Grade 3 English Activities Schemes of Work & Strands (Term 2 2026)

By the end of the sub strand, the learner should be able to;

a) Play time and

b) Sports

c) Comparatives and

d) superlatives

e) (-er and –est)

f) (6 lessons)

g) Diseases and

h) Foods we eat

i) Conjunctions

j) 'and' 'but'

k) 'because'

l) ( 6 lessons)

1. Learners put objects into 3 groups of different sizes Learners observe and describe objects according to size, weight, length, height using positive, comparative and superlative forms Learners construct sentences using comparatives and superlatives to describe?

2. In groups, learners group items and talk about them using more than one conjunction as individuals, Learners contrast objects or people in the class room using 'but' in pairs/small groups Learners explain reasons using the conjunction because in question and answer dialogues Learners sing and recite poems about diseases and food we eat using conjunctions Learners construct sentences using conjunctions based on a story, poem or conversation they have read or listened to.?

- By the end of the sub strand, the

- learner should be able to:

- identify comparatives and

- superlatives that are used to

- describe people and

- thingsduring play time and

- sports day.

- form comparatives and

- superlatives appropriately

- based on the given examples

- for effective communication;

- enjoy using comparatives and

- By the end of the sub

- strand, the learner should

- be able to:

- use conjunctions to

- talk about nutrition

- and diseases,

- distinguish the uses

- of conjunctions 'and'

- 'but' in sentences,

- enjoy using the

- conjunctions to

- convey different

- meaning

By the end of the sub strand, the learner should be able to;

a) Play time and

b) Sports

c) Comparatives and

d) superlatives

e) (-er and –est)

f) (6 lessons)

g) Diseases and

h) Foods we eat

i) Conjunctions

j) 'and' 'but'

k) 'because'

l) ( 6 lessons)

1. Learners put objects into 3 groups of different sizes Learners observe and describe objects according to size, weight, length, height using positive, comparative and superlative forms Learners construct sentences using comparatives and superlatives to describe?

2. In groups, learners group items and talk about them using more than one conjunction as individuals, Learners contrast objects or people in the class room using 'but' in pairs/small groups Learners explain reasons using the conjunction because in question and answer dialogues Learners sing and recite poems about diseases and food we eat using conjunctions Learners construct sentences using conjunctions based on a story, poem or conversation they have read or listened to.?

- By the end of the sub strand, the

- learner should be able to:

- identify comparatives and

- superlatives that are used to

- describe people and

- thingsduring play time and

- sports day.

- form comparatives and

- superlatives appropriately

- based on the given examples

- for effective communication;

- enjoy using comparatives and

- By the end of the sub

- strand, the learner should

- be able to:

- use conjunctions to

- talk about nutrition

- and diseases,

- distinguish the uses

- of conjunctions 'and'

- 'but' in sentences,

- enjoy using the

- conjunctions to

- convey different

- meaning

By the end of the sub strand, the learner should be able to;

a) Play time and

b) Sports

c) Comparatives and

d) superlatives

e) (-er and –est)

f) (6 lessons)

g) Diseases and

h) Foods we eat

i) Conjunctions

j) 'and' 'but'

k) 'because'

l) ( 6 lessons)

1. Learners put objects into 3 groups of different sizes Learners observe and describe objects according to size, weight, length, height using positive, comparative and superlative forms Learners construct sentences using comparatives and superlatives to describe?

2. In groups, learners group items and talk about them using more than one conjunction as individuals, Learners contrast objects or people in the class room using 'but' in pairs/small groups Learners explain reasons using the conjunction because in question and answer dialogues Learners sing and recite poems about diseases and food we eat using conjunctions Learners construct sentences using conjunctions based on a story, poem or conversation they have read or listened to.?

- By the end of the sub strand, the

- learner should be able to:

- identify comparatives and

- superlatives that are used to

- describe people and

- thingsduring play time and

- sports day.

- form comparatives and

- superlatives appropriately

- based on the given examples

- for effective communication;

- enjoy using comparatives and

- By the end of the sub

- strand, the learner should

- be able to:

- use conjunctions to

- talk about nutrition

- and diseases,

- distinguish the uses

- of conjunctions 'and'

- 'but' in sentences,

- enjoy using the

- conjunctions to

- convey different

- meaning

By the end of the sub strand, the learner should be able to;

a) Play time and

b) Sports

c) Comparatives and

d) superlatives

e) (-er and –est)

f) (6 lessons)

g) Diseases and

h) Foods we eat

i) Conjunctions

j) 'and' 'but'

k) 'because'

l) ( 6 lessons)

1. Learners put objects into 3 groups of different sizes Learners observe and describe objects according to size, weight, length, height using positive, comparative and superlative forms Learners construct sentences using comparatives and superlatives to describe?

2. In groups, learners group items and talk about them using more than one conjunction as individuals, Learners contrast objects or people in the class room using 'but' in pairs/small groups Learners explain reasons using the conjunction because in question and answer dialogues Learners sing and recite poems about diseases and food we eat using conjunctions Learners construct sentences using conjunctions based on a story, poem or conversation they have read or listened to.?

- By the end of the sub strand, the

- learner should be able to:

- identify comparatives and

- superlatives that are used to

- describe people and

- thingsduring play time and

- sports day.

- form comparatives and

- superlatives appropriately

- based on the given examples

- for effective communication;

- enjoy using comparatives and

- By the end of the sub

- strand, the learner should

- be able to:

- use conjunctions to

- talk about nutrition

- and diseases,

- distinguish the uses

- of conjunctions 'and'

- 'but' in sentences,

- enjoy using the

- conjunctions to

- convey different

- meaning

By the end of the sub strand, the learner should be able to;

a) Play time and

b) Sports

c) Comparatives and

d) superlatives

e) (-er and –est)

f) (6 lessons)

g) Diseases and

h) Foods we eat

i) Conjunctions

j) 'and' 'but'

k) 'because'

l) ( 6 lessons)

1. Learners put objects into 3 groups of different sizes Learners observe and describe objects according to size, weight, length, height using positive, comparative and superlative forms Learners construct sentences using comparatives and superlatives to describe?

2. In groups, learners group items and talk about them using more than one conjunction as individuals, Learners contrast objects or people in the class room using 'but' in pairs/small groups Learners explain reasons using the conjunction because in question and answer dialogues Learners sing and recite poems about diseases and food we eat using conjunctions Learners construct sentences using conjunctions based on a story, poem or conversation they have read or listened to.?

- By the end of the sub strand, the

- learner should be able to:

- identify comparatives and

- superlatives that are used to

- describe people and

- thingsduring play time and

- sports day.

- form comparatives and

- superlatives appropriately

- based on the given examples

- for effective communication;

- enjoy using comparatives and

- By the end of the sub

- strand, the learner should

- be able to:

- use conjunctions to

- talk about nutrition

- and diseases,

- distinguish the uses

- of conjunctions 'and'

- 'but' in sentences,

- enjoy using the

- conjunctions to

- convey different

- meaning

By the end of the sub strand, the learner should be able to;

a) Play time and

b) Sports

c) Comparatives and

d) superlatives

e) (-er and –est)

f) (6 lessons)

g) Diseases and

h) Foods we eat

i) Conjunctions

j) 'and' 'but'

k) 'because'

l) ( 6 lessons)

1. Learners put objects into 3 groups of different sizes Learners observe and describe objects according to size, weight, length, height using positive, comparative and superlative forms Learners construct sentences using comparatives and superlatives to describe?

2. In groups, learners group items and talk about them using more than one conjunction as individuals, Learners contrast objects or people in the class room using 'but' in pairs/small groups Learners explain reasons using the conjunction because in question and answer dialogues Learners sing and recite poems about diseases and food we eat using conjunctions Learners construct sentences using conjunctions based on a story, poem or conversation they have read or listened to.?

- By the end of the sub strand, the

- learner should be able to:

- identify comparatives and

- superlatives that are used to

- describe people and

- thingsduring play time and

- sports day.

- form comparatives and

- superlatives appropriately

- based on the given examples

- for effective communication;

- enjoy using comparatives and

- By the end of the sub

- strand, the learner should

- be able to:

- use conjunctions to

- talk about nutrition

- and diseases,

- distinguish the uses

- of conjunctions 'and'

- 'but' in sentences,

- enjoy using the

- conjunctions to

- convey different

- meaning

By the end of the sub strand, the learner should be able to;

a) Play time and

b) Sports

c) Comparatives and

d) superlatives

e) (-er and –est)

f) (6 lessons)

g) Diseases and

h) Foods we eat

i) Conjunctions

j) 'and' 'but'

k) 'because'

l) ( 6 lessons)

1. Learners put objects into 3 groups of different sizes Learners observe and describe objects according to size, weight, length, height using positive, comparative and superlative forms Learners construct sentences using comparatives and superlatives to describe?

2. In groups, learners group items and talk about them using more than one conjunction as individuals, Learners contrast objects or people in the class room using 'but' in pairs/small groups Learners explain reasons using the conjunction because in question and answer dialogues Learners sing and recite poems about diseases and food we eat using conjunctions Learners construct sentences using conjunctions based on a story, poem or conversation they have read or listened to.?

- By the end of the sub strand, the

- learner should be able to:

- identify comparatives and

- superlatives that are used to

- describe people and

- thingsduring play time and

- sports day.

- form comparatives and

- superlatives appropriately

- based on the given examples

- for effective communication;

- enjoy using comparatives and

- By the end of the sub

- strand, the learner should

- be able to:

- use conjunctions to

- talk about nutrition

- and diseases,

- distinguish the uses

- of conjunctions 'and'

- 'but' in sentences,

- enjoy using the

- conjunctions to

- convey different

- meaning

By the end of the sub strand, the learner should be able to;

a) Play time and

b) Sports

c) Comparatives and

d) superlatives

e) (-er and –est)

f) (6 lessons)

g) Diseases and

h) Foods we eat

i) Conjunctions

j) 'and' 'but'

k) 'because'

l) ( 6 lessons)

1. Learners put objects into 3 groups of different sizes Learners observe and describe objects according to size, weight, length, height using positive, comparative and superlative forms Learners construct sentences using comparatives and superlatives to describe?

2. In groups, learners group items and talk about them using more than one conjunction as individuals, Learners contrast objects or people in the class room using 'but' in pairs/small groups Learners explain reasons using the conjunction because in question and answer dialogues Learners sing and recite poems about diseases and food we eat using conjunctions Learners construct sentences using conjunctions based on a story, poem or conversation they have read or listened to.?

- By the end of the sub strand, the

- learner should be able to:

- identify comparatives and

- superlatives that are used to

- describe people and

- thingsduring play time and

- sports day.

- form comparatives and

- superlatives appropriately

- based on the given examples

- for effective communication;

- enjoy using comparatives and

- By the end of the sub

- strand, the learner should

- be able to:

- use conjunctions to

- talk about nutrition

- and diseases,

- distinguish the uses

- of conjunctions 'and'

- 'but' in sentences,

- enjoy using the

- conjunctions to

- convey different

- meaning

By the end of the sub strand, the learner should be able to;

a) Play time and

b) Sports

c) Comparatives and

d) superlatives

e) (-er and –est)

f) (6 lessons)

g) Diseases and

h) Foods we eat

i) Conjunctions

j) 'and' 'but'

k) 'because'

l) ( 6 lessons)

1. Learners put objects into 3 groups of different sizes Learners observe and describe objects according to size, weight, length, height using positive, comparative and superlative forms Learners construct sentences using comparatives and superlatives to describe?

2. In groups, learners group items and talk about them using more than one conjunction as individuals, Learners contrast objects or people in the class room using 'but' in pairs/small groups Learners explain reasons using the conjunction because in question and answer dialogues Learners sing and recite poems about diseases and food we eat using conjunctions Learners construct sentences using conjunctions based on a story, poem or conversation they have read or listened to.?

- By the end of the sub strand, the

- learner should be able to:

- identify comparatives and

- superlatives that are used to

- describe people and

- thingsduring play time and

- sports day.

- form comparatives and

- superlatives appropriately

- based on the given examples

- for effective communication;

- enjoy using comparatives and

- By the end of the sub

- strand, the learner should

- be able to:

- use conjunctions to

- talk about nutrition

- and diseases,

- distinguish the uses

- of conjunctions 'and'

- 'but' in sentences,

- enjoy using the

- conjunctions to

- convey different

- meaning

By the end of the sub strand, the learner should be able to;

a) Play time and

b) Sports

c) Comparatives and

d) superlatives

e) (-er and –est)

f) (6 lessons)

g) Diseases and

h) Foods we eat

i) Conjunctions

j) 'and' 'but'

k) 'because'

l) ( 6 lessons)

1. Learners put objects into 3 groups of different sizes Learners observe and describe objects according to size, weight, length, height using positive, comparative and superlative forms Learners construct sentences using comparatives and superlatives to describe?

2. In groups, learners group items and talk about them using more than one conjunction as individuals, Learners contrast objects or people in the class room using 'but' in pairs/small groups Learners explain reasons using the conjunction because in question and answer dialogues Learners sing and recite poems about diseases and food we eat using conjunctions Learners construct sentences using conjunctions based on a story, poem or conversation they have read or listened to.?

- By the end of the sub strand, the

- learner should be able to:

- identify comparatives and

- superlatives that are used to

- describe people and

- thingsduring play time and

- sports day.

- form comparatives and

- superlatives appropriately

- based on the given examples

- for effective communication;

- enjoy using comparatives and

- By the end of the sub

- strand, the learner should

- be able to:

- use conjunctions to

- talk about nutrition

- and diseases,

- distinguish the uses

- of conjunctions 'and'

- 'but' in sentences,

- enjoy using the

- conjunctions to

- convey different

- meaning

By the end of the sub strand, the learner should be able to;

a) recognise longer words with more complex letter- sound correspondence for reading,

b) combine sounds to read longer words,

c) appreciate the combination of sounds in reading

1. In groups, learners sort their names by the first, middle and last sounds. Learners pair initial sound picture cards with the corresponding letter while playing memory game using flash cards. Learners sort, illustrate and write first middle and last sounds of objects. Learners watch audio/visual recording of long words with more complex letter- sound correspondence and use look and say, exposure and other word attack skills to read these words. Learners identify and read longer words with more complex letter sound correspondence individually, in pairs and in groups from a chart, poster or digital/ printed list of words.?

By the end of the sub strand, the learner should be able to;

a) recognise longer words with more complex letter- sound correspondence for reading,

b) combine sounds to read longer words,

c) appreciate the combination of sounds in reading

1. In groups, learners sort their names by the first, middle and last sounds. Learners pair initial sound picture cards with the corresponding letter while playing memory game using flash cards. Learners sort, illustrate and write first middle and last sounds of objects. Learners watch audio/visual recording of long words with more complex letter- sound correspondence and use look and say, exposure and other word attack skills to read these words. Learners identify and read longer words with more complex letter sound correspondence individually, in pairs and in groups from a chart, poster or digital/ printed list of words.?

By the end of the sub strand, the learner should be able to;

a) recognise longer words with more complex letter- sound correspondence for reading,

b) combine sounds to read longer words,

c) appreciate the combination of sounds in reading

1. In groups, learners sort their names by the first, middle and last sounds. Learners pair initial sound picture cards with the corresponding letter while playing memory game using flash cards. Learners sort, illustrate and write first middle and last sounds of objects. Learners watch audio/visual recording of long words with more complex letter- sound correspondence and use look and say, exposure and other word attack skills to read these words. Learners identify and read longer words with more complex letter sound correspondence individually, in pairs and in groups from a chart, poster or digital/ printed list of words.?

By the end of the sub strand, the learner should be able to;

a) recognise longer words with more complex letter- sound correspondence for reading,

b) combine sounds to read longer words,

c) appreciate the combination of sounds in reading

1. In groups, learners sort their names by the first, middle and last sounds. Learners pair initial sound picture cards with the corresponding letter while playing memory game using flash cards. Learners sort, illustrate and write first middle and last sounds of objects. Learners watch audio/visual recording of long words with more complex letter- sound correspondence and use look and say, exposure and other word attack skills to read these words. Learners identify and read longer words with more complex letter sound correspondence individually, in pairs and in groups from a chart, poster or digital/ printed list of words.?

By the end of the sub strand, the learner should be able to;

a) recognise longer words with more complex letter- sound correspondence for reading,

b) combine sounds to read longer words,

c) appreciate the combination of sounds in reading

1. In groups, learners sort their names by the first, middle and last sounds. Learners pair initial sound picture cards with the corresponding letter while playing memory game using flash cards. Learners sort, illustrate and write first middle and last sounds of objects. Learners watch audio/visual recording of long words with more complex letter- sound correspondence and use look and say, exposure and other word attack skills to read these words. Learners identify and read longer words with more complex letter sound correspondence individually, in pairs and in groups from a chart, poster or digital/ printed list of words.?