| Marshall Cavendish ne Education My Pals are Here! Judy Ling * Anne Smith Judy Ling s Anne Smith Marshall Cavendish LA® Education © 2003 Marshall Cavendish International (Singapore) Private Limited © 2014 Marshall Cavendish Education Pte Ltd Published by Marshall Cavendish Education Times Centre, 1 New Industrial Road, Singapore 536196 Customer Service Hotline: (65) 6213 9688 E-mail: cs@mceducation.com Website: www.com First published 2003 Second impression 2004 Third impression 2004 Reprinted 2005 (twice), 2006, 2007, 2008, 2009, 2010 (twice), 2011, 2012, 2013, 2014, 2015, 2016, 2017 (twice), 2018, 2019, 2020 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. Any requests for permission should be addressed to the Publisher. Marshall Cavendish is a registered trademark of Times Publishing Limited.
ISBN 978-981-01-5779-1 Printed in Malaysia Acknowledgements The authors and publishers wish to thank the following who have kindly given permission for the use of copyright materials: A TREASURY OF ASIAN FOLK TALES Retold by Linda Gan, illustrated by Kwan Shan Mei. Published by Earlybird Books, an imprint of Times Media Private Limited. © 1999 Times Media Private Limited + The Red Hill (Story and illustrations adapted for p20-23) Sohrab and Rustum (Story and illustrations adapted for p24-28) + The Emperor and the Nightingale (Excerpt and illustration extracted for p29) + The White Elephant (Excerpt and illustration extracted for p30) The Chess Player (Excerpt and illustration extracted for p30) Conten†s Prefqce. i Preface We believe that the learning of English should be a fun and rewarding experience for pupils.-(218 English, we hope to give every pupil the opportunity to learn the English Language in a most enjoyable and rewarding way.
At level 3, text types form the organising principle of the units. Each unit is driven by a particular theme through which a text type is introduced and reinforced. The topics we have chosen are of interest to pupils of Primary 3 and are relevant to pupils’ learning about the wider world. The topics and activities incorporate the three initiatives — Thinking Skills, |.
and National Education. Around each central, meaningful theme, we introduce and teach Text Types, Language Skills and English Grammar. We carefully explain the structure of each text type step by step. Pupils are given a series of tasks based on each step, before being asked to produce a complete text.
This indicates which language area or skill forms the focus of the page. Text types form the organising principle of the units. Each unit is driven by a particular theme through which the text type is introduced and reinforced. 3 1x,his ‘ond 5 Wrilfen gbọy ÚI lÍ bu Bene 0l Feountiniyhic may also nguoiví T9 let Vhis.
feelingsof noms YerSour 6Ö60Ifecords ham, »pes, lude his or her Texts used are authentic or authenticated and belong to the text types prescribed in the syllabus. Iv At level 3, there are two parts to the Textbook and Workbook. Each part contains seven units. Each Workbook unit corresponds closely to the same unit in the Textbook and provides stimulating practice and reinforcement exercises for pupils.
The Teacher-assist Pack accompanying these books contains detailed ‘Learning Outcomes’, suggestions for oral and aural work, the development and teaching of each lesson and numerous follow-up and extension activities for pupils at all stages of learning and development. There is a Summary of Contents at the beginning of each book and pages are cross-referenced between the Textbook and Workbook to enable pupils and teachers to find their way around the books more easily. 93 gtow YP We wish all pupils continued P on oseonou! DANH + NH9 ov should be success in their learning and ‘Mor ghee BO h Language. use of the Englis pow he wrt or bowl The reading texts also act as a model for the writing tasks.
The texts are ‘unpacked’ for pupils to understand the features of the text type. This helps them construct their own texts more effectively. gas 9t wit’ onthe Trews 90606om 0E 06 oudel- vệ Reading and comprehension skills are taught using authentic texts These questions draw pupils back into the text, to seek Tasks are designed information using to promote creative focused reading and critical thinking strategies. A simple storyline runs through every unit in the Textbook.
This storyline provides the The texts and the activities that follow them provide | | context for introducing the various language items. scaffolding for the — a ete teaching and aes By wate Spes modelling of the poraions forHing RPher re : sede coef onl il King her Prep? sister tell _yarious process skills. Mrs de ralidoy bout Ferenc" aan ee 92009 eran OP ES a ET ata 909 Srnubor n wien nents OF a Thụ, sei: tong% Tu tưng‘Pe nghị eS Steal NT oe F ature Sy qurport Mf Oo. TA ofthe deta Js sƠ! HN vinetac em note mm era e gahsẻ departure time TƯ ng, An ẤN UE og ake-of ae a switch ft oe + tockup the 0 2 en Co ate a Ysmae ee wots en vành soe soaks BY Ts an wine CO ed lanh SN(ese My ca The tasks require the pupils to use what they have just learned, by employing thinking skills and relating The teaching of “a it to their own experience.
« Phonemic AWA vocabulary is contextualised to as in f enhance learning. in the cart is on her Phonemic awareness is taught : systematically through interesting ee tasks and activities. n his poli *Hlere's ønolher enlry from Arnold's journol” soid Liming. In English, « speaker does not refer to himself or herself by “He wrote this on his trip to Planet Ig.” ‘name to soy what he or she is doing, The pronoun lis used instead.
Today, my fellow ostronauts, Jonathan and Sandra, +. ‘and I landed on o new planet which we named Planet Ig. Itis unlike ony planet we have ever seen, * It is covered with orange dust and large rocks. 1 + 1reploces Arnold, the name of the writer, in the paragraph above.
‘+ The pronoun we replaces Jonathan, Sandra ond I. G + The pronoun it replaces the noun, Planet Ig. The subject of a verb is the person, animal or thing that does the action described by the verb and it usually comes before the verb in the sentence: SubjecL Verb T he $pace cre4tUes/.- wore carrying, a small machine. - They 1 told her to be careful.
You are very careless. The alien/t stared back at me. Joe/Jane/He/She. tikes space creatures.
we enjoy space fiction. Ihe, she, it, we, you and they are used as subject pronouns in the sentences above. We often find pronounsin joumal entries. Pronouns replace the names of people, animals, places and things, We use pronouns so that we do not need to repeat the same nouns over and over.
51 Grammar rules and punctuation are mostly taught in the context of the text type being focused on so that pupils can see how grammar contributes to making meaning. Pupils learn both the structure and function of the grammatical feature. [TY Grammar + Vocabutry è weedy DH “Here's on entry about Mars,” said Ben. “Let's see whol it The line below shows adverbs that express how often something happens or someone does something, from most often (always) 10 Jeast often (never), but they do not tell us exactly how often: least often The line below shows adverbs that tell exactly how often something happens or someone does something.
Š Adverbs tel us more about verbs, Some adverbs tell Us how often something happens or someone does something. oss: Nene! information a (en fee at ive There is a corresponding Workbook for each My Pals are Here! English Primary 3 Textbook. The tasks and activities in the Workbook have been designed to extend, supplement and complement the teaching and learning that take place in the Textbook. Additional texts that model the text type taught in the Textbook are provided in the Workbook for the practice of reading Reading comprehension worksheets focus on a variety of reading skills comprehension skills.
Sl dation The exercises vary in levels of difficulty and give pupils opportunities to think critically and creatively. viii None chen bate t Let's write a tale Now, it’s your turn to write @ story. Use the information provided in the story web below to plan your story. The main characters Graphic organisers are used 7 The purpose {Is there 0 lesson to be learned? Whol is i? extensively and meaningfully to , provide scaffolds for the various ` hóa language learning tasks, 1 NET especially the writing tasks at the charocter end of each unit.
The fisherman ond his wife helped to. Example: Fisherman tary he kh copy ok Hie? Wht did heyshe/t They helped the turtle to protect its Wht was he/sherit ike? ‘cap From the ade. They discovered o pirate’s treasure. Varied and creative tasks and What db he/she/t usually do? sả oar 1e Setting activities have been designed THis is th YOU conisthe ploce ntrodica(where) ong278 nd te ofthe Hive on oF more fen chee you he, to make language learning "9e (who) hoe, meaningful and enjoyable as well as to provide for different learning abilities and intelligences in the classroom.
Writing tasks are scaffolded to guide pupils in producing the respective text types. rye sooo! toohoe g.avel cole grvovi _ ( D0 ` Hed oP oP ew vn ovoS61 vao dd ` TẾT củ AT UANN (oh 2hiheype 33old PEE PF the ol PH — em old reeset fo) sew a det listening skills are introduced and practised in context using different types of pencil and paper tasks. Cố: summary oF Contents. ‘ Text Type for CorelletA Title Reading and Writing Language Conventions Read All About Itl + Newspaper reports + Question words + Subject-verb agreement + Past continuous tense | 2 10 Happy Holidays + Personal recounts + ‘am/is/are’ + ‘going to’ + verb.
- E-mails + Exclamation marks "pages * ‘and’ + commas § 34-47 Tì Adventures in Space + Personal recounts + Subject and object pronouns - Journals * Connectors of time pages + Adverbs of frequency 48-59 t of This World 13 Here's How to Get + Directions and + Verbs used in orders, commands There instructions ớ or warnings pages + Prepositions of position and 72-91 direction + Adverbs of place + Adverbs of time + Adverbs of manner + Adverbials of duration 1@ | Better Safe Than + Posters and lists + Yes/No questions Sorry + Verbs used in orders, commands pages or warnings 92-108 + Connectors | NORE LEER EINE IOS TOLD GAINED SEILER IOS PLM OE Fe: m Rae Phonemic Awareness/ Text Type for Vocabulary Oral Interaction Dictiondry Skills Writing + Vocabulary + Newspaper Presenting related to parts of reports information a newspaper using classification and sequence + Personal + Explaining recounts choices/supporting - E-mails opinions + Vocabulary for + Long vowel ‘ir’ + Personal describing a space recounts adventure - Journals found in + Words and phrases + Dictionary Skills + Directions and + Giving directions/ to describe manner - Letter sequence instructions instructions; making - First and last a request politely word + Long vowel ‘or’ + Vocabulary to talk + Posters and lists + Supporting opinions/ about safe and ideas with reasons. unsafe behaviour for pedestrians SLR RA 2 BAGO ALON DER DBL GT ETD _s Reoding 9 Read All About It! ‘| like to read the newspaper because | can find out what's happening around the world. Here's a newspaper report about a bushfire in Australia,” Weimin told his classmates one day. 2002 My Pals Times Wednesday, 24 December Bushfire out at last!