JOBS AND OCCUPATIONS - WORK ETHICS

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral questions -Peer assessment -Self-assessment

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral presentation -Recitation -Checklists

Reading

Intensive Reading: Dialogue

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

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

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

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

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

Observation -Oral questions -Written questions -Assessment rubric

Reading

Intensive Reading: Dialogue

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

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

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

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

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

Observation -Oral presentation -Written exercises -Peer assessment

Grammar in Use

Phrasal Quantifiers

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

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

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

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

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

Observation -Oral questions -Written exercises -Peer assessment

Grammar in Use

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

Creative Writing - Pictorial Compositions

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

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

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

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

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

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

TECHNOLOGY: SCIENTIFIC INNOVATIONS

Listening and Speaking

Pronunciation and Interactive Listening

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

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

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

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

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

Observation -Oral questions -Role play -Peer assessment

Listening and Speaking

Pronunciation and Interactive Listening

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

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

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

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

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

Observation -Oral presentation -Role play -Checklists

Reading

Extensive Reading: Fictional and Non-Fictional

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

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

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

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

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

Observation -Oral questions -Reading logs -Assessment rubric

Reading

Extensive Reading: Fictional and Non-Fictional

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

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

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

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

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

Observation -Oral presentation -Written exercises -Peer assessment

Grammar in Use

Tense: Future Continuous Tense

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

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

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

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

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

Observation -Oral questions -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

Observation -Oral questions -Written exercises -Peer assessment

Writing

The Double Punctuation Marks

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

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

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

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

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

Observation -Written exercises -Dictation -Assessment rubrics

THE FARM – ANIMAL SAFETY AND CARE

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral questions -Riddling session -Peer assessment

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral presentation -Role play -Checklists

Reading

Fluency

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

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

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

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

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

Observation -Oral reading -Peer assessment -Self-assessment

Reading

Fluency

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

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

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

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

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

Observation -Oral reading -Choral reading -Checklists

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

Sentence Patterns

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

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

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

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

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

Observation -Written exercises -Peer assessment -Checklists

Writing

Creative Writing – Narrative Compositions

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

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

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

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

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

Observation -Oral questions -Written exercises -Peer assessment

Writing

Creative Writing – Narrative Compositions

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

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

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

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

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

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

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

Pronunciation and Speaking Fluency

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

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:

-Make connections between events in the text and real life experiences.
-Create mental images from viewed, heard or read text for comprehension.
-Respond to texts correctly for comprehension.

The learner is guided to:
-Predict events by studying the title, cover or pictures in a text on lifestyle diseases.
-Picture events, characters or places in their minds.
-Read texts of up to 500 words related to the selected theme.
-Connect events in a text with an occurrence in their own life or real world events.

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
-Digital devices
-Teacher's guide

Observation -Oral questions -Written questions -Assessment rubric

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

Observation -Oral questions -Written exercises -Peer assessment

Grammar in Use

Adverbs

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

-Use adverbs to express different meanings correctly.
-Judge the appropriateness of adverbs used in oral and written texts.
-Value the importance of using adverbs correctly in communication.

The learner is guided to:
-Collaborate with peers to judge the correctness of sentences featuring adverbs.
-Form sentences using adverbs.
-Create a poem or story using different types of adverbs.
-Create and solve crossword puzzles using adverbs.

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

Observation -Written exercises -Peer assessment -Checklists

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

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

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

Observation -Oral questions -Role play -Peer assessment

Listening and Speaking

Pronunciation and Interactive Listening

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

-Use turn taking and polite interruption during a conversation.
-Express appropriate moods during a conversation.
-Advocate the importance of polite interruption and turn taking in oral communication.

The learner is guided to:
-Interrupt appropriately during a class discussion, interview or debate.
-Perform a choral verse (about six stanzas) or conversational poem in a reader's theatre, and display various moods.
-Practise using expressions such as fixed phrase: kill time; simile: sleep like a log; metaphor: My mother is hawk eyed. She sees everything; proverbs: There is no time like the present; idioms: day dream; phrasal verbs: good at.

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
-Poems
-Teacher's guide

Observation -Oral presentation -Role play -Checklists

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

Grammar in Use

Conjunctions

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

-Use conjunctions correctly in varied contexts.
-Judge the appropriateness of conjunctions used in sentences.
-Value the importance of using conjunctions correctly in communication.

The learner is guided to:
-Collaborate with peers to construct sentences using conjunctions.
-Create a crossword puzzle using conjunctions and share it with peers through posters, charts or social media.
-Join sentences using appropriate 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 -Written exercises -Peer assessment -Checklists

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

Creative Writing-Descriptive Compositions

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

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:

-Select sounds, words and phrases from a text for listening fluency.
-Use words and expressions such as proverbs, phrasal verbs, among others in sentences.
-Listen for specific details and main idea from audio recordings, internet, radio or television programmes.

The learner is guided to:
-Listen to audio stories and pick out specific sounds, words, phrases or sentences.
-Say words with the sounds /ʊ/ and /uː/ correctly.
-Say tongue twisters with the target sounds.
-Collaborate to listen to choral poems with the sounds /ʊ/ and /uː/ and pick out words with the selected sounds.

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
-Audio recordings
-Dictionary
-Teacher's guide

Observation -Oral questions -Role play -Peer assessment

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

Intensive Reading - digital stories

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

Observation -Oral presentation -Written exercises -Peer assessment

Grammar in Use

Interrogatives

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

-Identify interrogatives in print or digital texts.
-Use interrogatives correctly to express different meanings.
-Assess the appropriateness of interrogatives used in print and digital texts.

The learner is guided to:
-Discuss in pairs or groups which among the following words are not interrogatives: whip, how, what, when, whom, why, which, whisper, where and whole.
-Practise using when clauses with present tense to show the future, for example, 'When are you going to school?'.
-Collaborate with peers to use interrogatives in sentences correctly.

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

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

Observation -Oral questions -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

Observation -Oral questions -Written exercises -Peer assessment

Writing

Spelling: Synonyms and Antonyms

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

-Use synonyms and antonyms correctly in sentences.
-Advocate the use of a rich vocabulary in writing.
-Judge the appropriateness of synonyms and antonyms used in a variety of contexts.

The learner is guided to:
-Display their work on posters.
-Peer review each other's work.
-Make corrections based on feedback.

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
-Manila paper
-Markers
-Dictionary
-Teacher's guide

Observation -Written exercises -Peer assessment -Assessment rubrics

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

Observation -Oral questions -Recitation -Assessment rubric

Reading

Intensive Reading

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

-Respond to a reading text for comprehension.
-Advocate the importance of correct stress and rhythm in communication.
-Answer direct and inferential questions from a comprehension passage.

The learner is guided to:
-Answer direct and inferential questions from a comprehension passage.
-Create mental images by viewing pictures or events in a poem or song and comparing them to real-life situations.
-Infer the meaning of new words and expressions such as fixed phrases, proverbs, idioms, phrasal verbs and similes from the way they have been used in a text.

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
-Dictionary
-Digital devices
-Teacher's guide

Observation -Written questions -Oral presentation -Peer assessment

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

Observation -Oral questions -Written exercises -Peer assessment

Writing

Functional Writing

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

-Use the correct format to create a personal journal.
-Judge the correctness sentences, relevance to the topic and the format of a personal journal.
-Value the importance of keeping personal journals.

The learner is guided to:
-Revise personal journals.
-Display the personal journals in class, on the school notice board, internet among others.
-Provide feedback on peers' journals.

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
-Assessment rubrics
-Teacher's guide

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

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

Pronunciation and Intensive Listening

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

Observation -Oral presentation -Role play -Checklists

Reading

Extensive Reading

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

-Select appropriate reading texts from print or digital collections.
-Read a variety of print or digital texts for enjoyment and general understanding.
-Appreciate the importance of extensive reading in lifelong learning.

The learner is guided to:
-Skim various texts to find out the general idea.
-Scan a text to find specific details such as key words.
-Read a variety of texts of about (1251 to 1500 words) newspaper, magazines, grade appropriate digital/print texts, articles.
-Collaborate with peers to establish a class library.

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
-Storybooks
-Digital devices
-Teacher's guide

Observation -Oral questions -Reading logs -Assessment rubric

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

Word Classes: Prepositions

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

Observation -Written exercises -Peer assessment -Checklists

Writing

Spelling: Prefixes and Suffixes

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

-Recognise affixes used to change the form and meaning of words.
-Form new words using prefixes and suffixes.
-Spell words correctly for writing fluency.

The learner is guided to:
-Identify words with prefixes and suffixes and use them to create puzzles and share with peers.
-Form words using prefixes and affixes.
-Match words with their appropriate affixes (-un,-cian, sion, - tion).

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

Observation -Oral questions -Written exercises -Peer assessment

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