ENGLISHACTIVITIES SCHEME OF WORKFOR GRADE3 TERM 3
School | Grade | Learning Area | Term | Year |
3 | EnglishActivities | 3 |
Week | Lesson | Strand/Theme | Sub Strand/Sub
theme |
SpecificLearning
Outcomes |
KeyInquiry Question(S) |
Learning
Experience |
Learning
Resources |
Assessment | Remarks |
1 | 1 | Listening and
Speaking |
Pronunciation
and Vocabulary |
Bythe end of the
sub strand, the learner should be ableto: a)Pronounce words withthe consonant blends /gh//rm/ correctlyand accurately. b) Recognise new words usedin the theme to acquirea range ofvocabulary. c)Pronounce the vocabularyrelatedto thetheme correctlyfor effective communication. |
1. Howdo you
pronouncethe word a)Lamp? |
1. Learners listento
the vocabularyused in oraland written sentences anduseit in theirown sentences and dialogues.
2. Learners pronouncewords withthe consonant blends /nth/and/nd/ |
Pictureand
word cards withthe consonant blends, word wheelsand computing devicesthat are available.
New Progressive Primary English Learners Book/Grade 3 pg.ย 116- 117 |
Oral
questions, portfolio, observation |
|
2 | Listening and
Speaking
TheFestival |
Language structure and functions
Describing words-size, shape,colour |
Bythe end of the sub
strand,thelearner should be ableto: a)Useadjectives โhowmanyโand โwhat shapeโto describe people, things and actionsin afestival. |
1)Whatthings
can you see outside? 2)What coloursare they? |
1. Learners group
objectsinterms of size,colour, shape and numbers. 2. Learnerdescribes objectsinthe classroomusing size, colourand |
Realia,
computers, pictures, photos,flash cards
New Progressive |
Oral
questions, portfolio, observation |
b)Appreciate the use
ofcolour, size, shape and number to describe nouns |
numbers.
3. Learners colour differentshapesof objectsand describe themappropriately, firstin pairsthen individually. |
Primary
English Learners Book/Grade 3 pg. 117- 118 |
|||||||
3 | Reading | Comprehension | Bythe end of the sub
strand,thelearner should be ableto: a)Read words with the consonantblends/rm/ /gh/ in preparation to reading. b)Readandretellthe story โThe music festivalโ toenhance oralcommunication. c)Answersimple directandindirect questions based ona textofabout200 words. |
1. Whatdo you
thinkwill happeninthis story? |
Learnerstalkabout
the picture/title beforetheyreada shortprintordigital textand make predictions. 2. Learners practise readingthetext โThe musicfestivalโ and retellthestory, conversation accordingtotheir understanding. 3. Learneranswer questions after readinga textby gettingcluesfrom the storyread. 4. 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. 118- 120 |
Oral
questions, portfolio, observation |
||
2 | 1 | Writing | Guided Writing | Bythe end of the sub
strand,thelearner should be able to: a)Write wordsfroma prompt to demonstrate mastery |
Howdo you
uselightsat home? |
1. Learners are
guided onthefive steps ofthe writingprocess: planning, drafting, revising editingand writing |
Charts,
pictures and photographs
New Progressive Primary |
Oral
questions, portfolio, observation |
of
vocabulary/complete sentences, b) recognisethe correct formand meaningof the wordsto beused in fillingin gaps, c)re-arrange wordsto make shortphrases and sentences, |
thefinalpiece
2. Learners fillingin gapscorrectlyand sensibly. 3. Ingroups, learners mime a situationandlet others write aboutit. 4. Learners write phrasesin response to a picture prompt appropriately. 5. Learners write meaningful sentences in pairs fromsimple substitutiontable |
English
Learners Book/Grade 3 pg. 120- 121 |
|||||||
2 | Listening and
Speaking
Playtime and Sports |
Language structure and functions
Comparatives and superlatives (-erandโest) |
Bythe end of the sub
strand,the learnershould be able to: a)Identify comparativesand superlativesthatare usedto describe people andthings duringplaytime and sports day. b) formcomparatives and superlatives appropriately basedon the given examples foreffective communication; |
1. Whatis the
size ofa football? |
1. Learners put
objectsinto 3 groups ofdifferent sizes 2. Learners observe anddescribeobjects accordingtosize, usingpositive, comparative and superlative forms 3. Learners construct sentences using comparativesand superlativesto describe |
Computing
devices
Balls of different sizes
New Progressive Primary English Learners Book/Grade 3 pg. 123- 124 |
Oral
questions, portfolio, observation |
c)enjoyusing
comparativesand superlativesbiggerand biggest. |
|||||||||
3 | Reading | Comprehension | Bythe end of the sub
strand,thelearner should be ableto: a)Read words with the consonantblends/ts/ /ps/ inpreparationto reading. b)Readandretellthe storyโPlayingtime at schoolโto enhance oral communication. c)Answersimple directandindirect questions based ona textofabout200 words. |
1. Whatdo you
thinkwill happeninthis story? |
Learnerstalkabout
the picture/title beforetheyreada shortprintordigital textand make predictions. 2. Learners practise readingthetext โThe musicfestivalโ and retellthestory, conversation accordingtotheir understanding. 3. Learneranswer questions after readinga textby gettingcluesfrom the storyread. 4. Learners talk abouttheirown experiencesinrelationto the story. |
Newspaper
cuttings of simple stories, audio-visual narrations, picture books
New Progressive Primary English Learners Book/Grade 3 pg. 124- 125 |
Oral
questions, portfolio, observation |
||
3 | 1 | Listening and
Speaking
Playtime and Sports |
Language
structure and functions
Comparatives and superlatives (-erandโest) |
Bythe end of the sub
strand,thelearner should be ableto: a)Formcomparatives and superlatives appropriately basedon the given examples foreffective communication; |
Which is your
best game? |
1. Learners put
objectsinto 3 groups ofdifferent sizes 2. Learners observe and describeobjects accordingtosize, and length, using positive, comparative and |
Realia,
computers, pictures, photos, flash cards
New Progressive Primary English |
Oral
questions, portfolio, observation |
b)Enjoyusing
comparativestallerand superlativestallestto describe people,things and places. |
superlative forms
3. Learners construct sentences using comparativesand superlativesto describe objects inside and outside the classroom, in pairs. |
Learners
Book/Grade 3 pg. 127- 128 |
|||||||
2 | Reading | Comprehension | Bythe end of the sub
strand,thelearner should be ableto: a)Read words with the consonantblends/lf/ /rf/in preparationto reading. b)Readandretellthe storyโAnexciting sports dayโ to enhance oralcommunication. c)Answersimple directandindirect questions based ona textofabout200 words. |
1. Whatdo you
thinkwill happeninthis story? |
Learnerstalkabout
the picture/title beforetheyreada shortprintordigital textand make predictions. 2. Learners practise readingthetext โAn excitingsports dayโ and retellthestory, conversation accordingtotheir understanding. 3. Learneranswer questions after readinga textby gettingcluesfrom the storyread. 4. 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.129- 131 |
Oral
questions, portfolio, observation |
||
3 | Writing | Spelling | Bythe end of the sub
strand,thelearner should be ableto: a)spellandwrite |
Howdo you
spellthe word prize? |
1. Learners write
shortsentencesin exercise bookor computeras the |
Charts,
posters, multimedia word lists, |
Oral
questions, portfolio, |
words correctly
foreffective communication, b)appreciatethe importance of writingwords clearly, legibly and correctlyfor differentpurposes |
teacherdictates.
2. Learners re- arrangejumbled lettersto make fourto five- letterwords. 3. Learners playage appropriate spelling |
flash cards
New Progressive Primary English Learners Book/Grade 3 pg. 131 |
observation | ||||||
4 | 1 | Listening and
Speaking |
Pronunciation
and Vocabulary |
Bythe end of the
sub strand, the learner should be ableto: a)Pronounce words withthe consonant blends /spl/correctly and accurately. b)Recognisenew words usedin the theme to acquirea range ofvocabulary. c)Pronounce the vocabularyrelatedto thetheme correctlyfor effective communication. |
1. Howdo you
pronouncethe word a) splash? |
1. Learners listento
the vocabularyused in oraland written sentences anduseit in theirown sentences and dialogues.
2. Learners pronouncewords withthe consonant blends /spl/ |
Pictureand
word cards withthe consonant blends, word wheelsand computing devicesthat are available.
New Progressive Primary English Learners Book/Grade 3 pg. 132- 133 |
Oral
questions, portfolio, observation |
|
2 | Listening and
Speaking
Diseasesand Foods we eat |
Language structuresand
functions
Conjunction โandโ |
Bythe end of the sub
strand,thelearner should be able to: a)use conjunction โandโ totalkabout nutritionand diseases. |
Whyis it
important to have ahealthy diet? |
1. Ingroups,
learners groupitems and talk aboutthemusing the conjunction โandโasindividuals. 2. Learners contrast |
Realia (food)
, picturesand photos of food,flash cards, video clips with |
Oral
questions, portfolio, observation |
b)enjoyusingthe
conjunctionโandโto conveydifferent meanings. |
objectsorpeople in
theclassroom using โandโin pairs/small Groups. |
foodtypes.
New Progressive Primary English Learners Book/Grade 3 pg.134 |
|||||||
3 | Reading | Comprehension | Bythe end of the sub
strand,thelearner should be ableto: a)Read words with the consonantblends/spl/ in preparationto reading. b)Readandretellthe storyโApainfultoothโ to enhance oral communication. c)Answersimple directandindirect questions based ona textofabout200 words. |
1. Whatdo you
thinkwill happeninthis story? |
Learnerstalkabout
the picture/title beforetheyreada shortprintordigital textand make predictions. 2. Learners practise readingthetext โA painfultoothโand retell the story, conversation accordingtotheir understanding. 3. Learneranswer questions after readinga textby gettingcluesfrom the storyread. 4. 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. 135- 136 |
Oral
questions, portfolio, observation |
||
5 | 1 | Listening and
Speaking
Diseasesand |
Language structuresand
functions |
Bythe end of the sub
strand,thelearner should be able to: |
Name two
vegetablesthat you know. |
1. Ingroups,
learners groupitems and talk aboutthemusing |
Realia (food)
, picturesand photos offood,flash |
Oral
questions, portfolio, |
Foods we eat | Conjunction
โButโ |
a)Useconjunction
โbutโto talkabout nutritionand diseases. b)enjoyusingthe conjunctionโbutโto conveydifferent meanings. c)distinguishthe uses ofconjunctions
โandโโbutโin sentences, |
the conjunction
โbutโas individuals. 2. Learners contrast objectsorpeople in theclassroom using โbutโin pairs/small Groups.
3. Learners singand recitepoems about diseases andfood we eatusing conjunctions โbutโ &โandโ |
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? |
1. Learners read
words onprintor digital format to get correct pronunciation as the teachermodels. 2. Learners practise readingunfamiliar words using strategies like chunkingand findingroots and parts. 3. 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? |
1. Learners are
guided onthefive steps ofthe writingprocess: planning, drafting, revising editingand writing thefinalpiece 2. Learners fillingin gapscorrectlyand sensibly. 3. Ingroups, learners mime a situationandlet others write aboutit. 4. Learners write phrasesin response to a picture prompt appropriately. 5. 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 2. Learners listento the vocabularyused in oraland written sentences anduseit in theirown sentences and dialogues.
3. 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 โBecauseโ |
Bythe end of the sub
strand,thelearner should be able to: a)Useconjunction โbecauseโto talkabout nutritionand diseases. b)enjoyusingthe conjunctionโbecauseโ to conveydifferent meanings. c)distinguishthe uses ofconjunctionsin sentences, |
Name two
vegetablesthat you know. |
1. Ingroups,
learners groupitems and talk aboutthemusing the conjunction โbecauseโas individuals. 2. Learners explain reasons usingthe conjunction because in questionand answerdialogues 3. Learners singand recitepoems about diseases andfood we eatusing conjunctions โ |
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.ย 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 storyโSickChachaโto enhance oral communication. |
1. Whatdo you
thinkwill happeninthis story? |
Learnerstalkabout
the picture/title beforetheyreada shortprintordigital textand make predictions. 2. Learners practise readingthetext โSickChachaโand retell the story, conversation accordingtotheir understanding. 3. Learneranswer questions after readinga textby gettingcluesfrom the storyread. 4. 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 โandโโbutโ |
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 |
โbecauseโ | and diseases,
b)distinguishtheuses ofconjunctions
โandโ
โbutโinsentences, c)enjoyusingthe conjunctions to conveydifferent meaning |
2. Learners contrast
objectsorpeople in theclassroom using โbutโin pairs/small groups 3. Learners explain reasons usingthe conjunction because in questionand answerdialogues 4. Learners singand recitepoems about diseases andfood we eatusing conjunctions 5. 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 |
1. Whatdo you
thinkwill happeninthis story? |
Learnerstalkabout
the picture/title beforetheyreada shortprintordigital textand make predictions. 2. Learners practise readingthetext โThe saltandthe catโandretellthe story, |
Newspaper
cuttings of simple stories, audio-visual narrations, picture books
New Progressive |
Oral
questions, portfolio, observation |
effective
communication, c)Read andretellthe story โThe saltandthe catโ toenhanceoral communication. |
conversation
accordingtotheir understanding. 3. Learneranswer questions after readinga textby gettingcluesfrom the storyread. 4. 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? |
1. Learners are
guided onthefive steps ofthe writingprocess: planning, drafting, revising editingand writing thefinalpiece 2. Learners fillingin gapscorrectlyand sensibly. 3. Ingroups, learners mime a situationandlet others write aboutit. 4. Learners write phrasesin response to a picture prompt appropriately. 5. 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 |