PRIMARY 3 FIRST TERM LESSON NOTES ENGLISH LANGUAGE

WEEK 1
Topic: Phonemic Awareness
Subtitle: Phonemic
Learning Objectives: At the end of this this lesson, pupils should be able to:
Pronounce words correctly using their sound
Differentiate between sounds in words and correct intonation
Resources and materials:
Scheme of work
Online information
Instructional material: picture chart and flash card
Building Background/connection to prior knowledge: pupils are familiar with numbers in hundred, tens and units from their previous classes.
CONTENT
Phoneme is an individual unit of sound in a given word or it is the smallest unit of sound in a word that makes a difference in its pronunciation, as well as its meaning, from another word. Example the /s/ in soar differentiate it from /r/ in roar, as it becomes different from soar in pronunciation as well as meaning, other examples are;
1. born /o/ and burn/u/,
firm/o/ and form/o/,
cot/o/and court/ur/
spot/o/ and sport/or/.
When/w/ and then/t/
Thin/t/ and chin/c/
Pin /i/ and pen/e/

WEEK 2
Topic: Phonics I
Subtitle: Vowels and diphthongs
Learning Objectives: At the end of this this lesson, pupils should be able to:
Produce vowel sounds and diphthongs
Write out words containing vowels and diphthongs
Differentiate between vowels and diphthongs by producing them correctly

Resources and materials:
Scheme of work
Online information
Instructional material: picture chart and flash cards
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
Vowels and diphthongs
Vowels are sound that are not pronounced by the touch of two organs of vocal tract, rather it is just an air-stream. There are three types of vowels;
Short vowels: are one phoneme vowels because their sound is not prolonged and do not have diacritic(:).
Long vowels: they have diacritic(:) which is a colon like two dots symbol examples/i:/, /a:/, it’s prolongs the sound of the vowel.
Diphthongs: are addition of two vowel sound together and the voice moves from one to another, examples, /ai/and /ei/.
Short vowels
Got
Sit
Cap
Put
Ten
long vowels
See
Bird
Saw
Too
Father
Diphthongs
/ai/ /ei/
Kite cake
Sky wake
Ride name
Nine steak
My skate
Flytake
Bybreak
Micemaid
Licesake
Timepaint
Twicegreat
Whyrain
Eye eight
Buy rake
Strategies& Activities:
Step1: Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
Underline the diphthong, that is /ai/ and /ei/
File, fail, light, late, tile, tail, bike, bake, pay and pile.
Write five words with long vowels.
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
Write 10 words with diphthongs.

WEEK 3
Topic: Phonics I
Subtitle: Multi Syllabic words
Learning Objectives:At the end of this this lesson,pupils should be able to:
Produce multisyllabic words 2 and 3 syllable words.
Identify 2 and 3 syllable words
Complete 2 and 3 syllable words

Resources and materials:
Scheme of work
Online information
Instructional material: charts
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
Multi-syllabic words
A syllable is a word or part of a word that contains a single vowel sound. When we pronounce a word, we can divide it into one or more syllables. For example, ‘book’ has one syllable, ‘sis-ter’ has two syllables, and ‘e-le-phant’ has three syllables. There are two types of syllables: a stressed syllable and an unstressed syllable.
A stressed syllable is one that is pronounced with greater force than other syllables in the word.
An unstressed syllable is one that is pronounced with less force than other syllables. We can mark stressed syllables with a very short stroke (ˈsister) or write them in capital letters (SISter).
Listen and imitate as I say these words in column A with two claps and the words in column B with three claps to show the number of syllables.
2 syllable words:
En/list
Prob/lem
Sun/set
Kid/nap
Vel/vet
Pen/cil
Fal/con
Lob/by
Nap/kin
Men/tal
In/vent
Vis/it
Sud/den
Den/tist
Cob/web
Ca/bin
Jun/gle

3 syllable words
Ter/ri/ble
Ca/pi/tal
Pas/sen/ger
o/lym/pic
ca/pi/tal
re/gis/ter
ae/ro/plane
en/ve/lope
ma/na/ger

Strategies& Activities:
Step1:Teacher revises the previous topic.
Step2:Teacher introduces the new topic.
Step3:Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
Exercise 3 and 4, page 76 of Nigeria Primary English Book 3
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
Group into 2 or 3 syllable
Basket, balloon, umbrella, neighbourhood, bicycle, library, bedroom, bedtime, berry, obedient, anybody, celebration, potato, salad, roller, bacon, baby, person, denominator

.
WEEK 4
Topic: Phonics III
Subtitle: Regular and irregular plurals
Learning Objectives:At the end of this this lesson,pupils should be able to:
Identify regular and irregular plurals
Use regular and irregular plurals in simple sentences
Resources and materials:
Scheme of work
Online information
Instructional material: picture chart and flash card
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT

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: have addition of ies, remove f or fe and add ves.
Regular plurals
Wish – wishes
Fox – foxes
Boy – boys
Guy – guys
Keys – keys
Holiday – holidays
Tomatoes – tomatoes
Hero – heroes
Echo – echoes
Book – books

Irregular plurals
Wife – wives
Child – children
Foot – feet
Life – lives
Leaf – leaves
Thief – thieves
Wolf – wolves
Mouse – mice
Tooth – teeth
Man – men
Company – companies
Goose – geese
Woman – women
Strategies& Activities:
Step1:Teacher revises the previous topic.
Step2:Teacher introduces the new topic.
Step3:Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
In tabular form arrange regular and irregular plurals: dishes, foxes, pencils, dogs, scissors, children, babies, buses, butterflies, teeth, boats, goats, people and cakes.
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
Fill in the blank spaces with the correct singular form.
1 a) The men are very hardworking.
b) The ____________ is very hardworking.
2 a) I have been walking about since morning. My feet hurt.
b) I have been walking about since morning. My left ____________ hurts.
3 a) The farm is full of mice.
b) I saw a big ____________.
4 a) The women obeyed and attended the meeting.
b) The ____________ obeyed and attended the meeting
2. Give the singular forms of these words
i. sheep
ii. cats
iii. tables
iv. potatoes
berries
vi. scissors

[mediator_tech]

WEEK 5
Topic: Fluency
Subtitle: Stress and intonation
Learning Objectives: At the end of this this lesson, pupils should be able to:
1. read simple sentences correctly with the appropriate stress and intonation
2. respond to simple command
Resources and materials:
Scheme of work
Online information
Instructional material: flash cards and picture charts
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
Stress and Intonation
Stress refers to the force you use when saying a syllable or word which makes it sound louder and stronger than other syllables or words in the sentence. In writing, stressed syllables can also be shown with capital letters, e.g. CAPtain.
While, intonation describes how the tone of your voice rises and fall in a speech.

Examples of stress on words
LADder, RABbit, HANDbag, CHICKen, balLOON, shamPOO, caTARRH, canTEEN, maCHINE, guitar, caNOE,
CARRot, Basket, arTISTE, RULer,CRAYon.
Intonation
Tongue twisters
Read the tongue twisters and stress the syllables or words in capital letters.
There ONCE was a FLY on the WALL.
I wondered, ‘Why DIDn’t it FÅLL?’
WERE its feet STUCK?
Or WAS it just LUCK?
Or does GRAvity miss
Things so SMÅLL

I KNEW a MAN whose NAME
was SHAW.
HE ATE a ROCK and BROKE
his JAW.
WHAT do you THINK?
He SAID, with a WINK.
PerHAPS it’s BAD to EAT them RAW.

Strategies& Activities:
Step1: Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:Using capital letter indicate the stress parts of these words
Trophy
Castle
Discuss
Table
gravel
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
Using capital letter indicate the stress parts of these words
Travel
Delay
Cartoon
Promise
garden

WEEK 6
Topic: Fluency
Subtitle: Reading
Learning Objectives:At the end of this this lesson,pupils should be able to:
Read a story appropriately
Identify values and lesson in the story
Resources and materials:
Scheme of work
Online information
Instructional material: picture chart
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
Fluency reading. page 15-16 of Nigeria Primary English Pupils’ Book 3
The boy who had courage
One day, thieves came to a big house near our village. They came in the middle of the night and hid their car in a bush. They went into the house and told everybody to lie down. They stole many things: a radio, a television set, and all the money in the house.
A boy lived in a little house near the big house. He had heard a sound that woke him up. He looked out and saw the thieves, but they did not see him. He ran out to call for help. He ran quietly along a bush path to call the villagers. They all came back with him quietly and hid in the bush. When the villagers saw the thieves’ car, four of them pushed it gently through the bush to the chief’s house.
Later, the thieves came out with all the things they had stolen. They wanted to get away but they could not find their car. The villagers then pounced on them and began to beat them. They took the thieves to the chief’s house. They got back all the things the thieves had stolen and the villagers were very happy that they had caught the thieves. They carried the boy high on their shoulders and said, ‘You are our hero!’ In the morning, they took the thieves to the police station.

At the end of reading, the pupils should each tell what lesson they have learnt from the story. And also identify and familiarize new words.

Strategies& Activities:
Step1:Teacher revises the previous topic.
Step2:Teacher introduces the new topic.
Step3:Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:1 Who came to the village in the middle of the night?
2 What did they do in the big house?
3 What did the thieves steal?
4 Who called for help from the villagers?
5 What happened to the car the thieves had hidden in the bush?
6 Were the thieves caught?
7 Where did the villagers take the thieves in the morning?
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:Listening and speaking page 15 of Nigeria Primary English Pupils’ Book 3, read dialogue and answer exercise 1 and 2.

[mediator_tech]

WEEK 7
Topic: Comprehension I
Subtitle: Road safety
Learning Objectives:At the end of this this lesson,pupils should be able to:
Listen carefully to the story and also re-read
Re-tell the story in their own words
Answer questions on the main point in the story
Resources and materials:
Scheme of work
Online information
Instructional material: picture chart and flash cards
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
Road Safety
Page9-10 of Nigeria Primary English Pupils’ Book 3

Road safety refers to methods and steps taken to reduce the danger of a person using the road being killed or injured. Users of roads are pedestrians (people who are walking), cyclists (people riding bicycles), motorists (people driving cars), and passengers (people travelling in vehicles).
To use the roads safely, road users should follow road safety rules. A pedestrian should use the zebra crossing when crossing a busy road in the city. Where there is no zebra crossing or a pedestrian bridge, he should carefully watch the vehicles coming from both sides of the road. Then he should cross when it is safe. No one should use the phone or read a newspaper while crossing a road.
Drivers should also follow road traffic safety rules. They should always take their driver’s licenceand other car documents with them when they drive. A driver should not drink alcohol before or while driving. He should not drive under the influence of drugs. A driver should obey all traffic signals, lights, and signs. If a driver wants to change lanes, he should use the indicators on his car, or use his hand. A driver should not speed or overload his vehicle. A driver should not use the phone while driving. If he must use the phone, he should move aside, park his car safely, and then use the phone. A driver should always use the seat belt in his car. He should not drive when he is tired.
Strategies& Activities:
Step1:Teacher revises the previous topic.
Step2:Teacher introduces the new topic.
Step3:Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
1 What is road safety?
2 Who are pedestrians?
3 What word is used in the passage for people travelling in a vehicle?
4 Mention two things a pedestrian should do when using the road.
5 What should a driver do if he wants to change lanes?
6 Mention three things a driver should not do while driving.
7 Mention two things a driver should do to keep the road safe.
Write T (true) or F (false) in the boxes below.
1 People riding bicycles are called pedestrians.
2 A pedestrian should always use zebra crossings.
3 Drivers should obey traffic rules.
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
Using the following words, make 6 sentences
Driving licence
Alcohol
Influence
Traffic light
Indicator
Overspeed

WEEK 8
Topic: Comprehension II
Subtitle: Reading
Learning Objectives:At the end of this this lesson,pupils should be able to:
Read non-fiction passage correctly
Answer questions on the passage

Resources and materials:
Scheme of work
Online information
Instructional material: picture chart
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT

An old man and his three sons: page 26 Nigeria Primary English
A very long time ago, there was an old man who had three sons. These three brothers did not love one another as brothers should, but were always quarrelling, fighting, and abusing one another. The old man was very unhappy about the behaviour of his sons. So, he thought carefully and decided on the way of making them change their bad behaviours.
As the old man lay on his deathbed, he called all his sons before him. He sent out the youngest to bring three sticks. When he had brought them, the old man tied the sticks together and gave them to his eldest son and asked him to break them. He tried, but could not, as the sticks were too strong to break. The second son tried but failed, and so did the third son.
The old man then untied the sticks and divided them among his sons so that they might break them. This time, they broke the sticks easily. The old man then said, ‘You can now see that it is good to stay together as brothers. Three can stand together firmly, but it is impossible for one to stand alone.’

Summary
The pupils should be able to discuss what the understand from the comprehension, the comprehension message speaks about unity, just like the three sticks together cannot be broken, if we come together we too will not be broken but live in unity, bring out progress in our school, school, home and society at large.
Strategies and activities:
Step1:Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
Why was the old man unhappy with his sons?
Mention three things the three brothers were always doing.
When did the old man call his sons together?
Who did the old man send to bring the sticks?
Who among the three sons broke the three sticks when they were tied together?
Who among them could break the sticks when they were separate?
What lesson can we learn from the story?
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
Use words from the passage to fill in the blanks below.
1 The old man was ____________ about the behaviour of his sons.
2 The old man ____________ of how to make his sons change.
3 The old man lay on his ____________.
4 The old man ____________ three sticks together and asked them to break them.
5 The sticks were too ____________ to break.

[mediator_tech]

Underline the conjunction in the following sentences

WEEK 9
Topic: Comprehension III
Subtitle: Poem
Learning Objectives:At the end of this this lesson,pupils should be able to:
Read simple poems
Identify values and lesson in poem

Resources and materials:
Scheme of work
Online information
Instructional material: flash card and picture chart
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT

Courtesy: Page 3 of NPE Book 3
Many of us are courteous and polite
Even with strangers we are meeting.
But being nice has much more might
As it lasts longer than just a greeting.

Thank you, you’re welcome, and please
Are words most are taught as a child,
But being a really nice person with ease,
Takes a very long, long while.
(by Jean Gorney)
Strategies and activities:
Step1:Teacher revises the previous topic.
Step2:Teacher introduces the new topic.
Step3:Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
Mention 3 courtesy words
Two ways to show courtesy
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
When we receive gifts from our elders, we are expected to say………………………
Should we be polite to strangers?
WEEK 10
Topic: Comprehension IV
Subtitle: Calendar
Learning Objectives:At the end of this this lesson,pupils should be able to:
Read information on calendars
Obtain information from calendar
Resources and materials:
Scheme of work
Online information
Instructional material: picture chart
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT: CALENDAR; calendar is a system by which time is divided into days, weeks, months and years

Days of the month: Thirty (30), days has September, April, June and November. All the rest are thirty-one expecting February which has but twenty-eight (31), days clear and twenty-nine days in each leap year. There are 365 days an ordinary year and 366days in a leap year.

Strategies and activities:
Step1:Teacher revises the previous topic.
Step2:Teacher introduces the new topic.
Step3:Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
How many months are there in a year?
How many days are there in February?
Which month do we celebrate Christmas?
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
How many days are there in a year?
In which month do we celebrate Nigeria’s independence?
Your birthday, that is day, month and year.

[mediator_tech]

Evaluation

Primary 3 Second Term Examination English Studies Week 12

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Tags:ENGLISH LANGUAGE, First Term Lesson Notes, Primary 3

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