Grade 3 Term 3 Scheme of Work

ENGLISH ACTIVITIES SCHEME OF WORK FOR GRADE 3 TERM 3

School Grade Learning Area Term Year

3 English Activities 3

Week Lesson Strand/Theme Sub Strand/Sub Specific Learning Key Inquiry Learning Learning Assessment Remarks
11 theme Outcomes Question(S) Experience Resources
Listening and 1. How do you 1. Learners listen to Picture and Oral
Speaking Pronunciation By the end of the pronounce the the vocabulary used word cards questions,
and Vocabulary sub strand, the learner word a) Lamp? in oral and written with the portfolio,
should be able to: sentences and use it consonant observation
a) Pronounce words in their own blends, word
with the consonant sentences and wheels and
blends /gh/ /rm/ dialogues. computing
correctly and devices that
accurately. 2. Learners are available.
b) Recognise new pronounce words
words used in the with the consonant New
theme to acquire a blends /nth/ and /nd/ Progressive
range of vocabulary. Primary
c) Pronounce the English
vocabulary related to Learners
the theme correctly for Book/Grade
effective 3 pg. 116-
communication. 117

2 Listening and Language By the end of the sub 1) What things 1. Learners group Realia, Oral

Speaking structure and strand, the learner can you see objects in terms of computers, questions,
The Festival functions should be able to: outside? size, colour, shape pictures, portfolio,
a) Use adjectives 2) What and numbers. photos, flash observation
Describing ‘how many’ and ‘what colours are 2. Learner describes cards
words- size, shape’ to describe they? objects in the

shape, colour people, things and classroom using New
actions in a festival. size, colour and Progressive

3 Reading Comprehension b) Appreciate the use 1. What do you numbers. Primary Oral
21 Writing of colour, size, shape think will 3. Learners colour English questions,
and number to happen in this different shapes of Learners portfolio,
describe nouns story? objects and describe Book/Grade observation
them appropriately, 3 pg. 117-
By the end of the sub first in pairs then 118 Oral
strand, the learner individually. questions,
should be able to: Newspaper portfolio,
a) Read words with the Learners talk about cuttings of observation
consonant blends /rm/ the picture/title simple
/gh/ in preparation to before they read a stories,
reading. short print or digital audio-visual
b) Read and retell the text and make narrations,
story ‘The music predictions. picture
festival’ to enhance 2. Learners practise books
oral communication. reading the text
c) Answer simple ‘The music festival’ New
direct and indirect and retell the story, Progressive
questions based on a conversation Primary
text of about 200 according to their English
words. understanding. Learners
3. Learner answer Book/Grade
questions after 3 pg. 118-
reading a text by 120
getting clues from
the story read.
4. Learners talk
about their own
experiences in
relation to the story.

Guided Writing By the end of the sub How do you 1. Learners are Charts,
strand, the learner use lights at guided on the five pictures and
should home? steps of the photographs
be able to: writing process:
a) Write words from a planning, drafting, New
prompt to revising Progressive
demonstrate mastery editing and writing Primary

of the final piece English
vocabulary/complete 2. Learners filling in Learners
sentences, gaps correctly and Book/Grade
b) recognise the sensibly. 3 pg. 120-
correct 3. In groups, 121
form and meaning of learners mime a
the words to be used situation and let
in filling in gaps, others write about it.
c) re-arrange words to 4. Learners write
make short phrases
and sentences, phrases in response
to a picture prompt
appropriately.

5. Learners write

meaningful
sentences in pairs
from simple
substitution table

2 Listening and Language By the end of the sub 1. What is the 1. Learners put Computing Oral

Speaking structure and strand, the size of a objects into 3 devices questions,
functions learner should be able football? groups of different portfolio,
Play time and to: sizes Balls of observation
Sports Comparatives a) Identify 2. Learners observe different
and comparatives and and describe objects sizes
superlatives according to size,
superlatives that are

(-er and –est) used to describe using positive, New

people and things comparative and Progressive
during play time and superlative forms Primary
sports day. 3. Learners English
b) form comparatives construct Learners
and superlatives sentences using Book/Grade
appropriately comparatives and 3 pg. 123-
based on the given superlatives to 124
examples describe

for effective

communication;

3 Reading Comprehension c) enjoy using 1. What do you Learners talk about Newspaper Oral
31 comparatives and think will the picture/title cuttings of questions,
superlatives bigger and happen in this before they read a simple portfolio,
biggest. story? short print or digital stories, observation
text and make audio-visual
By the end of the sub predictions. narrations,
strand, the learner 2. Learners practise picture
should be able to: reading the text books
a) Read words with the ‘The music festival’
consonant blends /ts/ and retell the story, New
/ps/ in preparation to conversation Progressive
reading. according to their Primary
b) Read and retell the understanding. English
story ‘Playing time at 3. Learner answer Learners
school’ to enhance oral questions after Book/Grade
communication. reading a text by 3 pg. 124-
c) Answer simple getting clues from 125
direct and indirect the story read.
questions based on a 4. Learners talk
text of about 200 about their own
words. experiences in
relation to the story.

Listening and Language By the end of the sub Which is your 1. Learners put Realia, Oral
Speaking structure and strand, the learner best objects into 3 computers, questions,
functions should be able to: game? groups of different pictures, portfolio,
Play time and a) Form comparatives sizes photos, flash observation
Sports Comparatives and superlatives 2. Learners observe cards
and appropriately and describe objects
superlatives based on the given according to size, New
examples and length, using Progressive
(-er and –est) for effective positive, Primary
communication; comparative and English

b) Enjoy using superlative forms Learners

comparatives taller and 3. Learners Book/Grade

superlatives tallest to construct 3 pg. 127 -

describe people, things sentences using 128
and places. comparatives and

superlatives to

describe objects

inside and outside

the classroom, in

pairs.

2 Reading Comprehension By the end of the sub 1. What do you Learners talk about Newspaper Oral

strand, the learner think will the picture/title cuttings of questions,

should be able to: happen in this before they read a simple portfolio,
a) Read words with the story? short print or digital stories, observation
consonant blends /lf/ text and make audio-visual
/rf/ in preparation to predictions. narrations,
reading. 2. Learners practise picture
b) Read and retell the reading the text ‘An books
story ‘An exciting exciting sports day’
sports day’ to enhance and retell the story, New
oral communication. conversation Progressive
c) Answer simple according to their Primary
direct and indirect understanding. English
questions based on a 3. Learner answer Learners
text of about 200 questions after Book/Grade
words. reading a text by 3 pg. 129-
getting clues from 131
the story read.

4. Learners talk

about their own

experiences in

relation to the story.

3 Writing Spelling By the end of the sub How do you 1. Learners write Charts, Oral

strand, the learner spell the word short sentences in posters, questions,

should be able to: prize? exercise book or multimedia portfolio,
a) spell and write computer as the word lists,

words correctly teacher dictates. flash cards observation
for effective 2. Learners re-
communication, arrange jumbled New
b) appreciate the letters to Progressive
importance of make four to five- Primary
writing words letter words. English
clearly, legibly 3. Learners play age Learners
and correctly for appropriate spelling Book/Grade
different purposes 3 pg. 131

41 Listening and Pronunciation By the end of the 1. How do you 1. Learners listen to Picture and Oral
2 Speaking and Vocabulary sub strand, the learner pronounce the the vocabulary used word cards questions,
should be able to: word a) in oral and written with the portfolio,
a) Pronounce words splash? sentences and use it consonant observation
with the consonant in their own blends, word
blends /spl/ correctly sentences and wheels and
and accurately. dialogues. computing
b) Recognise new devices that
words used in the 2. Learners are available.
theme to acquire a pronounce words
range of vocabulary. with the consonant New
c) Pronounce the blends /spl/ Progressive
vocabulary related to Primary
the theme correctly for English
effective Learners
communication. Book/Grade
3 pg. 132-
133

Listening and Language By the end of the sub Why is it 1. In groups, Realia (food) Oral
Speaking structures and strand, the learner important to learners group items , pictures and questions,
functions should have a healthy and talk photos of portfolio,
Diseases and be able to: diet? about them using food, flash observation
Foods we eat Conjunction a) use conjunction the conjunction cards, video
‘and’ ‘and’ to talk about ‘and’ as individuals. clips with
nutrition and diseases. 2. Learners contrast

b) enjoy using the objects or people in food types.
conjunction ‘and’ to the class room
convey different using ‘and’ in New
meanings. pairs/small Progressive
Groups. Primary
English
Learners
Book/Grade
3 pg.134

3 Reading Comprehension By the end of the sub 1. What do you Learners talk about Newspaper Oral
51 strand, the learner think will the picture/title cuttings of questions,
should be able to: happen in this before they read a simple portfolio,
a) Read words with the story? short print or digital stories, observation
consonant blends /spl/ text and make audio-visual
in preparation to predictions. narrations,
reading. 2. Learners practise picture
b) Read and retell the reading the text ‘A books
story ‘A painful tooth’
to enhance oral painful tooth’ and New
communication. retell the story, Progressive
c) Answer simple Primary
direct and indirect conversation English
questions based on a according to their Learners
text of about 200 understanding. Book/Grade
words. 3. Learner answer 3 pg. 135-
questions after 136
reading a text by
getting clues from
the story read.
4. Learners talk
about their own
experiences in
relation to the story.

Listening and Language By the end of the sub Name two 1. In groups, Realia (food) Oral
Speaking structures and strand, the learner vegetables that learners group items , pictures and questions,
functions should you know. and talk photos of portfolio,
Diseases and be able to: about them using food, flash

Foods we eat Conjunction a) Use conjunction the conjunction cards, video observation
‘But’ ‘but’ to talk about ‘but’ as individuals. clips with
nutrition and diseases. 2. Learners contrast food types.
b) enjoy using the objects or people in
conjunction ‘but’ to the class room New
convey different Progressive
meanings. using ‘but’ in Primary
c) distinguish the uses English
pairs/small Learners
of conjunctions Book/Grade
Groups. 3 pg. 139-
‘and’ ‘but’ in 140
3. Learners sing and
sentences, recite poems about
diseases and food
we eat using
conjunctions ‘but’
& ‘and’

2 Reading Word Reading By the end of the sub How do you 1. Learners read Newspapers, Oral

strand, the learner read the word words on print or word wheels, questions,

should Ambulance? digital format to get word slides, portfolio,
be able to: correct flash cards, observation
a) read more and pronunciation as the videos,
longer words teacher models. tablets,
without letter- sound 2. Learners practise multimedia
correspondence for reading unfamiliar word lists,
effective words using tablets,
communication. strategies like charts.
b) Read more and chunking and
longer grade level finding roots and New
vocabulary without parts. Progressive
letter sound 3. Learners Primary
correspondence in an recognise and read English
appropriate text, longer words as Learners
c) enjoy reading grade modeled by the Book/Grade
level vocabulary for teacher in group, 3 pg. 141-
effective reading. pairs and

individually through

3 Writing Guided Writing By the end of the sub How do you look and say, 142 Oral
61 strand, the learner use lights at exposure and other questions,
should home? word- attack skills. Charts, portfolio,
be able to: pictures and observation
a) Write words from a 1. Learners are photographs
prompt to guided on the five
demonstrate mastery steps of the New
of writing process: Progressive
vocabulary/complete planning, drafting, Primary
sentences, revising English
b) Write sentences editing and writing Learners
correctly and legibly. the final piece Book/Grade
c) re-arrange words to 2. Learners filling in 3 pg. 137 &
make short phrases gaps correctly and 143
and sentences. sensibly.
3. In groups,
learners mime a
situation and let
others write about it.
4. Learners write

phrases in response
to a picture prompt
appropriately.

5. Learners write

meaningful
sentences in pairs
from simple
substitution table

Listening and Pronunciation By the end of the Which of these Learners are guided Picture and Oral
Speaking and Vocabulary sub strand, the words have a to use the word cards questions,
learner should be similar vocabulary correctly with the portfolio,
able to: beginning through consonant observation
sound? dramatisation and blends, word
a) Recognise new role play in wheels and
words used in Straight, string, the classroom, use computing
the theme (s) to stop, strap, sat. of realia,pictures, devices that
acquire a range

of vocabulary. verbal or situational are available.
contexts and
b) Pronounce words synonyms New
with the consonant 2. Learners listen to Progressive
blends /str/ correctly. the vocabulary used Primary
in oral and written English
c) Pronounce the sentences and use it Learners
vocabulary in their own Book/Grade
related to the sentences and 3 pg. 144-
theme correctly dialogues. 145
for effective
communication, 3. Learners practise
pronunciation of the
vocabulary and talk
about activities
related to the theme
using the new
words.

2 Listening and Language By the end of the sub Name two 1. In groups, Realia (food) Oral

Speaking structures and strand, the learner vegetables that learners group items , pictures and questions,

functions should you know. and talk photos of portfolio,
be able to: about them using food, flash observation
Diseases and Conjunction a) Use conjunction the conjunction cards, video
Foods we eat ‘Because’ ‘because’ to talk about ‘because’ as clips with
nutrition and diseases. individuals. food types.
b) enjoy using the 2. Learners explain

conjunction ‘because’ reasons using the New
to conjunction because Progressive
convey different in question and Primary
meanings. answer dialogues English
c) distinguish the uses 3. Learners sing and Learners
recite poems about Book/Grade
of conjunctions in diseases and food 3 pg.145-146
we eat using
sentences, conjunctions ‘

3 Reading Comprehension By the end of the sub 1. What do you 4. Learners Newspaper Oral
71 strand, the learner think will construct sentences cuttings of questions,
Diseases and should be able to: happen in this using conjunctions simple portfolio,
Foods we eat a) Read words with the story? based on a story, stories, observation
consonant blends /str/ poem or audio-visual
in preparation to conversation they narrations,
reading. have read or listened picture
b) Read more and to. books
longer words
without letter- sound Learners talk about New
correspondence for the picture/title Progressive
effective before they read a Primary
communication, short print or digital English
c) Read and retell the text and make Learners
predictions. Book/Grade
story ‘Sick Chacha’ to 2. Learners practise 3 pg. 147-
enhance oral reading the text 148
‘Sick Chacha’ and
communication. retell the story,
conversation
according to their
understanding.
3. Learner answer
questions after
reading a text by
getting clues from
the story read.
4. Learners talk
about their own
experiences in
relation to the story.

Listening and Language By the end of the sub Which foods In groups, learners Realia (food) Oral
Speaking structures and strand, the learner do you eat at group items and talk , pictures and questions,
functions should home? about them using photos of portfolio,
Diseases and be able to: more than one food, flash observation
Foods we eat Conjunctions a) use conjunctions to conjunction as cards, video
‘and’ ‘but’ talk about nutrition individuals, clips with

‘because’ and diseases, 2. Learners contrast food types.
b) distinguish the uses objects or people in
of conjunctions New
the class room Progressive
‘and’ Primary
using ‘but’ in English
‘but’ in sentences, Learners
c) enjoy using the pairs/small Book/Grade
conjunctions to 3 pg. 151-
convey different groups 152
meaning 3. Learners explain
reasons using the
conjunction because
in question and
answer dialogues
4. Learners sing and
recite poems about
diseases and food
we eat using
conjunctions
5. Learners
construct sentences
using conjunctions
based on a story,
poem or
conversation they
have read or listened
to.

2 Reading Comprehension By the end of the sub 1. What do you Learners talk about Newspaper Oral

Diseases and strand, the learner think will the picture/title cuttings of questions,
Foods we eat should be able to: happen in this before they read a simple portfolio,
a) Read words with the story? short print or digital stories, observation
consonant blends /scr/ text and make audio-visual
in preparation to predictions. narrations,
reading. 2. Learners practise picture
b) Read more and reading the text

longer words ‘The salt and the books

without letter- sound cat’ and retell the New
correspondence for story, Progressive

effective conversation Primary
communication, according to their English
c) Read and retell the understanding. Learners
story ‘The salt and the 3. Learner answer Book/Grade
cat’ to enhance oral questions after 3 pg. 152-
communication. reading a text by 154
getting clues from
the story read.
4. Learners talk
about their own
experiences in
relation to the story.

3 Writing Guided Writing By the end of the sub How do you 1. Learners are Charts, Oral

Diseases and strand, the learner use lights at guided on the five pictures and questions,
Foods we eat should home? steps of the photographs portfolio,
be able to: writing process: observation
a) Write words from a planning, drafting, New

prompt to revising Progressive

demonstrate mastery editing and writing Primary
of the final piece English
vocabulary/complete 2. Learners filling in Learners
sentences, gaps correctly and Book/Grade
b) Write sentences sensibly. 3 pg.149 &
correctly and legibly. 3. In groups, 154 - 155
c) re-arrange words to learners mime a

make short phrases situation and let

and sentences. others write about it.

4. Learners write

phrases in response
to a picture prompt
appropriately.
5. Learners write

meaningful
sentences in pairs
from simple

substitution table
8 ASSESMENT