SPORTS - APPRECIATING TALENTS

Listening and Speaking

Non-verbal Cues: Facial Expressions

By the end of the lesson, the learner should be able to:

- Identify words with sound /aɪ/ from texts
- Pronounce words with target sounds correctly
- Interpret a speaker's emotions during presentations
- Value effective communication

The learner is guided to:
- Look at pictures showing sports activities
- Say words containing sound /aɪ/
- Use the words to construct sentences
- Say tongue twisters with the target sound
- Pick words with the target sound from word searches
- Practice using facial expressions to show emotions

1. Why is it important to listen carefully? 2. How can we become better listeners?

Mentor English Learner's Book pg. 121
Picture cards
Word searches
Digital resources
Audio recordings

Pronunciation drills Oral questions Word games Observation Peer assessment

Listening and Speaking

Non-verbal Cues: Listening Fluency

By the end of the lesson, the learner should be able to:

- Listen for the main idea and specific details
- Interpret non-verbal cues correctly
- Respond appropriately to speeches
- Display varied emotions during oral presentations

The learner is guided to:
- Listen to a speech about talents
- Discuss questions about discovering talents
- Retell the speech they have listened to
- Listen to news on sports
- Practise giving sports news
- Interpret meanings of motivational quotes
- Use appropriate gestures when speaking

1. How do gestures help in communication? 2. How can we tell if someone is sad or happy?

Mentor English Learner's Book pg. 123
Audio recordings
Video clips
Digital resources
Motivational quotes

Oral presentations Speech giving Retelling Observation Peer assessment

Listening and Speaking

Non-verbal Cues: Gestures

By the end of the lesson, the learner should be able to:

- Write and present a speech on talents
- Use appropriate gestures during presentations
- Interpret gestures correctly
- Value non-verbal communication

The learner is guided to:
- Discuss gestures used when making speeches
- Write short speeches on talents
- Present speeches using facial expressions and gestures
- Recite poems about talents
- Let peers assess performances using checklists
- Record themselves making presentations
- Interpret emotions through non-verbal cues

1. Why is body language important? 2. How can you use gestures effectively?

Mentor English Learner's Book pg. 124
Assessment checklists
Digital recorders
Video clips
Poems

Speech presentations Poem recitations Peer assessment Self-assessment Observation

Reading

Reading with Technology: Digital Texts

By the end of the lesson, the learner should be able to:

- Relate ideas in text to personal experiences
- Create mental images from events in a text
- Answer comprehension questions correctly
- Judge appropriateness of digital texts

The learner is guided to:
- Look at pictures and predict events
- Read the story "Slow but sure wins the race"
- Answer comprehension questions
- Identify moral lessons from the story
- Role play the story in groups
- Draw pictures to illustrate the story
- Tell stories about perseverance

1. Why is it important to relate what you read to real life? 2. What digital resources can you use in reading?

Mentor English Learner's Book pg. 125
Digital devices
Story books
Drawing materials
Online resources

Comprehension questions Role play Drawing activities Storytelling Observation

Reading

Reading with Technology: Digital Texts

By the end of the lesson, the learner should be able to:

- Relate ideas in text to personal experiences
- Create mental images from events in a text
- Answer comprehension questions correctly
- Judge appropriateness of digital texts

The learner is guided to:
- Look at pictures and predict events
- Read the story "Slow but sure wins the race"
- Answer comprehension questions
- Identify moral lessons from the story
- Role play the story in groups
- Draw pictures to illustrate the story
- Tell stories about perseverance

1. Why is it important to relate what you read to real life? 2. What digital resources can you use in reading?

Mentor English Learner's Book pg. 125
Digital devices
Story books
Drawing materials
Online resources

Comprehension questions Role play Drawing activities Storytelling Observation

Reading

Reading with Technology: Online Research

By the end of the lesson, the learner should be able to:

- Search for stories on sports from the internet
- Download and print pictures from digital sources
- Create visual presentations from digital content
- Appreciate digital literacy

The learner is guided to:
- Search for stories on sports online
- Read stories from digital sources
- Role play stories they have read
- Download and print pictures related to sports
- Display pictures in class
- Take gallery walks to view displayed pictures
- Comment on each other's displays

1. Why are digital materials more interesting to read? 2. How can we find information online?

Mentor English Learner's Book pg. 126
Digital devices
Internet access
Printers
Display materials

Digital searches Display activities Gallery walks Peer assessment Observation

Grammar in Use

Interrogatives: WH-Questions

By the end of the lesson, the learner should be able to:

- Identify interrogatives in sentences
- Use interrogatives accurately
- Adopt the use of interrogatives in communication

The learner is guided to:
- Read a conversation containing questions
- Identify words used to ask questions
- List other words that can be used to ask questions
- Ask each other questions using WH-words
- Write questions about talents
- Fill in spaces with correct WH-words
- Role play conversations using questions

1. Why do we ask questions? 2. How do we ask questions?

Mentor English Learner's Book pg. 127
Charts with question words
Conversation cards
Digital resources
Word cards

Question formation Gap filling exercises Role play Oral questioning Written exercises

Grammar in Use

Interrogatives: How Much More and Else

By the end of the lesson, the learner should be able to:

- Use "much more" and "else" with WH-words correctly
- Ask questions using the target patterns
- Acknowledge the importance of questioning

The learner is guided to:
- Read sentences with "much more" and "else"
- Discuss how these structures are used
- Ask each other questions using the patterns
- Answer questions using the patterns
- Complete questions using "much more" or "else"
- Find information by asking WH-questions
- Help siblings use WH-words correctly

1. How can questions help us get information? 2. When do we use "much more" and "else" in questions?

Mentor English Learner's Book pg. 129
Question cards
Digital resources
Charts
Sample texts

Question formation Gap filling exercises Oral questioning Written exercises Peer assessment

Grammar in Use

Interrogatives: Conversation Practice

By the end of the lesson, the learner should be able to:

- Analyze the use of interrogatives in communication
- Apply correct interrogative forms in varied contexts
- Value the importance of correct questioning

The learner is guided to:
- Create dialogues featuring different question types
- Role play interviews using various questions
- Edit texts by adding appropriate questions
- Create question and answer games
- Conduct surveys using prepared questions
- Report survey findings to the class
- Assess the quality of questions used

1. How do good questions help in conversations? 2. What makes a question effective?

Mentor English Learner's Book pg. 129
Dialogue cards
Survey templates
Digital resources
Question banks

Dialogue creation Role play Surveys Presentations Peer assessment

Writing

Spelling: Commonly Misspelt Words

By the end of the lesson, the learner should be able to:

- Identify commonly misspelt words
- Spell selected words correctly
- Advocate the use of correct spelling

The learner is guided to:
- Listen to words read by teacher and write them correctly
- Play spelling games
- Discuss words they find difficult to spell
- Choose correctly spelt words from given options
- Arrange letters to form correct words
- Create word search puzzles
- Solve puzzles created by peers

1. Why should we write words correctly? 2. Which words do you find difficult to write?

Mentor English Learner's Book pg. 130
Word cards
Spelling games
Digital resources
Dictionaries

Dictation Spelling games Word puzzles Written exercises Peer assessment

Writing

Spelling: Homophones

By the end of the lesson, the learner should be able to:

- Identify words with same pronunciation but different spelling
- Use homophones in sentences correctly
- Recommend ways of enhancing spelling skills

The learner is guided to:
- Say pairs of homophones
- Discuss similarities and differences in homophones
- Use homophones to make sentences
- Choose correct homophones to complete sentences
- Play the telephone game with homophones
- Create lists of commonly confused homophones
- Write sentences using homophones correctly

1. Which words have the same pronunciation but different spelling? 2. How can you tell which homophone to use?

Mentor English Learner's Book pg. 132
Homophone cards
Digital resources
Word games
Dictionaries

Sentence construction Gap filling exercises Word games Written exercises Peer assessment

Writing

Spelling: Homophones

By the end of the lesson, the learner should be able to:

- Identify words with same pronunciation but different spelling
- Use homophones in sentences correctly
- Recommend ways of enhancing spelling skills

The learner is guided to:
- Say pairs of homophones
- Discuss similarities and differences in homophones
- Use homophones to make sentences
- Choose correct homophones to complete sentences
- Play the telephone game with homophones
- Create lists of commonly confused homophones
- Write sentences using homophones correctly

1. Which words have the same pronunciation but different spelling? 2. How can you tell which homophone to use?

Mentor English Learner's Book pg. 132
Homophone cards
Digital resources
Word games
Dictionaries

Sentence construction Gap filling exercises Word games Written exercises Peer assessment

ENVIRONMENTAL POLLUTION

Listening and Speaking

Making a Speech: Sound Discrimination

By the end of the lesson, the learner should be able to:

- Identify words with sounds /f/ and /v/
- Pronounce words with target sounds correctly
- Construct sentences using theme vocabulary
- Value proper articulation

The learner is guided to:
- Look at pictures showing environmental pollution
- Repeat sentences with /f/ and /v/ sounds
- Say words containing these sounds
- Create tongue twisters with target sounds
- Complete tables with words containing sounds
- Construct sentences using vocabulary related to pollution

1. Why should we pronounce sounds correctly? 2. How can we improve our pronunciation?

Mentor English Learner's Book pg. 134
Picture cards
Tongue twisters
Digital resources
Audio recordings

Pronunciation drills Oral presentations Sentence construction Observation Peer assessment

Listening and Speaking

Making a Speech: Sound Discrimination

By the end of the lesson, the learner should be able to:

- Identify words with sounds /f/ and /v/
- Pronounce words with target sounds correctly
- Construct sentences using theme vocabulary
- Value proper articulation

The learner is guided to:
- Look at pictures showing environmental pollution
- Repeat sentences with /f/ and /v/ sounds
- Say words containing these sounds
- Create tongue twisters with target sounds
- Complete tables with words containing sounds
- Construct sentences using vocabulary related to pollution

1. Why should we pronounce sounds correctly? 2. How can we improve our pronunciation?

Mentor English Learner's Book pg. 134
Picture cards
Tongue twisters
Digital resources
Audio recordings

Pronunciation drills Oral presentations Sentence construction Observation Peer assessment

Listening and Speaking

Making a Speech: Structure

By the end of the lesson, the learner should be able to:

- Speak clearly and confidently
- Structure speeches logically
- Display appropriate emotions during speeches
- Challenge others to speak accurately

The learner is guided to:
- Discuss the importance of speaking clearly and confidently
- Listen to a speech on environmental pollution
- Identify main points from the speech
- Practice giving the speech
- Write short poems about environmental pollution
- Recite poems to the class
- Give feedback on speeches and recitations

1. Why should we speak clearly and confidently? 2. Why do we make speeches?

Mentor English Learner's Book pg. 135
Sample speeches
Digital recorders
Audio recordings
Assessment checklists

Speech delivery Poem recitation Observation Peer assessment Audio recording

Listening and Speaking

Making a Speech: Delivery

By the end of the lesson, the learner should be able to:

- Write a speech on environmental pollution
- Deliver speeches with appropriate expression
- Use non-verbal cues effectively
- Appreciate the importance of public speaking

The learner is guided to:
- Write short speeches on environmental pollution
- Present speeches to the class
- Use appropriate gestures and facial expressions
- Vary tone and volume appropriately
- Give and receive feedback on speech delivery
- Record speeches for self-assessment
- Reflect on areas for improvement

1. How can you make your speech interesting? 2. How do you engage your audience?

Mentor English Learner's Book pg. 136
Digital recorders
Assessment rubrics
Sample speeches
Presentation space

Speech writing Speech delivery Self-assessment Peer assessment Video/audio recording

Reading

Poems, Songs and Tongue Twisters: Poetry

By the end of the lesson, the learner should be able to:

- Create mental images from poems
- Infer meaning of words from context
- Answer questions based on poems correctly
- Relate events in poems to personal experiences

The learner is guided to:
- Watch videos on environmental pollution
- Answer questions based on videos
- Recite poems about environmental pollution
- Answer questions based on poems
- Identify new vocabulary from poems
- Look up meanings of new words
- Create songs/poems about the environment

1. What can you learn from poems and songs? 2. Which poems and songs do you know?

Mentor English Learner's Book pg. 137
Video clips
Poems/songs
Digital resources
Dictionaries

Poem recitation Comprehension questions Creative writing Vocabulary development Observation

Reading

Poems, Songs and Tongue Twisters: Stories

By the end of the lesson, the learner should be able to:

- Read narratives about environmental pollution
- Role play narratives with peers
- Answer factual and inferential questions
- Recommend ways of preventing pollution

The learner is guided to:
- Read the story "Mutono Village"
- Answer comprehension questions
- Role play the story in groups
- Present the story to the class
- Identify lessons from the story
- Discuss ways to prevent environmental pollution
- Create posters with environmental messages

1. How does pollution affect our environment? 2. What can we do to prevent pollution?

Mentor English Learner's Book pg. 138
Story books
Digital resources
Drawing materials
Posters

Comprehension questions Role play Poster creation Oral presentations Observation

Grammar in Use

Nouns (singular/plural only): Singular Form Only

By the end of the lesson, the learner should be able to:

- Identify nouns that occur only in singular form
- Use singular-only nouns correctly in sentences
- Acknowledge the importance of correct noun usage

The learner is guided to:
- Read sentences with singular-only nouns
- Identify nouns that occur only in singular form
- Discuss why some nouns occur only in singular form
- Use singular-only nouns to make sentences
- Choose correct verbs to go with singular-only nouns
- Create lists of singular-only nouns
- Complete sentences with correct verb forms

1. Why is it important to use words correctly? 2. Which nouns exist only in singular form?

Mentor English Learner's Book pg. 139
Charts with noun categories
Digital resources
Sample texts
Word cards

Sentence construction Gap filling exercises Written exercises Oral questions Observation

Grammar in Use

Nouns (singular/plural only): Plural Form Only

By the end of the lesson, the learner should be able to:

- Identify nouns that occur only in plural form
- Use plural-only nouns correctly in sentences
- Collaborate with others to determine correctness

The learner is guided to:
- Read sentences with plural-only nouns
- Identify nouns that occur only in plural form
- Discuss examples of plural-only nouns
- Use plural-only nouns to make sentences
- Choose correct verbs to go with plural-only nouns
- Create lists of plural-only nouns
- Complete sentences with correct verb forms

1. Which nouns exist only in plural form? 2. How do we use these nouns correctly?

Mentor English Learner's Book pg. 140
Charts with noun categories
Digital resources
Sample texts
Word cards

Sentence construction Gap filling exercises Written exercises Oral questions Observation

Grammar in Use

Nouns (singular/plural only): Digital Resources

By the end of the lesson, the learner should be able to:

- Use digital devices to find singular/plural only nouns
- Create charts of nouns with singular/plural only forms
- Value digital literacy

The learner is guided to:
- Use digital devices to find nouns that occur in singular or plural form only
- Create charts of these nouns
- Display charts in class
- Watch videos on singular/plural only nouns
- Write the nouns in their books
- Share work with other groups
- Talk about environmental pollution using target nouns

1. How can technology help us learn grammar? 2. Why is it important to categorize nouns?

Mentor English Learner's Book pg. 141
Digital devices
Internet access
Chart materials
Video resources

Chart creation Group presentations Digital searches Peer assessment Observation

Writing

Appointment Diary and Journal: Diary

By the end of the lesson, the learner should be able to:

- Identify the components of a diary
- Create a diary to convey desired information
- Collaborate with peers to create diaries

The learner is guided to:
- Discuss what to include in a diary
- Search for examples of diaries from the internet
- Identify components of diaries
- Create diaries for environmental club activities
- Display diaries in class
- Take gallery walks to view diaries
- Give feedback on displayed diaries
- Write personal diaries for future activities

1. Why should we plan our activities in advance? 2. What do we include in a diary?

Mentor English Learner's Book pg. 142
Sample diaries
Digital resources
Writing materials
Display boards

Diary creation Gallery walks Peer assessment Written exercises Observation

Writing

Appointment Diary and Journal: Diary

By the end of the lesson, the learner should be able to:

- Identify the components of a diary
- Create a diary to convey desired information
- Collaborate with peers to create diaries

The learner is guided to:
- Discuss what to include in a diary
- Search for examples of diaries from the internet
- Identify components of diaries
- Create diaries for environmental club activities
- Display diaries in class
- Take gallery walks to view diaries
- Give feedback on displayed diaries
- Write personal diaries for future activities

1. Why should we plan our activities in advance? 2. What do we include in a diary?

Mentor English Learner's Book pg. 142
Sample diaries
Digital resources
Writing materials
Display boards

Diary creation Gallery walks Peer assessment Written exercises Observation

Writing

Appointment Diary and Journal: Journal

By the end of the lesson, the learner should be able to:

- Identify the components of a journal
- Create a journal to record memorable events
- Judge the appropriateness of journal entries

The learner is guided to:
- Examine a sample journal
- Identify components of journals
- Discuss what to include in journals
- Talk about memorable school events
- Create journals showing entries for events
- Display journals in class
- Take gallery walks to view displayed journals
- Give feedback on journals

1. What is the difference between a diary and a journal? 2. How do we record memorable experiences?

Mentor English Learner's Book pg. 143
Sample journals
Digital resources
Writing materials
Display boards

Journal creation Gallery walks Peer assessment Written exercises Observation

Writing

Appointment Diary and Journal: Journal

By the end of the lesson, the learner should be able to:

- Identify the components of a journal
- Create a journal to record memorable events
- Judge the appropriateness of journal entries

The learner is guided to:
- Examine a sample journal
- Identify components of journals
- Discuss what to include in journals
- Talk about memorable school events
- Create journals showing entries for events
- Display journals in class
- Take gallery walks to view displayed journals
- Give feedback on journals

1. What is the difference between a diary and a journal? 2. How do we record memorable experiences?

Mentor English Learner's Book pg. 143
Sample journals
Digital resources
Writing materials
Display boards

Journal creation Gallery walks Peer assessment Written exercises Observation

MONEY - SAVINGS AND BANKING

Listening and Speaking

Intensive Listening: Sound Discrimination

By the end of the lesson, the learner should be able to:

- Identify words with sounds /m/, /n/, and /ŋ/
- Pronounce words with target sounds correctly
- Construct sentences using theme vocabulary
- Appreciate correct pronunciation

The learner is guided to:
- Look at pictures showing banking activities
- Say words with sounds /m/, /n/, and /ŋ/
- Assess partners' pronunciation of words
- Say tongue twisters with target sounds
- Listen to stories and identify words with target sounds
- Find words with target sounds in word searches
- Create poems with target sounds

1. Why should we pronounce sounds and words correctly? 2. How can we improve our pronunciation?

Mentor English Learner's Book pg. 145
Picture cards
Word searches
Tongue twisters
Audio recordings

Pronunciation drills Oral presentations Word games Observation Peer assessment

Listening and Speaking

Intensive Listening: Dialogue

By the end of the lesson, the learner should be able to:

- Listen attentively to conversations
- Interpret speakers' feelings during conversations
- Respond appropriately to information
- Value attentive listening

The learner is guided to:
- Discuss the importance of attentive listening
- Role play conversations about banking
- Answer questions based on dialogues
- Identify similes used in conversations
- Write sentences using the similes
- Complete sentences orally using banking vocabulary
- Create poems on importance of saving money

1. Why should we listen attentively? 2. How can you tell that someone is attentive?

Mentor English Learner's Book pg. 147
Dialogue cards
Digital resources
Audio recordings
Role play props

Role play Oral questions Sentence completion Poem creation Observation

Listening and Speaking

Intensive Listening: Similes

By the end of the lesson, the learner should be able to:

- Identify similes in oral texts
- Use similes to enhance descriptions
- Express emotions appropriately during interactions
- Display varied emotions during presentations

The learner is guided to:
- Create short poems on saving money
- Use words with target sounds in the poems
- Recite poems to the class
- Identify similes in conversations
- Make sentences using similes
- Role play banking situations
- Use appropriate expressions during role play
- Give feedback on performances

1. How do similes make descriptions interesting? 2. Why do we use comparisons in speech?

Mentor English Learner's Book pg. 148
Poem templates
Simile cards
Digital resources
Role play props

Poem creation Oral presentations Role play Peer assessment Observation

Reading

Extensive Reading: Money Management

By the end of the lesson, the learner should be able to:

- Select suitable reading materials
- Read a variety of materials on money management
- Use fluency strategies to find information
- Judge appropriateness of reading materials

The learner is guided to:
- Read the passage "Saving Money" silently
- Answer comprehension questions
- Identify proverbs used in the passage
- Explain meanings of proverbs
- Find specific words and phrases in the passage
- Discuss the importance of saving money
- Create connections between text and personal experiences

1. Why do you read? 2. How do you obtain specific information from a text?

Mentor English Learner's Book pg. 148
Reading texts
Digital resources
Reference materials
Note-taking materials

Comprehension questions Word finding activities Discussions Written exercises Observation

Reading

Extensive Reading: Research Skills

By the end of the lesson, the learner should be able to:

- Select reading materials from various sources
- Read materials independently for information
- Promote extensive reading among peers
- Value reading for lifelong learning

The learner is guided to:
- Tell siblings about the importance of reading
- Encourage them to read various materials
- Read online and offline texts about banking
- Create reading clubs with peers
- Share information learned from reading
- Create posters promoting reading
- Visit libraries to access reading materials

1. What materials do you enjoy reading? 2. Why is it necessary to read many books?

Mentor English Learner's Book pg. 149
Various reading materials
Digital resources
Library access
Poster materials

Reading logs Information sharing Poster creation Peer assessment Observation

Grammar in Use

Prepositions: Place

By the end of the lesson, the learner should be able to:

- Identify prepositions of place in sentences
- Use prepositions of place appropriately
- Collaborate with others to judge accuracy

The learner is guided to:
- Look at pictures and answer questions about locations
- Read sentences with prepositions of place
- Discuss how prepositions of place are used
- Describe positions of things in class using prepositions
- Underline prepositions in sentences
- Fill in blanks with correct prepositions
- Make sentences using given prepositions

1. Which words show direction and time? 2. Why is it important to show time and direction?

Mentor English Learner's Book pg. 150
Picture cards
Charts with prepositions
Digital resources
Sample sentences

Gap filling exercises Sentence construction Identification activities Oral descriptions Written exercises

Grammar in Use

Prepositions: Place

By the end of the lesson, the learner should be able to:

- Identify prepositions of place in sentences
- Use prepositions of place appropriately
- Collaborate with others to judge accuracy

The learner is guided to:
- Look at pictures and answer questions about locations
- Read sentences with prepositions of place
- Discuss how prepositions of place are used
- Describe positions of things in class using prepositions
- Underline prepositions in sentences
- Fill in blanks with correct prepositions
- Make sentences using given prepositions

1. Which words show direction and time? 2. Why is it important to show time and direction?

Mentor English Learner's Book pg. 150
Picture cards
Charts with prepositions
Digital resources
Sample sentences

Gap filling exercises Sentence construction Identification activities Oral descriptions Written exercises

Grammar in Use

Prepositions: Time and Direction

By the end of the lesson, the learner should be able to:

- Identify prepositions of time and direction
- Use prepositions of time and direction correctly
- Value precise and accurate use of prepositions

The learner is guided to:
- Read sentences with prepositions of time and direction
- Discuss how these prepositions are used
- Use digital devices to find more prepositions
- Prepare charts showing prepositions
- Create word searches with prepositions
- Find prepositions in word searches
- Fill in blanks with correct prepositions
- Make sentences using given prepositions

1. How do we show when things happen? 2. How do we show the movement of things?

Mentor English Learner's Book pg. 152
Charts with prepositions
Digital resources
Word searches
Sample sentences

Chart creation Gap filling exercises Word games Sentence construction Written exercises

Writing

Spelling: Double Vowels and Consonants

By the end of the lesson, the learner should be able to:

- Identify words with double vowels and consonants
- Spell words with double vowels and consonants correctly
- Acknowledge the importance of correct spelling

The learner is guided to:
- Listen to words read by teacher and write them correctly
- Discuss ways to improve spelling skills
- Read words with double vowels and consonants
- Recite poems and identify words with double letters
- Use digital devices to find more examples
- Create charts with double vowel/consonant words
- Arrange letters to form correct words
- Play the telephone game with challenging words

1. Why should we write words correctly? 2. How can you improve your spelling?

Mentor English Learner's Book pg. 153
Word cards
Digital resources
Charts
Spelling games

Dictation Word arrangement Chart creation Spelling games Written exercises

Writing

Spelling: Homophones

By the end of the lesson, the learner should be able to:

- Identify words with same pronunciation but different spelling
- Use homophones correctly in sentences
- Recommend ways of enhancing spelling skills

The learner is guided to:
- Read pairs of words with same pronunciation
- Identify words with same pronunciation in sentences
- Use digital devices to find more homophones
- Write homophones on charts
- Choose correct homophones to complete sentences
- Play spelling games with siblings and friends
- Create sentences using homophones correctly
- Edit texts with incorrect homophone usage

1. Which words have the same pronunciation but different spelling? 2. How can you tell which homophone to use?

Mentor English Learner's Book pg. 155
Homophone cards
Digital resources
Charts
Spelling games

Word choice exercises Sentence construction Chart creation Spelling games Editing activities