pens and pencils. When I pulled out my backpack from the back of my closet, I was horrified at how dirty it was. Somehow, over the summer, a strap had broken, the colour had faded, and the zipper was stuck. There was a dark spot right on Topaz’s face, and you could hardly read her signature any more. When I looked inside, I found papers that were stuck together from an open glue bottle. I wondered who had taken the cap off of my glue bottle. My sketchpens had come out from the box, and the caps were mysteriously missing. My lucky pencil was too short to write with anymore. I decided it was time to make my list of new school supplies. STEP 1 – Answer the questions 1) Who is the main character? What did she tell mother? Ans. 2) Describe her backpack. Ans. 48 12/10/2018 1:30:49 PM ALP_G3 ENG_WB part 2.indb 48
3) What did the character find inside the backpack? Ans. 4) What did the character decide in the end? Why? Ans. STEP 2 – Summarise the story Summarise in five lines Module 10 49 ALP_G3 ENG_WB part 2.indb 49 12/10/2018 1:30:49 PM
Creative Writing Fairy tale writing Look at the given pictures. What do they remind you of? Fairy tales! A fairy tale is a magical and imaginary story. We read about fairies, wizards, dragons and magic in fairy tales. Anything can happen in a fairy tale! It need not be real. 50 12/10/2018 1:30:50 PM ALP_G3 ENG_WB part 2.indb 50
Let us read a famous fairy tale and see the different parts or elements that make up such a story. Once upon a time, there lived a boy named Jack. He lived with his mother. They were very poor. One day, a man gave Jack some beans. Jack took them and went home. When Jack’s mother saw the beans, she got angry and threw them away. The next morning, Jack saw a giant beanstalk outside his window. He started to climb it. He went up to the sky through the clouds. He saw a beautiful castle there and went inside. Suddenly, he heard a voice saying, ‘Fee, fi, fo fum!’ Jack got scared and ran into a cupboard. A huge giant came into the room and sat down. There was a hen on a table. ‘Lay!’ said the giant. The hen laid a few golden eggs. The giant then fell asleep. Jack jumped out of the cupboard and took the hen and the golden eggs. The giant woke up as he was running out and angrily shouted, ‘Fee, fi, fo, fum!’ Jack quickly ran down the beanstalk. The giant followed him. Once he climbed down, Jack shouted for help. His mother chopped the beanstalk with an axe. The giant fell to the ground and vanished. Jack and his mother had the golden eggs and they lived happily forever. Characters Setting Jack, his mother, the Jack’s garden, man, the giant giant’s castle Solution Background of the story Problem Jack and his family takes hen and Jack and his mother are very poor. golden eggs from One day, Jack gets beans and grows were poor giant’s castle a beanstalk. He is curious to know Ending what lies at the top of the beanstalk killed giant and took his hen and and climbs up to find out. golden eggs Lesson learnt be bold and curious Module 10 51 ALP_G3 ENG_WB part 2.indb 51 12/10/2018 1:30:50 PM
Exercise 5: Read the given fairy tale and identify the different story elements. A long, long time ago, there were two children named Hansel and Gretel. The children’s stepmother, did not like them at all. She said to her husband, ‘Go leave them in the forest tomorrow. They will get lost, and wild animals will eat them up!’ Hansel overheard their parents’ plan. With his sister, he came up with a plan of his own. The next morning, the woodcutter took his children into the forest. But Hansel and Gretel had stuffed their pockets with pieces of bread. They kept dropping those on their way into the forest. They would follow this trail of breadcrumbs back home. Soon enough, the woodcutter left the children in the forest. Suddenly, they smelt something delicious and sweet! They followed the lovely smell. Soon, they came to a strange little house. Its walls were made of cake, the roof was made of chocolate, and the doors and windows of the most delicious biscuits and cookies! The children hungrily broke off pieces of the house and started munching on them. While they were still eating, an old woman came out of the house, smiling widely at them. She invited Hansel and Gretel into her house and said they could eat all they wanted. But inside, the house was made of iron and steel—there were no sweet treats at all! There was a large oven with a big fire burning inside. All of a sudden, the old woman jumped upon Hansel and tied him up! ‘I am going to have you for dinner, you chubby child! Ha! Ha! Ha!’, laughed the woman, clapping her hands with delight. She was not a kind old lady but an evil witch who trapped little children to eat them up! Gretel was thinking of a plan to escape and also save her brother from the evil witch. ‘Go check if the oven is hot enough!’, the witch ordered her. Gretel got an idea. ‘It isn’t hot enough’, she said to the witch. An hour later, when the witch asked her to check again, Gretel gave the same answer. This went on for a few times, and the hungry witch was getting impatient. ‘Are you trying to fool me, little girl?’ she cried angrily. ‘I’ll go check myself!’ she said. This was the moment Gretel had been waiting for. As soon as the witch went near the oven, Gretel pushed her hard from behind. In went the witch, tumbling into the roaring, burning fire, and soon she was turned to ashes! Gretel then untied her brother, and off they ran, out of the house and straight out of the forest! 52 12/10/2018 1:30:50 PM ALP_G3 ENG_WB part 2.indb 52
Characters Background Setting Problem Solution Ending Lesson learnt ALP_G3 ENG_WB part 2.indb 53 Module 10 53 12/10/2018 1:30:51 PM
Module 11 Section Name What I Will Learn Dictation Word dictation Vocabulary Alphabetical order Grammar Conjunctions Formal Writing Summary writing Creative Writing Fairy tale writing Dictation 3) Exercise 1: Word dictation 6) 1) 2) 9) 4) 5) 7) 8) 12/10/2018 1:30:51 PM 5445 ALP_G3 ENG_WB part 2.indb 54
PR Vocabulary Q Alphabetical order The alphabetical order is the arrangement of the letters of the alphabet from A to Z. We arrange words in alphabetical order according to the first letter of each word. Example: cake, egg, smoke 'C' comes before 'e' and 'e' comes before 's'. So, we write cake first followed by egg and then smoke. Exercise 2.1: Arrange the words in alphabetical order. One is done for you. 1) coconut, knocked, patch, excitement Ans. coconut, excitement, knocked, patch 2) basket, greedy, helmet, dagger Ans. 3) friend, uncle, neighbour, relative Ans. 4) king, queen, minister, soldier Ans. 5) two, five, seven, eight Ans. 6) English, French, German, Spanish Ans. Module 11 55 ALP_G3 ENG_WB part 2.indb 55 12/10/2018 1:30:51 PM
Dictionary guide words The words in a dictionary are arranged in the alphabetical order. The words on the top of a dictionary page are called guide words. The top-left corner of a page lists the first word on the page. The top-right corner lists the last word on the page. A page has only those words that can be alphabetically arranged between the given guide words. Guide words help us to find a word easily. Exercise 2.2: Look at the guide words given on the dictionary page. Based on the guide words, write whether the words given below will appear on this page. Put a for yes and for no. One is done for you. 1) hand 2) habit 3) hard 4) half 5) hammer 6) horse 56 12/10/2018 1:30:51 PM ALP_G3 ENG_WB part 2.indb 56
Grammar Conjunctions Join the sentences with the correct conjunctions (and, but, or, so). Use the hints in brackets to help you. 1) I tried my best. I could not catch the bus. (opposite ideas) Ans. 2) Moiz played sports. Moiz was fit. (result) Ans. 3) You can attend the swimming class. You can attend the dance class. (You cannot attend both.) Ans. 4) Shalini went to school on Monday. Shalini went to the park on Monday. (She went to both the places on Monday.) Ans. Module 11 57 ALP_G3 ENG_WB part 2.indb 57 12/10/2018 1:30:52 PM
Remember You have learnt that conjunctions are words that join words or parts of sentences together. There are three types of conjunctions. Conjunctions Coordinating Correlative Subordinating conjunctions conjunctions conjunctions The conjunctions you have learnt about in the previous classes ('and', 'but', 'or', 'so') are coordinating conjunctions. We will learn about more coordinating conjunctions in this lesson. Coordinating conjunctions They are words that connect two or more sentences or parts of sentences together. They also connect two similar parts of a sentence. Remember Remember the term FANBOYS for coordinating conjunctions. 58 12/10/2018 1:30:53 PM ALP_G3 ENG_WB part 2.indb 58
Let us understand how each coordinating conjunction is used. ‘For’ means ‘because’ or ‘since’. Examples: • I was tired, for I had been working hard. • I don’t go to beaches, for I am afraid of the sea. ‘And’ combines one thing, idea or event with another. Examples: • We ate pasta and cake at her party. • We sang and danced on New Year’s Eve. ‘Nor’ indicates two negative ideas, each of which does not happen or take place. Examples: • He will not come to the theatre, nor will he stay at home. • Anya did not steal the necklace, nor did she take the money. ‘But’ connects statements with opposite ideas. Examples: • I called Meera, but she was not at home. • It was cloudy, but it did not rain. ‘Or’ shows choice (options) between two things. Examples: • Will you have coffee or tea? • Will he stay tonight or go back home? Module 11 59 ALP_G3 ENG_WB part 2.indb 59 12/10/2018 1:30:53 PM
‘Yet’ shows a surprising fact after the previous fact mentioned. Examples: • I was tired, yet I had to keep running. • I left early, yet I reached late. ‘So’ connects two sentences where one shows a cause and the other the result. Examples: • It was raining, so she decided to carry an umbrella. • He was rude, so I did not speak to him. Remember When you join two simple and complete sentences, place a comma before the coordinating conjunction. Examples: • I want to go to the market, but I don’t have money. • I am not well, so I will not go to the picnic. When coordinating conjunctions join two words or incomplete sentences, a comma is not placed before the conjunction. Examples: • Shaila and Heena went to school. • The dog is young but well-trained. 60 12/10/2018 1:30:53 PM ALP_G3 ENG_WB part 2.indb 60
Exercise 3.1: Colour the stars next to the sentences where the coordinating conjunctions are correctly used. One is done for you. 1) I would like to eat strawberries or mangoes. 2) Huma was tired, yet she fell asleep. 3) Dara and Stuti are best friends. 4) He knows Rama but Piyush. 5) They had to return home, for the show was cancelled. 6) She was told to sit still, but she kept moving. Exercise 3.2: Join the given pairs of sentences using the coordinating conjunctions given in brackets. One is done for you. 1) The principal entered the classroom. The students did not stop talking. (yet) Ans. The principal entered the classroom, yet the students did not stop talking. 2) He is careful. He does not want to make a mistake. (for) Ans. Module 11 61 ALP_G3 ENG_WB part 2.indb 61 12/10/2018 1:30:53 PM
3) They came here in the evening. They began making all the arrangements. (and) Ans. 4) The doctor can treat the old woman first. The doctor can treat the child first. (or) Ans. 5) The car is small. It has a lot of space inside. (but) Ans. 6) There was no water. They waited for the water tanker. (so) Ans. Exercise 3.3: Make six sentences using suitable conjunctions. One is done for you. 1) I went to the market, and cookies. 2) You can go to the playground yet bad at singing. 3) Seema likes cake but will she go to the theatre. 4) I had kept my sweater safely, or to your friend’s house. 5) He was good at drawing for I could not find it. 6) Raima will not go to the library, nor I had to buy some vegetables. 62 12/10/2018 1:30:53 PM ALP_G3 ENG_WB part 2.indb 62
1) I went to the market, for I had to buy some vegetables. 2) 3) 4) 5) 6) Exercise 3.4: Complete the passage by using the correct coordinating conjunctions. One is done for you. Ronny loves his mother and father. He listens to them, _____________________ they give good advice. The three of them spend little time together, ________________________ they are a very close family. They do not argue, ________________________ do they fight. Ronny works hard ________________________ that he can make his parents proud. His mother ________________________ father is always there to pick him up from school even if both cannot come every day. Formal Writing Summary writing Tick the true sentences about summarising and cross out the false ones. 1) A summary is a detailed version of the main story. 2) Summaries can be written for movies, books, plays and poems. 3) A summary gives you only the main idea of the story. Module 11 63 ALP_G3 ENG_WB part 2.indb 63 12/10/2018 1:30:53 PM
4) A summary is not enough for the reader to get the main idea of the story. 5) You must only include facts and not opinions in a summary. Follow these steps to summarise a passage. 1) Read the text. 2) Identify the main idea of the entire text. 3) Summarise each paragraph. 4) Put together the important points, and summarise them in your own words. Exercise 4: Read the text. Then, fill in the details and summarise the text in the space provided. Once, a man and his son were going to the market with their donkey. As they walked, a man passed them and said, ‘How silly! You are walking that donkey when you could be riding it instead.’ Hearing this, the man put his son on the donkey’s back and they went on their way. Soon, they passed a group of women, one of whom said: ‘You should be ashamed of yourself, young man. Your father, who is older than you, should be riding. You should be walking.’ Red-faced and embarrassed, the boy jumped down to have his father get up on the donkey. They hadn’t gone far when they passed a man and a woman, one of whom said to the other, ‘Doesn’t he know they can both ride that donkey? His son doesn’t have to walk this dusty road.’ The man didn’t know what to do, but he took his son up and sat him down in front of him on the donkey. When they reached the town, the people began to jeer and point at them. ‘You’re overloading that poor donkey—you and your son both sitting there. You should carry the donkey yourselves.’ So, they picked the donkey up and carried it on their shoulders towards the bridge that led to the market. The townspeople saw the sight and laughed so much that the donkey got scared by the noise. It tried to get away from the man and his son, but slipped and fell to the ground. Once it got on its feet again, it ran away. ‘That will teach you,’ said an old man who had followed them. ‘Try to please everyone, and you will please no one.’ 64 12/10/2018 1:30:53 PM ALP_G3 ENG_WB part 2.indb 64
Main idea: Summary of Paragraph 2 Summary of Paragraph 1 Summary of Paragraph 4 Summary of Paragraph 3 Summary of Paragraph 5 Your final summary Module 11 65 ALP_G3 ENG_WB part 2.indb 65 12/10/2018 1:30:53 PM
Creative Writing Fairy tale writing magic fairies not FAIRYTALE kings real and queens once upon a talking time ... animals castles Characters are the people, animals or things in a story who think, feel and act. How the characters look and what they say, feel and do take the story forward. Descriptions like 'tall', 'brown-haired', 'hooked nose' tell us how a character looks like on the outside. What characters do, say or feel tell us how they are on the inside, as a person. For example, sharing things with others shows kindness. Being selfish or unkind to people shows wickedness. 66 ALP_G3 ENG_WB part 2.indb 66 12/10/2018 1:30:54 PM
what they what they look like say outside inside what they what they do feel A few character descriptions are given below. Identify the qualities that can be seen on the outside. Also identify what the characters are like on the inside based on what they say, feel or do. Use the words given in the boxes to help you. You can also add words of your own. chubby, long-haired, beautiful, tall, skinny, shy, loves animals proud, rude, greedy, selfish foolish 1) Sushma was a short, plump girl. She studied in Class 4. She had a round face, covered with freckles. Her long hair swayed from one side to the other. She sat by herself during lunch time. She never got along with her classmates. After school hours, she would go out and pet Malu, the school watchman’s dog. 2) R otlu was a good-looking snake. He had brown spots covering his silky green body. He called himself the king of the jungle. Rotlu always ordered the other animals around. He did not care if he hurt others’ feelings when he said anything. Deep down, Rotlu was afraid that they did not really like him. He thought that the only way to make the others respect him was to make them afraid of him. 3) R atul was a thin boy with shiny brown eyes. He could run fast with his long legs. However, people would often tease him for his elephant ears. He was never Module 11 67 ALP_G3 ENG_WB part 2.indb 67 12/10/2018 1:30:54 PM
happy with what he had. Ratul often took his sister’s favourite pen without asking her, even though he had one of his own. He always wanted more. Ratul would say, ‘We must take the things we want and not feel bad.’ Exercise 5: Fill in the boxes and create a character for a fairy tale using the picture given below. What is the name of the character? What do they look like? What do they think and feel? What do they say? What do they do? 12/10/2018 1:30:55 PM 68 ALP_G3 ENG_WB part 2.indb 68
Module 12 Section Name What I Will Learn Dictation Sentence dictation Vocabulary Grammar Names of musical instruments Formal Writing Names of people in different occupations Creative Writing Types of sentences Transformation of sentences Research writing Fairy tale writing Dictation Module 1 69 Exercise 1: Sentence dictation 1) 12/10/2018 1:30:55 PM 2) 3) 4) 5) ALP_G3 ENG_WB part 2.indb 69
PR Vocabulary Q Names of musical instruments Exercise 2.1: Write the names of the musical instruments shown below. Use the given words. tabla harmonium sitar flute piano guitar 1) 2) ______________________________ ______________________________ 3) 4) ______________________________ ______________________________ 5) 6) ______________________________ ______________________________ 70 12/10/2018 1:30:56 PM ALP_G3 ENG_WB part 2.indb 70
Names of people in different occupations Exercise 2.2: Match the pictures in Column A with the occupations in Column B. One is done for you. Column A Column B 1) a) fruit seller 2) b) librarian 3) c) chef 4) d) tailor e) plumber 5) f) nurse 6) Module 12 71 ALP_G3 ENG_WB part 2.indb 71 12/10/2018 1:30:57 PM
Grammar Types of sentences Where are She is Give me some We won the you going? dancing. water. match! Did you notice that each sentence above is different from the others? Each type of sentence has a different purpose. Let us learn more about the types of sentences. Declarative They are used to state information. They are sentences statements and end with a full stop (.). Examples: • I will come to your party. • The elephant has a long trunk. • The Earth goes around the Sun. Imperative These sentences give commands or make requests. sentences Imperative sentences end with a full stop (.) or an exclamation mark (!). Examples: • Please pass me my book. (request) • G o sit in your chair. (command) • S peak the truth! (command) 72 12/10/2018 1:30:59 PM ALP_G3 ENG_WB part 2.indb 72
Interrogative These sentences ask questions and end with sentences a question mark (?). Examples: • Who broke the vase? • What is your name? • Which is the fastest train? Exclamatory These sentences show excitement or strong feelings. sentences They end with an exclamation mark (!). Examples: • I have a new frock! • My sister is so clever! • Oh! I lost my English book. Exercise 3.1: Read the given sentences and sort them according to their types. One is done for you. 1) A re you going to buy a swimming costume? 2) How colourful is the rainbow! 3) Please get me a bowl of popcorn. 4) Shut the door. 5) Can you solve these questions? 6) The Sun is a star. Declarative sentences Imperative sentences (statements) (orders or requests) Module 12 73 ALP_G3 ENG_WB part 2.indb 73 12/10/2018 1:30:59 PM
Interrogative sentences Exclamatory sentences (questions) (strong emotions) 1) A re you going to buy a swimming costume? Exercise 3.2: Rearrange the jumbled words to form the types of sentences given in brackets. Then, add the correct punctuation marks at the end of each sentence. One is done for you. 1) love/playing/we/cricket (declarative) Ans. We love playing cricket. 2) homework/you/do/your/did (interrogative) Ans. 3) feed/animals/do/not/the (imperative) Ans. 4) well/she/how/sings (exclamatory) Ans. 5) India/from/is/he (declarative) Ans. 74 12/10/2018 1:30:59 PM ALP_G3 ENG_WB part 2.indb 74
6) you/finish/can/work/quickly/the (interrogative) Ans. Transformation of sentences Meet Miss Yes, Miss No and Mr Why. They are good friends, but they also get into big fights very often. Miss No and Mr Why always go against poor Miss Yes. Whenever Miss Yes says something, Miss No turns that statement into a negative, while Mr Why immediately changes it into a question! It’s very funny to see how they behave! ? Miss Yes says: Miss No says: Mr Why says: Rajit goes to the market Rajit does not go to the Does Rajit go to the in the evening. market in the evening. market in the evening? They go on a trip every They do not go on a trip Do they go on a trip month. every month. every month? Notice that Miss Yes, Miss No and Mr Why were playing the game using the simple present tense. Let us revise the rules. simple • subject + base verb (-s/-es) + object present (positive) Module 12 75 ALP_G3 ENG_WB part 2.indb 75 12/10/2018 1:30:59 PM
simple • Use ‘do not’ with ‘I’, ‘we’, ‘you’, ‘they’ and plural present subjects. (negative) • Use ‘does not’ with ‘he’, ‘she’, ‘it’ and singular subjects. • Use base verbs without ‘-s’ or ‘-es’. simple • Begin questions with ‘do’ or ’does’. Use ‘do’ with ‘I’, present ‘we’, ‘you’ and plural subjects; use ‘does’ with ‘he’, (question) ‘she’, ‘it’ and singular subjects. • Use base verb without ‘-s’ or ‘-es’. Here, Miss Yes, Miss No and Mr Why are talking about what they did at a school event. I participated in the I did not participate in the Did I participate in the western dance. western dance. western dance? Observe that the three were talking about the past. Here are the rules to follow for sentences in the simple past tense. simple • subject + simple past verb form + object past (positive) simple • subject + did not + base verb form + object past (negative) 76 12/10/2018 1:31:00 PM ALP_G3 ENG_WB part 2.indb 76
simple • subject + did not + base verb form + object past (question) Now, Miss Yes, Miss No and Mr Why are debating inside a zoo about what a few animals are doing there. Can you fill in the blanks? The lion is sleeping. The lion is not sleeping. Is the lion sleeping? The monkeys are making a lot of noise. The three friends were talking in the present continuous tense in the above conversation. Let us read the rules that they have followed. present • subject + ‘is’/‘are’/‘am’ + ‘-ing’ form of verb + continuous object (positive) present • Add ‘not’ after ‘is’/‘are’/‘am’. Everything else remains continuous the same as in the positive form. (negative) Module 12 77 ALP_G3 ENG_WB part 2.indb 77 12/10/2018 1:31:00 PM
present • ‘is’/‘are’/‘am’ followed by the subject + ‘-ing’ form continuous of verb + object (question) After coming back home, the three talked about the zoo again. As usual, Miss No disagreed with Miss Yes, while Mr Why was doubtful and asking questions. You know them well enough now, don’t you? Can you guess their responses? The peacocks were The peacocks were not Were the peacocks dancing. dancing. dancing? I was enjoying myself. The sentences above show actions that were happening in the past before something else happened. Let us revisit how to form different sentences in the past continuous tense. past • subject + ‘was’/‘were’ + ‘-ing’ form of verb + object continuous (positive) past • Add ‘not’ before the subject. Everything else remains continuous the same as in the positive form. (negative) 78 12/10/2018 1:31:00 PM ALP_G3 ENG_WB part 2.indb 78
past • ‘was’/‘were’ followed by the subject + ‘-ing’ form of continuous verb + ‘object’ (question) Exercise 3.3: Identify the types of sentences. One is done for you. 1) I love to watch cartoon films. – positive sentence 2) Mariam does not enjoy playing cricket. – 3) Where did you get that blue pen from? – 4) What is your favourite sport? – 5) She does not like to study. – 6) My sister will make laddoos for me today. – Exercise 3.4: Convert the sentences according to the instructions given in brackets. One is done for you. 1) My friend cannot reach the top shelf. (Change this to a positive sentence.) Ans. My friend can reach the top shelf. 2) The police could not catch the thief. (Change this to a question.) Ans. 3) I understand what he says. (Change this to a negative sentence.) Ans. Module 12 79 ALP_G3 ENG_WB part 2.indb 79 12/10/2018 1:31:01 PM
4) Were you doing your homework? (Change this to a negative sentence.) Ans. 5) This class is not getting over soon. (Change this to a positive sentence.) Ans. 6) She went to her drawing class. (Change this to a question.) Ans. Formal Writing Research writing One of the best ways to learn the old stories of your family members is to look at their old photographs. Photographs have a lot of lovely memories and stories behind them. Let us read what Leela learnt about her mother, aunt and grandparents by looking at their photographs. I spent the last winter vacation with my grandparents. In the storeroom of their house, I found the childhood photographs of my mother and aunt. Grandmother told me that my mother was very lively as a child. She loved animals so much that she even brought a baby snake from the garden once! Another time, my mother and aunt kept a black-and-white stray kitten as a pet. They called her Candy. In some photographs, Candy can be seen sitting in their laps. Grandfather loves the photograph in which he and his two daughters are sitting on a horse. The photograph was clicked when they were on holiday in Nainital. I was surprised to see my grandparents looking so young in the photographs. It was a wonderful journey back in time! 80 12/10/2018 1:31:01 PM ALP_G3 ENG_WB part 2.indb 80
Exercise 4: Find an old family photograph and ask the following questions. You can choose one family member, who is in the photograph, to answer the questions. Q. Who all are there in the photograph? Where was the photograph taken? Ans. Q. How are the people in the photograph related to each other? Ans. Q. Who clicked the photo? Was it a family member? Ans. Q. Why had everyone gathered? Was it a special occasion? Ans. Q. Did anything memorable happen around the time when the photo was being clicked? Ans. Module 12 81 ALP_G3 ENG_WB part 2.indb 81 12/10/2018 1:31:01 PM
Now, based on your answers, write a paragraph about the photograph in the given space. Creative Writing Fairy tale writing You have learnt about developing characters for fairy tales. Discuss these characters and write about them based on the questions given below. 1) What do they look like? 2) What are they doing? 3) How do you think they are feeling? 12/10/2018 1:31:01 PM 82 ALP_G3 ENG_WB part 2.indb 82
Exercise 5: Here are the elements of a fairy tale that you may have read. Use these elements to write your own fairy tale. Also, give the story a title of your choice. Characters: Papa Mama Baby Goldilocks Bear Bear Bear Setting: Bears’ cottage Important beds chairs things to be included in the story: porridge Events: bears have gone out – Goldilocks enters – chairs: too high, too low and ‘just right’ – Baby Bear’s chair breaks while Goldilocks is sitting on it – porridge: too hot, too cold and ‘just right’ – Goldilocks finishes Baby Bear’s porridge – beds: too hard, too soft and ‘just right’ – falls asleep in Baby Bear’s bed – wakes up to find the bears are back – very surprised, runs away Module 12 83 ALP_G3 ENG_WB part 2.indb 83 12/10/2018 1:31:02 PM
12/10/2018 1:31:02 PM 84 ALP_G3 ENG_WB part 2.indb 84
Search
