CHILD RIGHTS AND RESPONSIBILITIES

Listening and Speaking

Pronunciation and Vocabulary: Sounds /ʌ/ and /ɑː/

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

- Recognize sounds, words, and phrases correctly.
- Use words and phrases related to the theme in sentences correctly.
- Listen for the main idea and specific details for effective communication.

The learner is guided to:
- Listen to an oral narrative in pairs or groups.
- Identify words and phrases containing the sounds /ʌ/ /ɑː/ from a print or audio text.
- Say words and phrases related to the theme accurately.
- Construct sentences using words and phrases with peers.

Why should we say the sounds in words, phrases, and sentences correctly?

Mentor English Grade 5 pg. 1
Audio recorder
Digital devices
Realia

Oral questions Pronunciation checks Dictation Word games

Listening and Speaking
Reading
Reading

Pronunciation and Vocabulary: Listening Comprehension
Reference Materials: Dictionaries
Reference Materials: Encyclopedias

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

- Respond to information from an oral text.
- Adopt attentive listening for effective communication.
- Display varied emotions and feelings during an oral presentation.

The learner is guided to:
- Say tongue twisters containing the selected sounds collaboratively with peers.
- Write sentences and phrases containing the selected sounds and words.
- Make an audio recording of a poem containing the sounds /ʌ/ and /ɑː/.
- Play the audio recording and obtain feedback.

How can we improve our pronunciation? Why should we listen attentively?

Mentor English Grade 5 pg. 2
Audio recording device
Digital devices
Laptops/tablets
Mentor English Grade 5 pg. 3
Dictionaries
Junior encyclopedias
Digital devices
Mentor English Grade 5 pg. 5
Encyclopedias
Library books
Internet

Listening exercises Oral presentations Role play Peer assessment

Grammar in Use
Writing

Demonstrative Determiners: This, These
Demonstrative Determiners: That, Those
Functional Writing: Understanding Forms

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

- Identify demonstrative determiners in a variety of texts.
- Use demonstrative determiners correctly to show proximity.
- Promote the use of the correct demonstrative determiner during communication.

The learner is guided to:
- Identify demonstrative determiners from a text such as this, these, that, those.
- Read sentences containing demonstrative determiners in print or electronic materials.
- Construct sentences using demonstrative determiners with peers.
- Make sentences containing demonstrative determiners from a substitution table.

How do you identify objects that are near? How do we show that several objects are close to us?

Mentor English Grade 5 pg. 7
Substitution tables
Flash cards
Charts
Mentor English Grade 5 pg. 8
Digital devices
Newspapers
Magazines
Mentor English Grade 5 pg. 9
Sample forms
Computers

Gap filling exercises Sentence construction Oral presentations Written exercises

Writing
Listening and Speaking
Listening and Speaking
Reading

Functional Writing: Filling Forms
Pronunciation and Vocabulary: Sounds /p/ and /b/
Listening Comprehension: Dialogue
Intensive Reading: Oral Narrative

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

- Fill a form with relevant information.
- Design a form to obtain the required information.
- Acknowledge the importance of providing accurate information.

The learner is guided to:
- Fill a form related to the theme using personal information, school information, parents/guardians details.
- Design a form to obtain information with peers and upload it online.
- Create a form for capturing data on child rights activities.
- Present their forms to the class.

What details do we fill in forms? How can we design effective forms?

Mentor English Grade 5 pg. 10
Digital devices
Sample forms
Computers/tablets
Mentor English Grade 5 pg. 12
Audio recordings
Word puzzles
Mentor English Grade 5 pg. 13
Video clips
Digital devices
Mentor English Grade 5 pg. 16
Story books
Pictures

Form design tasks Form filling exercises Group presentations Peer assessment

NATIONAL CELEBRATIONS

Reading
Grammar in Use
Grammar in Use

Intensive Reading: Poem
Word Class: Collective Nouns
Word Class: Reflexive Pronouns

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

- Read poems fluently with expression.
- Respond to factual and inferential questions.
- Value the messages conveyed in poems.

The learner is guided to:
- Read poems about national celebrations.
- Recite poems with appropriate expression.
- Create video/audio recordings of poem recitals.
- Discuss themes in poems about celebrations.

How do poems make us feel? Why do we celebrate national holidays?

Mentor English Grade 5 pg. 17
Poetry books
Audio recorders
Digital devices
Mentor English Grade 5 pg. 19
Charts
Digital texts
Flash cards
Mentor English Grade 5 pg. 21
Video clips
Crossword puzzles

Recitation Comprehension questions Performance assessment Recordings

Writing
Listening and Speaking

Creative Writing: Planning Compositions
Creative Writing: Open-ended Compositions
Pronunciation and Vocabulary: Sound /ɔɪ/

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

- Select relevant points for a composition.
- Plan compositions logically.
- Value the importance of planning before writing.

The learner is guided to:
- Brainstorm points for compositions.
- Write first paragraphs collaboratively.
- Arrange points in logical sequence.
- Share ideas with peers.

How do we express ideas on different topics? Why is planning important in writing?

Mentor English Grade 5 pg. 22
Sample compositions
Writing templates
Digital devices
Mentor English Grade 5 pg. 23
Composition books
Digital devices
Dictionaries
Mentor English Grade 5 pg. 24
Audio recordings
Charts

Composition planning Oral presentations Written work Group assessment

ETIQUETTE-TABLE MANNERS

Listening and Speaking
Reading
Reading

Polite Words, Phrases and Expressions
Intensive Reading: Narrative
Visual Reading

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

- Identify polite expressions in conversations.
- Use polite words and phrases appropriately.
- Show courtesy when communicating with others.

The learner is guided to:
- Practice using polite words and phrases.
- Role play using polite expressions during meals.
- Listen to conversations demonstrating politeness.
- Create lists of polite expressions.

Why should you use polite expressions when talking to others? Which words show politeness?

Mentor English Grade 5 pg. 26
Role play scripts
Video clips
Flash cards
Mentor English Grade 5 pg. 27
Story books
Digital texts
Pictures
Mentor English Grade 5 pg. 28
Picture books
Digital devices
Charts/visuals

Role play Dialogue completion Observation Self-assessment

Grammar in Use
Writing

Language Pattern: Use of too...to/for
Language Pattern: Must/Should with Adverbs
Mechanics of Writing: Handwriting Styles

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

- Identify sentences with too...to/for pattern.
- Use the pattern too...to/for correctly.
- Appreciate the importance of proper sentence structure.

The learner is guided to:
- Make sentences with too...to/for from substitution tables.
- Fill in blank spaces using the pattern.
- Recite poems with the target language pattern.
- Create posters with example sentences.

How do you identify correct sentences? When do we use 'too' in sentences?

Mentor English Grade 5 pg. 28
Substitution tables
Charts
Digital devices
Mentor English Grade 5 pg. 30
Digital devices
Newspapers/magazines
Mentor English Grade 5 pg. 31
Handwriting samples
Writing books
Charts

Gap filling exercises Sentence construction Oral questioning Written work

Writing
Listening and Speaking
Listening and Speaking

Visual Composition
Pronunciation and Vocabulary: Sounds /t/ and /d/
Word Stress

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

- Use visuals to create stories.
- Write legibly and neatly.
- Value the importance of presentation in writing.

The learner is guided to:
- Observe visuals and compose stories.
- Search for information from various sources.
- Make notes from research findings.
- Create visually appealing compositions.

How can you improve your handwriting? How do pictures help us write stories?

Mentor English Grade 5 pg. 32
Pictures
Digital devices
Sample visual compositions
Mentor English Grade 5 pg. 33
Audio recordings
Pictures
Mentor English Grade 5 pg. 35
Audio-visual materials
Word cards

Composition writing Visual interpretation Neatness assessment Group evaluation

ROAD ACCIDENTS - PREVENTION

Reading
Reading
Grammar in Use
Grammar in Use

Visual Reading: Comprehension
Creating Visual Stories
Word Class: Personal Pronouns
Word Class: Possessive Pronouns

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

- Identify different visuals in a text.
- Interpret visuals correctly.
- Value the role of visuals in comprehension.

The learner is guided to:
- View pictures, illustrations, and posters.
- Describe and interpret visuals correctly.
- Make predictions based on visuals.
- Answer questions based on visuals.

Why do you like pictures? How can you use pictures to communicate?

Mentor English Grade 5 pg. 37
Pictures
Posters
Digital visuals
Mentor English Grade 5 pg. 39
Story books with pictures
Digital devices
Art materials
Mentor English Grade 5 pg. 40
Games
Video clips
Mentor English Grade 5 pg. 41
Charts
Flash cards

Visual interpretation Comprehension questions Prediction exercises Group discussions

Writing
Listening and Speaking

Functional Writing: Components of a Friendly Letter
Functional Writing: Reply to a Friendly Letter
Pronunciation and Vocabulary: Sound /e/

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

- Identify components of a friendly letter.
- Arrange parts of a letter correctly.
- Appreciate the value of letter writing.

The learner is guided to:
- Read sample friendly letters with peers.
- Identify parts like address, salutation, date.
- Arrange jumbled parts of a letter correctly.
- Search for letter samples online.

How do you communicate with people who are far away? What makes a letter friendly?

Mentor English Grade 5 pg. 43
Sample letters
Digital devices
Charts
Mentor English Grade 5 pg. 44
Writing materials
Mentor English Grade 5 pg. 46
Audio recordings

Letter part identification Arrangement exercises Group discussions Peer assessment

TRADITIONAL FOODS

Listening and Speaking
Reading
Reading

Adjectives and Speech
Extensive Reading: Fiction Materials
Extensive Reading: Non-Fiction Materials

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

- Use adjectives to describe traditional foods.
- Interpret non-verbal cues in speeches.
- Show confidence when making presentations.

The learner is guided to:
- Recite poems and identify adjectives.
- Make short speeches about traditional foods.
- Use appropriate non-verbal cues in presentations.
- Search for examples of adjectives online.

Which words do we use to describe things? Why are speeches important?

Mentor English Grade 5 pg. 47
Speech recordings
Digital devices
Charts
Mentor English Grade 5 pg. 49
Fiction books
Digital materials
Library resources
Mentor English Grade 5 pg. 50
Non-fiction books
Digital resources
Encyclopedias

Speech delivery Adjective identification Oral presentations Peer assessment

Grammar in Use
Writing

Word Class: Comparative Forms of Regular Adjectives
Word Class: Superlative Forms and Order of Adjectives
Creative Writing: Planning Narrative Compositions

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

- Identify comparative forms of adjectives.
- Use comparative forms correctly in sentences.
- Appreciate the importance of comparison in communication.

The learner is guided to:
- Change positive adjectives to comparative forms.
- Construct sentences using comparative adjectives.
- Fill gaps with appropriate comparative forms.
- Create crossword puzzles with adjectives.

How do we compare things? Why do we need to compare objects?

Mentor English Grade 5 pg. 51
Charts
Digital devices
Flash cards
Mentor English Grade 5 pg. 53
Flashcards
Mentor English Grade 5 pg. 56
Sample compositions
Story books

Gap filling exercises Sentence construction Comparison tasks Written exercises

Writing
Listening and Speaking
Listening and Speaking

Creative Writing: Narrative Compositions
Pronunciation and Vocabulary: Sounds /f/ and /v/
Word Stress

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

- Write coherent narrative compositions.
- Edit and improve compositions.
- Take pride in creative writing achievement.

The learner is guided to:
- Compose narratives of appropriate length.
- Practice writing their own narratives.
- Proofread each other's work.
- Share compositions with peers.

How do you make your composition interesting? Why is editing important in writing?

Mentor English Grade 5 pg. 57
Composition books
Digital devices
Dictionaries
Mentor English Grade 5 pg. 58
Audio recordings
Flash cards
Mentor English Grade 5 pg. 60
Audio-visual materials
Charts

Composition writing Proofreading Peer assessment Portfolio assessment

JOBS AND OCCUPATIONS

Listening and Speaking
Reading
Grammar in Use
Grammar in Use

Intonation
Intensive Reading: Dialogues
Word Class: Quantifiers - Few/A Few, Little/A Little
Word Class: Quantifiers - A Lot of/Lots of, Each, All, Enough

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

- Use appropriate intonation in statements and questions.
- Interpret how intonation affects meaning.
- Show confidence in using correct intonation.

The learner is guided to:
- Sort statements and questions based on intonation.
- Role play telephone conversations using proper intonation.
- Watch videos of dialogues featuring intonation patterns.
- Practice using rising and falling intonation.

Why do we raise our voices when asking questions? How can intonation change meaning?

Mentor English Grade 5 pg. 61
Audio-visual materials
Digital devices
Telephone props
Mentor English Grade 5 pg. 62
Dialogue texts
Role play scripts
Digital devices
Mentor English Grade 5 pg. 65
Charts
Flash cards
Mentor English Grade 5 pg. 66
Crossword puzzles
Charts

Intonation exercises Role play Dialogue reading Oral questioning

Writing
Listening and Speaking

Creative Writing: Interpreting Pictures
Creative Writing: Pictorial Composition
Pronunciation and Vocabulary: Sound /ə/ and Diphthongs /ɪə/ and /eɪ/

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

- Interpret pictures correctly for writing.
- Organize picture sequences logically.
- Value the relationship between pictures and text.

The learner is guided to:
- Interpret pictures collaboratively.
- Match pictures with story parts.
- Watch animations and sample pictorial compositions.
- Arrange pictures logically for storytelling.

Why do we enjoy looking at pictures? How can pictures help us tell stories?

Mentor English Grade 5 pg. 69
Picture sequences
Digital devices
Sample compositions
Mentor English Grade 5 pg. 70
Pictures
Writing materials
Mentor English Grade 5 pg. 71
Audio recordings
Charts

Picture interpretation Sequencing activities Oral presentations Group work

TECHNOLOGY - LEARNING THROUGH TECHNOLOGY

Listening and Speaking
Listening and Speaking
Reading

Interactive Listening: Turn Taking
Interactive Listening: Non-verbal Cues
Extensive Reading: Fiction Texts

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

- Take turns appropriately in conversations.
- Interrupt politely during discussions.
- Respect others' contributions in conversations.

The learner is guided to:
- Take turns during conversations.
- View videos of conversations with turn taking.
- Practice interrupting politely.
- Identify words/phrases used for polite interruption.

Why should you give others a chance to speak? How do we join ongoing conversations politely?

Mentor English Grade 5 pg. 72
Video clips
Digital devices
Role play scripts
Mentor English Grade 5 pg. 73
Audio-visual materials
Digital recording devices
Charts
Fiction books
Library resources

Role play Conversation analysis Observation Peer assessment

Reading
Grammar in Use
Grammar in Use

Extensive Reading: Non-Fiction Texts
Tense: Future Time with 'Will'
Tense: Future Time with 'Shall'

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

- Select suitable non-fiction materials.
- Extract specific information from texts.
- Value reading as a lifelong learning tool.

The learner is guided to:
- Scan texts for specific information.
- Share reflections on readings with peers.
- Set up reading clubs with classmates.
- Create digital presentations on readings.

Why is it necessary to read many books? How can technology help us find information?

Mentor English Grade 5 pg. 74
Non-fiction books
Digital resources
Internet access
Mentor English Grade 5 pg. 75
Substitution tables
Digital devices
Charts
Mentor English Grade 5 pg. 76
Charts
Video clips

Information extraction Presentations Group discussions Project work

Writing
Listening and Speaking

Mechanics of Writing: Use of the Comma
Mechanics of Writing: Double Quotation Marks
Pronunciation and Vocabulary: Sounds /k/ and /g/

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

- Identify commas in written texts.
- Use commas correctly in sentences.
- Value proper punctuation in writing.

The learner is guided to:
- Read texts and identify comma usage.
- Use commas to show pauses between words, phrases or clauses.
- Play punctuation games with peers.
- Create posters showing comma usage.

Which punctuation marks do you know? Why do we need commas in writing?

Mentor English Grade 5 pg. 77
Text samples
Digital devices
Charts
Mentor English Grade 5 pg. 78
Sample texts
Newspapers/magazines
Mentor English Grade 5 pg. 80
Audio recordings
Flash cards

Punctuation exercises Gap filling Editing tasks Written work

THE FARM: CASH CROPS

Listening and Speaking
Reading
Reading

Proverbs and Sayings
Fluency in Reading: Reading Pace
Fluency in Reading: Expression

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

- Identify proverbs and sayings in narratives.
- Use proverbs and sayings appropriately.
- Appreciate the wisdom in proverbs and sayings.

The learner is guided to:
- Listen to narratives and select proverbs/sayings.
- Match vocabulary with meanings.
- Create posters with common proverbs.
- Search for proverbs and sayings online.

Which proverbs and sayings do you know? Why are proverbs and sayings important in speech?

Mentor English Grade 5 pg. 82
Story books
Digital devices
Charts
Mentor English Grade 5 pg. 84
Reading texts
Word charts
Timers
Mentor English Grade 5 pg. 85
Scripts
Reader's theatre texts
Digital devices

Proverb identification Matching exercises Oral presentations Written work

Reading
Grammar in Use
Grammar in Use
Grammar in Use

Fluency in Reading: Accuracy
Sentences: Double Imperatives
Sentences: Question Tags
Sentences: Question Tags Practice

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
Mentor English Grade 5 pg. 88
Mentor English Grade 5 pg. 89
Video clips
Charts

Reading accuracy tests Word recognition Self-correction tracking Peer assessment

Writing

Creative Writing: Similes
Creative Writing: Proverbs

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

- Identify similes in various texts.
- Use similes correctly in writing.
- Value the creative power of similes.

The learner is guided to:
- Read narratives with similes.
- List similes from texts collaboratively.
- Create posters with common similes.
- Compose sentences using similes.

How do we make our compositions interesting? Which similes do you know?

Mentor English Grade 5 pg. 90
Sample compositions
Digital devices
Charts
Mentor English Grade 5 pg. 91
Story books

Simile identification Sentence construction Creative writing Peer assessment

Writing
Listening and Speaking

Creative Writing: Narrative Compositions
Speaking Fluency: Narrative

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

Composition writing Proofreading Gallery walks Peer assessment

HEALTH - COMMUNICABLE DISEASES

Listening and Speaking
Listening and Speaking
Reading

Speaking Fluency: Speech
Speaking Fluency: Public Speaking
Descriptive Texts: Hospital Visit

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
Mentor English Learner's Book pg. 97
Story books
Charts
Drawing materials

Peer assessment Observation Oral presentations Checklists Recordings

Reading
Grammar in Use

Descriptive Texts: Communicable Diseases
Descriptive Texts: Interpreting Information
Adverbs: Adverbs of Manner

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

- Identify the main idea in each paragraph
- Summarize the main points in a text
- Create mental images from text descriptions
- Recommend appropriate reading techniques to peers

The learner is guided to:
- Read a passage on communicable diseases
- Answer factual and inferential questions
- Identify examples of communicable diseases from the text
- Retell the narrative in pairs
- Identify and talk about the main idea in each paragraph
- Write a summary on prevention of communicable diseases

1. What are communicable diseases? 2. How can we prevent communicable diseases?

Mentor English Learner's Book pg. 98
Reference books
Health posters
Digital resources
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

Written questions Oral presentations Summarizing Peer assessment Observation

Grammar in Use

Adverbs: Adverbs of Time, Place and Frequency
Modals: Use of could, would and how many

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

Gap filling exercises Sentence construction Crossword puzzles Written exercises Oral questions

Writing
Listening and Speaking

Punctuation Marks: Exclamation Mark
Punctuation Marks: Apostrophe
Interactive Listening: Sound Discrimination

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
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
Listening and Speaking
Reading

Interactive Listening: Choral Verse
Interactive Listening: Conversational Narrative
Factual Texts: Main Ideas

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

Choral verse recitation Role play Observation Peer assessment Group performances

Reading
Grammar in Use
Grammar in Use

Factual Texts: Summary Writing
Conjunctions: And, Or, Also
Conjunctions: Because, For, Since

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
Mentor English Learner's Book pg. 116
Sentence strips
Sample texts

Summary writing Oral presentations Peer assessment Written exercises Observation

Grammar in Use
Writing

Conjunctions: Yet, But
Descriptive Composition: Structure

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

- Identify conjunctions "yet" and "but" in texts
- Use "yet" and "but" correctly in sentences
- Acknowledge the importance of conjunctions

The learner is guided to:
- Read sentences with "yet" and "but"
- Discuss how these conjunctions are used
- Make sentences using these conjunctions
- Complete passages with appropriate conjunctions
- Create charts showing different conjunctions
- Display charts and conduct gallery walks
- Give feedback on displayed charts

1. How do we show contrast in sentences? 2. When do we use "yet" and "but"?

Mentor English Learner's Book pg. 117
Charts with conjunctions
Sample texts
Digital resources
Display materials
Mentor English Learner's Book pg. 118
Sample compositions
Pictures
Writing materials

Sentence construction Gap filling exercises Chart creation Written exercises Peer assessment

Writing

Descriptive Composition: Writing Process
Descriptive Composition: Editing and Publishing

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
Mentor English Learner's Book pg. 120
Editing checklists
Publishing platforms

Composition writing Peer assessment Checklists Proofreading Oral presentations

SPORTS - APPRECIATING TALENTS

Listening and Speaking
Listening and Speaking
Listening and Speaking
Reading

Non-verbal Cues: Facial Expressions
Non-verbal Cues: Listening Fluency
Non-verbal Cues: Gestures
Reading with Technology: Digital Texts

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
Mentor English Learner's Book pg. 124
Assessment checklists
Digital recorders
Poems
Mentor English Learner's Book pg. 125
Digital devices
Story books
Drawing materials
Online resources

Pronunciation drills Oral questions Word games Observation Peer assessment

Reading
Grammar in Use
Grammar in Use

Reading with Technology: Online Research
Interrogatives: WH-Questions
Interrogatives: How Much More and Else

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

- Search for stories on sports from the internet
- Download and print pictures from digital sources
- Create visual presentations from digital content
- Appreciate digital literacy

The learner is guided to:
- Search for stories on sports online
- Read stories from digital sources
- Role play stories they have read
- Download and print pictures related to sports
- Display pictures in class
- Take gallery walks to view displayed pictures
- Comment on each other's displays

1. Why are digital materials more interesting to read? 2. How can we find information online?

Mentor English Learner's Book pg. 126
Digital devices
Internet access
Printers
Display materials
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

Digital searches Display activities Gallery walks Peer assessment Observation

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
Listening and Speaking
Listening and Speaking

Spelling: Homophones
Making a Speech: Sound Discrimination
Making a Speech: Structure

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
Mentor English Learner's Book pg. 134
Picture cards
Tongue twisters
Audio recordings
Mentor English Learner's Book pg. 135
Sample speeches
Digital recorders
Audio recordings
Assessment checklists

Sentence construction Gap filling exercises Word games Written exercises Peer assessment

ENVIRONMENTAL POLLUTION

Listening and Speaking
Reading
Reading

Making a Speech: Delivery
Poems, Songs and Tongue Twisters: Poetry
Poems, Songs and Tongue Twisters: Stories

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

- Write a speech on environmental pollution
- Deliver speeches with appropriate expression
- Use non-verbal cues effectively
- Appreciate the importance of public speaking

The learner is guided to:
- Write short speeches on environmental pollution
- Present speeches to the class
- Use appropriate gestures and facial expressions
- Vary tone and volume appropriately
- Give and receive feedback on speech delivery
- Record speeches for self-assessment
- Reflect on areas for improvement

1. How can you make your speech interesting? 2. How do you engage your audience?

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

Speech writing Speech delivery Self-assessment Peer assessment Video/audio recording

Grammar in Use

Nouns (singular/plural only): Singular Form Only
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 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
Mentor English Learner's Book pg. 140
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
Listening and Speaking

Appointment Diary and Journal: Diary
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 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
Mentor English Learner's Book pg. 143
Sample journals
Mentor English Learner's Book pg. 145
Picture cards
Word searches
Tongue twisters
Audio recordings

Diary creation Gallery walks Peer assessment Written exercises Observation

MONEY - SAVINGS AND BANKING

Listening and Speaking
Listening and Speaking
Reading

Intensive Listening: Dialogue
Intensive Listening: Similes
Extensive Reading: Money Management

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

Role play Oral questions Sentence completion Poem creation Observation

Reading
Grammar in Use
Grammar in Use
Writing
Writing

Extensive Reading: Research Skills
Prepositions: Place
Prepositions: Time and Direction
Spelling: Double Vowels and Consonants
Spelling: Homophones

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
Mentor English Learner's Book pg. 152
Word searches
Mentor English Learner's Book pg. 153
Word cards
Charts
Spelling games
Mentor English Learner's Book pg. 155
Homophone cards

Reading logs Information sharing Poster creation Peer assessment Observation