English Language Scheme of Work for Primary 3
The English language Scheme of Work for Primary 3 is carefully designed to foster language development, communication skills, and a love for literature. This article provides an in-depth exploration of the curriculum for each term, highlighting key themes and activities that contribute to students’ overall language proficiency. Primary education is a crucial phase in a child’s academic journey, laying the foundation for their future learning and growth.
First Term English Language Scheme of Work for Primary 3
In the first term, the English curriculum for Primary 3 focuses on strengthening fundamental language skills. Students are introduced to the world of nouns, pronouns, and verbs, enhancing their vocabulary and grammar knowledge. The term’s activities are designed to encourage active participation, group discussions, and creative thinking.
The term begins with basic sentence structures, enabling students to form coherent sentences. Through storytelling and reading exercises, students improve their comprehension and fluency. They explore short stories and learn to identify characters, settings, and main events. These activities not only promote language development but also cultivate a love for literature from an early age.
Listening and speaking skills are honed through interactive activities such as role-playing, debates, and oral presentations. Students gain confidence in expressing their ideas and opinions while actively engaging with their peers. This term also introduces phonics, enhancing pronunciation and spelling skills.
| Week | Topic | Content | Behavioral Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 1 | Review of Primary 2 Third term work | Phonemic Awareness: Aural discrimination of the sounds /i/ and /A/ | By the end of the lesson, pupils should be able to: – Pronounce and distinguish between the sounds in words; – Read simple sentences paying attention to the use of stress and intonation in the sentence; – Write simple sentences using the appropriate stress and intonation. | – Listen to and repeat sentences containing the sounds. – Repeat words and sentences in small groups. – Differentiate words containing the two sounds. – Generate simple sentences containing the sounds and stress patterns. | – Flash cards – Sentence strips – Flannel board – Course book |
| 2 | Structure: Stories built on Road safety | Listen carefully to a story; Respond appropriately to questions on the main points in the story | By the end of the lesson, pupils should be able to: – Recall the story in their own words; – Analyse the purpose of the passage; – Discuss the lessons learned and relate them to their daily experience. | – Listen to a selected story. – Identify and discuss the main idea of the story in small groups. – Analyse the purpose of the passage. – Relate the passage to personal experiences in pairs. | – Course book or Supplementary readers – Relevant pictures on the story. |
| 3 | Vocabulary building: Teaching new word | Identify new words and pronounce them; Recognize new words meanings; Demonstrate the meaning of the new reading | By the end of the lesson, pupils should be able to: – Use the new words in sentences. – Dramatise the meaning of the new words. | – Identify new words in a given passage. – Look for the meaning of selected new words in the dictionary in small groups. – Pronounce new words by breaking the letters into sounds. – Use new words in sentences in pairs. – Dramatise the meanings of new words in pairs. | – Charts/flash cards – Course book – The Oxford mini and dictionary |
| 4 | Reading: Oral and written comprehension | Read simple non-fiction passages correctly; Deduce the main idea of the passage; Analyse the purpose of the passage | By the end of the lesson, pupils should be able to: – Use evidence from the passage to explain supporting ideas; – Explain the meaning of unfamiliar words in the passage; – Relate the passage to issues of national values. | – Read a given passage individually. – Discuss the main idea of the passage in small groups. – Analyse the purpose of the passage individually. – Discuss supporting ideas in pairs. – Relate the passage to national values. | – Course book – Flip charts – Chalkboard – Oxford mini dictionary. |
| 5 | Composition; ‘How I spent my last holiday’ | Explain what a narrative composition is; Develop points on how I spent my last holiday; Write a composition on ‘How I spent my last holiday’ | By the end of the lesson, pupils should be able to: – Write a composition on “How I spent my last holiday”. | – Examine a narrative composition provided as a class. – Recall various holiday experiences in small groups. – Write a composition on “How I spent my last holiday”. | – Course book – Pictures of various holiday destinations |
| 6 | Aural Discrimination of the sounds./a:/ bum, firm /A/ bom, porch | Identify vowel sounds; Produce vowel Sounds correctly; Distinguish the sounds | By the end of the lesson, pupils should be able to: – Differentiate between the sounds in words and sentences; – Produce new words with the vowel sounds /e:/, /^/ | – Identify the sounds on a given chart and listen to the pronunciation. – Pronounce the vowel sounds correctly in small groups. – Differentiate between the sounds orally in words and sentences in pairs. – Produce new words with the vowel sounds /e:/, /^/ in pairs. | – Charts – Tape recorder/audio player |
| 7 | Structure: Story built on road safety | Provide words related to road safety; Form sentences; Create dialogues on road safety | By the end of the lesson, pupils should be able to: – Write simple sentences on road safety. | – Mention words related to road safety as a class. – Use the words in sentences in small groups. – Discuss issues on road safety in pairs. – Write simple sentences on road safety individually. | – Course book – Relevant pictures on the topic. |
| 8 | Vocabulary building: Teaching new words and reading | Identify new words and pronounce them; Recognize new words meanings; Demonstrate the meaning; Use the new words in sentences | By the end of the lesson, pupils should be able to: – Share the meanings of the new words with the class. | – Identify new words in a given passage as a class. – Look for the meaning of selected new words in pairs. – Pronounce new words by breaking the letters into sounds as a class. – Use new words in sentences in pairs. – Share the meanings of new words with the class. | – Charts/flash cards – Course book – The Oxford mini dictionary |
| 9 | Reading: Oral and written comprehension (poems on values) | Read simple poems; Identify values and lessons | By the end of the lesson, pupils should be able to: – Discuss values and lessons in given poems. | – Read the given poems in small groups. – Identify values and lessons in the poems individually. – Discuss the main idea of the poems in pairs. | – Poetry books – Flannel board – Posters – Flash cards – Relevant pictures about values in the poems |
| 10 | Composition: Writing of poem: Once I saw a little bird | Read class-selected poem; Recall poem accurately; Write out lines; Identify moral lessons | By the end of the lesson, pupils should be able to: – Write a composition based on the selected poem. | – Listen and repeat the selected poem after the teacher. – Read, demonstrate, and draw out moral values from the selected poem in pairs. – Write down and recall the selected poem individually. | – Selected book containing popular poems – Charts |
| 11 | Supplementary Reading | Share with other pupils the story read; Discuss lessons learnt from the book; Relate events in the story to personal lives | By the end of the lesson, pupils should be able to: – Discuss the main ideas of the story. | – Read a recommended storybook/play/poem individually. – Discuss the main idea of the story individually. – Share information from the story in small groups. – Establish relationships between ideas using evidence from the passage in pairs. – Discuss lessons/values learned from the story individually. | – Lagos State approved storybook/poem/play – Any other relevant material |
| 12 | Phonic Pronunciation of diphthongs: e.g. /ai/, /oi/, /ui/ | Identify diphthongs; Produce diphthong sounds correctly | By the end of the lesson, pupils should be able to: – Differentiate diphthongs from other vowel sounds; – Pronounce new words with diphthong sounds. | – Identify diphthongs in words provided on the chart as a class. – Pronounce diphthong sounds correctly in pairs. – Generate and pronounce new words containing diphthongs in small groups. | – Charts – Tape recorder/audio player |
| 13 | Recap and Evaluation | Review the term’s work and answer questions on it; Discuss the problems faced during the term | By the end of the lesson, pupils should be able to: – Recall and explain concepts learned throughout the term; – Discuss any challenges faced during the term. | – Review the term’s work as a class. – Discuss problems faced during the term in small groups. – Answer questions on the term’s work individually. – Share experiences and challenges faced during the term in pairs. | – Course book – Charts – Flash cards – Chalkboard |
| 14 | Examination | – | – | – | – |
Second Term English Language Scheme of Work for Primary 3
The second term of the English curriculum delves deeper into the world of literature. Students explore a variety of texts, including fables, folktales, and poems. They learn to identify literary elements such as rhyme, rhythm, and figurative language. Through discussions and analysis, students develop critical thinking skills and an appreciation for different writing styles.
The term emphasizes reading comprehension through in-depth discussions about characters’ motivations, themes, and lessons conveyed in the stories. This encourages students to think beyond the surface and connect with the texts on a deeper level.
Writing skills take center stage as students are guided in crafting simple paragraphs and short compositions. They learn to organize their thoughts coherently, use descriptive language, and structure their writing effectively. Through peer review and feedback sessions, students learn the importance of revision and editing in the writing process.
| Week | Topic | Content | Behavioural Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 1 | Oral Comprehension | Deduce the main idea of the passage; Analyze the purpose of the passage; Use evidence from the passage to explain supporting ideas; Explain the meaning of unfamiliar words in the passage; Relate the passage to issues of national values e.g. Discipline. | – Pupils, as individuals, read a given passage as guided by the teacher. – Pupils, in small groups, discuss the main idea of the passage. – Each pupil analyzes the purpose of the passage. – Pupils, in pairs, discuss supporting ideas from the passage using evidence from the passage. – Pupils, in pairs, point out unfamiliar words in the passage and look for their meanings in the dictionary. – Pupils relate the main ideas in the passage to national values. | Course book Supplementary readers AUDIO-VISUAL RESOURCES | |
| 2 | Structure: Column | Read simple passages on the content column; Re-write the passage into their notebook in their handwriting; Write clearly, observe the spacing between the letters in a word, and words in a sentence. | – Each pupil listens to the teacher as he reads. – Pupil, as a class, reads the passage following the teacher’s example. – Pupils, as a class, identify difficult words in the passage and carefully observe the spacing between letters in a word and words in a sentence. – Pupils, as individuals, copy the passage into their writing exercise book. | Critical thinking and problem solving Collaboration and communication Creativity and imagination | Passages under content column Any other relevant reference materials |
| 3 | Vocabulary Building (Teaching of new words) | Identify new words and pronounce them; Recognize new words meanings; Demonstrate the meaning of the new words; Use the new words in sentences. | – Pupils, in small groups, read and analyze the selected passage. – Pupils, as a class, identify new words in a given passage. – Pupils, in pairs, study the passage in order to deduce contextual meanings of the unfamiliar words; – Pupils, in small groups, are guided to look for meaning of the selected new words from the dictionary. – Each pupil is guided to pronounce the new words by breaking the letters into sounds. – Pupils, in pairs, use the new words in sentences. | Critical thinking and problem solving. Leadership and personal development. Communication and collaboration | Selected passage from the English textbook. Flash cards on the new words. Oxford mini dictionary. |
| 4 | Composition: How I spent my last holiday | Use simple sentence to discuss the narrative composition; Write out points about how I spent my last holiday; Write a composition on the given topic. | – Pupils, as a class, examine the narrative composition provided. – Pupils, as a group, discuss their various last holiday experiences. – Each pupil writes the composition on the given topic in his or her own words. – Pupils visit the site below for further studies: | Creativity and imagination. Communication and collaboration. Critical thinking and problem solving. Digital literacy. | Charts on various holiday destinations Videos. |
| 5 | Phonics: pronunciation of multi syllabic words | Produce four and five syllable words; Identify four and five syllabic words in sentence; Complete four and five syllabic words | – Pupils, as a class, listen attentively as the teacher explains with examples four and five syllabic words. – Pupils, in pairs, differentiate between four and five syllabic words with examples. – Pupils, as individuals, identify and complete four and five syllabic words in sentences given. | Critical thinking and problems solving Collaboration and communication | Flashcards Sentence strips Course books |
| 6 | Structure: Use of capital letter, punctuation marks in sentences | Describe “capital letters” or “higher cases”; Apply ‘capital letter1 / “higher cases” correctly; Use punctuation marks (e.g. Comma, semi colon etc.) Correctly in sentences. | – Pupils, as a class, study a given passage to identify punctuation marks and describe capital letters. – Pupils, in small groups, apply capital letter in words and sentence. – Pupils, in small groups, use capital letter and other punctuation marks in a given paragraph. | Collaboration and communication Critical thinking and problem solving Leadership and personal development | Selected passages from course book Simple sentences Charts |
| 7 | Writing | Learn the following words: cabinet, caliber, Calling, capable, carpenter, captain, capture, caption, careful. | For home study, pupils, as individuals, Look up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence. | Communication and Collaboration Leadership and Personal Development | Hard copy dictionary Online dictionary |
| 11 | Revision | Review and reinforce previously learned concepts and topics. | – Conduct oral and written quizzes on previous topics. – Provide practice exercises and assignments to reinforce learning. | Course materials used in previous weeks for revision. | |
| 12 | Examination | Assess pupils’ understanding of the topics covered in the term. | – Administer a written examination on the topics covered during the term. – Grade and provide feedback on the examination. | Examination papers and answer sheets. | |
| 13 | Examination | Continue with the examination process. | – Administer the remaining part of the written examination. – Grade and provide feedback on the examination. | Examination papers and answer sheets. |
Third Term English Language Scheme of Work for Primary 3
The final term of the Primary 3 English curriculum focuses on consolidating language skills and promoting creative expression. Students continue to expand their vocabulary, learn about tenses, and practice constructing complex sentences. Grammar exercises and language games make learning engaging and enjoyable.
Literature exploration continues with a study of longer stories and more intricate poems. Students delve into narratives with multiple characters and plot twists, enhancing their analytical and inference skills. Discussions about the moral lessons embedded in stories encourage students to reflect on values and ethics.
Writing skills advance as students tackle more elaborate compositions, including personal narratives and imaginative stories. They learn to incorporate dialogue, descriptive language, and proper punctuation. Creative writing exercises stimulate their imagination and encourage them to develop their unique voice as writers.
Oral communication reaches its pinnacle as students engage in class debates, speeches, and presentations. These activities not only strengthen their public speaking skills but also nurture their ability to articulate thoughts persuasively.
| Week | Topic | Content | Behavioural Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 1 | Structure: Using past continuous tense in sentences | Recognize past continuous tense in sentences; Create sentences with past continuous tense. | Pupils, as a class, watch and listen as the teacher explains past continuous tense with some given examples. Each pupil picks out past continuous tense from a list of sentences on the board. Pupils, in pairs, form sentences with past continuous tense. | Course book, Supplementary materials, Charts | |
| Vocabulary building | Learn and pronounce new words; Identify unfamiliar words and determine their meanings; Use the new words in speaking and writings. | Pupils, in small groups, read and analyze the selected passage. Pupils, as a class, study the passage to identify and produce new words and their meanings. Each pupil uses the words in sentences. | Selected passage from the English Textbook, Flash cards on new words, Oxford mini dictionary | ||
| Oral and written comprehension | Read the passage; Repeat the story in their own words; Draw out the main points from the passage; Answer questions on the passage. | Pupils, as a class, read the passage with the correct intonation. Pupils, in small groups, provide a person each to represent each group, who will share a similar story with the class. Pupils, in small groups, study the story to know the main points. Each pupil answers questions on the passage. | Course book, Relevant pictures | ||
| Writing: Composition on “How I spent my last holiday” | Use simple sentences to discuss the narrative composition; Write out points on composition on “How I spent my last holiday”; Write compositions on the given topic. | Pupils, as a class, examine the narrative composition provided. Pupils, as a group, discuss their last holiday experience. Each pupil writes the composition on the given topic in their own words. | Charts on various holiday destinations, Videos | ||
| Dictations for the Week | Learners are to be guided to learn specific words. | For home study, pupils, as individuals, look up the meanings, word classes, and pronunciation of the given words in a dictionary, and use each word in at least a sentence. | Hardcopy dictionary, Online dictionary | ||
| 3 | Structure: Expressing future actions in the negative form | Explain the future tense; Produce correct sentences in the simple future tense; Answer correctly to interrogative sentences using contracted forms of “will” and “shall”. | Pupils, as a class, pay attention as the teacher explains and demonstrates what future action is. Each pupil answers questions asked by the teacher on interrogative sentences using contracted forms of “will” and “shall”. Pupils, in pairs, ask and answer interrogative sentences among themselves under the supervision of the teacher. | Sentence strips, Course book, Other supplementary resources like newspapers or magazines | |
| Vocabulary building | Identify new words and pronounce them; Recognize new words’ meanings; Demonstrate the meaning of the new words; Use the new words in sentences. | Pupils, as a class, identify new words in a given passage. Pupils, in small groups, are guided to look for the meaning of the selected new words from the dictionary. Each pupil is guided to pronounce the new words by breaking the letters into sounds. Pupils, in pairs, use the new words in sentences. | Selected passage from the English textbook, Flash cards on the new words, Oxford mini dictionary | ||
| Oral and written comprehension | Discuss the main idea of the poem; Use evidence from the passage to discuss supporting ideas; Identify values and lessons in given poems; Relate the ideas and values in the passage to personal experience. | Pupils, as individuals, read a given passage as guided by the teacher. Pupils, in small groups, discuss the main idea of the passage. Each pupil analyzes the purpose of the passage. Pupils, in pairs, discuss supporting ideas from the passage using evidence from the passage. Pupils, in pairs, point out unfamiliar words in the passage and look for their meanings in the dictionary. Pupils relate the main ideas in the passage to national values. | Course book, Relevant pictures | ||
| Writing: Composition about ‘What I would like to be in the future’ | Use simple sentences to discuss the narrative composition; Write out points about “What I would like to be in the future”; Write compositions on the given topic. | Pupils, as a class, examine the narrative composition provided. Pupils, as a group, discuss what they would like to be in the future. Each pupil writes the composition on the given topic in their own words. | Charts on various holiday destinations, Videos, Web resources: https://www.thoughtco.com/names-of-professions-and-jobs- | ||
| Supplementary Reading | Share with other pupils the story read; Discuss lessons learned from the book; Relate events in the story to their personal lives. | Each pupil reads a recommended storybook/play/poem from Lagos State approved book list. Each pupil discusses the main idea of the story. Pupils, in small groups, share information from the story. Pupils, in pairs, establish relationships between ideas using evidence from the passage. Each pupil discusses the lessons/values learned from the story. | Lagos State approved storybook/poem, Any other relevant material | ||
| 5 | Structure: Present perfect (‘ed’ and ‘en’) endings | Identify the present perfect tense using ‘ed’ and ‘en’ endings; Express appropriate use of the present perfect with ‘ed’ and ‘en’ endings respectively; Use the present perfect tense in sentences. | Pupils, as a class, examine the teacher’s explanations and examples to understand the points of emphasis. Pupils, in small groups, form the present perfect tense with ‘ed’ and ‘en’ endings. Pupils, in pairs, use the present perfect tense in sentences. | Chalkboard, Course book, Supplementary material | |
| Vocabulary building | Identify new words and pronounce them; Recognize new words’ meanings; Demonstrate the meaning of the new words; Use the new words in sentences. | Pupils, in small groups, read and analyze the selected passage. Pupils, as a class, identify new words in a given passage. Pupils, in pairs, study the passage in order to deduce the contextual meaning of the unfamiliar words. Pupils, in small groups, are guided to look for the meaning of the selected new words from the dictionary. Each pupil is guided to pronounce the new words by breaking the letters into sounds. Pupils, in pairs, use the new words in sentences. | Selected passage from the English textbook, Flash cards on new words, Oxford mini dictionary | ||
| Oral and written comprehension | Discuss the main idea of the passage; Use evidence from the passage to discuss supporting ideas; Identify values and lessons in given passages; Relate the ideas and values in the passage to personal experience. | Pupils, as individuals, read a given passage as guided by the teacher. Pupils, in small groups, discuss the main idea of the passage. Each pupil analyzes the purpose of the passage. Pupils, in pairs, discuss supporting ideas from the passage using evidence from the passage. Pupils, in pairs, point out unfamiliar words in the passage and look for their meanings in the dictionary. Pupils relate the main ideas in the passage to national values. | Course book, Relevant pictures | ||
| Writing: Composition on “My favourite game” | Use simple sentences to discuss the narrative composition; Write out points on composition about “My favourite game”; Write compositions on the given topic. | Pupils, as a class, examine the narrative composition provided. Pupils, as a group, discuss their favorite games. Each pupil writes the composition on the given topic in their own words. | Charts on various holiday destinations, Videos | ||
| Dictations for the Week | Learners are to be guided to learn specific words. | For home study, pupils, as individuals, look up the meanings, word classes, and pronunciation of the given words in a dictionary, and use each word in at least a sentence. | Hardcopy dictionary, Online dictionary | ||
| 7 | Midterm Assessment | Assess pupils on topics covered so far. | Pupils take a written test to assess their understanding of topics covered from the beginning of the term up to week 6. The test includes questions on structure, vocabulary, comprehension, and writing. | Question papers, Answer sheets, Stationery | |
| 8 | Structure: Using adjectives in sentences | Identify adjectives in sentences; Form sentences using adjectives; Use adjectives to describe objects, persons, and animals. | Pupils, as a class, watch and listen as the teacher explains what adjectives are and gives examples. Pupils, in small groups, identify adjectives in sentences from the course book. Pupils, in pairs, use adjectives to describe objects, persons, and animals. | Course book, Supplementary materials, Charts | |
| Vocabulary building | Learn and pronounce new words; Identify unfamiliar words and determine their meanings; Use the new words in speaking and writings. | Pupils, in small groups, read and analyze the selected passage. Pupils, as a class, study the passage to identify and produce new words and their meanings. Each pupil uses the words in sentences. | Selected passage from the English Textbook, Flash cards on new words, Oxford mini dictionary | ||
| Oral and written comprehension | Read the passage; Repeat the story in their own words; Draw out the main points from the passage; Answer questions on the passage. | Pupils, as a class, read the passage with the correct intonation. Pupils, in small groups, provide a person each to represent each group, who will share a similar story with the class. Pupils, in small groups, study the story to know the main points. Each pupil answers questions on the passage. | Course book, Relevant pictures | ||
| Writing: Composition on “The day I will never forget” | Use simple sentences to discuss the narrative composition; Write out points on composition about “The day I will never forget”; Write compositions on the given topic. | Pupils, as a class, examine the narrative composition provided. Pupils, as a group, discuss a memorable experience they will never forget. Each pupil writes the composition on the given topic in their own words. | Charts on various holiday destinations, Videos | ||
| Dictations for the Week | Learners are to be guided to learn specific words. | For home study, pupils, as individuals, look up the meanings, word classes, and pronunciation of the given words in a dictionary, and use each word in at least a sentence. | Hardcopy dictionary, Online dictionary | ||
| 9 | Structure: Using “will” and “shall” in sentences | Understand the use of “will” and “shall” in sentences; Construct sentences using “will” and “shall” accurately; Answer questions in the affirmative and negative forms. | Pupils, as a class, pay attention as the teacher explains and demonstrates the use of “will” and “shall” in sentences. Each pupil answers questions asked by the teacher on affirmative and negative forms. Pupils, in pairs, ask and answer interrogative sentences among themselves under the supervision of the teacher. | Sentence strips, Course book, Other supplementary resources like newspapers or magazines | |
| Vocabulary building | Identify new words and pronounce them; Recognize new words’ meanings; Demonstrate the meaning of the new words; Use the new words in sentences. | Pupils, as a class, identify new words in a given passage. Pupils, in small groups, are guided to look for the meaning of the selected new words from the dictionary. Each pupil is guided to pronounce the new words by breaking the letters into sounds. Pupils, in pairs, use the new words in sentences. | Selected passage from the English textbook, Flash cards on the new words, Oxford mini dictionary | ||
| Oral and written comprehension | Discuss the main idea of the poem; Use evidence from the passage to discuss supporting ideas; Identify values and lessons in given poems; Relate the ideas and values in the passage to personal experience. | Pupils, as individuals, read a given passage as guided by the teacher. Pupils, in small groups, discuss the main idea of the passage. Each pupil analyzes the purpose of the passage. Pupils, in pairs, discuss supporting ideas from the passage using evidence from the passage. Pupils, in pairs, point out unfamiliar words in the passage and look for their meanings in the dictionary. Pupils relate the main ideas in the passage to national values. | Course book, Relevant pictures | ||
| Writing: Composition about ‘My best friend’ | Use simple sentences to discuss the narrative composition; Write out points about “My best friend”; Write compositions on the given topic. | Pupils, as a class, examine the narrative composition provided. Pupils, as a group, discuss their best friends and what makes them special. Each pupil writes the composition on the given topic in their own words. | Charts on various holiday destinations, Videos, Web resources: https://www.thoughtco.com/names-of-professions-and-jobs- | ||
| Supplementary Reading | Share with other pupils the story read; Discuss lessons learned from the book; Relate events in the story to their personal lives. | Each pupil reads a recommended storybook/play/poem from Lagos State approved book list. Each pupil discusses the main idea of the story. Pupils, in small groups, share information from the story. Pupils, in pairs, establish relationships between ideas using evidence from the passage. Each pupil discusses the lessons/values learned from the story. | Lagos State approved storybook/poem, Any other relevant material | ||
| 10 | Structure: Using “is” and “are” to form simple sentences | Understand the use of “is” and “are” in forming simple sentences; Construct sentences using “is” and “are” accurately; Form questions using “is” and “are”. | Pupils, as a class, pay attention as the teacher explains and demonstrates the use of “is” and “are” in forming simple sentences. Each pupil is guided to construct sentences using “is” and “are.” Pupils, in pairs, form questions using “is” and “are” under the supervision of the teacher. | Sentence strips, Course book, Other supplementary resources like newspapers or magazines | |
| Vocabulary building | Identify new words and pronounce them; Recognize new words’ meanings; Demonstrate the meaning of the new words; Use the new words in sentences. | Pupils, as a class, identify new words in a given passage. Pupils, in small groups, are guided to look for the meaning of the selected new words from the dictionary. Each pupil is guided to pronounce the new words by breaking the letters into sounds. Pupils, in pairs, use the new words in sentences. | Selected passage from the English textbook, Flash cards on the new words, Oxford mini dictionary | ||
| Oral and written comprehension | Discuss the main idea of the story; Use evidence from the passage to discuss supporting ideas; Identify values and lessons in given stories; Relate the ideas and values in the passage to personal experience. | Pupils, as individuals, read a given passage as guided by the teacher. Pupils, in small groups, discuss the main idea of the passage. Each pupil analyzes the purpose of the passage. Pupils, in pairs, discuss supporting ideas from the passage using evidence from the passage. Pupils, in pairs, point out unfamiliar words in the passage and look for their meanings in the dictionary. Pupils relate the main ideas in the passage to national values. | Course book, Relevant pictures | ||
| Writing: Composition about ‘My role model’ | Use simple sentences to discuss the narrative composition; Write out points about “My role model”; Write compositions on the given topic. | Pupils, as a class, examine the narrative composition provided. Pupils, as a group, discuss their role models and why they look up to them. Each pupil writes the composition on the given topic in their own words. | Charts on various holiday destinations, Videos, Web resources: https://www.thoughtco.com/names-of-professions-and-jobs- | ||
| Supplementary Reading | Share with other pupils the story read; Discuss lessons learned from the book; Relate events in the story to their personal lives. | Each pupil reads a recommended storybook/play/poem from Lagos State approved book list. Each pupil discusses the main idea of the story. Pupils, in small groups, share information from the story. Pupils, in pairs, establish relationships between ideas using evidence from the passage. Each pupil discusses the lessons/values learned from the story. | Lagos State approved storybook/poem, Any other relevant material | ||
| 11 | Revision | Review all topics covered so far in the term. | Pupils, as a class, engage in a comprehensive revision of all topics covered from the beginning of the term up to week 10. The teacher provides explanations and answers questions from pupils. | Course book, Revision materials, Charts, Videos, Stationery | |
| 12 | Examination | Test pupils’ understanding of all topics covered in the term. | Pupils take a written examination that assesses their knowledge of all topics covered throughout the term. The examination includes questions on structure, vocabulary, comprehension, writing, and oral expression. | Question papers, Answer sheets, Stationery | |
| 13 | Examination | Test pupils’ understanding of all topics covered in the term. | Pupils take a written examination that assesses their knowledge of all topics covered throughout the term. The examination includes questions on structure, vocabulary, comprehension, writing, and oral expression. | Question papers, Answer sheets, Stationery |
Regenerate
The English Scheme of Work for Primary 3 is a comprehensive and dynamic curriculum that plays a pivotal role in developing language skills, critical thinking, and creativity in young learners. From mastering the basics of grammar to exploring literature and expressing themselves through writing and speaking, students are provided with a well-rounded education that equips them for future academic success. As they progress through the terms, students build a strong foundation in English language and literature, setting the stage for their continued growth and development in language arts.