TELEPHONE ETIQUETTE

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral questions -Peer assessment -Self-assessment

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral presentation -Role play -Checklists

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral presentation -Role play -Checklists

Reading

Intensive Reading

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

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

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

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

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

Observation -Oral questions -Written questions -Assessment rubric

Reading

Intensive Reading

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

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

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

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

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

Observation -Written exercises -Peer assessment -Checklists

Grammar in Use

Use of Correlative Conjunctions

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

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

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

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

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

Observation -Oral questions -Written exercises -Peer assessment

Grammar in Use

Use of Correlative Conjunctions

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

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

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

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

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

Observation -Oral questions -Written exercises -Peer assessment

Grammar in Use

Use of Correlative Conjunctions

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

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

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

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

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

Observation -Written exercises -Peer assessment -Self-assessment

Writing

Mechanics of Writing

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

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

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

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

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

Observation -Oral questions -Written exercises -Peer assessment

Writing

Mechanics of Writing

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

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

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

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

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

Observation -Oral questions -Written exercises -Peer assessment

Writing

Mechanics of Writing

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

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

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

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

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

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

EMERGENCY RESCUE SERVICES

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral questions -Peer assessment -Self-assessment

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral presentation -Recording assessment -Checklists

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral presentation -Recording assessment -Checklists

Reading

Intensive Reading: Visuals

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

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

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

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

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

Observation -Oral questions -Oral presentation -Peer assessment

Reading

Intensive Reading: Visuals

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

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

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

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

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

Observation -Written questions -Peer assessment -Assessment rubric

Reading

Intensive Reading: Visuals

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

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

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

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

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

Observation -Written questions -Peer assessment -Assessment rubric

Grammar in Use

Word Classes: Pronouns

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

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

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

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

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

Observation -Oral questions -Written exercises -Peer assessment

Grammar in Use

Word Classes: Pronouns

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

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

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

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

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

Observation -Written exercises -Peer assessment -Checklists

Writing

Functional Writing

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

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

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

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

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

Observation -Oral questions -Written exercises -Peer assessment

Writing

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

Writing

Functional Writing

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

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

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

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

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

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

OUR TOURIST ATTRACTIONS

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral questions -Oral presentation -Peer assessment

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral questions -Oral presentation -Checklists

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral questions -Oral presentation -Checklists

Reading

Extensive Reading: Fiction/Non Fiction

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

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

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

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

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

Observation -Oral questions -Reading logs -Assessment rubric

Reading

Extensive Reading: Fiction/Non Fiction

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

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

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

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

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

Observation -Reading logs -Peer assessment -Checklists

Reading

Extensive Reading: Fiction/Non Fiction

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

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

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

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

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

Observation -Reading logs -Peer assessment -Checklists

Grammar in Use

Adjectives

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

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

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

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

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

Observation -Oral questions -Written exercises -Peer assessment

Grammar in Use

Adjectives

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

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

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

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

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

Observation -Written exercises -Peer assessment -Checklists

Writing

Creative Writing - Narrative Compositions

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

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

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

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

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

Observation -Oral questions -Written exercises -Peer assessment

Writing

Creative Writing - Narrative Compositions

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

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

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

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

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

Observation -Oral questions -Written exercises -Peer assessment

Writing

Creative Writing - Narrative Compositions

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

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

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

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

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

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

JOBS AND OCCUPATIONS - WORK ETHICS

Listening and Speaking

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:

-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

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:

-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

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

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:

-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