CBSE Class 3 English Syllabus
CBSE Class 3 English Syllabus for 2023-24 Examination
Students in Class 3 are at such a point in their development, where they have a tendency to learn things in a more deliberate manner. A significant portion of the people in India is proficient in the English language. It is crucial because not only is it utilised for communication, but also because, with the exception of Hindi, it is the primary language for learning all of the disciplines. The development of communication abilities that are both efficient and robust is essential to achieving each and every one of a child’s professional milestones. Children as well as adults can benefit from learning to read and write in the English language.
Students who study English will not only see their memories improve, but they will also see improvements in their ability to think critically and solve problems. Students improve their capacity for critical thinking and their ability to multitask as a result of this activity. Students who have a strong command of the English language exhibit a sign of greater creativity and mental flexibility because of their ability to communicate effectively in English. It is of utmost importance to provide young brains with the right nourishment of English communication skills because these skills come in handy while studying a second language, perhaps even one’s mother tongue.
As a conclusion to the discussion on the significance of the English language for students in Class 3, the world is becoming increasingly modernised and globalised. Since learning English is beneficial to students both in high school and in college, it has emerged as a pressing necessity in today’s world and also throughout the course of their professional lives. The process of learning a language is a continuous process that, in reality, never really concludes. The youngsters will be able to become culturally aware, will be on par with their peers, and will be able to carve out a place for themselves in today’s competitive world if they learn English.
Even though young children are exposed to English in the classroom at a relatively tender age, it is crucial for them to have a solid foundation in both the subject matter and the language by the time they leave elementary school. Because instructions on this topic will span the entirety of a student’s academic career, it is imperative that the fundamentals of the subject remain easily understandable to each and every student without making education an onerous endeavour. The answer to the English syllabus for CBSE Class 3 brings a new level of enjoyment to the study of this topic. However, the straightforward presentation does not in any way detract from the overall quality of the material.
CBSE Class 3 Syllabus for Other Subjects
CBSE Class 3 Syllabus
Class 3 English Syllabus
All of the chapters in the Class 3 English syllabus are presented in a consolidated form, because of which it becomes simpler for students to study using a single resource. You are free to download the Syllabus in a PDF format at your convenience.
CBSE Syllabus for Class 3 – An Outline
The English syllabus for CBSE Class 3 comprises a total of ten proses and ten poems. These are discussed in more detail below.
Chapter 1: The Magic Garden
The Magic Garden focuses on the various flowers that may be found in a garden as well as the positive interaction that can develop between flowers and children.
Chapter 2: Nina and the Baby Sparrows – It focuses on Nina’s concern towards baby sparrows and how they would go hungry if she went to her aunt’s wedding.
Chapter 2: Nina and the Baby Sparrows
In the story, Nina and the Baby Sparrows, a young girl named Nina is concerned about two baby sparrows in her bed. She does not want to leave her house because it would require her to lock the windows and doors. As a result, the young sparrows would be unable to eat. Read the story to find out how Nina’s mother provides a suitable solution to this problem.
Chapter 3: The Enormous Turnip
This story is entertaining and tells the tale of a gigantic turnip that was very difficult to get from the ground.
Chapter 4: A Little Fish Story
This chapter tells an exciting story about the desires of a young fish.
Chapter 5: The Yellow Butterfly
The narrative describes how Sonu, in the beginning, pursued the yellow butterfly, and in the end, rescued it from a spider.
Chapter 6: The Story of the Road
A piece of writing that encourages young people to think about how they can take a fresh perspective on everyday occurrences.
Chapter 7: Little Tiger, Big Tiger
The narrative focuses on the mother tiger and her young tiger cub, as well as the adventures of the young tiger.
Chapter 8: My Silly Sister
This chapter is full of interesting prose on the different entertaining activities that a baby can participate in.
Chapter 9: He Is My Brother
Through reading this narrative, students gain insight into the concepts of kinship and bonding. It demonstrates how the older sister picks up her little brother and carries him on her back because he was having difficulty walking.
Chapter 10: The Ship of the Desert
This prose provides useful information about camels, which are often referred to as the “Ship of the Desert.” Students would gain an understanding of what camels eat and how they maintain their health in the desert environment.
In contrast to simply learning the poems by heart, it is essential for students to have an understanding of the poems’ deeper meanings. These poems are:
- Good Morning
The Good Morning poem Class 3 was written to express a child’s attitude toward the morning—the start of a new day—for CBSE students.
- Bird Talk
In essence, the Bird Talk poetry is a discussion between two birds who are sitting in a garden and talking about how they are different from people.
- Little by Little
Little by Little, a poem about an acorn, describes how the leaves of the oak tree grow and how its delicate branches stretch out until the enormous oak tree emerges as the pride of the forest.
- Sea Song
A young child discovers a shell on the seashore and hears a soft singing coming from it in the poem Sea Singing. The Sea Song poetry is created in simple language for Class 3 students to understand.
- The Balloon Man
In the story poem The Balloon Man, a young girl talks about a balloon man she frequently encounters at the market. She dreams he would one day let loose the balloons he is carrying, which would soar high into the sky. He carries balloons of various sizes and colours.
The poem “Trains” is about a railroad car with numerous connected compartments. Passengers are transported by trains during both daylight and nighttime to their final destinations.
- Puppy and I
Puppy and I is a fascinating piece of poetry in which a little child meets and interacts with a man, a horse, and a puppy. When the man and the horse both decline the chance to travel with him, the puppy finally agrees to join him, and the two go on to become excellent friends.
- What’s in the Mailbox?
The poem What’s in the Mailbox is about a young girl who frequently witnesses a postman stopping by her house to deliver letters for her parents. In exchange for the letters she writes to her friends, she hopes to receive letters from them.
- Don’t Tell
The poem Don’t Tell is about a young boy who listens patiently to everyone but never complains. Given the chance, he wishes he could demonstrate to them that he is a giant on the inside and that he is capable of accomplishing a great deal if given the proper opportunity.
- How Creatures Move
How Creatures Move is a poem that depicts how various living creatures such as animals, birds, boys and girls enjoy moving around. A summary of the poem How Creatures Move is also provided for your convenience.
Importance of 3rd Class English Syllabus for CBSE Students
The NCERT provides a comprehensive summary of the chapters and assists students in studying even more efficiently. The students should make it a priority to read through the NCERT books because it has tasks and exercises that are based on the subjects they are studying. The NCERT was developed keeping the guidelines provided by the CBSE in mind, and the content that it provides is both accurate and reliable. Hence, students in Class 3 English who are hoping to achieve high marks need not be concerned about their performance in the subject as long as they study from the NCERT books thoroughly.
The ten proses included in the CBSE English Class 3 syllabus include:
- The Magic Garden
- Nina and the Baby Sparrows
- The Enormous Turnip
- A Little Fish Story
- The Yellow Butterfly
- The Story of the Road
- Little Tiger, Big Tiger
- My Silly Sister
- He is My Brother
- The Ship of the Desert
The ten prose included in the CBSE English Class 3 syllabus include:
- Good Morning
- Bird Talk
- Little by Little
- Sea Song
- The Balloon Man
- Puppy and I
- What’s in the Mailbox?
- Don’t Tell
- How Creatures Move
CLASSES I – VIII
English in India is no longer a language of the colonial masters. In some important domains of activity, it has become an integral part of the Indian multilingual repertoire. In a variety of ways it has enriched Indian languages, which in turn have made significant contributions to English in India and as it is used abroad. The attitudes of the contemporary Indians towards English are significantly more positive than what we for example find in the Constituent Assembly Debates of 1946-1949.
English plays an important role in the domains of education, administration, business and political relations, judiciary, industry, etc. and is therefore a passport to social mobility, higher education, and better job opportunities. In urban India, it is very common to see young people code-mixing and code-switching between English and Indian languages. It is indeed unfortunate that English has so far remained associated with the rich, elite or upper middle class. It should be the effort of the Indian educational system to reach English to every Indian child and to ensure that she/he gains a sufficiently high level of proficiency in it and not suffer discrimination for lack of it.
The teaching and learning of English today is characterised by the diversity of schools and linguistic environments, and by systemically pervasive classroom procedures of teaching a textbook for success in an examination. The emphasis should be on teaching language use in meaningful and often multilingual contexts. For the majority of our learners, what is needed is a basic or fundamental competence in the target language. We need to develop a focus in which the research on language learning is integrated with language teaching. From the research in language learning, we know that children have an innate faculty to construct grammatical systems on their own. What we need to do in the classrooms, and to the extent possible, outside them is to create socio-cultural contexts that would encourage children to participate actively in understanding and creating appropriate communicative practices. It is extremely important that textbook writers and teachers realize that children learn as much outside as in the classroom, particularly in the case of language since it is there all around them all the time. Playgrounds, street hangouts, recreation centres, picnics, adventure tours etc are all important sites of language learning from a socio-cultural perspective. If these considerations inform the new textbooks, they are bound to look different. It would be largely unnecessary and futile to teach isolated grammatical items to students. Grammars would emerge from an active engagement in communicative practices. Input rich methodologies (such as the whole language, the task-based and the comprehensible input approaches) aim at exposure to the language in meaning– focused situations so as to trigger the formation of a language system by the learner.
Input-rich communicational environments are a prerequisite to language learning since languages are learnt implicitly by comprehending and communicating messages, either through listening or reading for meaning. A comprehensible input rich curriculum lays the foundation for spontaneous language growth, and different language skills develop simultaneously in communicative sociocultural contexts rather than in any linear order as reflected in the traditional LSRW approaches. The learner can receive meaningful language input that is appropriate to his/her age and knowledge of language or readiness for language skills, given the variety and range of English-learning situations in India.
There is substantial evidence available now to show that Indian English as used by fluent educated Indian speakers does not differ in any significant way from standard varieties of English in UK or USA. There is no doubt that there are significant differences at the phonological and lexical levels. But that is also true of British and American English within those countries. Indian English can be considered a distinct variety with an identity and status of its own, and should serve as a model in teaching-learning situations.
What is to be taught and how?
The goals of a language curriculum are twofold: attainment of a basic proficiency, and the development of language as an instrument for basic interpersonal communication and later for abstract thought and knowledge acquisition. One hopes that by the time a student finishes her school, she would become an autonomous learner. This argues for a language-across-the- curriculum approach that breaks down barriers between English and other languages and subject areas. At the initial stages, English may be one of the languages for learning activities designed to enhance children’s awareness of their immediate surroundings. It is at this stage that the use of the languages of children may turn out to be most productive for teaching English. It is important to note that children effortlessly learn several languages if adequate comprehensible input is available in anxiety free situations. It is also important to note that simultaneous exposure to several languages does not as many people tend to believe, ‘confuse’ children. These facts would constitute significant guidelines for teaching strategies in the classroom.
Input-rich communicational environments are essential for language learning. Inputs include textbooks, learner-chosen texts, class libraries, parallel books and materials in more than one language, media support (learner magazines/newspaper columns, radio/audio
cassettes), and authentic materials.
Themes/sub-themes should be in conformity with the learners’ immediate environment – physical, social and cultural. These should lead to an understanding and practice of the values enshrined in the Constitution of India, including the Fundamental Rights and Duties. The various sub- themes to be included are personal relationships, the neighbourhood, the larger community, the nation, the world, etc. In addition to textual materials, various other inputs can be brought into the language classroom, which
include cards, charts, advertisements, texts produced by children, brochures, pamphlets, radio, T.V. news, etc.
In the case of textbooks, it is imperative that layout and illustrations etc. are treated as integral to the text rather than as mere cosmetic add-ons.
Language and knowledge
Language learning is essentially a matter of acquiring the important skills of listening, speaking, reading and writing in an integrated manner, and harnessing these skills to the performance of formal as well as informal communication tasks. We would expect that by the end of Class 12, every child would have acquired the whole range of skills and abilities subsumed under the continuum ranging from the Basic Interpersonal Communicative Skills (BICS) to Cognitively Advanced Language Proficiency (CALP).
Language is not only a means of communication, it is also a medium through which most of our knowledge is acquired. It is a system that, to a great extent, structures the reality around us. Language acquisition involves processes of scientific enquiry such as observation of data, classification and categorization, hypothesis formation and its verification. It should be possible to use the languages available in the classroom not only for the enhancement of above cognitive abilities but also for increasing language proficiency and sensitivity. Such exercises prove particularly useful in the conscious use of language rules in formed situations.
Social harmony in a country as diverse as India is only possible through mutual respect for each other’s language and culture. Such respect can only be built on knowledge. At all levels, the materials need to be sensitive to perspectives of equity (gender and societal), dignity of manual work, and peace and harmony (between humans, and between humans and nature). A substantial part of our existing knowledge carries a distinct gender bias. If we wish that our dream of a democratic society should become a reality, we must make every effort to eliminate gendered construction of knowledge.
In spite of all major technological breakthroughs, we know that the textbook will continue to be the major source of knowledge for the ordinary child. It is therefore important to produce textbooks that are contextually rich and provide incentives to the innate curiosity and creativity of learners. The process of material preparation should include close collaboration with teachers and children and with various agencies that have rich experience in producing textbooks and related materials. Every possible effort should be made to reflect the potential of using multilingualism as a teaching strategy in the classroom. It is of course neither possible nor desirable to have examples from all the 22 languages listed in the 8th Schedule of the Constitution. What is required is just a few examples that would illustrate that language data can be elicited from children and that they can actively participate in its classification, categorization and analysis to arrive at linguistically significant generalizations. It should also be necessary to develop feedback mechanisms, which will help us improve the materials on a regular basis. A teacher’s handbook spelling out methods and techniques, and notes for the teachers in the textbook itself, could prove to be of great practical value.
Skills to be fostered
The development of linguistic proficiency in the learner is needed for the spontaneous and appropriate use of language in different situations.
- The learner should acquire the ability to listen and understand, and should be able to employ non-verbal clues to make connections and draw
- The learner should develop the habit of reading for information and pleasure; draw inferences and relate texts to previous knowledge; read critically and develop the confidence to ask and answer
- The learner should be able to employ her communicative skills, with a range of styles, and engage in a discussion in an analytical and creative
- The learner should be able to identify a topic, organise and structure thoughts and write with a sense of purpose and an awareness of
- The learner should be able to understand and use a variety of registers associated with domains such as music, sports, films, gardening, construction work,
- The learner should be able to use a dictionary and other materials available in the library and elsewhere, access and collect information through making and taking down notes,
- The learner should be able to use language creatively and imaginatively in text transaction and performance of
- The learner should be able to develop sensitivity towards their culture and heritage, aspects of contemporary life and languages in and around the
- The learner should be able to refine their literary sensibility and enrich their aesthetic life through different literary
- The learner should be able to appreciate similarities and differences across languages in a multilingual classroom and
- It is important for the leaner to notice that different languages and language varieties are associated with different domains and communicative
- The leaner should become sensitive to the inherent variability that characterises language and notice that languages keep changing all the time. It is possible for a student to notice the differences between her own speech and the speech of her, say,
Attitudes to be nurtured
Attitudes and motivation of learners and teachers play an important role in all learning, including language learning. When the teacher is positively inclined towards pupils of diverse linguistic, ethnic and socio-cultural backgrounds, pupils will also tend to get positively motivated and involved in the teaching-learning processes. It is extremely important that teachers begin to appreciate the fact that all languages represented in their multilingual classrooms are equally scientific and should receive equal respect from the teacher and the taught. The teacher should also begin to use the multilingual classroom as a resource. Languages flourish in each other’s company. They die when they are isolated as ‘pure objects’. Languages which have become powerful in the modern world have gone through a process of constant borrowing at all levels from other languages and they have still not closed their doors. The day they do so, they will start their journey on the path of destruction. The teacher’s positive attitude will go a long way in lowering the anxiety levels of learners, while raising their awareness levels of self-respect, self-discipline, respect and care for others, interdependence and cooperation.
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:
- Self, Family, Home, Friends and Pets
- Neighbourhood and Community at large
- The Nation – diversity (socio-cultural, religious and ethnic, as well as linguistic), heritage (myths/legends/folktales)
- The World – India’s neighbours and other countries (their cultures, literature and customs)
- Adventure and Imagination
- Issues relating to Adolescence
- Science and Technology
- Peace and Harmony
- Travel and Tourism
- Mass Media
- Art and Culture
- 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.
It is recommended that the package for each class except for the primary stage (Classes I -V) will consist of a textbook, a workbook, and a supplementary reader. The textbook should contain not more than 10 comprehensive units (lessons, exercises and activities) and five/six poems of varying lengths depending on the class. The workbook will have the same number of corresponding worksheets as the number of the comprehensive units of the textbook. The supplementary reader will have about eight pieces meant essentially for self-study promoting reading for information and pleasure.
The recommended weightage in terms of marks is 40% for the textbook, 40% for language work including oral testing and 20% for the supplementary reader.
The curricular package for classes XI-XII (Elective Course) will consist of: Class XI –
- An Anthology of Poems, 2. A Short Novel, 3. A Book of Essays, and 4. A Book of Grammar and Phonology, (Part-I); Class XII – 1. An Anthology of Short Stories, 2. A Short Novel (Indian Writing in English), A Selection of One-Act Plays, and 4. A Book of Grammar and Phonology, (Part-II).
There are about 180 working days available for teaching/learning amounting to one period per day allotted to the teaching of English. The actual number of periods available, however, may be about 150. The size of the curricular package should be such as can be conveniently covered in the given time.
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.
Primary Level (Classes I – V)
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.
Level – 1 (Classes I – II)
The general objectives at Level-1 are:
- to build familiarity with the language primarily through spoken input in meaningful situations (teacher talk, listening to recorded material, ).
- to provide and monitor exposure to and comprehension of spoken, and spoken-and- written inputs (through mother tongue, signs, visuals, pictures, sketches, gestures, single word questions/answers).
- to help learners build a working proficiency in the language, especially with regard to listening with understanding and basic oral production (words/phrases, fragments of utterances, formulaic expressions as communicative devices).
- to recite and sing poems, songs and rhymes and enact small plays/skits
- to use drawing and painting as precursors to writing and relate these activities to oral
- to become visually familiar with text [word(s)], what it means, and to notice its components
– letter (s) and the sound-values they stand for.
- to associate meaning with written/printed language. At the end of this stage learners should be able to
- talk about themselves, members of the family and the people in their
- follow simple instructions, requests and questions, and use formulaic expressions appropriately
- enjoy doing tasks (including singing a rhyme or identifying a person, object or thing) in English
- recognise whole words or chunks of language
- recognise small and capital forms of English alphabet both in context and in isolation
- read simple words/short sentences with the help of pictures and understand them
- write simple words/phrases/short sentences
Level – II (Classes III, IV and V)
The general objectives at Level -II are:
- to provide print-rich environment to relate oracy with
- to build on learners’ readiness for reading and
- to promote learners’ conceptualisation of printed texts in terms of headings, paragraphs and horizontal
- to enrich learners’ vocabulary mainly through telling, retelling and reading aloud of stories/ folktales in
- 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 understanding of the
- to familiarize learners with the basic process of
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 dramatisation
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)
- 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
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
Activities and materials that promote language growth in the early years have been described in some detail in the preceding section. Work at the upper primary level providing a basis for action and interventions in schools is described below. In general, vocabulary development through reading extensively with comprehension and interest and writing activities of a higher order than hitherto developed are the main goals of teaching/learning at this stage.
The general objectives at this stage are:
- to negotiate their own learning goals and evaluate their own progress, edit, revise, review their own work
- to understand, enjoy and appreciate a wide range of texts representing different cultures, ways of living
- to be able to articulate individual/personal responses effectively
- to use language and vocabulary appropriately in different contexts and social encounters
- to be able to organise and structure thoughts in writing/speech
- to develop production skills ( fluency and accuracy in speaking and writing)
- to use dictionary suitable to their needs
- to understand and enjoy jokes, skits, children’s films, anecdotes and riddles At the end of this stage learners will be able to do the following:
- understand the central idea and locate details in the text (prescribed and non-prescribed)
- use his/her critical/thinking faculty to read between the lines and go beyond the text
- narrate simple experiences, describe objects and people, report events to peers
- speak accurately with appropriate pauses and clear word/sentence stress to be intelligible in familiar social contexts
- write simple messages, invitations, short paragraphs, letters (formal and informal) applications, simple narrative and descriptive pieces,
- use his/ her proficiency in English to explore and study other areas of knowledge through print and non-print media
- to undertake small projects on a regular basis
At the upper primary level, knowledge of grammar remains a process of discovery combined with a conscious effort to explicitly understand and name grammatical items. However, these should not be taken out of contexts to be treated as discrete teaching items.
In addition to consolidating the items learnt earlier, the following will be introduced and recycled through the upper primary stage.
- determiners passivisation
- linking words adjectives (comparative and superlative forms)
- adverbs (place and types) modal auxiliaries
- tense forms word order in sentence types
- clauses reported speech
Methods and Techniques
Classroom interaction would be such as to promote optimal learner participation leading to an urge to use language both in speech and writing. The selection of actual classroom procedures is left to the discretion of the teacher. However, the following are recommended:
- Role play
- Reading aloud
- Recitation of rhymes, poems and making observations on a given topic/theme
- Telling and retelling stories, anecdotes, and jokes
- Discussion, debate
- Simple projects
- Interpreting pictures, sketches, cartoons
- Activities, tasks, and language games
- Pair work, group work, and short assignments both individual and group
- Exploring the electronic media
FAQs (Frequently Asked Questions)
1. How many different chapters are there in the English Syllabus for CBSE Class 3 in 2023?
The English Literature Syllabus for Class 3 of the CBSE Exam 2023 has a total of 20 different chapters, which include 10 Prose and 10 Poems.
2. How can one best prepare themselves to take the CBSE Class 3 English Exam and what study methods are most effective?
There are no shortcut formulas to effectively study this subject. Students need to have a firm grasp on the fundamentals of each and every subject they study due to the increasingly cutthroat nature of academics in today’s world. Some students find that learning English can be extremely difficult. Keeping this in mind, English should be maintained at a level of simplicity comparable to that of the CBSE Class 3 syllabus. Active learning is helpful in these situations, and it is vital to first familiarise oneself well with the course material and then refer to CBSE previous year question papers, CBSE important questions, CBSE revision notes, and some CBSE extra questions. Students may become tense if they find something hard to comprehend or ambiguous, but such topics should be discussed with their teachers as soon as possible. After that, the students should move on to questions that they are able to answer on their own so that they may assess their understanding of the material.
3. What is the name of the English textbook that students use in CBSE Class 3 English?
‘Marigold’ is the name of the English Literature textbook that is used for CBSE Class 3.
4. In what ways can students benefit from the NCERT solutions provided for the English syllabus for Class 3?
Students who use NCERT solutions to cover the CBSE syllabus for Class 3 will have an easier time understanding the portions of the syllabus that require more attention because each topic is explained in step-by-step detail. The use of notes and summaries is a useful tool for removing uncertainty. The information is given in terminology that is easy to understand. Students would benefit from gaining a better understanding of the concepts in which they are falling behind if they went through such a solution. In addition, the questions that are included in NCERT solutions are in complete compliance with the regulations set forth by CBSE. Students will have a better chance of answering these types of questions correctly on tests if they practise answering them in class.