ENGLISHACTIVITIES SCHEME OF WORKFOR GRADE3 TERM 3
School | Grade | Learning Area | Term | Year |
3 | EnglishActivities | 3 |
Week | Lesson | Strand/Theme | Sub Strand/Subtheme | SpecificLearningOutcomes | KeyInquiryQuestion(S) | LearningExperience | LearningResources | Assessment | Remarks |
1 | 1 | Listening andSpeaking | Pronunciationand Vocabulary | Bythe end of thesub strand, the learner should be ableto:a)Pronounce words withthe consonant blends /gh//rm/correctlyand accurately.b) Recognise new words usedin the theme to acquirearange ofvocabulary. c)Pronounce thevocabularyrelatedto thetheme correctlyfor effectivecommunication. | 1. Howdo youpronouncethe word a)Lamp? | 1. Learners listentothe vocabularyused in oraland written sentences anduseit in theirown sentences and dialogues. 2. Learners pronouncewords withthe consonant blends /nth/and/nd/ | Pictureandword cards withthe consonant blends, word wheelsand computing devicesthat are available. New Progressive Primary English Learners Book/Grade3 pg. 116-117 | Oralquestions, portfolio, observation | |
2 | Listening andSpeaking TheFestival | Language structure and functions Describing words-size, shape,colour | Bythe end of the substrand,thelearner should be ableto:a)Useadjectives‘howmany’and ‘what shape’to describepeople, things andactionsin afestival. | 1)Whatthingscan you see outside?2)What coloursarethey? | 1. Learners groupobjectsinterms of size,colour, shapeand numbers.2. Learnerdescribes objectsintheclassroomusingsize, colourand | Realia,computers, pictures, photos,flash cards NewProgressive | Oralquestions, portfolio, observation |
b)Appreciate the useofcolour, size, shape and number to describe nouns | numbers.3. Learners colour differentshapesof objectsand describe themappropriately, firstin pairsthen individually. | PrimaryEnglish Learners Book/Grade3 pg. 117-118 | |||||||
3 | Reading | Comprehension | Bythe end of the substrand,thelearner should be ableto:a)Read words with the consonantblends/rm//gh/ in preparation to reading.b)Readandretellthestory ‘The music festival’ toenhance oralcommunication. c)Answersimple directandindirect questions based ona textofabout200 words. | 1. Whatdo youthinkwill happeninthisstory? | Learnerstalkaboutthe picture/title beforetheyreadashortprintordigital textand makepredictions.2. Learners practise readingthetext‘The musicfestival’and retellthestory, conversationaccordingtotheirunderstanding.3. Learneranswer questions after readinga textby gettingcluesfrom the storyread.4. Learners talk abouttheirown experiencesin relationto the story. | Newspapercuttings of simple stories,audio-visual narrations, picture books New Progressive Primary English Learners Book/Grade3 pg. 118-120 | Oralquestions, portfolio, observation | ||
2 | 1 | Writing | Guided Writing | Bythe end of the substrand,thelearner shouldbe able to:a)Write wordsfroma prompt todemonstrate mastery | Howdo youuselightsat home? | 1. Learners areguided onthefive steps ofthewritingprocess:planning, drafting, revisingeditingand writing | Charts,pictures and photographs New Progressive Primary | Oralquestions, portfolio, observation |
ofvocabulary/complete sentences,b) recognisethecorrectformand meaningof the wordsto beusedin fillingin gaps,c)re-arrange wordsto make shortphrasesand sentences, | thefinalpiece2. Learners fillingin gapscorrectlyand sensibly.3. Ingroups, learners mime asituationandlet others write aboutit.4. Learners writephrasesin response to a picture prompt appropriately.5. Learners writemeaningful sentences in pairs fromsimple substitutiontable | EnglishLearnersBook/Grade3 pg. 120-121 | |||||||
2 | Listening andSpeaking Playtime andSports | Language structure and functions Comparatives and superlatives(-erand–est) | Bythe end of the substrand,thelearnershould be able to:a)Identifycomparativesand superlativesthatare usedto describe people andthings duringplaytime and sports day.b) formcomparatives and superlativesappropriatelybasedon the given examplesforeffectivecommunication; | 1. Whatis thesize ofa football? |
c)enjoyusingcomparativesand superlativesbiggerand biggest. | |||||||||
3 | Reading | Comprehension | Bythe end of the substrand,thelearner should be ableto:a)Read words with theconsonantblends/ts//ps/ inpreparationto reading.b)Readandretellthestory‘Playingtime atschool’to enhance oralcommunication. c)Answersimpledirectandindirect questions based onatextofabout200 words. | 1. Whatdo youthinkwill happeninthisstory? | Learnerstalkaboutthe picture/title beforetheyreadashortprintordigitaltextand make predictions.2. Learners practisereadingthetext‘The musicfestival’and retellthestory, conversation accordingtotheir understanding.3. Learneranswer questions afterreadinga textbygettingcluesfrom the storyread.4. Learners talkabouttheirown experiencesinrelationto the story. | Newspapercuttings of simple stories,audio-visual narrations, picture books New Progressive Primary English Learners Book/Grade3 pg. 124-125 | Oralquestions, portfolio, observation | ||
3 | 1 | Listening andSpeaking Playtime andSports | Languagestructure and functions Comparatives and superlatives(-erand–est) | Bythe end of the substrand,thelearner should be ableto:a)Formcomparativesand superlatives appropriatelybasedon the given examplesforeffectivecommunication; | Which is yourbest game? | 1. Learners putobjectsinto 3 groups ofdifferent sizes2. Learners observe and describeobjectsaccordingtosize, and length, using positive,comparative and | Realia,computers, pictures, photos, flash cards New Progressive Primary English | Oralquestions, portfolio, observation |
b)Enjoyusingcomparativestallerand superlativestallestto describe people,things and places. | superlative forms3. Learners construct sentences using comparativesand superlativesto describe objects inside and outside the classroom, in pairs. | LearnersBook/Grade3 pg. 127-128 | |||||||
2 | Reading | Comprehension | Bythe end of the substrand,thelearner should be ableto:a)Read words with the consonantblends/lf//rf/in preparationtoreading.b)Readandretellthestory‘Anexciting sports day’ to enhance oralcommunication.c)Answersimple directandindirect questions based ona textofabout200 words. | 1. Whatdo youthinkwill happeninthis story? | Learnerstalkaboutthe picture/title beforetheyreada shortprintordigital textand make predictions.2. Learners practise readingthetext ‘An excitingsports day’ and retellthestory, conversation accordingtotheir understanding.3. Learneranswer questions after readinga textby gettingcluesfrom the storyread.4. Learners talk abouttheirown experiencesin relationto the story. | Newspapercuttings of simple stories,audio-visualnarrations, picture books New Progressive Primary English Learners Book/Grade3 pg.129-131 | Oralquestions, portfolio, observation | ||
3 | Writing | Spelling | Bythe end of the substrand,thelearner should be ableto:a)spellandwrite | Howdo youspellthe word prize? | 1. Learners writeshortsentencesin exercise bookorcomputeras the | Charts,posters, multimedia word lists, | Oralquestions, portfolio, |
words correctlyforeffective communication, b)appreciatethe importance of writingwords clearly, legibly and correctlyfordifferentpurposes | teacherdictates.2. Learners re- arrangejumbled letterstomake fourto five- letterwords.3. Learners playage appropriate spelling | flash cards New Progressive Primary English Learners Book/Grade3 pg. 131 | observation | ||||||
4 | 1 | Listening andSpeaking | Pronunciationand Vocabulary | Bythe end of thesub strand, the learner should be ableto:a)Pronounce wordswiththe consonant blends /spl/correctlyand accurately.b)Recognisenew words usedin the theme to acquirea range ofvocabulary. c)Pronounce the vocabularyrelatedtothetheme correctlyfor effectivecommunication. | 1. Howdo youpronouncethe word a) splash? | 1. Learners listentothe vocabularyused in oraland writtensentences anduseitin theirown sentences anddialogues. 2. Learners pronouncewords withthe consonant blends /spl/ | Pictureandword cards withthe consonant blends, word wheelsand computing devicesthat are available. New Progressive Primary English Learners Book/Grade3 pg. 132-133 | Oralquestions, portfolio, observation | |
2 | Listening andSpeaking DiseasesandFoods we eat | Language structuresandfunctions Conjunction‘and’ | Bythe end of the substrand,thelearner shouldbe able to:a)use conjunction‘and’ totalkaboutnutritionand diseases. | Whyis itimportant to have ahealthydiet? | 1. Ingroups,learners groupitems and talkaboutthemusingthe conjunction‘and’asindividuals.2. Learners contrast | Realia (food), picturesand photos of food,flash cards, video clips with | Oralquestions, portfolio, observation |
b)enjoyusingtheconjunction‘and’to conveydifferent meanings. | objectsorpeople intheclassroom using ‘and’in pairs/smallGroups. | foodtypes. New Progressive Primary English Learners Book/Grade3 pg.134 | |||||||
3 | Reading | Comprehension | Bythe end of the substrand,thelearner should be ableto:a)Read words with theconsonantblends/spl/in preparationto reading.b)Readandretellthe story‘Apainfultooth’ to enhance oralcommunication. c)Answersimpledirectandindirect questions based ona textofabout200words. | 1. Whatdo youthinkwill happeninthisstory? | Learnerstalkaboutthe picture/title beforetheyreadashortprintordigitaltextand make predictions.2. Learners practisereadingthetext ‘A painfultooth’and retell the story, conversation accordingtotheir understanding.3. Learneranswer questions afterreadinga textby gettingcluesfromthe storyread.4. Learners talk abouttheirownexperiencesin relationto the story. | Newspapercuttings of simple stories,audio-visual narrations, picture books New Progressive Primary English Learners Book/Grade3 pg. 135-136 | Oralquestions, portfolio, observation | ||
5 | 1 | Listening andSpeaking Diseasesand | Language structuresandfunctions | Bythe end of the substrand,thelearner shouldbe able to: | Name twovegetablesthat you know. | 1. Ingroups,learners groupitems and talkaboutthemusing | Realia (food), picturesand photos offood,flash | Oralquestions, portfolio, |
the conjunction
‘but’as individuals.
- Learners contrast objectsorpeople in
theclassroom using ‘but’in pairs/small
Groups.
- Learners singand recitepoems about diseases andfood
we eatusing
conjunctions ‘but’
&‘and’
cards, video
clips with foodtypes.
New Progressive Primary English Learners Book/Grade
3 pg. 139-
140
observation
2 Reading Word Reading Bythe end of the sub
strand,thelearner should
be able to:
a)read more and longerwords
withoutletter-sound correspondence for effective
communication.
b)Read more and longergradelevel
vocabularywithout
lettersound correspondence in an appropriate text,
c)enjoyreading grade levelvocabularyfor
effective reading.
Howdo you
readthe word
Ambulance?
- Learners read
words onprintor digital format to get correct pronunciation as the teachermodels. - Learners practise readingunfamiliar words using strategies like chunkingand findingroots and parts.
- Learnersrecognise andread longerwords as modeled bythe teacherin group, pairs and individuallythrough
Newspapers,
word wheels, word slides, flash cards, videos, tablets, multimedia word lists, tablets,
charts.
New Progressive Primary English Learners Book/Grade
3 pg. 141-
Oral
questions, portfolio, observation
lookand say,
exposure and other word-attackskills.
142
3 Writing Guided Writing Bythe end of the sub
strand,thelearner should
be able to:
a)Write wordsfroma prompt to
demonstrate mastery of
vocabulary/complete sentences,
b)Write sentences correctlyandlegibly. c)re-arrange wordsto
make shortphrases and sentences.
Howdo you
uselightsat home?
- Learners are
guided onthefive steps ofthe
writingprocess:
planning, drafting, revising
editingand writing thefinalpiece
- Learners fillingin gapscorrectlyand
sensibly.
- Ingroups, learners mime a
situationandlet others write aboutit.
- Learners write
phrasesin response to a picture prompt appropriately.
- Learners write
meaningful sentences in pairs fromsimple substitutiontable
Charts,
pictures and photographs
New Progressive Primary English Learners Book/Grade
3 pg. 137 &
143
Oral
questions, portfolio, observation
6 1 Listening and
Speaking
Pronunciation
and Vocabulary
Bythe end of the
sub strand, the learnershould be
ableto:
a)Recognisenew words usedin
thetheme (s)to
acquirea range
Which ofthese
words have a similar
beginning
sound?
Straight, string, stop,strap,sat.
Learnersare guided
to use the
vocabularycorrectly through dramatisation and roleplayin
the classroom,use of realia,pictures,
Pictureand
word cards withthe consonant blends, word wheelsand computing devicesthat
Oral
questions, portfolio, observation
ofvocabulary.
b)Pronounce words withthe consonant blends /str/correctly.
c)Pronounce the vocabulary related tothe theme correctly foreffective communication,
verbalorsituational
contextsand synonyms
- Learners listento
the vocabularyused in oraland written sentences anduseit in theirown sentences and dialogues.
- Learners practise pronunciation of the vocabularyand talk aboutactivities related tothetheme usingthenew
words.
are available.
New Progressive Primary English Learners Book/Grade
3 pg. 144-
145
2 Listening and
Speaking
Diseasesand
Foods we eat
Language structuresand functions
Conjunction
‘Because’
Bythe end of the sub
strand,thelearner should
be able to:
a)Useconjunction
‘because’to talkabout nutritionand diseases. b)enjoyusingthe conjunction‘because’ to
conveydifferent meanings.
c)distinguishthe uses
ofconjunctionsin sentences,
Name two
vegetablesthat you know.
- Ingroups,
learners groupitems and talk
aboutthemusing the conjunction
‘because’as
individuals.
- Learners explain reasons usingthe
conjunction because
in questionand answerdialogues
- Learners singand recitepoems about diseases andfood
we eatusing
conjunctions ‘
Realia (food)
, picturesand photos of food,flash cards, video clips with foodtypes.
New Progressive Primary English Learners Book/Grade
3 pg.145-146
Oral
questions, portfolio, observation
4. Learners
constructsentences usingconjunctions basedon a story, poemor conversation they
have readorlistened to.
3 Reading
Diseasesand
Foods we eat
Comprehension Bythe end of the sub
strand,thelearner should be ableto:
a)Read words with the consonantblends/str/
in preparationto reading.
b)Read more and
longerwords
withoutletter-sound correspondence for
effective
communication,
c)Read andretellthe story‘SickChacha’to enhance oral communication.
- Whatdo you
thinkwill happeninthis
story?
Learnerstalkabout
the picture/title beforetheyreada
shortprintordigital textand make
predictions.
- Learners practise readingthetext
‘SickChacha’and
retell the story, conversation
accordingtotheir
understanding.
- Learneranswer questions after readinga textby gettingcluesfrom the storyread.
- Learners talk abouttheirown
experiencesin relationto the story.
Newspaper
cuttings of simple stories,
audio-visual narrations, picture books
New Progressive Primary English Learners Book/Grade
3 pg. 147-
148
Oral
questions, portfolio, observation
7 1 Listening and
Speaking
Diseasesand
Foods we eat
Language structuresand
functions
Conjunctions
‘and’‘but’
Bythe end of the sub
strand,thelearner should
be able to:
a)use conjunctionsto talkaboutnutrition
Which foods
do you eatat home?
Ingroups, learners
group items and talk aboutthemusing
more than one
conjunctionas individuals,
Realia (food)
, picturesand photos of food,flash cards, video clips with
Oral
questions, portfolio, observation
‘because’ and diseases,
b)distinguishtheuses
ofconjunctions
‘and’
‘but’insentences,
c)enjoyusingthe conjunctions to conveydifferent meaning
2. Learners contrast
objectsorpeople in theclassroom
using ‘but’in pairs/small
groups
- Learners explain reasons usingthe
conjunction because
in questionand answerdialogues
- Learners singand
recitepoems about diseases andfood we eatusing conjunctions
- Learners constructsentences usingconjunctions basedon a story, poemor conversation they
have readorlistened to.
foodtypes.
New Progressive Primary English Learners Book/Grade
3 pg. 151-
152
2 Reading
Diseasesand
Foods weeat
Comprehension Bythe end of the sub
strand,thelearner should be ableto:
a)Read words with the
consonantblends/scr/ in preparationto reading.
b)Read more and longerwords
withoutletter-sound correspondence for
- Whatdo you
thinkwill happeninthis
story?
Learnerstalkabout
the picture/title beforetheyreada
shortprintordigital
textand make predictions.
- Learners practise
readingthetext
‘The saltandthe cat’andretellthe
story,
Newspaper
cuttings of simple stories,
audio-visual narrations, picture books
New
Progressive
Oral
questions, portfolio, observation
effective
communication,
c)Read andretellthe
story ‘The saltandthe cat’ toenhanceoral
communication.
conversation
accordingtotheir understanding.
- Learneranswer
questions after readinga textby gettingcluesfrom the storyread.
- Learners talk abouttheirown
experiencesin
relationto the story.
Primary
English Learners Book/Grade
3 pg. 152-
154
3 Writing
Diseasesand
Foods we eat
Guided Writing Bythe end of the sub
strand,thelearner should
be able to:
a)Write wordsfroma prompt to
demonstrate mastery of
vocabulary/complete
sentences,
b)Write sentences correctlyandlegibly.
c)re-arrange wordsto
make shortphrases and sentences.
Howdo you
uselightsat home?
- Learners are
guided onthefive steps ofthe writingprocess:
planning, drafting, revising
editingand writing thefinalpiece
- Learners fillingin
gapscorrectlyand sensibly.
- Ingroups, learners mime a
situationandlet others write aboutit.
- Learners write
phrasesin response to a picture prompt appropriately.
- Learners write
meaningful sentences in pairs fromsimple
Charts,
pictures and photographs
New Progressive Primary English Learners Book/Grade
3 pg.149 &
154 -155
Oral
questions, portfolio, observation
substitutiontable
8 ASSESMENT