Standard 3 English Teacher Edition (Stanadard 3 Teacher Navigators )

 Standard 3 English Teacher Edition (Stanadard 3 Teacher Navigators )

To give this teacher Edition to the teachers of standard 3 on the basis of which English is to be taught from the second semester of standard 3.

It is advisable to use this soft copy if the book is already available in schools.

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Download 2nd Sem Standard 3 Teacher Edition : Click Here

Download Standard 4 ,1st and 2nd Sem Teacher Edition : Click Here

You must be familiar with the order of language education. In human beings, language skills are developed in the order of listening-narration (action), reading-writing. The child who is starting the step of mother tongue reading in standard 1 has five years of pre-school listening-speech and language experience with action. As Standard 3 is the first year of English language-study, we will pay special attention to the following during our teaching

We will provide children with maximum practice of listening to English expressions.

If you feel that the student is ready to narrate some of the expressions due to listening practice, then emphasize the English output which is not in the form of narration.

* Give maximum input through pictures, rhymes, story and activities. Giving more and more hearing. Passive listeners to students

By engaging in activities such as Listen and Do, Listen and Draw, Listen and Respond instead of creating, you will be able to intensify the hearing-acquisition, which will instinctively form the basis for the richness of English expressions in the students.

* Never translate English input. It is necessary to combine the meaning of English expressions with pictures and action. કર Doing one activity more than once will get more towers for Dhawan-kan. Your local situation in the activity

If you bring, you too will find joy in English-teaching and the satisfaction of doing something new. - The format of this book is as follows. The book has three sections

The language function based Activity Treasure included in Section 1 is as follows.

ACTIVITY: Sing and panee The rhyme or wong given in this activity is expected to be sung more than once, with Zilgan and Kriya. In doing so

The meaning of the English expressions for the targeted language function will become clear.

ACTIVITY : Play and Learn

In this activity, there is scope to introduce language function using put play-way method. The detailed description of the game is given, following which the students will also enjoy playing the game and the English input will also fall on their ears and the need to understand it will arise in their favor.

ACTIVITY:Lsten and Enjoy

In this activity a story that is known to the students party is put. The story weaves patterns and vocabulary contained in the language function. Reading a story, reading a picture, narrating with action can intensify the audible meaning of English input.

ACTIVITY: Look and Learn

The purpose of this activity is to connect students to pictures and English input. Combine the input provided for this activity with pictures

Follow the instructions. Pictures are given in the Picture Treasure section, you also collected pictures in the My Collection section Be able to bring variety.

ACTIVITY: Listen, Do and Learn

Here, create an activity that integrates as much as possible the language input you present in the above four activities.

Which will create a space for further integration of the learned inpat. ACTIVITY: Leurm, Check and Learn

This activity is in a way similar to Joanna's activity - Listen, Donnd Learn, with the purpose of testing how much English the students have learned along with the decran, i.e. this activity is for evaluation. Through this activity you can check for any shortcomings in the learning process and try to improve. This activity is for evaluation but keep the form infirml. Don't let an atmosphere arise where students are testing English. These activities will be useful in evaluating what you do during the year.

Also keep in mind the following when composing all the above activities

હેતુ The purpose for the activity is taken in the notification of the activity. Hence the 'why' before doing the activity

Understand that ‘What’ (How to do?) And ‘How’ (How to do the activity?) Will be more meaningful.

* PictureTreasureā is the picture given in the activity, we will use it.

Render the input given in that activity more than once, in reverse, in one form or another, so that the hearing-meaning Will get rehearsal.

More for Particles

* Classroom situation, students' interests and abilities in the given blank space in each activity to create more inputy and available

Use other resources (such as Internet) to record input and incorporate it into activities. So let's ... instinctively make our students suitable for English listening and interpretation activities.

Let's create an atmosphere ..