THE FARM: CASH CROPS

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary: Sounds /k/ and /g/
Proverbs and Sayings

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

- Identify words with sounds /k/ and /g/.
- Pronounce words with sounds /k/ and /g/ correctly.
- Value accurate pronunciation in communication.

The learner is guided to:
- Say words containing the sounds /k/ and /g/.
- Practice saying tongue twisters with these sounds.
- Construct sentences using vocabulary related to cash crops.
- Create tongue twisters with target sounds.

Why should we pronounce words correctly? How can correct pronunciation help in communication?

Mentor English Grade 5 pg. 80
Audio recordings
Digital devices
Flash cards
Mentor English Grade 5 pg. 82
Story books
Charts

Oral reading Pronunciation checks Tongue twisters Peer assessment

Reading

Fluency in Reading: Reading Pace
Fluency in Reading: Expression

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

- Identify unfamiliar words for fluency improvement.
- Read at an appropriate pace.
- Value fluent reading in comprehension.

The learner is guided to:
- Skim and scan paragraphs for information.
- Set goals for reading speed.
- Find words within stipulated time.
- Read texts in unison (choral reading).

What makes someone a good reader? How long do you take to read a text?

Mentor English Grade 5 pg. 84
Reading texts
Digital devices
Word charts
Timers
Mentor English Grade 5 pg. 85
Scripts
Reader's theatre texts
Digital devices

Reading speed tests Word finding activities Choral reading Self-assessment

Reading
Grammar in Use

Fluency in Reading: Accuracy
Sentences: Double Imperatives

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

- Read texts accurately.
- Self-correct when reading.
- Recommend strategies for improving reading accuracy.

The learner is guided to:
- Read texts about cash crops.
- Time themselves reading passages.
- Identify and practice difficult words.
- Create word banks of challenging vocabulary.

How can we become better readers? Why is accuracy important in reading?

Mentor English Grade 5 pg. 86
Reading texts
Digital devices
Timers
Mentor English Grade 5 pg. 87
Charts
Flash cards

Reading accuracy tests Word recognition Self-correction tracking Peer assessment

Grammar in Use

Sentences: Question Tags

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

- Identify question tags in texts.
- Use question tags correctly in sentences.
- Show confidence in using question tags.

The learner is guided to:
- Select question tags from stories/dialogues.
- Match statements with correct question tags.
- Use question tags in conversations.
- Create charts showing question tag usage.

Why do we ask questions? How can we confirm information politely?

Mentor English Grade 5 pg. 88
Charts
Digital devices
Flash cards

Gap filling exercises Matching tasks Conversation practice Written work

Grammar in Use
Writing

Sentences: Question Tags Practice
Creative Writing: Similes

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

- Apply question tags in various contexts.
- Distinguish between positive and negative question tags.
- Advocate for correct use of question tags in communication.

The learner is guided to:
- Practice conversations using question tags.
- Watch videos on question tag usage.
- Create display charts on question tags.
- Complete sentences with appropriate question tags.

When do we use positive or negative question tags? How do question tags help in conversation?

Mentor English Grade 5 pg. 89
Video clips
Digital devices
Charts
Mentor English Grade 5 pg. 90
Sample compositions

Question tag completion Conversation assessment Written exercises Peer assessment

Writing

Creative Writing: Proverbs

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

- Identify proverbs in various texts.
- Use proverbs effectively in writing.
- Appreciate the cultural significance of proverbs.

The learner is guided to:
- Create a clear storyline using proverbs.
- Engage in dialogue to advance plot.
- Create charts with proverbs.
- Compose short texts featuring proverbs.

How can proverbs enhance our writing? Which proverbs relate to working together?

Mentor English Grade 5 pg. 91
Story books
Digital devices
Charts

Proverb usage Story construction Creative writing Group presentations

Writing

Creative Writing: Narrative Compositions

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

- Write coherent narratives with similes and proverbs.
- Edit and improve compositions.
- Take pride in creative writing achievement.

The learner is guided to:
- Write creative compositions featuring similes and proverbs.
- Proofread each other's work.
- Display their work in class.
- Provide constructive feedback on peers' writing.

Why is editing important in writing? How do similes and proverbs make stories more interesting?

Mentor English Grade 5 pg. 92
Composition books
Digital devices
Dictionaries

Composition writing Proofreading Gallery walks Peer assessment

HEALTH - COMMUNICABLE DISEASES

Listening and Speaking

Speaking Fluency: Narrative

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

- Identify words with sound /h/ from an oral text
- Construct sentences orally using words related to the theme
- Speak accurately, at the right speed with expression
- Display appropriate emotions during oral presentations

The learner is guided to:
- Listen to a poem/narrative and identify words with /h/ sound
- Retell narratives in own words collaboratively
- Listen to audio recordings of narratives
- Practice delivering news highlights
- Respond to oral questions confidently
- Make one-minute speeches on communicable diseases

1. Why is it important to speak accurately and express the right feelings? 2. How can you listen more attentively?

Mentor English Learner's Book pg. 93
Audio recordings
Digital devices
Charts
Pictures

Oral presentations Observation Dictation Peer assessment Checklists

Listening and Speaking

Speaking Fluency: Speech
Speaking Fluency: Public Speaking

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

- Pronounce words with selected sounds accurately
- Speak accurately, without hesitation with proper expression
- Use vocabulary related to the theme correctly
- Challenge others to speak accurately

The learner is guided to:
- Listen to a recorded speech on COVID-19
- Read the speech in turns with a partner
- Time themselves during reading
- Write and present a short speech on communicable diseases
- Use a checklist to assess peers' performance
- Recite poems on communicable diseases

1. Which words do you use to talk about diseases? 2. Why should we speak at the right speed?

Mentor English Learner's Book pg. 95
Assessment checklists
Digital devices
Recorded speeches
Mentor English Learner's Book pg. 96
Video clips
Digital recorders
Reference materials

Peer assessment Observation Oral presentations Checklists Recordings

Reading

Descriptive Texts: Hospital Visit
Descriptive Texts: Communicable Diseases

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

- Identify characters, places and events in the story
- Visualize events, characters and descriptions in texts
- Answer factual and inferential questions correctly
- Relate events in the story to real life experiences

The learner is guided to:
- Predict what will happen in the story using title and pictures
- Read the passage "A Visit to Dr. Zebra's Hospital"
- Answer comprehension questions based on the text
- Role play the story in groups
- Make connections between events in the text and their experiences
- Draw pictures representing events in the story

1. How do you get information from a text? 2. How do we tell the meaning of unknown words in a story?

Mentor English Learner's Book pg. 97
Story books
Charts
Digital devices
Drawing materials
Mentor English Learner's Book pg. 98
Reference books
Health posters
Digital resources

Written questions Oral questions Retelling Role play Observation

Reading
Grammar in Use

Descriptive Texts: Interpreting Information
Adverbs: Adverbs of Manner

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

- Scan a text for specific details
- Infer meaning of words from context
- Respond to questions on factual texts accurately
- Judge the appropriateness of a reading text

The learner is guided to:
- Read health-related texts from various sources
- Discuss visual aids accompanying health texts
- Use context clues to determine meanings of new words
- Create posters with health information
- Identify and list key facts about communicable diseases
- Share information learned with peers

1. How do visuals help us understand a text? 2. Why should we read informational texts?

Mentor English Learner's Book pg. 99
Health brochures
Digital resources
Posters
Reference materials
Mentor English Learner's Book pg. 100
Charts with adverbs
Pictures
Digital resources

Written exercises Oral presentations Creating posters Group discussions Observation

Grammar in Use

Adverbs: Adverbs of Time, Place and Frequency

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

- Identify adverbs of time, place and frequency in texts
- Use adverbs of time, place and frequency correctly
- Collaborate with others to determine correctness of adverbs

The learner is guided to:
- Give examples of adverbs of time, place and frequency
- Make sentences using these adverbs
- Complete sentences using appropriate adverbs
- Identify adverbs from given texts
- Ask and answer questions using different types of adverbs
- Create crossword puzzles using adverbs

1. Which words show when an action happens? 2. Which words show where an action takes place? 3. Which words show how often something happens?

Mentor English Learner's Book pg. 102
Charts with adverbs
Stories
Crossword puzzles
Digital resources

Gap filling exercises Sentence construction Crossword puzzles Written exercises Oral questions

Grammar in Use

Modals: Use of could, would and how many

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

- Identify sentences featuring the target patterns
- Use "how many...could/would" correctly in sentences
- Promote correct use of modals for clarity in communication

The learner is guided to:
- Role-play conversations using modals "would" and "could"
- Ask questions using "how many...could/would"
- Make sentences from a substitution table
- Complete sentences using the correct modals
- Create dialogues featuring the target patterns
- Complete a doctor-patient conversation using modals

1. How do we ask about quantity in a polite way? 2. When do we use "could" and "would" in questions?

Mentor English Learner's Book pg. 103
Conversation cards
Substitution tables
Digital resources
Charts

Role play Sentence construction Gap filling exercises Oral questions Dialogue writing

Writing

Punctuation Marks: Exclamation Mark

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

- Identify exclamation marks in sentences
- Punctuate sentences correctly using exclamation marks
- Acknowledge the importance of proper punctuation

The learner is guided to:
- Discuss how to show strong feelings in writing
- Read sentences with exclamation marks
- Construct sentences using exclamation marks
- Punctuate given sentences correctly
- Share sentences with the class
- Identify emotions expressed in exclamatory sentences

1. Why do we use punctuation marks? 2. When do we use exclamation marks?

Mentor English Learner's Book pg. 105
Charts with punctuation marks
Sample sentences
Digital resources

Written exercises Gap filling exercises Sentence construction Peer assessment Observation

Writing
Listening and Speaking

Punctuation Marks: Apostrophe
Interactive Listening: Sound Discrimination

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

- Identify apostrophes in sentences
- Use apostrophes correctly to show possession and contraction
- Collaborate with others to punctuate documents correctly

The learner is guided to:
- Read sentences with apostrophes to show possession
- Construct sentences showing possession
- Rewrite sentences using apostrophes
- Read sentences with apostrophes showing contraction
- Watch videos on correct use of apostrophes
- Create charts with sentences using apostrophes
- Identify apostrophes in given texts

1. How do we show that something belongs to someone? 2. How do we shorten words in writing?

Mentor English Learner's Book pg. 107
Charts with apostrophe uses
Sample texts
Digital resources
Video clips
Mentor English Learner's Book pg. 109
Picture cards
Audio recordings
Digital devices
Word games

Written exercises Gap filling exercises Sentence construction Peer assessment Observation

LEISURE TIME ACTIVITIES

Listening and Speaking

Interactive Listening: Choral Verse

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

- Identify different moods in a choral verse
- Interrupt politely during a conversation
- Take turns during conversation
- Challenge others to listen interactively

The learner is guided to:
- Recite a choral verse in groups
- Discuss the message in each stanza
- Talk about the feelings expressed in the verse
- Practice interrupting politely in conversations
- Listen to audio recordings of conversations
- Identify words/phrases used for polite interruption
- Role play conversations about leisure activities

1. Why should you interrupt others politely? 2. How do you show different moods when listening to someone?

Mentor English Learner's Book pg. 112
Choral verses
Audio recordings
Digital devices
Charts

Choral verse recitation Role play Observation Peer assessment Group performances

Listening and Speaking
Reading

Interactive Listening: Conversational Narrative
Factual Texts: Main Ideas

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

- Use words and non-verbal cues to express different moods
- Interrupt politely during conversations
- Express ideas clearly in conversations
- Display emotions appropriately during interactions

The learner is guided to:
- Discuss techniques for making people interested in conversation
- Role play as news anchors in pairs
- Practice turn-taking in conversations
- Use appropriate phrases for interrupting
- Discuss the importance of leisure activities
- Listen attentively during group discussions
- Give feedback on conversational skills

1. Which words or phrases do you use to join an ongoing conversation? 2. How do you make conversations interesting?

Mentor English Learner's Book pg. 114
Dialogue cards
Video clips
Digital devices
Charts
Mentor English Learner's Book pg. 115
Factual texts
Digital resources
Note-taking materials

Role play Observation Peer assessment Conversation rubrics Oral presentations

Reading
Grammar in Use

Factual Texts: Summary Writing
Conjunctions: And, Or, Also

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

- Skim through text to obtain main ideas
- Summarize main ideas from factual texts
- Create mental images from descriptions
- Encourage others to pay attention to detail

The learner is guided to:
- Watch video clips on leisure activities
- Share main points from the videos
- Write poems on importance of leisure activities
- Present poems to the class
- Read factual texts on leisure activities
- Summarize information from multiple sources
- Create visual representations of leisure activities

1. How do you identify the main idea in a text? 2. What makes a good summary?

Mentor English Learner's Book pg. 117
Video clips
Factual texts
Digital resources
Presentation materials
Mentor English Learner's Book pg. 115
Charts with conjunctions
Dialogue cards
Sentence strips

Summary writing Oral presentations Peer assessment Written exercises Observation

Grammar in Use

Conjunctions: Because, For, Since
Conjunctions: Yet, But

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

- Identify conjunctions in different contexts
- Use conjunctions "because," "for," and "since" correctly
- Promote correct use of conjunctions in communication

The learner is guided to:
- Read sentences with "because," "for," and "since"
- Discuss how these conjunctions are used
- Make sentences using these conjunctions
- Share sentences with the class
- Complete sentences with appropriate conjunctions
- Identify conjunctions in given texts

1. Why do we give reasons in communication? 2. Which words do we use to give reasons?

Mentor English Learner's Book pg. 116
Charts with conjunctions
Sentence strips
Digital resources
Sample texts
Mentor English Learner's Book pg. 117
Sample texts
Display materials

Sentence construction Gap filling exercises Written exercises Oral questions Peer assessment

Writing

Descriptive Composition: Structure

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

- Identify the components of a descriptive composition
- Describe people or things mentioned in a text
- Create a descriptive composition related to leisure
- Appreciate the importance of detailed descriptions

The learner is guided to:
- Read a sample descriptive composition
- Identify descriptions of people, places and things
- Discuss the sample composition's structure
- Talk about how they spent their leisure time
- Make sentences to describe leisure activities
- Organize sentences into paragraphs
- Create outlines for descriptive compositions

1. How do we describe things or events? 2. Why is it important to describe things or events clearly?

Mentor English Learner's Book pg. 118
Sample compositions
Digital resources
Pictures
Writing materials

Composition writing Outlining Oral descriptions Peer assessment Observation

Writing

Descriptive Composition: Writing Process

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

- Organize ideas logically in paragraphs
- Write a descriptive composition on leisure activities
- Collaborate with peers to critique compositions
- Value creativity in writing

The learner is guided to:
- Organize ideas for descriptive compositions
- Create descriptive compositions individually
- Proofread work to correct errors
- Exchange compositions with peers
- Give feedback using a checklist
- Revise compositions based on feedback
- Present final compositions to the class

1. How can we make compositions interesting? 2. Why is proofreading important?

Mentor English Learner's Book pg. 119
Assessment checklists
Writing materials
Digital resources
Sample compositions

Composition writing Peer assessment Checklists Proofreading Oral presentations

Writing

Descriptive Composition: Editing and Publishing

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

- Edit a descriptive composition for accuracy
- Publish a finalized descriptive composition
- Recommend ways to improve descriptive writing
- Display confidence in descriptive writing

The learner is guided to:
- Read model descriptive compositions
- Edit compositions for spelling and grammar errors
- Format compositions with appropriate paragraphs
- Add descriptive details to enhance compositions
- Create final versions of compositions
- Share compositions with wider audience
- Reflect on the writing process

1. How do we improve our writing? 2. Why is editing important in writing?

Mentor English Learner's Book pg. 120
Editing checklists
Writing materials
Digital resources
Publishing platforms

Edited compositions Final compositions Publishing projects Self-assessment Portfolio assessment

SPORTS - APPRECIATING TALENTS

Listening and Speaking
Listening and Speaking

Non-verbal Cues: Facial Expressions
Non-verbal Cues: Listening Fluency

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

- Identify words with sound /aɪ/ from texts
- Pronounce words with target sounds correctly
- Interpret a speaker's emotions during presentations
- Value effective communication

The learner is guided to:
- Look at pictures showing sports activities
- Say words containing sound /aɪ/
- Use the words to construct sentences
- Say tongue twisters with the target sound
- Pick words with the target sound from word searches
- Practice using facial expressions to show emotions

1. Why is it important to listen carefully? 2. How can we become better listeners?

Mentor English Learner's Book pg. 121
Picture cards
Word searches
Digital resources
Audio recordings
Mentor English Learner's Book pg. 123
Audio recordings
Video clips
Motivational quotes

Pronunciation drills Oral questions Word games Observation Peer assessment

Listening and Speaking

Non-verbal Cues: Gestures

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

- Write and present a speech on talents
- Use appropriate gestures during presentations
- Interpret gestures correctly
- Value non-verbal communication

The learner is guided to:
- Discuss gestures used when making speeches
- Write short speeches on talents
- Present speeches using facial expressions and gestures
- Recite poems about talents
- Let peers assess performances using checklists
- Record themselves making presentations
- Interpret emotions through non-verbal cues

1. Why is body language important? 2. How can you use gestures effectively?

Mentor English Learner's Book pg. 124
Assessment checklists
Digital recorders
Video clips
Poems

Speech presentations Poem recitations Peer assessment Self-assessment Observation

Reading

Reading with Technology: Digital Texts
Reading with Technology: Online Research

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

- Relate ideas in text to personal experiences
- Create mental images from events in a text
- Answer comprehension questions correctly
- Judge appropriateness of digital texts

The learner is guided to:
- Look at pictures and predict events
- Read the story "Slow but sure wins the race"
- Answer comprehension questions
- Identify moral lessons from the story
- Role play the story in groups
- Draw pictures to illustrate the story
- Tell stories about perseverance

1. Why is it important to relate what you read to real life? 2. What digital resources can you use in reading?

Mentor English Learner's Book pg. 125
Digital devices
Story books
Drawing materials
Online resources
Mentor English Learner's Book pg. 126
Internet access
Printers
Display materials

Comprehension questions Role play Drawing activities Storytelling Observation

Grammar in Use

Interrogatives: WH-Questions
Interrogatives: How Much More and Else

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

- Identify interrogatives in sentences
- Use interrogatives accurately
- Adopt the use of interrogatives in communication

The learner is guided to:
- Read a conversation containing questions
- Identify words used to ask questions
- List other words that can be used to ask questions
- Ask each other questions using WH-words
- Write questions about talents
- Fill in spaces with correct WH-words
- Role play conversations using questions

1. Why do we ask questions? 2. How do we ask questions?

Mentor English Learner's Book pg. 127
Charts with question words
Conversation cards
Digital resources
Word cards
Mentor English Learner's Book pg. 129
Question cards
Charts
Sample texts

Question formation Gap filling exercises Role play Oral questioning Written exercises

Grammar in Use
Writing

Interrogatives: Conversation Practice
Spelling: Commonly Misspelt Words

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

- Analyze the use of interrogatives in communication
- Apply correct interrogative forms in varied contexts
- Value the importance of correct questioning

The learner is guided to:
- Create dialogues featuring different question types
- Role play interviews using various questions
- Edit texts by adding appropriate questions
- Create question and answer games
- Conduct surveys using prepared questions
- Report survey findings to the class
- Assess the quality of questions used

1. How do good questions help in conversations? 2. What makes a question effective?

Mentor English Learner's Book pg. 129
Dialogue cards
Survey templates
Digital resources
Question banks
Mentor English Learner's Book pg. 130
Word cards
Spelling games
Dictionaries

Dialogue creation Role play Surveys Presentations Peer assessment

Writing

Spelling: Homophones

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

- Identify words with same pronunciation but different spelling
- Use homophones in sentences correctly
- Recommend ways of enhancing spelling skills

The learner is guided to:
- Say pairs of homophones
- Discuss similarities and differences in homophones
- Use homophones to make sentences
- Choose correct homophones to complete sentences
- Play the telephone game with homophones
- Create lists of commonly confused homophones
- Write sentences using homophones correctly

1. Which words have the same pronunciation but different spelling? 2. How can you tell which homophone to use?

Mentor English Learner's Book pg. 132
Homophone cards
Digital resources
Word games
Dictionaries

Sentence construction Gap filling exercises Word games Written exercises Peer assessment

Listening and Speaking

Making a Speech: Sound Discrimination

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

- Identify words with sounds /f/ and /v/
- Pronounce words with target sounds correctly
- Construct sentences using theme vocabulary
- Value proper articulation

The learner is guided to:
- Look at pictures showing environmental pollution
- Repeat sentences with /f/ and /v/ sounds
- Say words containing these sounds
- Create tongue twisters with target sounds
- Complete tables with words containing sounds
- Construct sentences using vocabulary related to pollution

1. Why should we pronounce sounds correctly? 2. How can we improve our pronunciation?

Mentor English Learner's Book pg. 134
Picture cards
Tongue twisters
Digital resources
Audio recordings

Pronunciation drills Oral presentations Sentence construction Observation Peer assessment

ENVIRONMENTAL POLLUTION

Listening and Speaking
Listening and Speaking

Making a Speech: Structure
Making a Speech: Delivery

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

- Speak clearly and confidently
- Structure speeches logically
- Display appropriate emotions during speeches
- Challenge others to speak accurately

The learner is guided to:
- Discuss the importance of speaking clearly and confidently
- Listen to a speech on environmental pollution
- Identify main points from the speech
- Practice giving the speech
- Write short poems about environmental pollution
- Recite poems to the class
- Give feedback on speeches and recitations

1. Why should we speak clearly and confidently? 2. Why do we make speeches?

Mentor English Learner's Book pg. 135
Sample speeches
Digital recorders
Audio recordings
Assessment checklists
Mentor English Learner's Book pg. 136
Assessment rubrics
Presentation space

Speech delivery Poem recitation Observation Peer assessment Audio recording

Reading

Poems, Songs and Tongue Twisters: Poetry
Poems, Songs and Tongue Twisters: Stories

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

- Create mental images from poems
- Infer meaning of words from context
- Answer questions based on poems correctly
- Relate events in poems to personal experiences

The learner is guided to:
- Watch videos on environmental pollution
- Answer questions based on videos
- Recite poems about environmental pollution
- Answer questions based on poems
- Identify new vocabulary from poems
- Look up meanings of new words
- Create songs/poems about the environment

1. What can you learn from poems and songs? 2. Which poems and songs do you know?

Mentor English Learner's Book pg. 137
Video clips
Poems/songs
Digital resources
Dictionaries
Mentor English Learner's Book pg. 138
Story books
Drawing materials
Posters

Poem recitation Comprehension questions Creative writing Vocabulary development Observation

Grammar in Use

Nouns (singular/plural only): Singular Form Only

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

- Identify nouns that occur only in singular form
- Use singular-only nouns correctly in sentences
- Acknowledge the importance of correct noun usage

The learner is guided to:
- Read sentences with singular-only nouns
- Identify nouns that occur only in singular form
- Discuss why some nouns occur only in singular form
- Use singular-only nouns to make sentences
- Choose correct verbs to go with singular-only nouns
- Create lists of singular-only nouns
- Complete sentences with correct verb forms

1. Why is it important to use words correctly? 2. Which nouns exist only in singular form?

Mentor English Learner's Book pg. 139
Charts with noun categories
Digital resources
Sample texts
Word cards

Sentence construction Gap filling exercises Written exercises Oral questions Observation

Grammar in Use

Nouns (singular/plural only): Plural Form Only
Nouns (singular/plural only): Digital Resources

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

- Identify nouns that occur only in plural form
- Use plural-only nouns correctly in sentences
- Collaborate with others to determine correctness

The learner is guided to:
- Read sentences with plural-only nouns
- Identify nouns that occur only in plural form
- Discuss examples of plural-only nouns
- Use plural-only nouns to make sentences
- Choose correct verbs to go with plural-only nouns
- Create lists of plural-only nouns
- Complete sentences with correct verb forms

1. Which nouns exist only in plural form? 2. How do we use these nouns correctly?

Mentor English Learner's Book pg. 140
Charts with noun categories
Digital resources
Sample texts
Word cards
Mentor English Learner's Book pg. 141
Digital devices
Internet access
Chart materials
Video resources

Sentence construction Gap filling exercises Written exercises Oral questions Observation

Writing

Appointment Diary and Journal: Diary

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

- Identify the components of a diary
- Create a diary to convey desired information
- Collaborate with peers to create diaries

The learner is guided to:
- Discuss what to include in a diary
- Search for examples of diaries from the internet
- Identify components of diaries
- Create diaries for environmental club activities
- Display diaries in class
- Take gallery walks to view diaries
- Give feedback on displayed diaries
- Write personal diaries for future activities

1. Why should we plan our activities in advance? 2. What do we include in a diary?

Mentor English Learner's Book pg. 142
Sample diaries
Digital resources
Writing materials
Display boards

Diary creation Gallery walks Peer assessment Written exercises Observation

Writing
Listening and Speaking

Appointment Diary and Journal: Journal
Intensive Listening: Sound Discrimination

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

- Identify the components of a journal
- Create a journal to record memorable events
- Judge the appropriateness of journal entries

The learner is guided to:
- Examine a sample journal
- Identify components of journals
- Discuss what to include in journals
- Talk about memorable school events
- Create journals showing entries for events
- Display journals in class
- Take gallery walks to view displayed journals
- Give feedback on journals

1. What is the difference between a diary and a journal? 2. How do we record memorable experiences?

Mentor English Learner's Book pg. 143
Sample journals
Digital resources
Writing materials
Display boards
Mentor English Learner's Book pg. 145
Picture cards
Word searches
Tongue twisters
Audio recordings

Journal creation Gallery walks Peer assessment Written exercises Observation

MONEY - SAVINGS AND BANKING

Listening and Speaking

Intensive Listening: Dialogue

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

- Listen attentively to conversations
- Interpret speakers' feelings during conversations
- Respond appropriately to information
- Value attentive listening

The learner is guided to:
- Discuss the importance of attentive listening
- Role play conversations about banking
- Answer questions based on dialogues
- Identify similes used in conversations
- Write sentences using the similes
- Complete sentences orally using banking vocabulary
- Create poems on importance of saving money

1. Why should we listen attentively? 2. How can you tell that someone is attentive?

Mentor English Learner's Book pg. 147
Dialogue cards
Digital resources
Audio recordings
Role play props

Role play Oral questions Sentence completion Poem creation Observation

Listening and Speaking
Reading

Intensive Listening: Similes
Extensive Reading: Money Management

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

- Identify similes in oral texts
- Use similes to enhance descriptions
- Express emotions appropriately during interactions
- Display varied emotions during presentations

The learner is guided to:
- Create short poems on saving money
- Use words with target sounds in the poems
- Recite poems to the class
- Identify similes in conversations
- Make sentences using similes
- Role play banking situations
- Use appropriate expressions during role play
- Give feedback on performances

1. How do similes make descriptions interesting? 2. Why do we use comparisons in speech?

Mentor English Learner's Book pg. 148
Poem templates
Simile cards
Digital resources
Role play props
Reading texts
Reference materials
Note-taking materials

Poem creation Oral presentations Role play Peer assessment Observation

Reading
Grammar in Use

Extensive Reading: Research Skills
Prepositions: Place

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

- Select reading materials from various sources
- Read materials independently for information
- Promote extensive reading among peers
- Value reading for lifelong learning

The learner is guided to:
- Tell siblings about the importance of reading
- Encourage them to read various materials
- Read online and offline texts about banking
- Create reading clubs with peers
- Share information learned from reading
- Create posters promoting reading
- Visit libraries to access reading materials

1. What materials do you enjoy reading? 2. Why is it necessary to read many books?

Mentor English Learner's Book pg. 149
Various reading materials
Digital resources
Library access
Poster materials
Mentor English Learner's Book pg. 150
Picture cards
Charts with prepositions
Sample sentences

Reading logs Information sharing Poster creation Peer assessment Observation

Grammar in Use
Writing

Prepositions: Time and Direction
Spelling: Double Vowels and Consonants

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

- Identify prepositions of time and direction
- Use prepositions of time and direction correctly
- Value precise and accurate use of prepositions

The learner is guided to:
- Read sentences with prepositions of time and direction
- Discuss how these prepositions are used
- Use digital devices to find more prepositions
- Prepare charts showing prepositions
- Create word searches with prepositions
- Find prepositions in word searches
- Fill in blanks with correct prepositions
- Make sentences using given prepositions

1. How do we show when things happen? 2. How do we show the movement of things?

Mentor English Learner's Book pg. 152
Charts with prepositions
Digital resources
Word searches
Sample sentences
Mentor English Learner's Book pg. 153
Word cards
Charts
Spelling games

Chart creation Gap filling exercises Word games Sentence construction Written exercises

Writing

Spelling: Homophones

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

- Identify words with same pronunciation but different spelling
- Use homophones correctly in sentences
- Recommend ways of enhancing spelling skills

The learner is guided to:
- Read pairs of words with same pronunciation
- Identify words with same pronunciation in sentences
- Use digital devices to find more homophones
- Write homophones on charts
- Choose correct homophones to complete sentences
- Play spelling games with siblings and friends
- Create sentences using homophones correctly
- Edit texts with incorrect homophone usage

1. Which words have the same pronunciation but different spelling? 2. How can you tell which homophone to use?

Mentor English Learner's Book pg. 155
Homophone cards
Digital resources
Charts
Spelling games

Word choice exercises Sentence construction Chart creation Spelling games Editing activities