Scheme of Work

English Language Scheme Of Work For Primary 3

This article provides you with the English Language scheme of work and the curriculum for the first term, second term, and third term for primary 3 pupil.

THEME TOPIC/SKILLS

READING

  • Phonemic awareness
  • Phonics
  • Fluency
  • Comprehension
  • Vocabulary
  • Concepts of prints.

WRITING

  • Use of capital letters, punctuation marks, full stop, comma etc.
  • Writing three to four sentence on everyday attributes using present and past tense
  • Hand writing.
  • Writing answers to question on simple comprehension passage.

LISTENING AND SPEAKING.

  • Pronunciation of consonants and consonant clusters.
  • Making simple statements and responding to simple commands with emphasis on stress and intonation.
  • Simple dialogues expressing present; past and future actions
  • Oral comprehension
  • Pronunciation of vowels and diphthongs.
  • Aural discrimination.

GRAMMATICAL ACCURACY

  • Use of regular/irregular plural in speaking and writing
  • Use of auxiliary verb.
  • Expressing future actions in the negative
  • Using past continuous tense.
  • Present perfect using ‘ed’, and ‘en’ ending.
  • Present perfect with ‘since’ and ‘for’
  • Interrogation with response using present perfect.

First Term English Language Scheme of Work

Phonemic Awareness

Aural discrimination of the sounds

  • /3/ and /^/ burnborn, firm-form, perch-porch I can burn this bush. A new child is born – The firm sent a form to me
  • /)/ and /):/ cotcourt spot-sport.

Phonics I, II, III

  • Pronunciation of vowels and diphthongs – Vowel e.g. a, e, i.,o, u and – Diphthongs /) i/ as in boy and /ea/ air.
    • Production of vowels and diphthongs in words and in sentences.
  • Production of multi- syllabic words. i. 2- syllable words e.g. teacher, coffee – Father – Picture – Leather
  • 3- syllable words e.g. Photograph.
  • Identification of the words in sentences.
  • Completion of 2 and 3 syllable words.
  • Uses of regular and irregular plurals. – Regular plurals with‘s’ ending – e.g. ball/balls, girl/girls. – Irregular plurals e.g. man/men; ox/oxen, child/children.

Fluency

  • Responding to simple commands with emphasis on stress and intonation e.g. – Reading simple sentences with appropriate stress and intonation. – Simple command.
  • Reading class appropriate stories and poems on: – discipline – courage – courtesy – road safety etc.

Comprehension I, II, III, IV

  • Oral comprehension based on. a. Stories- e.g. – Stories built on any topic such as road safety, national values, disaster, risk reduction, dangers of chemicals, drug abuse, HIV/AIDS etc. – Stories that will encourage them to tell their own stories in simple English, e.g. the house that jack built.
  • Reading class appropriate passage (non fiction) and answering questions on them e.g. – Simple passages based on national values e.g. disciplines and courage; respect for elders etc. – Identification and use of new words in sentences. – Identification and discussion of issues of national values in the passage.
  • Reading simple poems on: – discipline – courage. – courtesy – road safety etc.
  • Folktales and short stories on how to use chemicals safety; and identifying and discussing values and lessons learnt.
  • Reading charts diagrams graphs, calendars etc. to obtain information.

Second Term English Language Scheme of Work

Comprehension I, II

  • Written comprehension: a. answering questions from comprehension passages taken from the course book or supplementary readers e.g. food additives, food adulteration and food safety. b. identifying structural words and verbs from already dealt with. c. copying identified words and structures in legible handwriting.
  • Extensive/independent reading: – reading selected stories and chapters from books.
  • Descriptive comprehension; description of an event or a natural disaster e.g. a rain storm that wreaked havoc on the community.

Vocabulary

  • Vocabulary acquisition: a. using poems on discipline, courage, courtesy road safety etc. to expand children’s. b. substitution of words in poems. c. explanations of the relationship between words. d. development of new words.

Concepts of print

  • Recognitions of title page, margins, illustrations, pictures, diagrams label etc. imprinted texts/materials.
  • Recognition of reading materials e.g. newspaper, journals, magazines, reference books, etc.

Use of capital letters, punctuation marks, full stop, comma etc.

  • Various uses of capital letters/higher cases
  • Uses of full stop and comma e.g. at the end of sentences and for listing a series of items respectively and for separating ideas or clauses in sentences

Writing three to four sentences on everyday activities using present and past tenses

Pupils should be able to:

  • say the meaning of habitual sentences.
  • use habitual sentences in both present and past tenses. examples; – present- 1. audu dances well. 2. he eats amala very well – past. 1. audu danced yesterday. 2. he ate amala.

Handwriting

Pupils should be able to:

  • read simple passages on the content column.
  • copy the passage into their exercises books in their own handwriting.
  • write clearly and legibly.
  • observe the spacing between letters in a word and words in a sentences.

Writing answers to questions on simple comprehension passages

  • Writing answers to Comprehension passages from the course book, supplementary readers and any other structures.
  • Identify structural words and verb form already dealt with.
  • Copying identified words and structures in legible handwriting

Pronunciation of consonants and consonant clusters

  • Production of consonant sounds in isolation, words and in context.
  • Pronunciation practice on consonant cluster e.g. /b/ br- blade, /br/- bread, /dr/- dry /f/ frog, /f/- flood, /g/- grass, /k/- clipper, quick, /pl/ please, /pr/- parice, /3/ state, /sm/ smiles, /tr/ train /st/ stone, /spr/ spread e.g. i. This blade is very sharp. ii. I ate bread this morning. iii. Spread the clothes on the grass.

Read: List of Nursery and Primary School Subjects

Third Term English Language Scheme of Work

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

  • Making simple statements using the appropriate stress and intonation.
  • Responding to simple commands appropriately.

Simple dialogues expressing present, past and future actions

  • Simple dialogues in present, past and future actions
  • Asking and answering simple questions using present, past and future tense with the appropriate intonation e.g. i. Question: where is the teacher? Answer: He is in the class. ii. Question: who is mallam Dikko? Answer: Mallam Dikko is the head teacher

Oral comprehension

  • A story that will interest the pupils but built on any topic such as road safety, national values, disasters, risk reduction, drug abuse, HIV/AIDS etc.
  • Provide stories that will encourage them to tell their own stories in simple English e.g.the house that jack built.
  • Prepare them for future life.

Pronunciation of vowels and diphthongs

  • Pronunciation practice: e.g. a, e, i, u /ie/ and /ea/ here – hare Ear- air Fear- fare/fair Bear- bear/bare e.g. the hare was here yesterday.

Aural discrimination

  • Aural discrimination of the sounds. i. /3/ and /\:/ burn- born firm- form perch- porch – I can burn this bush. A new child is born. – The firm sent a form to me. – /d/ and /):/ Cot- court Spot- sport.

Use of regular and irregular plurals in speaking and writing 2. Use of auxiliary verb

  • Regular plurals e.g. Ball/balls; boy/boys.
  • Irregular plurals e.g. child/children; foot/feet.
  • Auxiliary verb e.g. may, can, will.

Expressing future action in the negative

  • Expressing future actions in the negative e.g. we will not be going to church next Sunday; Q- Mummy will we eat rice today? A- No, we will not.

Using past continuous tense. Present perfect using- ed and – en ending.

  • Past continuous tense e.g. “He was going to school when he fell; He was coming to the house when he met John.
  • Present perfect using – ed ending e.g. I have cleaned the kitchen; I have washed my clothes.
  • Present perfect using – en ending e.g. John has stolen a pencil; I have eaten my food.

Present perfect with “since” and “for”

  • Present perfect with “since” e.g. I have been awake since 8’0 clock; lunch has been ready since 2hours ago.
  • Present perfect with “for” e.g. I have been sick for two days; mum has been in the market for two hours

Interrogation with response using present perfect

  • Interrogation and response using present perfect e.g. interrogation; have you finished your home work?
  • Response: No. I have not.
  • Interrogation: Are you going to play football with me today?
  • Response: Yes, of course.

Bolarinwa Olajire

An associate lecturer with demonstrated history of working in the education industry. Skilled in analytical skills, C++, Fortran, and Entrepreneurship. Strong education professional with a M. SC focused in condensed matter from University of Ibadan and PhD student at FUNAAB.

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