THE FAMILY

Listening and Speaking

Pronunciation and Vocabulary: Listening Comprehension

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

- pronounce sounds and words correctly for effective oral communication
- use vocabulary in sentences for effective oral communication
- listen attentively to an oral text for comprehension
- play language games for listening comprehension

The learner is guided to:
- say tongue twisters with words containing the sounds /t/ /d/ /f/ /v/ and the digraph /tw/
- repeat saying minimal pairs with the sounds /t/ /d/ /f/ /v/ and the digraph /tw/ from the teacher or an audio recording
- match words that h and the digraph /tw/

Why should we pronounce sounds and words correctly?

- Mentor English Learner's Book pg. 1-4
- Audio recordings
- Digital devices
- 
- Flash cards
- Word wheels
- Charts
- Teacher's Guide

- Observation - Oral questions - Peer assessment - Language games - Dictation

Listening and Speaking

Pronunciation and Vocabulary: Listening Comprehension

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

- pronounce sounds and words correctly for effective oral communication
- use vocabulary in sentences for effective oral communication
- listen attentively to an oral text for comprehension
- play language games for listening comprehension

The learner is guided to:
- identify words with sounds /t/ /d/ /f/ /v/ and digraph /tw/ from an oral text
- use vocabulary related to the family theme to construct sentences orally

Why should we listen attentively to others when they speak?

- Mentor English Learner's Book pg. 4-5
- Audio recordings
- Digital devices
- Flash cards
- Word wheels
- Charts
- Teacher's Guide

- Oral presentations - Observation - Peer assessment - Language games - Audio recordings

Listening and Speaking

Pronunciation and Vocabulary: Listening Comprehension

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

- pronounce sounds and words correctly for effective oral communication
- use vocabulary in sentences for effective oral communication
- listen attentively to an oral text for comprehension
- play language games for listening comprehension

The learner is guided to:
- identify words with sounds /t/ /d/ /f/ /v/ and digraph /tw/ from an oral text
- use vocabulary related to the family theme to construct sentences orally

Why should we listen attentively to others when they speak?

- Mentor English Learner's Book pg. 4-5
- Audio recordings
- Digital devices
- Flash cards
- Word wheels
- Charts
- Teacher's Guide

- Oral presentations - Observation - Peer assessment - Language games - Audio recordings

Reading

Extensive Reading: Reference Materials

By the end of the lesson, the learner should be able to:
strand
- identify the spelling and meaning of words from the dictionary for understanding
- read the junior encyclopaedia to obtain information for lifelong learning
- promote the use of reference materials to obtain information

The learner is guided to:
- arrange words alphabetically or according to related areas
- discuss with peers how words are organised in a dictionary
-

Why is it important to spell words correctly?

- Mentor English Learner's Book pg. 5-7
- Dictionaries
- Junior encyclopaedia
- Digital devices
- Reference materials
- Grade appropriate texts
- Teacher's Guide

- Observation - Oral questions - Written exercises - Dictionary usage assessment - Group work assessment

Reading

Extensive Reading: Reference Materials

By the end of the lesson, the learner should be able to:
strand
- identify the spelling and meaning of words from the dictionary for understanding
- read the junior encyclopaedia to obtain information for lifelong learning
- promote the use of reference materials to obtain information

The learner is guided to:
- read stories about families and identify new vocabulary
-

How does a dictionary help us to learn?

- Mentor English Learner's Book pg. 7-8
- Dictionaries
- Junior encyclopaedia
- Digital devices
- Reference materials
- Grade appropriate texts
- Teacher's Guide

- Written exercises - Presentations - Vocabulary charts - Peer assessment - Observation

Grammar in Use

Determiners: Articles

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

- identify definite and indefinite articles in a written text for effective communication
- use definite and indefinite articles in sentences for effective communication
- realise the use of articles in oral and written contexts for self-expression

The learner is guided to:
- read aloud the articles a, an and the with peers
- identify definite and indefinite articles (a, an, and the) from a paragraph
- match definite and indefinite articles with a list of nouns collaboratively
- complete blanks in sentences using correct articles
- construct sentences using definite and indefinite articles with peers
t

How are articles used with nouns?

- Mentor English Learner's Book pg. 8-10
- Digital devices
- Newspapers and magazines
- Charts
- Flash cards
- Videos
- Teacher's Guide

- Written exercises - Observation - Oral questions - Peer assessment - Digital tasks assessment

Grammar in Use

Determiners: Articles

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

- identify definite and indefinite articles in a written text for effective communication
- use definite and indefinite articles in sentences for effective communication
- realise the use of articles in oral and written contexts for self-expression

The learner is guided to:
- read aloud the articles a, an and the with peers
- identify definite and indefinite articles (a, an, and the) from a paragraph
- match definite and indefinite articles with a list of nouns collaboratively
- complete blanks in sentences using correct articles
- construct sentences using definite and indefinite articles with peers
t

How are articles used with nouns?

- Mentor English Learner's Book pg. 8-10
- Digital devices
- Newspapers and magazines
- Charts
- Flash cards
- Videos
- Teacher's Guide

- Written exercises - Observation - Oral questions - Peer assessment - Digital tasks assessment

Grammar in Use

Determiners: Articles

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

- identify definite and indefinite articles in a written text for effective communication
- use definite and indefinite articles in sentences for effective communication
- realise the use of articles in oral and written contexts for self-expression

The learner is guided to:
- create tables showing when to use 'a', 'an', and 'the'
- practice using articles in sentences about family members

When do we use 'a', 'an', and 'the'?

- Mentor English Learner's Book pg. 10-12
- Digital devices
- Charts
- Flash cards
- Worksheets
- Teacher's Guide

- Written exercises - Digital games scores - Peer assessment - Editing tasks - Short texts creation

Writing

Functional Writing: Filling Forms

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

- identify the required information to be filled in forms for different purposes
- fill information in forms correctly for self-expression
- realise the importance of filling forms correctly for effective communication

Learner is guided to:
- fill forms provided by the teacher with specific details such as: Personal details (Name, Grade, Date of Birth) School Details (Name, Address, Name of Class Teacher, Name of Head teacher)
- read instructions on filling in form collaboratively

Why should one be careful when filling in forms?

- Mentor English Learner's Book pg. 12-14
- Sample forms
- Digital devices
- Printing materials
- Worksheets
- Teacher's Guide

- Observation - Completed forms - Peer assessment - Digital tasks - Form creation assessment

Writing

Functional Writing: Filling Forms

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

- identify the required information to be filled in forms for different purposes
- fill information in forms correctly for self-expression
- realise the importance of filling forms correctly for effective communication

Learner is guided to:
- fill forms provided by the teacher with specific details such as: Personal details (Name, Grade, Date of Birth) School Details (Name, Address, Name of Class Teacher, Name of Head teacher)
- read instructions on filling in form collaboratively

Why should one be careful when filling in forms?

- Mentor English Learner's Book pg. 12-14
- Sample forms
- Digital devices
- Printing materials
- Worksheets
- Teacher's Guide

- Observation - Completed forms - Peer assessment - Digital tasks - Form creation assessment

Writing

Functional Writing: Filling Forms

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

- identify the required information to be filled in forms for different purposes
- fill information in forms correctly for self-expression
- realise the importance of filling forms correctly for effective communication

Learner is guided to:
- examine different types of forms (school admission, library membership, club registration)
- identify and discuss the common elements in various forms

What information do we fill in forms?

- Mentor English Learner's Book pg. 14-15
- Sample forms

- Teacher's Guide

- Completed forms assessment - Accuracy checks - Peer assessment - Form creation evaluation - Observation

FAMILY CELEBRATIONS

Listening and Speaking

Pronunciation and Vocabulary

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

- discriminate sounds and words in a language sample for listening comprehension
- pronounce words containing sounds related to the theme accurately for effective communication
- appreciate the importance of accurate pronunciation for effective communication

The learner is guided to:
- listen to a variety of audio materials and identify sounds (/ɜː/ /ɑː/ /ɔɪ/ /aɪ/ /l/ /r/), words and expressions related to the theme
- listen to passages or dialogue read by the teacher and identify the sounds /ɜː/ /ɑː/ /ɔɪ/ /aɪ/ /l/ /r/
-

Why should you pronounce sounds and words correctly?

- Mentor English Learner's Book pg. 16-18
- Audio recordings
- Digital devices
- Word wheels
- Flash cards
- Charts
- Videos
- Teacher's Guide

- Observation - Oral questions - Peer assessment - Role play assessment - Video recordings

Listening and Speaking

Pronunciation and Vocabulary

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

- discriminate sounds and words in a language sample for listening comprehension
- pronounce words containing sounds related to the theme accurately for effective communication
- appreciate the importance of accurate pronunciation for effective communication

The learner is guided to:
- identify target sounds in words related to family celebrations
- practice pronouncing minimal pairs with target sounds (e.g., road/load, right/light)

Which words are used as subjects in a sentence?

- Mentor English Learner's Book pg. 18-20
- Audio recordings
- Digital devices
- Word wheels
- Flash cards
- Charts
- Poems
- Teacher's Guide

- Observation - Oral presentations - Peer assessment - Recordings evaluation - Performance assessment

Listening and Speaking

Pronunciation and Vocabulary

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

- discriminate sounds and words in a language sample for listening comprehension
- pronounce words containing sounds related to the theme accurately for effective communication
- appreciate the importance of accurate pronunciation for effective communication

The learner is guided to:
- identify target sounds in words related to family celebrations
- practice pronouncing minimal pairs with target sounds (e.g., road/load, right/light)

Which words are used as subjects in a sentence?

- Mentor English Learner's Book pg. 18-20
- Audio recordings
- Digital devices
- Word wheels
- Flash cards
- Charts
- Poems
- Teacher's Guide

- Observation - Oral presentations - Peer assessment - Recordings evaluation - Performance assessment

Reading

Intensive Reading: Poems and Stories

By the end of the lesson, the learner should be able to:
strand
- read poems or stories related to the theme for comprehension
- apply appropriate reading techniques to answer direct and indirect questions based on a poem or story for self-expression
- realise the importance of reading comprehension for lifelong learning

The learner is guided to:
- talk about pictures and the title of a poem and story (featuring similes and sayings) together
- read a poem or story (featuring similes and sayings) in print and non-print texts related to the theme for comprehension

Why should we read the title and pictures in a story?

- Mentor English Learner's Book pg. 20-22
- Story books
- Poetry books
- Digital devices
- Flash cards
- Charts
- Videos
- Teacher's Guide

- Observation - Oral questions - Written questions - Recitation assessment - Role play evaluation

Reading

Intensive Reading: Poems and Stories

By the end of the lesson, the learner should be able to:
strand
- read poems or stories related to the theme for comprehension
- apply appropriate reading techniques to answer direct and indirect questions based on a poem or story for self-expression
- realise the importance of reading comprehension for lifelong learning

The learner is guided to:
- read stories and poems about family celebrations and identify key events
- identify similes and sayings in the text and discuss their meaning

What is your favourite poem or story?

- Mentor English Learner's Book pg. 22-24
- Story books
- Poetry books
- Digital devices
- Flash cards
- Charts
- Reading logs
- Teacher's Guide

- Comprehension questions - Reading logs review - Readers' theater performance - Peer assessment - Observation

Reading

Intensive Reading: Poems and Stories

By the end of the lesson, the learner should be able to:
strand
- read poems or stories related to the theme for comprehension
- apply appropriate reading techniques to answer direct and indirect questions based on a poem or story for self-expression
- realise the importance of reading comprehension for lifelong learning

The learner is guided to:
- read stories and poems about family celebrations and identify key events
- identify similes and sayings in the text and discuss their meaning

What is your favourite poem or story?

- Mentor English Learner's Book pg. 22-24
- Story books
- Poetry books
- Digital devices
- Flash cards
- Charts
- Reading logs
- Teacher's Guide

- Comprehension questions - Reading logs review - Readers' theater performance - Peer assessment - Observation

Grammar in Use

Word Classes: Regular and Irregular Nouns

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

- identify plurals of regular and irregular nouns for effective communication
- use plurals of regular and irregular nouns in spoken and written language for communication clarity
- promote the use of regular and irregular nouns in communication

The learner is guided to:
- give examples of regular and irregular nouns
- discuss the difference between regular and irregular noun as they work together
- pick out and write plurals of regular and irregular nouns from audio recording
- construct sentences using regular and irregular nouns in their plural forms

How do you show the number of things you have?

- Mentor English Learner's Book pg. 24-26
- Digital devices
- Charts
- Audio recordings
- Word puzzles
- Flash cards
- Teacher's Guide

- Written exercises - Oral presentations - Word puzzles completion - Peer assessment - Observation

Grammar in Use

Word Classes: Regular and Irregular Nouns

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

- identify plurals of regular and irregular nouns for effective communication
- use plurals of regular and irregular nouns in spoken and written language for communication clarity
- promote the use of regular and irregular nouns in communication

The learner is guided to:
- categorize nouns related to celebrations as either regular or irregular
- create plural forms of regular and irregular nouns related to celebrations

Which things do we have in our classroom?

- Mentor English Learner's Book pg. 26-28
- Digital devices
- Charts
- Worksheets
- Word games
- Flash cards
- Teacher's Guide

- Written exercises - Game performance - Worksheet completion - Sentence construction assessment - Observation

Writing

Creative Writing: Open-ended Compositions

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

- express ideas on a given topic relevantly for effective communication
- write an open ended composition creatively for self-expression
- realise the importance of creativity in writing for effective communication

Learner is guided to:

Why is it necessary to express thoughts and feelings clearly?

- Mentor English Learner's Book pg. 28-30
- Digital devices
- Sample compositions
- Charts
- Notebooks
- Teacher's Guide

- Written compositions - Peer assessment - Proofreading skills - Presentation of stories - Observation

Writing

Creative Writing: Open-ended Compositions

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

- express ideas on a given topic relevantly for effective communication
- write an open ended composition creatively for self-expression
- realise the importance of creativity in writing for effective communication

Learner is guided to:
- brainstorm ideas for a composition about a family celebration
- organize ideas into a logical sequence of events
- draft a composition about a family celebration using appropriate vocabulary

How can you make your story interesting?

- Mentor English Learner's Book pg. 30-31
- Digital devices
- Sample compositions
- Writing prompts
- Notebooks
- Teacher's Guide

- Composition assessment - Editing skills - Use of creative elements - Peer feedback - Final product evaluation

Writing

Creative Writing: Open-ended Compositions

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

- express ideas on a given topic relevantly for effective communication
- write an open ended composition creatively for self-expression
- realise the importance of creativity in writing for effective communication

Learner is guided to:
- brainstorm ideas for a composition about a family celebration
- organize ideas into a logical sequence of events
- draft a composition about a family celebration using appropriate vocabulary

How can you make your story interesting?

- Mentor English Learner's Book pg. 30-31
- Digital devices
- Sample compositions
- Writing prompts
- Notebooks
- Teacher's Guide

- Composition assessment - Editing skills - Use of creative elements - Peer feedback - Final product evaluation

ETIQUETTE

Listening and Speaking

Pronunciation and Vocabulary: Polite Words and Phrases

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

- identify polite words and phrases in a conversation for communication
- pronounce words and phrases containing sounds related to etiquette accurately for effective communication

- promote the use of using polite words and phrases in different contexts

The learner is guided to:
- use tongue twisters to practise the sounds /e/, /eɪ/, /p/ and /b/
- identify words and phrases containing the sounds /e/, /ei/, /p/ and /b/
- listen to correct pronunciation of words and phrases related to etiquette and containing the sounds /e/, /eɪ/, /p/ and /b/ from a digital device

Why is it embarrassing to say some words in public?

- Mentor English Learner's Book pg. 31-33
- Audio recordings
- Digital devices
- Word puzzles
- Flash cards
- Charts
- Poems
- Teacher's Guide

- Observation - Oral questions - Dictation - Word puzzle completion - Recitation assessment

Listening and Speaking

Pronunciation and Vocabulary: Polite Words and Phrases

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

- identify polite words and phrases in a conversation for communication
 communication
- use appropriate words and phrases to show politeness in different contexts
- promote the use of using polite words and phrases in different contexts

The learner is guided to:
- identify and list polite words and phrases used in different situations
- role-play scenarios requiring the use of polite language
- listen to dialogues or stories featuring polite expressions
- practice saying polite expressions with the correct pronunciation
- create posters highlighting polite words and phrases

Why should we use polite language?

- Mentor English Learner's Book pg. 33-35
- Audio recordings
- Digital devices
- Word puzzles
- Flash cards
- Charts
- Role-play scenarios
- Teacher's Guide

- Role-play assessment - Oral presentations - Poster creation - Dialogue recordings - Observation

Listening and Speaking

Pronunciation and Vocabulary: Polite Words and Phrases

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

- identify polite words and phrases in a conversation for communication
 communication
- use appropriate words and phrases to show politeness in different contexts
- promote the use of using polite words and phrases in different contexts

The learner is guided to:
- identify and list polite words and phrases used in different situations
- role-play scenarios requiring the use of polite language
- listen to dialogues or stories featuring polite expressions
- practice saying polite expressions with the correct pronunciation
- create posters highlighting polite words and phrases

Why should we use polite language?

- Mentor English Learner's Book pg. 33-35
- Audio recordings
- Digital devices
- Word puzzles
- Flash cards
- Charts
- Role-play scenarios
- Teacher's Guide

- Role-play assessment - Oral presentations - Poster creation - Dialogue recordings - Observation

Reading

Intensive Reading: Skimming and Scanning

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

- read a text of about 300 words for comprehension
- apply appropriate reading skills when reading a text of about a 300 words to obtain both factual and inferential information
- recommend intensive reading in their day-to-day life

The learner is guided to:
- read a variety of print and non-print texts of about 300 words for comprehension
- identify events in a story or a passage of about 300 words with logical and fluent flow
- answer factual and inferential questions from a text of about 300 words
 based on the theme

Why do we read?

- Mentor English Learner's Book pg. 35-38
- Story books
- Digital texts
- Comics
- Magazines
- Newspapers
- Age-appropriate readers
- Teacher's Guide

- Comprehension questions - Reading skills assessment - Vocabulary identification - Role-play performance - Observation

Reading

Intensive Reading: Skimming and Scanning

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

- read a text of about 300 words for comprehension
- apply appropriate reading skills when reading a text of about a 300 words to obtain both factual and inferential information
- recommend intensive reading in their day-to-day life

The learner is guided to:
- practice skimming techniques to quickly identify main ideas in texts
- apply scanning techniques to locate specific information in texts
- time themselves as they practice these techniques
- read texts about etiquette and identify key points

How can we read faster?

- Mentor English Learner's Book pg. 38-38
- Story books
- Digital texts
- Timed reading exercises

- Age-appropriate readers
- Teacher's Guide

- Timed reading assessment - Information location tasks - Checklist completion - Question answering accuracy - Peer assessment

Reading

Intensive Reading: Skimming and Scanning

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

- read a text of about 300 words for comprehension
- apply appropriate reading skills when reading a text of about a 300 words to obtain both factual and inferential information
- recommend intensive reading in their day-to-day life

The learner is guided to:
- practice skimming techniques to quickly identify main ideas in texts
- apply scanning techniques to locate specific information in texts
- time themselves as they practice these techniques
- read texts about etiquette and identify key points

How can we read faster?

- Mentor English Learner's Book pg. 38-38
- Story books
- Digital texts
- Timed reading exercises

- Age-appropriate readers
- Teacher's Guide

- Timed reading assessment - Information location tasks - Checklist completion - Question answering accuracy - Peer assessment

Grammar in Use

Language Pattern: Enough + Nominal + Infinitive/A lot/a lot of

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

- use a language pattern in sentences correctly for fluency in speech
- respond to questions on the language patterns in written communication
- adopt the use of language structures for effective communication

The learner is guided to:
- recite a poem with the pattern enough + nominal + infinitive and a lot/a lot of… related to the theme with peers
- identify lines from the poem that have the language patterns enough + nominal + infinitive and a lot/a lot of…

Why should we use correct sentences in our speech or writing?

- Mentor English Learner's Book pg. 38-40
- Poems

- Worksheets
- Flash cards

- Teacher's Guide

- Written exercises - Sentence construction - Poem recitation - Pattern identification - Observation

Grammar in Use

Language Pattern: Enough + Nominal + Infinitive/A lot/a lot of

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

- use a language pattern in sentences correctly for fluency in speech
- respond to questions on the language patterns in written communication
- adopt the use of language structures for effective communication

The learner is guided to:
- identify examples of the language patterns in different texts
- play language games requiring the use of these patterns
- create dialogues incorporating the language patterns
- edit sentences to include the correct form of the patterns

How can we write sentences correctly?

- Mentor English Learner's Book pg. 40-41
- Language games
- Dialog templates
- Worksheets
- Chart paper
- Digital devices
- Teacher's Guide

- Game performance - Dialogue creation - Chart assessment - Worksheet completion - Pair work evaluation

Writing

Handwriting: Legibility and Neatness

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

- write legibly and neatly in print script for clarity of communication
- apply accurate and consistent spelling in print script for writing fluency
- adopt the use of accurate and consistent spelling in a variety of print scripts for effective communication

The learner is guided to:
- use appropriate writing instruments (pencil first and then a pen)
- print lower and upper case letters neatly and legibly
- pay attention to consistent letter size and height, direction of strokes such as dots, tails, crossbars, curves and differences in letter orientation like 'd and 'b

How does being unable to read other people's work make you feel?

- Mentor English Learner's Book pg. 41-42
- Writing instruments
- Handwriting practice sheets
- Digital devices
- Dictionaries
- Word lists
- Teacher's Guide

- Handwriting samples - Legibility assessment - Spelling accuracy - Peer assessment - Observation

Writing

Handwriting: Legibility and Neatness

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

- write legibly and neatly in print script for clarity of communication
- apply accurate and consistent spelling in print script for writing fluency
- adopt the use of accurate and consistent spelling in a variety of print scripts for effective communication

The learner is guided to:
- use appropriate writing instruments (pencil first and then a pen)
- print lower and upper case letters neatly and legibly
- pay attention to consistent letter size and height, direction of strokes such as dots, tails, crossbars, curves and differences in letter orientation like 'd and 'b

How does being unable to read other people's work make you feel?

- Mentor English Learner's Book pg. 41-42
- Writing instruments
- Handwriting practice sheets
- Digital devices
- Dictionaries
- Word lists
- Teacher's Guide

- Handwriting samples - Legibility assessment - Spelling accuracy - Peer assessment - Observation

Writing

Handwriting: Legibility and Neatness

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

- write legibly and neatly in print script for clarity of communication
- apply accurate and consistent spelling in print script for writing fluency
- adopt the use of accurate and consistent spelling in a variety of print scripts for effective communication

The learner is guided to:
- practice writing with appropriate spacing between words and letters
- join letters correctly when writing words related to etiquette
- create handwriting samples focusing on problem areas
s

Why should you ensure your written work is easy to read?

- Mentor English Learner's Book pg. 42-44
- Writing instruments
- Handwriting models
- Digital devices
- Practice sheets
- Word processing software
- Teacher's Guide

- Handwriting improvement - Spacing assessment - Digital presentation - Peer feedback quality - Self-assessment

ACCIDENTS - FIRST AID

Listening and Speaking

Pronunciation and Vocabulary: Word Stress

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

- pronounce words related to the theme using the correct stress for effective communication
- use vocabulary related to the theme in a variety of contexts for speech clarity
- promote the use of stress in a variety of contexts for communication

The learner is guided to:
- listen to and recite short rhythmic poems
- say tongue twisters to practise the sounds /ɒ/ /eɪ/ /aɪ/ and the consonant clusters 'sn' 'tr' 'st' collaboratively
- identify words containing the sounds /ɒ/ /eɪ//aɪ/ and the consonant clusters 'sn' 'tr' 'st'
d stress

Why should we learn new words?

- Mentor English Learner's Book pg. 45-47
- Audio recordings
- Digital devices
- Poems
- Tongue twisters
- Flash cards
- Charts
- Teacher's Guide

- Recitation assessment - Oral presentations - Sentence construction - Recording evaluation - Observation

Listening and Speaking

Pronunciation and Vocabulary: Word Stress

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

- pronounce words related to the theme using the correct stress for effective communication
- use vocabulary related to the theme in a variety of contexts for speech clarity
- promote the use of stress in a variety of contexts for communication

The learner is guided to:
- identify pairs of words with different stress patterns (e.g., present/present, object/object)
- practice saying words with correct stress related to first aid
- create sentences using words with different stress patterns

How can we say sounds and words correctly?

- Mentor English Learner's Book pg. 47-50
- Audio recordings
- Digital devices
- Word stress charts
- Flash cards
- Role-play scenarios
- Teacher's Guide

- Word stress identification - Role-play performance - Recording quality - Chart creation - Peer assessment

Reading

Intensive Reading: Visuals

By the end of the lesson, the learner should be able to:
strand learner :
- read visuals in print and digital formats for information
- interpret visual media appropriately for comprehension
- acknowledge the importance of visual media for lifelong learning

The learner is guided to:
- read age appropriate digital texts in different formats such as audio, video and animated stories
- view cartoons, mimes, pictures, photographs, comics collaboratively
- work together to interpret visuals and discuss
.'

Why is it important to interpret visuals correctly?

- Mentor English Learner's Book pg. 50-52
- Digital texts
- Cartoons
- Photographs
- Comics
- Google maps
- Digital maps
- Printed maps
- Teacher's Guide

- Visual interpretation - Prediction accuracy - Map reading skills - Direction giving - Written responses

Reading

Intensive Reading: Visuals

By the end of the lesson, the learner should be able to:
strand learner :
- read visuals in print and digital formats for information
- interpret visual media appropriately for comprehension
- acknowledge the importance of visual media for lifelong learning

The learner is guided to:
- read age appropriate digital texts in different formats such as audio, video and animated stories
- view cartoons, mimes, pictures, photographs, comics collaboratively
- work together to interpret visuals and discuss
.'

Why is it important to interpret visuals correctly?

- Mentor English Learner's Book pg. 50-52
- Digital texts
- Cartoons
- Photographs
- Comics
- Google maps
- Digital maps
- Printed maps
- Teacher's Guide

- Visual interpretation - Prediction accuracy - Map reading skills - Direction giving - Written responses

Reading

Intensive Reading: Visuals

By the end of the lesson, the learner should be able to:
strand learner :
- read visuals in print and digital formats for information
- interpret visual media appropriately for comprehension
- acknowledge the importance of visual media for lifelong learning

The learner is guided to:
- study first aid diagrams and charts and explain what they show
- interpret visual instructions for basic first aid procedures
- sequence a series of pictures showing first aid steps in the correct order

How do visuals like photos and videos enhance our understanding of a text?

- Mentor English Learner's Book pg. 52-54
- First aid diagrams
s
- Teacher's Guide

- Visual interpretation - Sequencing accuracy - Visual creation assessment - Digital search skills - Discussion participation

Reading

Intensive Reading: Visuals

By the end of the lesson, the learner should be able to:
strand learner :
- read visuals in print and digital formats for information
- interpret visual media appropriately for comprehension
- acknowledge the importance of visual media for lifelong learning

The learner is guided to:
- study first aid diagrams and charts and explain what they show
- interpret visual instructions for basic first aid procedures
- sequence a series of pictures showing first aid steps in the correct order

How do visuals like photos and videos enhance our understanding of a text?

- Mentor English Learner's Book pg. 52-54
- First aid diagrams
s
- Teacher's Guide

- Visual interpretation - Sequencing accuracy - Visual creation assessment - Digital search skills - Discussion participation

Grammar in Use

Pronouns: Personal and Possessive pronouns

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

- identify personal and possessive pronouns used as subjects and objects for communication
- use personal and possessive pronouns correctly as subject and object for self-expression
- adopt the use of personal and possessive pronouns in communication

The learner is guided to:
- identify personal and possessive pronouns used as subjects and objects in sentences with peers
- discuss pictures on the theme using personal and possessive pronouns collaboratively
- construct sentences about the theme using personal and possessive pronouns as subjects and objects

Which words replace names of people or things in sentences?

- Mentor English Learner's Book pg. 54-56
- Digital devices
- Pictures
- Videos
- Newspapers
- Magazines
- Poems
- Teacher's Guide

- Pronoun identification - Sentence construction - Digital tasks - Written exercises - Observation

Grammar in Use

Pronouns: Personal and Possessive pronouns

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

- identify personal and possessive pronouns used as subjects and objects for communication
- use personal and possessive pronouns correctly as subject and object for self-expression
- adopt the use of personal and possessive pronouns in communication

The learner is guided to:
- create tables categorizing personal and possessive pronouns
- replace nouns with appropriate pronouns in first aid instructions
- edit texts by correcting incorrect pronoun usage
- create short narratives about accidents using pronouns correctly

Which words do we use to show that something belongs to us?

- Mentor English Learner's Book pg. 56-59
- Digital devices

- Teacher's Guide

- Table creation - Editing skills - Narrative writing - Game performance - Presentation quality

Writing

Guided Composition: Friendly Letter/SMS

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

- identify the key parts of a friendly letter in preparation for writing
- write a friendly letter using the correct format for effective communication
 communication
- promote the use of friendly letters and SMS in a variety of communication contexts

The learner is guided to:
- discuss how to write an SMS and the correct format of a friendly letter with peers (such as address, date, ending, telephone numbers, sender and receiver.)
- write friendly letters using the correct format - such as letters to siblings, parents and friends

Why do you pass information to others?

- Mentor English Learner's Book pg. 59-61
- Sample friendly letters
- SMS templates
- Mobile phones
- Digital devices
- Writing materials
- Teacher's Guide

- Letter format assessment - SMS composition - Peer assessment - Content relevance - Observation

Writing

Guided Composition: Friendly Letter/SMS

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

- identify the key parts of a friendly letter in preparation for writing
- write a friendly letter using the correct format for effective communication
 communication
- promote the use of friendly letters and SMS in a variety of communication contexts

The learner is guided to:
- discuss how to write an SMS and the correct format of a friendly letter with peers (such as address, date, ending, telephone numbers, sender and receiver.)
- write friendly letters using the correct format - such as letters to siblings, parents and friends

Why do you pass information to others?

- Mentor English Learner's Book pg. 59-61
- Sample friendly letters
- SMS templates
- Mobile phones
- Digital devices
- Writing materials
- Teacher's Guide

- Letter format assessment - SMS composition - Peer assessment - Content relevance - Observation

Writing

Guided Composition: Friendly Letter/SMS

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

- identify the key parts of a friendly letter in preparation for writing
- write a friendly letter using the correct format for effective communication
 communication
- promote the use of friendly letters and SMS in a variety of communication contexts

The learner is guided to:
- analyze sample friendly letters discussing accidents or first aid
- identify and label the parts of a friendly letter
- draft a friendly letter describing an accident or first aid situation
- compose SMS messages with important safety information

How do you pass information to your friends?

- Mentor English Learner's Book pg. 61-63
- Sample letters
- Digital devices
- Letter templates
- Writing materials
- Email templates
- Teacher's Guide

- Format accuracy - Content appropriateness - Editing skills - Digital communication - Comparison analysis

NUTRITION - BALANCED DIET

Listening and Speaking

Pronunciation and Vocabulary: Listening Comprehension/Pattern

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

- listen actively to a variety of texts to gain information
- apply vocabulary related to the theme in a variety of contexts for effective communication
- use the language pattern correctly for effective oral communication
- promote listening to a variety of texts for information and enjoyment

The learner is guided to:
- listen to audio-visual recordings of songs, stories and passages featuring the sounds /ʊ/ /uː/ /æ/ /f/ /v/
- respond to questions from Listening comprehension
- construct sentences related to a story or listening comprehension using the language pattern (noun phrase + would like to be …)
- retell a story he or she has listened to accurately
- respond correctly to questions based on the text
- dramatise sections of a story in groups for comprehension
- discuss with peers the lesson learnt from a story

Why should we listen carefully?

- Mentor English Learner's Book pg. 64
- Audio recordings
- Digital devices
- Songs
- Stories
- Flash cards
- Teacher's Guide

- Comprehension questions - Retelling assessment - Sentence construction - Drama performance - Discussion participation

Listening and Speaking

Pronunciation and Vocabulary: Listening Comprehension/Pattern

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

- listen actively to a variety of texts to gain information
- apply vocabulary related to the theme in a variety of contexts for effective communication
- use the language pattern correctly for effective oral communication
- promote listening to a variety of texts for information and enjoyment

The learner is guided to:
- identify vocabulary related to nutrition and balanced diet from audio texts
- practice using the language pattern "noun phrase + would like to be..." in the context of future aspirations related to nutrition
- participate in dialogues about healthy eating habits
- create and perform short skits about balanced diet
- listen to and analyze stories about food and nutrition
- use new vocabulary in sentences about healthy eating

How can we improve our pronunciation?

- Mentor English Learner's Book pg. 67
- Audio recordings
- Digital devices
- Vocabulary cards
- Dialogue scripts
- Teacher's Guide

- Vocabulary usage - Dialogue participation - Pattern application - Skit performance - Observation

Listening and Speaking

Pronunciation and Vocabulary: Listening Comprehension/Pattern

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

- listen actively to a variety of texts to gain information
- apply vocabulary related to the theme in a variety of contexts for effective communication
- use the language pattern correctly for effective oral communication
- promote listening to a variety of texts for information and enjoyment

The learner is guided to:
- identify vocabulary related to nutrition and balanced diet from audio texts
- practice using the language pattern "noun phrase + would like to be..." in the context of future aspirations related to nutrition
- participate in dialogues about healthy eating habits
- create and perform short skits about balanced diet
- listen to and analyze stories about food and nutrition
- use new vocabulary in sentences about healthy eating

How can we improve our pronunciation?

- Mentor English Learner's Book pg. 67
- Audio recordings
- Digital devices
- Vocabulary cards
- Dialogue scripts
- Teacher's Guide

- Vocabulary usage - Dialogue participation - Pattern application - Skit performance - Observation

Reading

Extensive Reading: Independent Reading

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

- select appropriate reading materials for lifelong learning
- read a variety of familiar materials independently to build reading speed and fluency
- apply appropriate strategies to read independently for information and enjoyment
- realise the importance of independent reading in lifelong learning

The learner is guided to:
- select age-appropriate and high-interest reading materials such as narratives, poems, newspapers and magazines in print or electronic format
- set up an after-school club where they meet on a regular basis and read varied texts
- retell the stories they have read collaboratively. Share opinions and reflections on the texts they have read
- use materials in the classroom to read extensively
- read texts quietly or silently for pleasure

Why should we read widely?

- Mentor English Learner's Book pg. 70
- Story books
- Poems
- Newspapers
- Magazines
- Digital texts
- Teacher's Guide

- Reading log - Retelling assessment - Text selection - Group discussion - Observation

Reading

Extensive Reading: Independent Reading

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

- read a variety of familiar materials independently to build reading speed and fluency
- apply appropriate strategies to read independently for information and enjoyment
- realise the importance of independent reading in lifelong learning

The learner is guided to:
- practice different reading strategies with texts about nutrition
- maintain a reading log of materials read independently
- participate in book talks focusing on nutrition and healthy eating
- create posters recommending books about balanced diet

What materials do you enjoy reading?

- Mentor English Learner's Book pg. 72
- Reading logs
- Book talk templates
- Poster materials
- Reference books
- Digital devices
- Teacher's Guide

- Reading log review - Book talk participation - Poster quality - Research findings - Fact sharing

Reading

Extensive Reading: Independent Reading

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

- read a variety of familiar materials independently to build reading speed and fluency
- apply appropriate strategies to read independently for information and enjoyment
- realise the importance of independent reading in lifelong learning

The learner is guided to:
- practice different reading strategies with texts about nutrition
- maintain a reading log of materials read independently
- participate in book talks focusing on nutrition and healthy eating
- create posters recommending books about balanced diet

What materials do you enjoy reading?

- Mentor English Learner's Book pg. 72
- Reading logs
- Book talk templates
- Poster materials
- Reference books
- Digital devices
- Teacher's Guide

- Reading log review - Book talk participation - Poster quality - Research findings - Fact sharing

Grammar in Use

Word Class: Regular and Irregular Adjectives

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

- describe items using comparative forms of both regular and irregular adjectives for effective communication
- use adjectives of size and shape in the right order for clarity of communication
- adopt the use of adjectives for effective communication

The learner is guided to:
- identify adjectives from an audio or written text
- collaboratively talk about various items in the classroom using adjectives
- describe items using the comparative forms of regular and irregular adjectives with peers

Why should we say the correct shape and size of things?

- Mentor English Learner's Book pg. 72
- Audio texts
- Written texts
- Digital devices
- Pictures

- Teacher's Guide

- Adjective identification - Sentence construction - Digital tasks - Picture description - Peer assessment

Grammar in Use

Word Class: Regular and Irregular Adjectives

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

- describe items using comparative forms of both regular and irregular adjectives for effective communication
- use adjectives of size and shape in the right order for clarity of communication
- adopt the use of adjectives for effective communication

The learner is guided to:
- create a chart showing regular and irregular adjectives and their comparative forms
- compare different types of food using comparative adjectives
- edit sentences with incorrectly ordered adjectives
 adjectives

Which are some of the words you use to talk about how someone feels or looks?

- Mentor English Learner's Book pg. 74
- Chart paper
- Food pictures
- Digital devices
- Games
- Writing materials
- Teacher's Guide

- Chart accuracy - Comparison appropriateness - Editing skills - Game participation - Description quality

Writing

Creative Writing: Narrative Compositions

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

- describe the parts of a narrative composition in preparation for writing
- organise thoughts fluently, clearly and precisely in a coherent paragraph for self-expression
- create a narrative composition of about 60-80 words for self-expression

The learner is guided to:
- plan a composition with peers, write a draft and present it to the whole class
- use similes to make their compositions interesting

- write a narrative composition of about 60-80 words and incorporate similes
- rearrange jumbled up sentences from an oral narrative into coherent paragraphs

Why do you enjoy listening to stories?

- Mentor English Learner's Book pg. 78
- Sample narratives
- Digital devices
- Jumbled sentences
- Radio/TV narratives

- Teacher's Guide

- Planning assessment - Simile usage - Composition quality - Paragraph organization - Field trip narrative

Writing

Creative Writing: Narrative Compositions

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

- describe the parts of a narrative composition in preparation for writing
- organise thoughts fluently, clearly and precisely in a coherent paragraph for self-expression
- create a narrative composition of about 60-80 words for self-expression

The learner is guided to:
- plan a composition with peers, write a draft and present it to the whole class
- use similes to make their compositions interesting

- write a narrative composition of about 60-80 words and incorporate similes
- rearrange jumbled up sentences from an oral narrative into coherent paragraphs

Why do you enjoy listening to stories?

- Mentor English Learner's Book pg. 78
- Sample narratives
- Digital devices
- Jumbled sentences
- Radio/TV narratives

- Teacher's Guide

- Planning assessment - Simile usage - Composition quality - Paragraph organization - Field trip narrative

Writing

Creative Writing: Narrative Compositions

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

- describe the parts of a narrative composition in preparation for writing
- organise thoughts fluently, clearly and precisely in a coherent paragraph for self-expression
- create a narrative composition of about 60-80 words for self-expression

The learner is guided to:
- brainstorm ideas for narratives about balanced diet
- create story maps to organize narrative elements
- draft narratives about experiences with healthy eating

Why is it important to plan our composition?

- Mentor English Learner's Book pg. 80
 templates
- Writing materials

- Digital devices

- Teacher's Guide

- Brainstorming participation - Story map completion - Draft quality - Editing skills - Presentation effectiveness