CHILD LABOUR

Listening and Speaking
Listening and Speaking

Pronunciation and Listening Comprehension

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

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

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

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

MENTOR English Learner's Book pg. 1
-Digital devices
-Audio recordings
-Teacher's guide
MENTOR English Learner's Book pg. 3
-Dictionary

Observation -Oral questions -Oral presentation

Reading

Extensive Reading

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

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

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

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

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

Observation -Reading logs -Assessment rubric -Written questions

Reading
Grammar in Use

Extensive Reading
Word Classes: Determiners

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

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

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

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

MENTOR English Learner's Book pg. 5
-Library books
-Dictionary
-Digital devices
-Class readers
MENTOR English Learner's Book pg. 8
-Charts
-Teacher's guide

Observation -Oral presentation -Written exercises -Checklists

Grammar in Use
Writing

Word Classes: Determiners
Guided Writing

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

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

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

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

MENTOR English Learner's Book pg. 8
-Charts
-Digital devices
-Dictionary
-Teacher's guide
MENTOR English Learner's Book pg. 10
-Sample forms

Observation -Oral questions -Written exercises -Group work assessment

Writing

Guided Writing

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

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

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

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

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

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

CULTURAL AND RELIGIOUS CELEBRATIONS

Listening and Speaking
Listening and Speaking

Pronunciation and Listening Comprehension

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

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

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

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

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

Observation -Oral questions -Peer assessment -Self-assessment

Reading

Intensive Reading

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

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

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

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

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

Observation -Oral questions -Written questions -Assessment rubric

Reading
Grammar in Use

Intensive Reading
Word Classes: Nouns

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

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

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

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

MENTOR English Learner's Book pg. 17
-Storybooks
-Poetry books
-Digital devices
-Teacher's guide
MENTOR English Learner's Book pg. 21
-Charts
-Dictionary

Observation -Oral presentation -Peer assessment -Checklists

Grammar in Use
Writing

Word Classes: Nouns
Creative Writing: Narrative Compositions

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

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

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

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

MENTOR English Learner's Book pg. 21
-Manila paper
-Digital devices
-Dictionary
-Teacher's guide
MENTOR English Learner's Book pg. 24
-Digital texts
-Sample compositions

Observation -Written exercises -Peer assessment -Checklists

Writing

Creative Writing: Narrative Compositions

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

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

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

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

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

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

EMERGENCY RESCUE SERVICES

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral questions -Peer assessment -Self-assessment

Reading

Intensive Reading: Visuals

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

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

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

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

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

Observation -Oral questions -Oral presentation -Peer assessment

Reading
Grammar in Use

Intensive Reading: Visuals
Word Classes: Pronouns

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

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

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

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

MENTOR English Learner's Book pg. 46
-Videos
-Pictures
-Digital devices
-Teacher's guide
MENTOR English Learner's Book pg. 50
-Charts
-Dictionary

Observation -Written questions -Peer assessment -Assessment rubric

Grammar in Use
Writing

Word Classes: Pronouns
Functional Writing

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

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

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

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

MENTOR English Learner's Book pg. 50
-Manila paper
-Digital devices
-Dictionary
-Teacher's guide
MENTOR English Learner's Book pg. 52
-Sample letters

Observation -Written exercises -Peer assessment -Checklists

Writing

Functional Writing

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

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

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

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

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

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

OUR TOURIST ATTRACTIONS

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral questions -Oral presentation -Peer assessment

Reading

Extensive Reading: Fiction/Non Fiction

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

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

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

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

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

Observation -Oral questions -Reading logs -Assessment rubric

Reading
Grammar in Use

Extensive Reading: Fiction/Non Fiction
Adjectives

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

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

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

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

MENTOR English Learner's Book pg. 60
-Storybooks
-Non-fiction books
-Digital devices
-Teacher's guide
MENTOR English Learner's Book pg. 64
-Charts
-Dictionary

Observation -Reading logs -Peer assessment -Checklists

Grammar in Use
Writing

Adjectives
Creative Writing - Narrative Compositions

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

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

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

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

MENTOR English Learner's Book pg. 64
-Manila paper
-Digital devices
-Dictionary
-Teacher's guide
MENTOR English Learner's Book pg. 67
-Sample compositions

Observation -Written exercises -Peer assessment -Checklists

Writing

Creative Writing - Narrative Compositions

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

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

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

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

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

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

JOBS AND OCCUPATIONS - WORK ETHICS

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral questions -Peer assessment -Self-assessment

Reading

Intensive Reading: Dialogue

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

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

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

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

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

Observation -Oral questions -Written questions -Assessment rubric

Reading
Grammar in Use

Intensive Reading: Dialogue
Phrasal Quantifiers

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

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

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

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

MENTOR English Learner's Book pg. 76
-Storybooks
-Dictionary
-Manila paper
-Digital devices
-Teacher's guide
MENTOR English Learner's Book pg. 79
-Charts

Observation -Oral presentation -Written exercises -Peer assessment

Grammar in Use
Writing

Phrasal Quantifiers
Creative Writing - Pictorial Compositions

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

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

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

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

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

Observation -Written exercises -Peer assessment -Checklists

Writing

Creative Writing - Pictorial Compositions

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

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

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

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

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

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

SPORTS - INDOOR GAMES

Listening and Speaking
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
-Video clips

Observation -Oral questions -Role play -Peer assessment

Reading

Intensive Reading - digital stories

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

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

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

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

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

Observation -Oral questions -Written questions -Assessment rubric

Reading
Grammar in Use

Intensive Reading - digital stories
Interrogatives

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

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

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

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

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

Observation -Oral presentation -Written exercises -Peer assessment

Grammar in Use
Writing

Interrogatives
Spelling: Synonyms and Antonyms

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
MENTOR English Learner's Book pg. 156
-Videos
-Newspapers
-Magazines
-Digital devices

Observation -Written exercises -Peer assessment -Checklists

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
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
-Video clips

Observation -Oral questions -Recitation -Peer assessment

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
Grammar in Use

Intensive Reading
Question Tags

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
MENTOR English Learner's Book pg. 167
-Charts

Observation -Written questions -Oral presentation -Peer assessment

Grammar in Use
Writing

Question Tags
Functional Writing

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
-Sample journals

Observation -Written exercises -Peer assessment -Checklists

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
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

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
Grammar in Use

Extensive Reading
Word Classes: Prepositions

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
MENTOR English Learner's Book pg. 181
-Charts
-Dictionary

Observation -Reading logs -Peer assessment -Checklists

Grammar in Use
Writing

Word Classes: Prepositions
Spelling: Prefixes and Suffixes

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

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

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

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

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

Observation -Written exercises -Peer assessment -Checklists

Writing

Spelling: Prefixes and Suffixes

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

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

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

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

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

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