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.  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

‘howmany’and ‘what shape’to 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 ‘The music festival’ 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

‘The musicfestival’

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

(-erand–est)

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

story‘Playingtime at

school’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

‘The musicfestival’

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

(-erand–est)

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

story‘Anexciting sports day’ 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 ‘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.

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

‘and’

Bythe end of the sub

strand,thelearner should

be able to:

a)use conjunction

‘and’ totalkabout

nutritionand diseases.

Whyis it

important to have ahealthy

diet?

1. Ingroups,

learners groupitems and talk

aboutthemusing

the conjunction

‘and’asindividuals.

2. Learners contrast

Realia (food)

, picturesand photos of food,flash cards, video clips with

Oral

questions, portfolio, observation

 

 

 

 

 

 

        b)enjoyusingthe

conjunction‘and’to conveydifferent meanings.

  objectsorpeople in

theclassroom using ‘and’in 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 story‘Apainfultooth’ 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 ‘A painfultooth’and 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

‘But’

a)Useconjunction

‘but’to talkabout nutritionand diseases. b)enjoyusingthe conjunction‘but’to conveydifferent meanings.

c)distinguishthe uses

ofconjunctions

 

‘and’‘but’in sentences,

  the conjunction

‘but’as individuals.

2. Learners contrast objectsorpeople in

theclassroom using ‘but’in pairs/small

Groups.

 

3. 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?

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

‘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.

1. Ingroups,

learners groupitems and talk

aboutthemusing the conjunction

‘because’as

individuals.

2. Learners explain reasons usingthe

conjunction because

in questionand answerdialogues

3. 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.

1. Whatdo you

thinkwill happeninthis

story?

Learnerstalkabout

the picture/title beforetheyreada

shortprintordigital textand make

predictions.

2. Learners practise readingthetext

‘SickChacha’and

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

‘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

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

‘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.

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  

 

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