ENGLISH GRADE THREE SCHEME OF WORK
| W E
E K |
LE SS O N | STRANDS | S- STRAND | SPECIFIC LEARNING OUTCOMES | KEY INQURY QUESTION S | LEARNING EXPERIENCES | LEARNING RESOURCES | ASSESS MENT | REF |
| 1 | 1-
5 |
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| 2 | 1-
3 |
LISTENI NG AND SPEAKI NG | 1.1
Attentiv e Listenin g |
By the end of the sub strand, the learner should be able to:
a) listen attentively during a conversation, b) respond to simple specific three- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication |
1) What can we tell from people’s faces and hand movements as they talk? 2) Why do you look at someone’s face as they speak |
Learners are helped to practise correct sitting posture in groups and pairs practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. words and phrases for effective oral communication through actions, orally and in writing. and pairs to allow others to speak without interrupting. facial expressions and gestures as seen from posters, pictures, demonstration, and role play. and pair work. using both verbal and non-verbal communication |
Realia charts | 1.Obser vation
2.Oral questio ns 3.writte n questio ns |
|
| 3 | 1-
3 |
By the end of the sub strand, the | Realia | .Observ |
learner should be able to:
- a) recognise new words used in the theme (s) to acquire a range of vocabulary
- b) pronounce the vocabulary related to the theme correctly for effective communication,
- c) demonstrate the understanding of new words by applying them in
relevant contexts,
use the vocabulary learnt to communicate confidently in various contexts
- d) appreciate the importance of using vocabulary to communicate
confidently in various contexts
1) Which sounds form the following words?(giv e examples of words learnt in Grade 2)
2) How are these
words
3) Which of these words have a similar beginning/e nd sound?
4) What other
words have
the same meaning as these words?
5) How are these
words
pronounced
?
6) How do you use these
words in sentences?
Learners practise pronunciation of the vocabulary and talk about activities related to the theme using the new words.
individually, in pairs or groups using the vocabulary related to the theme.
|
|
Learners are guided to use the vocabulary correctly through dramatisation and role play in the classroom, use of realia, pictures, verbal or situational contexts and synonyms
|
|
to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues.
play language games, use tongue twisters, and songs to practise vocabulary.
material to listen to the correct pronunciation of the vocabulary.
vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups
charts ation
2.Oral
questio
ns
3.writte n questio ns
|
|
|
|
|
|
| 7) How are these
words spelt? |
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| 4 | 1-
3 |
2.4
Languag e Structur es and Function s |
By the end of the sub strand, the
learner should be able to: a) construct sentences about daily activities using subject-verb agreement correctly, b) construct sentences on daily activities in relation to when they take place, c) recognise the correct use
of subject-verb agreement to form appropriate sentences, d) appreciate the importance of subject verb agreement in achieving effective communication |
1) What is Sarah holding? 2) What are the girls holding? 3) What has Sarah done? 4) What have they done? |
Learners observe pictures showing singular and plural subjects and construct correct oral sentences. actions that have been demonstrated by classmates in pairs/small groups
sentences using singular and plural subjects for things at home and around their environment like animals and utensils ners listen to a story, poem or conversation read by the teacher or from computing devices, and respond to questions based on the theme ‘time’ or questions about time |
Realia
Charts |
.Observ
ation 2.Oral questio ns 3.writte n questio ns |
||
| 5 | 1-
3 |
2.4
Languag e Structur es and Function s |
By the end of the sub strand, the learner should be able to:
a) construct sentences about daily activities using subject-verb agreement correctly, b) construct sentences on daily activities in relation to when they take place, c) recognise the correct use
of subject-verb agreement to form |
1) What is Sarah holding?
2) What are the girls holding? 3) What has Sarah done? 4) What have they |
Learners observe pictures showing singular and plural subjects and construct correct oral sentences.
actions that have been demonstrated by classmates in pairs/small groups
sentences using singular and plural subjects for things at home and around their environment like animals |
Realia charts |
|
|
|
|
|
|
|
|
|
|
|
|
| appropriate sentences,
d) appreciate the importance of subject verb agreement in achieving effective communication |
done? | and utensils
Learners listen to a story, poem or conversation read by the teacher or from computing devices, and respond to questions based on the theme ‘time’ or questions about time |
|||||||
| 6 | 1-
3 |
Languag e
structur es and function s |
By the end of the sub strand, the learner should be able to:
a) use indefinite pronouns to talk about daily activities at home and at school, b) identify indefinite pronouns in communication about home and school, c) enjoy using indefinite pronouns in their day to day communication |
Who hasp picked my pen? |
Learners engage in question and answer dialogues using indefinite pronouns games involving the use of the indefinite pronouns oral sentences using indefinite pronouns in pairs and in groups.
conversation read by the teacher or from computing devices, and responds to questions based on indefinite pronouns |
Realia
Charts |
.Observ ation
2.Oral questio ns 3.writte n questio ns |
||
| 7 | 1-
3 |
Languag e
structur es and function s |
By the end of the sub strand, the
learner should be able to: a) use indefinite pronouns to talk about daily activities at home and at school, b) identify indefinite pronouns in communication about home and school, c) enjoy using indefinite pronouns in their day to day communication |
Who hasp picked my pen? |
Learners engage in question and
answer dialogues using indefinite pronouns games involving the use of the indefinite pronouns sentences using indefinite pronouns in pairs and in groups. |
Realia
Charts |
.Observ
ation 2.Oral questio ns 3.writte n questio ns |
|
|
|
|
|
|
|
|
| conversation read by the teacher or from computing devices, and responds to questions based on
indefinite pronouns |
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| 8 | 1-
3 |
Environ ment
( 3 lessons ) Child rights ( 3 lessons ) Singular and plurals of irregular nouns e.g. foot –feet tooth – teeth mouse – mice ox – oxen |
By the end of the sub strand, the
learner should be able to: a) use plural forms of irregular nouns to talk about things and people at home and in school for effective communication, b) identify singular and plural forms of irregular nouns for effective oral communication, c) distinguish between singular and plural irregular nouns for appropriate oral communication at home and in school
d) enjoy games involving the singular and plural forms of irregular nouns |
1) What are the plural forms of these nouns? 2) How do you say these pairs of nouns? |
In small groups learners form plurals of specific words taking the singular and plural forms of irregular nouns. the singular and plural forms of irregular nouns. construct sentences based on pictures the singular and plural forms of irregular nouns.
poem or conversation read by the teacher or from computing devices, and respond to questions based on singular and plural forms of irregular noun |
Realia
Charts |
.Observ
ation 2.Oral questio ns 3.writte n questio ns |
||
| 9 | 1-
3 |
Environ ment
( 3 lessons ) Child rights ( 3 lessons ) Singular and plurals of |
By the end of the sub strand, the learner should be able to:
a) use plural forms of irregular nouns to talk about things and people at home and in school for effective communication, b) identify singular and plural forms of irregular nouns for effective oral communication, c) distinguish between singular and plural irregular nouns for appropriate |
1) What are the plural forms of these nouns? 2) How do you say these pairs of nouns? |
In small groups learners form plurals of specific words taking the singular and plural forms of irregular nouns. oems containing the singular and plural forms of irregular nouns. sentences based on pictures the singular and plural forms of irregular |
Realia charts | .Observ ation
2.Oral questio ns 3.writte n questio ns |
|
|
|
|
|
|
|
|
|
|
|
|
| irregular nouns e.g.
foot –feet tooth – teeth mouse – mice ox – oxen |
oral communication at home and in school
d) enjoy games involving the singular and plural forms of irregular nouns |
nouns.
poem or conversation read by the teacher or from computing devices, and respond to questions based on singular and plural forms of irregular noun |
|||||||
| 1
0 |
1-
3 |
Language structure and functions | Occupati on (people and their work | By the end of the sub strand, the learner should be able to:
a) use ‘will’/’shall’ to talk about what they would want to become in future, b) identify words that express future time/actions for effective oral communication, c) enjoy using ‘will’ and ‘shall’ to communicate future time/intentions |
1) What will you do at break time? 2) What will you do at lunch time? 3) What will you do when you grow up? |
Learners talk about what they plan to do after school that day or the following day to express the future tense
using the future time will’ and ‘shall’, to express future time arners listen to story read by the teacher or from computing devices, and respond to questions based on future time |
Realia
Charts |
.Observ ation
2.Oral questio ns 3.writte n questio ns |
|
| 1
1 |
1-
3 |
Language structure and functions | Technolo gy
(Using a computer ) ( 3 lessons) Future time (will/shal l) |
By the end of the sub strand, the learner should be able to:
a) use ‘will’/’shall’ to talk about what they would want to become in future, b) identify words that express future time/actions for effective oral communication, c) enjoy using ‘will’ and ‘shall’ to communicate future time/intentions |
1) What will you do at break time?
2) What will you do at lunch time? 3) What will you do when you |
Learners talk about what they plan to do after school that day or the following day to express the future tense
using the future time
will’ and ‘shall’, to express future time |
Realia charts | .Observ ation
2.Oral questio ns 3.writte n questio ns |
|
|
| grow up? | teacher or from computing devices, and respond to questions based on future time | ||||||||
| 1
2 |
1-
3 |
Language structure and functions | Safety Opposite s | By the end of the sub strand, the learner should be able to:
a) use opposites of higher level difficulty to construct simple sentences about safety at home, school and the environment, b) identify the opposite of a group of words for effective oral communication, c) enjoy conversations using opposites in communicating ideas |
1) What are the opposites of these words? 2) Where does the sun rise/ set? |
Learners use the opposites of a broad range of words (e.g present /absent, left /right, top/ bottom , back / front, outside /inside) construct oral and written sentences using the opposites of familiar and unfamiliar words teacher or from computing devices and respond to questions based on the theme and opposites |
Realia
Charts |
.Observ ation
2.Oral questio ns 3.writte n questio ns |
|
| 1
3 $ 1 4 |
1-
3 |
CAT | |||||||
| 1
3 |
1-
3 |
ENGLISH GRADE THREE SCHEME OF WORK
| W E
E K |
LE SS O N | STRANDS | S- STRAND | SPECIFIC LEARNING OUTCOMES | KEY INQURY QUESTION S | LEARNING EXPERIENCES | LEARNING RESOURCES | ASSESS MENT | REF |
| 1 | 1-
5 |
||||||||
| 2 | 1-
3 |
LISTENI NG AND SPEAKI NG | 1.1
Attentiv e Listenin g |
By the end of the sub strand, the learner should be able to:
a) listen attentively during a conversation, b) respond to simple specific three- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication |
1) What can we tell from people’s faces and hand movements as they talk? 2) Why do you look at someone’s face as they speak |
Learners are helped to practise correct sitting posture in groups and pairs practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. words and phrases for effective oral communication through actions, orally and in writing. and pairs to allow others to speak without interrupting. facial expressions and gestures as seen from posters, pictures, demonstration, and role play. and pair work. using both verbal and non-verbal communication |
Realia charts | 1.Obser vation
2.Oral questio ns 3.writte n questio ns |
|
| 3 | 1-
3 |
By the end of the sub strand, the | Realia | .Observ |
learner should be able to:
- a) recognise new words used in the theme (s) to acquire a range of vocabulary
- b) pronounce the vocabulary related to the theme correctly for effective communication,
- c) demonstrate the understanding of new words by applying them in
relevant contexts,
use the vocabulary learnt to communicate confidently in various contexts
- d) appreciate the importance of using vocabulary to communicate
confidently in various contexts
1) Which sounds form the following words?(giv e examples of words learnt in Grade 2)
2) How are these
words
3) Which of these words have a similar beginning/e nd sound?
4) What other
words have
the same meaning as these words?
5) How are these
words
pronounced
?
6) How do you use these
words in sentences?
Learners practise pronunciation of the vocabulary and talk about activities related to the theme using the new words.
individually, in pairs or groups using the vocabulary related to the theme.
|
|
Learners are guided to use the vocabulary correctly through dramatisation and role play in the classroom, use of realia, pictures, verbal or situational contexts and synonyms
|
|
to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues.
play language games, use tongue twisters, and songs to practise vocabulary.
material to listen to the correct pronunciation of the vocabulary.
vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups
charts ation
2.Oral
questio
ns
3.writte n questio ns
|
|
|
|
|
|
| 7) How are these
words spelt? |
|||||||||
| 4 | 1-
3 |
2.4
Languag e Structur es and Function s |
By the end of the sub strand, the
learner should be able to: a) construct sentences about daily activities using subject-verb agreement correctly, b) construct sentences on daily activities in relation to when they take place, c) recognise the correct use
of subject-verb agreement to form appropriate sentences, d) appreciate the importance of subject verb agreement in achieving effective communication |
1) What is Sarah holding? 2) What are the girls holding? 3) What has Sarah done? 4) What have they done? |
Learners observe pictures showing singular and plural subjects and construct correct oral sentences. actions that have been demonstrated by classmates in pairs/small groups
sentences using singular and plural subjects for things at home and around their environment like animals and utensils ners listen to a story, poem or conversation read by the teacher or from computing devices, and respond to questions based on the theme ‘time’ or questions about time |
Realia
Charts |
.Observ
ation 2.Oral questio ns 3.writte n questio ns |
||
| 5 | 1-
3 |
2.4
Languag e Structur es and Function s |
By the end of the sub strand, the learner should be able to:
a) construct sentences about daily activities using subject-verb agreement correctly, b) construct sentences on daily activities in relation to when they take place, c) recognise the correct use
of subject-verb agreement to form |
1) What is Sarah holding?
2) What are the girls holding? 3) What has Sarah done? 4) What have they |
Learners observe pictures showing singular and plural subjects and construct correct oral sentences.
actions that have been demonstrated by classmates in pairs/small groups
sentences using singular and plural subjects for things at home and around their environment like animals |
Realia charts |
|
|
|
|
|
|
|
|
|
|
|
|
| appropriate sentences,
d) appreciate the importance of subject verb agreement in achieving effective communication |
done? | and utensils
Learners listen to a story, poem or conversation read by the teacher or from computing devices, and respond to questions based on the theme ‘time’ or questions about time |
|||||||
| 6 | 1-
3 |
Languag e
structur es and function s |
By the end of the sub strand, the learner should be able to:
a) use indefinite pronouns to talk about daily activities at home and at school, b) identify indefinite pronouns in communication about home and school, c) enjoy using indefinite pronouns in their day to day communication |
Who hasp picked my pen? |
Learners engage in question and answer dialogues using indefinite pronouns games involving the use of the indefinite pronouns oral sentences using indefinite pronouns in pairs and in groups.
conversation read by the teacher or from computing devices, and responds to questions based on indefinite pronouns |
Realia
Charts |
.Observ ation
2.Oral questio ns 3.writte n questio ns |
||
| 7 | 1-
3 |
Languag e
structur es and function s |
By the end of the sub strand, the
learner should be able to: a) use indefinite pronouns to talk about daily activities at home and at school, b) identify indefinite pronouns in communication about home and school, c) enjoy using indefinite pronouns in their day to day communication |
Who hasp picked my pen? |
Learners engage in question and
answer dialogues using indefinite pronouns games involving the use of the indefinite pronouns sentences using indefinite pronouns in pairs and in groups. |
Realia
Charts |
.Observ
ation 2.Oral questio ns 3.writte n questio ns |
|
|
|
|
|
|
|
|
| conversation read by the teacher or from computing devices, and responds to questions based on
indefinite pronouns |
|||||||||
| 8 | 1-
3 |
Environ ment
( 3 lessons ) Child rights ( 3 lessons ) Singular and plurals of irregular nouns e.g. foot –feet tooth – teeth mouse – mice ox – oxen |
By the end of the sub strand, the
learner should be able to: a) use plural forms of irregular nouns to talk about things and people at home and in school for effective communication, b) identify singular and plural forms of irregular nouns for effective oral communication, c) distinguish between singular and plural irregular nouns for appropriate oral communication at home and in school
d) enjoy games involving the singular and plural forms of irregular nouns |
1) What are the plural forms of these nouns? 2) How do you say these pairs of nouns? |
In small groups learners form plurals of specific words taking the singular and plural forms of irregular nouns. the singular and plural forms of irregular nouns. construct sentences based on pictures the singular and plural forms of irregular nouns.
poem or conversation read by the teacher or from computing devices, and respond to questions based on singular and plural forms of irregular noun |
Realia
Charts |
.Observ
ation 2.Oral questio ns 3.writte n questio ns |
||
| 9 | 1-
3 |
Environ ment
( 3 lessons ) Child rights ( 3 lessons ) Singular and plurals of |
By the end of the sub strand, the learner should be able to:
a) use plural forms of irregular nouns to talk about things and people at home and in school for effective communication, b) identify singular and plural forms of irregular nouns for effective oral communication, c) distinguish between singular and plural irregular nouns for appropriate |
1) What are the plural forms of these nouns? 2) How do you say these pairs of nouns? |
In small groups learners form plurals of specific words taking the singular and plural forms of irregular nouns. oems containing the singular and plural forms of irregular nouns. sentences based on pictures the singular and plural forms of irregular |
Realia charts | .Observ ation
2.Oral questio ns 3.writte n questio ns |
|
|
|
|
|
|
|
|
|
|
|
|
| irregular nouns e.g.
foot –feet tooth – teeth mouse – mice ox – oxen |
oral communication at home and in school
d) enjoy games involving the singular and plural forms of irregular nouns |
nouns.
poem or conversation read by the teacher or from computing devices, and respond to questions based on singular and plural forms of irregular noun |
|||||||
| 1
0 |
1-
3 |
Language structure and functions | Occupati on (people and their work | By the end of the sub strand, the learner should be able to:
a) use ‘will’/’shall’ to talk about what they would want to become in future, b) identify words that express future time/actions for effective oral communication, c) enjoy using ‘will’ and ‘shall’ to communicate future time/intentions |
1) What will you do at break time? 2) What will you do at lunch time? 3) What will you do when you grow up? |
Learners talk about what they plan to do after school that day or the following day to express the future tense
using the future time will’ and ‘shall’, to express future time arners listen to story read by the teacher or from computing devices, and respond to questions based on future time |
Realia
Charts |
.Observ ation
2.Oral questio ns 3.writte n questio ns |
|
| 1
1 |
1-
3 |
Language structure and functions | Technolo gy
(Using a computer ) ( 3 lessons) Future time (will/shal l) |
By the end of the sub strand, the learner should be able to:
a) use ‘will’/’shall’ to talk about what they would want to become in future, b) identify words that express future time/actions for effective oral communication, c) enjoy using ‘will’ and ‘shall’ to communicate future time/intentions |
1) What will you do at break time?
2) What will you do at lunch time? 3) What will you do when you |
Learners talk about what they plan to do after school that day or the following day to express the future tense
using the future time
will’ and ‘shall’, to express future time |
Realia charts | .Observ ation
2.Oral questio ns 3.writte n questio ns |
|
|
| grow up? | teacher or from computing devices, and respond to questions based on future time | ||||||||
| 1
2 |
1-
3 |
Language structure and functions | Safety Opposite s | By the end of the sub strand, the learner should be able to:
a) use opposites of higher level difficulty to construct simple sentences about safety at home, school and the environment, b) identify the opposite of a group of words for effective oral communication, c) enjoy conversations using opposites in communicating ideas |
1) What are the opposites of these words? 2) Where does the sun rise/ set? |
Learners use the opposites of a broad range of words (e.g present /absent, left /right, top/ bottom , back / front, outside /inside) construct oral and written sentences using the opposites of familiar and unfamiliar words teacher or from computing devices and respond to questions based on the theme and opposites |
Realia
Charts |
.Observ ation
2.Oral questio ns 3.writte n questio ns |
|
| 1
3 $ 1 4 |
1-
3 |
CAT | |||||||
| 1
3 |
1-
3 |
