F3 Scheme of Work 2010

FORM THREE
ENGLISH LANGUAGE SCHEME OF WORK 2010

CHAPTER/THEME LANGUAGE FOR LANGUAGE FOR LANGUAGE FOR GRAMMAR SOUND SYSTEM VOCABULARY EDUCATIONAL
LEVEL INTERPERSONAL USE INFORMATIONAL USE AESTHETIC USE EMPHASES

Form 3 Diagnostic Test

4 Jan
1 Ask and respond Listen to a conversation : give Talk about elements of a The simple Consonants: c/k/ Base words ICT Skills
politely to questions important details novel : characterization, present tense as in ‘call’ Preparation for
Read an article : scan for details theme, moral values, plot, the Real World
setting Adjectives r/r/as in ‘red’ Multiple
PEOPLE : 2 Take part in discussions Read an article : identify main Intelligences
THEY TOUCH OUR ideas, derails, contextual clues
LIVES Identify base words
3 Read an article: make inferences, Make predictions
6 Jan – 16 Jan draw conclusions
(1 week) Write a description : expand notes

PEOPLE : 1 Ask questions politely Listen to a dialogue : give The simple Consonants: Synonyms Learning How To
FAMOUS LEADERS and respond important details present tense d/d/ as in ‘sand’ Learn Skills
appropriately Read an article: scan for details Collective nouns Multiple
State words of similar meaning dd/d/ as in Intelligences
2 Tale part in discussions Read an article: identify main Describe characters in a ‘meddle’ Values and
18 Jan – 22 Jan Exchange ideas ideas, details, contextual clues novel : what the writer citizenship
(1 week) says about physical
appearances and
personalities
3 Read an article; make inferences,
draw conclusions
Write a description : expand notes
1 Seek clarification Listen to a dialogue: give important Describe characters in a Personal Long vowel Prefixes – ICT Skills
PEOPLE : details novel: what the pronouns sound /ae/ as in ‘inter’, Multiple
HEALING HANDS Read a Web page: scan for details character thinks, says or ‘back’ ‘pre’ Intelligences
does Possessive
25 Jan – 5 Feb 2 Read a Web page: identify main pronouns Short vowel sound
(2 weeks) ideas, details, contextual clues /e/ as in ‘set’
Understand formation of prefixes

1 English Panel, SMART

 F3 Scheme of Work 2010

LANGUAGE FOR LANGUAGE FOR LANGUAGE FOR GRAMMAR SOUND SYSTEM VOCABULARY EDUCATIONAL
CHAPTER/THEME LEVEL INTERPERSONAL USE INFORMATIONAL USE AESTHETIC USE EMPHASES
PEOPLE : 1 Greet and exchange Listen to a dialogue ; give Adverbs of time Long vowel sound Antonyms Knowledge
MAKING FRIENDS pleasantries important details /a;/ as in ‘farm’ Acquisition
Read an article ; scan for details Adverbs of place Learning How To
State words opposite in meaning Short vowel sound Learn Skills
/ /as in ‘must Multiple
2 Take part in Read an article ; identify main Describe characters in a Intelligences
8 Feb – 12 Feb conversation and ideas, details, contextual clues novel; what others say
(1 week) discussions about the characters
3 Write a letter asking Read an article ; make inferences,
for advice move beyond the text

SOCIAL ISSUES : 1 Talk about self, past Listen to a talk ; give important Subject-verb Long vowel Dictionary Thinking Skills
LIFE ‘S experiences details agreement sound /u;/as in skills Multiple
CHALLENGES Read a report ; scan for details ‘broom’ Intelligences
Use the dictionary Future Studies
2 Take part in discussions Read a report ; identify main ideas, Describe physical setting Short vowel sound
15 – 26 Feb Exchange ideas and give details, contextual clues (place) in a story /u/ as in ‘look’
(2 weeks) opinions

Participate in
discussions by giving
and supporting opinions
3 Read a report ; make inferences, Make predictions
move beyond text
Interpret information from graphs
Write a report

February Test
22-25 Feb

2 English Panel, SMART

 F3 Scheme of Work 2010

LANGUAGE FOR LANGUAGE FOR LANGUAGE FOR GRAMMAR SOUND VOCABULARY EDUCATIONAL
CHAPTER/THEME LEVEL INTERPERSONAL USE INFORMATIONAL USE AESTHETIC USE SYSTEM EMPHASES
1 Talk about self, past Listen to a talk; give important Talk about the Long vowel sound / Using words to Preparation for
experiences details future using the /as in ‘fern’ show gender the Real World
HEALTH : Read a magazine article; scan for present -masculine
FIT FOR LIFE details continuous tense, Short vowel sound -feminine
2 Take part in discussions Read a magazine article; identify Talk about social setting ‘going to’ and / /
Participate in teacher- main ideas, details, contextual of a story 9time, culture ‘will’ As in ‘about’
1 Mar – 12 Mar guided class discussions clues and place) ‘am’, ‘is’, ‘are’ *
(2 weeks) by agreeing and verb * ‘ing’
disagreeing politely ‘going to’-‘will’
3 Read a magazine article; identify Relate values in a story Modals-
cause and effect, make inferences to one’s life ‘can’, ‘may’,
Write a text of a speech; expand ‘might’, ‘must’
notes
Literature Component
The Prisoner of Zenda ( Chapters 1 – 12)
- Introduction to the author
- Character & characteristics
- Plot, setting

Term 1B Examination
23 – 31 Mac

ENVIRONMENT; 1 Listen to an interview: give Role play an event in the Conjunctions – Diphthongs: /ei/ Thesaurus skills ICT Skills
IT’S RAINING, important details story ‘and’, ‘but’, ’or’, as in ‘faint’ Preparation for
IT’S POURING! Narrate orally the events that ‘so’ the Real World
took place Multiple
Read a news report: scan for Sequence /ai/ as in ‘dry’ Intelligences
5 Apr – 9 Apr details connectors- Thinking Skills
(1 week) 2 Take part in discussions Read a news report: identify main Talk about elements of a ‘first’, ‘next’,
ideas, details, contextual clues plot(events) ‘then’ ‘finally’
3 Read a news report; identify cause
and effect
Write a recount : expand notes

3 English Panel, SMART

 F3 Scheme of Work 2010

LANGUAGE FOR LANGUAGE FOR LANGUAGE FOR GRAMMAR SOUND SYSTEM VOCABULARY EDUCATIONAL
CHAPTER/THEME LEVEL INTERPERSONAL USE INFORMATIONAL USE AESTHETIC USE EMPHASES
ENVIRONMENT : 1 Replay phone messages Listen to a radio talk: give Phrasal verbs Diphthong Suffixes Knowledge
STOP THE orally to the people important details /eu/ as in ‘grow’ ‘-ment’, ‘-ness’ Acquisition
FLOODS! concerned Read a speech: scan for details ‘-ion’, ‘-ship’ Preparation for he
2 Take part in discussions Read a speech : identify main Recognise elements in a Real World
ideas, details contextual clues plot (Sequence of events) ICT Skills
12 Apr – 16 Apr Understand formation of suffixes
(1 week) 3 Read a speech: make inferences, Give one’s opinion of the
draw conclusions story
Write a report :expand notes
ENVIRONMENT: 1 Express hope and Listen to a talk: give important Prepositions of One word for a Multiple
NATURE’S GIFTS support details place and group of words Intelligences
Scan for details in texts read direction Knowledge
2 Take part in discussions Read posters: identify main ideas, Acquisition
19 Apr – 23 Apr Exchange ideas and give details, contextual clues Prepositions to Preparation for
(1 week) information show time and the Real World
3 Read posters: identify cause and Talk about moral values quantity
effect in a story
Write a speech to express opinion: Relate values to one’s life
expand notes
HEALTH: 1 Talk about self, Listen to a talk : give important Positive and Consonant ICT Terms Multiple
ACTIVE AND interests details negative clusters at the Intelligences
HEALTHY Enquire about services Read advertisements: scan for statements beginning of Knowledge
offered details words: /gr/ as in Acquisition
Clarify the type of Contractions ‘grain’ ICT Skills
26 Apr – 7 May services offered
(2 weeks) 2 Fill put a service form Read advertisements: identify Understand themes in a /tr/ as in ‘train’
main ideas, details, contextual story
clues
3 Write a formal letter: Read advertisements : draw Relate themes in the
use appropriate format conclusions story to one’s life

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 F3 Scheme of Work 2010

LANGUAGE FOR LANGUAGE FOR LANGUAGE FOR GRAMMAR SOUND SYSTEM VOCABULARY EDUCATIONAL
CHAPTER/THEME LEVEL INTERPERSONAL USE INFORMATIONAL USE AESTHETIC USE EMPHASES
1 Express appreciation Listen to a dialogue: give important Comparison of Consonant Homographs Multiple
details adjectives clusters at the Intelligences
HEALTH: Read an article: scan for details Regular forms beginning of ICT Skills
SAFETY FOR ONE 2 Take part in discussions Read an article : identify main Give personal response to ‘-er’, ‘-est’, words: /gl/ as in
AND ALL Exchange ideas and give ideas, details , contextual clues novels: ‘more’, ‘most’ ‘glee’
opinions - characters
- values Irregular forms /pl/as in ‘place’
10 – 21 May 3 Write a letter of Read an article : make inferences, Give one’s opinion of the ‘bad’, ‘better’,
(2 weeks) appreciation draw conclusions characters ‘worst’
Relate moral values in
the story to one’s life
HEALTH: 1 Ask for assistance Listen to a talk: give important Form negative Consonant Idioms ICT Skills
THE INNER YOU details adjectives, using clusters at the Knowledge
Read an article : scan for details prefixes ‘un-‘, end of words: Acquisition
2 Take part in discussions Read an article : identify main ‘dis-‘, ‘im-‘ and -sh / / as in
Exchange ideas and give ideas, details, contextual clues ‘non-‘ ‘splash
24 May – 18 June opinions
(2 weeks) 3 Write a letter seeking Read an article : draw conclusions, Revise Form One poems : -ch/t / as in
permission: use make inferences relate messages and ‘such’
appropriate format values in the poems to
one’s life

Term 2A Examination
20-27 May

SCIENCE AND 1 Listen to a dialogue : give Compare people Consonant Similes Multiple
TECHNOLOGY : important details or things that clusters at the Intelligences
MAN AND THE Read a brochure : scan for details are the same end of words :
SEA using ‘as…as’ -sk/sk/ as in Knowledge
2 Take part in discussions Read a brochure : make inferences, Revision of Form One ‘mask’ Acquisition
Exchange ideas and give draw conclusions, make predictions Short Stories : Compare people
opinions Write a brochure : expand notes -study sequence of or things that -st/st/ as in ‘test’
events are not the same
21 June - 2 July - describe characters using ‘not as…as’
(1 week)

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 F3 Scheme of Work 2010

3 Discuss plans to visit a Relate characters and The present

place values in a story to one’s continuous tense
- comparing life
- deciding
- giving
reasons for
choice
LANGUAGE FOR LANGUAGE FOR LANGUAGE FOR GRAMMAR SOUND SYSTEM VOCABULARY EDUCATIONAL
CHAPTER/THEME LEVEL INTERPERSONAL USE INFORMATIONAL USE AESTHETIC USE EMPHASES
SCIENCE AND 1 Listen to a lecture : give important Formation of Stress in words Homophones ICT Skills
TECHNOLOGY : details plurals Knowledge
OCEANS IN Read an article : scan for details, -irregular plurals Acquisition
MOTION follow sequence of ideas -nouns with no Futures studies
2 Tale part in discussions Read an article : identify main ideas, Revision of Form Two change in number
Exchange ideas and give details, contextual clues novels: in the plural
opinions -relate sequence of form
5 – 9 July Participate in class events (plot)
(2 weeks) discussions by- -describe characters
-disagreeing politely based on what the
and giving opinions writer tells us
-defining one’s point of
view
-seeking clarification
3 Interpret information in a bar graph
Read an article : draw conclusions,
make inferences
Write an explanation : expand notes
1 Listen to a lecture: give important Talk about elements of Punctuation : Sentence stress Homonyms Knowledge
details a novel or story -capital letter and intonation Acquisition
SCIENCE AND Read a magazine article: scan for -full stop
TECHNOLOGY : details -question mark Futures Studies
TREASURES FROM 2 Exchange ideas and give Read a magazine article: identify Revise and answer -comma
THE DEEP opinions main ideas, details, contextual clues questions on short -apostrophe
Take part in discussions stories and novels : -exclamation
12 – 16 July -physical setting mark
(1 week) -theme
3 Write a letter to a Make simple predictions
foreign pen-pal : expand Read a magazine article : make
notes, use appropriate inferences, make simple predictions
format
Literature Component
The Prisoner of Zenda ( Chapters 13- 24)
- Themes & issues
- Point of view, language & style
- Values & messages

6 English Panel, SMART

 F3 Scheme of Work 2010

Revision For Trial Examination

19 - 30 July

PMR Trial Examination

2-6 October

7 English Panel, SMART