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

THEME: READING

WEEK 1: SIMPLE DIALOGUES – EXPRESSING PRESENT, PAST AND FUTURE ACTIONS.

TEACHER’S ACTIVITIES:

  1. In a simple language, the teacher explains to pupils that a dialogue is a conversation or information informal talk involving a small group of people or only two.
  2. Teacher gives examples of simple dialogues and write them on the board e.g.

Question: who is your teacher?

Answer: My teacher is Mrs. Joy.

Question: Where is your teacher?

Answer: she is in the office of the head teacher.

  • She gives examples of a dialogue expressing past actions.

Question: What did you eat this Morning?

Answer: I ate Jollof rice.

Question: who cooked it?

Answer:  my mum cooked it.

  • She gives  examples of a dialogue expressing future action plans using “going to”
  • She engages pupils in dialogues in present, past and future tenses, ensuring that the correct stresses and intonations are observed.
  • She guides pupils to practice the use of the rising and falling tones correctively.

PUPILS ACTIVITIES

  1. Pupils listen to teacher’s explanation.
  2. They repeat the dialogues after the teacher observing the correct stress and intonation (rising and falling tones).
  3. They practice the dialogues in twos and in a groups, both inside and outside the classroom, expressing present, past and future actions.
  4.  

TEACHING/LEARNING RESOURCES/AIDS

  1. Sentence strips
  2. Course book
  3. A volunteer pupil for rehearsal
  4. Other suitable materials.

WEEK 2: Oral Comprehension

TEACHER’S ACTIVITIES:

  1. Teacher narrates or reads an interesting story built on any topic such as road safety, national values, disaster risk, reduction, drug abuse, HIV/AIDS, etc.

While reading, she stresses important.

  • She asks questions on the main points of the story.
  • She encourages pupils to tell their own stories in simple English.
  • She guides and supervises pupils’ activities.

PUPILS ACTIVITIES:

  1. Pupil listens to the teacher narrating or reading the story
  2. They re-tell the story in their own words.
  3. They answer questions on the main points of the story in their own words.
  4. They tell similar stories in groups.

TEACHING/LEARNING RESOURCES/AIDS:

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

WEEK 3: pronunciation of vowels and diphthongs

TEACHER’S ACTIVITIES:

  1. Teacher write the sounds of the vowels a, e,i, o, u in isolation on the board and pronounces each of the sound distinctly.
  2. She leads pupils to recall the meaning of diphthong i.e.  a combination of two vowel sounds or letters and gives examples:

/ai/ in rice /rais or the letters  ou in house.

  • She guides pupils to identify the sounds  in the given words and distinguish between the sounds e.g. /ie/ and /ea/

Here  hare

ear    air

fear  fare/fair

beer   beer/bare

the hare was here yesterday.

  • She engages pupils in drill using minimal pair.
  • She dictates words containing vowels and diphthongs for the pupils to copy.

PUPILS ACTIVITIES:

  1. Pupils listen attentively to the teacher.
  2. They recall the meaning of diphthongs.
  3. They identify the sounds in given words and distinguish between the sounds.
  4. They produce the sounds used in each pair of the given words correctly.
  5. They write dictation based on the use of the given words.

TEACHING/LEARNING RESOURCES/AIDS:

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

WEEK 4: Aural Discrimination of the sounds

  1. /ȝ/ and /^/
  2. /D/ and /)/

TEACHER’S ACTIVITIES

  1. Teacher writes words and sentences containing the given sounds on the board.
  2. She reads the sounds distinctly.
  3. She distinguishes between the sounds

Examples:

  1. /ȝ/ and   /^:/

Burn – born

Firm – form

Perch – porch

  • I can burn this bush
  • A child is born
  • The firm sent a form to me
  • /D/ and   /):/

Cot – court

Spot – sport

  • She pronounces the word paying attention to the stress and intonation.
  • She asks pupils to repeat after her.
  • She guides pupils to make sentences with the given words to show the differences.
  • She dictates short sentences based on the use of the words.

PUPILS ACTIVITIES

  1. Pupils listen to teacher’s reading.
  2. They repeats after the teacher.
  3. They distinguish between the sounds.
  4. They pronounce the words paying  attention to the stress and intonation
  5. They read the sentences following the teacher’s example
  6. They form sentences with the given words.
  7. They write dictation based on the use of the words in short sentences.

TEACHING/LEARNING RESOURCES/AIDS

  1. course book
  2. flannel board
  3. flash cards
  4. Sentence strip.

WEEK 5: Reading – Grammatical Accuracy.

  • Uses of regular and irregular plurals in speaking and writing.

TEACHER’S ACTIVITIES

  1. Teacher leads pupils to recall the use of regular and irregular plurals of words.
  2. She writes out on the board examples of regular and irregular plurals. E.g. pen/pens, head/heads, child/children, foot/feet.
  3. She presents the correct use of regular and irregular plurals in speeches.
  4. She leads pupils to identify regular and irregular plurals in speeches and writings.
  5. She guides pupils to use regular and irregular plurals in writing and speaking.

PUPILS ACTIVITIES

  1. Pupils recall the use of regular and irregular plurals of nouns.
  2. They identify regular and irregular plural speeches and writings
  3. They use regular and irregular plurals in speeches and writings.

TEACHING/LEARNING RESOURCES/AIDS

  1. Real objects
  2. Pictures of object
  3. Flash cards
  4. charts

WEEK 6: Concept of print Recognition of reading materials.

TEACHER’S ACTIVITIES

  1. Teacher explains that auxiliaries are verbs such as be, do , have, may ,can, will used with main verbs to show  tense, etc. and to form questions and negatives.
  2. She presents and demonstrates the correct use of auxiliary verbs in sentences.
  3. She guides pupils to identify auxiliary verbs in sentences.
  4. She facilitates flash card games to help pupils to understand auxiliary verbs.

PUPILS ACTIVITIES

  1. Pupils listen to teacher’s explanation.
  2. They identify auxiliary verb in  sentences
  3. They use auxiliary verb in sentences.
  4. They play games with flash cards as facilitated by the teacher.
  5. The correctly use auxiliary verbs.

TEACHING/LEARNING RESOURCES/AIDS

  1. Flash and game
  2. charts

WEEK 7: Expressing future actions in the Negative.

TEACHER’S ACTIVITIES

  1. Teacher explains and demonstrates what future action is i.e. an action that will come after the present or the events that will happen then.
  2. She leads pupils to make sentences in the simple future tense.
  3. She guides pupils to respond correctly to interrogative  sentences using the contracted forms of  “will” and “shall”
  4. She expresses future actions in the negative e.g. we will not be going to school next Friday.

Question: Daddy, will we visit grandma, today?

Answer: No, we will not

  • She gives more examples and asks questions in the future tense.

PUPILS ACTIVITIES

  1. Pupils listen to teacher’s explanation.
  2. They make sentences in the simple future tense.
  3. They respond correctly to interrogative sentences using the contracted forms of “will” and “shall”.

TEACHING/LEARNING RESOURCES/AIDS

  1. Course book
  2. Sentence strips
  3. Other supplementary resources like newspapers or magazines.

WEEK 8: Using past continuous Tense

TEACHER’S ACTIVITIES

  1. Teacher explains to pupils that the past continuous tense is formed by combining the past simple of the verb “be” and the present participle.

Here is the full tense

I was walking

He/she /it was walking

We were walking

You were walking

They were walking

  • She leads pupils to notice
  • That the pronouns are the same
  • The changes to the form of the verb “be”
  • That the participle remains unchanged throughout.
  • She demonstrates the correct use of paste continuous tense.
  • She guides pupils to use the past continuous tense in sentences.

PUPILS ACTIVITIES

  1. Pupils listen to teacher’s explanation.
  2. They repeat the full tense after the teacher
  3. They notice the changes to the form of the verb “be”.  The pronouns and the participle remain unchanged.
  4. They use past continuous tense in sentences.

TEACHING/LEARNING RESOURCES/AIDS

  1. Course book
  2. Charts
  3. Supplementary materials.

WEEK 9: Present Perfect using – end and – en ending.

TEACHER’S ACTIVITIES

  1. Teacher explains to pupils that the present perfect is formed by combining the present simple of the verb “have” and the past participle of the main verb.
  2. She uses “walk” again.

I have walked

You have walked

He/she it has walked

You have walked

They have walked

  • She leads  pupils to notice that
  • Only the third person singular of the verb “have” changes.
  • There are no change s throughout the tense.
  • The main verb ends in ed.
  • She also leads pupils to identify the present perfect of some verbs using  – en ending e.g.

Samuel has eaten his food.

Mary has beaten her sister.

  • She leads pupils in constructing sentences in the present perfect tense.

PUPILS ACTIVITIES

  1. Pupils listen to teacher’s explanation
  2. They repeat the full tense after the teacher.
  3. They notice that only the third person singular of the verb “have” changes to “has”. The main verb ends in ed throughout.
  4. They identify the present perfect of some verbs using -en ending.
  5. They use present perfect tense in sentences of their own.

TEACHING/LEARNING RESOURCES/AIDS

  1. Course book
  2. Chalk/ whiteboard
  3. Supplementary materials

WEEK 10: Present perfect with “since” and “for”

TEACHER’S ACTIVITIES

  1. Teacher briefly looks back at present perfect using –ed and – en ending.
  2. She explains to pupils that the preposition “since” (used with the present, perfect or past perfect tense) means from one time, or until now e.g pat has been absent from school since Monday. We‘ve lived in Ibadan since 2001.
  3. She demonstrates the correct use of the present perfect with the preposition “since” .g I have been awake since 6 o’clock.

Breakfast has been ready since an hour ago.

  • She demonstrate the correct use of present with “for”.
  •  She leads pupils  in constructing sentences Using  present perfect  with “since” and “for”

PUPILS ACTIVITIES

  1. Pupils participate in the revision exercise
  2. They listen to the teacher’s explanation
  3. They correctly use present perfect with “since” and “for” following teacher’s example.
  4. They use present perfect with “since” and “for” in sentences.

TEACHING/LEARNING RESOURCES/AIDS

  1. Supplementary materials
  2. Charts
  3. Course book

WEEK 11: Interrogation with response using present perfect.

TEACHER’S ACTIVITIES

  1. Teacher  briefly look back at the present perfect tense
  2. She makes several sentences using the present perfect tense.
  3. She changes each of the sentences or statements into  a question e.g.
  4. Statement: you have eaten your food.

Interrogation: have you eaten your food?

  1. Statement: you’ve finished your assignment

Interrogation: have you finished your assignment.

  • She asks questions in present perfect and gives appropriate answers in the positive and in the negative. E.g.

Interrogation: “Have you combed your hair?”

Positive response: “Yes I have” or “yes, of course”

Negative response: “No, I have not” or “no, I haven’t.”

  • Teacher guides pupils to practice the structures in positive and negative forms.

PUPILS ACTIVITIES

  1. Pupils participate in the revision exercise.
  2. They say the statements after the teacher using the present perfect tense.
  3. They repeats series of statements using the present perfect tense of verbs after the teacher.
  4. They transform each statement into question following teacher’s example.
  5. They asks questions in present perfect and give appropriate answer in the positive and in the negative.
  6. They work in pairs or in small groups for further practice.

TEACHING/LEARNING RESOURCES/AIDS

  1. Supplementary materials
  2. charts
  3. Course book

WEEK 12: REVISION AND EXAMINATION

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