CBSE - Class 03 - English - NCERT Solutions

NCERT Solutions for Class 03 English

Download NCERT Solutions for CBSE Class 03 English Marigold NCERT Book 01 Magic Garden 02 Nina and the baby Sparrows 03 The Enormous trip 04 A little Fish story 05 The yellow Butterfly 06 The story of the road 07 Little Tiger Big Tiger 08 My Silly Sister 09 He is my Brother 10 Ship of the Desert Poem 01 Good Morning Poem 02 Bird Talk Poem 03 Little by Little Poem 04 Sea Song Poem 05 The Balloon man Poem 06 Trains Poem 07 Puppy and I Poem 08 Whats in the Mailbox Poem 09 Dont Tell Poem 10 How creature move

NCERT solutions for class 3 English

NCERT Solutions for class 3 English

NCERT 3 English Text book Solutions

NCERT 3rd class English book solutions are available in PDF format for free download. These ncert book chapter wise questions and answers are very helpful for CBSE board exam. CBSE recommends NCERT books and most of the questions in CBSE exam are asked from NCERT text books. Class 3 English chapter wise NCERT solution for English book for all the chapters can be downloaded from our website and myCBSEguide mobile app for free.

Course Structure for class 3 English

Background

The demand for English at the initial stage of schooling is evident in the mushrooming of private ‘English medium’ schools and in the early introduction of English as a subject across the states/UTs of the country. Though the problems of feasibility and preparedness are still to be solved satisfactorily, there is a general expectation that the educational system must respond to people’s aspiration and need for English. Within the eight years of education guaranteed to every child, it should be possible in the span of 5 years to ensure basic English language proficiency including basis literacy skills of reading and writing.

Classes III, IV and V

Objectives

The general objectives at this level are:

  • to provide print-rich environment to relate oracy with literacy.
  • to build on learners’ readiness for reading and writing.
  • to promote learners’ conceptualization of printed texts in terms of headings, paragraphs and horizontal lines.
  • to enrich learners’ vocabulary mainly through telling, retelling and reading aloud of stories/folktales in English.
  • to use appropriate spoken and written language in meaningful contexts/situations.
  • to give them an opportunity to listen to sounds/sound techniques and appreciate the rhythm and music of rhymes/sounds.
  • to enable them to relate words (mainly in poems) with appropriate actions and thereby provide to derstanding of the language.
  • to familiarize learners with the basic process of writing.
  • At the end of this stage learners will be able to do the following:
  • narrate his/her experiences and incidents
  • exchange his/her ideas with the peers
  • carry out a brief conversation involving seeking/giving information
  • enjoy reading a story, poem, a short write-up, a notice, poster etc
  • take dictation of simple sentences and to practise copy writing from the blackboard and textbook and to use common punctuation marks
  • write a short description of a person, thing or place – prepare a notice, or write a message for someone
  • write a short composition based on pictures
  • take part in group activity, role play and dramatization

Language Items

At the primary level, knowledge of grammar is to be seen mainly as a process of discovering uses and functions of items through exposure to spoken and written inputs. However, for material writers, teachers and evaluators, the following items may provide a framework of reference.

  • nouns, pronouns, adjectives, adverbs
  • is, am, are, has, have
  • tense forms (simple present and present continuous, simple past and past continuous)
  • expressing future (will and be going to)
  • articles
  • this, that, these, those (as determiners and empty subjects)
  • question words
  • an, or, but
  • punctuation marks (full stop, comma, question mark and inverted commas)
  • possessive adjectives
  • prepositions

Methods and Techniques

(At level I, there will be a shift of emphasis from learning of limited input (textbook) to providing exposure to a wide range of inputs.)

  • an oral-aural approach to be followed (with limited focus on reading and writing depending on the level)
  • learner-centred activity-based approach including bilingual approach
  • integration of key environmental, social and arithmetical concepts
  • pictures, illustrations, cartoons, and toys to be used to arouse the interest of children
  • focus on discussions, project works, activities that promote reading with comprehension depending on the level.

Content

The ten core components identified in the National Policy of Education must be suitably integrated in school curriculum. These components, which will cut across all subject areas, should be reinforced in the whole range of inputs (print and non-print, formal and informal) for teaching/learning at various stages of school education. Since all contemporary concerns and issues cannot be included in the curriculum as separate subjects of study, some emerging concerns like environmental issues, conservation of resources, population concerns, disaster management, forestry, animals and plants, human rights, safety norms and sustainable development should be suitably incorporated in the course content. Course materials should also draw upon the following concerns in an integrated manner:

1. Self, Family, Home, Friends and Pets

2. Neighbourhood and Community at large

3. The Nation – diversity (socio-cultural, religious and ethnic, as well as linguistic), heritage (myths/legends/folktales)

4. The World – India’s neighbours and other countries (their cultures, literature and customs)

5. Adventure and Imagination

6. Sports

7. Issues relating to Adolescence

8. Science and Technology

9. Peace and Harmony

10.Travel and Tourism

11. Mass Media

12.Art and Culture

13.Health and Reproductive health

The thematic package given above is suggestive and at each stage should be in line with learners’ cognitive level, interest and experience. In every textbook, there should be some lessons, which are translations from other languages.

Evaluation

Evaluation in language should be periodic, preferably at regular intervals of 4 to 6 weeks of actual instruction. Evaluation should be both oral and written. Periodic tests should carry a weightage of fifty per cent – twenty-five per cent each to oral and written. The marks should be taken into account in the final grade.

Results of test and examinations should be treated basically as feedback to teachers. They should guide them in programming their teaching and in organizing remedial work. Evaluation should be linked to assessment of general proficiency rather than to specific achievements.

Here is the list of topics covered under each chapter of class 3 English NCERT text book.

ENGLISH

  • 01 Magic Garden
  • 02 Nina and the baby Sparrows
  • 03 The Enormous trip
  • 04 A little Fish story
  • 05 The yellow Butterfly
  • 06 The story of the road
  • 07 Little Tiger Big Tiger
  • 08 My Silly Sister
  • 09 He is my Brother
  • 10 Ship of the Desert

POEM

  • 01 Good Morning
  • 02 Bird Talk
  • 03 Little by Little
  • 04 Sea Song
  • 05 The Balloon man
  • 06 Trains
  • 07 Puppy and I
  • 08 Whats in the Mailbox
  • 09 Dont Tell
  • 10 How creature move

NCERT Solutions for Class 3rd English

NCERT Solutions Class 3 English PDF (Download) Free from myCBSEguide app and myCBSEguide website. Ncert solution class 3 English includes text book solutions. NCERT Solutions for CBSE Class 3 English have total 20 chapters. Class 3 English ncert Solutions in pdf for free Download are given in this website. Ncert English class 3 solutions PDF and English ncert class 3 PDF solutions with latest modifications and as per the latest CBSE syllabus are only available in myCBSEguide.

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