INTERNET - EMAIL

Listening and Speaking

Pronunciation and Vocabulary: Stress and Intonation

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

- identify correct stress and intonation in 'WH' questions, other questions and statements for clarity in speech
- use correct stress and intonation in questions and statements to communicate clearly
- use vocabulary related to the theme in a variety of contexts for effective oral communication
- adopt the use of varying intonation for effective communication

The learner is guided to:
- listen to an audio-visual recording of words featuring the sounds /ʊ/ /uː/ /f/ /v/
- listen to correct stress in words such as address, increase among others (whether noun or verb)
- listen to correct intonation in questions and statements to identify a speaker's feelings
- recite a poem featuring 'WH' questions and declaratives collaboratively
- vary intonation when uttering questions and statements. construct sentences orally with peers using vocabulary related to the theme

Why do we vary our voice when asking questions?

- Mentor English Learner's Book pg. 83
- Audio recordings
- Digital devices
- Poems
- Flash cards
- Teacher's Guide

- Stress identification - Intonation application - Poem recitation - Sentence construction - Observation

Listening and Speaking

Pronunciation and Vocabulary: Stress and Intonation

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

- identify correct stress and intonation in 'WH' questions, other questions and statements for clarity in speech
- use correct stress and intonation in questions and statements to communicate clearly
- use vocabulary related to the theme in a variety of contexts for effective oral communication
- adopt the use of varying intonation for effective communication

The learner is guided to:
- distinguish between rising and falling intonation patterns
- practice asking questions with appropriate intonation
- identify word stress in vocabulary related to internet and email
- create and perform dialogues about using email with correct intonation
- record themselves using appropriate stress and intonation
- provide feedback to peers on their use of stress and intonation

How does good pronunciation of words and sounds help us?

- Mentor English Learner's Book pg. 85
- Audio recordings
- Digital devices
- Dialogue scripts
- Recording equipment
- Teacher's Guide

- Intonation patterns - Question formation - Dialogue performance - Recording quality - Peer feedback

Listening and Speaking

Pronunciation and Vocabulary: Stress and Intonation

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

- identify correct stress and intonation in 'WH' questions, other questions and statements for clarity in speech
- use correct stress and intonation in questions and statements to communicate clearly
- use vocabulary related to the theme in a variety of contexts for effective oral communication
- adopt the use of varying intonation for effective communication

The learner is guided to:
- practice stressing different words in the same sentence to change meaning
- analyze how intonation affects the meaning of statements about internet use
- role-play conversations about email communication using varied intonation
- listen to recordings and identify the emotions conveyed through intonation
- create instructional dialogues about using email
- perform choral speaking focusing on stress and intonation

How do we find out what we do not know?

- Mentor English Learner's Book pg. 87
- Audio recordings
- Digital devices
- Role-play scenarios
- Dialogue scripts
- Teacher's Guide

- Stress variation - Role-play performance - Emotion identification - Dialogue creation - Choral speaking

Reading

Intensive Reading: Dialogue

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

- read a variety of dialogues related to email and the internet for comprehension
- apply appropriate intensive reading skills to obtain specific factual and inferential information for lifelong learning
- adopt reading for purposes of comprehension and information

The learner is guided to:
- locate new words and sentence structures in a dialogue
- read a variety of dialogues related to the theme in print and non-print formats
- answer factual and inferential questions individually and collaboratively
- identify events in a dialogue for logical flow

How can we obtain information from texts?

- Mentor English Learner's Book pg. 89
- Dialogue texts
- Digital devices
- Question sheets
- Reading materials
- Teacher's Guide

- Vocabulary identification - Comprehension questions - Event sequencing - Collaborative work - Observation

Reading

Intensive Reading: Dialogue

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

- read a variety of dialogues related to email and the internet for comprehension
- apply appropriate intensive reading skills to obtain specific factual and inferential information for lifelong learning
- adopt reading for purposes of comprehension and information

The learner is guided to:
- analyze character roles and interactions in dialogues about email
- identify key information about internet and email use from dialogues
- perform dialogues with appropriate expression and intonation
- create character profiles based on dialogue information
- make connections between dialogue content and real-life experiences
- identify the purpose and intended audience of dialogues

What stories or books have you read?

- Mentor English Learner's Book pg. 91
- Dialogue texts
- Character profile templates
- Performance space
- Digital devices
- Teacher's Guide

- Character analysis - Information identification - Dialogue performance - Character profiles - Connection making

Grammar in Use

Word Class: Quantifiers

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

- identify quantifiers used with count, non-count or both categories
- use the different quantifiers in sentences correctly for communication clarity
- acknowledge the importance of quantifiers in oral and written communication

The learner is guided to:
- identify quantifiers in samples of oral or written texts sentences
- play grade appropriate preposition games online or offline
- construct sentences using prepositions
- complete gaps in sentences, matching prepositions with pictures
- complete substitution exercises on various prepositions
- watch videos, visit web pages and other online resources and pick out prepositions collaboratively
- create and display preposition charts

How can we quantify nouns we cannot count?

- Mentor English Learner's Book pg. 93
- Text samples
- Online games
- Gap-filling exercises
- Videos
- Web resources
- Chart materials
- Teacher's Guide

- Quantifier identification - Game participation - Sentence construction - Gap-filling accuracy - Chart creation

Grammar in Use

Word Class: Quantifiers

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

- identify quantifiers used with count, non-count or both categories
- use the different quantifiers in sentences correctly for communication clarity
- acknowledge the importance of quantifiers in oral and written communication

The learner is guided to:
- categorize quantifiers that work with count nouns, non-count nouns, or both
- create tables showing appropriate quantifiers for different types of internet-related nouns
- practice using quantifiers in digital contexts (e.g., "many emails," "much information")
- edit texts with incorrect quantifier usage
- play games requiring the correct selection of quantifiers
- create digital presentations explaining quantifier usage

Which words demonstrate quantity in communication?

- Mentor English Learner's Book pg. 95
- Categorization charts
- Digital texts
- Editing exercises
- Games
- Presentation software
- Teacher's Guide

- Categorization accuracy - Table completion - Editing skills - Game performance - Presentation quality

Writing

Creative Writing: Pictorial Compositions

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

- organise pictures in a logical sequence to write pictorial compositions of about 60-80 on the theme
- write a pictorial composition of about 60-80 words on the theme for effective communication
- adopt the use of a wide range of pictures to write pictorial compositions on different topics for communication

The learner is guided to:
- identify pictures from online and offline sources collaboratively
- use pictures from online and offline sources to write a pictorial composition of 60-80 words based on the theme
- discuss pictures collaboratively and write pictorial compositions of about 60-80 words
- watch a variety of videos related to the theme and write pictorial compositions collaboratively
- generate a wide range of pictures from the internet and write pictorial composition together

How do pictures make you feel?

- Mentor English Learner's Book pg. 97
- Pictures
- Digital devices
- Videos
- Writing materials
- Internet access
- Teacher's Guide

- Picture selection - Composition quality - Collaborative work - Video response - Internet research

TECHNOLOGY - CYBER SAFETY

Listening and Speaking

Pronunciation and Vocabulary: Interactive Listening

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

- participate actively in a two-way conversation (turn taking) in various settings for self-expression
- apply vocabulary related to the theme in different settings for clarity of speech
- use the present and past tense correctly in a two way dialogue for communication
- realise the importance of turn taking in oral communication

The learner is guided to:
- listen for the sounds /ɛə/ /j/ /ʤ//ʒ/ from an audio text and then say them aloud
- act out a dialogue featuring vocabulary with the sounds /ɛə/ /j/ /ʤ//ʒ/ collaboratively
- apply facial expressions and gestures appropriately while reciting choral verses with peers
- record one another when performing a choral verse or short dialogues
- watch audio-visual recordings of short interviews and then conduct a role play with others
- take turns during an oral interview, discussion or debate
- participate in a debate, interview or discussion on social media

Why should you listen to others when they are speaking?

- Mentor English Learner's Book pg. 101
- Audio texts
- Digital devices
- Dialogue scripts
- Choral verses
- Recording equipment
- Teacher's Guide

- Sound identification - Dialogue performance - Choral verse recitation - Recording quality - Role-play assessment

Listening and Speaking

Pronunciation and Vocabulary: Interactive Listening

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

- participate actively in a two-way conversation (turn taking) in various settings for self-expression
- apply vocabulary related to the theme in different settings for clarity of speech
- use the present and past tense correctly in a two way dialogue for communication
- realise the importance of turn taking in oral communication

The learner is guided to:
- practice turn-taking in conversations about cyber safety
- identify and use appropriate verbal and non-verbal signals for turn-taking
- participate in guided discussions following turn-taking protocols
- create and perform dialogues about online safety
- listen to debates about technology use and analyze turn-taking patterns
- provide constructive feedback on peers' conversation skills

Why should we wait for our turn to speak?

- Mentor English Learner's Book pg. 103
- Turn-taking guides
- Discussion prompts
- Dialogue templates
- Debate recordings
- Feedback forms
- Teacher's Guide

- Turn-taking practice - Signal identification - Discussion participation - Dialogue performance - Feedback quality

Listening and Speaking

Pronunciation and Vocabulary: Interactive Listening

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

- participate actively in a two-way conversation (turn taking) in various settings for self-expression
- apply vocabulary related to the theme in different settings for clarity of speech
- use the present and past tense correctly in a two way dialogue for communication
- realise the importance of turn taking in oral communication

The learner is guided to:
- conduct interviews about technology use using present and past tense
- create digital storytelling presentations about cyber safety
- participate in panel discussions about responsible online behavior
- analyze conversations to identify present and past tense usage
- practice active listening techniques in partner activities
- reflect on the effectiveness of their conversation skills

How do we show when an action took place?

- Mentor English Learner's Book pg. 105
- Interview questions
- Digital storytelling tools
- Panel discussion guides
- Conversation samples
- Reflection templates
- Teacher's Guide

- Interview quality - Digital presentation - Panel participation - Tense analysis - Reflection depth

Reading

Extensive Reading: Narratives/Poems

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

- read a variety of materials (narratives, poems, graded readers) for lifelong learning
- demonstrate independent reading of a variety of materials (narratives, poems, graded readers) for information
- realise the importance of independent reading in a variety of contexts for enjoyment

The learner is guided to:
- select appropriate and high-interest reading print and electronic materials related such as narratives, poems and graded readers
- set up an after school club where they meet on a regular basis to read extensively
- retell the stories they have read in pairs or groups
- share opinions and reflections on the texts they have read
- identify and discuss proverbs used in graded readers

Why should we read different types of materials?

- Mentor English Learner's Book pg. 106
- Narratives
- Poems
- Graded readers
- Digital texts
- Reading logs
- Teacher's Guide

- Text selection - Retelling skills - Opinion sharing - Proverb identification - Reading log assessment

Reading

Extensive Reading: Narratives/Poems

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

- read a variety of materials (narratives, poems, graded readers) for lifelong learning
- demonstrate independent reading of a variety of materials (narratives, poems, graded readers) for information
- realise the importance of independent reading in a variety of contexts for enjoyment

The learner is guided to:
- create reading goals focused on cyber safety texts
- maintain reading logs documenting materials read and insights gained
- participate in book chats about technology and online safety
- create visual responses to texts read
- design reading recommendation cards for peers
- analyze how different texts approach the topic of cyber safety

What kind of materials do you enjoy reading?

- Mentor English Learner's Book pg. 108
- Reading goal templates
- Reading logs
- Book chat guidelines
- Art materials
- Recommendation cards
- Teacher's Guide

- Goal setting - Log maintenance - Book chat participation - Visual response - Recommendation quality

Grammar in Use

Tense: Present and Past Progressive Aspect

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

- identify the present and past progressive forms of the verb in oral and written texts for communication
- use the present and past progressive aspect correctly in oral and written contexts for self-expression
- adopt the use of the present and past progressive aspect in communication

The learner is guided to:
- listen to a radio or TV programme and identify the present and past progressive forms
- give examples of actions in the present and past progressive aspect
- use a given list of verbs to form sentences in the present and past progressive aspect collaboratively
- watch a video and write examples of the present and past progressive aspect in a notebook
- role-play or simulate an event in which they use the present and past progressive forms
- complete sentences using words in their present and past progressive correctly

Why is it important to show when something happened?

- Mentor English Learner's Book pg. 109
- Radio programs
- TV programs
- Verb lists
- Videos
- Role-play scenarios
- Sentence completion
- Teacher's Guide

- Form identification - Sentence formation - Video analysis - Role-play performance - Sentence completion

Grammar in Use

Tense: Present and Past Progressive Aspect

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

- identify the present and past progressive forms of the verb in oral and written texts for communication
- use the present and past progressive aspect correctly in oral and written contexts for self-expression
- adopt the use of the present and past progressive aspect in communication

The learner is guided to:
- create verb charts showing base form, present progressive, and past progressive
- write narratives about technology use employing progressive tenses
- edit texts with incorrect tense usage
- create digital presentations explaining progressive aspect
- describe ongoing activities related to cyber safety using present progressive
- recount past events using past progressive

How do we tell an action is or was happening?

- Mentor English Learner's Book pg. 111
- Verb charts
- Writing prompts
- Editing exercises
- Digital presentation tools
- Activity descriptions
- Teacher's Guide

- Chart accuracy - Narrative writing - Editing skills - Presentation quality - Description appropriateness

Writing

Punctuation: Full Stop/Capital Letters

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

- identify commonly used punctuation marks in written texts for effective communication
- use full stops and capital letters correctly in written texts for communication clarity
- promote the use of punctuation marks in various contexts for writing fluency

Learner is guided to:
- identify proper nouns such as names of people, places and features like mountains and rivers
- form sentences with peers using proper nouns
- write abbreviations of their school, names among others with peers and punctuate them correctly
- use punctuation cards to arrange or make coherent sentences and paragraphs collaboratively
- write well-punctuated sentences dictated by a teacher, peer or digital device
- make stickers with sentences punctuated with full stops and capital letters and stick them to a central place for everyone to see
- use digital resources to play games such as punctuation ladder and punctuation posters
- type sentences on a digital device, with the help of parents, siblings and guardians and share with teacher and friends

Why do you use punctuation marks?

- Mentor English Learner's Book pg. 112
- Proper noun lists
- Punctuation cards
- Dictation materials
- Sticker materials
- Digital games
- Digital devices
- Teacher's Guide

- Noun identification - Sentence formation - Abbreviation punctuation - Dictation accuracy - Sticker creation - Game participation

THE FARM

Listening and Speaking

Pronunciation and Vocabulary (Tongue Twisters)

By the end of the lesson, the learner should be able to:
Why should you say words clearly?

By the end of the lesson, the learner should be able to:
- Articulate sounds accurately for clarity of speech.
- Select sounds correctly from a language sample to improve listening comprehension.
- Use vocabulary items related to the theme in a variety of contexts for effective communication.

The learner is guided to: - Recognize the vowels sounds and diphthongs (sounds /ʊə/ /v/ /w/ /s//ʧ/) from audio materials. - Articulate vowels and consonants as the teacher models. - Create a tongue twister using words with the target sounds in small groups. - Say tongue twisters with words containing the sounds /ʊə/ /v/ /w/ /s//ʧ/ individually and collaboratively.

Mentor English Learner's Book pg. 117
- Audio recordings
- Flash cards
- Word wheels
- Digital devices

Observation - Oral questions - Checklists - Peer assessment

Listening and Speaking

Pronunciation and Vocabulary (Tongue Twisters)

By the end of the lesson, the learner should be able to:
What should you do to say words correctly?

By the end of the lesson, the learner should be able to:
- Match words that have the same sounds and use them to construct sentences.
- Practise clear pronunciation by listening to recordings.
- Realise the role of correct pronunciation in speech for communication clarity.

The learner is guided to: - Select words containing vowels, diphthongs and consonants from a tongue twister, passage, a poem, a song or a story. - Practise clear pronunciation by listening to a video, online dictionaries and recordings. - Say vocabulary items correctly and match them with their meanings. - Use the vocabulary in sentences related to the farm theme.

Mentor English Learner's Book pg. 117
- Digital devices
- Charts
- Online dictionaries
- Word cards

Oral presentation - Checklists - Observation schedules - Peer assessment

Reading

Reading Fluency

By the end of the lesson, the learner should be able to:
Why is it important to read at a reasonable speed?

By the end of the lesson, the learner should be able to:
- Read a text of about 300 words accurately, at the right speed and with expression for effective communication.
- Use fluency strategies to read a text about farming to enhance comprehension.

The learner is guided to: - Perform a reader's theatre by taking turns reading their parts from a script and bring the text alive through their voices. - Read digital or non-digital texts of about 300 words related to the farm in small groups. - Read and sing lyrics of relevant English songs about farming.

Mentor English Learner's Book pg. 121
- Story books
- Digital devices
- Charts
- Readers' scripts

Observation - Oral reading - Reading logs - Performance assessment

Reading

Reading Fluency

By the end of the lesson, the learner should be able to:
How can you read a text fast?

By the end of the lesson, the learner should be able to:
- Respond to oral questions that require inferences from a text about farming.
- Realise the importance of fluency in reading for comprehension.

The learner is guided to: - Respond to oral questions that require inferences in pairs and small groups from a text of about 300 words about farming. - Write correct answers to direct and indirect questions that require inferences. - Listen to audio-visual recordings of songs and poems about farms; and repeat them. - Read poems and rhymes about farming while paying attention to rhythm.

Mentor English Learner's Book pg. 121
- Audio recordings
- Digital devices
- Charts
- Poetry books

Written questions - Oral presentations - Reading fluency checklists - Peer assessment

Reading

Reading Fluency

By the end of the lesson, the learner should be able to:
How can we use what we read to improve our lives?

By the end of the lesson, the learner should be able to:
- Apply the information from reading materials on farming to real-life situations.
- Value the importance of reading fluently for lifelong learning.

The learner is guided to: - Identify and discuss key points from passages about farming. - Make connections between farming passages read and their daily lives. - Share with peers what they have learned from reading about farming. - Create simple presentations about farm-related reading.

Mentor English Learner's Book pg. 121
- Reading materials
- Digital devices
- Charts
- Pictures of farm activities

Group discussions - Oral presentations - Written summaries - Self-assessment

Grammar in Use

Word Classes (Contracted Verb Forms/Positive/Negative Statements)

By the end of the lesson, the learner should be able to:
Why do we shorten words like cannot to can't?

By the end of the lesson, the learner should be able to:
- Identify contracted forms of verbs from texts about farming.
- Use contracted forms of verbs correctly in sentences about farm activities.

The learner is guided to: - Identify contracted forms from an audio or written text about farming. - Categorize sample sentences into negative or positive statements in small groups. - Write contracted forms of verbs and use them in sentences about farming correctly.

Mentor English Learner's Book pg. 125
- Charts
- Digital devices
- Word cards
- Worksheets

Written exercises - Oral questions - Group activities - Observation

Grammar in Use

Word Classes (Contracted Verb Forms/Positive/Negative Statements)

By the end of the lesson, the learner should be able to:
How do we make positive and negative statements correctly?

By the end of the lesson, the learner should be able to:
- Use positive and negative statements correctly for effective communication about farming.
- Change positive statements to negative statements and vice versa.

The learner is guided to: - Change positive statements to negative statements and vice versa about farm activities. - Ask each other questions that elicit both positive and negative answers about farming. - Make and display charts containing contracted forms of verbs related to farming.

Mentor English Learner's Book pg. 125
- Charts
- Digital devices
- Worksheets
- Flash cards

Written exercises - Peer assessment - Group presentations - Checklists

Grammar in Use

Word Classes (Contracted Verb Forms/Positive/Negative Statements)

By the end of the lesson, the learner should be able to:
When do we use contracted verb forms in our communication?

By the end of the lesson, the learner should be able to:
- Create digital or non-digital resources featuring contracted verb forms.
- Realise the importance of correct sentence structures in communication.

The learner is guided to: - Use digital devices to search for online resources on contracted verbs related to farming. - Create digital or non-digital texts using contracted verb forms. - Role-play conversations using contracted verb forms in the context of farming.

Mentor English Learner's Book pg. 125
- Digital devices
- Charts
- Word cards
- Online resources

Role play - Digital presentations - Written exercises - Self-assessment

Writing

Creative Writing (Narrative Compositions)

By the end of the lesson, the learner should be able to:
Why do you enjoy listening to and reading stories?

By the end of the lesson, the learner should be able to:
- Describe the parts of a narrative composition about farming in preparation for writing.
- Organise thoughts fluently, clearly and precisely in a coherent paragraph about farm activities.

The learner is guided to: - Rearrange jumbled up sentences from an oral narrative about farming into a coherent paragraph. - Listen to a narrative about farming on radio and rewrite it in their own words. - Plan a narrative composition about farming collaboratively.

Mentor English Learner's Book pg. 131
- Sample narrative compositions
- Digital devices
- Pictures of farm scenes
- Planning templates

Written exercises - Observation - Group planning rubrics - Peer assessment

Writing

Creative Writing (Narrative Compositions)

By the end of the lesson, the learner should be able to:
How do you make a story interesting?

By the end of the lesson, the learner should be able to:
- Create a narrative composition of about 60-80 words about farming for self-expression.
- Use similes to make a farm narrative interesting.

The learner is guided to: - Use similes to make the narrative about farming interesting. - Write a narrative composition about farm activities for self-expression. - Watch and dramatise a story about farming from a digital device.

Mentor English Learner's Book pg. 131
- Digital devices
- Pictures
- Sample narratives
- Writing templates

Written compositions - Dramatisation - Assessment rubrics - Self-assessment

Writing

Creative Writing (Narrative Compositions)

By the end of the lesson, the learner should be able to:
How do you make a story interesting?

By the end of the lesson, the learner should be able to:
- Create a narrative composition of about 60-80 words about farming for self-expression.
- Use similes to make a farm narrative interesting.

The learner is guided to: - Use similes to make the narrative about farming interesting. - Write a narrative composition about farm activities for self-expression. - Watch and dramatise a story about farming from a digital device.

Mentor English Learner's Book pg. 131
- Digital devices
- Pictures
- Sample narratives
- Writing templates

Written compositions - Dramatisation - Assessment rubrics - Self-assessment

Writing

Creative Writing (Narrative Compositions)

By the end of the lesson, the learner should be able to:
How can we apply what we learn through stories?

By the end of the lesson, the learner should be able to:
- Apply creative writing skills to real-life farm experiences.
- Promote the role of creativity in writing about farming for different purposes.

The learner is guided to: - Visit a farm (real or virtual) and write a narrative composition about their experience. - Share their farm narratives with peers for feedback. - Revise and edit their farm narratives based on feedback.

Mentor English Learner's Book pg. 131
- Digital devices
- Farm visit
- Pictures
- Writing materials

Final compositions - Presentations - Portfolio assessment - Reflective journals

Writing

Creative Writing (Narrative Compositions)

By the end of the lesson, the learner should be able to:
How can we apply what we learn through stories?

By the end of the lesson, the learner should be able to:
- Apply creative writing skills to real-life farm experiences.
- Promote the role of creativity in writing about farming for different purposes.

The learner is guided to: - Visit a farm (real or virtual) and write a narrative composition about their experience. - Share their farm narratives with peers for feedback. - Revise and edit their farm narratives based on feedback.

Mentor English Learner's Book pg. 131
- Digital devices
- Farm visit
- Pictures
- Writing materials

Final compositions - Presentations - Portfolio assessment - Reflective journals

HIV AND AIDS

Listening and Speaking

Pronunciation and Vocabulary (Speaking Fluency)

By the end of the lesson, the learner should be able to:
Why should you speak accurately?

By the end of the lesson, the learner should be able to:
- Articulate sounds accurately for effective communication.
- Select words with specific sounds from oral texts.
- Use vocabulary related to the theme in speech.

The learner is guided to: - Listen to oral presentations such as poems and topical issues with words containing the sounds /s/ /z/ /h/ /f/ and digraph 'gh'. - Pick out the words with sounds /s/ /z/ /h/ /f/ and digraph 'gh' from the text. - Repeat words with target sounds from the teacher or an audio recording accurately.

Mentor English Learner's Book pg. 134
- Audio recordings
- Poems and topical texts
- Digital devices
- Flashcards

Observation - Oral questions - Checklists - Peer assessment

Listening and Speaking

Pronunciation and Vocabulary (Speaking Fluency)

By the end of the lesson, the learner should be able to:
How can you speak without unnecessary pauses?

By the end of the lesson, the learner should be able to:
- Speak fluently and confidently on a given topic related to HIV and AIDS.
- Use nonverbal cues when speaking.
- Promote the importance of speaking at a reasonable speed and without hesitation.

The learner is guided to: - Speak expressively on a familiar text within a specified time. - Recite poems related to the theme at an appropriate pace. - Fill gaps in sentences using the vocabulary learnt. - Repeat oral texts without hesitation and at a reasonable speed. - Use nonverbal cues when speaking.

Mentor English Learner's Book pg. 134
- Charts
- Digital devices
- Vocabulary lists
- Sentence completion exercises

Oral presentations - Performance rubrics - Self-assessment - Observation schedules

Listening and Speaking

Pronunciation and Vocabulary (Speaking Fluency)

By the end of the lesson, the learner should be able to:
How can you use appropriate gestures when speaking?

By the end of the lesson, the learner should be able to:
- Apply appropriate nonverbal cues in oral communication.
- Match vocabulary related to the theme with their meanings.
- Value the importance of effective communication.

The learner is guided to: - Observe and practice appropriate gestures and facial expressions during presentations. - Match vocabulary related to HIV and AIDS with their meanings. - Engage in role plays requiring appropriate speech pace and nonverbal cues. - Record and review their speaking performances.

Mentor English Learner's Book pg. 134
- Digital recording devices
- Role play scenarios
- Vocabulary matching cards
- Reference charts

Role play assessment - Peer feedback - Recording review - Observation schedules

Reading

Intensive Reading (Narratives)

By the end of the lesson, the learner should be able to:
Why do we read narratives?

By the end of the lesson, the learner should be able to:
- Read a short narrative of about 320 words for comprehension.
- Discuss vocabulary from a passage about HIV and AIDS.
- Use reading strategies to extract information.

The learner is guided to: - Read a passage in print or non-print format related to HIV and AIDS. - Discuss vocabulary from the passage and use them to construct simple sentences. - Answer factual questions from a passage collaboratively.

Mentor English Learner's Book pg. 136
- Reading passages
- Digital devices
- Vocabulary lists
- Question sheets

Written answers - Group discussion - Vocabulary tests - Observation

Reading

Intensive Reading (Narratives)

By the end of the lesson, the learner should be able to:
What makes you enjoy reading a narrative?

By the end of the lesson, the learner should be able to:
- Answer inferential questions from a text about HIV and AIDS.
- Give the sequence of events in a given story or passage.
- Accept reading for purposes of comprehension and information.

The learner is guided to: - Answer inferential questions from a passage collaboratively. - Give the sequence of events in a given story or passage about HIV and AIDS. - Read a digital text online or offline and answer questions with peers.

Mentor English Learner's Book pg. 136
- Digital texts
- Sequencing worksheets
- Question sheets
- Reference materials

Sequencing exercises - Written responses - Reading comprehension tests - Peer assessment

Grammar in Use

Word Class (Adverbs)

By the end of the lesson, the learner should be able to:
Where do you live?

By the end of the lesson, the learner should be able to:
- Identify adverbs of place in sentences related to HIV and AIDS.
- Distinguish adverbs of place from other types of adverbs.
- Use adverbs of place correctly in sentences.

The learner is guided to: - Play games that involve identifying and using adverbs of place. - Recite poems containing adverbs of place related to the theme. - Construct sentences using adverbs of place. - Listen to a story or poem and identify adverbs of place.

Mentor English Learner's Book pg. 139
- Adverb cards
- Poems with adverbs
- Audio recordings
- Sentence construction worksheets

Games participation - Written exercises - Oral questions - Group activities

Grammar in Use

Word Class (Adverbs)

By the end of the lesson, the learner should be able to:
How do you do your work?

By the end of the lesson, the learner should be able to:
- Identify adverbs of manner in sentences related to HIV and AIDS.
- Distinguish adverbs of manner from other types of adverbs.
- Use adverbs of manner correctly in sentences.

The learner is guided to: - Play games that involve identifying and using adverbs of manner. - Recite poems containing adverbs of manner related to the theme. - Construct sentences using adverbs of manner. - Listen to a story or poem and identify adverbs of manner.

Mentor English Learner's Book pg. 139
- Adverb cards
- Poems with adverbs
- Audio recordings
- Sentence construction worksheets

Games participation - Written exercises - Oral questions - Group activities

Grammar in Use

Word Class (Adverbs)

By the end of the lesson, the learner should be able to:
When do we come to school?

By the end of the lesson, the learner should be able to:
- Identify adverbs of time in sentences related to HIV and AIDS.
- Create word lists of adverbs and use them in sentences.
- Realise the importance of adverbs in oral and written communication.

The learner is guided to: - Play games that involve identifying and using adverbs of time. - Create word lists of adverbs of time and use them to construct sentences. - Sing songs containing adverbs of time. - Use digital devices to create sentences with adverbs.

Mentor English Learner's Book pg. 139
- Digital devices
- Songs with adverbs
- Word lists
- Sentence construction worksheets

Written exercises - Digital presentations - Singing performance - Self-assessment

Writing

Punctuation (Comma, Question Marks)

By the end of the lesson, the learner should be able to:
Why should we punctuate written work?

By the end of the lesson, the learner should be able to:
- Identify commonly used punctuation marks in written texts.
- Draw and recognize commas and question marks.
- Understand the function of punctuation marks in writing.

The learner is guided to: - Draw the comma and question marks on cards and display them in the classroom. - Identify commas and question marks in sample texts. - Discuss the function of commas and question marks in writing. - Match punctuation marks to their functions.

Mentor English Learner's Book pg. 145
- Sample texts
- Punctuation cards
- Drawing materials
- Display boards

Punctuation identification - Drawing assessment - Matching exercises - Group discussions

Writing

Punctuation (Comma, Question Marks)

By the end of the lesson, the learner should be able to:
How do we use these punctuation marks: comma and question mark?

By the end of the lesson, the learner should be able to:
- Use commas and question marks correctly in written texts.
- Create correctly punctuated sentences related to HIV and AIDS.
- Adopt the use of punctuation marks for clarity in writing.

The learner is guided to: - Use punctuation cards to arrange or make coherent sentences featuring commas and question marks. - Make stickers with correctly punctuated sentences and display them. - Play games such as punctuation ladder and punctuation posters. - Type sentences with correct punctuation on digital devices.

Mentor English Learner's Book pg. 145
- Digital devices
- Punctuation games
- Sentence strips
- Sticker materials

Written exercises - Game participation - Display assessment - Digital typing exercises

Writing

Punctuation (Comma, Question Marks)

By the end of the lesson, the learner should be able to:
How do we use these punctuation marks: comma and question mark?

By the end of the lesson, the learner should be able to:
- Use commas and question marks correctly in written texts.
- Create correctly punctuated sentences related to HIV and AIDS.
- Adopt the use of punctuation marks for clarity in writing.

The learner is guided to: - Use punctuation cards to arrange or make coherent sentences featuring commas and question marks. - Make stickers with correctly punctuated sentences and display them. - Play games such as punctuation ladder and punctuation posters. - Type sentences with correct punctuation on digital devices.

Mentor English Learner's Book pg. 145
- Digital devices
- Punctuation games
- Sentence strips
- Sticker materials

Written exercises - Game participation - Display assessment - Digital typing exercises

Writing

Punctuation (Comma, Question Marks)

By the end of the lesson, the learner should be able to:
Why is correct punctuation important in communication?

By the end of the lesson, the learner should be able to:
- Edit texts by adding appropriate punctuation marks.
- Create digital content with correct punctuation.
- Value the importance of proper punctuation in writing.

The learner is guided to: - Edit unpunctuated texts by adding commas and question marks where needed. - Create digital stories with correct punctuation. - Review peers' work for punctuation accuracy. - Reflect on how punctuation affects meaning.

Mentor English Learner's Book pg. 145
- Digital devices
- Unpunctuated texts
- Editing checklists
- Peer review forms

Editing exercises - Digital story assessment - Peer review feedback - Reflection journals

Writing

Punctuation (Comma, Question Marks)

By the end of the lesson, the learner should be able to:
Why is correct punctuation important in communication?

By the end of the lesson, the learner should be able to:
- Edit texts by adding appropriate punctuation marks.
- Create digital content with correct punctuation.
- Value the importance of proper punctuation in writing.

The learner is guided to: - Edit unpunctuated texts by adding commas and question marks where needed. - Create digital stories with correct punctuation. - Review peers' work for punctuation accuracy. - Reflect on how punctuation affects meaning.

Mentor English Learner's Book pg. 145
- Digital devices
- Unpunctuated texts
- Editing checklists
- Peer review forms

Editing exercises - Digital story assessment - Peer review feedback - Reflection journals

HYGIENE AND SANITATION

Listening and Speaking

Pronunciation and Vocabulary (Interactive Listening/Turn Taking/Riddles)

By the end of the lesson, the learner should be able to:
Why should we listen to others?

By the end of the lesson, the learner should be able to:
- Articulate sounds accurately for effective communication.
- Interact with a speaker actively during an oral presentation.
- Use vocabulary related to hygiene and sanitation.

The learner is guided to: - Repeat words with the sounds /ɪ/, /iː/, /s/, /ʃ/ and /əʊ/ after the teacher or audio recordings accurately. - Tell riddles with words containing these sounds with peers. - Interact with a speaker or presenter through verbal and nonverbal cues.

Mentor English Learner's Book pg. 150
- Audio recordings
- Riddles collection
- Word cards
- Digital devices

Observation - Oral presentations - Riddle-telling assessment - Peer feedback

Listening and Speaking

Pronunciation and Vocabulary (Interactive Listening/Turn Taking/Riddles)

By the end of the lesson, the learner should be able to:
What do you do when you want to talk and your friend is still talking?

By the end of the lesson, the learner should be able to:
- Interrupt a speaker appropriately for politeness in conversation.
- Engage the audience when making an oral presentation.
- Promote turn-taking in oral communication.

The learner is guided to: - Engage the audience when making an oral presentation on hygiene. - Watch a video recorded riddling session or listen to an audio recording. - Interview one another on hygiene and sanitation topics. - Practice turn-taking during group discussions.

Mentor English Learner's Book pg. 150
- Video recordings
- Interview questions
- Digital devices
- Turn-taking guides

Interview assessments - Group discussion observation - Video analysis - Checklists

Listening and Speaking

Pronunciation and Vocabulary (Interactive Listening/Turn Taking/Riddles)

By the end of the lesson, the learner should be able to:
How can we use riddles to learn about hygiene?

By the end of the lesson, the learner should be able to:
- Create and tell riddles related to hygiene and sanitation.
- Listen to poems, stories, or songs and answer questions orally.
- Record and share oral performances.

The learner is guided to: - Listen to a poem, a story or a song based on hygiene and answer questions orally. - Create riddles related to hygiene and sanitation. - Use digital devices to record solo or choral poetry performances about hygiene. - Share and discuss riddles with peers.

Mentor English Learner's Book pg. 150
- Audio recordings
- Digital recording devices
- Poems and songs about hygiene
- Riddle templates

Riddle creation - Recording assessment - Oral responses - Performance evaluation

Reading

Intensive Reading (Factual Texts)

By the end of the lesson, the learner should be able to:
Why should we read at the right speed?

By the end of the lesson, the learner should be able to:
- Read factual texts of about 320 words related to hygiene for comprehension.
- Apply appropriate reading habits in reading factual texts.
- Infer meaning of vocabulary in texts about hygiene.

The learner is guided to: - Read factual texts in print and non-print formats about hygiene and sanitation. - Infer the meaning of vocabulary in a text. - Answer factual questions from a variety of texts about hygiene. - Use appropriate reading speed for comprehension.

Mentor English Learner's Book pg. 155
- Factual texts
- Digital devices
- Reading comprehension worksheets
- Vocabulary lists

Reading speed assessment - Comprehension questions - Vocabulary inference - Observation

Reading

Intensive Reading (Factual Texts)

By the end of the lesson, the learner should be able to:
What should we do to remember what we read?

By the end of the lesson, the learner should be able to:
- Answer inferential questions from texts about hygiene and sanitation.
- Discuss and role play events in a story about hygiene.
- Realise the importance of reading for comprehension and information.

The learner is guided to: - Answer inferential questions from a variety of texts about hygiene. - Discuss and role play events in a story with peers. - Watch a video related to hygiene and pick out specific information. - Use the encyclopaedia to get more information related to hygiene.

Mentor English Learner's Book pg. 155
- Videos on hygiene
- Encyclopaedia
- Role play scenarios
- Inferential question sheets

Role play assessment - Written responses - Video comprehension - Research skills observation

Grammar in Use

Word Class (Conjunctions)

By the end of the lesson, the learner should be able to:
Why do we join sentences?

By the end of the lesson, the learner should be able to:
- Identify conjunctions correctly in oral and written texts.
- Understand the function of conjunctions in joining sentences.
- Recognize different types of conjunctions.

The learner is guided to: - Identify conjunctions (and, but, or, yet, so, for, nor) in texts related to hygiene. - Discuss the function of different conjunctions in sentence formation. - Match conjunctions with appropriate sentence pairs. - Sort conjunctions by their functions.

Mentor English Learner's Book pg. 157
- Texts with conjunctions
- Conjunction cards
- Matching exercises
- Sorting activities

Identification exercises - Matching assessments - Sorting activities - Group discussions

Grammar in Use

Word Class (Conjunctions)

By the end of the lesson, the learner should be able to:
Which words do we use to join sentences?

By the end of the lesson, the learner should be able to:
- Use conjunctions in a variety of contexts related to hygiene.
- Construct sentences using conjunctions.
- Engage in dialogues featuring conjunctions.

The learner is guided to: - Use the conjunctions (and, but, or, yet, so, for, nor) to talk about hygiene topics. - Construct sentences using the conjunctions and type them on a digital device. - Listen to a short dialogue containing conjunctions and discuss their usage with peers. - Complete sentences by filling in appropriate conjunctions.

Mentor English Learner's Book pg. 157
- Digital devices
- Dialogue recordings
- Sentence completion worksheets
- Typing templates

Sentence construction - Digital typing assessment - Dialogue analysis - Gap-filling exercises

Grammar in Use

Word Class (Conjunctions)

By the end of the lesson, the learner should be able to:
How do conjunctions improve our communication?

By the end of the lesson, the learner should be able to:
- Answer and ask questions involving conjunctions correctly.
- Edit texts by adding appropriate conjunctions.
- Realise the importance of conjunctions in communication.

The learner is guided to: - Answer and ask questions involving conjunctions correctly. - Edit texts by adding appropriate conjunctions where needed. - Create posters showing different conjunctions and their uses. - Play conjunction games with peers.

Mentor English Learner's Book pg. 157
- Editing worksheets
- Poster materials
- Conjunction games
- Digital devices

Editing exercises - Poster assessment - Game participation - Q&A sessions

Writing

Creative Writing (Descriptive Compositions)

By the end of the lesson, the learner should be able to:
Why should you organise your thoughts in clear sentences and paragraphs?

By the end of the lesson, the learner should be able to:
- Describe the parts of a descriptive composition for self-expression.
- Identify the structure of descriptive paragraphs.
- Plan a descriptive composition about hygiene and sanitation.

The learner is guided to: - Read a sample descriptive composition of about 80-100 words with peers and identify the paragraphs. - Discuss the characteristics of descriptive writing. - Plan a descriptive composition about hygiene using graphic organizers. - Identify descriptive vocabulary related to hygiene and sanitation.

Mentor English Learner's Book pg. 161
- Sample compositions
- Graphic organizers
- Descriptive vocabulary lists
- Planning templates

Plan assessment - Structure identification - Vocabulary selection - Group discussions

Writing

Creative Writing (Descriptive Compositions)

By the end of the lesson, the learner should be able to:
How can you tell others about yourself?

By the end of the lesson, the learner should be able to:
- Write descriptive sentences on a given topic about personal hygiene.
- Organise thoughts clearly into a coherent paragraph.
- Draft a descriptive composition about hygiene.

The learner is guided to: - Talk about different activities they engage in such as 'how we clean our house' in pairs. - Write four descriptive sentences on a given topic about personal hygiene. - Draft an 80-100 words descriptive composition (2-3 coherent paragraphs) about hygiene. - Use sensory details in descriptive writing.

Mentor English Learner's Book pg. 161
- Writing templates
- Sensory detail guides
- Drafting worksheets
- Topic cards

Sentence quality assessment - Draft evaluation - Coherence checking - Sensory detail usage

Writing

Creative Writing (Descriptive Compositions)

By the end of the lesson, the learner should be able to:
How can you tell others about yourself?

By the end of the lesson, the learner should be able to:
- Write descriptive sentences on a given topic about personal hygiene.
- Organise thoughts clearly into a coherent paragraph.
- Draft a descriptive composition about hygiene.

The learner is guided to: - Talk about different activities they engage in such as 'how we clean our house' in pairs. - Write four descriptive sentences on a given topic about personal hygiene. - Draft an 80-100 words descriptive composition (2-3 coherent paragraphs) about hygiene. - Use sensory details in descriptive writing.

Mentor English Learner's Book pg. 161
- Writing templates
- Sensory detail guides
- Drafting worksheets
- Topic cards

Sentence quality assessment - Draft evaluation - Coherence checking - Sensory detail usage

Writing

Creative Writing (Descriptive Compositions)

By the end of the lesson, the learner should be able to:
How can descriptive writing help others learn about hygiene?

By the end of the lesson, the learner should be able to:
- Finalise a descriptive composition of about 80-100 words on hygiene.
- Proofread and display compositions.
- Promote the role of creativity in descriptive writing.

The learner is guided to: - Revise and finalise their descriptive compositions about hygiene. - Proofread and display their composition. - Type their compositions on a digital device. - Share compositions with peers for feedback.

Mentor English Learner's Book pg. 161
- Digital devices
- Proofreading checklists
- Display materials
- Peer feedback forms

Final composition assessment - Proofreading skills - Digital typing - Display presentation

Writing

Creative Writing (Descriptive Compositions)

By the end of the lesson, the learner should be able to:
How can descriptive writing help others learn about hygiene?

By the end of the lesson, the learner should be able to:
- Finalise a descriptive composition of about 80-100 words on hygiene.
- Proofread and display compositions.
- Promote the role of creativity in descriptive writing.

The learner is guided to: - Revise and finalise their descriptive compositions about hygiene. - Proofread and display their composition. - Type their compositions on a digital device. - Share compositions with peers for feedback.

Mentor English Learner's Book pg. 161
- Digital devices
- Proofreading checklists
- Display materials
- Peer feedback forms

Final composition assessment - Proofreading skills - Digital typing - Display presentation