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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
THE FARM: CASH CROPS
Listening and Speaking Listening and Speaking |
Pronunciation and Vocabulary: Sounds /k/ and /g/
Proverbs and Sayings |
By the end of the
lesson, the learner
should be able to:
- Identify words with sounds /k/ and /g/. - Pronounce words with sounds /k/ and /g/ correctly. - Value accurate pronunciation in communication. |
The learner is guided to:
- Say words containing the sounds /k/ and /g/. - Practice saying tongue twisters with these sounds. - Construct sentences using vocabulary related to cash crops. - Create tongue twisters with target sounds. |
Why should we pronounce words correctly?
How can correct pronunciation help in communication?
|
Mentor English Grade 5 pg. 80
Audio recordings Digital devices Flash cards Mentor English Grade 5 pg. 82 Story books Charts |
Oral reading
Pronunciation checks
Tongue twisters
Peer assessment
|
|
| 1 | 2 |
Reading
|
Fluency in Reading: Reading Pace
|
By the end of the
lesson, the learner
should be able to:
- Identify unfamiliar words for fluency improvement. - Read at an appropriate pace. - Value fluent reading in comprehension. |
The learner is guided to:
- Skim and scan paragraphs for information. - Set goals for reading speed. - Find words within stipulated time. - Read texts in unison (choral reading). |
What makes someone a good reader?
How long do you take to read a text?
|
Mentor English Grade 5 pg. 84
Reading texts Digital devices Word charts Timers |
Reading speed tests
Word finding activities
Choral reading
Self-assessment
|
|
| 1 | 3 |
Reading
|
Fluency in Reading: Expression
Fluency in Reading: Accuracy |
By the end of the
lesson, the learner
should be able to:
- Read with appropriate expression. - Interpret punctuation for expressive reading. - Show enthusiasm for reading aloud. |
The learner is guided to:
- Participate in reader's theatre. - Assign portions to each member. - Read assigned parts with peers. - Echo or imitate model intonation. |
What can you do to improve your reading speed?
How does expression improve understanding?
|
Mentor English Grade 5 pg. 85
Scripts Reader's theatre texts Digital devices Mentor English Grade 5 pg. 86 Reading texts Digital devices Timers |
Oral reading
Reader's theatre
Expression assessment
Peer feedback
|
|
| 1 | 4 |
Grammar in Use
|
Sentences: Double Imperatives
|
By the end of the
lesson, the learner
should be able to:
- Identify double imperatives in sentences. - Use double imperatives correctly. - Value clear instructions in communication. |
The learner is guided to:
- Fill gaps in sentences using double imperatives. - Practice giving instructions using double imperatives. - Role play giving and receiving instructions. - Create classroom rules using double imperatives. |
What are some of your school rules?
How do you give clear instructions?
|
Mentor English Grade 5 pg. 87
Charts Digital devices Flash cards |
Gap filling exercises
Instruction giving
Role play
Written work
|
|
| 1 | 5 |
Grammar in Use
|
Sentences: Question Tags
Sentences: Question Tags Practice |
By the end of the
lesson, the learner
should be able to:
- Identify question tags in texts. - Use question tags correctly in sentences. - Show confidence in using question tags. |
The learner is guided to:
- Select question tags from stories/dialogues. - Match statements with correct question tags. - Use question tags in conversations. - Create charts showing question tag usage. |
Why do we ask questions?
How can we confirm information politely?
|
Mentor English Grade 5 pg. 88
Charts Digital devices Flash cards Mentor English Grade 5 pg. 89 Video clips Charts |
Gap filling exercises
Matching tasks
Conversation practice
Written work
|
|
| 2 | 1 |
Writing
|
Creative Writing: Similes
|
By the end of the
lesson, the learner
should be able to:
- Identify similes in various texts. - Use similes correctly in writing. - Value the creative power of similes. |
The learner is guided to:
- Read narratives with similes. - List similes from texts collaboratively. - Create posters with common similes. - Compose sentences using similes. |
How do we make our compositions interesting?
Which similes do you know?
|
Mentor English Grade 5 pg. 90
Sample compositions Digital devices Charts |
Simile identification
Sentence construction
Creative writing
Peer assessment
|
|
| 2 | 2 |
Writing
|
Creative Writing: Proverbs
|
By the end of the
lesson, the learner
should be able to:
- Identify proverbs in various texts. - Use proverbs effectively in writing. - Appreciate the cultural significance of proverbs. |
The learner is guided to:
- Create a clear storyline using proverbs. - Engage in dialogue to advance plot. - Create charts with proverbs. - Compose short texts featuring proverbs. |
How can proverbs enhance our writing?
Which proverbs relate to working together?
|
Mentor English Grade 5 pg. 91
Story books Digital devices Charts |
Proverb usage
Story construction
Creative writing
Group presentations
|
|
| 2 | 3 |
Writing
|
Creative Writing: Narrative Compositions
|
By the end of the
lesson, the learner
should be able to:
- Write coherent narratives with similes and proverbs. - Edit and improve compositions. - Take pride in creative writing achievement. |
The learner is guided to:
- Write creative compositions featuring similes and proverbs. - Proofread each other's work. - Display their work in class. - Provide constructive feedback on peers' writing. |
Why is editing important in writing?
How do similes and proverbs make stories more interesting?
|
Mentor English Grade 5 pg. 92
Composition books Digital devices Dictionaries |
Composition writing
Proofreading
Gallery walks
Peer assessment
|
|
| 2 | 4 |
HEALTH - COMMUNICABLE DISEASES
Listening and Speaking |
Speaking Fluency: Narrative
|
By the end of the
lesson, the learner
should be able to:
- Identify words with sound /h/ from an oral text - Construct sentences orally using words related to the theme - Speak accurately, at the right speed with expression - Display appropriate emotions during oral presentations |
The learner is guided to:
- Listen to a poem/narrative and identify words with /h/ sound - Retell narratives in own words collaboratively - Listen to audio recordings of narratives - Practice delivering news highlights - Respond to oral questions confidently - Make one-minute speeches on communicable diseases |
1. Why is it important to speak accurately and express the right feelings?
2. How can you listen more attentively?
|
Mentor English Learner's Book pg. 93
Audio recordings Digital devices Charts Pictures |
Oral presentations
Observation
Dictation
Peer assessment
Checklists
|
|
| 2 | 5 |
Listening and Speaking
|
Speaking Fluency: Speech
Speaking Fluency: Public Speaking |
By the end of the
lesson, the learner
should be able to:
- Pronounce words with selected sounds accurately - Speak accurately, without hesitation with proper expression - Use vocabulary related to the theme correctly - Challenge others to speak accurately |
The learner is guided to:
- Listen to a recorded speech on COVID-19 - Read the speech in turns with a partner - Time themselves during reading - Write and present a short speech on communicable diseases - Use a checklist to assess peers' performance - Recite poems on communicable diseases |
1. Which words do you use to talk about diseases?
2. Why should we speak at the right speed?
|
Mentor English Learner's Book pg. 95
Assessment checklists Digital devices Recorded speeches Mentor English Learner's Book pg. 96 Video clips Digital recorders Reference materials |
Peer assessment
Observation
Oral presentations
Checklists
Recordings
|
|
| 3 | 1 |
Reading
|
Descriptive Texts: Hospital Visit
|
By the end of the
lesson, the learner
should be able to:
- Identify characters, places and events in the story - Visualize events, characters and descriptions in texts - Answer factual and inferential questions correctly - Relate events in the story to real life experiences |
The learner is guided to:
- Predict what will happen in the story using title and pictures - Read the passage "A Visit to Dr. Zebra's Hospital" - Answer comprehension questions based on the text - Role play the story in groups - Make connections between events in the text and their experiences - Draw pictures representing events in the story |
1. How do you get information from a text?
2. How do we tell the meaning of unknown words in a story?
|
Mentor English Learner's Book pg. 97
Story books Charts Digital devices Drawing materials |
Written questions
Oral questions
Retelling
Role play
Observation
|
|
| 3 | 2 |
Reading
|
Descriptive Texts: Communicable Diseases
Descriptive Texts: Interpreting Information |
By the end of the
lesson, the learner
should be able to:
- Identify the main idea in each paragraph - Summarize the main points in a text - Create mental images from text descriptions - Recommend appropriate reading techniques to peers |
The learner is guided to:
- Read a passage on communicable diseases - Answer factual and inferential questions - Identify examples of communicable diseases from the text - Retell the narrative in pairs - Identify and talk about the main idea in each paragraph - Write a summary on prevention of communicable diseases |
1. What are communicable diseases?
2. How can we prevent communicable diseases?
|
Mentor English Learner's Book pg. 98
Reference books Health posters Digital resources Mentor English Learner's Book pg. 99 Health brochures Digital resources Posters Reference materials |
Written questions
Oral presentations
Summarizing
Peer assessment
Observation
|
|
| 3 | 3 |
Grammar in Use
|
Adverbs: Adverbs of Manner
|
By the end of the
lesson, the learner
should be able to:
- Identify adverbs of manner in a text - Use adverbs of manner correctly in sentences - Judge the appropriateness of adverbs in oral and written texts |
The learner is guided to:
- Answer questions requiring adverbs of manner - Look at pictures showing how actions are performed - Use adverbs of manner to make sentences - Complete sentences with appropriate adverbs of manner - Construct sentences using given adverbs of manner - Recite poems containing adverbs |
1. How do we describe when, how, where and how many times an action takes place?
2. How do we describe the way things are done?
|
Mentor English Learner's Book pg. 100
Charts with adverbs Pictures Digital resources |
Written exercises
Oral questions
Sentence construction
Gap filling exercises
Peer assessment
|
|
| 3 | 4 |
Grammar in Use
|
Adverbs: Adverbs of Time, Place and Frequency
Modals: Use of could, would and how many |
By the end of the
lesson, the learner
should be able to:
- Identify adverbs of time, place and frequency in texts - Use adverbs of time, place and frequency correctly - Collaborate with others to determine correctness of adverbs |
The learner is guided to:
- Give examples of adverbs of time, place and frequency - Make sentences using these adverbs - Complete sentences using appropriate adverbs - Identify adverbs from given texts - Ask and answer questions using different types of adverbs - Create crossword puzzles using adverbs |
1. Which words show when an action happens?
2. Which words show where an action takes place?
3. Which words show how often something happens?
|
Mentor English Learner's Book pg. 102
Charts with adverbs Stories Crossword puzzles Digital resources Mentor English Learner's Book pg. 103 Conversation cards Substitution tables Digital resources Charts |
Gap filling exercises
Sentence construction
Crossword puzzles
Written exercises
Oral questions
|
|
| 3 | 5 |
Writing
|
Punctuation Marks: Exclamation Mark
|
By the end of the
lesson, the learner
should be able to:
- Identify exclamation marks in sentences - Punctuate sentences correctly using exclamation marks - Acknowledge the importance of proper punctuation |
The learner is guided to:
- Discuss how to show strong feelings in writing - Read sentences with exclamation marks - Construct sentences using exclamation marks - Punctuate given sentences correctly - Share sentences with the class - Identify emotions expressed in exclamatory sentences |
1. Why do we use punctuation marks?
2. When do we use exclamation marks?
|
Mentor English Learner's Book pg. 105
Charts with punctuation marks Sample sentences Digital resources |
Written exercises
Gap filling exercises
Sentence construction
Peer assessment
Observation
|
|
| 4 | 1 |
Writing
|
Punctuation Marks: Apostrophe
|
By the end of the
lesson, the learner
should be able to:
- Identify apostrophes in sentences - Use apostrophes correctly to show possession and contraction - Collaborate with others to punctuate documents correctly |
The learner is guided to:
- Read sentences with apostrophes to show possession - Construct sentences showing possession - Rewrite sentences using apostrophes - Read sentences with apostrophes showing contraction - Watch videos on correct use of apostrophes - Create charts with sentences using apostrophes - Identify apostrophes in given texts |
1. How do we show that something belongs to someone?
2. How do we shorten words in writing?
|
Mentor English Learner's Book pg. 107
Charts with apostrophe uses Sample texts Digital resources Video clips |
Written exercises
Gap filling exercises
Sentence construction
Peer assessment
Observation
|
|
| 4 | 2 |
Listening and Speaking
|
Interactive Listening: Sound Discrimination
|
By the end of the
lesson, the learner
should be able to:
- Identify words with sounds /s/ and /z/ - Use words with the selected sounds in sentences - Pronounce sounds correctly for accuracy in speech - Appreciate correct pronunciation in communication |
The learner is guided to:
- Look at pictures of leisure activities and discuss them - Say minimal pairs with /s/ and /z/ sounds - Use words with these sounds to make sentences - Listen to a story and identify words with target sounds - Make tongue twisters with /s/ and /z/ sounds - Play word games involving the target sounds |
1. Why should we pronounce sounds and words correctly?
2. How can we improve our pronunciation?
|
Mentor English Learner's Book pg. 109
Picture cards Audio recordings Digital devices Word games |
Oral presentations
Pronunciation drills
Observation
Dictation
Word games
|
|
| 4 | 3 |
LEISURE TIME ACTIVITIES
Listening and Speaking |
Interactive Listening: Choral Verse
|
By the end of the
lesson, the learner
should be able to:
- Identify different moods in a choral verse - Interrupt politely during a conversation - Take turns during conversation - Challenge others to listen interactively |
The learner is guided to:
- Recite a choral verse in groups - Discuss the message in each stanza - Talk about the feelings expressed in the verse - Practice interrupting politely in conversations - Listen to audio recordings of conversations - Identify words/phrases used for polite interruption - Role play conversations about leisure activities |
1. Why should you interrupt others politely?
2. How do you show different moods when listening to someone?
|
Mentor English Learner's Book pg. 112
Choral verses Audio recordings Digital devices Charts |
Choral verse recitation
Role play
Observation
Peer assessment
Group performances
|
|
| 4 | 4 |
Listening and Speaking
Reading |
Interactive Listening: Conversational Narrative
Factual Texts: Main Ideas |
By the end of the
lesson, the learner
should be able to:
- Use words and non-verbal cues to express different moods - Interrupt politely during conversations - Express ideas clearly in conversations - Display emotions appropriately during interactions |
The learner is guided to:
- Discuss techniques for making people interested in conversation - Role play as news anchors in pairs - Practice turn-taking in conversations - Use appropriate phrases for interrupting - Discuss the importance of leisure activities - Listen attentively during group discussions - Give feedback on conversational skills |
1. Which words or phrases do you use to join an ongoing conversation?
2. How do you make conversations interesting?
|
Mentor English Learner's Book pg. 114
Dialogue cards Video clips Digital devices Charts Mentor English Learner's Book pg. 115 Factual texts Digital resources Note-taking materials |
Role play
Observation
Peer assessment
Conversation rubrics
Oral presentations
|
|
| 4 | 5 |
Reading
|
Factual Texts: Summary Writing
|
By the end of the
lesson, the learner
should be able to:
- Skim through text to obtain main ideas - Summarize main ideas from factual texts - Create mental images from descriptions - Encourage others to pay attention to detail |
The learner is guided to:
- Watch video clips on leisure activities - Share main points from the videos - Write poems on importance of leisure activities - Present poems to the class - Read factual texts on leisure activities - Summarize information from multiple sources - Create visual representations of leisure activities |
1. How do you identify the main idea in a text?
2. What makes a good summary?
|
Mentor English Learner's Book pg. 117
Video clips Factual texts Digital resources Presentation materials |
Summary writing
Oral presentations
Peer assessment
Written exercises
Observation
|
|
| 5 | 1 |
Grammar in Use
|
Conjunctions: And, Or, Also
Conjunctions: Because, For, Since |
By the end of the
lesson, the learner
should be able to:
- Identify conjunctions in texts - Use conjunctions correctly in communication - Judge the correctness of conjunctions in texts |
The learner is guided to:
- Read a dialogue and identify conjunctions - Discuss how conjunctions "and," "or," and "also" are used - Make sentences using these conjunctions - Share sentences with the class - Complete sentences with appropriate conjunctions - Construct sentences from a substitution table |
1. Why do we join words and sentences?
2. How do you join words or sentences?
|
Mentor English Learner's Book pg. 115
Charts with conjunctions Dialogue cards Digital resources Sentence strips Mentor English Learner's Book pg. 116 Sentence strips Sample texts |
Sentence construction
Gap filling exercises
Written exercises
Oral questions
Observation
|
|
| 5 | 2 |
Grammar in Use
|
Conjunctions: Yet, But
|
By the end of the
lesson, the learner
should be able to:
- Identify conjunctions "yet" and "but" in texts - Use "yet" and "but" correctly in sentences - Acknowledge the importance of conjunctions |
The learner is guided to:
- Read sentences with "yet" and "but" - Discuss how these conjunctions are used - Make sentences using these conjunctions - Complete passages with appropriate conjunctions - Create charts showing different conjunctions - Display charts and conduct gallery walks - Give feedback on displayed charts |
1. How do we show contrast in sentences?
2. When do we use "yet" and "but"?
|
Mentor English Learner's Book pg. 117
Charts with conjunctions Sample texts Digital resources Display materials |
Sentence construction
Gap filling exercises
Chart creation
Written exercises
Peer assessment
|
|
| 5 | 3 |
Writing
|
Descriptive Composition: Structure
|
By the end of the
lesson, the learner
should be able to:
- Identify the components of a descriptive composition - Describe people or things mentioned in a text - Create a descriptive composition related to leisure - Appreciate the importance of detailed descriptions |
The learner is guided to:
- Read a sample descriptive composition - Identify descriptions of people, places and things - Discuss the sample composition's structure - Talk about how they spent their leisure time - Make sentences to describe leisure activities - Organize sentences into paragraphs - Create outlines for descriptive compositions |
1. How do we describe things or events?
2. Why is it important to describe things or events clearly?
|
Mentor English Learner's Book pg. 118
Sample compositions Digital resources Pictures Writing materials |
Composition writing
Outlining
Oral descriptions
Peer assessment
Observation
|
|
| 5 | 4 |
Writing
|
Descriptive Composition: Writing Process
|
By the end of the
lesson, the learner
should be able to:
- Organize ideas logically in paragraphs - Write a descriptive composition on leisure activities - Collaborate with peers to critique compositions - Value creativity in writing |
The learner is guided to:
- Organize ideas for descriptive compositions - Create descriptive compositions individually - Proofread work to correct errors - Exchange compositions with peers - Give feedback using a checklist - Revise compositions based on feedback - Present final compositions to the class |
1. How can we make compositions interesting?
2. Why is proofreading important?
|
Mentor English Learner's Book pg. 119
Assessment checklists Writing materials Digital resources Sample compositions |
Composition writing
Peer assessment
Checklists
Proofreading
Oral presentations
|
|
| 5 | 5 |
Writing
|
Descriptive Composition: Editing and Publishing
|
By the end of the
lesson, the learner
should be able to:
- Edit a descriptive composition for accuracy - Publish a finalized descriptive composition - Recommend ways to improve descriptive writing - Display confidence in descriptive writing |
The learner is guided to:
- Read model descriptive compositions - Edit compositions for spelling and grammar errors - Format compositions with appropriate paragraphs - Add descriptive details to enhance compositions - Create final versions of compositions - Share compositions with wider audience - Reflect on the writing process |
1. How do we improve our writing?
2. Why is editing important in writing?
|
Mentor English Learner's Book pg. 120
Editing checklists Writing materials Digital resources Publishing platforms |
Edited compositions
Final compositions
Publishing projects
Self-assessment
Portfolio assessment
|
|
| 6 | 1 |
SPORTS - APPRECIATING TALENTS
Listening and Speaking Listening and Speaking |
Non-verbal Cues: Facial Expressions
Non-verbal Cues: Listening Fluency |
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 Mentor English Learner's Book pg. 123 Audio recordings Video clips Motivational quotes |
Pronunciation drills
Oral questions
Word games
Observation
Peer assessment
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
Reading
|
Reading with Technology: Digital Texts
Reading with Technology: Online Research |
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 Mentor English Learner's Book pg. 126 Internet access Printers Display materials |
Comprehension questions
Role play
Drawing activities
Storytelling
Observation
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
Grammar in Use
|
Interrogatives: How Much More and Else
Interrogatives: Conversation Practice |
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 Dialogue cards Survey templates Question banks |
Question formation
Gap filling exercises
Oral questioning
Written exercises
Peer assessment
|
|
| 7 | 1 |
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
|
|
| 7 | 2 |
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
|
|
| 7 | 3 |
ENVIRONMENTAL POLLUTION
Listening and Speaking Listening and Speaking |
Making a Speech: Sound Discrimination
Making a Speech: Structure |
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 Mentor English Learner's Book pg. 135 Sample speeches Digital recorders Audio recordings Assessment checklists |
Pronunciation drills
Oral presentations
Sentence construction
Observation
Peer assessment
|
|
| 7 | 4 |
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
|
|
| 7 | 5 |
Reading
|
Poems, Songs and Tongue Twisters: Poetry
Poems, Songs and Tongue Twisters: Stories |
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 Mentor English Learner's Book pg. 138 Story books Drawing materials Posters |
Poem recitation
Comprehension questions
Creative writing
Vocabulary development
Observation
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
Grammar in Use
|
Nouns (singular/plural only): Plural Form Only
Nouns (singular/plural only): Digital Resources |
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 Mentor English Learner's Book pg. 141 Digital devices Internet access Chart materials Video resources |
Sentence construction
Gap filling exercises
Written exercises
Oral questions
Observation
|
|
| 8 | 3 |
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
|
|
| 8 | 4 |
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
|
|
| 8 | 5 |
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
|
|
| 9 | 1 |
Listening and Speaking
|
Intensive Listening: Dialogue
Intensive Listening: Similes |
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 Mentor English Learner's Book pg. 148 Poem templates Simile cards |
Role play
Oral questions
Sentence completion
Poem creation
Observation
|
|
| 9 | 2 |
Reading
|
Extensive Reading: Money Management
Extensive Reading: Research Skills |
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 Mentor English Learner's Book pg. 149 Various reading materials Library access Poster materials |
Comprehension questions
Word finding activities
Discussions
Written exercises
Observation
|
|
| 9 | 3 |
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
|
|
| 9 | 4 |
Grammar in Use
Writing |
Prepositions: Time and Direction
Spelling: Double Vowels and Consonants |
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 Mentor English Learner's Book pg. 153 Word cards Charts Spelling games |
Chart creation
Gap filling exercises
Word games
Sentence construction
Written exercises
|
|
| 9 | 5 |
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
|
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