FIRST TERM ENGLISH LANGUAGE SCHEME OF WORK FOR PRIMARY THREE (3)

THEME: READING

WEEK 1: Phonemic Awareness

TEACHER’S ACTIVITIES:

  1. Teachers present the word and sentences to be taught to pupils.
  2. She produces the sounds she wants to teach i.e. /ȝ:/ and /):/ as in burn and born.
  3. She distinguishes between the sounds.
  4. She pronounces the words paying attention to the stress and intonation.
  5. She writes the sentences illustrating the pairs of words and reads them while pupils listen.
  6. She guides efforts in distinguishing between each pair of words.

PUPILS ACTIVITIES

  1. Pupils pronounce the words and read the sentences following teacher’s examples.
  2. They repeat the words and sentences several times as a fixing device chorally in small groups and then individually.
  3. They differentiate between each pair of words according to the sounds.
  4. They write dictation based on the use of these words in short sentences.

TEACHING/LEARNING RESOURCES/AIDS

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  1. Flash cards
  2. Sentence strips
  3. Flannel board
  4. Course book

WEEK 2: Phonics Pronunciation of vowels and Diphthongs

TEACHER’S ACTIVITIES:

  1. Teacher demonstrates and reads the vowels and diphthongs.
  2. She explains to pupils that a diphthong is a combination of two vowel sounds or vowel letters. For example the sounds /ai:/ in pipe/paip/ or the letters ou in doubt.
  3. She shows objects or their pictures while repeating the words correctly.
  4. She engages pupils in producing vowel sounds and diphthongs correctly.
  5. She leads them to distinguish between vowels and diphthongs by pronouncing them correctly in words and in sentence contexts.
  6. She dictates words containing vowels and diphthongs for pupils to copy.

PUPILS ACTIVITIES:

  1. Pupils Listen attentively to teacher’s explanation
  2. They produce the sound in each of the words correctly.
  3. They distinguish between vowels and diphthongs by pronouncing them correctly in words and in sentence contexts.

TEACHING/LEARNING RESOURCES/AIDS:

  1. Relevant pictures of objects
  2. Flash cards
  3. Flannel board
  4. Course book

WEEK 3:  PRODUCTION OF MULLTI – SYLLABIC WORDS

TEACHER’S ACTIVITIES:

  1. In a simple language, using examples, the teacher leads pupils to discover that a syllable is any of the units into which a word is divided, containing a vowel sound and usually one or more consonants.
  2. She leads pupils to give and pronounce two and three syllable words.
  3. She identifies two and three syllable words in sentences.
  4. She guides pupils to complete two and three syllable words.

PUPILS ACTIVITIES:

  1. Pupils listen to the teacher’s explanation
  2. They produce two and three syllable words.
  3. They identify two and three syllable words in sentences.
  4. They complete two and three syllable words.

TEACHING/LEARNING RESOURCES/AIDS:

  1. Flash cards
  2. Sentence strips
  3. Flannel board
  4. Course book

WEEK 4: Phonics – uses of regular and irregular plurals.

TEACHER’S ACTIVITIES

  1. Teacher reminds pupils that plural is a form of a noun or verb that refers to more than one person or things.
  2. She writes out examples of regular plurals i.e plurals with “s” ending as in bell / bells, pen/pens.

Irregular plurals i.e.  Plurals with different endings e.g. bench/benches, woman / women, lady/ladies.

  • She tells pupils that some nouns remain unchanged for both singular and plural e.g. clothe/clothes, furniture/ furnitures, sheep/sheeps.
  • She guides pupils in the formation of plurals.

PUPILS ACTIVITIES

  1. Pupils listen to teacher’s explanation
  2. They reproduce in writing teacher’s teachers examples of regular and irregular plurals.
  3. They form regular and irregular plurals.
  4. They use regular and irregular plurals in simple sentences.

TEACHING/LEARNING RESOURCES/AIDS

  1. Chalk/whiteboard
  2. Charts
  3. Pictures
  4. Flash cards

WEEK 5: Fluency – responding to simple commands with emphasis on stress and intonation.

TEACHER’S ACTIVITIES

  1. Teacher gives pupils simple commands and demands appropriate responses from pupils.
  2. She creates school atmosphere through role play characters, etc. teacher, pupils, and head teacher.
  3. She guides pupils to give and carry out simple commands paying attention to the correct stress and information.
  4. She reads simple sentences with appropriate stress and intonation.
  5. She guides pupils in making sentences and responding to commands.

PUPILS ACTIVITIES

  1. Pupils obey teacher’s commands.
  2. They role – play characters in the school, head teacher, teacher, pupils
  3. They give and obey command in pairs.
  4. They read simple sentences paying attention to the correct stress and intonation.
  5. They make sentences and respond to commands.

TEACHING/LEARNING RESOURCES/AIDS

  1. Course book
  2. Supplementary texts
  3. Charts containing simple sentences
  4. Flash cards

WEEK 6: Reading class appropriate stories and poems.

TEACHER’S ACTIVITIES

  1. Teacher presents a story or a poem on values such as discipline, courage, courtesy, road safety, etc. for pupils to read.
  2. She leads pupils to read and retell what they have read.
  3. She explains the meaning of the story or poem to pupils.
  4. She guides pupils to dramatise the story/poem
  5. She leads pupils to identify the values and lessons in the story and poem.

PUPILS ACTIVITIES

  1. Pupils participate in reading the story and the poem.
  2. They dramatize the story/poem.
  3. They identify values and lessons in pairs or in groups.

TEACHING/LEARNING RESOURCES/AIDS

  1. Poetry and story books
  2. A flannel board containing the poem to be taught.
  3. Pictures depicting values in the story or poem.
  4. Posters
  5. Flash cards

WEEK 7: Comprehension based on stories.

TEACHER’S ACTIVITIES

  1. Teacher narrates a story on any topic such as road safety, national values, Disaster risk reduction, Dangers of chemicals, drug abuse, HIV/Aids\, etc.
  2. She re-tells the story slowly, stressing important points with the correct intonation.
  3. She asks questions and gives pupils the opportunities to re-tell the story.
  4. She gets pupils to tell their own stories in simple English.
  5. She guides and supervises pupils’ activities.

PUPILS ACTIVITIES

  1. Pupils listen attentively to the teacher telling or reading the story.
  2. They re-tell the story
  3. They answer questions on the story.
  4. They tell their own stories in simple English.

TEACHING/LEARNING RESOURCES/AIDS

  1. Course book supplementary readers.
  2. Real objects or relevant pictures.

WEEK 8: Reading class appropriate passages (non – fiction) and answering questions on them.

TEACHER’S ACTIVITIES

  1. Teacher selects an interesting non –fiction passage and guides pupils to read it silently, individually or aloud in turns.
  2. She asks questions on the story and guides pupils to answer them.
  3. She guides pupils to identify and explain the meaning of difficult words.
  4. She leads pupils to use the new words in simple and short sentences.
  5. She guides pupils to identify and discuss national values in the passage.

PUPILS ACTIVITIES

  1. Pupils read the passage silently to get the main ideals contained in it.
  2. They read it again to get the details.
  3. They identify and explain difficult words in the passage.
  4. They identify and discuss national values in the passage.
  5. They answer the comprehension questions.

TEACHING/LEARNING RESOURCES/AIDS

  1. Course book
  2. Simple passages from magazines and other relevant materials available to pupils
  3. List of new words to learn from the passage on flip chart or chalk/ whiteboard.

WEEK 8: Comprehension. – reading simple poems on discipline, courage,courtesy, road safety, etc.

TEACHER’S ACTIVITIES

  1. Teacher presents an interesting poem on value, namely discipline, courage, courtesy, road safety, etc.
  2. She guides pupils to read and dramatise the poem while she corrects bad pronunciation.
  3. She explains the meaning of the poem to pupils.
  4. She leads pupils to identify the values and lessons.
  5. She supervise written activities.

PUPILS ACTIVITIES

  1. They read the poem silently for facts.
  2. They read the poem aloud individually following teacher’s example.
  3. They dramatise the poem
  4. They identify values and lessons in pairs and in groups.
  5. They orally answer simple questions based on the poem.
  6. They answer question based on the poem in writing.

TEACHING/LEARNING RESOURCES/AIDS

  • Poetry books
  • A flannel board containing the poem to be taught.
  • Pictures depicting poem
  • Posters
  • Flash cards

WEEK 10: Comprehension. – Folktales and short stories on how to use chemicals safely.

TEACHER’S ACTIVITIES

  1. In a simple language, the teacher explain what a folktale is all about i.e a very old traditional story from a particular place that was originally passed on to people in spoken form.
  2. She tells the story slowly with correct intonation, stressing how to use chemicals safely.
  3. She guides pupils to discuss some folktales, their characters and the lessons learnt.
  4. She guides pupils to recall the folktales/ shorts stories.

PUPILS ACTIVITIES

  1. Pupils listen to teacher’s explanation
  2. They listen to the folktale told by the teacher.
  3. They read given folktales or short stories.
  4. They discuss the characters and lessons leant etc. in pairs or groups and make presentations.
  5. They recall folktales/ short stories.

TEACHING/LEARNING RESOURCES/AIDS

  • Collection of popular folktales/ short stories.
  • Course book
  • Flash cards of new words
  • Chalk/ white board

WEEK 11: Comprehension. – Reading charts, diagrams, graphs, calendars, etc. to obtain information

TEACHER’S ACTIVITIES

  1. Teacher holds up, in turns, charts, diagrams, graphs. Calendars, etc. and leads pupils to read information on them.
  2. She records some of the information on the board.
  3. She displays a calendar on the board and allows pupils identify the days and dates of celebrations e.g. Christmas, New Year, idel –ksbir, Nigeria Independence Day, children’s day, etc.
  4. She asks questions and guides pupils to find answers to them from the charts, graph, diagrams, calendars, etc.
  5. She leads class discussion on the picture chart.
  6. She makes oral sentences with pupils describing actions from the pictures.
  7. She directs and supervises pupil’s activities.

PUPILS ACTIVITIES

  1. Pupils observe charts, graphs, diagram, pictograms, calendars presented by teacher.
  2. They read information on them.
  3. They identify from the calendar the days and dates of various celebrations.
  4. They answer teacher’s questions individually, in pairs or in groups.
  5. They draw and record some information in their exercise books.

TEACHING/LEARNING RESOURCES/AIDS

  1. calendars
  2. Course book
  3. Relevant charts
  4. Diagrams
  5. Graphs.

WEEK 12: REVISION and EXAMINATION

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