CHILD LABOUR

Listening and Speaking

Pronunciation and Listening Comprehension

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

-Select words with the target sound from an oral narrative.
-Use vocabulary related to the theme in sentences correctly.
-Value the importance of listening attentively.

The learner is guided to:
-Listen to an oral narrative from a digital device or a text read by the teacher.
-Listen for specific information such as sounds: /ɪə/ as in tears, appear, rear, clear and severe from a text.
-Listen for the main idea from a text.
-Practise saying words with the sound /ɪə/.
-Infer the meaning of vocabulary and phrases using contextual clues.
-Answer oral questions based on listening comprehension.

1. Why should you listen keenly? -2. Why should you pronounce words accurately?

MENTOR English Learner's Book pg. 1
-Digital devices
-Audio recordings
-Teacher's guide

Observation -Oral questions -Oral presentation

Listening and Speaking

Pronunciation and Listening Comprehension

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

-Use proverbs, fixed phrases, idioms, and metaphors with straightforward meanings in oral communication.
-Listen for the main idea and specific details from an oral text.
-Value the importance of listening attentively.

The learner is guided to:
-Use digital and print resources to look up the meaning and spelling of words.
-Retell the story and record the narration on a digital device.
-Use expressions such as fixed phrases: play games, far away, believe it or not, do your best, burst into tears; similes: as hungry as a wolf, as greedy as a hyena; metaphors: The thief was a hyena, he was so greedy!; idioms: work like a dog, dog tired, work for peanuts, donkey work; proverbs: all work and no play makes Jack a dull boy, phrasal verbs: beat up, agree with, put up with, cope with.

1. Why should you listen keenly? -2. Why should you pronounce words accurately?

MENTOR English Learner's Book pg. 3
-Digital devices
-Dictionary
-Teacher's guide

Observation -Oral questions -Peer assessment -Self-assessment

Reading

Extensive Reading

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

-Select appropriate reading materials in collaboration with peers.
-Read a variety of materials independently for information and pleasure.
-Judge the suitability of sample extensive reading materials.

The learner is guided to:
-Select age-appropriate reference materials from print and non-print sources.
-Read selected reference materials independently.
-Search for information on child labour from reference materials.
-Compile a list of new words and their meaning.

1. How do you select the books you read? -2. Why do you read books?

MENTOR English Learner's Book pg. 5
-Reference materials
-Dictionary
-Digital devices
-Library resources
-Library books
-Class readers

Observation -Reading logs -Assessment rubric -Written questions

Grammar in Use

Word Classes: Determiners

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

-Identify determiners in sentences correctly.
-Use determiners in sentences correctly.
-Collaborate with peers to judge the correct use of determiners in sentences.

The learner is guided to:
-Identify the determiners some, enough, each and a lot of in sentences.
-Complete online quizzes and exercises involving the use of some, enough, each, and a lot of.
-Construct sentences using determiners.
-Make sentences using determiners from substitution tables.

1. How do we express the quantity or amount of something? -2. Why should we give the exact amount of something?

MENTOR English Learner's Book pg. 8
-Charts
-Digital devices
-Dictionary
-Teacher's guide

Observation -Oral questions -Written exercises -Peer assessment -Self-assessment

Grammar in Use

Word Classes: Determiners

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

-Use determiners in sentences correctly.
-Collaborate with peers to judge the correct use of determiners in sentences.
-Value the importance of using determiners correctly.

The learner is guided to:
-Correct the sentences constructed by a peer.
-Work in groups and determine the correctness of a sample of sentences.
-Create their own sentences using determiners.

1. How do we express the quantity or amount of something? -2. Why should we give the exact amount of something?

MENTOR English Learner's Book pg. 8
-Charts
-Digital devices
-Dictionary
-Teacher's guide

Observation -Oral questions -Written exercises -Group work assessment

Writing

Guided Writing

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

-Record specific details on forms to convey information.
-Design a form to provide the required information.
-Advocate the importance of filling forms correctly.

The learner is guided to:
-Discuss different types of forms they have filled in groups.
-Search for relevant sample forms from the internet, individually.
-Download relevant forms and fill them.
-Fill in the basic details, personal information, and the why details in a form.

1. Why do we fill forms? -2. Why is it important to fill forms accurately and correctly?

MENTOR English Learner's Book pg. 10
-Digital devices
-Sample forms
-Teacher's Guide

Observation -Oral questions -Written assignments -Self-assessment

Writing

Guided Writing

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

-Design a form to provide the required information.
-Advocate the importance of filling forms correctly.
-Judge the correctness of completed forms.

The learner is guided to:
-Design a form with basic, personal, and why details in small groups.
-Fill in forms correctly.
-Display completed forms for peer assessment.

1. Why do we fill forms? -2. Why is it important to fill forms accurately and correctly?

MENTOR English Learner's Book pg. 10
-Digital devices
-Sample forms
-Manila paper
-Teacher's Guide

Written exercise -Peer assessment -Self-assessment -Assessment rubrics

CULTURAL AND RELIGIOUS CELEBRATIONS

Listening and Speaking

Pronunciation and Listening Comprehension

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

-Identify proverbs from a text for effective communication.
-Listen for the main idea and specific details from a text.
-Use words and expressions such as similes, metaphors and proverbs containing selected sounds correctly.

The learner is guided to:
-Listen to a comprehension passage of about 150 words.
-Use proverbs to create a paragraph.
-Pronounce words containing the sounds /l/ and /r/.
-Say tongue twisters after the teacher.

1. Why should you pronounce words correctly? -2. Why do we use proverbs?

MENTOR English Learner's Book pg. 14
-Audio recordings
-Digital devices
-Teacher's guide

Observation -Oral questions -Peer assessment -Self-assessment

Listening and Speaking
Reading

Pronunciation and Listening Comprehension
Intensive Reading

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

-Use words and expressions such as similes, metaphors and proverbs containing selected sounds correctly.
-Value the importance of attentive listening in communication.
-Listen for the main idea and specific details from a text.

The learner is guided to:
-Create tongue twisters containing words with the selected sounds.
-Give the meaning of new words and use them in sentences.
-Use expressions correctly, for example, metaphor: Peter is a giraffe, he is so tall; idiom: a red letter day, kill two birds with one stone, feel at home; proverbs: charity begins at home; phrasal verb: pass by, look forward to, look for, look at.

1. Why should you pronounce words correctly? -2. Why do we use proverbs?

MENTOR English Learner's Book pg. 14
-Audio recordings
-Digital devices
-Dictionary
-Teacher's guide
MENTOR English Learner's Book pg. 17
-Storybooks
-Poetry books

Observation -Oral questions -Oral presentation -Checklists

Reading

Intensive Reading

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

-Create mental images from the events in poems and stories.
-Judge the characters or events in a story in collaboration with peers.
-Answer factual and inferential questions correctly for comprehension.

The learner is guided to:
-Collaborate with peers to recite a poem.
-Summarise events in a story by retelling it in small groups.
-Create crossword puzzles using learnt vocabulary.
-Collaborate with peers to describe characters or places in poems or stories.

1. Why do we enjoy reading stories and poems? -2. Which stories and poems have you read?

MENTOR English Learner's Book pg. 17
-Storybooks
-Poetry books
-Digital devices
-Teacher's guide

Observation -Oral presentation -Peer assessment -Checklists

Grammar in Use

Word Classes: Nouns

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

-Identify concrete and abstract nouns from a text.
-Use concrete and abstract nouns correctly in a variety of contexts.
-Appreciate the role of concrete and abstract nouns in communication.

The learner is guided to:
-Listen to a story, conversation or poem containing abstract nouns and concrete nouns.
-Collaborate to pick out concrete and abstract nouns from a story, conversation or poem.
-Work with peers to construct sentences using concrete and abstract nouns.

1. Which things can you see and touch in the classroom? -2. Which things cannot be seen or touched?

MENTOR English Learner's Book pg. 21
-Charts
-Digital devices
-Dictionary
-Teacher's guide

Observation -Oral questions -Written exercises -Peer assessment

Grammar in Use

Word Classes: Nouns

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

-Use concrete and abstract nouns correctly in a variety of contexts.
-Appreciate the role of concrete and abstract nouns in communication.
-Collaborate with peers to judge the correctness of sentences featuring nouns.

The learner is guided to:
-Make sentences from a substitution table featuring concrete and abstract nouns.
-Use a laptop, tablet, computer, manila paper, notebook, among others and create a crossword puzzle or a word search, with peers.
-Share the puzzle or word search through, email, other social media platforms, posters or the school notice board.

1. Which things can you see and touch in the classroom? -2. Which things cannot be seen or touched?

MENTOR English Learner's Book pg. 21
-Manila paper
-Digital devices
-Dictionary
-Teacher's guide

Observation -Written exercises -Peer assessment -Checklists

Writing

Creative Writing: Narrative Compositions

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

-Identify topics and possible ideas for open ended compositions.
-Organise ideas in a paragraph logically.
-Create an open-ended composition on a variety of themes.

The learner is guided to:
-List topics and possible ideas for open-ended compositions.
-Discuss in groups ideas and experiences on a given topic.
-Write down points to guide them in the writing of an open-ended composition on cultural and religious celebrations of about (160-200 words).
-Collaborate to create the first paragraph.

1. How can you make your composition interesting to read? -2. Why is it important to proofread your composition?

MENTOR English Learner's Book pg. 24
-Digital texts
-Sample compositions
-Dictionary
-Teacher's guide

Observation -Written exercises -Peer assessment -Self-assessment

Writing

Creative Writing: Narrative Compositions

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

-Create an open-ended composition on a variety of themes.
-Judge a narrative composition for correctness of language and relevance of topic.
-Value the importance of proofreading in the writing process.

The learner is guided to:
-Use expressions, proverbs, idioms fixed phrases, similes and metaphors appropriately in a composition.
-Complete the composition individually.
-Proofread the composition and make necessary corrections.
-Work with peers to critique an open-ended composition while focusing on: organisation of ideas, creativity, relevance of topic, accuracy of language.
-Grade a composition written by peers.

1. How can you make your composition interesting to read? -2. Why is it important to proofread your composition?

MENTOR English Learner's Book pg. 24
-Digital texts
-Sample compositions
-Dictionary
-Assessment rubrics
-Teacher's guide

Written exercise -Peer assessment -Self-assessment -Assessment rubrics

TELEPHONE ETIQUETTE

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

-Pronounce words with target sounds correctly.
-Use polite words and phrases in a variety of contexts.
-Use a variety of similes, proverbs, idioms and fixed phrases in oral communication.

The learner is guided to:
-Say words containing the sounds /æ/ and /ɜː/.
-Assess your peers as they pronounce words with the target sound.
-Identify polite words and phrases used in a telephone conversation.

Why should we use polite words and phrases in a conversation?

MENTOR English Learner's Book pg. 27
-Digital devices
-Audio recordings
-Dictionary
-Teacher's guide

Observation -Oral questions -Peer assessment -Self-assessment

Reading

Intensive Reading

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

-Identify new words in a text for comprehension.
-Answer direct and inferential questions for comprehension.
-Infer the meaning of words, similes, proverbs, metaphors and idioms with straight forward meanings using contextual clues.

The learner is guided to:
-Skim and scan a text for specific information.
-Read a text of up to 500 words on etiquette.
-Answer direct and inferential questions.
-Use contextual clues such as: synonyms and antonyms as well as neighbouring words to infer the meaning of fixed phrases, similes, metaphors, idioms, proverbs and phrasal verbs.

1. How do you obtain information from a text? -2. How do you tell the meaning of unfamiliar words?

MENTOR English Learner's Book pg. 30
-Storybooks
-Dictionary
-Digital devices
-Teacher's guide

Observation -Oral questions -Written questions -Assessment rubric

Reading

Intensive Reading

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

-Infer the meaning of words, similes, proverbs, metaphors and idioms with straight forward meanings using contextual clues.
-Advocate the need to read intensively for lifelong learning.
-Answer direct and inferential questions for comprehension.

The learner is guided to:
-Use a dictionary to check the meaning of unfamiliar words.
-Collaborate to create a crossword puzzle using vocabulary from the text in groups.
-Share the crossword puzzle with peers.

1. How do you obtain information from a text? -2. How do you tell the meaning of unfamiliar words?

MENTOR English Learner's Book pg. 30
-Storybooks
-Dictionary
-Digital devices
-Teacher's guide

Observation -Written exercises -Peer assessment -Checklists

Grammar in Use

Use of Correlative Conjunctions

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

-Identify correlative conjunctions in an oral or written text.
-Use correlative conjunctions correctly in oral and written communication.
-Use the pattern show... nominal... how/where/who in sentences.

The learner is guided to:
-Identify the pattern : use of show... nominal... how/where/who in a text.
-Use correlative conjunctions either...or/neither...nor in sentences.
-Construct sentences using show... nominal... how/where/who.

1. Which words do we use when asking questions? -2. Which words do we use to show making a choice between two things?

MENTOR English Learner's Book pg. 34
-Charts
-Digital devices
-Dictionary
-Teacher's guide

Observation -Oral questions -Written exercises -Peer assessment

Grammar in Use

Use of Correlative Conjunctions

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

-Use correlative conjunctions correctly in oral and written communication.
-Use the pattern show... nominal... how/where/who in sentences.
-Acknowledge the importance of using well-formed sentences in communication.

The learner is guided to:
-Fill in blanks in provided sentences to practise the use of the pattern how/where/who.
-Search for instances in which correlative conjunctions either...or/neither are used in newspapers or magazines or the internet.
-Share their findings with peers.

1. Which words do we use when asking questions? -2. Which words do we use to show making a choice between two things?

MENTOR English Learner's Book pg. 34
-Newspapers
-Magazines
-Digital devices
-Dictionary
-Teacher's guide

Observation -Written exercises -Peer assessment -Self-assessment

Writing

Mechanics of Writing

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

-Identify numerals, common abbreviations and acronyms from a text.
-Compose a story incorporating acronyms, abbreviations and numerals.
-Use similes, proverbs, metaphors and idioms with straight forward meanings in a composition.

The learner is guided to:
-Search for numerals, common abbreviations and acronyms from the internet.
-Create a crossword puzzle featuring numerals, common abbreviations and acronyms in groups.
-Display the crossword puzzles in class for peer review.
-Use expressions such as idioms, similes and metaphors correctly.

1. Why do we use abbreviations and acronyms? -2. How do we write numerals?

MENTOR English Learner's Book pg. 37
-Digital devices
-Dictionary
-Newspapers
-Magazines
-Teacher's guide

Observation -Oral questions -Written exercises -Peer assessment

Writing
Listening and Speaking

Mechanics of Writing
Pronunciation and Vocabulary

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

-Compose a story incorporating acronyms, abbreviations and numerals.
-Use similes, proverbs, metaphors and idioms with straight forward meanings in a composition.
-Judge correctness of abbreviations, numerals and acronyms used in a text.

The learner is guided to:
-Compose a story of about (150-200 words) incorporating common acronyms, abbreviations, numerals.
-Peer review each other's work.
-Make corrections based on feedback.
-Display final compositions.

1. Why do we use abbreviations and acronyms? -2. How do we write numerals?

MENTOR English Learner's Book pg. 37
-Digital devices
-Dictionary
-Sample compositions
-Teacher's guide
MENTOR English Learner's Book pg. 41
-Audio recordings

Written exercises -Peer assessment -Self-assessment -Assessment rubrics

EMERGENCY RESCUE SERVICES

Listening and Speaking

Pronunciation and Vocabulary

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

-Apply stress on content words and helping verbs for speech clarity.
-Advocate the correct use of stress in oral communication.
-Use appropriate words, similes and proverbs with straight forward meanings in day-to-day communication.

The learner is guided to:
-Work with peers to make a recording of the poetry recitation.
-Sing a song on emergency rescue services and lay emphasis on content words.
-View a video of a recitation of a poem and identify the stressed words.
-Make recordings as they pronounce words and read sentences while applying the stress correctly.
-Use expressions such similes, metaphors, idioms, fixed phrases and proverbs in a written text.

1. Which words have the same spelling but different meaning? -2. Why is it important to say words accurately? -3. Why do we enjoy listening to songs and poems?

MENTOR English Learner's Book pg. 41
-Digital devices
-Audio recordings
-Video clips
-Dictionary
-Teacher's guide

Observation -Oral presentation -Recording assessment -Checklists

Reading

Intensive Reading: Visuals

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

-Predict events from visuals.
-Create images from viewed, read or heard texts.
-Answer direct and inferential questions correctly for comprehension.

The learner is guided to:
-Read a variety of visuals related to the emergency rescue services.
-Make predictions about a story based on the visuals.
-Create a story from visuals and retell it.

1. How can we communicate without using words? -2. What information do we obtain from pictures?

MENTOR English Learner's Book pg. 46
-Pictures
-Charts
-Digital devices
-Teacher's guide

Observation -Oral questions -Oral presentation -Peer assessment

Reading

Intensive Reading: Visuals

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

-Answer direct and inferential questions correctly for comprehension.
-Assess the relevance of visuals in a text.
-Create mental images from viewed, read or heard texts.

The learner is guided to:
-Collaborate with peers to judge the relevance of visuals.
-Watch videos, mimes or cartoons and answer questions based on the texts.
-Create their own visual stories.

1. How can we communicate without using words? -2. What information do we obtain from pictures?

MENTOR English Learner's Book pg. 46
-Videos
-Pictures
-Digital devices
-Teacher's guide

Observation -Written questions -Peer assessment -Assessment rubric

Grammar in Use

Word Classes: Pronouns

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

-Identify relative and indefinite pronouns in a text.
-Use relative and indefinite pronouns correctly in oral and written texts.
-Judge the correctness of sentences featuring relative and definite pronouns from various texts.

The learner is guided to:
-Identify relative pronouns such as 'that,' 'which' 'who,' 'whom,' and 'whose' from a text.
-Construct sentences using relative pronouns.
-Complete sentences on emergency rescue services featuring relative pronouns.

1. Which words do we use to refer to people or things without saying who or what they are exactly?

MENTOR English Learner's Book pg. 50
-Charts
-Digital devices
-Dictionary
-Teacher's guide

Observation -Oral questions -Written exercises -Peer assessment

Grammar in Use

Word Classes: Pronouns

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

-Use relative and indefinite pronouns correctly in oral and written texts.
-Judge the correctness of sentences featuring relative and definite pronouns from various texts.
-Value the importance of using pronouns correctly.

The learner is guided to:
-Use indefinite pronouns such as anyone, anything, everybody, everyone, everything, nobody, somebody, and someone and each from a text.
-Collaborate with others to judge the correctness of sentences from a sample text.
-Create posters, crossword puzzles or charts featuring relative and indefinite pronouns and share in class.

1. Which words do we use to refer to people or things without saying who or what they are exactly?

MENTOR English Learner's Book pg. 50
-Manila paper
-Digital devices
-Dictionary
-Teacher's guide

Observation -Written exercises -Peer assessment -Checklists

Writing

Functional Writing

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

-Identify the key features of a formal letter.
-Create a formal invitation letter using the correct format.
-Judge a formal letter for correctness of language and relevance.

The learner is guided to:
-Go through a sample formal letter and identify its components.
-Search and download samples of formal letters online.
-Collaborate to plan a formal invitation letter.
-Write the formal letter individually.

1. Which kinds of letters do you write? -2. Why do you write letters?

MENTOR English Learner's Book pg. 52
-Sample letters
-Digital devices
-Teacher's guide

Observation -Oral questions -Written exercises -Peer assessment

Writing
Listening and Speaking

Functional Writing
Pronunciation and Vocabulary

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

-Create a formal invitation letter using the correct format.
-Judge a formal letter for correctness of language and relevance.
-Value the importance of presenting written work neatly.

The learner is guided to:
-Proofread the letter and make corrections.
-Display the letter in the classroom, noticeboard or posters.
-Upload the invitation letter online or send through email, WhatsApp, among others, to peers.
-Provide feedback on peers' letters.

1. Which kinds of letters do you write? -2. Why do you write letters?

MENTOR English Learner's Book pg. 52
-Sample letters
-Digital devices
-Assessment rubrics
-Teacher's guide
MENTOR English Learner's Book pg. 56
-Audio recordings
-Dictionary

Written exercise -Peer assessment -Self-assessment -Assessment rubrics

OUR TOURIST ATTRACTIONS

Listening and Speaking

Pronunciation and Vocabulary

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

-Use expressions such as similes, metaphors and proverbs in oral communication.
-Advocate the importance of listening comprehension.
-Respond to oral questions based on the theme.

The learner is guided to:
-Respond to questions on the poem.
-Use the following expressions in sentences: fixed phrases: Make friends, be careful, fall asleep, in future, in a hurry; simile: As brave as a lion; as blind as a bat; metaphor: She is a lion. She is so brave; proverbs: Prevention is better than cure, seeing is believing, The early bird catches the worm; idioms: Sick as a dog, you are what you eat, kick the habit, let the cat out of the bag, would not hurt a fly; phrasal verbs: Go away, go back, pick up, get away…the antelope got away from the lion.

1. Why should we pronounce sounds correctly? -2. What information do we obtain when we listen keenly?

MENTOR English Learner's Book pg. 56
-Digital devices
-Audio recordings
-Dictionary
-Teacher's guide

Observation -Oral questions -Oral presentation -Checklists

Reading

Extensive Reading: Fiction/Non Fiction

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

-Select appropriate reading materials from varied texts.
-Read a variety of texts for enjoyment and general understanding.
-Assess a text for appropriateness and relevance.

The learner is guided to:
-Preview a text by focusing on the title, author, among others (fiction/non-fiction) 1251-1500 words).
-Collaborate to determine the appropriateness of a reading text.
-Skim texts on the theme of tourist attraction sites in Kenya to find out the general idea.

1. Why should we read a variety of materials? -2. How do you identify the book you want to read?

MENTOR English Learner's Book pg. 60
-Storybooks
-Non-fiction books
-Dictionary
-Teacher's guide

Observation -Oral questions -Reading logs -Assessment rubric

Reading

Extensive Reading: Fiction/Non Fiction

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

-Read a variety of texts for enjoyment and general understanding.
-Assess a text for appropriateness and relevance.
-Value the importance of extensive reading for lifelong learning.

The learner is guided to:
-Scan a text to find specific details such as key words.
-Select and read an appropriate reading material based on their interest.
-Share what they have read with peers.

1. Why should we read a variety of materials? -2. How do you identify the book you want to read?

MENTOR English Learner's Book pg. 60
-Storybooks
-Non-fiction books
-Digital devices
-Teacher's guide

Observation -Reading logs -Peer assessment -Checklists

Grammar in Use

Adjectives

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

-Identify simple, comparative and superlative forms of adjectives in print and digital texts correctly.
-Use simple, comparative and superlative forms of adjectives in oral and written texts.
-Acknowledge the importance of using adjectives correctly in communication.

The learner is guided to:
-Identify adjectives in print and digital texts.
-Compare items using simple, comparative and superlative forms of adjectives.
-Collaborate with peers to make a list regular and irregular adjectives.

1. Which words do we use to describe people, things, and places? -2. Why do we describe people, things, and events?

MENTOR English Learner's Book pg. 64
-Charts
-Digital devices
-Dictionary
-Teacher's guide

Observation -Oral questions -Written exercises -Peer assessment

Grammar in Use

Adjectives

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

-Use simple, comparative and superlative forms of adjectives in oral and written texts.
-Acknowledge the importance of using adjectives correctly in communication.
-Judge the correctness of sentences featuring adjectives.

The learner is guided to:
-Create a crossword puzzle and a word search, using comparative and superlative adjectives.
-Display the completed crossword puzzle and word search on social media, posters, or charts.
-Provide feedback on peers' work.

1. Which words do we use to describe people, things, and places? -2. Why do we describe people, things, and events?

MENTOR English Learner's Book pg. 64
-Manila paper
-Digital devices
-Dictionary
-Teacher's guide

Observation -Written exercises -Peer assessment -Checklists

Writing

Creative Writing - Narrative Compositions

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

-Plan a narrative composition collaboratively.
-Organise ideas coherently, clearly, and logically for writing fluency.
-Create a narrative composition on a variety of topics.

The learner is guided to:
-Identify the parts of a narrative composition.
-Work with peers to plan a narrative composition of about (160-200 words).
-Read sample narrative compositions with peers and critique them for: correctness of language, flow or organisation of ideas, relevance to the topic, creativity.

1. Why should we organise ideas in our compositions? -2. How can you make your writing interesting?

MENTOR English Learner's Book pg. 67
-Sample compositions
-Digital devices
-Dictionary
-Teacher's guide
-Assessment rubrics

Observation -Oral questions -Written exercises -Peer assessment

JOBS AND OCCUPATIONS - WORK ETHICS

Listening and Speaking

Pronunciation and Vocabulary

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

-Identify words and phrases with the sounds /f/, /v/ and /əʊ/.
-Use vocabulary related to the theme in sentences correctly.
-Apply stress and intonation in questions, statements, and exclamatory sentences.

The learner is guided to:
-Say sounds, words, phrases, and sentences with the sounds /f/, /v/ and /əʊ/.
-Say tongue twisters with the sounds /f/ and /v/ and /əʊ/.
-Watch a video of a dialogue on work ethics and imitate the use of stress and intonation by the speakers.

1. Why should we pronounce sounds and words correctly? -2. Why do we raise our voices when asking questions? -3. How can you vary your voice to convey different meanings?

MENTOR English Learner's Book pg. 71
-Digital devices
-Audio recordings
-Video clips
-Teacher's guide

Observation -Oral questions -Peer assessment -Self-assessment

Listening and Speaking

Pronunciation and Vocabulary

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

-Apply stress and intonation in questions, statements, and exclamatory sentences.
-Value the importance of stress and intonation in sentences.
-Use vocabulary related to the theme in sentences correctly.

The learner is guided to:
-Recite a choral verse, with peers.
-Sing songs featuring stress and intonation.
-Form sentences using the following expressions: fixed phrases: Take care of, have no idea, you never know; simile: As happy as king, as busy as a bee, work like a horse; metaphor: Wambui is a bee. She is so busy; idioms: Lay off, hand in, take over, deal with, strike while the iron is hot, go the extra mile; proverbs: Make hay while the sun shines, The sun does not wait for a king, Honesty is the best policy, Slow but sure wins the race, Jack of all trades, master of none; phrasal verbs: Grow up, take over, deal with, give up, go on.

1. Why should we pronounce sounds and words correctly? -2. Why do we raise our voices when asking questions? -3. How can you vary your voice to convey different meanings?

MENTOR English Learner's Book pg. 71
-Digital devices
-Audio recordings
-Video clips
-Dictionary
-Teacher's guide

Observation -Oral presentation -Recitation -Checklists

Reading

Intensive Reading: Dialogue

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

-Make connections between events in the text and prior experiences.
-Use contextual clues to infer the meaning of vocabulary such as words, proverbs, fixed phrases, similes, and phrasal verbs.
-Respond to a reading text for comprehension.

The learner is guided to:
-Relate the title and illustrations/pictures with their personal experiences.
-Skim a text to obtain a general idea (dialogue of about 500 words).
-Scan a text on work ethics for specific details.
-Observe the cover, pictures, and read the title to make predictions.
-Infer the meaning of unknown words, similes, metaphors and fixed phrases from context.

1. Why is it important to relate events in a story to our own experience? -2. How can you predict what will happen in a story or passage?

MENTOR English Learner's Book pg. 76
-Storybooks
-Dictionary
-Digital devices
-Teacher's guide

Observation -Oral questions -Written questions -Assessment rubric

Reading

Intensive Reading: Dialogue

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

-Respond to a reading text for comprehension.
-Acknowledge the role of reading comprehension in lifelong learning.
-Make connections between events in the text and prior experiences.

The learner is guided to:
-Create mental images (visualise) from read, viewed, or heard text.
-Retell events in a story/dialogue in their own words.
-Work with peers to make posters featuring the new words he or she has learnt.
-Answer literal and inferential questions.

1. Why is it important to relate events in a story to our own experience? -2. How can you predict what will happen in a story or passage?

MENTOR English Learner's Book pg. 76
-Storybooks
-Dictionary
-Manila paper
-Digital devices
-Teacher's guide

Observation -Oral presentation -Written exercises -Peer assessment

Grammar in Use

Phrasal Quantifiers

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

-Recognise phrasal quantifiers in oral and written contexts.
-Use phrasal quantifiers with countable and uncountable nouns correctly.
-Judge the correctness of phrasal quantifiers in sentences.

The learner is guided to:
-Work with peers to view a video or listen to an audio text on work ethics featuring phrasal quantifiers and identify them.
-Make sentences using phrasal quantifiers such as a lot of…, a pinch of… plenty of…, a number of, a crate of…
-Create charts and posters using phrasal quantifiers and share them on the school notice board or social media.

1. How do we tell countable nouns from uncountable ones? -2. Which words are used to show the amount of something?

MENTOR English Learner's Book pg. 79
-Charts
-Digital devices
-Dictionary
-Teacher's guide

Observation -Oral questions -Written exercises -Peer assessment

Grammar in Use
Writing

Phrasal Quantifiers
Creative Writing - Pictorial Compositions

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

-Use phrasal quantifiers with countable and uncountable nouns correctly.
-Judge the correctness of phrasal quantifiers in sentences.
-Value the importance of using phrasal quantifiers correctly.

The learner is guided to:
-Form sentences from a substitution table.
-Collaborate with peers to create sentences featuring phrasal quantifiers.
-Peer review each other's work.

1. How do we tell countable nouns from uncountable ones? -2. Which words are used to show the amount of something?

MENTOR English Learner's Book pg. 79
-Charts
-Digital devices
-Dictionary
-Teacher's guide
MENTOR English Learner's Book pg. 83
-Pictures
-Comic strips
-Newspapers
-Magazines

Observation -Written exercises -Peer assessment -Checklists

Writing

Creative Writing - Pictorial Compositions

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

-Create a pictorial composition from visuals.
-Judge a pictorial composition for relevance of topic, correctness of language, and creativity.
-Value the importance of organizing ideas logically in writing.

The learner is guided to:
-Collaborate to use visuals to compose a story of about (160-200 words).
-Organise ideas logically, coherently, and clearly.
-Revise their composition by incorporating suggestions given by peers.
-Publish the composition by displaying it on the wall, charts, online, posters, and social media platforms, among others.

1. How can you make others want to read your composition? -2. What information do we obtain from pictures or visuals?

MENTOR English Learner's Book pg. 83
-Pictures
-Manila paper
-Digital devices
-Assessment rubrics
-Teacher's guide

Written exercise -Peer assessment -Self-assessment -Assessment rubrics

TECHNOLOGY: SCIENTIFIC INNOVATIONS

Listening and Speaking

Pronunciation and Interactive Listening

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

-Articulate sounds correctly for communication clarity.
-Seek clarification during a two-way conversation to express different moods in oral contexts.
-Interrupt appropriately during a conversation.

The learner is guided to:
-Practise saying the sounds: /ɒ/ as in, of, on, from, lot; hot, /ɔː/ as in door, sort, short, ball, call, or among others.
-Show moods such as happiness, surprise, sadness, regret, and pain, among others, when seeking clarification.
-Take turns and interrupt appropriately during conversations.

1. How do you interrupt a speaker politely during a conversation? -2. What emotions or feelings do we show on our faces when talking?

MENTOR English Learner's Book pg. 85
-Digital devices
-Audio recordings
-Dictionary
-Teacher's guide

Observation -Oral questions -Role play -Peer assessment

Listening and Speaking

Pronunciation and Interactive Listening

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

-Use appropriate words and expressions such as similes, metaphors, proverbs among others.
-Advocate the importance of interactive listening.
-Interrupt appropriately during a conversation.

The learner is guided to:
-Role-play short interviews.
-Watch partial dialogues on video, the computer, tablets, and other devices and respond to questions appropriately.
-Practise using expressions such as: fixed phrases: such as good at, be familiar with, little by little, long ago, a long time ago; similes: work like magic, as easy as ABC., like a sea of knowledge, as slow as a snail, as quick as silver; metaphors: The internet is a sea of knowledge. It has a lot of information; idioms: To make headway, apple of my eye; proverbs: Practice makes perfect, Necessity is the mother of invention, Live and learn, Little learning is a dangerous thing; phrasal Verbs: Start over, key in, leave behind, look for, come up with.

1. How do you interrupt a speaker politely during a conversation? -2. What emotions or feelings do we show on our faces when talking?

MENTOR English Learner's Book pg. 85
-Digital devices
-Video clips
-Dictionary
-Teacher's guide

Observation -Oral presentation -Role play -Checklists

Reading

Extensive Reading: Fictional and Non-Fictional

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

-Select appropriate reading texts from a library.
-Read a variety of texts for general information and enjoyment.
-Acknowledge the importance of reading widely for lifelong learning.

The learner is guided to:
-Select a reading text from a varied collection of materials or library.
-Preview the table of contents from a book, find the required information, and answer oral questions.
-Skim a text to obtain the gist or general idea.
-Scan a text to obtain specific information.

1. How can you obtain the general idea of what a text is about? -2. Why is it important to read many books?

MENTOR English Learner's Book pg. 91
-Storybooks
-Non-fiction books
-Digital texts
-Teacher's guide

Observation -Oral questions -Reading logs -Assessment rubric

Reading

Extensive Reading: Fictional and Non-Fictional

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

-Read a variety of texts for general information and enjoyment.
-Acknowledge the importance of reading widely for lifelong learning.
-Apply reading strategies to enhance comprehension.

The learner is guided to:
-Select a reading text (1251-1500 words).
-Use a dictionary to look up the meaning of unfamiliar words.
-Write a summary of a text he or she has read and share it with peers.

1. How can you obtain the general idea of what a text is about? -2. Why is it important to read many books?

MENTOR English Learner's Book pg. 91
-Storybooks
-Non-fiction books
-Dictionary
-Digital devices
-Teacher's guide

Observation -Oral presentation -Written exercises -Peer assessment

Grammar in Use

Tense: Future Continuous Tense

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

-Identify sentences featuring future continuous tense in print and digital texts.
-Use future continuous tense in oral and written contexts correctly.
-Assess sentences for correctness and appropriateness of tense.

The learner is guided to:
-Ask the following questions to peers: What are you doing? What were you doing yesterday? What will you be doing tomorrow?
-View a map, globe, list of time zones, video or pictures of animals, plants, or people and describe what will probably happen next day starting with the words, they, he, and she, among others.
-Talk about activities in the past, present, and future time.

1. What will you be doing next week? -2. How do you show an action will take place tomorrow?

MENTOR English Learner's Book pg. 93
-Charts
-Maps
-Digital devices
-Dictionary
-Teacher's guide
-Sample sentences

Observation -Oral questions -Written exercises -Peer assessment

Writing

The Double Punctuation Marks

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

-Identify the comma and double quotation marks in a text.
-Use the comma and the double quotation marks correctly in oral and written texts.
-Collaborate with peers to determine the correct use of the comma and the double quotation marks.

The learner is guided to:
-Collaborate to identify sentences in which the comma and the double quotation marks have been used.
-Recite a poem on scientific innovations paying attention to the use of the comma and the double quotation marks.
-Listen to an oral presentation and answer questions.

1. Why should we punctuate our speech or writing correctly? -2. Which punctuation marks do you use frequently?

MENTOR English Learner's Book pg. 95
-Charts
-Digital devices
-Dictionary
-Teacher's guide

Observation -Oral questions -Written exercises -Peer assessment

Writing

The Double Punctuation Marks

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

-Use the comma and the double quotation marks correctly in oral and written texts.
-Collaborate with peers to determine the correct use of the comma and the double quotation marks.
-Judge the correctness of punctuation in texts.

The learner is guided to:
-Form sentences from a substitution table.
-Work with peers to construct and punctuate sentences correctly.
-Create a poster or power point presentation and display the work to another group.
-Listen to a dictation of sentences, write the sentences and punctuate them appropriately.

1. Why should we punctuate our speech or writing correctly? -2. Which punctuation marks do you use frequently?

MENTOR English Learner's Book pg. 95
-Manila paper
-Digital devices
-Sample sentences
-Teacher's guide

Observation -Written exercises -Dictation -Assessment rubrics

THE FARM – ANIMAL SAFETY AND CARE

Listening and Speaking

Pronunciation and Vocabulary

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

-Explain the difference between riddles and proverbs.
-Pronounce sounds, words, and phrases related to the theme accurately.
-Use words and expressions such as idioms, fixed phrases, phrasal verbs and proverbs in varied contexts.

The learner is guided to:
-Search from online sources for information on the differences between riddles and proverbs and share with peers.
-Participate in a riddling session.
-Say sounds, words, idioms, and proverbs with the sounds /ʃ/ and /ʧ/ accurately.

1. Why do we tell riddles and proverbs? -2. Which are some of the proverbs you know?

MENTOR English Learner's Book pg. 99
-Digital devices
-Audio recordings
-Dictionary
-Teacher's guide

Observation -Oral questions -Riddling session -Peer assessment

Listening and Speaking

Pronunciation and Vocabulary

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

-Use words and expressions such as idioms, fixed phrases, phrasal verbs and proverbs in varied contexts.
-Acknowledge the importance of proverbs, riddles, and idioms in communication.
-Enrich their vocabulary through learning new expressions.

The learner is guided to:
-Create own riddles and share them their peers.
-Find and use words and expressions such as: fixed phrases: in good shape, at the moment, make money, one by one; simile: as mischievous as a monkey, as helpless as a baby, as gentle as lamb, as white as wool; metaphor: the girl is a lamb. she is so gentle. idioms: would not hurt a fly, curiosity killed the cat, let the cat out of the bag, kill two birds with one stone; proverbs: a bad workman quarrels with his tools, put all your eggs in one basket, it is no use crying over spilt milk, a barking dog never bites, a dog is a man's best friend; phrasal verbs: die out, care for, care about, look after, rely on.
-Use words, phrases, and proverbs in a conversation.

1. Why do we tell riddles and proverbs? -2. Which are some of the proverbs you know?

MENTOR English Learner's Book pg. 99
-Digital devices
-Audio recordings
-Dictionary
-Teacher's guide

Observation -Oral presentation -Role play -Checklists

Reading

Fluency

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

-Select a reading text from a collection of materials or the library.
-Read a text at a reasonable speed for fluency.
-Read a text accurately and with expression.

The learner is guided to:
-Obtain specific information from a text.
-Practise reading at the right speed, with peers.
-Read a text on animal safety, while observing punctuation marks correctly.

1. Why do we at times hesitate as we read? -2. How can you improve your reading speed? -3. What are some of the feelings you show when reading a story or poem?

MENTOR English Learner's Book pg. 104
-Storybooks
-Digital devices
-Teacher's guide

Observation -Oral reading -Peer assessment -Self-assessment

Reading
Grammar in Use

Fluency
Sentence Patterns

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

-Read a text accurately and with expression.
-Acknowledge the importance of reading fluency in lifelong learning.
-Apply reading strategies to enhance fluency.

The learner is guided to:
-Watch a video on reading fluency and practise the various aspects of fluency.
-Collaborate in reading a choral verse.
-Read a paragraph, a passage, or story in turns.

1. Why do we at times hesitate as we read? -2. How can you improve your reading speed? -3. What are some of the feelings you show when reading a story or poem?

MENTOR English Learner's Book pg. 104
-Video clips
-Poems
-Stories
-Digital devices
-Teacher's guide
MENTOR English Learner's Book pg. 109
-Charts
-Dictionary

Observation -Oral reading -Choral reading -Checklists

Grammar in Use

Sentence Patterns

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

-Use active and passive voice correctly.
-Assess sentences for correctness on the use of active and passive voice.
-Value the importance of using varied sentence structures in writing.

The learner is guided to:
-Construct sentences, related to animal safety, in the active and passive voice, type them on a computer, laptop, tablet, or mobile phone and share them through, email or other web platforms.
-Search for more examples of sentences in the active and passive voice from the internet.
-Collaborate with peers to determine the correctness of sentences.

1. Why do we say some sentences are in active or passive voice? -2. How do we change a sentence from active to passive form?

MENTOR English Learner's Book pg. 109
-Digital devices
-Sample sentences
-Dictionary
-Teacher's guide

Observation -Written exercises -Peer assessment -Checklists

Writing

Creative Writing – Narrative Compositions

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

-Plan a narrative composition in preparation for writing.
-Use proverbs, phrasal verbs and idiomatic expressions in writing.
-Create a narrative composition based on a given theme for self-expression.

The learner is guided to:
-Collaborate to use the writing process (planning, drafting, editing, revising, and publishing) and create a narrative composition of about (160-200 words).
-Identify idioms, proverbs, and similes from an oral or written text.
-Use appropriate words and expressions such as fixed phrases: similes, idioms phrasal verbs and metaphors in their writing.

1. Why is it important to plan your composition? -2. What makes a composition interesting? -3. Why do we use idioms and proverbs in compositions?

MENTOR English Learner's Book pg. 104
-Sample compositions
-Digital devices
-Dictionary
-Teacher's guide

Observation -Oral questions -Written exercises -Peer assessment

Writing

Creative Writing – Narrative Compositions

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

-Create a narrative composition based on a given theme for self-expression.
-Judge a narrative composition for creativity, organisation of ideas, relevance of topic, and correctness.
-Value the importance of proofreading and revising written work.

The learner is guided to:
-Display their compositions in class, on charts, school magazine, noticeboard and blogs, among others.
-Complete a gap-filling exercise involving similes, proverbs, and idioms.
-Peer review each other's work and provide constructive feedback.

1. Why is it important to plan your composition? -2. What makes a composition interesting? -3. Why do we use idioms and proverbs in compositions?

MENTOR English Learner's Book pg. 104
-Manila paper
-Digital devices
-Assessment rubrics
-Teacher's guide

Written exercise -Peer assessment -Self-assessment -Assessment rubrics