HomeLesson NotesPrimary 3 Third Term English Plan Lesson Notes According To New Lagos State Unified Scheme of Work Basic 3 (Grade 3)

Primary 3 Third Term English Plan Lesson Notes According To New Lagos State Unified Scheme of Work Basic 3 (Grade 3)

Primary 3 Third Term Scheme of Work With Lesson Notes English Grammar

 

Weekly Lesson Notes For Primary 3 English Grammar Third Term

Week 1

 

Week 2

 

Week 3

 

Week 4

 

Week 5

 

Week 6

 

Week 7

 

Week 8

 

 

Week 9

 

 

Week 10

 

 

Week 11

 

 

 

 

BASIC THREE ENGLISH 3rdE-NOTES

 

Week: One

Date:

Class: Basic 3

Subject: English

Duration: 40 minutes

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

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

  1. make simple statements correctly with the appropriate stress and intonations.
  2. respond to simple commands appropriately.

 

Instructional material/Reference material: 1. Course book. 2. Supplementary text. 3. Charts containing simple sentences.

 

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

 

CONTENT(S)

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

 

[mediator_tech]

Stress and intonation

Commands and responses

When you make statements, give commands, or respond to commands, your voice tends to go down at the end. But when you ask some questions, your voice goes up at the end. Remember that the stress mark (ˈ) is used to show which part of a sentence is stressed.

In this lesson, the sign ↘is used to show that your voice goes down at the end of statements, commands, and responses to commands, while the sign ➚shows that your voice goes up at the end of questions.

The way your voice goes up and down when you speak is known as intonation.

 

Examples

  1. We can ↘ˈgo. Can we ➚ˈgo?
  2. She will ˈwash the ↘dishes. Will she ˈwash the ➚ˈdishes?
  3. He was ˈwaiting for ↘ˈEke. Was he ˈwaiting for ➚ˈEke?
  4. You are ˈreading for a↘test. Are you ˈreading for a➚ˈtest?
  5. They should ˈleave↘now. Should they ˈleave ➚ˈnow?
  6. The ˈman is ↘ˈkind. Is the ˈwoman ➚kind?
  • Statements
    1. Nice to meet ↘you.
    2. I’ll be back in a ↘minute.
    3. She doesn’t live here ↘anymore.
    4. Dad wants to change his ↘car.
    5. Here is the weather ↘forecast.
    6. Cloudy weather is expected at the end of the ↘week.
    7. We should work together more ↘often
    8. I’m going for a walk in the ↘park.
  • Commands
    1. Write your name ↘here.
    2. Show me what you’ve ↘written.
    3. Leave it on the ↘desk.
    4. Take that picture ↘ down.
    5. Throw that ↘out.
    6. Put your books on the ↘table.
    7. Take your hands out of your ↘pockets.

Exercise

Copy the following commands into your exercise book. Then choose a partner to read them aloud with. Try to provide suitable responses to the commands.

Go to bed!

Go out!

Come in!

Sit down!

Stand up!

Shut the door!

Turn it off!

Eat it all up!

Give it away!

 

PRESENTATION

Teacher’s Activities

  1. Makes model statements with the appropriate stress and intonation.
  2. Gives commands to pupils paying attention to the correct stress and intonation.
  3. Guides pupils in making statements and responding to commands.

 

Pupils’ Activities

  1. Listen to teacher’s statements and commands.
  2. Repeat the statements after the teacher.
  3. Follow teacher’s command appropriately.

 

EVALUATION

  1. Construct simple sentences with appropriate stress and intonation.
  2. Respond to given commands correctly.

 

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

 

Week:  Two

Date:

Class: Basic 3

Subject: English

Duration: 40 minutes

Topic: Simple dialogues expressing present, past and future actions.

 

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

  1. Participates in simple dialogues using present, past and future tenses.
  2. Ask and answer simple questions correctly using present, past and future tenses

 

Instructional material/Reference material:

  1. Course book.
  2. Sentences strip
  3. A volunteer pupils for rehearsal
  4. Other suitable materials.

 

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

 

CONTENT(S)

 

 

  1. Simple dialogues
  2. Dialogues in present, past and future actions.
  3. 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 mallamDikko? Answer: MallamDikko is the head teacher.

 

 

[mediator_tech]

 

 

Simple present tense

The simple present tense is used to describe an action that happens always, is regular, true, or normal.

Examples:

  1. The sun rises in the east.
  2. They work hard.
  3. She sells clothes.
  4. I go to school every day.
  5. My father is a teacher.

 

Simple past tense questions

We often ask questions in English using the simple past tense. To ask a question about something past, the verbs ‘did’, ‘was’, or ‘were’ can be used. When ‘did’ is used, it is combined with a verb in the infinitive (basic) form.

 

Examples:

1Were you invited to the party? No, I was not invited.

2 Where did he get it? He got it at home.

3Was Yakubugiven a gift? Yes, Yakubugot a gift.

Examples:

When the verb ‘was’ or ‘were’ is used, the past participle of a verb is used with it.

1 When did you take it? I took it at 2 pm.

2Did you take your English textbook? Yes, I took my English textbook.

 

 

Exercise

Rearrange these words to form questions. One has been done for you.

 

  1. you / who / did / to / talk /?

Answer: Who did you talk to?

2 why / beaten / Shina / was / game/ in the /?

3 work / with / did / you / who /?

4 did / what / time / you / up / wake / ?

5 what / did / eat / lunch / for / you / ?

 

Future tense

The future tense is used to express an action or an event that will take place in the future. The future tense can be expressed in positive and negative ways. The negative future is expressed by adding ‘not’ to the sentence.

 

 

  1. I will play after breakfast.
  2. Susan will not go to Germany.
  3. What we achieve inwardly will change outer reality.
  4. Always do your best. What you plant now, you will harvest later.
  5. I will play after breakfast.
  6. Susan will not go to Germany.

 

 

Exercise

Change the following to negative future tense. One has been done for you.

Bob will go by bus. Bob will not go by bus.

 

1 We will wash our uniforms on Sunday.

2 She will watch movies tonight.

3 The teacher will punish late comers.

4 The cat will win the race.

5 He will visit us soon.

 

PRESENTATION

 

Teacher’s Activities

  1. Explains what dialogue is.
  2. Gives example of dialogue shown in the content column.
  3. Gets pupils to engage in dialogues in present, past and future tense, ensuring that the correct stress and intonations are observed.
  4. Guides pupils to practice the use of the rising and falling tones correctly

 

Pupils’ Activities

  1. Listen to teacher’s explanation.
  2. Repeat the dialogues after the teacher observing the correct stress and intonation (rising and falling tones).
  3. Practice the dialogues in two and in groups, both inside and outside the classroom

 

 

EVALUATION

  1. Ask two questions and answer them correctly through simple dialogues.
  2. Engage in dialogues using the rising and falling tone.

 

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

[mediator_tech]

Week:  Three

Date:

Class: Basic 3

Subject: English

Duration: 40 minutes

Topic: Oral comprehension

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

  1. Listen carefully to a story.
  2. Answer questions on the main points in the story in their own words.
  3. Re-tell the story in their own words.
  4. Tell similar stories.

 

 

Instructional material/Reference materials:

 

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

 

CONTENT (S)

  1. 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.
  2. Provide stories that will encourage them to tell their own stories in simple English e.g. the house that jack built.
  3. Prepare them for future life.

 

 

What you need to know about HIV/AIDS

AIDS (which means Acquired Immune Deficiency Syndrome) is a disease that can make people very sick. AIDS comes from a virus called HIV (which means Human Immunodeficiency Virus). A virus is a germ that gets into your blood and makes you very sick. The HIV virus usually gets into the body from someone else’s blood. Therefore, if someone is bleeding, don’t touch the blood. Instead, tell an adult immediately.

 

HIV infection is not like a cold or the flu. You cannot get it by riding in a school bus with someone who has HIV, visiting the home of someone who has HIV, or by holding that person’s hand. You cannot get this germ just by touching an infected person, or by being around him. You cannot get HIV/AIDS from hugging someone or using a bathroom right after someone with the disease has used it.

 

 

 

 

 

 

HIV is spread through risky behaviour, for example, when you touch another person’s body fluid, such as blood. Many people get HIV through sex or sharing the same needle, syringes, or sharp objects with a person who has HIV. HIV could be passed from an infected pregnant mother to her unborn child. You could also get HIV through blood transfusion if the blood is infected.

It is not easy to tell if someone has HIV. You cannot tell that people have AIDS just by looking at them. It is even possible for someone to have HIV without knowing it. Therefore, it is better to get tested regularly. Doctors test your blood or saliva to find out if you are infected with HIV.

You can help stop the spread of HIV by staying away from relationships with the opposite sex. You should not share needles, syringes, or other sharp objects with people. Blood samples should be properly tested before they are used. You need to think clearly in order to choose what will make you healthy and protect yourself from HIV. So you have to stay away from alcohol and drugs.

Until a cure is found for HIV and AIDS, the smartest thing to do is to know the facts about HIV/AIDS and avoid risky behaviour.

 

 

Answer these questions.

1 How can AIDS make people feel?

2 What does AIDS stand for?

3 What is a virus?

4 What should you do when someone is bleeding?

5 Mention two things which cannot cause HIV.

6 Mention two ways you can get HIV.

7 Why is it better to get tested regularly?

8 What can you do to help stop the spread of HIV?

9 Has a cure been found for HIV and AIDS?

 

 

PRESENTATION

 

Teacher’s Activities

  1. Tell the story slowly, stressing important point with the correct intonation.
  2. Ask questions.
  3. Give pupils the opportunity to tell their own stories.
  4. Guides and supervise pupil’s activities.

 

Pupils’ Activities

  1. Listen attentively to the teacher’s telling or reading the story.
  2. Re-tell the story.
  3. Answer questions on the story.
  4. Tell similar stories in groups, about children’s club or society they know orally.
  5. Course book or supplementary readers.
  6. Relevant pictures or real objects.

 

 EVALUATION

  1. Answer questions on the main points in the story.
  2. Relate story in their own words.
  3. Participates in telling similar stories.

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

 

 

Week:  Four

Date:

Class: Basic 3

Subject: English

Duration: 40 minutes

Topic: Pronunciation of vowels and diphthongs.

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

  1. Produce vowel sounds and diphthongs correctly.
  2. Distinguish between vowels and diphthongs by pronouncing them correctly in words and sentences contexts.
  3. Write down some dictated words correctly.

 

Instructional material/Reference material: 1. Relevant pictures of objects. 2. Flash cards3. Flannel board. 4. Course book.

 

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

 

 

 

 

CONTENT(S)

Pronunciationpractice: e.g. a, e, i,u /ie/ and /ea/ here –hareEar- airFear- fare/fairBear- bear/bare e.g. the hare was here yesterday.

 

 

 

 

 

EXERCISE

 

PRESENTATION

Teacher’s Activities

  1. Demonstrates and pronounce the words or show objects or their pictures while repeating the words correctly.
  2. Lets the pupils imitate him/her.
  3. Engages pupils in drills, using the minimal pair.
  4. Dictates words to the pupils to copy.

 

Pupils’ Activities

  1. Listen attentively to the teacher.
  2. Produce the sounds used in each pair of words correctly.
  3. Write dictation based on the use of these words.

 

EVALUATION

  1. Produce thesounds used in eachpair of wordscorrectly.
  2. Distinguish between the sound /id/ and /ed/ by pronouncing them correctly.
  3. Write correctly five words dictated by the teacher

 

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

 

 

 

Week:  Five

Date:

Class: Basic 3

Subject: English

Duration: 40 minutes

Topic: Aural discrimination.

 

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

  1. Pronounce and distinguish between the sounds in words and sentences using the correct stress and intonation.
  2. Distinguish between the different sounds in words and sentences.

 

 

Instructional material/Reference material: 1. Flash cards.2. Sentences strips. 3. Flannel board. 4. Course book.

 

 

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

 

CONTENT

Aural discrimination of the sounds

 

Practice the following word pairs::

burn– born

Firm – form

Perch – porch

I can burn this bush A child is born

The firm sent a form to me

court – cot

Spot – sport

 

 

Practice

 

ɔːɜːɒɔː

 

Bornburncotcourt/caught

 

Formfirmpotport

 

Tornturnspotsport

 

 

 

 

PRESENTATION

Teacher’s Activities

  1. Reads the sentences containing the sounds.
  2. Distinguishes between the sounds.
  3. Pronounces the words paying attention to the stress and intonation.
  4. Asks pupils to repeat after him.

 

Pupils’ Activities

  1. Listen to teacher’s reading.
  2. Repeat after teacher.
  3. Distinguish between the sounds.
  4. Pronounce the words.
  5. Read the sentences following teacher’s example.

 

EVALUATION

  1. Pronounce given words using the appropriate sounds.
  2. Distinguish between the sounds in words and the correct stress and intonation.

 

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

 

 

WEEK 6

Week:  Six

Date:

Class: Basic 3

Subject: English

Duration: 40 minutes

Topic: Use of regular and irregular plurals in speaking and writing

  1. Use of auxiliary verb.

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

  1. Identify regular and irregular plurals.
  2. Use regular and irregular plurals in simple sentences.
  3. Identify auxiliary verbs in sentences.
  4. Use auxiliary verbs in sentences.

 

Instructional material/Reference material: 1. Real objects

  1. Pictures of object.
  2. Charts.
  3. Flash cards games.

 

 

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

 

CONTENT

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

 

REGULAR AND IRREGULAR PLURALS

Plurals that are made by simply adding ‘-s’ or ‘-es’ to the singular noun (or pronoun) are called regular plurals.  Other kinds of plural are called irregular plurals.

Read the following sentences:

1 My mother received many presents on her birthday.

2 There are more women than men in the market.

3 Children are gifts from God.

4 In the school library, there are a lot of books.

5 The chairs in the classroom are completely broken.

6 Gbenga’s feet are so big that he cannot find his shoe size easily.

7 The pupils come early every day.

You will see that presents, books, chairs, and pupils are regular plurals. But women, men, children, and feet are irregular plurals.

 

 

Study these singular words and their plurals. Copy their plurals into the correct columns in a table like the one below.

1 company – companies

2 baby  – babies

3 child  – children

4 man  – men

5 box  – boxes

6 wife  – wives

7 ox  – oxen

8 lady  – ladies

9 foot  – feet

10 tooth  – teeth

 

 

 [mediator_tech] 

Regular pluralsIrregular plurals
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PRESENTATION

Teacher’s Activities

  1. Presents the correct use of regular and irregular plural in speeches.
  2. The correct use of irregular plurals in writing.
  3. Presents and demonstrates the correct use of auxiliary verbs in sentences.
  4. Facilitates flash card games to aid pupils understanding of auxiliary verbs.

Pupils’ Activities

  1. Identify regular and irregular plurals in speeches and writings.
  2. To use regular and irregular plurals in speeches and writings.
  3. Identify auxiliary verbs in sentences.
  4. Pupils play game, play games with flash cards as facilitated by teacher.
  5. Correctly use auxiliary verbs.

 

 

EVALUATION

  1. Identify regular and irregular plurals in speeches and writings.
  2. Pupils to use regular and irregular plurals in speeches and writings.
  3. Identify auxiliary verbs in sentences.
  4. Use auxiliary verbs in sentences.

 

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

 

 

 

 

 

 

Week: Seven

Date:

Class: Basic 3

Subject: English

Duration: 40 minutes

Topic: Expressing future action in the negative.

 

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

 

Instructional material/Reference material: 1. Sentence strips. 2. Course book.

  1. Other supplementary resources like newspapers or magazines.

 

 

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

 

CONTENT

  1. make correct sentences in the simple future tenses.
  2. respond correctly to interrogative sentences using contracted forms of “will” and “shall”.
  3. Expressing future actions in the negative e.g. we will not be going to church next Sunday;

Q- Mummy will we eat rice today?

  • No, we will not.

 

 

 

Fill in the gaps in each of the sentences with the right words in the brackets, to turn them into negative. One has been done for you.

1 She ____________ her hair brown. (not / to dye) She will not dye her hair brown.

2 Chinda ____________ jeans to the party. (not / to wear)

3 Maxwell ____________ without cutlery. (not / to eat)

4 My friend ____________ in a village. (not / to live)

5 We ____________ about the bad weather. (not / to bother)

6 I ____________ in this dirty river. (not / to swim)

 

 

PRESENTATION

 Teacher’s Activities

  1. Explains and demonstrate what future action is.
  2. Gives examples and asks questions in the future tense.

 

Pupils’ Activities

  1. Pupils listen to the teacher’s explanation.
  2. Gives example themselves.
  3. Ask and answer teacher’s question.

 

EVALUATION

  1. Use future actions in the negative through sentences construction.
  2. Respond correctly to interrogative sentences using contracted forms of “will and “shall”.

 

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

 

 

 

Week: Eight

Date:

Class: Basic 3

Subject: English

Duration: 40 minutes

Topic: 1.Using past continuous tense.

  1. Present perfect using- ed and – en ending.

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

 

  1. Identify past continuous tense in sentences; and
  2. Use past continuous tense in sentences.
  3. Identify present perfect using- ed ending.
  4. Identify present perfect using end ending
  5. Express correct use of present perfect with ed ending.
  6. Express correct use of present perfect with – ed ending.

 

Instructional material/Reference material:

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

 

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

 

CONTENT

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

 

 

 

PAST TENSE

Past continuous tense We add ‘was’ or ‘were’ before the simple past tense verb, then add ‘ing’ to the verb, when we want to talk about what was happening in the past before another thing happened. This is the past continuous tense. We add the ‘was’ or ‘were’ only to the verb that shows the action that was stopped, not to the other verbs.

 

[mediator_tech]

  1. I was watching TV when she called.
  2. When the phone rang, she was writing a letter.
  3. While we were having the picnic, it started to rain.
  4. What were you doing when the earthquake started?
  5. I was listening to my iPod, so I didn’t hear the fire alarm.
  6. You were not listening to me when I told you to turn the oven off.
  7. While John was sleeping last night, someone stole his car.
  8. Sammy was waiting for us when we got off the plane.
  9. While I was writing the email, the computer suddenly went off.
  10. A: What were you doing when you broke your leg?
    B: I was snowboarding.

 

PRESENT PERFECT TENSE

 

 

To make the positive present perfect tense, use:

  • ‘have’ / ‘has’+ the past participle
  • Make the past participle by adding ‘ed’ to regular verbs(for example, ‘play’ becomes ‘played’)
  • There are a few verbs that change their spelling when you add ‘ed’ (for example, ‘study’ becomes ‘studied’)
  • We also have some completely irregular verbs

(Also, here’s some help if you are not sure how to pronounce ‘-ed’ at the end of a verb).

PositivePositive Short Form
I have playedI‘ve played
you have workedyou‘ve worked
he has writtenhe‘s written
she has walkedshe‘s walked
it has rainedit‘s rained
we have travelledwe‘ve travelled
they have studiedthey‘ve studied

Present perfect tense using ‘-en’ ending

Read these sentences carefully, and note the use of the present perfect tense ending in ‘-en’.

 

1 I have taken the knife to the kitchen.

2 I have forgotten his home address.

3 The villagers have taken the thieves to the police station.

4Ali has given me a pencil.

5Ezehas hidden the key.

6A police dog has bitten the criminal it was chasing.

7 The cat has eaten the fish.

8 The headteacherhas forgotten your name.

9A thief has stolen Mr Bello’s car.

10Auduhas broken the new dish.

 

EXERCISE

Fill in the gaps with ‘have’ or ‘has’.

1 Ade ___________ finished his work.

2 Ayo  ___________ swept the room.

3 Toluand Mary ___________ cleaned the window.

4 Mother  ___________ cooked the soup.

5 I  ___________ washed the cups.

6 The pupils  ___________ dusted the table.

 

 

ASSIGNMENT

Make sentences with these words orally and in writing.

 

1 has eaten

2 has beaten

3 has forgotten

4 has given

5 has stolen

 

PRESENTATION

 

Teacher’s Activities

  1. Explains past continuous tense in sentences.
  2. Demonstrates the correct use of past continuous tense in sentences.
  3. Explains present perfect suing both –ed and –en endings.
  4. Leads pupils in constructing in the present perfect tense.

 

Pupils’ Activities

  1. Listen to teacher’s explanation.
  2. Use past continuous tense in sentences.
  3. Pupils to identify correctly present perfect tense in sentences.
  4. Use present perfect tense in sentences.

 

EVALUATION

  1. Identify past continuous tense in sentence.
  2. Use past continuous tense in sentences.
  3. Identify present perfect tense in sentences; and
  4. Express correct use of present perfect in sentences

 

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

 

 

 

 

 

Week: Nine

Date:

Class: Basic 3

Subject: English

Duration: 40 minutes

Topic: Present perfect with “since” and “for”.

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

  1. Identify present perfect with “since”.
  2. Identify present perfect with “for”
  3. Express correct use of present perfect with “since” and
  4. Express correct use of present perfect with “for”

 

Instructional material/Reference material:

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

 

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

 

CONTENT

 

Present perfect tense using ‘since’ and ‘for’

 

 

Ada in Enugu Ada is ten years old. She lives with her mother in Enugu. She has lived with only her mother since she was five years old. Her father is a soldier and he lives in Makurdi. He has lived in Markurdi for five years. He has worked outside Enugu since 1996. Ada hasn’t been happy since her father left home. She likes to live with both her father and mother.

Now, her father has been posted back to Enugu to work. Ada has been very happy since she heard the news. She has waited for a long time for her father to come home.

She can now live with both her mother and father again.

 

EXERCISE

Complete the following sentences with ‘since’ or ‘for’:

1 Ada has lived with her mother ___________ she was five years old.

2 Ada’s father has lived in Makurdi ___________ five years.

3 Ada’s father has worked away from Enugu ___________ 1996.

4 Ada has not been happy ___________ her father left home.

5 Ada has been very happy ___________ she heard the news.

 

PRESENTATION

 

Teacher’s Activities

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

 

Pupils’ Activities

  1. Explains the correct use of present perfect with “since and “for”
  2. Pupils correctly use present perfect with “since and “for” following teacher’s examples.

 

EVALUATION

  1. Identify present perfect with “since” and “for”.
  2. Use “since” and “for” in sentence construction.

 

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

 

[mediator_tech]

 

 

Week: Ten

Date:

Class: Basic 3

Subject: English

Duration: 40 minutes

Topic: Interrogation with response using present perfect.

 

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

  1. Use present perfect tense in question forms correctly.
  2. Give appropriate response to such question forms orally in writing.

 

Instructional material/Reference material:

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

 

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

 

CONTENT

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

 

 

 

To make a question, put ‘have’ or ‘has’ in front of the subject:

‘Yes / No’ Questions
have I missed the bus?
have you visited London?
has he worked as a waiter before?
has she met John?
has it been cold this week?
have we arrived too early?
have they studied English grammar before?

As you can imagine, for ‘wh’ questions, we just put the question word before ‘have’ or ‘has’:

‘Wh’ Questions
where have I left my umbrella?
what have you done today?
why has he gone already?
where has she been in the UK?
why has it rained so much this summer?
what have we done?
where have they learned English before?

 

 

PRESENTATION

 

Teacher’s Activities

  1. Makes series of statement using the present perfect tense.
  2. Transforms each statement into a question.
  3. Gives the appropriate answers to pupils.

 

Pupils’ Activities

  1. Pupils say the statement after the teacher using the present perfect tense.
  2. Repeat series of statements using the present perfect tense of verbs after the teacher.
  3. Transforms each statement into questions again following teacher’s examples.

 

EVALUATION

  1. Use present perfect tense in question forms correctly.
  2. Give appropriate response to such question form orally and in writing.

 

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

 

 

REVISION

 

Primary 3 Third Term Examination ENGLISH LANGUAGE

 

[mediator_tech]

English Grammar  Third Term Promotional Examination Primary 3

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