3 EVS SEM-2 Textbook

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in
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ENVIRONMENTAL STUDIES
Class - 3 (Semester - 2)
Textbook Development Committee
Editorial Board
Sri. S. Suresh Kumar IAS
Commissioner of School Education & State Project Director, SS, AP, Amaravati.
Smt. Vetriselvi. K IAS

Special Officer, English Medium Project, O/o CSE-AP, Amaravati.
Dr. B. Pratap Reddy MA., B.Ed., Ph.D.

Director, SCERT, AP, Amaravati.
Sri K. Ravindranath Reddy MA., B.Ed.

Director, Govt. Textbook Press, AP, Amaravati.
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Editors
Dr. K. N. Shoba M.A., M.Phil., Ph.D (English), M.A. (Edu.)
Asst. Professor, Anna University, Chennai.
Dr. E. Uday Bhaskar Reddy Prof. (Retd.) Dr. Suman Bandi Prof.
Andhra University, Visakhapatnam. Regional Institute of English, Bangalore.
Dr. K. Sreeramulu Prof. (Retd.) Dr. R. Pardhasaradhi

Head of the Dept. of Zoology, Associate Professor and Head,
VSR & NVR College, Nagarjuna University. Sri Y.N. College, Narsapur.
Dr. D. Gopala Krishna Principal (Retd.) Dr. G. Chenna Reddy Associate Prof.
IASE, Rajamahendravaram. Acharya Nagarjuna University, Guntur.
Dr. N. Upendar Reddy Prof. (Retd.) Dr. P. Vinay Kumar Principal,

SCERT, Hyderabad. DIET, Angaluru, Krishna (Dt.).
Dr. M. Sai Kiranmayi
Dr. V.V.S. Naidu Prof.
Head Training Department
Sciences and Humanities,
SGEC, Narsapur, West Godavari District.
SGEC, Narsapur, West Godavari District.
Dr. V. Raghava Rao Lecturer (Retd.)
APRJC, Hyderabad.
Published by Samagra Shiksha, Government of Andhra Pradesh, Amaravati.
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© Government of Andhra Pradesh, Amaravati
First Published 2020

New Impression 2021, 2022, 2023
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
without the prior permission in writing of the
publisher, nor be otherwise circulated in any
form of binding or cover other than that in
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which it is published and without a similar

condition including this condition being
imposed on the subsequent purchaser.
The copy right holder of this book is the
Commissioner of School Education,
Amaravati, Andhra Pradesh.
This book has been printed on 70 G.S.M. SS Maplitho

Title Page 200 G.S.M. White Art Card
Free distribution by Samagra Shiksha, Government of Andhra Pradesh
Printed in India
at the A.P. Govt. Text Book Press
Amaravati
Andhra Pradesh
ii
Co-ordinators
Dr. T. V. S. Ramesh M.Sc., M.Ed., Ph.D.
Dept. of C&T, SCERT, AP.
Sri D. David M.Sc., M.A., M.Ed.
Assessment Cell, SCERT, AP
Smt. S. Umamaheswari M.Sc., B.Ed.
Digital Education, SCERT, AP
Authors
Sri. M. Hari Prasad SA (BS),
ZPHS, Giddaluru, Kurnool District
Smt. S. Umamaheswari M.Sc., B.Ed.
Digital Education, SCERT, AP
Smt. K. Sabitha Lakshmi SA
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ZPHS, Kannurupalem, Visakhapatnam

Sri. B. Swarna Kumar SGT
MPPS, Kattamuru, Peddapuram (M), East Godavari District
Sri. K. Kishore Kumar SGT
MPPS, M-Pattapupalem, Kothapatnam (M), Prakasam District
Smt. V. Santhamani SGT
RJBMPLS, CPS, Eluru, West Godavari District
Smt. Ch. Usha Rani SGT
SUGME School, Gollapalli, Bobbili (M), Vijayanagaram District
Sri. G. Hitler SGT
MPPS, Indira Colony, Dachepalli, Guntur District
Sri. L. Venkatachalam SGT
MPPS, PNP Colony, Palasa (M), Srikakulam District
Illustrators
Uttam
Sri. P. Ramachandra Rao, MPPS, Jakeru, Vizianagaram District
Sri. T. Kalidasu, ZPHS, Vepagunta, Visakhapatnam
DTP & Designing

Star Media
Published Services, Hyderabad.
by Government of Andhra Pradesh, Amaravati
Sri. A. Ramaraju, Lasya Graphics, Vijayawada.
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Foreword
The Government of Andhra Pradesh has unleashed a new era in school education by introducing
extensive curricular reforms from the academic year 2020-21. The Government has taken up curricular
reforms intending to enhance the learning outcomes of the children with focus on building solid foundational
learning and to build up an environment conducive for an effective teaching-learning process. To achieve
this objective, special care has been taken in designing the textbooks to achieve global standards.
As a part of the curricular reform, in order to ensure quality transaction of textbooks, handbooks
are given to teachers with elaborate lesson plans for better pedagogical techniques. For the practice of
the students, workbooks are given which will reinforce the learning in the classroom. Parental handbooks
are prepared to impart awareness regarding the teaching-learning process to the parent community. QR
codes are incorporated in the beginning of each lesson to enable learning outside the classroom.
Semester system is going to be implemented from this academic year for 1 to 5 classes.
Environmental studies textbooks have been developed in bilingual approach. In this textbook, eleven
lessons have been incorporated on various themes like Family, Plants and Animals around us, Our body,
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Food, Water, Shelter, Travel, Relations, Games and Recreations etc. In order to reinforce the concepts,
several projects and activities are given to inculcate scientific temperament. Questions are framed for
each lesson to recapitulate the conceptual understanding and to achieve competencies required for
project work, drawings and model makings. Each lesson is provided with eye catching illustrations to
engage the children. The key concepts of the lessons are included under key words and the salient
features of the lessons are given under the title "What we have learnt " for the review of the important
concepts. An effort has been made to relate the scientific concepts with the real-life events thereby
developing and promoting scientific temperament.
We are grateful to Honourable Chief Minister Sri.Y.S. Jagan Mohan Reddy for being our source
of inspiration to carry out this extensive reform in the education department. We extend our gratitude to
Sri Botcha Satyanarayana, Honourable Minister of Education for striving towards qualitative education.
Our special thanks to Sri. Budithi Rajsekhar, IAS, Special Secretary, School Education,
Sri. S. Suresh Kumar, IAS, Commissioner of School Education & State Project Director, SS,
Smt. Vetriselvi.K, IAS, Special Officer, English Medium Project for their constant motivation and guidance.
We convey our thanks to the textbook writers who studied curriculum from Chicago to Singapore
and recommended best practices across the globe to reach global standards. Our heartfelt thanks to NCERT,
SCERT of Kerala, Tamilnadu and Karnataka in designing the textbooks. We also thank our textbook
writers, editors, artists and layout designers for their contribution in the development of this textbook. We
invite constructive feedback from the teachers and parents in further refinement of the textbook.
Dr. B. Pratap Reddy

Director
SCERT – Andhra Pradesh
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Instructions to the Teachers

E Children should understand, observe, explore and love their environment. Hence, the text book
on Environmental studies at primary level is given the title ‘Our World’.
E The syllabus and lessons are written according to the context of our Andhra Pradesh State and the
themes based on the learning outcomes of the National Council For Educational Research And
Training (NCERT).
E The contents of the lessons are prepared on the themes family, plants and animals, food and water,
where do we live, communication and transport, our traditions and cultures and our universe.
E There are eleven lessons under seven themes. Each lesson is enriched with colourful pictures to
make children understand the concepts better.
E Every lesson starts with either a real life situation or child experiences. It give opportunity to hands
on experience.
E Children are encouraged to talk about the concepts and their experiences in the classroom.
E Activities are designed in such a way that the children observe and explore their surroundings,
discuss with their friends, family members, elders and collect the information, tabulate the data, do
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experiments, participate in activities and projects.

E This textbook focuses mainly on the processing skills. Hence whole classroom, groups or individual
activities, logos and Q.R codes are also given to specify the different activities . The cat logo poses
a question for children to observe their surroundings and the practices to be followed. The bird
logo comes up with certain suggestions and practices children can do.
E Exercises are given not only to know what children have learnt, but also to exhibit and express
their creativity, experiences and thoughts. So all children should be given a chance to participate in
the activities.
E In each lesson there is an activity ‘Let us do’, to give scope for children to explore. Children
should do these activities either individually or in a group.
E There is another activity by the title ‘Think and Discuss.’A scope is provided for the children to
think and discuss them with teachers or elders. Children should identify them independently.
E ‘Key words’ are given at the end of each lesson. These are the important concepts of the lesson.
Children’s conceptual understanding should be evaluated with the key words. Salient features of
the lesson are given by the title ‘What we have learnt’. Children should be made to read these
features. These are given to review the concept.
E In each and every lesson, the activities are incorporated keeping in view the Continuous and
Comprehensive Evaluation (C.C.E).
E Teacher should note down the progress of children based on the competencies achieved.
E If 80% of the children can do this, then only the next lesson should be taken up and remedial
coaching should be conducted for those children lagging behind.
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Panjaba-Sindhu-Gujarata-Maratha |+C², d¾+<óT , >·TÈsÔá, eTssÄ,
Dravida-Utkala-Banga ç<$&, ÔáØÞø, e+>±!
Vindhya-Himachala-Yamuna-Ganga $+<ó« , V¾²eÖ#á\, jáTeTTH, >·+>±!
uchchala-jaladhi-taranga #áÌ\ È\~ó ÔásÁ+>±!
Tava Subha name jage, Ôáe XøuóH yûT C²¹>!
tave subha asisa mage, Ôáe Xøuó ¥w eÖ"¹>
gahe tava jaya-gatha. >±V² Ôáe ÈjáT>±<¸!
Jana-gana-mangala-dayaka jaya he Èq>·D eT+>·Þ<ø jáT¿£ ÈjáTV²!
uó²sÁÔá uó²>·« $<óÔ!
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Bharata-bhagya-vidhata.
Jaya he, Jaya he, Jaya he, ÈjáTV²! ÈjáTV²! ÈjáTV²!
jaya jaya jaya jaya he. ÈjáT ÈjáT ÈjáT ÈjáTV²!!
- Rabindranath Tagore - sÁM+ç<H<¸ sÄ>·ÖsY
Pledge | ç|ÜÈã
India is my country. All Indians are my brothers and sisters.
I love my country and I am proud of its rich and varied heritage.
I shall always strive to be worthy of it.
I shall give my parents, teachers and all elders respect,
and treat everyone with courtesy. I shall be kind to animals.
To my country and my people, I pledge my devotion.
In their well-being and prosperity alone lies my happiness.
- Pydimarri Venkata Subba Rao
uó²sÁÔ<á Xû +ø H eÖÔáuóÖ $T. uó²sÁrjáTT\+<sÖÁ H d¬<sTÁ \T.
HûqT H <ûXæ ç|$TdTHï qT. dTd+|qyîTq® , VQ$<óy Tî q® H <ûXø ysÁdÔ Çá d+|< HÅ£ >·sÇÁ ¿±sÁD+.
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È+ÔáTeÚ\|³¢ <jTá ÔÃ +{²qT.
H <ûXø+|³,¢ H ç|È\|³¢ dysÁÜÔÃ +{²q ç|ÜÈã #ûdTïHqT.
y] çXâjÖî _óe<TýÆ ñ H q+<¿ì eTÖý+.
- |Õ&eTç] yî+¿£³ dTu²ÒseÚ
viii
Learning Outcomes - Academic Standards
The Learning outcomes - academic standards to be achieved through the Class - 3 Text book
'Our World' have been given below. These should be achieved by the end of the academic year.
The Teaching-Learning process should be carried out with the inclusion of these standards.
The following processing skills should be developed among the children.
1) Conceptual Understanding : Children should understand the different concepts given

in the 11 lessons of this text book. They should compare these with their real life
experiences. They should be able to give examples, say similarities and differences,
classify, explain and tell the reasons.
2) Questioning and Hypothesis: Children should be able to question about the

surroundings, situations and incidents they have seen and observed.
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3) Doing and Explaining: Children should be able to do smaller and simpler experiments
and explain the concepts. They should be able to tell the sequence of the steps of the
experiment and the things that are used.
4) Information Skills - Projects : Children should grasp, note, tabulate and analyze the
things by observation, reading and discussing with others. They should be able to infer
the analysis and do the generalization. They should participate actively in the projects.
Projects should be exhibited and explained by them in the class.
5) Drawing and Model Making: Children should be able to explain the concepts by
drawing and colouring the pictures and by making models.
6) Appreciation: Good attitudes should be developed among the children. They should
recognize and appreciate the greatness of animals, birds, plants and people of their
society. The values like kindness, co-operation, working together etc., should be
inculcated. They should be able to identify and appreciate the diversities of the
surroundings and society. They should be able to appreciate different food habits, life
styles, cultures and traditions. Personal hygiene, good food habits, doing the personal
work by themselves, helping the elders and children with special needs should be
encouraged.
ix
www.apteachers.in
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>·TD²\T n\y³T #ûdTÅ£+{²sÁT.
x
ENVIRONMENTAL STUDIES
|]ds\ $C²ãq+
Class (Ôás>
Á Ü· ) - 3
Semester (d$Td¼sY) - 2
Lesson No. of
Lesson Name Month Pages
No. Periods
bÍsÄÁ+ d+K« bÍsÄÁ+ |sÁT |Ó]jáT&T¢ Hî\ |J\T
7. Shelter For All 9 November 2-31

eTq \T¢ qe+sY
8. Let’s Travel Together 9 December 32-53
www.apteachers.in
}]¿ì bþ<+ &d+sY

9. Together with everyone 9 January 54-65
eÖ{²¢&TÅ£+<+ Èqe]
10. Games and Recreation 9 February 66-85
³\T ` $HÃ<+ |¾çe]
11. This is the Way 9 February 86-105
~Å£Ø\T - eTÖ\\T |¾çe]
Revision March, April
|Úq'XøÌsÁD eÖ]Ì, @ç|¾ýÙ
Teacher corner Student corner
Ôás>Á Ü· - 3 eTq ç||+#á+ 1

www.apteachers.in
Lesson
7 Shelter For All
Pupils will be able to:

Learning Outcomes
• speak about the importance of shelters, identify the places of living
in their neighbourhood and infer that shelter is a primary need to all
living things.
• identify different types of houses and find reasons for poor living
conditions. Find out the diversity of shelters depending on climate.
understand that birds, animals and insects too need a shelter.
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Why do we need houses ?

We all need a house to live in. A house
protects us from heat, cold, rain, dust,
wild animals etc.
One day, Raju and his grandfather
were passing through a street. They
found a new house being built in the place
of an old one.
Grandfather : Oh! A new house
is being built.
Raju : Ah Thatha, it's so big.
Grandfather : But there was a hut, and a dhobhi used to live here.
Raju : Thatha, what about our house, was it rebuilt?
Grandfather : Yes, when your father was young, we lived in a tiled house.
Raju : Oh! Now we live in a pucca house. So there are different types of
houses, aren't they thatha?
Grandfather : Yes dear, early man lived in caves. But now, man lives in different
types of houses.
Raju : In caves? That's a wonder!
2 Class - 3 Our World

bÍsÄÁ+
eTq \T¢
7
nuó« dq |* Ô\T $<«sÁT\ Å£ d¾~+Æ #û kÍeTs«\T:
• ykÍ\ çbÍeTTK«Ôá, bõsÁT>·T ysÁT ed¾+#û ç|<Xû æ\T >·T]ï+| Ú, n JesdT\Å£ yd+
nHû~ çbÍ<¸$ T¿£ neds+Á n #î|Î >·\sÁT.
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• $$<ó sÁ¿±\ +&q¢ T >·T]ïkÍïsTÁ , |<\ yd d¾Ü >·ÔTá \Å£ ¿±sÁD²\T ¿£qT>=+{²sÁT.
• ykÍ\ýË _óqÔáÇ+ nq~ yÔesÁD |]d¾Ô áT\|Õ <ósÁ|& +³T+< Ôî\TdTÅ£+{²sÁT.
• |Å£ \T, È+ÔáTeÚ\T, ¿¡³¿±\Å£ Å£L& yd+ nedseÁ T nsÁ+ #ûdT Å£+{²sÁT.
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eTqÅ£ \T¢ m+<TÅ£ nedsÁ+ ?

eTq+ ed¾+#á&¿ì \T¢ neds+Á . eTqÅ£ m+&,
yq, #á*, <TeTT, çÅ£LsÁeT>±\ qT+& \T¢ sÁ¿£DqT dTï+~.
ÿ¿£ sÃE sE yÞøß ÔÔájáT« M~ó>·T+& yîÞøïHsÁT. bÍÔá
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sE : neÚqT ÔÔájáT«, #ý² |<Ý~>±
+~.
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sE : ÔÔá! eTq \T¢ >·T]+º @+{ì? eTq \T¢ eT°ß ¿£{²¼s?
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ï +á eTqTw§\T sÁ¿s£ ¿Á ±\ +&ý¢ Ë ed¾dT Hï sÁT.
sE : >·TV²ýË¢H! #ý² XøÌsÁ«+>± +<û!
Ôás>Á Ü· - 3 eTq ç||+#á+ 3

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Grandfather : After we reach home, I will give you a book. It is about the different
types of houses. You can read and get to know about them.
Evolution of houses
Let us learn about how people lived many years ago.
Observe the flowchart given below which shows the evolution of houses.
g g
Caves Thatched house Mud house
www.apteachers.in
g g g
Tiled House Pucca House Apartment
Elders talk
Talk to your grandparents and find out the kind of houses they lived in.
Different types of houses

We have learnt about the evolution of houses.
Now, let us know how people make their homes in our surroundings.
People build houses depending on

• climate • economic condition
• materials available • land availability
Let's get to know about some people and types of houses they live in.

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>·TV²\T |P]\T¢ eT{ì¼ \T¢
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eTq+ $$<ó sÁ¿±\ e«Å£ï\T ed¾+#û $$<ó sÁ¿±\ +&¢qT >·T]+º Ôî\TdTÅ£+<+.
Ôás>Á Ü· - 3 eTq ç||+#á+ 5

www.apteachers.in
I am Chenchayya. I live in the

deep Nallamala forest. This is my
house. There are many animals and
birds around us. My parents collect
different types of fruits, tubers,
honey, tamarind and soapnuts in the
forest. They sell them in the market
(santha) and buy rice, vegetables, soaps,
provisions necessary for us.
How is the house?
Observe Chenchayya's house.
Is it different from your house?
If yes, how is it different?
I'm Raju. We live in a hut.

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The walls are made of

bamboo. The roof is
covered with straw or
leaves of coconut or palm.
I'm Mary. We live in a tiled

house. The walls are made of
brick and cement. The roof is
covered with tiles. We have a
neem tree and a small garden.
I'm Vijay. We live in a house

made of mud. Mud is made into
blocks and dried in the sun. The
walls and roof are built with
these blocks. My house is cool
during summer.

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ed¾dT +ï {²qT. ~ eÖ \T¢. #ý² |Å£ \T, È+ÔáTeÚ\T
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\T¢ mý² +~ ?
MT +{ì¿,ì +{ì¿ì Ôû& +< ?
neÚqT nsTTÔû @ $<ó+ >± Ôû&>± +~ ?
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H |sÁT sE. yûT+ >·T&dýË ed¾kÍï+.

>Ã&\ú yî<T sÁTÔÃ ]+#á& +{²sTT.
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Ôás>Á Ü· - 3 eTq ç||+#á+ 7

www.apteachers.in
I'm Joseph. We live in a

stone house. The walls and roof
are made of stones. This type
of house is found in
Rayalaseema districts.
I'm Rajiya. We live in the third

floor of Star apartments. The
walls are made of bricks, cement
and wood. The roof is made of
concrete. It is built on pillars.
www.apteachers.in
I am Rasool. We live in a
pucca house (villa). The walls
are made of bricks and cement.
There are four rooms in our
house. The floors are laid with
marble. There is a beautiful
garden and car
parking area.
I'm Sailu. We live in a tent.

Tents are made of canvas
cloth. Bamboo poles are used
as a support. We move from
place to place in search of
living.
We also find construction workers putting up tents at building sites. Military

soldiers put up tents at their work place. People working in the circus too set up
tents because they move from one place to another.

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Ç~ düú+u≤\ô|’
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www.apteachers.in
Hê ù|s¡T s¡dü÷˝Ÿ. y˚T+ |üø±ÿ Ç+{Ï ($˝≤¢)˝À

ñ+≥THêï+. >∑~ >√&É\T Ç≥Tø£\T, dæyÓT+{Ÿ‘√
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ìedækÕÔ+. >∑T&Üsê\T ø±Hê«dt >∑T&É¶‘√ ‘·j·÷¬s’
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ˇø£ ÁbÕ+‘·+ qT+&ç Ç+ø√ ÁbÕ+‘êìøÏ yÓfi≤Ôs¡T.
‘·s¡>∑‹ - 3 eTq Á|ü|ü+#·+ 9

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Caravan : It is a house on wheels. It can

be driven from place to place.
• What kind of house do you live in?

Houses that keep changing locations and can be moved to other locations are
called temporary houses. Houses that cannot be moved or taken to different loca-
tions are called permanent houses.
Kutcha and Pucca houses

We have learnt about different types of houses. Houses are divided into two cat-
egories. They are Kutcha houses and Pucca houses.
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The houses made of mud and straw

are called Kutcha houses. All huts are
Kutcha houses.
The houses made of bricks, sand

and iron are called Pucca houses.
They are very strong.
Think and Discuss

• Why are houses so different from one another?
• Some families cannot settle at a permanent place. They move from place
to place. Why is it so? What are the problems they are likely to face?

¿±sÁyH : ~ #áç¿±\ÔÃ ]+#á& +³T+~. ÿ¿£ çbÍ+Ôá+ qT+&
+¿Ã çbÍ+Ô¿ì q&|&¿ì M\T>± +³T+~.
• MTsÁT @ sÁ¿y£ Tî ®q +{Ë¢ +³THsÁT ?
@ Þø¢sTTÔû ÿ¿£#Ã{ì qT+& +¿Ã#Ã{ì¿ì eÖsÁÌ{²¿ì M\T>± +{²jîÖ y{ì »»ÔÔØ*¿£ ykÍ\Tµµ n+{²sÁT.
ný² eÖsÁÌ&¿ì M\T¿± Þøq¢ T »»XæXøÇÔá ykÍ\Tµµ n+{²sÁT.
¿£#Ì Þø¢, |¿±Ø Þø¢

eTq+ $$<ó sÁ¿±\ Þø¢ >·T]+º HûsÁTÌÅ£H+. Þø¢ 2 sÁ¿±\T>± $uó+#á& HsTT. n$ ¿£#Ì \T¢, |¿±Ø \T¢.
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eT{ì¼, >·&¦#û ]+#á&q \T¢qT ¿£#Ì \T¢ n+{²sÁT.

n >·T&d\T ¿£#Ì Þâ.¢
³T¿£\T, dT¿£, qTeTTÔÃ ]+#á&q Þø¢ +{ìú

»»|¿±Ø\T¢µµ n+{²sÁT. sÁ¿£yîT®q \T¢ #ý² <&ó+>±
+{²sTT.
ýËº+#á+& - #á]Ì+#á+&
• Þø¢ ÿ¿£ <ÔÃ +¿=¿£{ì Ôû&>± m+<TÅ£ +{²sTT?
• ¿= Å£³T+u²\T XæXøÇÔá+>± ÿ¹¿ ç|<ûXø+ýË +&sÁT. ÿ¿£ ç|<ûXø+ qT+& +¿Ã ç|<ûXæ¿ì yîÞøSï +{²sÁT.
m+<TÅ£ ý² ÈsÁT>·TÔáT+~ ? ysÁT m³Te+{ì deTd«\qT m<Ts=Ø+³T+{²sÁT ?
Ôás>Á Ü· - 3 eTq ç||+#á+ 11

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Activity
Identify and name the houses given below:
Different types of roofs

The top portion of a house is called the roof.
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Observe the picture of various types of roofs given below.
metal roofing
sheet concrete roof
tiled roof
thatched roof
You noticed that the roofs of all the houses are not alike. Some are flat and some have
a slope.
Why do houses have sloped roofs?

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¿ì+~eÇ&q ÞøßqT >·T]ï+º y{ì |sÁT¢ sjáT+&.
$$<ós ¿Á ±\ | ¿Õ |£ ð \T
+{ì¿ì +&û |uÕ ²ó >± |¿Õ |£ ð n+{²sÁT.
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¿ì+~ ºÌq sÁ¿£sÁ¿±\ |Õ¿£|ð\qT |]o*+#á+&?
ýËV²|Ú s¹ Å£\T
¿±+ç¿¡³T |¿Õ |£ ð
|+Å£\ |Õ¿£|ð
>·&¦ Å£\ÔÃ ¿£|Î &q |¿Õ |£ ð
nsÁ¿±\ Þøß |¿Õ |£ ð \T ÿ¹¿ $<ó+ >± ýñeÚ nq~ MTsÁT >·T]ï+#sÁT ¿£<! ¿= #á<T qT >±qT, ¿= @³y\T>±qT
HsTT.
+{ì |¿Õ |£ ð @³y\T>± ]+#á& +³T+~ m+<TÅ£ ?

Ôás>Á Ü· - 3 eTq ç||+#á+ 13
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2. Sheet placed 3. Sheet placed

1. Sheet placed on the
against a brick. against two bricks.
floor.
In which of the above sheets does water flow down quickly? Why?
What will happen if the thatched house roof is flat like a building?
Facilities in a House
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Anusha lives with her parents and two brothers in a house which has two rooms.
They cook and eat in one room, watch TV or study or sleep in the other room.
Preethi's family lives in a house with a single room. Imagine

how do they live there. How is your house?
What facilities are there in your house?
Activity
Draw a house that you like.

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1. Hû\|Õ +#á&q s¹ Å£ 2. ³T¿£|Õ @³y\T>± 3. sÂ +&T ³T¿£\|Õ @³y\T>±

+#á&q ¹sÅ£ +ºq ¹sÅ£
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uóe H\ eÖ~]>± |P]\T¢ |¿Õ |£ ð #á<T qT>± +fñ @+ ÈsÁT>·TÔáT+~?
+{ìýË kå¿£s«\T
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nqÖw Ôáq Ôá*¢<+ç&T\T, nq<eTT\ÔÃ ¿£*d¾ 2 >·<T\Tq +{Ë¢ ed¾dTï+~. ysÁT ÿ¿£ >·~ýË e+³ #ûjáT&+, Üq{²¿ì,
sÂ +&e >·~ fÉ*$ÈH #áÖ&{²¿ì, #á<T eÚ¿Ã&¿ì, ç<bþe&¿ì |jÖî ÐdTHï sÁT.
ç|ÓÜ Å£³T+ duTó «\ÔÃ ¿£*d¾ ¿¹ e\+ ÿ¿£ >·~ q +{Ë¢ ed¾dT +ï ~. ysÁT n¿£Ø&
mý² ed¾kÍïsÃ }V¾²+#á+&? MT \T¢ mý² +~?
MT +{Ë¢ @jûT kå¿£s«\T HsTT.
¿£Ôá«+
MT¿ìw¼yîT®q \T¢ u¤eT ^jáT+&
Ôás>Á Ü· - 3 eTq ç||+#á+ 15

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Visit your neighbour's house and observe the facilities they have?
A list of facilities is given in the table below. Put a tick mark (3)
S.No. Facilities available in the house Yes No
1. Living room (Hall)
2. Bedroom
3. Kitchen
4. Toilet
5. Garden
6. Water facility
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7. Electricity
8. Doors
9. Windows
Neat and tidy
A house may or may not have all the facilities, but still it is important to keep
our house neat and clean.
Do you keep your house clean?

Where do you keep your books, pens and pencils after studying?
What would you do if you don't have a dustbin at home?
Some houses look clean. When we look at such houses, we feel that the things
are arranged well. Some houses look ugly. Whatever the type a house might be, a
hut, a tiled house or a pucca house, if we keep things in order, it will look neat and
tidy. A clean house keeps us healthy.

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e.d+. +{ìýË q kå¿£sÁ«+ neÚqT ¿±<T
1. Vä\T
2. |&¿ >£ ~·
3. e+³>·~
4. eTsÁT>·T<=&¦
5. ÔÃ³
6. ú{ì kå¿£sÁ«+
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7. $<T«ÔáTï
8. Ôá\T|Ú\T
9. ¿ì{¿ì \¡ T
XøçuóÔá ` |]XøçuóÔá
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MT +{ì Xøçuó+>± +#áTÅ£+{²s?

ú |Úd¿ï ±\T, |qT\T, |àÞøß #á~$q ÔásÇÔá m¿£Ø& +#áTÔeÚ?
ÿ¿£ yûÞø MT +{Ë¢ #îÔáïÅ£+& ýñ¿£bþÔû @+ #ûkÍïeÚ?
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n|¾dTï+~. ¿= Þøß n+<+>± +&eÚ. \T¢ mý²+{ì<îÕH n~ >·T&dÕH, |+Å£{ì\¢sTTH, |¿±Ø\T¢ nsTTH eTq+
edTïeÚ\T bõ+~¿£>± neT]ÌÔû n~ Xøçuó+>± ¿£|¾dTï+~. XøçuóyîT®q \T¢ eTq* sÃ>·«+>± +#áTÔáT+~.
Ôás>Á Ü· - 3 eTq ç||+#á+ 17

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What happens if you leave garbage around your house?

When you leave garbage all around without cleaning, foul smell comes out and
mosquitoes and flies breed. We should always throw garbage and dirt away from
our house. Hence, a house should be cleaned from time to time.
Homeless People
Lakshman has migrated to Visakhapatnam from his village. He is in search of a job.

His family had to stay for a few days at the railway station. They did not find a place
to live in. So, they moved under a flyover bridge.
Have you noticed people living under flyover bridges or in pipes?

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People living in pipes People living on

platforms
What are the reasons for them to live like that?
• How do they protect themselves from rain, cold, winds etc.?

• Have you seen people living in pipes?
• Why don't some people have homes?
• What problems do they face?
• How do you feel when you see homeless people?

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m|ð&Ö #îÔqïá T eTq +{ì¿ì <ÖsÁ+>± |&j û Öá *. eTq \T¢ m|Î{ì¿|£ ð &T Xøçuó+ >± +#áT¿Ãy*.
\T¢ ýñ ç|È\T
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úeÚ m|ð&îHÕ |zí¢ esY ç_&¨ ¿ì+< ýñ¿£ |<Ý |<Ý ||Õ Ú \ýË ed¾+#ûy] #áÖXæy?
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|Õ|ÚýË¢ ed¾dTïq ç|È\T |zí¢ esY ç_&¨ ¿ì+< ed¾dT qï ç|È\T
ysÁT ný² ed¾+#á&¿ì ¿±sÁD²\T @$T{ì?

• ysÁT esÁü+, #á*, >±* qT+& ÔáeTqT ÔeTT @ $<ó+>± sÁ¿ì+#áTÅ£+{²sÁT?
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• \T¢ ýñ y] #áÖd¾q|Ú&T ú¹¿eT|¾dT +ï ~?
Ôás>Á Ü· - 3 eTq ç||+#á+ 19

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Homes of Animals
We have seen where people live. Have you ever thought of animal homes?
Look at the given picture.
Why do animals need homes?
Animals also need homes to live in. Homes keep animals safe from heat, cold,
rain and enemies. They live in different types of shelter. Some animals live in the
wild. Some live with us. A few animals build homes on their own.
For example, wild animals such as lions and bears live in caves in the forest,
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rabbits and squirrels live in burrows and birds build nests.
Observe the picture of the homes of some animals.
Nest Burrow
Shed Tree
Den
Kennel
Anthill
Coop
Sty Fold
Stable

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¿ì+~ ºÌq ºçÔ #áÖ&+&.
È+ÔáTeÚ\Å£ ykÍ\T m+<TÅ£ nedsÁ+?
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ÔáeT ykÍ\T ÔyûT ]+#áTÅ£+{²sTT.
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<V²sÁDÅ£ çÅ£LsÁeT>±ýÉÕq d¾+V²+, m\T>·T+{ì n&eÚ\ýË >·TV²ýË¢ ed¾kÍïsTT, Å£+<û\T, &TÔá\T u¤]jáTýË¢qT,
|Å£ \T >·ÖÞøßýËqT ed¾kÍïsTT.
¿= È+ÔáTeÚ\ ykÍ\ ºçÔ\qT >·eT+#á+&.
|¿>ì Ö· &T
Xæ\
u¤]jáT #î³T¼
>·TV²
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bÍeTT\
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|+<T\ <=&¦ >=çÂs\ <=&¦

>·TçsÁ|ÚXæ\
Ôás>Á Ü· - 3 eTq ç||+#á+ 21
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Animals like fish and whales live in water.

Animals such as frog and crocodile live both on land and in water.
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Do you know that some animals are homeless?
Animals like monkeys and elephants always wander in the forest. They have no
specific homes.
Say whether the given statements are true or false. Mark in the brackets provided.
1. A horse is kept in a shed. ( )

2. A tiger lives in a cave. ( )
3. A fish lives on a tree. ( )
4. A turtle lives both in water and on land. ( )
5. An elephant and a giraffe lives in water. ( )

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¿£|Î , yîTTd* e+{ì È+ÔáTeÚ\T Hû\ |Õq/ ú{ìýËqT ed¾kÍïsTT.
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yd+ ýñ È+ÔáTeÚ\T ¿= HjáT MTÅ£ Ôî\TkÍ?
¿ÃÔáT\T, @qT>·T\ e+{ì È+ÔáTeÚ\T n&$ýË ÜsÁT>·TÔáÖ +{²sTT. y{ì¿ì ç|Ôû«¿£+>± ykÍ\T ýñeÚ.
¿ì+~ ºÌq y¿±«\T Ôá|Ú Î / ÿ|ÚÎ \qT m<TsÁT>± q çu²Â¿³¢ýË >·T]ï+#á+&.
1. >·Tçs >·TçsÁ|Ú Xæ\ýË +#áTÔsÁT. ( )
2. |Ú* >·TV²ýË ed¾dTï+~. ( )
3. #û| #î³T¼|Õ ed¾dT +ï ~. ( )
4. Ôuñ\T Hû\|qÕ , ú{ìýË ed¾dT +ï ~. ( )
5. @qT>·T, s|Ó ú{ìýË e¥kÍïsTT. ( )
Ôás>Á Ü· - 3 eTq ç||+#á+ 23

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Nests of Birds
A bird's home is called a nest. Birds build nests to lay eggs and raise their young ones.
They use twigs, straws, leaves or cotton to build their nests.
Hey! Look at this bird! Can you tell what it is doing? It is feeding its young
ones.
Observe these pictures
It is a sparrow. It makes its nest on trees

or on wooden beams of tiled houses. It
uses straws, grass, leaves and cotton to
make its nest.
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Woodpeckers make big holes in

the trunk of the trees to make
their homes.
Weaver birds use grass and twigs

to make their nest. There is an
opening at the lower end to enter
the nest.
We learnt that birds and animals make homes. There are many insects too in our
surroundings.
Do insects also have a shelter?

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|sÁÅ£\T, Å£\T, |Üï, |jîÖÐ+º ÔáeT >·ÖÞøßqT ¿£³T¼Å£+{²sTT.
V²! |¿ì #áÖ&+&. n~ @$T #ûdTï+<Ã #î|Î>·\s?

n~ Ôáq |¾\\¢ Å£ Väs Ü|¾dT +ï ~.
~ ÿ¿£ |¾#Tá Ì¿£. n~ Ôáq >·ÖÞøßqT #î³¢ |Õq, |+Å£{ì+{ì <Öý²\

|qÕ ¿£³T¼Å£ +³T+~. n~ |Ú\¢\T, >·&,¦ Å£\T, |Üï >·Ö&T
¿£³&¼ ¿ì |jÖî ÐdT+ï ~.
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eç&+Ð |¾³¼ #î³¢ ¿±+&¿ì |<Ý Ô=çsÁ\T

#ûd¾ Ôáq ykÍ ]+#áTÅ£+³T+~.
Ð>±&T |¿ì >·&,¦ ¿£çsÁ|Ú \¢\qT |jÖî Ð+º Ôáq >·ÖÞøßqT

¿£³T¼Å£ +³T+~. n~ >·Ö&T ¿ì+< qT+& ç|y¥û +#á&¿ì ÿ¿£
<Çs @sÁÎsÁ#Tá Å£+³T+~.
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¿¡³¿±\T Å£L& HsTT.
¿¡³¿±\Å£ Å£L& ykÍ\THjáÖ ?
Ôás>Á Ü· - 3 eTq ç||+#á+ 25

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Insects also have shelters
Bee hive Spider web Silk moth
Some animals and birds live with us

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Hi kids! I'm Kitty the cat

I live with Sumanth and his family. I'm waiting for Jerry, the rat. He lives with
us but in a hole. Bunty, the dog is sleeping in his kennel. The cows, sheep and goats
also live with us but they live outside our house.
Come with me to the kitchen. Sometimes we find houseflies and cockroaches

there. In our backyard, crows, parrots and squirrels make their homes.
Hey I forgot! The lizards and garden lizards too are there.
We all share this place. Sumanth gives me food and water before going to school.
Do you have any pet animal in your house?

Do you give food and water to them?

¿¡³¿±\Å£ Å£L& ykÍ\T HsTT
ÔûHî |³T¼ kÍýÉ>Ö· &T |³T¼ |ÚsÁT>·T
¿= È+ÔáTeÚ\T, |Å£\T eTqÔÃ bÍ³T ed¾kÍïsTT

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VäjYT! |¾\¢\Ö ! HûqT ¿ì{ì¼ nHû |¾*¢

HûqT dTeT+ÔY Å£³T+ duóT«\ÔÃ bÍ³T ed¾kÍïqT. HûqT CÉç] nHû m\T¿£ ¿=sÁÅ£ m<TsÁT #áÖdTïHqT. n~ Å£L&
eÖÔÃbÍfñ H, ¿£\T>·TýË ed¾dT +ï ~. +{ì nHû Å£¿£Ø Ôáq ¿Â HîýË¢ ç~dT+ï ~. eÚ\T, >=çÂs\T, yûT¿£\T eÖÔÃ bÍfñ
ed¾kÍïsTT. nsTTÔû n$ eÖ +{ì¿ì yî\T|\ ed¾kÍïsTT.
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yûTeT+<s+Á dý ² |+#áTÅ£H+. dTeT+ÔY bÍsÄXÁ æ\Å£ yîÞßâ eTT+<T VäsÁ+, úsÁT HÅ£ kÍï&T .
MT +{Ë¢ @<îÕH |+|Ú&T È+ÔáTeÚ +< ?

<¿ì úeÚ VäsÁ+, úÞøß kÍïy ?
Ôás>Á Ü· - 3 eTq ç||+#á+ 27

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Concern for animals and birds
How do you feel when you observe the above pictures?
Just like you and me, birds and animals too want to live
freely and enjoy their natural life, don't they?
My Concern
Last Monday, on my way to school, we found a bird's nest fallen from
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the tree. I picked it up and saw that it was full of eggs. Raju wanted to
break the eggs. I objected and told him that it was bad to harm them
and how the mother would cry for them. And just then we saw the
mother crow cawed for its nest. Raju climbed up the tree and placed
it back safely.
Raju and Amala put up slogans "Do not harm animals."
Shelter, Caravan, Homeless people, Kutcha house, Pucca house, Apart-

ment, Boat house, Permanent house, Temporary house
• A house gives us shelter and protection.

• We find different types of houses in our surroundings.
• Temporary houses are set up at the time of floods and cyclones.
• People who migrate live in tents.
• Birds and animals too have homes to live.

|Å£\T, È+ÔáTeÚ\ |³¢ <jáT
|Õ ºçÔ\qT >·eT+ºq|ð&T ú¹¿eT|¾dT +ï ~?
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dV² È+>± >·&bÍ\ nqTÅ£+{²sTT, ¿±<?
È+ÔáTeÚ\ |³¢ <jTá

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• |Å£ \T, È+ÔáTeÚ\Å£ Å£L& ed¾+#á&¿ì ÞøßHsTT.
Ôás>Á Ü· - 3 eTq ç||+#á+ 29
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I. Conceptual Understanding.
Answer the following questions.
1. What is the difference between a Kutcha and a Pucca house?
2. Why do we need a house?
3. What help can be given to the people who live in tents and pipes?
II. Questioning
4. Deepthi observed a beehive on a tree. She wants to know about the beehive.
What question would she ask her teacher?
III. Experiments and field observations.

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5. Observe the different shelters of animals, birds and insects and name them.
IV. Information skills - Project work.

6. Observe the roofs of houses in your surroundings and fill in the given table:
Roof of the house

S.No. Type of the house
Flat Slant
V. Drawing pictures and model making.

7. Make a model of a hut with ice cream sticks or matchsticks.
VI. Appreciation.
8. If you have a bird or a cat or a dog as a pet, how would you take care of it?

nuó«dq+ yîTsÁT>·T|sÁT#áT¿Ã+&
I. $wjÖá e>±V²q.
ç|Xø \Å£ deÖ<óH\T sjáT+&.
1. ¿£#Ì +{ì¿ì, |¿±Ø +{ì¿ì >·\ Ôû&ýñ$?
2. eTqÅ£ \T¢ m+<TÅ£ nedsÁ+?
3. >·T&s\T eT]jáTT |Õ|Ú\ýË ed¾+#û ç|È\Å£ @$T dVäjáT+ #ûjáTe#áTÌ?
II. |ç ¥ +#á&+ .
4. B|¾ï #î³T¼|Õq q ÔûHî|³T¼qT >·eT+º+~. yîT ÔûHî|³T¼ >·T]+º Ôî\TdT¿Ãy\ nqT¿=+~. yîT
bÍ<ó«jáTT @jûT ç|Xø\T n&T>·TÔáT+~.
III. ç|jîÖ>±\T ` ¹¿çÔá |]o\q\T.
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5. $$<ó sÁ¿±\ È+ÔáTeÚ\, |Å£\, ¿¡³¿±\ ykÍ\qT >·eT+º y{ì |sÁ¢qT Ôî\Î+&.
IV. deÖ#sÁ HîÕ|ÚD²«\T ` çbÍCÉÅ£¼\T.
6. MT #áT³T¼ ç|¿£Ø\ Þøß |Õ¿£|ð\qT >·eT+º ¿ì+~ |{ì¼¿£qT |P]+#á+&.
+{ì |Õ¿|£ ð
e.d+. +{ì sÁ¿+£
#á<T qT @³y\T
V. u¤eT\T ^jáT&+ ` qeTÖH\T ÔájÖá sÁT#ûjTá &+.

7. ×dtç¿¡+ |Ú\¢\T, nÐZ|Ú\¢\ÔÃ ÿ¿£ >·T&d qeTÖHqT ÔájáÖsÁT #ûjáT+&.
VI. ç|Xø+d.
8. úÅ£ |¿ì/ |¾*¢/ Å£¿£Ø e+{ì |+|Ú&T çbÍDì q³¢sTTÔû < úeÚ mý² d+sÁ¿ìkÍïeÚ ?
Ôás>Á Ü· - 3 eTq ç||+#á+ 31

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Lesson
8 Let’s Travel Together

Learning Outcomes
l speak about travel and communication.
l identify objects, signs and signboards used for transport
and means of communication.
l identify places associated with transport like bus stand,
railway station, petrol pump etc.
l differentiate between modes of travel in the present and in
the past.
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l record observations experiences, information on objects/

activities/ places visited in different ways.
Let us sing this song

The wheels on the bus go round and round
Round and round
Round and round
All through the town.
The wipers on the bus go swish, swish,
swish
Swish, swish, swish
The horn on the bus goes beep, beep, beep
beep, beep, beep
The doors on the bus go open and shut,
open and shut
All through the town
The wheels on the bus go round and round
Round and round
Round and round
32 Class - III
bÍsÄÁ+
8 }]¿ì bþ<+

• sÁyD² kÍ<óH
\T, uó²ee«¿¡ï ¿£sD
Á \ >·T]+º eÖ{²¢&T Ô+.
• sÁyD²Å£ |jÖî Ð+#û edTe
ï Ú\T, >·TsÁT\ï T dÖº¿£\T, dÖº¿£qT Ôî*| uËsÁT\¦ qT, sÁyD² kÍ<óH \T
Á \ >·T]+º eÖ{²¢&Ô sÁT, uó²e ç|kÍsÁ eÖsZ\qT >·T]ïkÍïsTÁ .
uó²e e«¿¡ï ¿£sD
• sÁyD²Å£ nqTd+<óqyîTq
® ç|<Xû æ\T dtkÍ¼+&, sÂ ýÕ Çñ dw¼ H , |ç{ËýÙ |+|Ú yîTT<ýqÕÉ y{ì >·T]ïkÍïsTÁ .
• >·Ô+á ýË, esÁe
ï Öq+ýË y&TÔáTq sÁyD² kÍ<óH \ eT<ó« Ôû&\qT >·eTkÍïsTÁ .
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• $$<ó sÁyD² kÍ<óH

\qT |jÖî Ð+º ç|jÖá Dì+ºq $$<ó ç|<Xû æ\T, ¿£Ô«\T, edTeï Ú\qT >·Ö]Ì
+¿± y] nqTuóy \qT qyîÖ<T #ûjTá >·\T>·TÔsÁT
bÍ³qT bÍ&T<+ !
< MýÙà H < dt>Ã s+& m+& s+&
s+& m+& s+&
s+& m+& s+&
ýÙçÔáÖ < { H
< yî|Õ s àY H < dt >Ã d¾Çwt, d¾Çwt, d¾Çwt
d¾Çwt, d¾Çwt, d¾Çwt
ýÙ çÔáÖ < { H
< VäsY H < dt >Ãdt ;|t ;|t ;|t
;|t ;|t ;|t
ýÙ çÔáÖ < { H
< &ÃsYà H < dt >Ã z|H m+& w{Ù
z|H m+& w{Ù
ýÙçÔáÖ < { H
<MýÙà H< dt >Ãs+& m+& s+&
s+& m+& s+&
s+& m+& s+&
Our World 33
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Think and Discuss
1. What is the rhyme about?

2. Have you ever travelled by bus? When?
Manu, David, Saleem, Bhavana are very happy. They are planning to participate
in a Science Exhibition in Kurnool. They are the students of MPP School, Panchalingala
of Kurnool district. All of them started discussing about the trip.
My name is Saleem.
My father and mother are I am Manu. My
working at a construction site in father is an auto
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Kurnool. They regularly go to driver. I will come in

work by boat, crossing the river
my father's auto.
Thungabhadra. I will come with
my parents.
I am Bhavana. My I am David. My brother

father is a doctor.
is studying at Kurnool. He
I will come with my
regularly goes to the college
father in his car.
by bike. I will come with my
brother on his bike.
I am Pushpa working
as a science teacher.
Tomorrow, I am going to visit
the Science Exhibition along
with my students by bus.
34 Class - III
ýËº+#á+& - #á]Ì+#á+&
1. ¹>jáT+ <û>·T]+º?
2. úeÚ m|ð&îHÕ dTàýË ç|jÖá Dì+#y? m|ð&T?
eTqT, &û$&, d©yT, uó²eq\T #ý² d+ÔÃw+>± HsÁT. ¿£sÖÁ \TýË È]¹> dqÕ Tà mÐ¨_wHý Ë bÍý¤Zq&¿ì
yîÞ²ß\ nqTÅ£+³THsÁT. MsÁT ¿£sÁÖ\T ý²¢ýË >·\ eT+&\ |]wÔY çbÍ<¸$T¿£ bÍsÄÁXæ\ |+#á*+>±\ çbÍ+Ô¿ì #î+~q
$<«sÁT\ T. n+<sTÁ yÞøß ç|jáÖD+ >·T]+º #á]Ì+#áTÅ£+³THsÁT.
H |sÁT d©yT.
eÖ Hq, neT ¿£sÖÁ \TýË uóe q sD HûqT eTqT. eÖ Hq
¿±]Å£\T. ysÁT sÃp ÔáT+>·uçó < q~ {Ëç&îÕesY. HûqT eÖ HqÔÃ
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<³&¿ì |&e |Õ ç|jÖá Dì+º, ysÁT ¿£*d¾ {ËýË ekÍïqT.

|#ûdTïq çbÍ+Ô¿ì #ûsÁÔsÁT. HûqT eÖ
Ôá*¢<+ç&T\ÔÃ ekÍïqT.
HûqT uó²eq. eÖ Hq HûqT &û$&. eÖ nqjáT« ¿£sÖÁ \TýË

yî<Õ T «&T. HûqT eÖ HqÔÃ #á<T eÚÔáTH&T. ç|ÜsÃp yîÖ{²sÁT
¿£\d¾ ¿±sÁTýË ekÍïqT. d¿Õ ýì Ù|Õ ¿±ýñJ¿ì yîÞÔø &T. HûqÖ eÖ
nqjáT«ÔÃ ¿£*d¾ yîÖ{²sÁT dÕ¿ì\T|Õ
ekÍïqT.
HûqT |ÚwÎ. dqÕ Tà bÍ<ó«sTT>±

|#ûdTïHqT.
s¹ |Ú HûqT dqÕ Tà ç|<s ôÁ qXæ\Å£, eÖ
$<«sÁT\ ÔÃ ¿£\d¾ dTàýË yîÞø ÔáTHqT.
Our World 35
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• List out the name of the vehicles in the story. Extend your list.
• Give the names of the vehicles you have travelled by.
Let children speak about the picture of a bus-stand.
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Bus Stand
The place where all the buses halt is called a bus-stand.
Buses from different places halt at a bus-stand. There is a

platform to board or alight a bus for the passengers.
What other things do you see in a bus stand?

Is there a bus service to your village? If not, how do you travel?
Activity
Look at the following pictures. Write the names of the vehicles.
...................... ...................... ...................... ......................

36 Class - III
• |Î{ì esÁÅ£ $q $esÁD\ýË eºÌq yV²H\ C²_Ô sjáT+&?
• MTsÁT ç|jáÖDì+ºq yV²H\ |sÁT¢ Ôî*jáTCñjáT+&.
kÍ¼+& ºçÔá+ >·T]+º |¾\¢\#û eÖ{²¢&+#á+&.
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dt kÍ¼+&T
dTà\T \T|Ú dý ² »»dtkÍ¼+&µµ n+{²+.
$$<ó çbÍ+Ô\ qT+& eºÌq dTà\ú dtkÍ¼+&TýË \T|ÚÔsÁT. n¿£Ø& ç|jÖá DìÅ£ \T
dTà¿Ãd+ yûº +&{²¿ì, Å£LsÃÌe&¿ì nqTyîÕq d\+(bÍ¢{ÙbÍsÁ+) +³T+~.
dtkÍ¼+&TýË úÅ£ @yûT$T ¿£|¾kÍïsTT?

MT }sÁTÅ£ ç|jÖá Dì+#á&¿ì dTà\T HjáÖ? ýñ¿b£ þÔû úeÚ mý² ç|jÖá DìkÍïeÚ?
¿£Ôá«+
¿ì+~ ºçÔ\qT #áÖ&+&. yV²H\ |sÁT¢ sjáT+&.
...................... ...................... ...................... ......................

Our World 37
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...................... ...................... ...................... ......................
...................... ...................... ......................

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...................... ......................
Activity
Classify the vehicles based on the number of wheels they have:
Two wheels Three wheels Four wheels More than four wheels No wheels
38 Class - III
...................... ...................... ...................... ......................
...................... ...................... ......................

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...................... ......................
ý² #û<Ý+ !
¿£Ôá«+
ç|jáÖD kÍ<óH\Å£ >·\ #áç¿±\ d+K« <ósÁ+>± y{ì $uó+º ¿ì+~ |{ì¼¿£ýË qyîÖ<T #ûjáT+&:
sÂ +&T #áç¿±\T eTÖ&T #áç¿±\T H\T>·T #áç¿±\T H\T>·T ¿£H mÅ£Øe #áç¿±\T >·\$ #áç¿±\T ýñ$
Our World 39
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Do you know the following means of transport?

Are these kinds of transport in use now?
Transport system
Look at the following pictures:
Where do these vehicles move?

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Bus Aeroplane Boat
Vehicles like car, bike and auto run on the roads. Boats and
ships sail on water. Aeroplanes and helicopters fly in the air.
Road ways
Roads are the main mode of transport. Based on the material used to form the roads,
they are divided into six types:
Earthen road Gravel road Murrum road
40 Class - III
¿ì+~ ç|jáÖDkÍ<óH\T úÅ£ Ôî\TkÍ?
ç|dT Ôï +á $ |jÖî >·+ýË HjáÖ?
sÁyD² e«ed
¿ì+~ ºçÔ\qT #áÖ&+&
yV²H\T m¿£Ø& ç|jáÖDìkÍïsTT?

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dTà $eÖq+ |&e
¿±sÁT¢ , uÉÅÕ £ \T, {Ë\T yîTTööq$ sÃ&T¦ MT< q&TkÍïsTT. |&e \T, z&\T ú{ì MT< ç|jÖá DìkÍïsTT.
$eÖH\T, V²*¿±|s¼ \Y T >±*ýË ç|jÖá DìkÍïsTT.
sÃ&T¦ eÖsZ\T
sÁyD² $<óq+ýË eTTK«yîT®q$ sÃ&T.¢ sÃ&T¢ ÔájÖá ¯¿ì y&û |<s\qT {ì¼ sÃ&q¢ T »6µ sÁ¿±\T>± $uó +#áe#áTÌ
eT{ì¼ sÃ&T¦ ç>±yîýÙ sÃ&T¦ mçsÁeT{ì¼ sÃ&T¦
Our World 41
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Granite road Tar road Concrete road
What type of road do you have in your village?
I am Anil. I live at Muchalapuri of Kurnool district. We have

gravel roads in our village. If one wants to go to Hyderabad from our
village, one has to travel by different types of roads. First, one has to
go to the nearby town, Sanjamala, on an earthen road, and then reach
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Kurnool, on a concrete road, to catch the bus to Hyderabad on the tar

road.
Have you ever seen such milestones?

What do they indicate?
Roads also have names

You know that some roads have been referred by names. Some roads are named after
certain public offices - for example Hospital road, Panchayath office road. Some roads
are named after famous personalities like Patel road, Gandhi road etc.
Activity
Manu and her friends observed the following sign boards in Kurnool city. They asked
their teacher about the signs and statements written below them. "They are traffic
signs. To avoid traffic disturbance and accidents everyone must follow these traffic
rules, note down some traffic signs" said their teacher.
42 Class - III
ç>±HîÕ{Ù sÃ&T¦ ÔsÁT sÃ&T¦ ¿±+ç¿¡{Ù sÃ&T¦
MT }]ýË @ $<óyîTq® sÃ&T¢ HsTT?
HûqT nýÙ! HûqT ¿£sÖÁ \T ý²¢ýË »eT#áÌ\|P]µýË ed¾kÍïqT. eÖ }]ýË ¿£+¿£sÁ sÃ&T¢
HsTT. eÖ }] qT+& meÂsHÕ V²Õ <su²< yîÞ²ß\qTÅ£+fñ, $_óq sÃ&¢ <Çs ç|jÖá Dì+#*.
eTT+<T>±, eT{ì¼sÃ&T¦|Õ <>·ZsÁýË q »d+C²eT\µ nHû |³¼D²¿ì #ûs*. n¿£Ø& qT+& ¿±+ç¿¡{ÙsÃ&T¦|Õ
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¿£sÁÖ\T #ûs*. n¿£Ø& ÔsY sÃ&T¦|Õ VÕ²<su²< yîÞâß dTàýË VÕ²<su²< yîÞøße#áTÌ.
úeÚ m|ð&îHÕ yîT\® T sÞøßqT #áÖkÍy?

n$ <û dÖºkÍïsTT?
sÃ&Å¢ £ Å£L& | sÁT¢ +{²sTT

MTÅ£ Ôî\TdT ¿£< ! ¿= sÃ&¢qT eTq+ |sÁ¢ÔÃ |¾\TkÍï+. ¿= sÃ&T¢ n¿£Ø& q ç|uóTÔáÇ ¿±s«\jáÖ\ |sÁ¢ÔÃ ¿£*|¾
|¾\e&ÔsTT - <V²sÁDÅ£ dT|çÜ sÃ&T,¦ |+#sTTr ¿±s«\jáT+ sÃ&T¦. ¿= sÃ&T¢ ç|eTTK e«Å£\ï |sÁÔ¢ Ã |¾\e&ÔsTT.
<V²sÁDÅ£ |fýñ Ù sÃ&T,¦ >±+Bó sÃ&T¦ yîTTöö$.
¿£Ôá«+
eTqT, yîT dV¾²ÔáT\T ¿£sÖÁ \TýË $$<ó dÖº¿£qT Ôî*| uËsÁT\¦ qT >·eT+#sÁT. y{ì|Õ sd¾ q d+Èã\T, y¿±«\qT
>·T]+º {¡#sá qY T n&>±sÁT. n$ ç{²|¾¿ù d+¹¿Ô\T. ç{²|¿¾ ù ny+Ôás\T, ç|eÖ<\qT y]+#á&¿ì ç|Ü ÿ¿£ØsÁT nç|eTÔáïÔÃ
ç{²|¿¾ ù jáTeÖ\qT nqTd]+#*. ¿= ç{²|¿¾ ù >·TsÁT\ï T sdT¿Ã+&. n {¡#sá TÁ #îbÍÎsÁT.
Our World 43
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Do you know what the following signs indicate?
School Zone Zebra Crossing No overtaking
Let's know something about this!

Manu and her friends were walking along the road. All the
vehicles stopped at the red signal. When the green signal was shown,
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the vehicles started moving. They observed certain other signals and
slogans related to the safety measures on the sign boards.
Do you know what the colours of a traffic signal indicate?
Activity
Complete the table, writing the name of the person who rides the following vehicles.
Name of the vehicle Name used to call the driver
Bus
Boat
Aeroplane
Local train
How do you go to school?
44 Class - III
¿ì+~ >·TsÁTï\T <û dÖºkÍïjîÖ Ôî\TkÍ !
bÍsÄÁXæ\ çbÍ+Ôá+ Jçu² ç¿±d¾+>´ yV²H n~>·$T+#áe<TÝ
+¿± eT] Ôî\TdTÅ£+<+ !
eTqT, yîT dV¾²ÔáTs\T ¿£\d¾ sÃ&T¦ |Õ q&TdTHï sÁT. n yV²H\T »msÁT|ÚsÁ+>·T d¾>· ýÙ µ
|&q |ð&T Ðq$. Ü]Ð |#áÌsÁ+>·T d¾>·ýÙ |&q|ð&T yV²H\T ¿£~* eTT+<TÅ£ bþsTTq$.
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+¿± eT] d¾>· ýÙàqT, H<\qT Å£L& ysÁT >·eT+#sÁT.
ç{²|¾¿ù d¾>·ýÙàýË +&û sÁ+>·T\T yû{ì Ôî*jáTCñkÍïjîÖ MTÅ£ Ôî\TkÍ?
¿£Ôá«+
|{¿¼ì q£ T |P]+#á+&, yV²H\qT q&| e«Å£\ï qT @eT |¾\TkÍïsÃ sjáT+&.
yV²q+ |sÁT yV²H\qT q&| e«¿ìï |sÁT

dTà
|&e
$eÖq+
sÂ \Õ T
úeÚ bÍsÄXÁ æ\Å£ mý² yîÞÔø eÚ?
Our World 45
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Activity
My Bicycle
Manu is very excited. It is his birthday. His father has given him a bicycle as a gift.
This is the cycle he has got. Manu wants to know the parts of the cycle. Can you help
him? Write the numbers on the parts.
1. Pedal 2. Seat 3. Handle 4.Chain 5. Wheel
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Food for vehicles

Manu asked his father, "Daddy! Why are you
going to market by cycle?" Father said, "There is
no fuel in my bike. Yesterday there was a strike
and so, no petrol bunks were open."
What does a vehicle need to move?

What is a petrol bunk?
Is there any petrol bunk near your house?
Vehicles need fuel to run. There are many types of fuels that are used to run vehicles.
Think and Discuss
The government of India is promoting the use of electric and CNG vehicles. Why?
46 Class - III
¿£Ôá«+
H d¿Õ \ì T
»eTqTµ #ý² ÔáTà¿£Ôýá Ë H&T. sÃE nÔá |Ú{ìq¼ sÃE. Ôáq¿ìwy¼ Tî q® dÕ¿ì\TqT yÞøß Hq VQeTÜ>± #Ì&T. ~ nÔáqT
VQeTÜ>± bõ+~q d¿Õ \ì T. eTqT d¿Õ \ì TýË uó²>±\qT Ôî\TdT¿Ãy\ nqT¿=H&T. MTsÁT nÔá¿ì dVäjáT+ #ûjáT>·\s?
¿ì+< ºÌq uó²>±\ |sÁ¢qT y{ì d+K«\ <ósÁ+>± ¿ì+< eÇ&q ºçÔá+ýË uó²>±\|Õ d+K«\qT sjáT+&.
1. |&ýÙ 2. dÓ{Ù 3. Vä«+&ýÙ 4. #îq
Õ T 5. #áç¿£+
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yV²H\Å£ VäsÁ+
eTqT yÞøß HqÔÃ, "Hq! úeÚ C²sÁT¿ì d¿Õ \ì T MT< m+<TÅ£
yîÞøÔáTHeÚ?" n n&>±&T, n+<TÅ£ yÞøß Hq "H uÉ¿Õ ýù Ë
+<óq + ýñ<T . q È]Ðq +< ¿±sÁD+>± }]ýË eÚq |ç{ËýÙ
+Å£\ú eTÖd¾yXû æsÁT."
yV²q+ q&bÍ\+fñ @$T ¿±y*?

|ç{Ë\T +Å£ n+fñ @$T{ì?
MT +{ì¿ì <>sZ· ýÁ Ë |ç{ËýÙ +Å£ @<îHÕ +<?
yV²H\T q&bÍ\+fñ +<óH \T neds+Á . yV²H\T q&|&¿ì sÁ¿£sÁ¿±\ +<óH\T |jîÖ>·|&ÔsTT.
ýËº+#á+& - #á]Ì+#á+&
uó²sÁÔá ç|uóTÔáÇ+ $<T«ÔY, CNG +<óH\ÔÃ q&#û yV²H\qT |jîÖÐ+#áeT ç|#sÁ+ #ûdTï+~. m+<TÅ£?
Our World 47
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Read and respond

David observed the sign board at a petrol pump.
You too read the signboard and answer the question.
Write two Dont's that you must remember at a
petrol pump.
1. ___________________________________
2. ___________________________________
Vehicles other than transport

So far we have learnt about the different kinds of transport. The purpose of using
some vehicles is not for travelling from one place to another. Some vehicles are not
useful for transportation. They are used for different purposes. Let us see how these
vehicles are useful in our daily lives.
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Look at these vehicles. Do you know about them?
Ambulance Road roller
Fire Engine Excavator
48 Class - III
#á<e+& ` ç|ÜdÎ+~+#á+&
&û$& |ç{ËýÙ +¿ù e<Ý >·\ dÖ#áq uËsÁT¦qT >·eT+#&T.
MTsÁT Å£L& ç|¿£Øq ºÌq uËsÁT¦qT #á~$ ¿ì+~ ç|XøÅ£ deÖ<óq+
sjáT+&.
|ç{ËýÙ +¿ù e<Ý #ûjáTÅ£L& Âs+&T |qT\qT sjáT+&.
1. ______________________________________
2. ______________________________________
ç|jáÖDñÔásÁ kå¿£s«\Å£ |jîÖÐ+#û yV²H\T

|Î{ì esÁÅ£ eTq+ sÁ¿£sÁ¿±ýÉÕq ç|jáÖD kÍ<óH\qT >·T]+º Ôî\TdTÅ£H+. ¿= yV²H\T ç|jÖá D²¿ì |jÖî Ð+#ásTÁ .
¿= yV²H\T sÁyD²Å£ |jîÖÐ+#ásÁT. y{ì sÁ¿£sÁ¿±\ neds\ ¿Ãd+ |jîÖÐkÍïsÁT. ¿ì+~ yV²H\T ÈJ$Ôá+ýË
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@ $<ó+ >± |jÖî >·|& T ÔáTHjîÖ #áÖ<Ý+. |ð&T ÔásÁ neds\Å£ |jÖî Ð+#û $$<ó sÁ¿±\ yV²H\qT >·T]+º
Ôî\TdTÅ£+<+.
¿ì+~ yV²H\qT #áÖ&+&. yV²H\ >·T]+º MTÅ£ @$T Ôî\TdT?
n+TýÉHà sÃ&T¦ sÃ\sY
|ÕsY +ÈH (nÐeÖ|¿£ yV²q+) çbõÂ¿¢sTTH
Our World 49
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travel, transport, traffic signals, sign board, slogan, driver, sailor, pilot,
wheel, petrol pump, fuels, CNG, ambulance, map
Life Skills
• We should select proper vehicles to travel different distances.
• We should use traffic signals and follow different traffic rules while travelling.
• We should use services like 100, 104, 108 in case of emergency.
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• We use transport to move from one place to another.

• Road ways, airways, waterways are the main means of transport.
• Different materials are used to construct roads.
• We have to follow the traffic rules to avoid accidents.
• Vehicles need fuel to move.
I. Conceptual Understanding (Tell and write).

1. Which vehicles have you travelled by?
2. Name the animals that are used for transportation.
3. Which vehicle moves without wheels?
4. Give some examples of three wheelers.
II. Questioning.
5. Guess what will happen if there is no transport facility to your village.
50 Class - III
¿¡\¿£ |<\T
ç|jÖá D+, sÁyD², ç{²|¾¿ù d¾>·ýÙà, dÖº¿£ uËsÁT¦, H<+, ç&îÕesY, H$Å£&T, |ÕýÉ{Ù, #áç¿£+,
|ç{ËýÙ |+|Ú, +<óH\T, CNG, n+TýÉHà , |³+
Jeq Hî|Õ Ú D²«\T:

• $$<ó <Ös\qT ç|jÖ á Dì+#á&¿ì d]jîT® q yV²H m+#áT¿Ãy*.
• ç|jáÖDì+#û³|ð&T Ôá|ÎÅ£+& ç{²|¾¿ùd¾>·ýÙà eT]jáTT ç{²|¾¿ù +<óq\qT bÍ{ì+#*.
• nÔá«edsÁ |]d¾ÔáT\ýË 100, 104, 108 de\qT $jîÖÐ+#áT¿Ãy*.
eTq+ @$T HûsÁTÌÅ£H+ ?

•
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eTq+ ÿ¿£ #Ã³T qT+& eTsÃ #Ã³T¿ì ç|jÖá Dì+#á&¿ì dsÂ qÕ sÁyD² kÍ<óH \qT |jÖî Ð+#*.
• sÃ&T¦ eÖsZ\T, yjáTT eÖsZ\T, È\eÖsZ\ýË eTTK«yîTq® sÁyD² $<óH\T.
• sÃ&T¢ ÔájáÖ¯ýË $_óq |<s\qT |jîÖÐkÍïsÁT.
• sÃ&T¦ jáTeÖ\qT bÍ{ì+ºq³¢sTTÔû ç|eÖ<\qT n]¿£³¼e#áTÌqT.
• yV²H\T q&y\+fñ +<óq+ nedsÁ+.
I. $wjÖá e>±V²q. (#î|Î +&, sjáT+&)

1. MTsÁT @jûT yV²H\ýË ç|jÖá Dì+#sÁT?
2. sÁyD²Å£ |jîÖÐ+#û È+ÔáTeÚ\T @$?
3. #áç¿±\T ýñÅ£+& ¿£~ýñ yV²H\T @$?
4. eTÖ&T #áç¿±\ yV²H\Å£ ¿= <V²sÁD\T eÇ+&.
II. |ç ¥ +#á&+ .
5. MT ç>±eÖ¿ì sÁyD² d<TbÍjáÖ\T ýñ¿£bþÔû @+ ÈsÁT>·TÔáT+<Ã }V¾²+º sjáT+&.
Our World 51
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6. Write the uses of various vehicles you observe in your
surroundings.
7. Observe the vehicles that move in your street on any Sunday.
Fill the table with particulars.
Name of the vehicle No. of vehicles
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Which vehicles are seen the most of times? Which vehicles are seen the least of
times?
8. Draw the picture of a boat and colour it.
VI. Appreciation.
9. We use animals for travel. How should be our attitude towards animals?
10. Do you like to travel by aeroplane? If so, what should you do?
52 Class - III
6. eTq #áT³Ö¼ +&û $$<ó yV²H\ e\q ç|jîÖÈH\T @$T{Ë $e]+#á+&.
7. MT M~óýË ç|jáÖDì+#û $$<ó sÁyD² kÍ<óH\T @$T{Ë @<Ã ÿ¿£ ~ysÁ+ >·eT+º
¿ì+~ |{ì¼¿£ýË qyîÖ<T #ûjáT+&.
ç|jáÖD kÍ<óq+ |sÁT yV²H\ d+K«
mÅ£Øe>± ¿£|¾+#û yV²H\T @$? ÔáÅ£ Øe>± ¿£|¾+ºq yV²H\T @$?

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8. |&e ºçÔ ^d¾, sÁ+>·T\T yûjTá +&.
VI. ç|Xø+d.
9. ç|jáÖD kÍ<óH\T>± eTq+ $$<ó È+ÔáTeÚ\qT |jîÖÐkÍï+. y{ì |³¢ úeÚ @$<ó+ >± ç|e]ïkÍïeÚ?
10. úÅ£ $eÖq+ýË ç|jÖ á Dì+#á&+ wy¼ Tû H? ný² ç|jÖá Dì+#\+fñ úeÚ @$T #ûjÖá *?
Our World 53
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Lesson Together with

9 Everyone

Learning Outcomes
l understand and speak on togetherness.
l identify different means and objects of communication.
l differentiate between modes of communication in the past and
present.
l understand different types of communication both in human
and animals.
understand the different feelings and their gestures.
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Anuradha resides in Kondapuram with her grandparents. Her mother and father
work in Palamaneru. Her mother made a phone call to Anuradha.
Mother : Hello! Anuradha, how are you?
Anuradha : I am fine Amma.
Mother : How is your health, How are you
studying?
Anuradha : I am fine, studying well Amma, Now,
I am eating all the vegetables as you
said. How about Naana and Akka?
Mother : They are doing well. Good news Anu.
Today your Pinni has given birth to a baby girl.
l What are they doing ?
l How did they talk with each other ?
Communication
Expressing ideas and exchange of thoughts and feelings to others is called communication.
We communicate our feelings by using body language like looking, nodding head, waving
hands and legs etc. Speaking is the main means of communication in Humans.
l How can you say “I do not know” without speaking? (in action or a gesture)
Are there any other means of communication?
54 Class - III
bÕsƒ¡+
e÷{≤¢&ÉT≈£î+<ë+
9
nuÛÑ´düq |òü*‘ê\T $<ë´s¡Tú\≈£î dæ~∆+#˚ kÕeTsêú´\T:
• ø£*dæ e÷{≤¢&É≥+ ns¡ú+ #˚düT≈£î+{≤s¡T.
• düe÷#ês¡ Á|ükÕsêìøÏ ñ|üjÓ÷–+#˚ $$<Ûä s¡ø±\ |ü<ä∆‘·T\T, edüTÔe⁄\qT >∑T]ÔkÕÔs¡T.
• Ä<ÛäTìø£, ÁbÕNq düe÷#ês¡ Á|ükÕs¡ |ü<ä∆‘·T\ eT<Ûä´ uÒ<Ûë\qT ‘Ó\TdüT≈£î+{≤s¡T.
• eTqTwüß\T, »+‘·Te⁄\˝À nqTdü]+#˚ $$<Ûä s¡ø±\ düe÷#ês¡ Á|ükÕs¡ |ü<ä∆‘·T\qT ns¡ú+
#˚düT≈£î+{≤s¡T.
• $$<Ûä s¡ø±\ uÛ≤yê\qT, uÛ≤ee´ø°Ôø£s¡D\qT ne>±Vü≤q #˚düT≈£î+{≤s¡T.
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nqTsê<Ûä ‘ê‘·, Hêj·TqeTà\‘√ ø=+&Ü|ü⁄s¡+˝À ìyêdüeTT+≥T+~. ÄyÓT neTà, Hêqï |ü\eTH˚s¡T˝À |üì #˚düTÔHêïs¡T.
nq÷sê<ÛäøÏ yêfi¯fl neTà bò˛Hé #˚dæ+~.
neTà: Vü≤˝À! nq÷sê<Ûë! m˝≤ ñHêïe⁄?
nq÷sê<Ûä: H˚qT u≤>∑THêïqT neTà.
neTà: ˙ Äs√>∑´+ m˝≤ ñ+~. m˝≤ #·<äTe⁄‘·THêïe⁄?
nq÷sê<Ûä: H˚qT u≤>∑THêïqT, u≤>± #·<äTe⁄‘·THêïqT. qTe⁄« #Ó|æŒq≥Tº
nìï ≈£ L s¡ > ±j· T \T ‹+≥THêïqT. Hêqï, nø£ ÿ m˝≤
ñHêïs¡T?
neTà: yêfi¯ófl u≤>±H˚ ñHêïs¡T. nq÷sê<Ûä! ˙ø=ø£ X¯óuÛÑyês¡Ô. á s√E
MT |æìïøÏ bÕ|ü |ü⁄{Ïº+~.
• yêfi¯ófl @$T #˚düTÔHêïs¡T?
• yê]<ä›s¡T m˝≤ e÷{≤¢&ÉT≈£î+≥THêïs¡T?
uÛ≤ee´ø°Ôø£s¡D (ø£eT÷´ìπøwüHé)
Ç‘·s¡T\≈£î eTq uÛ≤yê\qT, Ä˝À#·q\T ‘Ó*j·T |ü]#˚ $<ÛëHêìï uÛ≤ee´ø°Ôø£s¡D n+{≤s¡T. #·÷&É&É+, ‘·\ }|ü&É+,
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$<ÛëHê˝Ò.
• ªªHê≈£î ‘Ó*j·T<äTμμ nì e÷{≤¢&ÉT≈£î+&Ü ˙e⁄ m˝≤ #Ó|üŒ>∑\e⁄ (dü+»„\ <ë«sê) uÛ≤ee´ø°Ôø£s¡D≈£î Ç+ø± @yÓTÆHê
kÕ<ÛäHê\T ñHêïj·÷?
Our World 55
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Look at the following pictures
Picture-1 Picture-2
What are the children in picture -1 doing?
How are they communicating with each other?
What are the people in picture- 2 doing ?
How are they communicating with each other?
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Dancers, mime artists use different forms of sign language.

Dancers use mudras to express feelings and emotions.
How do we communicate?
The purpose of communication is to share our feelings and ideas with others. One can
communicate with each other in two different ways. 1. Verbal communication 2. Non-
verbal communication. In verbal communication, people communicate with each other by
talking directly or over a phone. In non-verbal communication, one expresses his/her
feelings through gestures,or expressions and others understand those feelings.
Activity
Observe the given expressions in the pictures. These are called Emojis.
Communication can happen in two ways. 1) Direct Communication. 2) Indirect
Communication.
Direct Communication
Talking with your friends, teachers, parents is Direct Communication. Here people
can share their feelings with body gestures. Shaking hands is Direct Communication.
56 Class - III
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|³+ -1 |³+ -2
|³+ -1 ýË |¾\¢\T @+ #ûdTïHsÁT?
ysÁT ÿ¿£]ÔÃ ÿ¿£sÁT @$<ó+>± eÖ{²¢&TÅ£+³THsÁT?
|³+ - 2 ýË ysÁT mý² eÖ{²¢&T Å£+³THsÁT?
ysÁT @ $<ó+>± ÿ¿£]ÔÃ ÿ¿£sÁT eÖ{²¢&TÅ£+³THsÁT?
MTÅ£ Ôî\TkÍ !
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qÔá« ¿£Þ²¿±sÁT\T, yîTy® T ¿£Þ²¿±sÁT\T $$<ó sÁ¿±\ d+Èã\ uó²wqT |jÖî ÐkÍïsTÁ .
qÔá« ¿£Þ²¿±sÁT\T uó²y\qT e«¿¡¿ï ]£ +#áT³Å£ eTTç<\qT |jÖî ÐkÍïsTÁ .
eTq+ uó²ee«¿¡ï¿£sÁD mý² #ûkÍï+?

¿£eTÖ«¹¿wH eTTK« <ûXÝ +ø eTq uó²y\T, ýË#áq\T ÔásTÁ \ÔÃ |+#áT¿Ãe³+. ÿ¿£]ÔÃ ÿ¿£sTÁ sÂ +&T sÁ¿±\T>± ÔáeT
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ÔásÁT\T nsÁ+ #ûdT¿Ã>·\T>·TÔsÁT.
¿£Ôá«+
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1. ç|Ô«á ¿£ uó²ee«¿¡¿ï s£ D Á .
Á 2. |sÃ¿£ uó²ee«¿¡¿ï s£ D
ç|Ô«á ¿£ uó²ee«¿¡¿ï s£ DÁ
dV¾²ÔáT\ÔÃ, bÍ<ó«jáTT\ÔÃ, Ôá*<¢ + ç&T\ÔÃ eÖ{²¢&³ + ç|Ô«á ¿£ uó²ee«¿¡¿ï s£ DÁ +. ¿£Ø& e«Å£\ï uó²y\qT, ýË#áq\qT,
y] Xø¯sÁ ¿£<*¿£\ <Çs e«¿£ï|sÁTkÍïsÁT. ¿£sÁ#\q+ nHû~ ç|Ôá«¿£ uó²ee«¿¡ï¿£sÁD.
Our World 57
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Indirect Communication
We get information when we watch television. This is called indirect communication.
We use different means to communicate indirectly like

postcards, phone call, mail, text message etc.
Elders Talk
Talk to your elders about how they used to communicate with others who lived far
away.
History of communication-Primitive to digital
Look at the following picture. These were the methods of communication in
ancient times.
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In ancient days, people communicated with people who are far away by way of
drumming, giving signals through a smoke, sending letters with birds like pigeons,
human runners or with horse riders, from one village to another.
Now-a-days we communicate with people far away through

e-mails, text messages, through messenger apps etc..
Do you know how the hearing-impaired communicate?
Look at the given signs

Communicating through signs is called sign language. Deaf and
dumb people use sign language to communicate with others.
58 Class - III
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uó²ee«¿¡¿ï s£ DÁ Å£ |jÖî ÐkÍï+.
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$Ö |<ÝysÁT <ÖsÁ+>± q y] +<óTeÚ\ÔÃ mý² eÖ{²¢&ûysÃ n&Ð Ôî\TdT¿Ã+&.
uó²ee«¿¡¿ï s£ DÁ #á]çÔá çbÍNq+ qT+& &³ýÙÅ£
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|ÚsÔáq ¿±\+ýË ç|È\T <ÖsÁ+>± qy]¿ì ysÁT #î|Î <\#áTÅ£q~ &ó+ ¿±<óÇ <Çs, bõ>· <Çs d+¿¹ Ô\T
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çbÍ+Ô¿ì esÁïeÖH\T |+|ysÁT.
sÃEýË¢ <ÖsÁ+>± q y]¿ì yîTsTTýÙ, yîTdCÉd,t yîTd+ÈsY <Çs eTq uó²y\qT e«¿£ï
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¿ì+< ºÌq d+¿¹ Ô\qT (d+Èã\qT) #áÖ&+&

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Our World 59
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Why communication?
Think and Discuss
• Have you seen a scare-crow (Dishti bomma)?

• Why do farmers put scare-crows in the fields?
Look at the picture

Farmers put up scare-crows to keep away birds from pecking
the grains. Birds assume them to be human beings on guard.
This is also a kind of communication.
Have you ever seen ants communicating with each other?
How do ants communicate? They touch their legs and head
to communicate with each other.
Can animals and birds communicate with each other?
Do you know how animals communicate?
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Birds and animals express their anger, affection, fear through different ways.
Different animals communicate in different ways.
i) Visual communication
• Tortoises and snails retract their head, whenever they feel threatened.
• Dogs wave their tail when they feel happy.
ii) Auditory communication

• Elephants trumpet to talk to other herds
over long distances.
• Wolves howl to call other wolves in the pack.
Have you ever experienced your pet dog licking you? What does this mean?
iii) Communication through touch (Tactile)

• Dogs and cats lick their pups and kittens to show affection and clean their bodies
and stimulate.
• Monkeys and baboons groom each other to show love.
60 Class - III
uó²e e«¿¡ï¿£sÁD nedsÁ+ @$T{ì?
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È+ÔáTeÚ\T mý² uó²ee«¿¡¿ï s£ D Á #ûkÍïjÖî $ÖÅ£ Ôî\TkÍ?
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|Å£\T, È+ÔáTeÚ\T y{ì¿ì ¿£*¹> ¿Ã|+, ç|eT, uójáT+ e+{ì uó²y\qT sÁ¿£sÁ¿±\ |<ÆÔáT\ <Çs e«¿£ï|sÁTkÍïsTT.
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ii) çXøeD uó²e e«¿¡ï¿£sÁD

• @qT>·T\T |ÓT+¿±sÁ+ <Çs <ÖsÁ+>± q ÔásÁ >·T+|Ú\ÔÃ
eÖ{²¢&ÔsTT.
• >·T+|ÚýË ÔásÁ ÔÃ&ûÞøßqT |¾\e&¿ì ÔÃ&ûÞøß }Þø |&ÔsTT .
MT |+|Ú&T È+ÔáTyîÕq Å£¿£Ø $TeT* H¿£&+ MTÂs|ð&îÕH >·eT+#s? Å£¿£Ø ný² m+<TÅ£ #ûdTï+~?
iii) dÎsÁô <Çs uó²e e«¿¡ï¿£sÁD
• Å£¿£Ø\T, |¾\T¢\T ÔáeT |¾\¢\qT H¿£&+ <Çs ÔáeT ç|eTqT e«¿£ï|sÁTkÍïsTT. ný² H¿£&+ <Çs y{ì |¾\¢\qT
Xøçuó+ #ûkÍïsTT, BÝ|q+ #ûkÍïsTT.
• ¿ÃÔáT\T, ÖH\T ç|eTqT ¿£q|s#Á &á ¿ì ÿ¿£< ÿ¿£{ì <TeÚÇÅ£+{²sTT.
Our World 61
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A waggle dance is a type of visual communication in bees. The worker

bees communicate about food mainly through a dance language.
iv) Chemical communication

• Cats rub against objects to mark their scent.
• Snakes and dogs use their sense of smell to identify enemies.
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communication, sign language, verbal communication, non-verbal communication,

telephone, mobilephones, visual communications, auditory communications, waggle dance
• Communication is the transfer of information from one to another.

• Communication is of two types 1. Direct communication 2. Indirect communication.
• We use post cards, cell phones, internet to communicate indirectly.
• In verbal communication, people communicate with each other by talking directly
or over a phone.
• In non -verbal communication, one expresses his/her feelings and gestures and
the other understands those feelings and gestures.
• Animals also communicate with each other by visual, auditory, touch and chemical
means.
• Use appropriate devices to communicate in different situations.
• Show love and affection towards the animals.
62 Class - III
MTÅ£ Ôî\TkÍ !
y>·ýÙ &«Hà nHû~ ÔûH{î >¡ \· ýË ÿ¿£ sÁ¿y£ Tî q® <Xø« uó²e e«¿¡¿ï s£ D
Á . Å£L* ÔûH{î >¡ \· T VäsÁ+
jîTT¿£Ø deÖ#s H³«+ <Çs Ôî*jáT|sÁTkÍïsTT.
y>·ýÙ &«Hà
iv) sÁkÍjáT¿£ uó²e e«¿¡ï¿£sÁD

• |¾\T¢\T ÔáeT ydqqT >·T]ï+#á&¿ì edTïeÚ\|Õ sÁT<TÝÔsTT.
• bÍeTT\T, Å£¿£Ø\T XøçÔáTeÚ\qT >·T]ï+#á&¿ì y{ì ydq C²ãH |jÖî ÐkÍïsTT.
¿¡\¿£ |<\T
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uó²ee«¿¡¿ï s£ DÁ , d+¹¿Ôá uó²w, eTòÏ¿£ d+uó²wD, XøÝ d+uó²wD, bþqT, dýÙ bþqT, <Xø« uó²ee«¿¡¿ï s£ DÁ ,
çXøeD uó²ee«¿¡¿ï s£ DÁ , y>·ýÙ &«Hà.

• deÖ#s ÿ¿£] qT+& +¿=¿£]¿ì #ûsyÁ j Á n+{²sÁT.
û Tá & uó²ee«¿¡¿ï s£ D
• uó²e e«¿¡ï¿£sÁD sÂ +&T sÁ¿±\T 1. ç|Ô«á ¿£ uó²ee«¿¡¿ï s£ D
Á 2. |sÃ¿£ uó²ee«¿¡ï¿£sÁD.
• |sÃ¿£+ >± eÖ{²¢&{²¿ì eTq+ bþdt¿¼ ±sÁT\¦ T, dýÙbþ qT\T, +³sY Hî{Ù y&Ô+.
• eTòÏ¿£ d+uó²wDýË e«Å£\ï T ÿ¿£]ÔÃ ÿ¿£sTÁ HûsTÁ >± ¿±ú bþqTýË ¿±ú eÖ{²¢&Ô sÁT.
• XøÝ d+uó²wDýË ÿ¿£sÁT Ôáq ýË#áq\qT Väeuó²y\ÔÃ |+#áTÅ£+{²sÁT.
• È+ÔáTeÚ\T Å£L& ÔáeT uó²y\qT e«¿£ï|sÁTkÍïsTT. <Xø«, çXøeD, dÎsÁô, sÁkÍjáT¿£ #ásÁ«\ <Çs È+ÔáTeÚ\T ÔáeT
uó²y\qT e«¿£|ï s TÁ kÍïsTT.
• dsÂ qÕ deTjáT+ýË dsÂ qÕ |]¿£s\qT d+uó²w¾+#á&¿ì y&*.
• È+ÔáTeÚ\ |³¢ ç|eTqT ¿£qsÁ#*.
Our World 63
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1. What is communication? How do you communicate with the people who are far
away?
2. Give some examples for indirect communication.
3. Write different ways of non verbal communication.
4. Mention the ways of communication used in the past.
II. Questioning.
5. What questions will you ask your teacher about sign language?
6. Observe pet animals in your surroundings and write how do they communicate.
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7. Collect information about Indirect communication tools.
8. Draw the picture of four smilies, used in non-verbal communication.
VI. Appreciation.
9. What excites you when you observe the hearing impaired children communicating
with each other?
64 Class - III
1. Á nq>±Hû$T? <ÖsÁ+>± q y]ÔÃ $ÖsÁT mý² d+uó²w¾kÍïsÁT?
uó²ee«¿¡¿ï s£ D
2. |sÃ¿£ uó²ee«¿¡ï¿£sÁDÅ£ Âs+&T <V²sÁD\T sjáT+&.
3. $$<ó sÁ¿±\ XøÝ d+uó²wD\ >·T]+º sjáT+&.
4. |PsÁÇ ¿±\+ýË d+uó²w¾+#á&¿ì y&q |<ÆÔáT\ >·T]+º sjáT+&.
II. |ç ¥ +#á&+ ` |]¿£\Îq\T #ûjTá &+.
5. d+¿¹ Ôá uó²w >·T]+º Ôî\TdT¿Ãe&¿ì MT {¡#sá TÁ >±] @jûT ç|Xø \T yûkÍïeÚ?
6. MT |]ds\ýË |+|Ú&T È+ÔáTeÚ\ mý² y{ì uó²y\qT e«¿£|ï s TÁ kÍïjÖî >·eT+º sjáT+&.
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7. |sÃ¿£ uó²ee«¿¡ï¿£sÁDÅ£ y&û kÍ<óH\ >·T]+º deÖ#s d¿£]+º sjáT+&.
8. |sÃ¿£ uó²ee«¿¡ï¿£sÁDÅ£ y&û H\T>·T myîÖJ\qT ^jáT+&.
VI. ç|Xø+d.
9. #î${ì ysÁT d+¿¹ Ôá uó²wýË eÖ{²¢&T ¿Ãe&+ qTeÚÇ >·eT+ºq|ð&T mý² ç|ÜdÎ+~kÍïeÚ?
Our World 65
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Lesson Games and

10 Recreation

Learning Outcomes
l speak about games and recreation
l understand and develop habit of playing everyday
l classify indoor games and Outdoor games
l follow the game spirit and game rules
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It was evening time. Phani, Sundar and Charitha went to the play-ground. There
were many children playing. They were singing....
Clap your hands
Clap your hands
Listen to the music
And clap your hands
Tap your feet
Tap your feet
Listen to the music
And tap your feet
Snap your fingers
Snap your fingers
Listen to the music
And snap your fingers
Jump up high
Jump up high
Listen to the music
And jump up high
66 Class - III
bÍsÄÁ+
10 ³\T ` $HÃ<+

• ³\T, $HÃ<+ ¿Ãd+ eÖ{²¢&T ÔsÁT.
• ç|ÜsÃE ³\T &û n\y³T n_óe~Æ #ûdT Å£+{²sÁT.
• +&ÃsY>¹ yTà, W{Ù&ÃsY >¹ yTàqT e¯Z¿]£ kÍïsTÁ .
• ç¿¡& dÖÎÛ],ï ç¿¡&\
$~ó $<óH\T nqTd]kÍïsTÁ .
n~ ÿ¿£ kÍjáT+çÔá deTjáT+. |D

,ì dT+<s,Y #á]Ôá ³dý ²¿ì yîÞ²ßsÁT. n¿£Ø& #ý²eT+~ |¾\\¢ T &TÅ£+³THsÁT.
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ysÁT bÍ&TÔáTHsÁT.
#á|Î³T¢ #á|Î³T¢
#ûÔáT\T ¿={ì¼ #á|Î³T¢
bÍ³\T $+³Ö #á|Î ³T¢
n&T>·T\T yûjYT
n&T>·T\T yûjYT
bÍ<+ ¿={ì¼ n&T>·T\T yûjYT
bÍ³\T $+³Ö n&T >·T \T
yûjYT
º{ìÂ¿ýÙ yûjYT
º{ìÂ¿ýÙ yûjYT
yûÞøßqT ¿£*|¾ º{ìÂ¿\T yûjYT
bÍ³\T $+³Ö º{ìÂ¿\T yûjYT

>·+ÔáT\T yûjYT
>·+ÔáT\T yûjYT
mÐ] mÐ] >·+ÔáT\T yûjTY
bÍ³\T $+³Ö >·+ÔáT\T yûjTY
Our World 67
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They were playing games.

Children study hard and always engage in learning activities. Sometimes pupils feel
bored with repeated work as it is monotonous. Working all the time makes us dull and
boring. It is also important to relax and have fun. So, we need some recreation. It
makes us happy.
Play is a way of recreation. So, children love to play.

Playing games keep them fit.
Some activities are mentioned below. Tick (3) the ones that make you happy.
swimming watching television going to function
playing games going to school writing exams
domestic work drawing pictures dancing

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reading stories cycling doing homework

Some children play different games. Shall we see what games they are?
Do you also play the above games? Mention any other games you play.
68 Class - III
yÞøß ³\T &TÔáTHsÁT. |¾\\¢ T ¿£w|¼ & #á<T eÚÔáÖ nuó« dq¿£Ô«\ýË m\¢|ð &Ö eT>·yîT® +{²sÁT. |¾\\¢ T
@<îHÕ ÿ¹¿| eTsÁý² eTsÁý² #ûjTá &+ e\¢ $dT>·T#î+<TÔsÁT. m|ð&Ö |#ûjTá &+ e\¢ Ô=+<s>Á ± n\d¾bþsTT $dT>·T
#î+<TÔsÁT. n|ð&|ð&T ¿=+Ôá $seT+, $HÃ<+ M]¿ì #ý² nedsÁ+. ¿±eÚq eTqÅ£ ¿=+Ôá $HÃ<+ nedsÁ+. ~ eTqÅ£
d+ÔÃcÍdTï+~.
³\T nHû$ $HÃ<Ôá¿£+, ¿±eÚH |¾\\¢ T ³\T &{² w|¼ & Ô sÁT. ³\T
&³+ y] sÃ>·«+>± +#áTÔáT+~.
¿ì+~ ¿= ¿£Ô«\T |s=Øq&q$. $TeT* q+<+>± +#û y{ì¿ì {ì¿ù (3) >·TsÁTï |³¼+&.
Ôá ¿=³¼&+ {ì.$ #áÖ&&+ |+¿£H¿ì yîÞøß&+
³\T &³+ &¿ì bþeÚ³ |¯¿£\T sjáT&+
+{ì| u¤eT\T ^jáT&+ &Hà #ûjáT&+

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¿£<\ó¸ T #á<e &+ dÕ¿\ì T Ô=Å£Ø³ V²ÃyT esYØ #ûjáT&+

¿=+Ôá eT+~ |¾\\¢ T $$<ó sÁ¿±\ ³\T &TÔáT+{²sÁT. yÞøß @@ ³\T &TÔáTHsÃ #áÖ<Ý+.
úeÚ Å£L& |Õ ³\qT &TÔy? MTsÁT &û ÔásÁ ³\qT |s=Øq+&.
Our World 69
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Indoor games
Do you play any of these games?

Games which can be played inside a house are called Indoor games. Ludo, Chinese
checker, Table-tennis etc. are indoor games.
Outdoor Games
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Kabaddi Kho-Kho
What do you do for fun?
An activity we do for pleasure or to get our body relaxed is called Recreation.

People take up activities which interests them. For example reading, playing, listening
to music, dancing, watching movies or television, gardening, travelling etc. Parks
and beaches are some of the places of recreation.
Find out from your friends what they like to do in their free time.
70 Class - III
+&ÃsY >¹ yTà
#á<s +Á >·+ ¿¹ sÁyTuËsY¦ ncÍ¼ ` #áeÖ yeTq>·T+Ôá\T

|Õ ³\ýË @yîHÕ úeÚ &Ôy?
ýË|\ &û ³\qT »»+&ÃsY >¹ yTàµµ n+{²sÁT. \T&Ã, #îúÕ dt #î¿Ø£ sYà, fñTýÙ fÉúdt yîTT<ýqÕÉ $ +&ÃsY >¹ yTà.
neÚ{Ù&ÃsY >¹ yTà

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¿£u&¦ UË` UË
d+ÔÃw+ ¿Ãd+ úeÚ @$T #ûkÍïeÚ?
q+<+ ¿Ãd+, eTq Xø¯sÁ+ Ôû*¿£>± +&³+ ¿Ãd+ #ûd ç¿ìjáTHû $HÃ<+ n+{²sÁT. me] d¿ìï yûTsÁÅ£ ysÁT
$$<ó sÁ¿±\ ç¿ìjáT\qT #û|&ÔsÁT. <V²sÁDÅ£ #á<e&+, ³\T &³+, d+^Ôá+ $q&+, qÔá«+, {ì.$ #áÖ&³+,
ÔÃ³|, ç|jÖá Dì+#á&+ yîTT<ýqÕÉ $. bÍsYØ\T, ;#Y\T ¿= $HÃ<+ ¿£*+Z #û ç|<Xû æ\T.
U²° deTjáT+ýË ú dV¾²ÔáT\T @$ d¿>ïì ± #ûdT Hï sÃ >·T]ï+#á+&?
Our World 71
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Cricket Volley ball
Think and Discuss
Do you play any of the above games?

What is your favourite game?
Where do we play these games?
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Games that are played in the open fields or play grounds are known as outdoor
games. For example Football, Basketball, Tennis, Tennikoit etc.
Is skipping an indoor or outdoor game?
Activity
Write the names of the games and where they are played in your village/town.
Name of the Game Indoor Outdoor
Do you play some games with your family members?

Charitha, her brother and father play games during holidays. Sometimes, they play
indoor games and sometimes they play out door games. Charitha plays tennicoit and
throw ball with her brother in the ground. She plays chess and carroms with her father
in the house.
72 Class - III
ç¿ìÂ¿{Ù y©u²ýÙ
ýËº+#á+& - #á]Ì+#á+&
• |qÕ ³\ýË yû{Hì HÕî &y?
• úÅ£ w¼yîT®q ³ @~?
• ³\qT eTqyîT¿£Ø& &Ô+?
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U²° ç|<Xû æýË¢ ç¿¡& yîT<® q+ýË &û ³\qT »neÚ{Ù&ÃsY >¹ yTàµ n+{²sÁT. <: |Ú {Ùu²ýÙ, u²dØ{Ù u²ýÙ, fÉdt,
fÉ¿±sTT{Ù yîTT<ýqÕÉ $.
Ô&³ (d¾Ø|¾Î+>´) +&ÃsY >¹ eÖ? neÚ{Ù&ÃsY >¹ eÖ?
¿£Ôá«+
MT }]ýË &û ³\ |s=Øq+& n$ m¿£Ø& &ÔsÃ sjáT+&.
³|sÁT +&ÃsY neÚ{Ù&ÃsY
úeÚ @yîHÕ ¿= ³\qT Å£³T+ duTó «\ÔÃ &Ôy?

#á]Ôá, yîT ÔáeTT&T, yÞøß Hq d\eÚ\ýË ³\T &ÔsÁT. ¿=kÍsÁT¢ yÞøß +&ÃsY>¹ yTà, eT]¿=kÍsÁT¢ neÚ{Ù&ÃsY
>¹ yTà &ÔsÁT. #á]Ôá fÉ¿±sTT{Ù, çÔÃ u²ýÙqT Ôáq ÔáeTT&TÔÃ ³d\ +ýË &TÔáT+~. yîT #á<s +Á >·+, ¿¹ sÁyT à Ôáq
Ôá+ç&ÔÃ +{ìýË &TÔáT+~.
Our World 73
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Fill in the table with above information?
Name of the Game Family Member
Kabaddi is our State Game.

Hockey is our National Game.
Local Games
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In villages, children play different games like Edupenkulata , Kothi kommachi,

Bongarala aata, Puli-Meka, Mukku gille aata, Tokkudu billa, Nela banda, Karra Billa
etc.. These are our local games.
Do you know the games given in the above picture?

Have you ever played these local games?
What games do your friends play in your village/ward/town?
What games are frequently played in your area?

What material is required to play these local games?
What is your favourite local game?
74 Class - III
|Õ deÖ#sÁ+ <ósÁ+>± ¿ì+~ |{ì¼¿£qT |P]+#á+&
³|sÁT Å£³T+ duTó «&T
MTÅ£ Ôî\TkÍ !
¿£&¦ eTq sçw¼ ç¿¡&.
Vä¿¡ eTq C²rjáT ç¿¡&.
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kÍ¿£ ³\T
|ýý¢É Ë¢ |¾\\¢ T $$<ó sÁ¿±ýÉqÕ ³\T &ÔsÁT. <: @&T |+Å£ý²³, ¿ÃÜ¿=eTºÌ, u¤+>·sý²³, |Ú*`yûT¿£, eTTÅ£Ø Ðýñ¢ ³,
Ô=Å£Ø&T_\¢, Hû\`+&, ¿£çs_Þøß yîTTöö $ çbÍ+rjáT ç¿¡&\T.
|Õ ºçÔá+ýË eÇ&¦ ³\T MTÅ£ Ôî\TkÍ?

MTÂs|ð&îHÕ kÍÆ¿£ ³\T &s?
MT }]/ysÁT/¦ |³¼DeTT\ýË MT dV¾²ÔáT\T &û ³\T @$?
MT çbÍ+Ôá+ýË Ôás#Á Tá >± &û ³\T @$?

çbÍ+rjáT ³\qT &û+<TÅ£ nedseÁ TjûT« |]¿£s\T @$?
MT¿ìwy¼ Tî q® çbÍ+rjáT ³ @~?
Our World 75
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Games and Material

Phani, Charitha and Sundar purchased a ball for playing Throw-ball. Chandu and
Tarun brought Karra-billa. Chandu’s father made tip-cat (karra billa) with local
available sticks.
We need material to play games in the same manner.We use ring to play tenni-
coit, and a skipping rope to play skipping.
Do you play cricket with your friends? How

many players are required to play cricket?
Ball, Bat, Stumps are

the things required to play
cricket.
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We play Cricket, Tennis, Volley ball, Basketball etc. with a Ball.
Is the ball same for all these games?
Try to list out the games played with a ball.
76 Class - III
³\T ` ³edTïeÚ\T
|Dì, #á]Ôá, dT+<sY çÔÃu²ýÙ &{²¿ì ÿ¿£ +Ü Ôî#ÌsÁT. #á+<T, ÔásÁTDY »»¿£çs_Þ²ßµµ Ôî#ÌsÁT. #á+<Ö Hq y]
çbÍ+Ôá+ýË <=]¹¿ ¿£çsÁ\ÔÃ ¿£çs_Þ²ß #ûXæsÁT.
eTq+ ³\T &û+<TÅ£ ¿= |]¿£s\T, ³kÍeTçÐ neds+Á . ]+>´qT |jÖî Ð+º fÉú ¿±sTT{ÙqT, Ô&TqT
|jÖî Ð+º Ô&³qT &TÔsÁT.
eTq+ ³\T &{²¿ì kÍeTçÐ neds+Á . ]+>´qT fÉú¿±sTT{Ù¿,ì Ô&T Ô&³Å£ neds+Á .
MTsÁT MT dV¾²ÔáT\ÔÃ ç¿ìÂ¿{Ù &Ôs? ç¿ìÂ¿{Ù &û+<TÅ£ m+ÔáeT+~

ç¿¡&¿±sÁT\T nedsÁ+?
u²ýÙ, u²«{Ù, d¼+|t \T nHû $ ç¿ìÂ¿ {Ù

&û+<TÅ£ y&û ç¿¡&|]¿£s\T.
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eTq+ ç¿ìÂ¿{Ù, fÉdt, y©u²ýÙ, u²dØ{Ù u²ýÙ yîTT<ýÉÕq$ u²ýÙÔÃ &Ô+.
³\{ì¿¡ ÿ¹¿ u²ýÙ y&ÔeÖ?
u²ýÙÔÃ &û ³\ C²_ÔqT sjáT&¿ì ç|jTá Ü+#á+&.
Our World 77
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Activity
Collect information regarding the games given below
S.No. Name of the Game No. of Players Things Needed
1 Chess
2 Carrom
3 Kabaddi
4 Cricket
Children prefer to watch TV or play video games with electronic gadgets. But,
playing with such things affect their eyes, and causes obesity and ill health. Children
should play in the ground at least two hours a day. 4 PM to 6 PM is an ideal play time
for children.
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Sports for all

Everyone enjoys watching and playing sports.
During holidays, who plays in the ground? Boys or Girls? Why girls do not play?
However girls should be encouraged to play sports and games, as playing games
makes everyone fit and healthy. Encourage your mother, sister and friends to play.
Boys and girls are equally capable of doing all things in the world.
Why should we play games? Discuss.
78 Class - III
¿£Ôá«+
¿ì+~ ³\Å£ d++~ó+ºq deÖ#s d¿£]+#á+&.
e.d+ ³|sÁT ç¿¡&¿±sÁT\ d+K« nedsÁyîT®q ç¿¡& edTïeÚ\T
1 #á<sÁ+>·+
2 ¹¿sÁyTà
3 ¿£&¦
4 ç¿ì¿Â {Ù
|¾\\¢ T {ì.$ #áÖ&³+ ¿±ú m\ç¿±¼¿ù |]¿£s\ÔÃ M&jÖî >¹ yTà &{² >± çbÍeTTK«ÔáqT kÍïsTÁ . ¿±ú ý²+{ì
³\T &³+ <Çs y] sÃ>·«+ <îÒÜ+³T+~. ¿£Þøß|Õ ç|uó²e+ #áÖ|ÚÔáT+~. }¿±jáT+ edTï+~. |¾\¢\T ³d\+ýË
sÃEÅ£ ¿£úd+ Âs+&T>·+³\T &*. kÍjáT+çÔá+ 4 qT+& 6 esÁÅ£ |¾\¢\T &{²¿ì nqTyîÕq deTjáT+.
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n+<]¿¡ ¿ç &¡ \ T
ç|Ü ÿ¿£ØsÁT ç¿¡&\ qT #áÖ&{²¿ì, &{²¿ì w|¼ & Ô sÁT.
d\eÚ\ýË ³dý ²ýË¢ mesÁT mÅ£Øe>± &TÅ£+{²sÁT? nu²ÒsTTý² ýñ< neÖsTTý² neÖsTT\T m+<TÅ£ &³+ ýñ<T !
neÖsTT\qT ç¿¡&\ T &{²¿ì çbþÔáàV¾²+#*. ³\T sÃ>±«kÍïsTT. MT neTqT, n¿£Ø#îýÞÉ¢ øßqT, dV¾²ÔáT\qT
&eT çbþÔáàV¾²+#á+&.
u²\TsÁT, u²*¿£\T ç||+ #á+ýË n |qT\T #ûjTá &¿ì deÖq kÍeTsÁ« + ¿£*ÐjáTTHsÁT.
eTq+ ³\T m+<TÅ£ &* #á]Ì+#á+&.
Our World 79
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Uses of Games
Through games and sports children
• feel happy and gain good health.
• develop noble qualities like cooperation, unity, mutual understanding and
leadership qualities.
• will be ready to work with teams.
• develop concentration and patience.
• develop life skills such as accepting failure as well as enjoying success.
• wait for their turn.
In a team, all players play together to win the match. While playing games,
sometimes you may win and sometimes you may lose. Do not get disappointed and don’t
fight when you lose the game. All players have to support and respect one another. This
is called team spirit.
What happens if you don’t play a game with team spirit?
Match the riddles with the pictures. One has been done for you
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If you land on a snake, do not

frown. In this game, you go up
and down.
On the board, are squares black

and white, There is the king and
the queen.
Small and coloured are

these glass balls.
To win the game you have
to aim at all of them.
It has no wings but it can fly,

High, high up in the sky.
80 Class - III
³\ e\q |jîÖ>±\T
ç¿¡&\T <Çs |¾\\¢ T...
• q+<+, sÃ>·«+ bõ+<TÔsÁT.
• |sdÁ Î sÁ dV² ¿±sÁ+, ×¿£«Ôá, |sdÁ ÎsÁ ne>±V²q, HjáT¿£ÔÇá \¿£D ²\T ý²+{ì qÔá e«¿ìïÔÇá \¿£D²\T n_óe~Æ #ûdTÅ£+{²sÁT.
• È³T¼ÔÃ | #ûjTá &¿ì d+d¾<ÔÆ á #áÖ|¾kÍïsTÁ .
• @¿±ç>·Ôá, dV²q+ n_óe~Æ #ûdTÅ£+{²sÁT.
• n|ÈjáÖ n+^¿£]+#á&+, $ÈjáÖ q+~+#á&+ e+{ì Jeq HîÕ|ÚD²«\qT n\esÁT#áTÅ£+{²sÁT.
• ÔáeT e+ÔáT e#ûÌesÁÅ£ z|¾¿Ô£ Ã m<TsÁT#áÖ&³+.
ÿ¿£ ³ýË >Â \Tbõ+<\+fñ È³T¼ýË duTó «\+<sÖÁ ¿£*d¾¿³ £ T¼>± &e\d¾ +³T+~. ný² ³\T &û³|ð&T
¿=kÍsÁT¢ ÈjáT+ eT]¿= kÍsÁT¢ n|ÈjáT+ m<TsÁeÚÔáT+~. n|ÈjáT+ m<TsÁjûT«³|ð&T, ¿£+Ðbþe&+, m<T{ì y]ÔÃ
$y<\Å£ yîÞøß&+ e+{ì$ #ûjTá s<T. È³T¼ýË q ³>±Þøß |sdÁ Î sÁ dV² ¿±sÁ+ÔÃ ÿ¿£]H=¿£sÁT >sÁ$+#áT¿Ãe&+ nýe&TÔáT+~.
BHû +<dÖ ÎÛ]ï n+{²sÁT. +<dÖ ÎÛ]Ôï Ã úeÚ È³T¼ýË &¿b£ þsTTq³¢sTTÔû @$T ÈsÁT>·TÔáT+~?
¿ì+~ bõ&T|Ú ¿£<\¸ qT d]jîT® q ºçÔ\ÔÃ ÈÔá|s #
Á +á &. ÿ¿£{ì MT ¿Ãd+ #ûjTá &+~.
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1) qTeÚÇ bÍeTTqT #ûsÁTÅ£q|ð&T

uójáT|&Å£, m¿£Ø&+, ~>·&+
³ýË nÜ dV²È+
2) q\T|Ú Ôî\T|Ú >·Þø ß eT<ó« q

sE sDì
3) sÁ+>·T sÁ+>·T\ >±E +ÔáT\T >·T]

#áÖd¾¿=&Ôû nú ú kõ+Ôá+
4) sÂ ¿£Ø\T ýñeÚ ¿± m>·sÁ >·\<T

¿±Xø+ýË |Õ|ÕÂ¿ÞøÔáT+~.
Our World 81
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Game rules
All games have rules that must be followed by the players.
We should play the games according to rules. Rules should not be

ignored. Games should be played without keeping in mind victory or defeat
as participation is important.
Activity
Discuss in your group and write rules for playing kabbadi in your note book.
Do you know the rules for playing kabbadi?
Discuss the rules followed by the team.
Do we always follow rules in a game?

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Yes, we have to follow the rules. Wherever we play we must obey the rules.
What do you see in the picture?
How would you appreciate when someone

wins the game?
Playing games everyday improves our health and friendship. Recreation

refreshes our mind and relaxes our body. Recreation boosts up our mind and gives
energy to the body to do further work.
recreation, indoor games, outdoor games, local games, team spirit, game rules
82 Class - III
³\T ` jáTeÖ\T
ç|Ü ³Å£ ¿= jáTeÖ\T +{²sTT. y{ì ³>±Þøß+<sÖÁ Ôá|Î ¿£ bÍ{ì+#*.
jáTeÖ\ ç|¿±sÁ+ eTq+ ³\T &*. mý²+{ì |]d¾Ô Tá \ýË jáTeÖ\qT Ôá|Î Å£L&<T .
ÈjáÖ|ÈjáÖ\qT >·Ö]Ì ýËº+#áÅ£ +& ³ýË bÍý¤Zq&yTû eTTK«+ nqT¿Ãy*.
¿£Ôá«+
MT ç>·Ö|Ú y]ÔÃ #á]Ì+º, ¿£&¦ &û³|ð&T bÍ{ì+#áe\d¾q jáTeÖ\qT MT HÃ{ÙT¿ùýË sjáT+&.
¿£&¦ ³ &û³|ð&T bÍ{ì+#áe\d¾q jáTeÖ\T úÅ£ Ôî\TkÍ?
jáTeÖ\T >·T]+º MT +<+ýË #á]Ì+#á+&.
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eTq+ m\¢|ð &T ³ jáTeÖ\qT bÍ{ìdT Hï eÖ?

neÚqT, eTq+ ³\qT @ ç|<Xû +ø ýË &H jáTeÖ\qT ¿£ºÌÔá+>± bÍ{ì+#*.
ºçÔá+ýË úeÚ @$T >·eT+#eÚ?
meÂsHÕ $ÈjáT+ kÍ~ó+ºq|ð&T úeÚ mý² n_óq+~kÍïeÚ?
ç|ÜsÃE ³\T &&+ e\q eTqÅ£ sÃ>·«+, dV² uó²e+ yîTsÁT>·T|&Ô sTT. $HÃ<+ e\q eTq eTqdTà,
Xø¯sÁ+ Ôû*¿£ neÚÔáT+~. $HÃ<+ eTq eTqdT, Xø¯sÁ+ |#ûjáT&¿ì ¿±e\d¾q Xø¿ìïdTï+~.
¿¡\¿£ |<\T
$HÃ<+, ýË|\ &û ³\T, sÁTjáT³ ³\T, kÍ¿£ ³\T, +<dÖ ÎÛ],ï ³\ jáTeÖ\T.
Our World 83
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• Children have to play everyday after school hours.

• Children love to play. Play is a way of recreation.
• Playing games keep them fit and happy.
• Games that can be played inside a house are called indoor games.
• Games played in the open fields or play grounds are known as outdoor games.
• Children may develop concentration, patience and team spirit.

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1. Write five outdoor games you like to play.
2. Write the rules of any game you know.
II. Questioning.
3. Name your friends who play daily at home.
4. Play a local game mentioned in the text book and write your experiences.
5. Ask your friends about the games they like ? Fill in the table with the details.
Sl.No. Name Games he/she like

1.
2.
3.
4.
6. Prepare the play items with clay e.g. ball, bat, tenni-coit, tennis racket, shuttle
cock etc. and display in your class room.
VI. Appreciation.
7. Your friend won a prize at the school level games on 15 th August. He showed it to
you. How do you feel or how would you afficiate him?
84 Class - III
• |¾\\¢ T &yÞû \ø T sTTq ÔásTÁ yÔá ç|ÜsÃE ³\T &*.
• |¾\\¢ Å£ ³\+fñ w+¼ . ³\ <Çs $HÃ<+ ¿£\T>·TÔáT+~.
• ³\T, &³+ e\q sÃ>·«+>± q+<+>± +{²sÁT.
• >·~ýË &û ³\qT +&ÃsY >¹ yTà n+{²sÁT.
• U²° ç|<ûXæ\ýË, ç¿¡& yîT®<H\ýË &û ³\qT neÚ{Ù&ÃsY ¹>yTà n+{²sÁT.
• ³\T, $HÃ<\ e\q |¾\\¢ ýË @¿±ç>·Ô,á dV² q+, ç¿¡&dÖÎÛ]ï n_óe~Æ #î+<TÔsTT.
nuó« dq+ yîTsÁT>·T|sTÁ #áT¿Ã+&

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1. qTeÚÇ w| ¼ & û @yîHÕ ×<T W{Ù&ÃsY>¹ yTà sjáTTeTT.
2. @<îÕH úÅ£ Ôî*d¾q ³ jáTeÖ\T #î|ð.
II. |ç ¥ +#á&+ ` |]¿£\Îq\T #ûjTá &+.
3. sÃp +{ì e<Ý ³\T &û ú dV¾²ÔáT\ |sÁT¢ #î|ð .
4. bÍsÄÁ«|Údï¿£+ýË dÖº+ºq @<îÕH ÿ¿£ kÍ¿£ ³ & MT nqTuóy\T #î|Î+&.
5. ú dV¾²ÔáT\ n&Ð y]¿ì w¼yîT®q, ³\ $es\T ¿ì+< ºÌq |{ì¼¿£ýË sjáT+&.
ç¿£eT.d+K« |sÁT nÔá&T / yîTÅ£ w¼yîT®q ³\T

1.
2.
3.
4.
6. eT{ì
¼ |jÖî Ð+º ³ edTeï Ú\T u²\T, u²«{Ù, fÉ ¿±sTT{Ù, fÉdt s«Â¿{Ù, w{ýì Ù ¿±¿ù yîTT<ýqÕÉ $ ÔájÖá sÁT #ûd¾ MT
Ôás>Á Ü· >·~ýË ç|<] ô+#áT³.
VI. ç|Xø+d.
7. ú dV¾²ÔáT&T bÍsÄXÁ æ\ýË È]¹> kÍÇÔá+çÔá«~HÃÔáàe yû&T ¿£\ýË VQeTÜ >Â \TÌÅ£H&T. Ôáq VQeTÜ úÅ£ #áÖ|¾+#&T.
úeÚ @$<ó+ >± n_óq+~kÍïeÚ?
Our World 85
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Lesson
This is the Way
11
Learning Outcomes
l speak about neighbours and neighbourhood
l explain about sides, directions and corners
l become aware about landmarks, symbols and map
l become aware about celestial bodies like sun, moon and stars
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Harsha was going to his uncle's house with his mother during Pongal holidays. As
they got off the bus, he saw many houses and roads. He remembered 'Find the way'
puzzle which he saw in the magazine.
86 Class - III
bÕsƒ¡+
11 ~≈£îÿ\T - eT÷\\T
nuÛÑ´düq |òü*‘ê\T $<ë´s¡Tú\≈£î dæ~∆+#˚ kÕeTsêú´\T:

• Çs¡T>∑T bıs¡T>∑T yê] >∑T]+∫ e÷{≤¢&É‘ês¡T.
• |üø£ÿ\T, ~≈£îÿ\T, eT÷˝\T >∑T]+∫ $e]kÕÔs¡T.
• >∑Ts¡TÔ\T, Á|ü<˚XÊ\T, |ü{≤\ >∑T]+∫ ‘Ó\TdüT≈£î+{≤s¡T.
• dü÷s¡T´&ÉT, #·+Á<äT&ÉT, qø£åÁ‘ê\T e+{Ï kÂs¡ eédüú >∑T]+∫ ‘Ó\TdüT≈£î+{≤s¡T.
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Vü≤s¡¸ ‘·q neTà‘√ ø£*dæ e÷eTj·T´ Ç+{ÏøÏ yÓfi¯ó‘·THêï&ÉT. yês¡T ãdüT‡ ~>∑>±H˚ nø£ÿ&É #ê˝≤ Çfi¯ófl, s¡Vü≤<ës¡T\T
(roads) #·÷XÊ&ÉT. 'e÷s¡ZeTT ø£qTø√ÿ' nH˚ |üõ˝Ÿ nì ‘êqT ˇø£ |üÁ‹ø£˝À #·÷dæq $wüj·T+ C≤„|üø£+ e∫Ã+~.
Our World 87
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• How should I reach my

uncle's house?
• Shall I go right or left?
• Shall I go east or west?
• Shall I go north or south?
Observe the picture and find the way.

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Harsha asked his mother, "Where is uncle's

house? How do we reach there? Do you know the
way?"
Mother said, "I know it. Let's go, you can

observe the way."
Guess what places would Harsha have

seen on his way to his uncle's house?
After reaching his uncle's house, Harsha asked

his uncle regarding his confusion in reaching the
house. Then his uncle explained that they didn't live
alone in a locality. There are many houses and other
buildings near their house. People living in these
houses are their neighbours. The area around their
house is their neighbourhood. Their neighbourhood
may have a park, temple, river, field etc.
Every neighbourhood has a few facilities that make our lives more comfortable.
88 Class - III
• eÖeTjáT« +{ì¿ì HûHýî ² #ûsTÁ ¿Ãy*?
• HûqT Å£&y|Õî Ú ¿Â Þ²ßý² ? m&eTyîÕ|ÚÂ¿Þ²ßý²?
• HûqT ÔáÖsÁTÎÂ¿Þ²ßý² ? |&eT{ì¿ì yîÞ²ßý²?
• HûqT ÔáïsÁ+Â¿Þ²ßý² ? <¿ìD+Â¿Þ²ßý²?
ºçÔ |]o*+º <] ¿£qT¿ÃØ+&.

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V²sÁü Ôáq Ôá*¢ ý² n&>±&T, "eÖeTjáT« \T¢ m¿£Ø&? eTq+

n¿£Ø&¿ì mý² yîÞ²ß*? úÅ£ <] Ôî\TkÍ?"
n+<TÅ£ neT, "HÅ£ Ôî\TdT. |< yîÞ²Ý+.
úeÚ <] |]o*+#áT."
V²sÁü Ôáq eÖeTjáT« +{ì¿Â Þâß <]ýË @jûT ç|<Xû æ\T

#áÖd¾ +{²&Ã }V¾²+#á+&?
Ôáq eÖeTjáT« +{ì¿ì #ûs¿£, ÔqT eÖejáT« +{ì¿ì #ûs&Á ¿ì @
$<ó+>± Ü¿£eT¿£ |&¦&Ã Ôî*bÍ&T. n|ð&T nÔá eÖeTjáT« çbÍ+Ôá+ýË
ÔeTT eÖçÔáyTû ÿ+³]>± ýñeT $e]+#&T . Ôáq +{ì¿ì dMT|+>±
nHû¿£ Þøß, ÔásÁ uóe H\T HsTT. ÞøßýË ed¾+#û ysÁT ÔáeT
sÁT>·TbõsÁT>·T ysÁT. ÔáeT +{ì #áT³Ö¼ q çbÍ+Ô dMT| çbÍ+Ôá+
n+{²sÁT. eTq dMT| çbÍ+Ôá+ýË bÍsÁTØ, <ûy\jáT+, q~, bõ\+ yîTT<ýqÕÉ $
+&e#áTÌ.
dMT| çbÍ+Ôá+ýË ¿= kå¿£s«\T eTq J$Ô\qT #ý² kå¿£sÁ«e+Ôá+ #ûkÍïsTT.
Our World 89
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Activity-1
Tick the facilities available in your neighbourhood.
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Activity-2
Write down any facilities that you would like to have in your neighbourhood.
.............................................................................................................................................
.............................................................................................................................................
Harsha observed around his uncle's house. He saw a big mango tree in front of
the house. There was a well in the backyard of the house. He washed his face there.
He saw a big building to the right side and a small hut to the left side of the house.
90 Class - III
¿£Ôá«+
MT dMT| çbÍ+Ôá+ýË n+<Tu²³TýË q kå¿£s«\Å£ (ü) >·TsÁTï |³¼+&.
www.apteachers.in
¿£Ôá«+`2
MT dMT| çbÍ+Ôá+ýË @jûT kå¿£s«\T +&\ ¿ÃsÁTÅ£+³THyÃ sjáT+&.
.............................................................................................................................................
.............................................................................................................................................
V²sÁü Ôáq eÖeTjáT« +{ì #áT³Ö¼ |]ds\qT >·eT+#&T. +{ì eTT+<T ÿ¿£ |<Ý eÖ$T& #î³T¼qT #áÖXæ&T.
+{ì yîqT¿£ |sÁ{ìýË ÿ¿£ u²$ +~. nÔáqT n¿£Ø& eTTK+ ¿£&T ¿=ØH&T. ÿ¿£ |<Ý uóeq+ Å£& |¿£Øq, ÿ¿£ ºq >·T&d
m&eT yîÕ|Úq q~.
Our World 91
• What is there in front of his uncle's house?

• What do you find behind his uncle's house?
• What do you observe to the right side of his uncle's house?
• What do you see to the left side of his uncle's house?
Front, back, left and right are the sides. They tell us the location and directions of
a place or thing.
Fill the boxes given below with appropriate information.
Front
Left Your house Right
Behind
92 Class - III
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• eÖeTjáT« +{ì eTT+<T @eTTq~?

• eÖeTjáT« +{ì yîqT¿£ @eTTq~?
• eÖeTjáT« +{ì¿ì Å£&y|Õî Ú q úyû$T >·TeT+#eÚ?
• eÖeTjáT« +{ì¿ì m&eTyîÕ|Ú q úyû$T >·eT+#eÚ?
eTT+<T, yîqT¿£, Å£&, m&eT nHû$ |¿£Ø\T. ÿ¿£ çbÍ+Ôá+ ýñ¿£ edTïeÚ +&û ç|<ûXæ, ~Å£Ø\qT $ Ôî\T|ÚÔsTT .
ý² #û<Ý+ !
¿ì+~ >·<T\qT dÂsÕq deÖ#sÁ+ÔÃ |P]+#á+&.
eTT+<T
m&eT MT \T¢ Å£&
yîqT¿£
Our World 93
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Next day when he woke up in the morning, Harsha was surprised, because he
could not see the rising sun from the entrance door. He asked his mother why he
couldn't see the sun rising there ? "In our village, we can see the sun rising in front
of our house." Mother replied that his uncle's house was facing to the North direc-
tion and showed him the rising sun in the other direction.
Harsha wanted to know about directions. So his uncle explained in detail by

taking him to the open field. He said, "If you face the rising sun in the morning,
the direction in front of you is the East." The direction exactly behind you is the
West. To your left, is the North, and to your right, is the South.
All directions are constant and are usually calculated from the North point.
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Look at the picture.

• What is there to the North of Harsha?……..........
• What is there to the South of Harsha..................
• What is there to the East of Harsha? …………....
• What is there to the West of Harsha? ……………
What are there on the four directions of

your house?
North
West East
Your House g
g
South
94 Class - III
eTsÁTd{ìsÃE <jáT+, nÔáqT ç<ý#ñ ¿£, V²sÁü XøÌsÁ«|&¦&T. m+<T¿£+fñ ç|yûXø <ÇsÁ+ qT+& nÔáqT <sTT+#û
dÖsÁT« #áÖ&ý¿ñ £ bþjáÖ&T. »»dÖsÃ«<jÖá m+<TÅ£ #áÖ&ý¿ñ b£ þjáÖq Ôáq Ôá*¢ n&>±&T ? eTq }]ýË eTq +{ì
eTT+<T dÖsÃ«<jÖá #áÖ&>\· + ¿£<µµ nH&T. neT »»eÖeTjáT«~ Ôásï +Á eTTK+ \T¢µµ n dÖsÃ«<jÖá eTsÃ
~Å£ØqT #áÖ|¾+º+~.
V²sÁü¿ì ~Å£Ø\T >·T]+º Ôî\TdT¿Ãy\qTÅ£H&T. ¿±eÚq eÖeTjáT« nÔá bõý²¿ì rdT¿Â [ß ~Å£Ø\ >·T]+º $e]+#&T.
úeÚ <jÖá q dÖsÁT« yî|Õ Ú Ü]Ð \& úÅ£ eTT+<Tq~ ÔáÖsÁTÎ, úÅ£ yîqT¿£ q~ |&e TsÁ. úÅ£ m&eTyî|Õ Ú q
q~ ÔáïsÁ+, Å£&yîÕ|Úq +&û~ <¿ìD+.
n ~Å£Ø\T d¾sÁ+>± +{²sTT. ÔáïsÁ+ qT+& ýÉ¿ìØ+#á(>·Dì+#á)&TÔsTT.
ºçÔ #áÖ&+&.
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• V²sÁüÅ£ Ôáïsq @$T q~?……..........

• V²sÁüÅ£ <¿Dì ²q @$T q~?……..........
• V²sÁüÅ£ ÔáÖsÁTÎq @$T q~?……..........
• V²sÁüÅ£ |&eTsÁ @$T q~?……..........
MT +{ì¿ì H\T>·T ~Å£Ø\ýË @eTTHsTT?
ý² #û<Ý+ ! Ôásï Á+
|&eTsÁ ÔáÖsÁTÎ
MT \T¢ g
g
<¿ìD +
Our World 95
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The limits of any area, building or village are called boundaries. To know the
boundaries, we also have to know the corners along with directions. We call the
place between any two directions a corner.
North
North West North East
g
West g East
g
South West g South East
South
How many corners are there?
www.apteachers.in
• Fill the table.

In between Corner
The East and the North
The South and the West
The West and the North
The North and the East
Think and Discuss
Name the things/places that are present in all directions and corners
of your village.
North North East

South North West
East South East
West South West
96 Class - III
ÿ¿£ çbÍ+Ôá+, uóe q+ ýñ< }] jîTT¿£Ø V²<T\Ý qT »»d]V²<T\Ý Tµµ n+{²sÁT. d]V²<T\Ý qT >·T]+º Ôî\TdT¿Ãe&¿ì
~Å£Ø\ÔÃ bÍ³T eTÖý\T Ôî\TdT¿Ãy*. sÂ +&T ~Å£Ø\ eT<ó« çbÍ+Ô »eTÖ\µ n+{²+.
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g
g
HîÕsÁTÜ ¹>jáT+
<¿Dì +
¿£Ø& m eTÖ\\T q$?

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• U²°\qT |{ì¼¿£ýË |P]+#á+&.

eT<ó« ýË eTÖ\
ÔáÖsÁTÎ ` ÔáïsÁ+
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|&eTsÁ HîÕsÁTÜ
Our World 97
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In the olden days, sailors used to find directions with help of the position of
the sun and stars and the movement of the wind. Now-a-days, we use a Compass
and GPS (Global positioning system) to find directions.
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Harsha expressed his doubt to his uncle that if a relative or a new person wanted
to come to his house, how would they recognize the way to his house ? His uncle
said that their house was nearer to the Panchayat office.
It is easy to locate the address of the home if there is a well-known

place near it. These well-known places are called landmarks.
e.g. school, hospital, Panchayat office etc.
Is there any landmark close to your house?
• Name some well-known places of your village.

• Is any of your friend's house nearer to the above mentioned places?
Harsha's uncle gave him two pictures. The first picture showed the landmarks.
In the second picture, there were some landmarks and symbols. These symbols are
the representation of the landmarks or objects.
98 Class - III
MTÅ£ Ôî\TkÍ !
|ÚsÔáq ¿±\+ýË, H$Å£\T dÖsÁT«&T, q¿£çÔ\T |eH\ ~Xø\qT {ì¼ ~Å£Ø\qT ¿£qT>=HûysÁT. Hû{ì
¿±\+ýË (Hû&T) eTq+ ~Å£Làº, GPS (Global positioning system) \qT |jîÖÐ+º ~Å£Ø\qT
¿£qT>= +³TH+.
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»»meÂsÕH +<óTeÚ ýñ¿£ ¿= Ôáï e«¿ìï MT +{ì¿ì edï mý² MT +{ì¿ì <] >·T]ïkÍïsÁT ?µµ n eÖeTÔÃ V²sÁü Ôáq
nqTeÖH e«¿£|ï ] #&T.
»»eÖ \T¢ |+#sTTr ¿±s«\jáT+ <>sZ· Á +~µµ n nÔá eÖeTjáT« #îbÍÎ&T .
@<îHÕ u²>± Ôî*d¾q çbÍ+Ôá+ dMT|+ýË ºsÁTHeÖqT dT\TeÚ>± ¿£qT¿ÃØe#áTÌ. Ôî*d¾q

ç|<Xû æ\qT yîT\® Ts\T n+{²sÁT.
< : bÍsÄXÁ æ\, yî<Õ « Xæ\, |+#sTTr ¿±s«\jáT+ yîTTööq$.
MT +{ì¿ì <>sZ· ýÁ Ë u²>± Ôî*d¾q ç|<Xû +ø @~?
• MT }]ýË u²>± Ôî*d¾q çbÍ+Ô\qT |s=Øq+& (#î|Î+&).

• |Õq |s=Øq çbÍ+Ô\ýË MT dV¾²ÔáT\ Þøß HjáÖ?
V²sÁü yÞø¢ eÖeT nÔá¿ì sÂ +&T ºçÔ\T #Ì&T. yîTT<{ì ºçÔá+ ¿= >·T]ï+|Ú ºVä\qT #áÖ|ÚÔáT+~. Âs+&e ºçÔá+ýË
¿= >·T]ï+|Ú ºVä\T, >·TsÁT\ï T HsTT. >·TsÁTï\T, yîT®\TssTT ç|<ûXæ Ôî*jáTCñkÍïsTT.
Our World 99
His uncle asked Harsha to observe the pictures and mark the symbols in the
empty village map given below. The picture with symbols is known as a map. Let's
help him.
Land
mark
Symbol
100 Class - III

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V²sÁü eÖeTjáT« V²sÁüqT |Õ ºçÔ\qT >·eT+º, U²° ç>±eT |³+ýË >·TsÁTï\T, >·T]ï+|Ú ºVä\qT >·T]ï+#áeT
#îbÍÎ&T. >·TsÁT\ï ÔÃ Å£L&q ºçÔ |³+ (map) n+{²sÁT. eTq+ nÔá¿ì kÍjáT+ #û<Ý+.
Ôî*d¾q
ç|<ûXø+
>·TsÁT\ï T
Our World 101

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Harsha completed his supper. He went into

the courtyard with his uncle. He lay down on his
cot. While looking at the sky, he asked his uncle,
"This morning I saw the sun in the sky. Now
there are so many stars twinkling in the sky along
with the bright moon. How beautiful the moon
looks. Uncle, the sky is the most wonderful place.
Isn't it?
neighbour, neighbourhood, sides, directions, corners, landmarks,

symbols, map, courtyard
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• People living around our houses are our neighbours.

• The area around our house is our neighbourhood.
• Front, back, left and right are the sides.
• East, West, North and South are the directions.
• The place between any two directions is called corner.
• Symbols are the representation of the landmarks or objects.
• A land mark is a well-known place in a locality.

1. Name the four directions.
2. What do you see in the four directions of your school?
In the East ………… In the West ……….
In the North ………… In the South …………
3. What helps us to locate an address in our village or a city?
102 Class - III

V²sÁü sçÜ |P³ uóËÈq+ #ûd¾q ÔásÇÔá Ôáq eÖeTjáT«ÔÃ ¿£*d¾
|sÁ{ýì Ë¿ì yîÞ²ß&T. n¿£Ø& eT+#á+ |qÕ |&T ¿= ¿±Xø+ e+¿£
#áÖdÖï Ôáq eÖeTjáT«qT ý² n&>±&T. »» sÃE <jáÖHû HûqT
¿±Xø+ýË dÖsÁT«& #áÖXæqT. |ð&T HûqT ¿±Xø+ýË yîTsÁTdTqï
nHû¿£ q¿£ç Ô\qT #á+ç<T& #áÖdTHï qT. #á+ç<T&T m+Ôá n+<+>±
H&Ã ¿£<! ¿±Xø+ #ý² n<TÒÛÔá+>± +~ ¿£< eÖeTjáT«µµ n
n&>±&T.
¿¡\¿£ |<\T
bõsÁT>·TysÁT, dMT| çbÍ+Ôá+, |¿Ø£ \T, ~Å£Ø\T, eTÖ\\T, yîT\® TsÞøß, >·TsÁT\ï T, |³+, |sÁ&T .
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eTq+ @$T HûsÁTÌÅ£H+
• eTq +{ì¿ì #áT³T¼ |¿Ø£ \ ed¾+#û ç|È\qT »»bõsÁT>·TysÁTµµ n+{²sÁT.

• eTq +{ì #áT³Ö¼ +&û ç|<Xû æ »»dMT| ç|<Xû +ø µµ n+{²sÁT.
• eTT+<T, yîqT¿£, Å£&, m&eT\qT |¿£Ø\T n+{²sÁT.
• ÔáTsÁTÎ, |&eTsÁ, ÔáïsÁ+, <¿ìD+ nHû$ »»~Å£Ø\Tµµ.
• Âs+&T ~Å£Ø\ eT<ó« q çbÍ+Ô »»eTÖ\µµ n+{²sÁT.
• »»>·TsÁT\ï Tµµ nHû$ yîT\® TsÞøßqT Ôî*jáTCñkÍïsTT.
• »»yîT®\TssTTµµ nHû~ ÿ¿£ çbÍ+Ôá+ýË u²>± Ôî*d¾q ç|<ûXø+.
I. $wjÖá e>±V²q
1. H\T>·T ~Å£Ø\ |sÁT¢ #î|Î+&.
2. MT bÍsÄX Á æ\ H\T>·T ~Å£Ø\ýË úyû$T #áÖkÍïeÚ.
ÔáÖsÁTÎq ………… |&eTsÁq .....…….
Ôáïsq ………… <¿D ì ²q …………
3. MT ç>±eT+ ýñ< q>·s+ Á ºsÁTHeÖ Ôî\TdT¿Ãe&¿ì |jîÖ>·|& $û @$?
Our World 103
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II. Questioning.
4. What questions would you ask your teacher to draw the map
of your village by using symbols?

5. Name some landmarks of your village and write to which side they are to your
school.

6. Visit a nearby house and fill in the table given below with the observations.
Items to be tabulated
Observations
Hou se Hou se Hou se
1 2 3
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To which direction is the main door?
To which direction is the tap / borewell /

well / hand pump / water tank?
In which direction do you observe an open

field? space
In which direction is the road located?

7. Draw your house. Then colour the North in red, South in blue, East in orange
and West in green.
8. Draw your school. Draw the school building and the main rooms in it.
VI. Appreciation.
9. Have you ever helped someone by giving them right directions to reach their
destination? How did you feel?
10. How do you feel when you watch the sunrise or sunset?
104 Class - III

II. |ç ¥ +#á&+ ` |]¿£\Îq\T #ûjTá &+.
4. >·TsÁT\ï qT |jÖî Ð+º MT ç>±eT |{² ^jáTT³Å£ MT bÍ<ó«jáTT¿ì @ ç|Xø \qT úeÚ
n&T>·TÔeÚ?

5. MT bÍsÄÁXæ\ |¿£Øq q MT ç>±eT+ýË Ôî*d¾q ç|<ûXæ\T <]ô+#á+&.

6. MTÅ£ <>·ZsÁýË q +{ì d+<]ô+º MTsÁT >·eT+ºq $wjáÖ\qT ¿ì+~ |{ì¼¿£ýË |P]+#á+&.
n+Xæ\T
|]o\q\T
\T¢ \T¢ \T¢
1 2 3
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ç|<ó q <ÇsÁ+ q ~Å£Ø?
Å£Þ²sTT / uËsÁTu²$ / u²$ / #ûÜ|+|Ú / {²+Å£ q ~Å£Ø?
U²° ç|<ûXø+ q ~Å£Ø
sÁV² <] q ~Å£Ø?

7. MT +{ì u¤eT ^jáT+&. Ôáïs msÁT|Ú sÁ+>·TýË, <¿D
ì ² ú\+ sÁ+>·TýË, ÔáÖsÁTÎqT H]+È sÁ+>·TýË, |&eTsÁqT
Å£|#Ìá sÁ+>·TýË +|+&.
8. MT bÍsÄÁXæ\ u¤eTqT ^jáT+&. MT bÍsÄÁXæ\ uóeq+ eTTK«yîT®q >·<T\qT n+<TýË ^jáT+&.
VI. ç|Xø+d.
9. m|ð&îÕH, me]Â¿ÕH y] >·eT«+ #ûsÁ&¿ì <] #áÖ|¾+#y? ú¹¿eT|¾+º+~?
10. dÖsÃ«<jÖá , dÖs«deï TjáÖ #áÖdTqï |ð&T ú¹¿eT|¾dT +ï ~?
Our World 105

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GLOSSARY
Siblings = brothers and sisters in a family (ÔÃT³T¼eÚ\T) stored water =
to keep water in large containers (\Ç úsÁT)
Pet = tamed animal (|+|Ú&T È+ÔáTeÚ) Scarcity =
in short supply (¿=sÔ
Á )á
Appreciate = recognize the worth (n_óq+~+#áT) Water tanker =
container for storing water (ú{ì \Ç #ûd bÍçÔá)
Resemblance = look like (bþ*¿£) Aquaculture =
rearing of aquatic animals (È\e«ekÍjáT+)
Generation = Lineage (Ôás+Á ) Agriculture =
practice of farming (e«ekÍjáT+)
Profession = Occupation (eÜï) Kutcha house =
A house made of mud, thatch or straw. (|P]\T¢)
Child labour = Children made to work for wage (u²\ ¿±]Å£\T) Pucca house =
House made of bricks, sand, cement, concrete
Prevent = Stop (sÃ~ó+#áT) and iron. (&u² \T¢)
Aromatic = Pleasant smell (dTydq) Permanent house = House stands for a long time. (XæXøÇÔáyTî q
® \T¢)
Observe = look carefully (|]o*+#áT) Temporary house = Houses that can be moved to another place.
Survive = continue to live (J$+#áT) (ÔÔØ*¿£yTî q® \T¢)
Absorbs = takes in (XËw¾+#áT) Caravan = A group of carts (_&sÁT)
Sow = plant a seed ($Ôáïq+ yûjáTT³) Apartment = A set of houses forming one residence.
Crawl = move on all fours (çbÍÅ£³) (VQÞø n+ÔádT ï\ uóe q+)
Moist = wet (ÔûeT) Homeless people = The people who do not have shelter. (\T¢ ýñysÁT)
Shelter = home (>·Ö&T) Boat house = A house built on a boat. (|&e
\T¢)
Composed = decayed (q¥+#áT) Igloo = A dome shaped shelter built with blocks of ice.
Communicate = talk to one another (uó²e ç|kÍsÁ+) (eT+#áTÔÃ ¿£³¼&q \T¢)
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Wild animals = animals that live in forests (n&$ È+ÔáTeÚ\T) Stilt house = Houses built on stilt or poles. (¿£çsÁ dï+uó²\|Õ \T¢)
Domestic animals = animals that were tamed by humans (|+|Ú&T Sign board = A sign to direct travelers. (<] >·TsÁTï)
È+ÔáTeÚ\T) Sailor = A person who drives a ship. (z& q&|y&T)
Herbivore = animal that only eats plants (Xæ¿±Vä]) CNG = Compressed Natural Gas.
Carnivore = animal that only eats other animals (eÖ+kÍVä]) (¿±\Tw«+ýñ dV² ÈyjáTTeÚ)
Omnivore = animal that eats both plants and animals Traffic signals = Lights used to control the movement of traffic.
(uójáÖVä]) (sÃ&T¦|Õ uóç<Ô >·TsÁTï\T)
Terristrial = organisms that live on land (Hû\|Õ ed¾+#û$) Hearing Impaired = Hearing loss ($¿ì& ýË|+)
Aquatic = organisms that live in water (ú{ìýË ed¾+#û$) Elephant trumpet = An elephant to produce aloud call. (@qT>· T
Amphibians = organisms that live both on land and in water |TÓ +¿±sÁ+)
(Hû\|Õ, ú{ìýË ed¾+#û$) Scare-crow = a sign to scare birds away from crops.
Nest = shelter of birds (|¿ì>·Ö&T) (|+³bõ\+ýË ~w¾¼u£eT)
Occurred = caused (d+uó$ +#áT³) Recreation = enjoyment or fun ($HÃ<+ )
Plenty = lot of (mÅ£Øe) Domestic work = work done to take care of home (+{ì |)
Disability = not able (yîÕ¿£\«+) Purchase = to buy (¿=q³+)
To trim = To shape (d]~<TÝ) Frequently = many times (Ôás#Á Tá >±)
Precious = valuable ($\TyîÕq) Favourite = liked very much (w¼yTî q
® )
Organ = a part of an organism (nejáTe+) Directions = East, West, North, South (~Å£Ø\T)
Rawfood = food that is not cooked (&¿+ì #á VäsÁ+) Corner = The joining of any two directions. (eTÖ\)
Cooked food = cooked before eating (&¿+ì ºq VäsÁ+) Neighbour = People live around our house. (sÁT>·T-bõsÁT>·T)
Digestion = breaking down food in to small pieces (JsÁç ¿ìjTá ) Neighbourhood = The area around our house.
Healthy = bring free from illness or injury (sÃ>«· +) (eTq +{ì #áT³Ö¼ eÚq ç|<Xû +ø )
Tubers = a much thickened underground part of a stem Land marks = Well-known places to locate a particular area.
(<T+|\T) (¿=+& >·TsÁTï\T)
Process = a series of actions or steps ($<óq+) Symbols = Representation of land marks. (>·TsÁTï\T)
Water resources = sources of water (ú{ì eqsÁT\T) Maps = The pictorial information of areas.
Protected water = safe drinking water (sÁ¿Ô ì á çÔ>·TúsÁT) (çbÍ+Ô\qT Ôî*jáTCñd |s+ÁÄ )
Irrigation = the supply of water to land or a crop (ú{ì bÍsÁT<\) Compass = A device to know North and South. (~Å£Làº)
106 Class - III

ROUGH WORK
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Our World 107

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ROUGH WORK
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108 Class - III

ROUGH WORK
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Our World 109

110 Class - III

3 EVS SEM-2 Textbook

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www.apteachers.

Smt. Vetriselvi. K IAS

Dr. B. Pratap Reddy MA., B.Ed., Ph.D.

Sri K. Ravindranath Reddy MA., B.Ed.

Dr. K. Sreeramulu Prof. (Retd.) Dr. R. Pardhasaradhi

Dr. N. Upendar Reddy Prof. (Retd.) Dr. P. Vinay Kumar Principal,

© Government of Andhra Pradesh, Amaravati

First Published 2020

All rights reserved

No part of this publication may be

which it is published and without a similar

This book has been printed on 70 G.S.M. SS Maplitho

Free distribution by Samagra Shiksha, Government of Andhra Pradesh

ZPHS, Kannurupalem, Visakhapatnam

DTP & Designing

Dr. B. Pratap Reddy

Instructions to the Teachers

experiments, participate in activities and projects.

Our National Anthem | C²rjáT ^Ôá+

1) Conceptual Understanding : Children should understand the different concepts given

2) Questioning and Hypothesis: Children should be able to question about the

bÍsÄÁ+ d+K« bÍsÄÁ+ |sÁT |Ó]jáT&T¢ Hî\ |J\T

7. Shelter For All 9 November 2-31

}]¿ì bþ<+ &d+sY

Teacher corner Student corner

Ôás>Á Ü· - 3 eTq ç||+#á+ 1

7 Shelter For All

Pupils will be able to:

Why do we need houses ?

2 Class - 3 Our World

eTqÅ£ \T¢ m+<TÅ£ nedsÁ+ ?

Ôás>Á Ü· - 3 eTq ç||+#á+ 3

Different types of houses

People build houses depending on

4 Class - 3 Our World

$$<ó sÁ¿±\ +&T¢

ç|È\T +&q¢ T ¿£³T¼¿Ãe&¿ì <ósÁ|& q n+Xæ\T

Ôás>Á Ü· - 3 eTq ç||+#á+ 5

I am Chenchayya. I live in the

I'm Raju. We live in a hut.

The walls are made of

I'm Mary. We live in a tiled

I'm Vijay. We live in a house

6 Class - 3 Our World

#î+#ájTá « +{ì >·eT+#á+&

H |sÁT sE. yûT+ >·T&dýË ed¾kÍï+.

H |sÁT yûT]. yûT+ |+Å£{ì\T¢ýË

H |sÁT $ÈjYT. yûT+ eT{ì¼ÔÃ ÔájáÖÂsÕq

Ôás>Á Ü· - 3 eTq ç||+#á+ 7

I'm Joseph. We live in a

I'm Rajiya. We live in the third

I'm Sailu. We live in a tent.

We also find construction workers putting up tents at building sites. Military

8 Class - 3 Our World

Hê ù|s¡T s¡õj·÷. y˚T+ ãVüQﬁ¯ n+‘·düTú\

Hê ù|s¡T s¡dü÷˝Ÿ. y˚T+ |üø±ÿ Ç+{Ï ($˝≤¢)˝À

Hê ù|s¡T XË’\T. y˚TeTT >∑T&Üs¡+˝À

‘·s¡>∑‹ - 3 eTq Á|ü|ü+#·+ 9

Caravan : It is a house on wheels. It can

bÍsÄÁ+ d+K« bÍsÄÁ+ |sÁT |Ó]jáT&T¢ Hî\ |J\T

}]¿ì bþ<+ &d+sY

Ôás>Á Ü· - 3 eTq ç||+#á+ 1

eTqÅ£ \T¢ m+<TÅ£ nedsÁ+ ?

Ôás>Á Ü· - 3 eTq ç||+#á+ 3

$$<ó sÁ¿±\ +&T¢

ç|È\T +&q¢ T ¿£³T¼¿Ãe&¿ì <ósÁ|& q n+Xæ\T

Ôás>Á Ü· - 3 eTq ç||+#á+ 5

#î+#ájTá « +{ì >·eT+#á+&

H |sÁT sE. yûT+ >·T&dýË ed¾kÍï+.

H |sÁT yûT]. yûT+ |+Å£{ì\T¢ýË

H |sÁT $ÈjYT. yûT+ eT{ì¼ÔÃ ÔájáÖÂsÕq

Ôás>Á Ü· - 3 eTq ç||+#á+ 7

• MTsÁT @ sÁ¿y£ Tî ®q +{Ë¢ +³THsÁT ?

¿£#Ì Þø¢, |¿±Ø Þø¢

eT{ì¼, >·&¦#û ]+#á&q \T¢qT ¿£#Ì \T¢ n+{²sÁT.

³T¿£\T, dT¿£, qTeTTÔÃ ]+#á&q Þø¢ +{ìú

Ôás>Á Ü· - 3 eTq ç||+#á+ 11

¿ì+~ ºÌq sÁ¿£sÁ¿±\ |Õ¿£|ð\qT |]o*+#á+&?

+{ì |¿Õ |£ ð @³y\T>± ]+#á& +³T+~ m+<TÅ£ ?

1. Hû\|Õ +#á&q s¹ Å£ 2. ³T¿£|Õ @³y\T>± 3. sÂ +&T ³T¿£\|Õ @³y\T>±

Ôás>Á Ü· - 3 eTq ç||+#á+ 15

e.d+. +{ìýË q kå¿£sÁ«+ neÚqT ¿±<T

MT +{ì Xøçuó+>± +#áTÅ£+{²s?

Ôás>Á Ü· - 3 eTq ç||+#á+ 17

|Õ|ÚýË¢ ed¾dTïq ç|È\T |zí¢ esY ç_&¨ ¿ì+< ed¾dT qï ç|È\T

ysÁT ný² ed¾+#á&¿ì ¿±sÁD²\T @$T{ì?

Ôás>Á Ü· - 3 eTq ç||+#á+ 19

È+ÔáTeÚ\Å£ ykÍ\T m+<TÅ£ nedsÁ+?

|+<T\ <=&¦ >=çÂs\ <=&¦

yd+ ýñ È+ÔáTeÚ\T ¿= HjáT MTÅ£ Ôî\TkÍ?

Ôás>Á Ü· - 3 eTq ç||+#á+ 23

V²! |¿ì #áÖ&+&. n~ @$T #ûdTï+<Ã #î|Î>·\s?

~ ÿ¿£ |¾#Tá Ì¿£. n~ Ôáq >·ÖÞøßqT #î³¢ |Õq, |+Å£{ì+{ì <Öý²\

eç&+Ð |¾³¼ #î³¢ ¿±+&¿ì |<Ý Ô=çsÁ\T

Ð>±&T |¿ì >·&,¦ ¿£çsÁ|Ú \¢\qT |jÖî Ð+º Ôáq >·ÖÞøßqT

¿¡³¿±\Å£ Å£L& ykÍ\THjáÖ ?

Ôás>Á Ü· - 3 eTq ç||+#á+ 25