ENGLISH SCHEME OF WORK GRADE 3 TERM 1

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TSC NO.

SCHOOL
SCHOOL GRADE LEARNING AREA TERM YEAR

3 ENGLISH ACTIVITIES 1 2021

Week Lesson Strand/Theme Sub Specific Learning Key Inquiry Learning Experience Learning Assessment Remarks
Strand/Sub Outcomes Question(S) Resources
theme
1 1 Listening and Attentive By the end of the 1. Why do you 1. Learners are helped to Pictures, Observe learners
Speaking Listening sub look at practice correct sitting photos, audio posture, facial
strand, the learner someone’s face as posture in groups and pairs visual expressions and
should be able to: they speak? 2. Learners engage in illustrations of gestures as they
a) Listen attentively 2. How do you drama to practice good eye attentive tell and listen to
during a pronounce the contact, appropriate facial listening. stories.
conversation as sounds /bl/ and expressions and gestures in
they talk about the /br/ small groups and in pairs. New Portfolio.
happenings in the 3. Learners demonstrate Progressive
picture. and interpret facial Primary
expressions and gestures as English
c) Pronounce the seen from posters, pictures, Learners
sounds /bl/ and /br/ demonstration, and role Book/Grade 3
correctly. play. pg. 2-3
4. Learners practise
d) Recognise new pronunciation of the
words used in vocabulary and talk about
the theme (s) to activities related to the
acquire a range theme using the new
of vocabulary. words.
2 Listening and Language By the end of the 1. What is Sarah 1. Learners observe Realia, pictures Oral questions,
Speaking Structures sub strand, the holding? pictures and photos, Portfolio,
and learner should be showing singular and plural audio visual Observation
Functions. able to: subjects and construct clips with
a) Construct correct oral sentences. sentence
Subject- sentences about 2. Learners construct constructions
verb daily activities sentences on actions that subject –verb
agreement using have been demonstrated by agreement.
Time subject-verb classmates in pairs/small New
agreement groups. Progressive
correctly. Primary
b) Recognise the English
correct use of Learners
subject-verb Book/Grade 3
agreement to form pg. 3
appropriate
sentences.
3 Reading Connected By the end of the 1) What do you 1. Learners are guided to Slides and flash Oral questions,
text and sub love read in small groups cards with Portfolio,
fluency strand, the learner reading? and pairs. phrases, charts Observation
should be able to: 2) Which books 2. Learners read short with poems,
a) Read a text of do passages, narratives story books,
about 200 words you enjoy or short poems aloud as audio
transitioning reading? modelled by the recordings of
from phrasal to teacher. stories to help
fluent reading, learners with
b) Read at 90 expression.
words New
per minute Progressive
accurately and Primary
fluently with English
expression, Learners
c) Enjoy reading a Book/Grade 3
variety of texts pg. 4-5
that are
appropriate for
the grade level.
2 1 Writing Pre- By the end of the 1) How do you sit 1. Learners demonstrate Realia, charts, Oral questions,
Writing sub when writing? appropriate sitting pictures/ Portfolio,
strand, the learner 2) How do you position in small groups photographs Observation.
should be able to: place and in pairs. and models of
a) Demonstrate your books. 2. Learners are guided to good sitting
appropriate posture 3) Which sit appropriately, in postures in
in preparation for materials do you preparation for writing. readiness for
writing with ease, use for 3. Copy the words given writing.
b) Exhibit writing? correctly. New
appropriate Progressive
eye hand Primary
coordination in English
preparation for Learners
writing. Book/Grade 3
c) Appreciate the pg. 5
importance of
positioning writing
materials
appropriately while
writing.
2 Listening and Pronunciati By the end of the 1. Learners practise Picture and Oral questions,
Speaking on and sub strand, the pronunciation of the word cards Portfolio,
Vocabulary learner should be vocabulary and talk about with the Observation.
. able to: activities related to the consonant
a) Recognise new theme using the new blends, word
words used in words. wheels and
the theme (s) to 2. Learners listen to the computing
acquire a range vocabulary used in oral and devices that are
of vocabulary. written sentences and use it available
b) Pronounce the in their own sentences and New
sounds /ch/ /cl/ dialogues. Progressive
related to the 3. Learners are guided to Primary
theme correctly use the vocabulary English
for effective correctly through Learners
communication. dramatization and role play Book/Grade 3
in the classroom, use of pg. 6-7
realia, pictures, verbal or
situational contexts and
synonyms.
3 Listening and Language By the end of the 1. What are the 1. Learners construct Realia, pictures Oral questions,
Speaking Structures sub strand, the girls sentences using singular and photos, Portfolio,
and learner should be holding? and plural subjects for audio visual Observation
Functions able to: 2. What have they things at home and around clips with
a) Construct done? their environment like sentence
Subject- sentences about animals and utensils. constructions
verb daily activities 2. Learners listen to a story, subject –verb
agreement using subject-verb poem or conversation read agreement.
Time. agreement by the teacher or from New
correctly. computing devices, and Progressive
b) Recognise the respond to questions based Primary
correct use of on the theme ‘time’ or English
subject-verb questions about time. Learners
agreement to form Book/Grade 3
appropriate pg. 7
sentences.
d) Appreciate the
importance of
subject verb
agreement
in achieving
effective
communication.
3 1 Reading Comprehen By the end of the 1. What do you 1. Learners talk about the Newspaper Oral questions,
sion sub strand, the think will happen picture/title before they cuttings of Portfolio,
learner should be in this story? read Who is there? and simple stories, Observation.
able to: make predictions. audio-visual
a) Make predictions 2. Learner answer narrations,
based on the questions picture books.
pictures and the after reading a text by New
title of the story getting clues from the Progressive
‘Who is there?’ and story read. Primary
anticipate possible 3. Read and retell a English
outcomes. poem to enhance oral Learners
b) Appreciate the communication. Book/Grade 3
importance of pg. 8-10
connecting personal
experiences with
what happens in the
story.
2 Writing Handwritin By the end of the 1. Learners copy sentences. Realia, charts, Oral questions,
g sub 2. Learners practice correct pictures/ Portfolio,
strand, the learner letter formation from photographs Observation
should be able to: models in on the board, and
a) Form letters chart, pattern books. illustrations of
correctly in 3. Learners draw and label writing.
terms of shape and objects. New
size for effective 4. Learners practise writing Progressive
communication. letters and words from left Primary
b) Write from left to right. English
to right to Learners
communicate Book/Grade 3
effectively. pg. 11
3 Listening and Pronunciati By the end of the How are these 1. Learners practise Picture and Oral questions,
Speaking on and sub strand, the words pronunciation of the word cards Portfolio,
Vocabulary learner should be pronounced? vocabulary and talk about with the Observation
able to: Dress, flag. activities related to the consonant
1) Pronounce the theme using the new blends, word
Sounds /dr/ /fl/ words. wheels and
related to the theme 2. Learners recite rhymes, computing
correctly for sing songs, individually, in devices that are
effective pairs or groups using the available.
Communication. vocabulary related to the New
theme. Progressive
Primary
English
Learners
Book/Grade 3
pg. 12-13
4 1 Listening and Language By the end of the 1. What have they 1. Learners observe Realia, pictures Oral questions,
Speaking Structures sub strand, the done? pictures and photos, Portfolio,
and learner should be showing singular and plural audio visual Observation
Functions. able to: subjects and construct clips with
a) Construct correct oral sentences. sentence
Subject- sentences about 2. Learners construct constructions
verb daily activities sentences on actions that subject –verb
agreement using have been demonstrated by agreement.
Time subject-verb classmates in pairs/small New
agreement groups. Progressive
Have, Has correctly. 3. Learners construct Primary
b) Appreciate the sentences using singular English
importance of and plural subjects for Learners
subject verb things at home and around Book/Grade 3
agreement in their environment like pg. 13
achieving effective animals and utensils
communication.
2 Reading Connected By the end of the 1. Which books 1. Learners are guided to Slides and flash Oral questions,
text and sub do read in small groups and cards with Portfolio,
fluency. strand, the learner you enjoy pairs. phrases, charts Observation
should be able to: reading? 2. Learners read the story with poems,
a) Read a text of 2. When should ‘A funny story’ and story books,
about 200 words we dialogues as they pay audio
transitioning lower or raise our attention to recordings of
from phrasal to voice when punctuation marks and vary stories to help
fluent reading, reading? their voices in terms of learners with
b) Read at 90 pace, pitch and volume. expression.
words 3. Learners play a reading New
per minute game to see who completes Progressive
accurately and reading a certain text first. Primary
fluently with English
expression, Learners
c) Enjoy reading a Book/Grade 3
variety of texts pg.14-15
that are appropriate
for the grade level.
3 Writing Guided By the end of the 1. How do you 1. Learners observe and Realia, charts, Oral questions,
Writing sub strand, the get to your home respond to picture pictures/ Portfolio,
learner should be from school? prompts appropriately. photographs Observation
able to: 2. Learners write a three that prompt
a) Write words word sentence using learners to
from a picture the prompts. write.
prompt for New
effective Progressive
communication. Primary
b) Appreciate the English
importance of Learners
writing Book/Grade 3
correct words to pg. 15
express meaning.
5 1 Listening and Pronunciati By the end of the 1. How do you 1. Learners listen to the Picture and Oral questions,
Speaking. on and sub strand, the use these words in vocabulary used in oral and word cards Portfolio,
Vocabulary learner should be sentences? written sentences and use it with the Observation
able to: Fruits, Gloves in their own sentences and consonant
a) Demonstrate the dialogues. blends, word
understanding of 2. In pairs and in groups, wheels and
new words by learners play language computing
applying them in games, use tongue twisters, devices that are
relevant contexts, and songs to practice available.
use the vocabulary vocabulary. New
learnt to 3. Learners interact with Progressive
communicate audio material to listen to Primary
confidently in the correct pronunciation of English
various contexts. the Learners
b) Pronounce the vocabulary. Book/Grade 3
consonant blends pg. 16-17
/fr/ /gl/ correctly.
2 Listening and Language By the end of the 1. What have they 1. Learners construct Realia, pictures Oral questions,
Speaking Structures sub strand, the done? sentences on actions that and photos, Portfolio,
and learner should be have been demonstrated by audio visual Observation
Functions. able to: classmates in pairs/small clips with
a) Recognise the groups. sentence
Subject- correct use of 2. Learners construct constructions
verb subject-verb sentences using singular subject –verb
agreement agreement to form and plural subjects for agreement.
Time appropriate things at home and around New
sentences. their environment like Progressive
d) Appreciate the animals and utensils. Primary
importance of English
subject verb Learners
agreement in Book/Grade 3
achieving effective pg. 17-18
communication
3 Reading Word By the end of the 1. How many 1. Learners recognise and Newspapers, Oral questions,
Reading sub words can read longer words as word wheels, Portfolio,
strand, the learner you make modeled by the teacher in word slides, Observation
should be able to: from a group, pairs and flash cards,
1) Read more and longer word? individually through look videos, tablets,
longer words 2. How do you and say, exposure and other multimedia
without letter- read words you word- attack skills. word lists,
sound have not tablets, charts
correspondence for seen before? 2. Learners practise reading New
effective unfamiliar words using Progressive
communication. strategies like chunking Primary
2) Read more and and finding roots and parts. English
longer grade level Learners
vocabulary without Book/Grade 3
letter sound pg. 18-19
correspondence in
an
appropriate text,
3) Enjoy reading
grade level
vocabulary for
effective reading.

6 1 Writing Guided By the end of the 1. What are the 1. Learners observe and Realia, charts, Oral questions,
Writing sub strand, the children doing? respond to picture prompts pictures/ Portfolio,
learner should be appropriately. photographs Observation.
able to: 2. Learners are guided that prompt
a) Write words in filling in the gaps learners to
from a picture correctly and meaningfully. write.
prompt for 3. In groups and pairs, New
effective learners match pictures Progressive
communication. with words. Primary
b) Recognise the English
correct form and Learners
meaning of the Book/Grade 3
words to be used in pg. 20-21
filling in gaps.
c) Appreciate the
importance of
writing
correct words to
express meaning.
2 Listening and Pronunciati By the end of the 1. How are these 1. Learners are guided to Picture and Oral questions,
Speaking on and sub strand, the words spelt? use the vocabulary word cards Portfolio,
Vocabulary learner should be crown correctly through with the Observation.
. able to: dramatization and role play consonant
a) Recognize new in the classroom, use of blends, word
words used in the realia, pictures, verbal or wheels and
theme (s) to acquire situational contexts and computing
a range of synonyms. devices that are
vocabulary. 2. Learners interact with available.
b) Pronounce the audio material to listen to New
sound consonants the correct pronunciation of Progressive
/pl/ and /cr/ the Primary
correctly. vocabulary. English
c) Demonstrate the Learners
Book/Grade 3
understanding of
pg. 22-23
new words by
applying them in
relevant contexts,
use the vocabulary
learnt to
communicate
confidently in
various contexts.
3 Listening and Language By the end of the 1. Who has 1. Learners engage in Flash cards Oral questions,
Speaking structures sub picked question and answer with indefinite Portfolio,
and strand, the learner my pen? dialogues using pronouns, word Observation.
functions should be able to: indefinite pronouns. wheels, charts,
Indefinite a) Use indefinite 2. Learners participate in audio clips
pronouns: pronouns to talk language games involving with sentence
about daily the use of the indefinite constructions
Nobody activities at home pronouns. with indefinite
and at school. pronouns.
b) Enjoy using New
indefinite pronouns Progressive
in their day to Primary
day English
communication. Learners
Book/Grade 3
pg. 23
7 1 Reading Connected By the end of the 1. When should 1. Learners play a reading Slides and flash Oral questions,
text and sub we game to see who cards with Portfolio,
fluency. strand, the learner lower or raise our completes reading phrases, charts Observation.
should be able to: voice when ‘cleaning day’ text first. with poems,
a) Read the story reading? 2. Learners read ‘Cleaning story books,
‘cleaning day’ of 2) What should day’ and dialogues as they audio
about 200 words we pay attention to recordings of
transitioning remember to do punctuation marks and vary stories to help
from phrasal to when reading? their voices I terms of pace, learners with
fluent reading. pitch and volume. expression.
b) Read more and New
longer grade level Progressive
vocabulary without Primary
letter sound English
correspondence in Learners
the text Cleaning Book/Grade 3
day. pg. 24-25
2 Writing Guided By the end of the 1. Who was at the 1. Learners observe and Realia, charts, Oral questions,
Writing sub strand, the river at night? respond to picture prompts pictures/ Portfolio,
learner should be appropriately. photographs Observation
able to: 2. Learners write a three that prompt
write words from a word sentence using learners to
picture prompt for the prompts. write.
effective 3. Learners are guided New
communication, in filling in the gaps Progressive
b) Recognize the correctly and Primary
correct form and meaningfully. English
meaning of the 4. In groups and pairs, Learners
words to be used in learners match Book/Grade 3
filling in gaps. pictures with words. pg. 25
c) Appreciate the
importance of
writing
correct words to
express meaning.
3 Listening and Pronunciati By the end of the 1. What other 1. Learners are guided to 8 Oral questions,
Speaking. on and sub strand, the words have the use the vocabulary Portfolio,
Vocabulary learner should be same meaning as correctly through Observation
. able to: these words? dramatization and role play
a) Pronounce the in the classroom, use of
sounds /st/ and /sn/ realia, pictures, verbal or
correctly. situational contexts and
b) Pronounce synonyms.
words with the 2. Learners listen to the
sounds /st/ and /sn/ vocabulary used in oral and
correctly. written sentences and use it
c) Demonstrate the in their own sentences and
understanding of dialogues.
new words by 3. In pairs and in groups,
applying them in learners play language
relevant contexts, games, use tongue twisters,
use the vocabulary and songs to practise
learnt to vocabulary.
communicate
confidently in
various contexts.

8 1 Listening and Language By the end of the 1. Who can drink 1. Learners are guided to Flash cards Oral questions,
Speaking Structures sub strand, the water? practise oral sentences with indefinite Portfolio,
and learner should be using indefinite pronouns pronouns, word Observation.
Functions able to: in pairs and in groups. wheels, charts,
Indefinite a) Identify 2. Learners listen to a story, audio clips
pronouns: indefinite poem or conversation read with sentence
Anybody pronouns in by the teacher or from constructions
Somebody. communication computing devices and with indefinite
about responds to questions based pronouns.
home and school. on indefinite pronouns. New
b) Enjoy using Progressive
indefinite pronouns Primary
in their day to day English
communication. Learners
Book/Grade 3
pg. 27-28
2 Reading Word By the end of the 1) What are 1. Learners recognise and Newspapers, Oral questions,
Reading sub some of the read longer words as word wheels, Portfolio,
strand, the learner new words modeled by the teacher in word slides, Observation.
should be able to: that you group, pairs and flash cards,
a) Read more and know? individually through look videos, tablets,
longer words 2) Why do you and say, exposure and other multimedia
without letter- enjoy word- attack skills. word lists,
sound reading some 2. Learners play word tablets, charts.
correspondence for words? puzzle game by finding as New
effective they pronounce them. Progressive
communication. Primary
b) Read more and English
longer grade level Learners
vocabulary without Book/Grade 3
letter sound pg. 29-30
correspondence in
an
appropriate text.
3 Writing Guided By the end of the 1. What items are 1. Learners observe and Realia, charts, Oral questions,
Writing sub strand, the found at home? respond to picture pictures/ Portfolio,
learner should be prompts appropriately. photographs Observation.
able to: 2. Learners write a three that prompt
a) Write words word sentence using learners to
from a picture the prompts. write.
prompt for 3. Learners are guided New
Effective in filling in the gaps Progressive
communication, correctly and Primary
b) Recognise the meaningfully. English
correct form and 4. In groups and pairs, Learners
meaning of the learners Book/Grade 3
words to be used in pg. 31
filling in gaps.
c) Appreciate the
importance of
writing
correct words to
express meaning.

9 1 Listening and Pronunciati By the end of the 1. How are these 1. Learners are guided to Picture and Oral questions,
Speaking. on and sub strand, the words use the vocabulary word cards Portfolio,
Vocabulary learner should be pronounced? correctly through with the Observation.
able to: Pray, wrist. dramatization and role play consonant
a) Recognise new in the classroom, use of blends, word
words used in the realia, pictures, verbal or wheels and
theme to acquire a situational contexts and computing
range of synonyms. devices that are
vocabulary. 2. Learners listen to the available.
b) Pronounce the vocabulary used in oral and New
vocabulary with the written sentences and use it Progressive
consonant sounds in their own sentences and Primary
/wr/ /pr/ related to dialogues. English
the 3. In pairs and in groups, Learners
theme correctly learners play language Book/Grade 3
for effective games, use tongue twisters, pg. 32-33
communication. and songs to practise
vocabulary.
2 Listening and Language By the end of the a) What are the 1. In small groups learners Pictures, Oral questions,
Speaking structures sub strand, the plural forms of form plurals of specific photos, realia, Portfolio,
and learner should be these nouns? words taking the singular computers, Observation.
Environment functions able to: and plural forms of flash cards
a) Use plural forms irregular nouns. New
Singular of irregular nouns 2. Learners recite poems Progressive
and to talk about things containing the singular and Primary
plurals of and plural forms of irregular English
irregular people at home and nouns. Learners
nouns e.g. in school for Book/Grade 3
effective pg. 33-34
Tooth – communication.
Teeth b) Identify singular
and plural forms of
irregular nouns for
effective oral
communication.
3 Reading Comprehen By the end of the 1) What do you 1. Learners talk about the Newspaper Oral questions,
sion sub strand, the think will happen picture/title before they cuttings of Portfolio,
learner should be in this read a short print or digital simple stories, Observation.
able to: story? text and make predictions. audio-visual
a) Make predictions 2. Learners practice narrations,
based on the reading picture books
pictures and titles a short text and retell a New
and story, poem or Progressive
anticipate possible conversation according to Primary
outcomes. their understanding. English
b) Read and retell a 3. Learner answer Learners
story, poem or questions Book/Grade 3
conversation to after reading a text by pg.34-35
enhance oral getting clues from the
communication. story read.
c) Answer simple
direct and indirect
questions based on
the text ‘Komu and
his axe.’
10 1 Writing Spelling By the end of the 1. How do we 1. Learners confirm the Charts, posters, Oral questions,
sub strand, the spell the name of spelling from the multimedia Portfolio,
learner should be this dictionary. word lists, flash Observation.
able to: picture/object? 2. Learners discuss things cards
a) Spell and write in the environment. New
words correctly that Progressive
they can see in the Primary
environment for English
effective Learners
communication. Book/Grade 3
b) Appreciate the pg.35
importance of
writing words
clearly, legibly
and correctly for
different purposes.
2 Listening and Pronunciati By the end of the 1. Learners practise Picture and Oral questions,
Speaking on and sub strand, the pronunciation of the word cards Portfolio,
Vocabulary learner should be vocabulary and talk about with the Observation.
. able to: activities related to the consonant
a) Pronounce the theme using the new blends, word
consonant sounds words. wheels and
/sm/ and /st/ 2. Learners are guided to computing
correctly. use the vocabulary devices that are
b) Pronounce correctly through available.
words with the dramatisation and role play New
consonant sounds in the classroom, use of Progressive
/sm/ and /st/ realia, pictures, verbal or Primary
correctly. situational contexts and English
c) Pronounce the synonyms. Learners
vocabulary 3. Learners access meaning Book/Grade 3
related to the of vocabulary from pg. 36-37
theme correctly pictorial
for effective dictionaries and practice
communication. them in sentences
individually, in pairs and/
or groups.
3 Listening and Language By the end of the 1. What is the 1. Learners are guided to Pictures, Oral questions,
Speaking structures sub strand, the plural forms of construct sentences based photos, realia, Portfolio,
and learner should be man? on computers, Observation.
Environment functions able to: pictures the singular and flash cards
a) Distinguish plural forms of irregular New
Singular between singular nouns. Progressive
and and plural irregular 2. Learners listen to a story, Primary
plurals of nouns for poem or conversation read English
irregular appropriate oral by the teacher or from Learners
nouns e.g. communication computing devices and Book/Grade 3
at home and in respond to questions based pg. 37-38
One man – school. on singular and plural
Many men b) Enjoy games forms of irregular nouns.
involving the
singular and plural
forms of irregular
nouns.