Free short notes and revision cards
Grade 3 English on Temari has 13 revision cards, arranged by the chapters of the Ethiopian national curriculum. Every card says when the rule applies, what each symbol in it stands for, and the mistake students most often make with it. They are free to read and need no account.
Show one kind of card
When you use it
Use these modal verbs when requesting permission to do something or when granting or denying a request.
Watch out
Use could to be more formal and polite than can. Use may not to refuse permission.
Drafted from Grade 3 English, pages 1-20, then checked twice before it went up
When you use it
Apply these punctuation rules when writing sentences, proper names, questions, and the pronoun I.
Watch out
The pronoun I must always be capitalised regardless of its position in a sentence. End questions with a question mark rather than a full stop.
Drafted from Grade 3 English, pages 1-20, then checked twice before it went up
| Facility | Main Use |
|---|---|
| Laboratory | Making experiments |
| Library | Reading and borrowing books |
| Hall | Conducting meetings |
| Café | Drinking tea and refreshments |
| Rest-room | Toilet and washing |
When you use it
Use this vocabulary table when identifying school buildings and describing what activities take place in them.
Watch out
Match each facility with its exact function, such as using laboratories for experiments and halls for meetings.
Drafted from Grade 3 English, pages 1-20, then checked twice before it went up
When you use it
Use a or an for non-specific singular countable nouns, and the for specific things or people.
Watch out
Use an before vowel sounds and a before consonant sounds. Do not use any article before names of specific people, cities, or lakes.
Drafted from Grade 3 English, pages 21-33, then checked twice before it went up
When you use it
Use has or have to express what someone possesses, and does not have or do not have for what they do not possess.
Watch out
Use has and does not have for singular subjects (he, she, it), but use have and do not have for plural subjects as well as I and you.
Drafted from Grade 3 English, pages 21-33, then checked twice before it went up
When you use it
Use this tense to show that an action is taking place right now or at the time of speaking.
Watch out
Do not forget the correct form of the be verb (am, is, or are) before the verb ending in -ing.
Drafted from Grade 3 English, pages 21-33, then checked twice before it went up
When you use it
Use this rule to determine whether a noun can be counted with numbers or requires units of measurement.
Watch out
Do not place numbers directly before uncountable nouns. Use measurement words such as a liter of water or a kilogram of sugar instead.
Drafted from Grade 3 English, pages 34-50, then checked twice before it went up
When you use it
Use this structure when comparing two things to show that you like one more than the other.
Watch out
Use the preposition to after prefer, never than. Write I prefer coffee to tea, not I prefer coffee than tea.
Drafted from Grade 3 English, pages 34-50, then checked twice before it went up
| Singular | Plural |
|---|---|
| man | men |
| woman | women |
| tooth | teeth |
| ox | oxen |
| sheep | sheep |
When you use it
Use this table to write the correct plural forms of nouns that do not follow the standard -s or -es rule.
Watch out
Do not add -s to these nouns. For example, write teeth instead of tooths, and oxen instead of oxes.
Drafted from Grade 3 English, pages 34-50, then checked twice before it went up
When you use it
Use will followed by the base form of a verb to talk about actions that will happen in the future.
Watch out
Do not add -s, -ed, or -ing to the main verb after will.
Drafted from Grade 3 English, pages 51-65, then checked twice before it went up
When you use it
Use this tense to express daily habits, routines, and general truths.
Watch out
Do not forget to add -s or -es to the verb when the subject is he, she, or it, but keep the base verb without an ending after do or does.
Drafted from Grade 3 English, pages 51-65, then checked twice before it went up
| Pronoun | Present | Past | Example in the past |
|---|---|---|---|
| I | am | was | I was at home. |
| He | is | was | He was late. |
| She | is | was | She was happy. |
| It | is | was | It was cold. |
| We | are | were | We were at school. |
| You | are | were | You were very kind. |
| They | are | were | They were friends. |
When you use it
Reach for this when you write about yesterday or last week with the verb be and have to pick was or were for the subject in front of you. Was and were are the past forms of am, is and are.
Watch out
The mistake is almost always "you was". You takes were every time, even when you are speaking to one friend. The other half of it runs the other way, "we was" and "they was", where a plural subject picks up was from the line above it. Count the subject: was goes with one person or thing (I, he, she, it), and were goes with more than one (we, they) and with you always.
When you use it
Use this structure when comparing two people, animals, or objects to show differences or equality.
Watch out
Do not forget to put than after the comparative adjective, and do not use more with short adjectives like taller.
Drafted from Grade 3 English, pages 66-81, then checked twice before it went up
An exam paper keeps asking for what the year below taught. Those cards are here too.
Everything else in this year that has cards so far.
Temari turns these cards into practice questions and marks them as you go, with an AI tutor to explain anything that did not land.
Start free