Home Teachers' Resources ENVIRONMENTAL ACTIVITIES SCHEME OF WORK GRADE THREE

ENVIRONMENTAL ACTIVITIES SCHEME OF WORK GRADE THREE

GRADE 3                        ENGLISH GRADE THREE SCHEME OF WORK TERM ONE

 

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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:

  1. a) recognise new words used in the theme (s) to acquire a range of vocabulary

 

  1. b) pronounce the vocabulary related to the theme correctly for effective communication,
  2. c) demonstrate the understanding of new words by applying them in

relevant contexts,

 

use the vocabulary learnt to communicate confidently in various contexts

  1. 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

 
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