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:

-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

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:

-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

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:

-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

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

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

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:

-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

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

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:

-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

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:

-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

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:

-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

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:

-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

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:

-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:

-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:

-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

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:

-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:

-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:

-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

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:

-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:

-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

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:

-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

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