JOBS AND OCCUPATIONS

Listening and Speaking

Pronunciation and Vocabulary: Sounds /f/ and /v/

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

- Identify words with sounds /f/ and /v/.
- Pronounce words with sounds /f/ and /v/ correctly.
- Value accurate pronunciation in communication.

The learner is guided to:
- Say words containing the sounds /f/ and /v/.
- Say tongue twisters with these sounds.
- Construct sentences using the vocabulary learned.
- Record themselves pronouncing words.

Why should we pronounce words correctly? How can correct pronunciation help us communicate better?

Mentor English Grade 5 pg. 58
Audio recordings
Digital devices
Flash cards

Oral reading Pronunciation checks Tongue twisters Peer assessment

Listening and Speaking

Word Stress
Intonation

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

- Identify correct stress patterns in words.
- Pronounce words with correct stress.
- Appreciate the role of stress in meaning.

The learner is guided to:
- Practice saying words with correct stress.
- Identify stress difference in noun/verb pairs.
- Recite poems applying correct stress.
- Record and listen to their pronunciation.

Why do words have different meanings at times? How does stress change meaning?

Mentor English Grade 5 pg. 60
Audio-visual materials
Digital devices
Charts
Mentor English Grade 5 pg. 61
Telephone props

Word stress exercises Recitation Listening comprehension Recordings

Reading
Grammar in Use

Intensive Reading: Dialogues
Word Class: Quantifiers - Few/A Few, Little/A Little

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

- Identify key elements in dialogues.
- Make connections between dialogue content and real life.
- Value the messages conveyed in dialogues.

The learner is guided to:
- Read and role play dialogues about occupations.
- Make connections to people they know.
- Identify main ideas from dialogues.
- Answer questions based on dialogues.

How do dialogues help us understand conversations? Which jobs would you like to learn more about?

Mentor English Grade 5 pg. 62
Dialogue texts
Role play scripts
Digital devices
Mentor English Grade 5 pg. 65
Charts
Digital devices
Flash cards

Comprehension questions Role play Character analysis Oral presentations

Grammar in Use
Writing

Word Class: Quantifiers - A Lot of/Lots of, Each, All, Enough
Creative Writing: Interpreting Pictures

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

- Use various quantifiers appropriately.
- Distinguish between different quantifiers.
- Show confidence in using quantifiers correctly.

The learner is guided to:
- List quantifiers that can be used with both countable and uncountable nouns.
- Read sentences containing quantifiers.
- Fill in gaps using appropriate quantifiers.
- Create crossword puzzles with quantifiers.

Why is it important to tell the quantity of something? How do different quantifiers change meaning?

Mentor English Grade 5 pg. 66
Crossword puzzles
Digital devices
Charts
Mentor English Grade 5 pg. 69
Picture sequences
Sample compositions

Gap filling exercises Sentence construction Group work Written tests

Writing
Listening and Speaking

Creative Writing: Pictorial Composition
Pronunciation and Vocabulary: Sound /ə/ and Diphthongs /ɪə/ and /eɪ/

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

- Create compositions based on pictures.
- Edit and improve pictorial compositions.
- Show pride in creative writing achievement.

The learner is guided to:
- Write pictorial compositions of appropriate length.
- Proofread pictorial compositions.
- Display compositions in the classroom.
- Give and receive feedback on compositions.

What messages do pictures communicate? How can we integrate pictures into our writing?

Mentor English Grade 5 pg. 70
Pictures
Digital devices
Writing materials
Mentor English Grade 5 pg. 71
Audio recordings
Charts

Composition writing Proofreading Gallery walks Peer assessment

TECHNOLOGY - LEARNING THROUGH TECHNOLOGY

Listening and Speaking
Listening and Speaking

Interactive Listening: Turn Taking
Interactive Listening: Non-verbal Cues

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

- Take turns appropriately in conversations.
- Interrupt politely during discussions.
- Respect others' contributions in conversations.

The learner is guided to:
- Take turns during conversations.
- View videos of conversations with turn taking.
- Practice interrupting politely.
- Identify words/phrases used for polite interruption.

Why should you give others a chance to speak? How do we join ongoing conversations politely?

Mentor English Grade 5 pg. 72
Video clips
Digital devices
Role play scripts
Mentor English Grade 5 pg. 73
Audio-visual materials
Digital recording devices
Charts

Role play Conversation analysis Observation Peer assessment

Reading
Grammar in Use

Extensive Reading: Fiction Texts
Extensive Reading: Non-Fiction Texts
Tense: Future Time with 'Will'

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

- Select suitable fiction materials to read.
- Read fiction texts independently.
- Value the pleasure derived from reading.

The learner is guided to:
- Skim through materials to obtain main ideas.
- Preview texts to determine suitability.
- Select appropriate reading materials.
- Keep records of materials read.

What kind of information do you find in books? Why do you enjoy reading stories?

Mentor English Grade 5 pg. 73
Fiction books
Digital devices
Library resources
Mentor English Grade 5 pg. 74
Non-fiction books
Digital resources
Internet access
Mentor English Grade 5 pg. 75
Substitution tables
Charts

Reading logs Book talks Comprehension questions Journal entries

Grammar in Use
Writing

Tense: Future Time with 'Shall'
Mechanics of Writing: Use of the Comma

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

- Use 'shall' correctly to express future time.
- Distinguish between 'will' and 'shall'.
- Value correct grammar usage in communication.

The learner is guided to:
- Role play activities they plan to do in future.
- Watch videos featuring future time expressions.
- Create display charts with sentences using 'shall'.
- Fill in blanks with 'will' or 'shall' appropriately.

What will you do tomorrow? When do we use 'shall' instead of 'will'?

Mentor English Grade 5 pg. 76
Charts
Digital devices
Video clips
Mentor English Grade 5 pg. 77
Text samples
Charts

Gap filling exercises Sentence construction Role play Written work

Writing
Listening and Speaking

Mechanics of Writing: Double Quotation Marks
Pronunciation and Vocabulary: Sounds /k/ and /g/

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

- Identify double quotation marks in texts.
- Use quotation marks correctly in writing.
- Advocate for correct punctuation in writing.

The learner is guided to:
- Complete sentences using quotation marks.
- Find examples of quotation marks in various sources.
- Create charts with examples of quotation mark usage.
- Edit texts by adding quotation marks where needed.

Why do we punctuate sentences? When do we use quotation marks?

Mentor English Grade 5 pg. 78
Sample texts
Digital devices
Newspapers/magazines
Mentor English Grade 5 pg. 80
Audio recordings
Flash cards

Editing exercises Punctuation tasks Written work Peer assessment

THE FARM: CASH CROPS

Listening and Speaking
Reading

Proverbs and Sayings
Fluency in Reading: Reading Pace

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

- Identify proverbs and sayings in narratives.
- Use proverbs and sayings appropriately.
- Appreciate the wisdom in proverbs and sayings.

The learner is guided to:
- Listen to narratives and select proverbs/sayings.
- Match vocabulary with meanings.
- Create posters with common proverbs.
- Search for proverbs and sayings online.

Which proverbs and sayings do you know? Why are proverbs and sayings important in speech?

Mentor English Grade 5 pg. 82
Story books
Digital devices
Charts
Mentor English Grade 5 pg. 84
Reading texts
Word charts
Timers

Proverb identification Matching exercises Oral presentations Written work

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

Grammar in Use

Sentences: Double Imperatives
Sentences: Question Tags
Sentences: Question Tags Practice

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
Mentor English Grade 5 pg. 88
Mentor English Grade 5 pg. 89
Video clips
Charts

Gap filling exercises Instruction giving Role play Written work

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

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

Writing
Listening and Speaking

Creative Writing: Narrative Compositions
Speaking Fluency: Narrative

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
Mentor English Learner's Book pg. 93
Audio recordings
Charts
Pictures

Composition writing Proofreading Gallery walks Peer assessment

HEALTH - COMMUNICABLE DISEASES

Listening and Speaking
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

Reading

Descriptive Texts: Hospital Visit
Descriptive Texts: Communicable Diseases

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
Mentor English Learner's Book pg. 98
Reference books
Health posters
Digital resources

Written questions Oral questions Retelling Role play Observation

Reading
Grammar in Use
Grammar in Use

Descriptive Texts: Interpreting Information
Adverbs: Adverbs of Manner
Adverbs: Adverbs of Time, Place and Frequency

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

- Scan a text for specific details
- Infer meaning of words from context
- Respond to questions on factual texts accurately
- Judge the appropriateness of a reading text

The learner is guided to:
- Read health-related texts from various sources
- Discuss visual aids accompanying health texts
- Use context clues to determine meanings of new words
- Create posters with health information
- Identify and list key facts about communicable diseases
- Share information learned with peers

1. How do visuals help us understand a text? 2. Why should we read informational texts?

Mentor English Learner's Book pg. 99
Health brochures
Digital resources
Posters
Reference materials
Mentor English Learner's Book pg. 100
Charts with adverbs
Pictures
Digital resources
Mentor English Learner's Book pg. 102
Stories
Crossword puzzles

Written exercises Oral presentations Creating posters Group discussions Observation

Grammar in Use

Modals: Use of could, would and how many

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

- Identify sentences featuring the target patterns
- Use "how many...could/would" correctly in sentences
- Promote correct use of modals for clarity in communication

The learner is guided to:
- Role-play conversations using modals "would" and "could"
- Ask questions using "how many...could/would"
- Make sentences from a substitution table
- Complete sentences using the correct modals
- Create dialogues featuring the target patterns
- Complete a doctor-patient conversation using modals

1. How do we ask about quantity in a polite way? 2. When do we use "could" and "would" in questions?

Mentor English Learner's Book pg. 103
Conversation cards
Substitution tables
Digital resources
Charts

Role play Sentence construction Gap filling exercises Oral questions Dialogue writing

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

Writing
Listening and Speaking

Punctuation Marks: Apostrophe
Interactive Listening: Sound Discrimination

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
Mentor English Learner's Book pg. 109
Picture cards
Audio recordings
Digital devices
Word games

Written exercises Gap filling exercises Sentence construction Peer assessment Observation

LEISURE TIME ACTIVITIES

Listening and Speaking
Listening and Speaking

Interactive Listening: Choral Verse
Interactive Listening: Conversational Narrative

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
Mentor English Learner's Book pg. 114
Dialogue cards
Video clips

Choral verse recitation Role play Observation Peer assessment Group performances

Reading

Factual Texts: Main Ideas
Factual Texts: Summary Writing

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

- Relate ideas in text to their experiences
- Identify main ideas in paragraphs
- Scan a text for specific information
- Respond to factual and inferential questions correctly

The learner is guided to:
- Read the passage "Leisure Time Activities"
- Identify the main idea in each paragraph
- Answer factual and inferential questions
- Summarize main points from the text
- Discuss the importance of leisure activities
- Create connections between text content and personal experiences

1. Why do we read books? 2. Why should we make notes when reading?

Mentor English Learner's Book pg. 115
Factual texts
Digital resources
Note-taking materials
Charts
Mentor English Learner's Book pg. 117
Video clips
Presentation materials

Written questions Summarizing Main idea identification Oral questions Observation

Grammar in Use

Conjunctions: And, Or, Also
Conjunctions: Because, For, Since
Conjunctions: Yet, But

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
Mentor English Learner's Book pg. 117
Sample texts
Display materials

Sentence construction Gap filling exercises Written exercises Oral questions Observation

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

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

Writing
Listening and Speaking

Descriptive Composition: Editing and Publishing
Non-verbal Cues: Facial Expressions

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

Edited compositions Final compositions Publishing projects Self-assessment Portfolio assessment

SPORTS - APPRECIATING TALENTS

Listening and Speaking
Listening and Speaking

Non-verbal Cues: Listening Fluency
Non-verbal Cues: Gestures

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

Oral presentations Speech giving Retelling Observation Peer assessment

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

Grammar in Use

Interrogatives: WH-Questions
Interrogatives: How Much More and Else
Interrogatives: Conversation Practice

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
Mentor English Learner's Book pg. 129
Question cards
Charts
Sample texts
Dialogue cards
Survey templates
Question banks

Question formation Gap filling exercises Role play Oral questioning Written exercises

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
Listening and Speaking

Spelling: Homophones
Making a Speech: Sound Discrimination

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

Sentence construction Gap filling exercises Word games Written exercises Peer assessment

ENVIRONMENTAL POLLUTION

Listening and Speaking
Listening and Speaking

Making a Speech: Structure
Making a Speech: Delivery

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
Mentor English Learner's Book pg. 136
Assessment rubrics
Presentation space

Speech delivery Poem recitation Observation Peer assessment Audio recording

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

Grammar in Use

Nouns (singular/plural only): Singular Form Only
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 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
Mentor English Learner's Book pg. 140
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

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
Listening and Speaking

Appointment Diary and Journal: Journal
Intensive Listening: Sound Discrimination

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

Journal creation Gallery walks Peer assessment Written exercises Observation

MONEY - SAVINGS AND BANKING

Listening and Speaking
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

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

Grammar in Use
Writing
Writing

Prepositions: Place
Prepositions: Time and Direction
Spelling: Double Vowels and Consonants
Spelling: Homophones

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
Mentor English Learner's Book pg. 152
Word searches
Mentor English Learner's Book pg. 153
Word cards
Charts
Spelling games
Mentor English Learner's Book pg. 155
Homophone cards

Gap filling exercises Sentence construction Identification activities Oral descriptions Written exercises