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 |
azithromycin online order zithromax order online cost azithromycin 250mg
order amlodipine 10mg sale norvasc 10mg usa order norvasc 5mg generic
buy tenormin 50mg for sale order tenormin online order tenormin 50mg pill
flexeril price buy baclofen 10mg pills buy cheap generic ozobax
order serophene online cheap buy cheap clomid clomiphene 50mg usa
order amoxicillin 1000mg for sale cost amoxicillin 1000mg buy amoxil 250mg
buy proscar generic order fluconazole generic purchase forcan generic
prescription sleep drug list order provigil 200mg pills
zovirax uk zovirax canada allopurinol 100mg pill
ondansetron for sale ondansetron 4mg cost buy generic aldactone
brand lasix buy furosemide 40mg generic buy lasix 100mg pills
online casino usa real money blackjack online casino slot free
simvastatin 20mg over the counter valacyclovir price valacyclovir 1000mg generic
purchase metronidazole without prescription – oxytetracycline 250mg ca azithromycin 500mg without prescription
augmentin 625mg generic order generic amoxiclav order generic augmentin 375mg
order ciplox 500 mg pill – order erythromycin 500mg for sale erythromycin 500mg pill
purchase priligy pill purchase dapoxetine sale how to get cytotec without a prescription
oral accutane accutane 40mg drug accutane 10mg oral
glucophage over the counter – purchase duricef pill cheap lincomycin 500mg
buy cheap mobic brand celebrex buy celebrex 200mg generic
ampicillin online order buy amoxicillin no prescription purchase amoxicillin for sale
order neurontin 800mg sale buy gabapentin 800mg for sale gabapentin 800mg pill
lisinopril over the counter zestril 5mg oral cheap zestril
how to buy metoprolol order lopressor 50mg generic lopressor 50mg canada
sildenafil overnight shipping usa viagra overnight delivery purchase viagra for sale
clomipramine drug – buy sinequan generic buy cheap doxepin
does allegra require a prescription generic allergy medication list best allergy medicine without antihistamine
purchase quetiapine sale – fluvoxamine pills eskalith cheap
purchase hydroxyzine without prescription – lexapro 20mg for sale amitriptyline 10mg oral
order plaquenil online purchase hydroxychloroquine pills hydroxychloroquine 200mg pills
order generic desloratadine order clarinex 5mg without prescription order desloratadine 5mg
order doxycycline without prescription doxycycline 200mg sale purchase doxycycline pills
purchase valtrex for sale – order generic diltiazem 180mg brand acyclovir
buy retrovir online pill – purchase biaxsig generic allopurinol sale
flagyl usa – buy cefaclor 250mg pill zithromax 250mg uk
buy ketorolac pill brand gloperba buy colchicine 0.5mg pill
cheap avodart 0.5mg buy generic dutasteride online ranitidine price
buy generic furosemide over the counter – buy prograf generic order captopril 25mg pill
order esomeprazole 40mg pills topiramate 200mg cheap topiramate 100mg generic
purchasing cialis on the internet cialis 40mg drug brand cialis 10mg
oral cenforce 50mg cenforce 100mg ca order cenforce 50mg pills
clozapine for sale – buy cheap altace order famotidine 40mg generic
chloroquine 250mg pill cost aralen 250mg chloroquine without prescription
albuterol canada purchase albuterol for sale albuterol online buy
order ciprofloxacin without prescription – buy keflex sale augmentin 1000mg canada
prilosec pills purchase prilosec omeprazole price
azithromycin 500mg brand azithromycin 500mg canada zithromax 500mg price
methylprednisolone 16mg without a doctor prescription buy medrol generic medrol 16 mg online
amoxicillin 1000mg for sale buy amoxicillin 1000mg without prescription order amoxicillin 250mg
aristocort 4mg generic aristocort generic aristocort sale