Oral Comprehension Primary 3 Second Term Lesson Note English Studies Week 1

Class 3 Scheme Of Work Second Term English

Primary 3 Second Term Lesson Note English Studies

Scheme Of Work

Second Term

Class 3 /Primary 3/Basic 3

English Grammar

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Week 1

Topic : Oral Comprehension

Learning Objectives : By the end of the lesson, pupils should be able to

• deduce the
  main idea of
  the passage;
• analyse the
  purpose of the
  passage.
• use evidence
  from the
  passage to
  explain
  supporting
  ideas;
• explain
  meaning of
  unfamiliar
  words in the
  passage,
• relate the
  passage to
  issues of national values eg discipline

Learning Activities 

• 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
  analyses the
  purpose of the
  passage.

Embedded Core Skills

• Collaboration and Communication
• Critical thinking and problem solving

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Learning Resources

• Course book
• Supplementary readers

Content

Oral Comprehension

Living Things Around Us

Living things are all around us! They come in different shapes and sizes. Some are big, like elephants, while others are small, like ladybugs. Living things can be found in many different places, such as the forest, the ocean, and even in our own backyards.

Plants are also living things. They make their own food using sunlight, water, and air. They come in all sorts of colors and shapes, like the tall green trees in the park or the colorful flowers in a garden.

Animals are another type of living thing. They move around and can do lots of things, like flying in the sky, swimming in the water, or crawling on the ground. Some animals are pets, like dogs and cats, while others live in the wild, like lions and tigers.

We humans are also living things. We need food, water, and air to survive, just like all other living things. It’s important to take care of the living things around us, so they can continue to thrive and grow

Class work

1. Which of the following is NOT a living thing? a. a tree b. a rock c. a dog d. a bird
2. What do plants need to make their own food? a. sunlight, water, and air b. food from other plants c. soil and water d. just air
3. Which of the following is a type of animal? a. a chair b. a lion c. a car d. a house
4. Which of the following is a type of plant? a. a rose b. a book c. a pencil d. a blanket
5. What do all living things need to survive? a. food, water, and air b. just water and air c. just food and air d. just water and food
6. Which of the following is a living thing? a. a rock b. a plant c. a toy d. a computer
7. Which of the following is a type of animal that can fly? a. a fish b. a bird c. a turtle d. a frog
8. Which of the following is a type of living thing that lives in the water? a. a dog b. a bird c. a fish d. a spider
9. What do humans need to survive? a. food, water, and air b. just water and air c. just food and air d. just water and food
10. Which of the following is an example of a living thing you might find in your backyard? a. a pencil b. a chair c. a flower d. a blanket

Homework

1. What do plants need to make their own food? a. sunlight, water, and air b. food from other plants c. soil and water d. just air
2. Which of the following is NOT a living thing? a. a tree b. a rock c. a dog d. a bird
3. Which of the following is a type of animal that can fly? a. a fish b. a bird c. a turtle d. a frog
4. Which of the following is a type of living thing that lives in the water? a. a dog b. a bird c. a fish d. a spider
5. What do all living things need to survive? a. food, water, and air b. just water and air c. just food and air d. just water and food
6. Which of the following is an example of a living thing you might find in your backyard? a. a pencil b. a chair c. a flower d. a blanket
7. Which of the following is a type of animal? a. a chair b. a lion c. a car d. a house
8. Which of the following is a type of plant? a. a rose b. a book c. a pencil d. a blanket
9. Which of the following is a living thing? a. a rock b. a plant c. a toy d. a computer
10. Which of the following is a type of animal that only eats plants? a. a predator b. a herbivore c. an omnivore d. a carnivore

Structure : Column : Reading passages in columns

Reading passages is an important skill that will help you learn and understand new things. Here are some steps you can follow to help you read passages in the content column:

1. Read the title: The title of the passage tells you what the passage is about. It gives you an idea of what you can expect to learn from the passage.

Example: “The Solar System”

2. Look at the pictures or illustrations: Pictures and illustrations can help you understand the information in the passage. They can also make the reading more interesting and enjoyable.

Example: Look for pictures of planets, the sun, and other celestial bodies.

3. Read the introduction: The introduction usually gives you a brief overview of the topic and what you can expect to learn from the passage.

Example: “The solar system is made up of eight planets that revolve around the sun. Each planet is unique in size, composition, and other characteristics.”

4. Read the passage: Read the passage slowly and carefully. Try to understand what the passage is saying and how the different parts of the passage relate to each other.

Example: “The first four planets in the solar system – Mercury, Venus, Earth, and Mars – are known as the inner planets. They are small and rocky, with solid surfaces. The outer planets – Jupiter, Saturn, Uranus, and Neptune – are much larger and are known as gas giants. They have thick atmospheres and no solid surfaces.”

5. Pay attention to key words and phrases: Key words and phrases can help you understand the main idea of the passage and the details that support it.

Example: “The eight planets of the solar system are divided into two groups: the inner planets and the outer planets.”

6. Summarize what you have read: After you have finished reading the passage, try to summarize what you have learned. This will help you remember the information and understand it better.

Example: “The solar system is made up of eight planets that revolve around the sun. There are two groups of planets – the inner planets and the outer planets – that have different characteristics. The inner planets are small and rocky, while the outer planets are much larger and are known as gas giants

Evaluation

1. Which of the following is NOT a planet in the solar system? a. Mars b. Saturn c. Moon d. Neptune
2. Which planet is closest to the sun? a. Jupiter b. Mercury c. Venus d. Mars
3. Which planet is the largest in the solar system? a. Jupiter b. Earth c. Venus d. Saturn
4. Which planet is known for its beautiful rings? a. Saturn b. Mars c. Uranus d. Neptune
5. Which planet is known for its red color and dust storms? a. Mars b. Venus c. Saturn d. Jupiter
6. Which planet has the most moons? a. Earth b. Mars c. Saturn d. Jupiter
7. Which planet is the only one known to support life? a. Mars b. Venus c. Earth d. Neptune
8. Which planet is the coldest in the solar system? a. Mercury b. Pluto c. Uranus d. Venus
9. Which planet is the only one that rotates clockwise? a. Saturn b. Venus c. Jupiter d. Mars
10. Which planet is the farthest from the sun? a. Mercury b. Pluto c. Uranus d. Neptune

Vocabulary Building (Teaching New Words)

Study the following words for spellings and Dictation

1. Living – having life or being alive.
2. Species – a group of living organisms that share similar characteristics and can breed with one another.
3. Habitat – the natural environment in which an organism lives and grows.
4. Photosynthesis – the process by which plants use sunlight, carbon dioxide, and water to produce food.
5. Ecosystem – a community of living and nonliving things that interact with each other in a particular environment.
6. Predator – an animal that hunts and kills other animals for food.
7. Herbivore – an animal that only eats plants.
8. Omnivore – an animal that eats both plants and animals.
9. Biodiversity – the variety of living things in a particular ecosystem or on the planet as a whole.
10. Adaptation – a change in an organism’s physical or behavioral traits that helps it survive in its environment

Words Used In Sentences

1. Living – All living things need food, water, and air to survive.
2. Species – There are many different species of birds, such as eagles, owls, and sparrows.
3. Habitat – Polar bears live in the Arctic, which is their natural habitat.
4. Photosynthesis – Plants use photosynthesis to make their own food and grow.
5. Ecosystem – The rainforest is a complex ecosystem made up of many different living and nonliving things.
6. Predator – Lions are predators that hunt and eat other animals, such as gazelles and zebras.
7. Herbivore – A cow is an example of a herbivore because it only eats plants like grass and hay.
8. Omnivore – Humans are omnivores because we eat both meat and plants.
9. Biodiversity – The Amazon rainforest has a high level of biodiversity with thousands of different species of plants and animals.
10. Adaptation – Polar bears have white fur which helps them blend in with their snowy environment, a useful adaptation for hunting and avoiding predators

Composition

How I spent my last holiday 

1. Make a plan: Before you start writing, think about what you want to include in your composition. Write down some ideas or make an outline to help you organize your thoughts.

Example: I will write about where I went, who I went with, what I did, and what I enjoyed most.

2. Use descriptive language: Try to use descriptive words and phrases to make your composition more interesting and engaging. Use words that help the reader visualize what you are describing.

Example: Instead of saying “I went to the beach,” say “I spent a day relaxing on the warm, sandy beach, listening to the sound of the waves crashing against the shore.”

3. Use chronological order: When writing about your holiday, try to organize your writing in chronological order, starting with what you did first and ending with what you did last.

Example: “First, I went to visit my grandparents in the countryside. Then, I went to the beach for a day. After that, I went to a theme park with my cousins. Finally, we had a big family barbecue to end the holiday.”

4. Write about your feelings: Don’t forget to write about how you felt during your holiday. Share your emotions and thoughts about the experience.

Example: “I felt so happy and excited when we arrived at the beach. It was my first time seeing the ocean and I couldn’t wait to jump in the water!”

5. Edit and revise: Once you have finished writing your composition, take some time to read it over and make any necessary corrections or improvements.

Example: Check your grammar, punctuation, and spelling. Make sure your sentences are clear and easy to understand.

By following these tips, you can write a great composition about how you spent your last holiday!

A sample composition on “How I spent my last holiday”

A case study of Patrick in grade 3 at Edu Delight Tutors International Group of Schools

My name is Patrick and I want to tell you about my last holiday. I had a wonderful time with my family and friends. We went on a trip to the beach, which was a lot of fun.

On the first day of our holiday, we drove to the beach early in the morning. The car ride was long, but I didn’t mind because I was so excited to get there. When we arrived, we checked into our hotel and went straight to the beach. The sand was warm and the water was cool. I played in the waves with my cousins and we built a sandcastle together.

The next day, we went on a boat ride to see dolphins. We were lucky to see a pod of dolphins swimming and jumping in the water. It was amazing to watch them! After the boat ride, we went to a seafood restaurant and had some delicious shrimp and crab legs.

On the third day, we went to a theme park. I went on all the rides, even the ones that made me a little scared. My favorite ride was the rollercoaster that went upside down. It was so thrilling! We also played some games and won some prizes.

Finally, on our last day, we had a big family barbecue on the beach. We grilled hot dogs, hamburgers, and chicken. We played beach volleyball and frisbee. We watched the sunset together and took some family photos.

Overall, I had an amazing time on my last holiday. I made some great memories with my family and friends. I can’t wait to go back to the beach again next year!

Evaluation

Write a composition on how you spent your last holiday

Lesson Presentation

Objective: Students will be able to identify and classify living and nonliving things, and understand the basic needs of living things.

Materials:

• Pictures and illustrations of living and nonliving things
• Whiteboard and markers
• Chart paper and markers
• Worksheets on living and nonliving things
• Books and other resources on the topic

Introduction (5 minutes):

• Greet the students and introduce the topic of living things.
• Ask the students if they can name some living things they know.

Body (30 minutes):

• Show pictures and illustrations of living and nonliving things and ask the students to identify and classify them.
• Discuss the basic needs of living things, such as food, water, and air.
• Use the whiteboard and chart paper to write down examples of living and nonliving things, and the basic needs of living things.
• Read books and other resources on the topic, and ask the students questions about what they have learned.
• Distribute worksheets on living and nonliving things and have the students complete them.

Conclusion (5 minutes):

• Recap what the students have learned about living things.
• Ask the students to share one new thing they have learned about living things.
• Thank the students for their participation.

Assessment:

• Assess the students’ understanding of the topic through their participation in the discussion, completion of the worksheet, and responses to questions.
• Provide feedback on their performance and identify areas for improvement.

Extensions:

• Take the students on a nature walk to observe and identify living and nonliving things in their environment.
• Have the students create their own charts or diagrams to classify living and nonliving things.
• Introduce the concept of habitats and ecosystems, and discuss how different living things depend on each other in a particular environment.

Note: The duration of each segment of the lesson plan can be adjusted according to the pace and needs of the students.