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

7 minutes read

Primary 3 English Language Scheme of work for second term. Written comprehension, extensive/independent reading . Edudelight.com

THEME: READING

WEEK 1: Reading. Written Comprehension.

TEACHER’S ACTIVITIES:

  1. Teachers carefully chooses interesting comprehensive passages from their course book or supplementary readers.
  2. She guide pupil to study them.
  3. She provides pupils with a model reading, nothing main points and details.
  4. She gets the class to discuss a passage on food Adulteration and food safety.
  5. She led pupils to identify structural words and verb forms already dealt with.
  6. She asks questions on them.
  7. She tells pupils to write the answers in their exercise books.

PUPILS ACTIVITIES

  1. Pupils study and read the passages silently and quickly for the first time after teacher’s pattern reading and explanation
  2. They read the passages slowly the second time, noting main points and details.
  3. They identify structural words and verb forms already dealt with.
  4. They answer the questions provided in their handwriting, on the chalk or maker board and into their exercise books.

TEACHING/LEARNING RESOURCES/AIDS

  1. Course book
  2. Supplementary readers
  3. Any other relevant materials

WEEK 2: Comprehension – extensive/independent reading.

TEACHER’S ACTIVITIES:

  1. Teacher selects appropriate fictional materials and chapters from books for pupils to read.
  2. She guides pupils to read the passages silently, individually or aloud in turns.
  3. She guides pupils to identify and explain the meanings of difficult words.
  4. She asks questions and guides pupils to answer them.

PUPILS ACTIVITIES:

  1. Pupils read selected materials independently
  2. They answer questions on what they have read.
  3. They identify and explain difficult words.

TEACHING/LEARNING RESOURCES/AIDS:

  1. Supplementary reading materials.

WEEK 3: Descriptive Comprehension

TEACHER’S ACTIVITIES:

  1. Teacher leads class discussion on an event or natural disaster witnessed.
  2. She asks pupils to describe the event / natural disaster and explain the probable cause/s
  3. She makes oral description of relevant pictures.

PUPILS ACTIVITIES:

  1. Pupils describe an event or a natural disaster witnessed.
  2. They explain the causes of the event or natural disaster.
  3. They make oral sentences describing actions from the picture/s

TEACHING/LEARNING RESOURCES/AIDS:

  1. Real Objects
  2. Pictures showing the effects of an event or a natural disaster e.g. a rainstorm.

WEEK 4: Reading. (Vocabulary Acquisition)

TEACHER’S ACTIVITIES

  1. Teacher presents a class appropriate poem and provides a good reading model for the pupils.
  2. She takes the pupils through, a line at a time, while they repeat after her.
  3. She guides pupils to substitute words in the poem with  appropriate words in the poem with appropriate words.
  4. She explains the relationship between words to pupils.
  5. She guides pupils to develop new words.

PUPILS ACTIVITIES

  1. Pupils repeat after  the teacher.
  2. They read the poem
  3. They substitute words in the poem with appropriate words.
  4. They explain the relationship between words.
  5. They develop new words.

TEACHING/LEARNING RESOURCES/AIDS

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

WEEK 5: Reading – Concepts of Print

TEACHER’S ACTIVITIES

  1. Teacher holds up a textbook or a supplementary reader and explains the basic concept of prints.
  2. She guides pupils to recognize the title of the book, page, illustrations, margins, pictures, charts, graphs, diagrams, etc., in texts.
  3. She illustrates to the pupils how information can be obtained from the parts already taught.
  4. She asks questions and guides pupils to identify graph, diagrams, pictures, etc.

PUPILS ACTIVITIES

  1. Pupils listen to teacher’s explanation.
  2. They observe graphs diagrams, labels, etc. in texts presented by the teacher.
  3. They answer teacher’s questions individually in pairs or inn groups.
  4. They obtain information from charts, diagrams, calendars, etc.

TEACHING/LEARNING RESOURCES/AIDS

  1. Supplementary readers
  2. Course books
  3. Relevant charts, diagrams, graphs, labels, signs, etc.

WEEK 6: Concept of print Recognition of reading materials.

TEACHER’S ACTIVITIES

  1. Teacher shows pupils samples of reading materials e.g. newspapers, journals, magazines, reference books, ICT, etc.
  2. She leads pupils  to identify  the materials
  3. She explains their special features e.g.
  4. Newspaper is a set of large printed sheets of paper containing news, articles, advertisement, etc. and published every day or every week.
  5. Journal: a newspaper or magazine that deals with a particular subject or profession.
  6. Magazine is a type of large thin book with a paper cover that you can buy, every week or months, containing articles, photographs, etc. often on a particular topic.

PUPILS ACTIVITIES

  1. Pupils observe the samples of the reading materials.
  2. They explain the special features of the materials.

TEACHING/LEARNING RESOURCES/AIDS

  1. Course book
  2. Selected reading materials
  3. Newspaper
  4. Journals
  5. Magazines
  6. Reference books
  7. ICT, etc.

WEEK 7: Writing – Use of capital Letters, punctuation marks, full stop, comma, etc.

TEACHER’S ACTIVITIES

  1. Teacher writes on the board and punctuated passage such as Biodun school is at Akufo  near Apete in Ibadan his father is a teacher in the village central school, his mother is also a teacher in the same school.
  2. She guides pupils to isolate the main ideas using strokes in the right places.

She replaces them with full stops.

  • She explains to pupils that full stops are used to indicate the end of a complete thought.
  • She explains that each sentences must begin with a capital letter, personal names of people, countries, towns, villages, school etc. must also begin with capital letters.
  • She explain in details how comma is placed in a long sentences.
  • She writes sample sentences using other punctuation mark, question marks and explains their various uses e.g. colon, semi 0 colon, exclamation mark, question mark,,etc.
  • She ask pupils to give similar examples.
  • She asks them to write their own examples in their books.

PUPILS ACTIVITIES

Read Also
  1. Pupil’s read the unpunctuated passage written on the board.
  2. They place strokes in the right places to separate the main ideas with the aid of the teacher.
  3. They replace the strokes with “full stops”
  4. To indicate the end of a complete thought.
  5. They begin each new sentences with a capital letter
  6. They practice the various uses of comma and other punctuation marks
  7. They write their own examples in their books.
  8. They do several exercises on the use of punctuation marks.

TEACHING/LEARNING RESOURCES/AIDS

  1. Selected passages from the course book.
  2. Sample sentences showing the various uses of capital/ higher cases and the punctuation marks.

WEEK 8: Writing – Writing three to four sentences on every day Activities using present and past tenses.

TEACHER’S ACTIVITIES

  1. Teacher explains what habitual sentences means.
  2. She writes sentences patterns on the board in present tense as well as past tenses. E.g.

Present:

  1. Moses likes puzzles
  2. He plays them everyday

  Past:

  1. Moses liked puzzles
  2. He played them yesterday
  • She reads the model sentence patterns while pupils repeat after her.
  • She leads pupils to make sentences based on similar patterns, describing own actions in the present and in the past tense.
  • She guides and supervises pupils and corrects any mistakes.

PUPILS ACTIVITIES

  1. Pupils listen to teacher’s explanation.
  2. They repeat model sentence patterns given by the teacher.
  3. They read the sentences based on similar patterns.
  4. They dramatise appropriate situations.

TEACHING/LEARNING RESOURCES/AIDS

  1. Charts on sample tenses
  2. Work book
  3. Sentence strips
  4. Any other relevant materials.

WEEK 9: Handwriting – Passages high- lightning National Values e.g. discipline, honesty, courage.

TEACHER’S ACTIVITIES

  1. Teacher carefully chooses passages highlighting national values such a discipline, honesty, courage, loyalty, patriotism, etc.
  2. She reads to give a model example.
  3. She writes the model passage on the board and guides pupils to identify difficult words in the passage.
  4. She shows pupils the spacing between letters in a word and words in a sentence.
  5. She leads them to note that:
  6. The letters a, b, c, d, g,o, p and q are oval in shape.
  7. They letter b, d, h, k and I are tall letters and are of the same size.
  8. The letters t and f are a little shorter than the tall letters.
  9. They cross –strokes at the t and f are the same height as the top of the small letters.
  10. The tails of g, j, p, q, and y are all the same length.
  • She advised pupils to set out their writing neatly by always leaving a margin round it.
  • She asks pupils to copy the passage into their notebooks.
  • She supervises and make necessary corrections.

PUPILS ACTIVITIES

  1. Pupils listen to teacher’s reading.
  2. They read the passage following the teacher’s example
  3. They carefully observe the passage written on the board and follow the teacher’s hints on handwriting.
  4. They copy the passage into their writing exercise books.
  5. They do corrections where necessary.

TEACHING/LEARNING RESOURCES/AIDS

  1. Passages highlighting national values.
  2. Any other relevant reference material.

WEEK 10: Writing Answers to Questions on Simple Comprehension Passages.

TEACHER’S ACTIVITIES

  1. Teacher presents short and interesting comprehension passages from pupil’s supplementary readers, course book or any other structures.
  2. She guides pupils to study the passages
  3. She leads pupils to identify structural words and verb forms already dealt with.
  4. She asks questions on them.
  5. She gets pupils to copy identified words and structures in legible handwriting.
  6. She asks pupils to write the answers in their exercise books.

PUPILS ACTIVITIES

  1. Pupils listen to teacher’s explanation
  2. They study the given passages.
  3. They read the passages silently and quickly for the first time after the teacher’s pattern reading.
  4. They read it slowly the second time,, noting the main points and details.
  5. They identify words and verbs already learnt.
  6. They answer questions on the passage orally.
  7. They copy the handwriting on the board  into their exercise books

TEACHING/LEARNING RESOURCES/AIDS

  1. Supplementary readers
  2. Course book
  3. Any other relevant materials.

WEEK 11: Pronunciation of Consonants and Consonant clusters

TEACHER’S ACTIVITIES

  1. Teacher writes the words and the sounds on the board.
  2. She pronounces consonant sounds in isolation in words and in sentences.
  3. She demonstrates correct articulation of the sounds.
  4. She leads pupils to differentiate between words in each pair in isolation and in sentence context.
  5. She produces consonant clusters and asks pupils to repeat after her/him.
  6. She corrects/identified pupil’s problems with the sounds.

PUPILS ACTIVITIES

  1. Pupils watch the teacher write the sounds on the board.
  2. They copy the articulation of the sounds into their books e.g.

/b/ bl –blade

/br/  – bread

/dr/ – dress

/fr/ – frog

/fl/ – flood etc.

  • They pronounce the words and the sentences after the teacher.
  • They practice the correct pronunciation of words.
  • They have more practice in pronouncing such words for teacher to access.

TEACHING/LEARNING RESOURCES/AIDS

  1. Objects
  2. Pictures of objects
  3. Flash cards
  4. Flannel board
  5. Wall charts
  6. Course book

WEEK 12: Making simple statements and responding to simple simple commands with emphasis on stress and intonation

TEACHER’S ACTIVITIES

  1. Teacher writes three model sentences on the board and reads them with the appropriate stress and intonation.
  2. She reads the statements again while the pupils after her.
  3. She leads pupils to construct simple sentences with the appropriate stress and intonation.
  4. She gives commands to pupils, paying attention to the correct stress and intonation.
  5. She guides pupils in making statement and responding to simple commands appropriately.

PUPILS ACTIVITIES

  1. Pupils listen to the teaches as she reads the model sentences.
  2. They repeat the sentences after the teacher
  3. They construct simple sentences  with the appropriate stress and intonation
  4. They respond to simple commands appropriately.

TEACHING/LEARNING RESOURCES/AIDS

  1. Course book
  2. Supplementary text
  3. Chart containing simple sentences

WEEK 13: REVISION and EXAMINATION

7 minutes read

Leave a Reply

Your email address will not be published. Required fields are marked *

Back to top button