CHILD LABOUR

Listening and Speaking
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
MENTOR English Learner's Book pg. 3
-Dictionary

Observation -Oral questions -Oral presentation

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

Observation -Reading logs -Assessment rubric -Written questions

Reading

Extensive Reading

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

-Use reference materials to find the required information.
-Judge the suitability of sample extensive reading materials.
-Appreciate the importance of reading independently for lifelong learning.

The learner is guided to:
-Create a crossword puzzle from the list of new words.
-Make notes on the information they have obtained.
-Share what they have read with classmates.

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

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

Observation -Oral presentation -Written exercises -Checklists

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

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
Listening and Speaking

Guided Writing
Pronunciation and Listening Comprehension

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
MENTOR English Learner's Book pg. 14
-Audio recordings

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:

-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

Observation -Oral questions -Oral presentation -Checklists

Reading

Intensive Reading

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

-Identify characters and events in a text for comprehension.
-Predict events in a text accurately.
-Answer factual and inferential questions correctly for comprehension.

The learner is guided to:
-Read a poem or story and identify the characters and events.
-Read a story of about 500 words and predict the events then answer factual and inferential questions.
-Read a poem of not more than six stanzas in small groups.

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
-Dictionary
-Teacher's guide

Observation -Oral questions -Written questions -Assessment rubric

Reading
Grammar in Use

Intensive Reading
Word Classes: Nouns

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
MENTOR English Learner's Book pg. 21
-Charts
-Dictionary

Observation -Oral presentation -Peer assessment -Checklists

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
Listening and Speaking

Creative Writing: Narrative Compositions
Pronunciation and Vocabulary

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

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

TELEPHONE ETIQUETTE

Listening and Speaking

Pronunciation and Vocabulary

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

-Use polite words and phrases in a variety of contexts.
-Use a variety of similes, proverbs, idioms and fixed phrases in oral communication.
-Collaborate with peers to judge whether words or phrases have been used politely in a text.

The learner is guided to:
-Role-play a telephone conversation, with peers.
-Work with peers to use polite language to interrupt politely in sentences.
-Practise using expressions such as: fixed phrase: make friends; simile: as proud as a peacock; metaphor: Peter is a giraffe. He is so tall; idiom: feel at home; proverbs: charity begins at home; phrasal verb: pass by, look for, look at.

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 presentation -Role play -Checklists

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

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
-Sample compositions

Observation -Oral questions -Written exercises -Peer assessment

EMERGENCY RESCUE SERVICES

Listening and Speaking

Pronunciation and Vocabulary

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

-Select words with the target sound from a text.
-Use appropriate words, similes and proverbs with straight forward meanings in day-to-day communication.
-Distinguish nouns, verbs and adjectives by stressing syllables correctly.

The learner is guided to:
-Pronounce words containing the sound /ʊə/.
-Pronounce words with same spelling but different meanings.
-Work with peers to distinguish verbs, nouns and adjectives on the basis of stress, for example, extract/extract, perfect/perfect.

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
-Dictionary
-Teacher's guide

Observation -Oral questions -Peer assessment -Self-assessment

Listening and Speaking
Reading

Pronunciation and Vocabulary
Intensive Reading: Visuals

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
MENTOR English Learner's Book pg. 46
-Pictures
-Charts

Observation -Oral presentation -Recording assessment -Checklists

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
Writing

Word Classes: Pronouns
Functional Writing

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
MENTOR English Learner's Book pg. 52
-Sample letters

Observation -Written exercises -Peer assessment -Checklists

Writing

Functional Writing

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

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:

-Listen for specific information and the main idea for self-expression.
-Respond to oral questions based on the theme.
-Use expressions such as similes, metaphors and proverbs in oral communication.

The learner is guided to:
-Listen to correct pronunciation of sounds, words, and phrases from the teacher, audio-visual recordings among others.
-Work with peers to say words and phrases with the sounds /ð/ and /θ/ and assist one another.
-Listen to a poem on tourist attraction sites in Kenya with various adverbial phrases such as proudly, in the park, by the river among others and recite it.

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 -Peer assessment

Listening and Speaking
Reading

Pronunciation and Vocabulary
Extensive Reading: Fiction/Non Fiction

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

Observation -Oral questions -Oral presentation -Checklists

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
-Manila paper

Observation -Oral questions -Written exercises -Peer assessment

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

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 on a variety of topics.
-Judge a narrative composition for correctness of language, relevance of the topic, and organisation of ideas.
-Value the importance of using appropriate expressions in writing.

The learner is guided to:
-Use the steps of the writing process to create a narrative composition of about (160-200 words), on tourist attraction sites.
-Use appropriate fixed phrases such as: catch fire; similes such as: as fast as lightning; metaphors such as: the boy was a fox. He was so cunning; proverbs such as: prevention is better than cure; idioms such as get into hot water and phrasal verbs such as: care for.
-Proofread and revise the composition.

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
-Assessment rubrics
-Teacher's guide

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

JOBS AND OCCUPATIONS - WORK ETHICS

Listening and Speaking
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
-Dictionary

Observation -Oral questions -Peer assessment -Self-assessment

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
Grammar in Use

Intensive Reading: Dialogue
Phrasal Quantifiers

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
MENTOR English Learner's Book pg. 79
-Charts

Observation -Oral presentation -Written exercises -Peer assessment

Grammar in Use

Phrasal Quantifiers

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

Observation -Written exercises -Peer assessment -Checklists

Writing

Creative Writing - Pictorial Compositions

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

-Plan a composition in preparation for writing.
-Use appropriate words and expressions such as similes, metaphors, fixed phrases, phrasal verbs and idioms in written communication.
-Create a pictorial composition from visuals.

The learner is guided to:
-Collaborate to view a variety of pictures, illustrations, and other visuals in print and digital texts and discuss what is happening.
-View comic strips from newspapers and magazine columns.
-Use relevant fixed phrases: have no idea; similes: as happy as a king; metaphors: wambui is a bee, she is so busy; idioms: go the extra mile; proverbs such as: the sun does not wait for a king and phrasal verbs such as grow up in a composition.

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
-Comic strips
-Newspapers
-Magazines
-Digital devices
-Teacher's guide

Observation -Oral questions -Written exercises -Peer assessment

Writing
Listening and Speaking

Creative Writing - Pictorial Compositions
Pronunciation and Interactive Listening

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
MENTOR English Learner's Book pg. 85
-Audio recordings
-Dictionary

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:

-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
Grammar in Use

Extensive Reading: Fictional and Non-Fictional
Tense: Future Continuous Tense

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
MENTOR English Learner's Book pg. 93
-Charts
-Maps

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:

-Use future continuous tense in oral and written contexts correctly.
-Assess sentences for correctness and appropriateness of tense.
-Value the importance of using tense correctly.

The learner is guided to:
-Search the internet for examples of sentences expressing continuous tense.
-Collaborate with peers to determine the correctness of tense in sample sentences.
-Create their own sentences featuring future continuous tense.

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
-Digital devices
-Sample sentences
-Dictionary
-Teacher's guide

Observation -Written exercises -Peer assessment -Checklists

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
-Manila paper
-Sample sentences

Observation -Oral questions -Written exercises -Peer assessment

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
-Video clips
-Poems
-Stories

Observation -Oral reading -Peer assessment -Self-assessment

Grammar in Use

Sentence Patterns

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

-Distinguish the active and passive voice in a sample text correctly.
-Contrast the use of some given words in sentences.
-Use active and passive voice correctly.

The learner is guided to:
-Identify sentences in the active and passive voice from a text.
-Change sentences from active to passive voice and vice-versa.
-Sort pairs of sentences and classify them into either active or passive voice categories.

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
-Charts
-Digital devices
-Dictionary
-Teacher's guide

Observation -Oral questions -Written exercises -Peer assessment

Grammar in Use
Writing

Sentence Patterns
Creative Writing – Narrative Compositions

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
MENTOR English Learner's Book pg. 104
-Sample compositions

Observation -Written exercises -Peer assessment -Checklists

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

LIFESTYLE DISEASES

Listening and Speaking

Pronunciation and Speaking Fluency

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

-Identify words, phrases and sentences with the target sounds.
-Use words and expressions such as idioms, proverbs and similes related to the theme in sentences correctly.
-Make an oral presentation related to the theme fluently.

The learner is guided to:
-Say words and phrases with the sounds /eə/, /aʊ/ and /h/ correctly.
-Practise saying tongue twisters with the selected sounds.
-Recite poems on lifestyle diseases with words which have the sounds /eə/ /aʊ/ and /h/.

1. Why should you speak accurately and without hesitations? -2. Why should you show the right feelings when reciting a poem or telling a story?

MENTOR English Learner's Book pg. 117
-Digital devices
-Audio recordings
-Dictionary
-Teacher's guide

Observation -Oral questions -Recitation -Peer assessment

Listening and Speaking
Reading

Pronunciation and Speaking Fluency
Intensive Reading - fictional or non-fictional

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

-Make an oral presentation related to the theme fluently.
-Acknowledge the importance of fluency in oral communication.
-Use words and expressions such as idioms, proverbs and similes related to the theme in sentences correctly.

The learner is guided to:
-Speak at the right speed.
-Make short speeches on lifestyle diseases expressively, accurately and without hesitations.
-Recite choral and oral verses poems and show the right facial expressions through readers' theatres.
-Use fixed phrases such as fall sick; similes such as … as right as rain; metaphor, for example, Kadzo is a lark. She is always happy; idioms such as fit as a fiddle, sick like a dog; proverbs such as an apple a day keeps the doctor away, prevention is better than cure; phrasal verbs such as pass out.
-Make short videos of the poetry recitation or narrations and share them with friends or peers.

1. Why should you speak accurately and without hesitations? -2. Why should you show the right feelings when reciting a poem or telling a story?

MENTOR English Learner's Book pg. 117
-Digital devices
-Video recordings
-Dictionary
-Teacher's guide
MENTOR English Learner's Book pg. 121
-Storybooks
-Non-fiction books

Observation -Oral presentation -Role play -Checklists

Reading

Intensive Reading - fictional or non-fictional

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

-Respond to texts correctly for comprehension.
-Acknowledge the importance of reading comprehension in lifelong learning.
-Create mental images from viewed, heard or read text for comprehension.

The learner is guided to:
-Use the image on the front cover to predict events in the text.
-Infer the meaning of unfamiliar words and expressions such as fixed phrases, idioms, proverbs and phrasal verbs.
-Retell the events depicted in a text in their own words.
-Answer direct and inferential questions from a variety of texts.
-Create a mind map using words in a text.

1. Why should we relate events in a text with real life, people or places? -2. How can we predict what will happen in a text or story?

MENTOR English Learner's Book pg. 121
-Storybooks
-Non-fiction books
-Dictionary
-Digital devices
-Teacher's guide

Observation -Oral presentation -Written exercises -Peer assessment

Grammar in Use

Adverbs

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

-Identify adverbs in oral and written texts.
-Use adverbs to express different meanings correctly.
-Judge the appropriateness of adverbs used in oral and written texts.

The learner is guided to:
-Identify the adverbs of manner, time, place and frequency in a text on lifestyle diseases.
-Underline the adverbs in a passage.
-Pick out different adverbs from print texts or the internet in small groups.

1. How do we show where, how, when and how many times an action occurs? -2. What are some of the words you could use to talk more about an action?

MENTOR English Learner's Book pg. 121
-Charts
-Digital devices
-Dictionary
-Teacher's guide
-Sample sentences

Observation -Oral questions -Written exercises -Peer assessment

Writing

Punctuation: The Hyphen

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

-Identify grade appropriate hyphenated words from a written text.
-Use grade appropriate hyphenated words correctly for clarity of meaning.
-Judge sentences for correctness of language, and use of the hyphen.

The learner is guided to:
-Search for and share with peers hyphenated words such as dark-blue shirt, good-looking, good-hearted, fast-moving, anticlockwise from the internet, magazines, newspapers, textbooks or brochures.
-Listen to a dictation of the following words: mother-in-law, father-in-law, sister-in-law, brother-in law and write them down.
-Listen to an audio recording of the words mother-in-law, father-in-law, sister-in-law, brother-in-law and anti-clockwise and create a list.

1. Why do we punctuate texts?

MENTOR English Learner's Book pg. 121
-Magazines
-Newspapers
-Digital devices
-Dictionary
-Teacher's guide

Observation -Oral questions -Written exercises -Dictation

Writing

Punctuation: The Hyphen

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

-Use grade appropriate hyphenated words correctly for clarity of meaning.
-Judge sentences for correctness of language, and use of the hyphen.
-Value the importance of using punctuation marks correctly in writing.

The learner is guided to:
-Use words such as fast-flowing, slow-moving, open-mouthed, big eyed, sugar-free among others in sentences.
-Hyphenate words which refer to age such as five-year-old girl, two-year-old and middle-aged man.
-Use the hyphen correctly when writing numbers 21 through 99: for example, twenty-one; ninety-nine.
-Work with peers to create a poster on lifestyle diseases featuring the words, mother-in-law, father-in-law, sister-in-law, brother-in-law, anti-clockwise among others.

1. Why do we punctuate texts?

MENTOR English Learner's Book pg. 121
-Magazines
-Newspapers
-Manila paper
-Digital devices
-Dictionary
-Teacher's guide

Observation -Written exercises -Peer assessment -Assessment rubrics

PROPER USE OF LEISURE TIME

Listening and Speaking
Listening and Speaking

Pronunciation and Interactive Listening

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

-Identify words with the sound /h/ in an oral text.
-Use turn taking and polite interruption during a conversation.
-Express appropriate moods during a conversation.

The learner is guided to:
-Pick out the sound /h/ as in holiday, /j/ as in yam and [eə] as in air, from an audio text.
-Listen to a text on proper use of leisure time and say words and phrases with the sound /h/.
-Take turns during short interviews, debates and discussions on grade appropriate topics.

1. Why should we take turns in a conversation? -2. What are some of the moods/feelings we can show during a conversation?

MENTOR English Learner's Book pg. 132
-Digital devices
-Audio recordings
-Dictionary
-Teacher's guide
-Poems

Observation -Oral questions -Role play -Peer assessment

Reading

Intensive Reading

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

-Make connections between events in a text and real life experiences.
-Respond to a text correctly for comprehension.
-Use contextual clues to infer the meaning of unfamiliar words and expressions such as proverbs, similes among others.

The learner is guided to:
-Preview a text (of about 500 words) on proper use of leisure time for general understanding.
-Make predictions about events in a text.
-Infer the meaning of unfamiliar words and expressions using prior knowledge and contextual clues.

1. Why should we relate events in a book to our own life experiences? -2. How can you predict the information in a book even before you read it?

MENTOR English Learner's Book pg. 136
-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:

-Respond to a text correctly for comprehension.
-Use contextual clues to infer the meaning of unfamiliar words and expressions such as proverbs, similes among others.
-Acknowledge the role of reading comprehension in lifelong learning.

The learner is guided to:
-Answer direct and inferential questions orally and in writing.
-Summarise the events in the text through retelling.
-Create a crossword puzzle using the learnt vocabulary.

1. Why should we relate events in a book to our own life experiences? -2. How can you predict the information in a book even before you read it?

MENTOR English Learner's Book pg. 136
-Storybooks
-Dictionary
-Digital devices
-Teacher's guide

Observation -Oral presentation -Written exercises -Peer assessment

Grammar in Use

Conjunctions

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

-Identify conjunctions in a text.
-Use conjunctions correctly in varied contexts.
-Judge the appropriateness of conjunctions used in sentences.

The learner is guided to:
-Identify the conjunctions since, so, nor, yet, for, unless, although, though, in a text.
-Construct sentences on proper use of leisure time using conjunctions.
-Fill in blanks in sentences using conjunctions.

1. Why should you write sentences correctly? -2. How do you join two or more sentences?

MENTOR English Learner's Book pg. 139
-Charts
-Digital devices
-Dictionary
-Teacher's guide

Observation -Oral questions -Written exercises -Peer assessment

Writing

Creative Writing-Descriptive Compositions

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

-Use appropriate adjectives to describe a person, object or a place.
-Plan a descriptive composition in preparation for writing.
-Create a descriptive composition on a variety of topics.

The learner is guided to:
-Identify key points about an event such as a wedding ceremony, football match and dance, among others.
-Suggest people, events, places or objects that can be described in pairs.
-Plan a descriptive composition of about (160-200 words).
-Select and use appropriate expressions such as proverbs and idioms in a composition.

1. Why should you plan your composition? -2. How do we describe objects, people or events? -3. Which words do we use to describe people, objects or events?

MENTOR English Learner's Book pg. 142
-Sample compositions
-Digital devices
-Dictionary
-Teacher's guide

Observation -Oral questions -Written exercises -Peer assessment

Writing
Listening and Speaking

Creative Writing-Descriptive Compositions
Pronunciation and Vocabulary: audio files

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

-Create a descriptive composition on a variety of topics.
-Judge a descriptive composition for correctness of language, relevance to the topic, creativity and organisation of ideas.
-Value the importance of planning and organizing ideas in writing.

The learner is guided to:
-Collaborate to write the introductory paragraph of the descriptive composition.
-Complete the descriptive composition.
-Proofread the composition with peers.
-Display the corrected composition in the classroom or share it over the internet, email or social media.

1. Why should you plan your composition? -2. How do we describe objects, people or events? -3. Which words do we use to describe people, objects or events?

MENTOR English Learner's Book pg. 142
-Sample compositions
-Digital devices
-Assessment rubrics
-Teacher's guide
MENTOR English Learner's Book pg. 146
-Audio recordings
-Dictionary

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

SPORTS - INDOOR GAMES

Listening and Speaking

Pronunciation and Vocabulary: audio files

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

-Interpret non-verbal cues correctly during conversations.
-Listen for specific details and main idea from audio recordings, internet, radio or television programmes.
-Appreciate the importance of effective listening in communication.

The learner is guided to:
-Interpret non-verbal cues correctly during conversations.
-Practise using expressions such as fixed phrases: out of breath; similes: as bright as day; metaphor: Lodunga is a deer. He runs very fast.; idioms: get a head start; proverbs: look before you leap and phrasal verbs such as pass round.

1. Why should we look at the face of people as they speak? -2. How are audio stories different from a story book?

MENTOR English Learner's Book pg. 146
-Digital devices
-Video clips
-Dictionary
-Teacher's guide

Observation -Oral presentation -Role play -Checklists

Reading

Intensive Reading - digital stories

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

-Identify words, phrases and proverbs from a digital text.
-Create mental images from viewed, heard or read text.
-Answer direct and inferential questions correctly for comprehension.

The learner is guided to:
-Participate in a reader's theatre and read solo or choral poems on indoor games.
-Make predictions about a text by observing the cover or title.
-Make connections between the pictures in a text and real life situations.
-Summarise important ideas and restate them in own words.

1. How can the pictures in a book or cover help you make predictions about the story? -2. How are digital stories different from story books?

MENTOR English Learner's Book pg. 152
-Digital stories
-Pictures
-Dictionary
-Teacher's guide

Observation -Oral questions -Written questions -Assessment rubric

Reading
Grammar in Use

Intensive Reading - digital stories
Interrogatives

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

-Answer direct and inferential questions correctly for comprehension.
-Acknowledge the role of reading comprehension in lifelong learning.
-Create mental images from viewed, heard or read text.

The learner is guided to:
-Retell events in a poem chronologically.
-Use contextual clues to infer the meaning of expressions such as fixed phrases, similes, metaphors, idioms, proverbs and phrasal verbs.
-Summarise events in a text through retelling.

1. How can the pictures in a book or cover help you make predictions about the story? -2. How are digital stories different from story books?

MENTOR English Learner's Book pg. 152
-Digital stories
-Pictures
-Dictionary
-Teacher's guide
-Charts
-Digital devices

Observation -Oral presentation -Written exercises -Peer assessment

Grammar in Use

Interrogatives

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

-Use interrogatives correctly to express different meanings.
-Assess the appropriateness of interrogatives used in print and digital texts.
-Value the importance of using interrogatives correctly in communication.

The learner is guided to:
-Create lists of interrogative sentences using words related to the theme.
-Type the list using a computer, laptop or tablet in groups and display his or her work to peers.
-Provide feedback on peers' work.

1. How do you form questions? -2. Why do we ask questions?

MENTOR English Learner's Book pg. 152
-Computer
-Laptop
-Tablet
-Dictionary
-Teacher's guide

Observation -Written exercises -Peer assessment -Checklists

Writing

Spelling: Synonyms and Antonyms

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

-Identify synonyms and antonyms correctly for writing fluency.
-Use synonyms and antonyms correctly in sentences.
-Advocate the use of a rich vocabulary in writing.

The learner is guided to:
-Listen/watch a video recording on in-door games and identify words with synonyms and antonyms.
-Form sentences using synonyms and antonyms.
-Identify synonyms and antonyms from newspapers, magazines or the internet and create a crossword puzzle.

1. How do you tell the meaning of unfamiliar words? -2. Which are some of the words with same or opposite meaning?

MENTOR English Learner's Book pg. 156
-Videos
-Newspapers
-Magazines
-Digital devices
-Dictionary
-Teacher's guide
-Manila paper
-Markers

Observation -Oral questions -Written exercises -Peer assessment

ENVIRONMENT CONSERVATION

Listening and Speaking

Pronunciation and Vocabulary

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

-Identify words, phrases and sentences with the target sounds.
-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 /ʒ/ /ʤ/ correctly.
-Recite poems with words that have the sounds /ʒ/ /ʤ/.
-Listen for specific details such as: fixed phrases: as long as, all the time, set on fire, from time to time, too bad, be in trouble; simile: as wide as the sky, as brave as a lion, as green as grass, as clear as crystal, as clear as day, as black as soot, as pure as snow; metaphor: The man is a tortoise. He walks so slowly! Sanaipei is a lion. She is very brave.

1. Why should you speak at the right speed, accurately, and with expression? -2. How do our faces, hands, and eyes help us communicate better?

MENTOR English Learner's Book pg. 159
-Digital devices
-Audio recordings
-Dictionary
-Teacher's guide

Observation -Oral questions -Recitation -Peer assessment

Listening and Speaking

Pronunciation and Vocabulary

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

-Use non-verbal cues appropriately to enhance fluency.
-Judge the appropriateness of non-verbal cues in a conversation or video recordings.
-Use a variety of similes, proverbs, idioms and fixed phrases in oral communication.

The learner is guided to:
-Speak on topics based on environmental conservation or content from other areas in class.
-Participate in mock interviews in small groups.
-Recite choral and solo verses related to the theme.
-Use idioms such as: A drop in the ocean, add fuel to the fire, beat about the bush, the grass is always greener on the other side of the fence; proverbs: Prevention is better than cure; The best things in life are free, An apple never falls far from the tree; If you want to be happy for a year, plant a garden; If you want to be happy for life, plant a tree; phrasal Verbs: clean up, cut down, die out, dry up, cut down, die out.

1. Why should you speak at the right speed, accurately, and with expression? -2. How do our faces, hands, and eyes help us communicate better?

MENTOR English Learner's Book pg. 159
-Digital devices
-Video clips
-Dictionary
-Teacher's guide

Observation -Oral presentation -Role play -Checklists

Reading

Intensive Reading

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

-Identify words, phrases, and proverbs used in a song or poem.
-Uses stress and rhythm correctly while reading lines and words in a poem or song.
-Respond to a reading text for comprehension.

The learner is guided to:
-Participate in a reader's theatre and read solo or choral poems, using correct stress.
-Sing along as a video of poetry recitation or song plays with the lyrics provided, using the correct rhythm.
-Identify words, phrases, and proverbs used in the song or poem.
-Make predictions about events in a poem on environmental conservation by observing the picture or title.

1. Why are songs and poems more enjoyable than reading a book? -2. How can we tell what a story is about even before we read it?

MENTOR English Learner's Book pg. 163
-Poems
-Songs
-Digital devices
-Teacher's guide
-Dictionary

Observation -Oral questions -Recitation -Assessment rubric

Grammar in Use

Question Tags

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

-Identify tag questions from a print or digital text for information.
-Form tag questions from verbs to be, verbs to have, verbs to do and modals.
-Use tag questions correctly in oral and written texts.

The learner is guided to:
-Identify the verbs to be, verbs to have, verbs to do and modals.
-Form tag questions using verbs to be, verbs to have, verbs to do and modals.
-Apply rules when forming tag questions, for example, a positive statement results in a negative tag question and vice versa.

1. How do we form question tags? -2. What is a question tag?

MENTOR English Learner's Book pg. 167
-Charts
-Digital devices
-Dictionary
-Teacher's guide

Observation -Oral questions -Written exercises -Peer assessment

Grammar in Use

Question Tags

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

-Use tag questions correctly in oral and written texts.
-Appreciate the importance of well formed sentences in communication.
-Judge the correctness of tag questions in a variety of contexts.

The learner is guided to:
-Search for examples of question tags on the web, with peers.
-Practise using tag questions in dialogues and conversations.
-Make posters featuring tag questions and display them in class.

1. How do we form question tags? -2. What is a question tag?

MENTOR English Learner's Book pg. 167
-Digital devices
-Manila paper
-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 all the components of a personal journal.
-Use the correct format to create a personal journal.
-Judge the correctness sentences, relevance to the topic and the format of a personal journal.

The learner is guided to:
-Identify all the components of a personal journal.
-Read a sample personal journal.
-Create a personal journal for seven days.
-Peer-edit the personal journals – different pairs exchange their journals for editing.

1. Why do we keep journals and diaries? -2. How do you record important occasions or dates in your life?

MENTOR English Learner's Book pg. 167
-Sample journals
-Digital devices
-Dictionary
-Teacher's guide
-Assessment rubrics

Observation -Oral questions -Written exercises -Peer assessment

MONEY - TRADE

Listening and Speaking

Pronunciation and Intensive Listening

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

-Identify specific sounds, words, phrases, and sentences from a text.
-Listen to a short text and rewrite it accurately.
-Use expressions such as similes, proverbs, fixed phrases idioms and metaphors in oral contexts correctly.

The learner is guided to:
-Say the sounds: /ᴧ / as in but, / ʊ / as in put, [ ʊə ] as in tour and [ eı ] as in gate.
-Rewrite a short text in his or her own words accurately.
-Read a written version of what they have listened to.

1. Why should we listen carefully? -2. What messages do we obtain from similes and proverbs?

MENTOR English Learner's Book pg. 173
-Digital devices
-Audio recordings
-Dictionary
-Teacher's guide

Observation -Oral questions -Written exercises -Peer assessment

Listening and Speaking
Reading

Pronunciation and Intensive Listening
Extensive Reading

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

-Use expressions such as similes, proverbs, fixed phrases idioms and metaphors in oral contexts correctly.
-Advocate the need for attentive listening during oral comprehension.
-Predict the likely outcome of events in a listening text.

The learner is guided to:
-Predict the likely outcome of events in a listening text.
-Pick out information such as amounts, dates, time, facts, characters, and the sequence of events from an oral text.
-Use expressions such as fixed phrases: at once, no entry; similes such as: sell like hot cakes, as happy as a hippo; metaphors such as - Chebet is a hare. She is so clever; proverbs such as A stitch in time saves nine, grow on trees; idioms such as back to square one, to cut corners and phrasal verbs such as count on, give in and give back.

1. Why should we listen carefully? -2. What messages do we obtain from similes and proverbs?

MENTOR English Learner's Book pg. 173
-Digital devices
-Audio recordings
-Dictionary
-Teacher's guide
MENTOR English Learner's Book pg. 178
-Newspapers
-Magazines
-Storybooks

Observation -Oral presentation -Role play -Checklists

Reading

Extensive Reading

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

-Read a variety of print or digital texts for enjoyment and general understanding.
-Appreciate the importance of extensive reading in lifelong learning.
-Apply reading strategies to enhance comprehension.

The learner is guided to:
-Read print and non-print materials (websites and blogs) independently.
-Read newspapers, magazines poems, and class readers on trade.
-Read digital versions of newspapers and magazines for information.

1. Why do we enjoy reading some materials but not others? -2. How do you obtain information from a newspaper, book, or magazine quickly?

MENTOR English Learner's Book pg. 178
-Newspapers
-Magazines
-Digital devices
-Teacher's guide

Observation -Reading logs -Peer assessment -Checklists

Grammar in Use

Word Classes: Prepositions

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

-Identify prepositions correctly in oral and written texts.
-Use prepositions correctly in varied texts.
-Judge the appropriateness of prepositions used in various texts.

The learner is guided to:
-Identify prepositions of time such as since, before, until, about, during, past directions: such as above, across, below, after agent such as by, and with instrument such as with and by.
-Collaborate with peers to create visuals demonstrating the use of various prepositions.
-Construct sentences on money and trade using prepositions.

1. How do we describe where people or objects are? -2. Which among the following words is not a preposition? (eat, please, outside, in, on, there, how, to, above)

MENTOR English Learner's Book pg. 181
-Charts
-Digital devices
-Dictionary
-Teacher's guide

Observation -Oral questions -Written exercises -Peer assessment

Grammar in Use
Writing

Word Classes: Prepositions
Spelling: Prefixes and Suffixes

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

-Use prepositions correctly in varied texts.
-Judge the appropriateness of prepositions used in various texts.
-Value the importance of using prepositions correctly in communication.

The learner is guided to:
-Create crossword puzzles using prepositions in pairs or small groups.
-Create visuals to demonstrate the use of various prepositions in sentences.
-Work with peers to create charts or posters showing where objects are, for example, 'The pupils are inside the classroom.'

1. How do we describe where people or objects are? -2. Which among the following words is not a preposition? (eat, please, outside, in, on, there, how, to, above)

MENTOR English Learner's Book pg. 181
-Manila paper
-Digital devices
-Dictionary
-Teacher's guide
MENTOR English Learner's Book pg. 184
-Charts

Observation -Written exercises -Peer assessment -Checklists

Writing

Spelling: Prefixes and Suffixes

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

-Form new words using prefixes and suffixes.
-Spell words correctly for writing fluency.
-Determine the correctness and appropriateness of affixes used in various texts.

The learner is guided to:
-Use mind maps to generate a list of related words and change their form by adding affixes.
-Create a crossword puzzle using the words they have generated.
-Share their puzzles with peers.

1. Why is it important to spell words correctly? -2. Why is it difficult to spell some words? -3. How can we become better at spelling?

MENTOR English Learner's Book pg. 184
-Manila paper
-Digital devices
-Dictionary
-Assessment rubrics
-Teacher's guide

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