THE FAMILY

Listening and Speaking

Pronunciation and Vocabulary: Listening Comprehension

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

- pronounce sounds and words correctly for effective oral communication
- use vocabulary in sentences for effective oral communication
- listen attentively to an oral text for comprehension
- play language games for listening comprehension

The learner is guided to:
- say tongue twisters with words containing the sounds /t/ /d/ /f/ /v/ and the digraph /tw/
- repeat saying minimal pairs with the sounds /t/ /d/ /f/ /v/ and the digraph /tw/ from the teacher or an audio recording
- match words that have the same sounds and use them to construct sentences collaboratively
- search for words related to the theme on the internet and use them in sentences with peers
- find out the correct pronunciation of words and sentences from electronic or print dictionaries
- listen to an audio text and answer comprehension questions
- play a language game with words containing the sounds /t/ /d/ /f/ /v/ and the digraph /tw/

Why should we pronounce sounds and words correctly?

- Mentor English Learner's Book pg. 1-4
- Audio recordings
- Digital devices
- Print/electronic dictionaries
- Flash cards
- Word wheels
- Charts
- Teacher's Guide

- Observation - Oral questions - Peer assessment - Language games - Dictation

Listening and Speaking

Pronunciation and Vocabulary: Listening Comprehension

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

- pronounce sounds and words correctly for effective oral communication
- use vocabulary in sentences for effective oral communication
- listen attentively to an oral text for comprehension
- play language games for listening comprehension

The learner is guided to:
- identify words with sounds /t/ /d/ /f/ /v/ and digraph /tw/ from an oral text
- use vocabulary related to the family theme to construct sentences orally
- listen to a story about family and answer comprehension questions
- play language games using words with target sounds
- record themselves saying words with target sounds correctly and share with peers for feedback

Why should we listen attentively to others when they speak?

- Mentor English Learner's Book pg. 4-5
- Audio recordings
- Digital devices
- Flash cards
- Word wheels
- Charts
- Teacher's Guide

- Oral presentations - Observation - Peer assessment - Language games - Audio recordings

Listening and Speaking

Pronunciation and Vocabulary: Listening Comprehension

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

- pronounce sounds and words correctly for effective oral communication
- use vocabulary in sentences for effective oral communication
- listen attentively to an oral text for comprehension
- play language games for listening comprehension

The learner is guided to:
- identify words with sounds /t/ /d/ /f/ /v/ and digraph /tw/ from an oral text
- use vocabulary related to the family theme to construct sentences orally
- listen to a story about family and answer comprehension questions
- play language games using words with target sounds
- record themselves saying words with target sounds correctly and share with peers for feedback

Why should we listen attentively to others when they speak?

- Mentor English Learner's Book pg. 4-5
- Audio recordings
- Digital devices
- Flash cards
- Word wheels
- Charts
- Teacher's Guide

- Oral presentations - Observation - Peer assessment - Language games - Audio recordings

Reading

Extensive Reading: Reference Materials

By the end of the lesson, the learner should be able to:
strand
- identify the spelling and meaning of words from the dictionary for understanding
- read the junior encyclopaedia to obtain information for lifelong learning
- promote the use of reference materials to obtain information

The learner is guided to:
- arrange words alphabetically or according to related areas
- discuss with peers how words are organised in a dictionary
- collaboratively identify the spelling and meaning of words from electronic or print dictionaries
- read grade appropriate texts, write down unfamiliar words and check their meaning
- select a topic and obtain information from references such as junior encyclopaedia

Why is it important to spell words correctly?

- Mentor English Learner's Book pg. 5-7
- Dictionaries
- Junior encyclopaedia
- Digital devices
- Reference materials
- Grade appropriate texts
- Teacher's Guide

- Observation - Oral questions - Written exercises - Dictionary usage assessment - Group work assessment

Reading

Extensive Reading: Reference Materials

By the end of the lesson, the learner should be able to:
strand
- identify the spelling and meaning of words from the dictionary for understanding
- read the junior encyclopaedia to obtain information for lifelong learning
- promote the use of reference materials to obtain information

The learner is guided to:
- read stories about families and identify new vocabulary
- use dictionaries to find the meaning and spelling of unfamiliar words
- collaborate with peers to create a family vocabulary chart with definitions
- use junior encyclopaedia to find information about different types of families
- present findings from reference materials to the class

How does a dictionary help us to learn?

- Mentor English Learner's Book pg. 7-8
- Dictionaries
- Junior encyclopaedia
- Digital devices
- Reference materials
- Grade appropriate texts
- Teacher's Guide

- Written exercises - Presentations - Vocabulary charts - Peer assessment - Observation

Grammar in Use

Determiners: Articles

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

- identify definite and indefinite articles in a written text for effective communication
- use definite and indefinite articles in sentences for effective communication
- realise the use of articles in oral and written contexts for self-expression

The learner is guided to:
- read aloud the articles a, an and the with peers
- identify definite and indefinite articles (a, an, and the) from a paragraph
- match definite and indefinite articles with a list of nouns collaboratively
- complete blanks in sentences using correct articles
- construct sentences using definite and indefinite articles with peers
- type sentences on a digital device and share it with friends or family via mobile phone, email, computer printouts among others
- view a video related to the theme in which the definite and indefinite articles are used
- cooperate with others to search for sentences with articles from a selected newspaper, magazine or internet

How are articles used with nouns?

- Mentor English Learner's Book pg. 8-10
- Digital devices
- Newspapers and magazines
- Charts
- Flash cards
- Videos
- Teacher's Guide

- Written exercises - Observation - Oral questions - Peer assessment - Digital tasks assessment

Grammar in Use

Determiners: Articles

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

- identify definite and indefinite articles in a written text for effective communication
- use definite and indefinite articles in sentences for effective communication
- realise the use of articles in oral and written contexts for self-expression

The learner is guided to:
- create tables showing when to use 'a', 'an', and 'the'
- practice using articles in sentences about family members
- edit paragraphs by inserting the correct articles where they are missing
- play digital games involving the use of articles
- create short texts about family using articles correctly
- share their work and provide feedback to peers

When do we use 'a', 'an', and 'the'?

- Mentor English Learner's Book pg. 10-12
- Digital devices
- Charts
- Flash cards
- Worksheets
- Teacher's Guide

- Written exercises - Digital games scores - Peer assessment - Editing tasks - Short texts creation

Grammar in Use

Determiners: Articles

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

- identify definite and indefinite articles in a written text for effective communication
- use definite and indefinite articles in sentences for effective communication
- realise the use of articles in oral and written contexts for self-expression

The learner is guided to:
- create tables showing when to use 'a', 'an', and 'the'
- practice using articles in sentences about family members
- edit paragraphs by inserting the correct articles where they are missing
- play digital games involving the use of articles
- create short texts about family using articles correctly
- share their work and provide feedback to peers

When do we use 'a', 'an', and 'the'?

- Mentor English Learner's Book pg. 10-12
- Digital devices
- Charts
- Flash cards
- Worksheets
- Teacher's Guide

- Written exercises - Digital games scores - Peer assessment - Editing tasks - Short texts creation

Writing

Functional Writing: Filling Forms

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

- identify the required information to be filled in forms for different purposes
- fill information in forms correctly for self-expression
- realise the importance of filling forms correctly for effective communication

Learner is guided to:
- fill forms provided by the teacher with specific details such as: Personal details (Name, Grade, Date of Birth) School Details (Name, Address, Name of Class Teacher, Name of Head teacher)
- read instructions on filling in form collaboratively
- record the required information related to the theme in the forms with partners
- fill in forms in digital or print format in pairs and display them
- download online forms and fill in information with guidance from the teacher
- create a form, and then type it on a computer, laptop or tablet with the guidance

Why should one be careful when filling in forms?

- Mentor English Learner's Book pg. 12-14
- Sample forms
- Digital devices
- Printing materials
- Worksheets
- Teacher's Guide

- Observation - Completed forms - Peer assessment - Digital tasks - Form creation assessment

Writing

Functional Writing: Filling Forms

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

- identify the required information to be filled in forms for different purposes
- fill information in forms correctly for self-expression
- realise the importance of filling forms correctly for effective communication

Learner is guided to:
- examine different types of forms (school admission, library membership, club registration)
- identify and discuss the common elements in various forms
- practice filling out family-related forms (emergency contact information, family details)
- check completed forms for accuracy and completeness
- discuss the consequences of incorrectly filled forms
- create a form for collecting family information from classmates

What information do we fill in forms?

- Mentor English Learner's Book pg. 14-15
- Sample forms
- Digital devices
- Printing materials
- Worksheets
- Teacher's Guide

- Completed forms assessment - Accuracy checks - Peer assessment - Form creation evaluation - Observation

FAMILY CELEBRATIONS

Listening and Speaking

Pronunciation and Vocabulary

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

- discriminate sounds and words in a language sample for listening comprehension
- pronounce words containing sounds related to the theme accurately for effective communication
- appreciate the importance of accurate pronunciation for effective communication

The learner is guided to:
- listen to a variety of audio materials and identify sounds (/ɜː/ /ɑː/ /ɔɪ/ /aɪ/ /l/ /r/), words and expressions related to the theme
- listen to passages or dialogue read by the teacher and identify the sounds /ɜː/ /ɑː/ /ɔɪ/ /aɪ/ /l/ /r/
- use vocabulary related to the theme to construct a variety of sentences
- use word wheels with sounds /ɜː/ /ɑː/ /ɔɪ/ /aɪ/ /l/ /r/ to form new words such as load, road, boy, toy
- watch a video together from the web offline or online and identify learnt sounds and words
- role play and create a video collaboratively using the learnt sounds and words

Why should you pronounce sounds and words correctly?

- Mentor English Learner's Book pg. 16-18
- Audio recordings
- Digital devices
- Word wheels
- Flash cards
- Charts
- Videos
- Teacher's Guide

- Observation - Oral questions - Peer assessment - Role play assessment - Video recordings

Listening and Speaking

Pronunciation and Vocabulary

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

- discriminate sounds and words in a language sample for listening comprehension
- pronounce words containing sounds related to the theme accurately for effective communication
- appreciate the importance of accurate pronunciation for effective communication

The learner is guided to:
- identify target sounds in words related to family celebrations
- practice pronouncing minimal pairs with target sounds (e.g., road/load, right/light)
- recite poems about family celebrations containing target sounds
- listen to audio recordings of dialogues related to celebrations and identify target sounds
- create and perform short dialogues about celebrations using vocabulary with target sounds
- record themselves pronouncing words correctly and share with peers

Which words are used as subjects in a sentence?

- Mentor English Learner's Book pg. 18-20
- Audio recordings
- Digital devices
- Word wheels
- Flash cards
- Charts
- Poems
- Teacher's Guide

- Observation - Oral presentations - Peer assessment - Recordings evaluation - Performance assessment

Listening and Speaking

Pronunciation and Vocabulary

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

- discriminate sounds and words in a language sample for listening comprehension
- pronounce words containing sounds related to the theme accurately for effective communication
- appreciate the importance of accurate pronunciation for effective communication

The learner is guided to:
- identify target sounds in words related to family celebrations
- practice pronouncing minimal pairs with target sounds (e.g., road/load, right/light)
- recite poems about family celebrations containing target sounds
- listen to audio recordings of dialogues related to celebrations and identify target sounds
- create and perform short dialogues about celebrations using vocabulary with target sounds
- record themselves pronouncing words correctly and share with peers

Which words are used as subjects in a sentence?

- Mentor English Learner's Book pg. 18-20
- Audio recordings
- Digital devices
- Word wheels
- Flash cards
- Charts
- Poems
- Teacher's Guide

- Observation - Oral presentations - Peer assessment - Recordings evaluation - Performance assessment

Reading

Intensive Reading: Poems and Stories

By the end of the lesson, the learner should be able to:
strand
- read poems or stories related to the theme for comprehension
- apply appropriate reading techniques to answer direct and indirect questions based on a poem or story for self-expression
- realise the importance of reading comprehension for lifelong learning

The learner is guided to:
- talk about pictures and the title of a poem and story (featuring similes and sayings) together
- read a poem or story (featuring similes and sayings) in print and non-print texts related to the theme for comprehension
- identify events in a poem or a story for logical and fluent flow
- find new words and similes in a poem or story with peers
- recite the poem and answer oral questions from poems and stories (featuring similes and sayings)
- participate in a readers' theatre collaboratively to read a passage
- discuss and role play events in a text based on the theme
- watch a video related to the theme for specific information

Why should we read the title and pictures in a story?

- Mentor English Learner's Book pg. 20-22
- Story books
- Poetry books
- Digital devices
- Flash cards
- Charts
- Videos
- Teacher's Guide

- Observation - Oral questions - Written questions - Recitation assessment - Role play evaluation

Reading

Intensive Reading: Poems and Stories

By the end of the lesson, the learner should be able to:
strand
- read poems or stories related to the theme for comprehension
- apply appropriate reading techniques to answer direct and indirect questions based on a poem or story for self-expression
- realise the importance of reading comprehension for lifelong learning

The learner is guided to:
- read stories and poems about family celebrations and identify key events
- identify similes and sayings in the text and discuss their meaning
- answer comprehension questions based on the texts read
- create a reading log to record interesting similes and sayings found in various texts
- perform readers' theater based on stories about celebrations
- discuss how the texts relate to their own experiences of family celebrations

What is your favourite poem or story?

- Mentor English Learner's Book pg. 22-24
- Story books
- Poetry books
- Digital devices
- Flash cards
- Charts
- Reading logs
- Teacher's Guide

- Comprehension questions - Reading logs review - Readers' theater performance - Peer assessment - Observation

Grammar in Use

Word Classes: Regular and Irregular Nouns

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

- identify plurals of regular and irregular nouns for effective communication
- use plurals of regular and irregular nouns in spoken and written language for communication clarity
- promote the use of regular and irregular nouns in communication

The learner is guided to:
- give examples of regular and irregular nouns
- discuss the difference between regular and irregular noun as they work together
- pick out and write plurals of regular and irregular nouns from audio recording
- construct sentences using regular and irregular nouns in their plural forms
- look up regular and irregular nouns on the internet and write them down
- create a puzzle using a list of regular and irregular nouns on a digital device or exercise book with peers

How do you show the number of things you have?

- Mentor English Learner's Book pg. 24-26
- Digital devices
- Charts
- Audio recordings
- Word puzzles
- Flash cards
- Teacher's Guide

- Written exercises - Oral presentations - Word puzzles completion - Peer assessment - Observation

Grammar in Use

Word Classes: Regular and Irregular Nouns

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

- identify plurals of regular and irregular nouns for effective communication
- use plurals of regular and irregular nouns in spoken and written language for communication clarity
- promote the use of regular and irregular nouns in communication

The learner is guided to:
- categorize nouns related to celebrations as either regular or irregular
- create plural forms of regular and irregular nouns related to celebrations
- search for examples of irregular plurals in texts about celebrations
- play games that require changing nouns from singular to plural
- create sentences describing celebrations using plural nouns
- complete worksheets with activities on regular and irregular plurals

Which things do we have in our classroom?

- Mentor English Learner's Book pg. 26-28
- Digital devices
- Charts
- Worksheets
- Word games
- Flash cards
- Teacher's Guide

- Written exercises - Game performance - Worksheet completion - Sentence construction assessment - Observation

Grammar in Use

Word Classes: Regular and Irregular Nouns

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

- identify plurals of regular and irregular nouns for effective communication
- use plurals of regular and irregular nouns in spoken and written language for communication clarity
- promote the use of regular and irregular nouns in communication

The learner is guided to:
- categorize nouns related to celebrations as either regular or irregular
- create plural forms of regular and irregular nouns related to celebrations
- search for examples of irregular plurals in texts about celebrations
- play games that require changing nouns from singular to plural
- create sentences describing celebrations using plural nouns
- complete worksheets with activities on regular and irregular plurals

Which things do we have in our classroom?

- Mentor English Learner's Book pg. 26-28
- Digital devices
- Charts
- Worksheets
- Word games
- Flash cards
- Teacher's Guide

- Written exercises - Game performance - Worksheet completion - Sentence construction assessment - Observation

Writing

Creative Writing: Open-ended Compositions

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

- express ideas on a given topic relevantly for effective communication
- write an open ended composition creatively for self-expression
- realise the importance of creativity in writing for effective communication

Learner is guided to:
- discuss how to write a story on a given topic together
- talk about the possible order of events in a given story with peers
- write the first paragraph of a composition while observing the correct punctuation and spelling
- write the whole composition legibly and neatly, independently
- proof-read compositions with peers
- share their completed stories in small groups
- search and read written compositions online or offline

Why is it necessary to express thoughts and feelings clearly?

- Mentor English Learner's Book pg. 28-30
- Digital devices
- Sample compositions
- Charts
- Notebooks
- Teacher's Guide

- Written compositions - Peer assessment - Proofreading skills - Presentation of stories - Observation

Writing

Creative Writing: Open-ended Compositions

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

- express ideas on a given topic relevantly for effective communication
- write an open ended composition creatively for self-expression
- realise the importance of creativity in writing for effective communication

Learner is guided to:
- brainstorm ideas for a composition about a family celebration
- organize ideas into a logical sequence of events
- draft a composition about a family celebration using appropriate vocabulary
- include similes and descriptive language to make the composition interesting
- edit their work focusing on spelling, punctuation, and grammar
- create a final version incorporating feedback received
- share compositions through a class display or digital sharing

How can you make your story interesting?

- Mentor English Learner's Book pg. 30-31
- Digital devices
- Sample compositions
- Writing prompts
- Notebooks
- Teacher's Guide

- Composition assessment - Editing skills - Use of creative elements - Peer feedback - Final product evaluation

ETIQUETTE

Listening and Speaking

Pronunciation and Vocabulary: Polite Words and Phrases

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

- identify polite words and phrases in a conversation for communication
- pronounce words and phrases containing sounds related to etiquette accurately for effective communication
- use appropriate words and phrases to show politeness in different contexts
- promote the use of using polite words and phrases in different contexts

The learner is guided to:
- use tongue twisters to practise the sounds /e/, /eɪ/, /p/ and /b/
- identify words and phrases containing the sounds /e/, /ei/, /p/ and /b/
- listen to correct pronunciation of words and phrases related to etiquette and containing the sounds /e/, /eɪ/, /p/ and /b/ from a digital device
- practise saying words and phrases containing the sounds /e/, /eɪ/, /p/ and /b/
- use a word puzzle to find words and phrases containing the sounds learnt collaboratively
- construct simple sentences using words related to the theme
- write words containing the sounds /e/, /eɪ/, /p/ and /b/ from a dictation
- recite a poem featuring words related to etiquette, with peers

Why is it embarrassing to say some words in public?

- Mentor English Learner's Book pg. 31-33
- Audio recordings
- Digital devices
- Word puzzles
- Flash cards
- Charts
- Poems
- Teacher's Guide

- Observation - Oral questions - Dictation - Word puzzle completion - Recitation assessment

Listening and Speaking

Pronunciation and Vocabulary: Polite Words and Phrases

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

- identify polite words and phrases in a conversation for communication
- pronounce words and phrases containing sounds related to etiquette accurately for effective communication
- use appropriate words and phrases to show politeness in different contexts
- promote the use of using polite words and phrases in different contexts

The learner is guided to:
- identify and list polite words and phrases used in different situations
- role-play scenarios requiring the use of polite language
- listen to dialogues or stories featuring polite expressions
- practice saying polite expressions with the correct pronunciation
- create posters highlighting polite words and phrases
- record short dialogues demonstrating polite language
- discuss the importance of using polite language in daily interactions

Why should we use polite language?

- Mentor English Learner's Book pg. 33-35
- Audio recordings
- Digital devices
- Word puzzles
- Flash cards
- Charts
- Role-play scenarios
- Teacher's Guide

- Role-play assessment - Oral presentations - Poster creation - Dialogue recordings - Observation

Listening and Speaking

Pronunciation and Vocabulary: Polite Words and Phrases

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

- identify polite words and phrases in a conversation for communication
- pronounce words and phrases containing sounds related to etiquette accurately for effective communication
- use appropriate words and phrases to show politeness in different contexts
- promote the use of using polite words and phrases in different contexts

The learner is guided to:
- identify and list polite words and phrases used in different situations
- role-play scenarios requiring the use of polite language
- listen to dialogues or stories featuring polite expressions
- practice saying polite expressions with the correct pronunciation
- create posters highlighting polite words and phrases
- record short dialogues demonstrating polite language
- discuss the importance of using polite language in daily interactions

Why should we use polite language?

- Mentor English Learner's Book pg. 33-35
- Audio recordings
- Digital devices
- Word puzzles
- Flash cards
- Charts
- Role-play scenarios
- Teacher's Guide

- Role-play assessment - Oral presentations - Poster creation - Dialogue recordings - Observation

Reading

Intensive Reading: Skimming and Scanning

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

- read a text of about 300 words for comprehension
- apply appropriate reading skills when reading a text of about a 300 words to obtain both factual and inferential information
- recommend intensive reading in their day-to-day life

The learner is guided to:
- read a variety of print and non-print texts of about 300 words for comprehension
- identify events in a story or a passage of about 300 words with logical and fluent flow
- answer factual and inferential questions from a text of about 300 words
- work together to infer the meaning of vocabulary from contexts
- skim through a digital text of about 300 words focusing mainly on the title and illustrations
- scan for information such as words and answer questions from print or digital text
- skim or scan a comic, magazine, newspaper or age appropriate reader
- discuss and role play events in texts based on the theme

Why do we read?

- Mentor English Learner's Book pg. 35-38
- Story books
- Digital texts
- Comics
- Magazines
- Newspapers
- Age-appropriate readers
- Teacher's Guide

- Comprehension questions - Reading skills assessment - Vocabulary identification - Role-play performance - Observation

Reading

Intensive Reading: Skimming and Scanning

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

- read a text of about 300 words for comprehension
- apply appropriate reading skills when reading a text of about a 300 words to obtain both factual and inferential information
- recommend intensive reading in their day-to-day life

The learner is guided to:
- practice skimming techniques to quickly identify main ideas in texts
- apply scanning techniques to locate specific information in texts
- time themselves as they practice these techniques
- read texts about etiquette and identify key points
- create a skimming and scanning checklist for personal use
- discuss how these skills can be applied in everyday reading
- collaborate to answer questions based on texts read using these techniques

How can we read faster?

- Mentor English Learner's Book pg. 38-38
- Story books
- Digital texts
- Timed reading exercises
- Checklist templates
- Age-appropriate readers
- Teacher's Guide

- Timed reading assessment - Information location tasks - Checklist completion - Question answering accuracy - Peer assessment

Grammar in Use

Language Pattern: Enough + Nominal + Infinitive/A lot/a lot of

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

- use a language pattern in sentences correctly for fluency in speech
- respond to questions on the language patterns in written communication
- adopt the use of language structures for effective communication

The learner is guided to:
- recite a poem with the pattern enough + nominal + infinitive and a lot/a lot of… related to the theme with peers
- identify lines from the poem that have the language patterns enough + nominal + infinitive and a lot/a lot of…
- construct sentences related to the theme using the language patterns enough + nominal + infinitive and a lot/a lot of… with peers
- complete a written exercise based on the language patterns enough + nominal + infinitive and a lot/a lot of…

Why should we use correct sentences in our speech or writing?

- Mentor English Learner's Book pg. 38-40
- Poems
- Charts
- Worksheets
- Flash cards
- Digital devices
- Teacher's Guide

- Written exercises - Sentence construction - Poem recitation - Pattern identification - Observation

Grammar in Use

Language Pattern: Enough + Nominal + Infinitive/A lot/a lot of

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

- use a language pattern in sentences correctly for fluency in speech
- respond to questions on the language patterns in written communication
- adopt the use of language structures for effective communication

The learner is guided to:
- identify examples of the language patterns in different texts
- play language games requiring the use of these patterns
- create dialogues incorporating the language patterns
- edit sentences to include the correct form of the patterns
- practice using the patterns in pair work activities
- create a chart showing examples of the patterns
- complete fill-in-the-blank exercises using the patterns

How can we write sentences correctly?

- Mentor English Learner's Book pg. 40-41
- Language games
- Dialog templates
- Worksheets
- Chart paper
- Digital devices
- Teacher's Guide

- Game performance - Dialogue creation - Chart assessment - Worksheet completion - Pair work evaluation

Grammar in Use

Language Pattern: Enough + Nominal + Infinitive/A lot/a lot of

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

- use a language pattern in sentences correctly for fluency in speech
- respond to questions on the language patterns in written communication
- adopt the use of language structures for effective communication

The learner is guided to:
- identify examples of the language patterns in different texts
- play language games requiring the use of these patterns
- create dialogues incorporating the language patterns
- edit sentences to include the correct form of the patterns
- practice using the patterns in pair work activities
- create a chart showing examples of the patterns
- complete fill-in-the-blank exercises using the patterns

How can we write sentences correctly?

- Mentor English Learner's Book pg. 40-41
- Language games
- Dialog templates
- Worksheets
- Chart paper
- Digital devices
- Teacher's Guide

- Game performance - Dialogue creation - Chart assessment - Worksheet completion - Pair work evaluation

Writing

Handwriting: Legibility and Neatness

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

- write legibly and neatly in print script for clarity of communication
- apply accurate and consistent spelling in print script for writing fluency
- adopt the use of accurate and consistent spelling in a variety of print scripts for effective communication

The learner is guided to:
- use appropriate writing instruments (pencil first and then a pen)
- print lower and upper case letters neatly and legibly
- pay attention to consistent letter size and height, direction of strokes such as dots, tails, crossbars, curves and differences in letter orientation like 'd and 'b
- write silent letters in words and phrases such as 'please listen' 'I beg your pardon', 'may I borrow your watch'
- look up for words and find the correct spelling from a digital device with peers
- consistently use the correct spelling of words with blends and double consonants

How does being unable to read other people's work make you feel?

- Mentor English Learner's Book pg. 41-42
- Writing instruments
- Handwriting practice sheets
- Digital devices
- Dictionaries
- Word lists
- Teacher's Guide

- Handwriting samples - Legibility assessment - Spelling accuracy - Peer assessment - Observation

Writing

Handwriting: Legibility and Neatness

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

- write legibly and neatly in print script for clarity of communication
- apply accurate and consistent spelling in print script for writing fluency
- adopt the use of accurate and consistent spelling in a variety of print scripts for effective communication

The learner is guided to:
- practice writing with appropriate spacing between words and letters
- join letters correctly when writing words related to etiquette
- create handwriting samples focusing on problem areas
- practice breaking words correctly at the end of lines
- compare their handwriting with models provided
- use digital tools to create neat presentations of written work
- provide feedback on peers' handwriting samples

Why should you ensure your written work is easy to read?

- Mentor English Learner's Book pg. 42-44
- Writing instruments
- Handwriting models
- Digital devices
- Practice sheets
- Word processing software
- Teacher's Guide

- Handwriting improvement - Spacing assessment - Digital presentation - Peer feedback quality - Self-assessment

ACCIDENTS - FIRST AID

Listening and Speaking

Pronunciation and Vocabulary: Word Stress

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

- pronounce words related to the theme using the correct stress for effective communication
- use vocabulary related to the theme in a variety of contexts for speech clarity
- promote the use of stress in a variety of contexts for communication

The learner is guided to:
- listen to and recite short rhythmic poems
- say tongue twisters to practise the sounds /ɒ/ /eɪ/ /aɪ/ and the consonant clusters 'sn' 'tr' 'st' collaboratively
- identify words containing the sounds /ɒ/ /eɪ//aɪ/ and the consonant clusters 'sn' 'tr' 'st'
- say words related to the theme using the correct stress with peers, ('object, ob'ject)
- construct sentences with words whose meaning may be distinguished through word stress
- construct sentences using vocabulary related to the theme collaboratively
- listen to the correct pronunciation of words whose meaning is contrasted by stress from an audio or phone recordings
- record themselves practising word stress and present the recording to the whole class

Why should we learn new words?

- Mentor English Learner's Book pg. 45-47
- Audio recordings
- Digital devices
- Poems
- Tongue twisters
- Flash cards
- Charts
- Teacher's Guide

- Recitation assessment - Oral presentations - Sentence construction - Recording evaluation - Observation

Listening and Speaking

Pronunciation and Vocabulary: Word Stress

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

- pronounce words related to the theme using the correct stress for effective communication
- use vocabulary related to the theme in a variety of contexts for speech clarity
- promote the use of stress in a variety of contexts for communication

The learner is guided to:
- identify pairs of words with different stress patterns (e.g., present/present, object/object)
- practice saying words with correct stress related to first aid
- create sentences using words with different stress patterns
- listen to audio recordings of first aid instructions and identify stressed words
- perform role plays using vocabulary related to accidents and first aid
- record dialogues demonstrating correct word stress in context
- create word stress charts for display in the classroom

How can we say sounds and words correctly?

- Mentor English Learner's Book pg. 47-50
- Audio recordings
- Digital devices
- Word stress charts
- Flash cards
- Role-play scenarios
- Teacher's Guide

- Word stress identification - Role-play performance - Recording quality - Chart creation - Peer assessment

Listening and Speaking

Pronunciation and Vocabulary: Word Stress

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

- pronounce words related to the theme using the correct stress for effective communication
- use vocabulary related to the theme in a variety of contexts for speech clarity
- promote the use of stress in a variety of contexts for communication

The learner is guided to:
- identify pairs of words with different stress patterns (e.g., present/present, object/object)
- practice saying words with correct stress related to first aid
- create sentences using words with different stress patterns
- listen to audio recordings of first aid instructions and identify stressed words
- perform role plays using vocabulary related to accidents and first aid
- record dialogues demonstrating correct word stress in context
- create word stress charts for display in the classroom

How can we say sounds and words correctly?

- Mentor English Learner's Book pg. 47-50
- Audio recordings
- Digital devices
- Word stress charts
- Flash cards
- Role-play scenarios
- Teacher's Guide

- Word stress identification - Role-play performance - Recording quality - Chart creation - Peer assessment

Reading

Intensive Reading: Visuals

By the end of the lesson, the learner should be able to:
strand learner :
- read visuals in print and digital formats for information
- interpret visual media appropriately for comprehension
- acknowledge the importance of visual media for lifelong learning

The learner is guided to:
- read age appropriate digital texts in different formats such as audio, video and animated stories
- view cartoons, mimes, pictures, photographs, comics collaboratively
- work together to interpret visuals and discuss
- predict happenings in cartoons or comics and write down their thoughts
- conduct virtual tours on google maps and find the direction of various places on the map
- use google maps, digital maps and printed maps to give directions
- locate information from a simple map and make short sentences using terms like north, south, east and west. For example, 'The sun rises in the east.'

Why is it important to interpret visuals correctly?

- Mentor English Learner's Book pg. 50-52
- Digital texts
- Cartoons
- Photographs
- Comics
- Google maps
- Digital maps
- Printed maps
- Teacher's Guide

- Visual interpretation - Prediction accuracy - Map reading skills - Direction giving - Written responses

Reading

Intensive Reading: Visuals

By the end of the lesson, the learner should be able to:
strand learner :
- read visuals in print and digital formats for information
- interpret visual media appropriately for comprehension
- acknowledge the importance of visual media for lifelong learning

The learner is guided to:
- study first aid diagrams and charts and explain what they show
- interpret visual instructions for basic first aid procedures
- sequence a series of pictures showing first aid steps in the correct order
- create visual representations of first aid information
- use digital tools to search for and interpret first aid visuals
- discuss how visuals enhance understanding of first aid procedures
- practice giving directions using visual aids and maps

How do visuals like photos and videos enhance our understanding of a text?

- Mentor English Learner's Book pg. 52-54
- First aid diagrams
- Charts
- Digital devices
- Sequencing cards
- Visual representations
- Teacher's Guide

- Visual interpretation - Sequencing accuracy - Visual creation assessment - Digital search skills - Discussion participation

Grammar in Use

Pronouns: Personal and Possessive pronouns

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

- identify personal and possessive pronouns used as subjects and objects for communication
- use personal and possessive pronouns correctly as subject and object for self-expression
- adopt the use of personal and possessive pronouns in communication

The learner is guided to:
- identify personal and possessive pronouns used as subjects and objects in sentences with peers
- discuss pictures on the theme using personal and possessive pronouns collaboratively
- construct sentences about the theme using personal and possessive pronouns as subjects and objects
- create a list of sentences containing pronouns, and key them in on a digital device; share with friends via email, or printed pages
- watch a video game where personal and possessive pronouns have been used
- read a newspaper, magazine or poem among others; identify personal and possessive pronouns and type them on a word processor, mobile device or tablet

Which words replace names of people or things in sentences?

- Mentor English Learner's Book pg. 54-56
- Digital devices
- Pictures
- Videos
- Newspapers
- Magazines
- Poems
- Teacher's Guide

- Pronoun identification - Sentence construction - Digital tasks - Written exercises - Observation

Grammar in Use

Pronouns: Personal and Possessive pronouns

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

- identify personal and possessive pronouns used as subjects and objects for communication
- use personal and possessive pronouns correctly as subject and object for self-expression
- adopt the use of personal and possessive pronouns in communication

The learner is guided to:
- create tables categorizing personal and possessive pronouns
- replace nouns with appropriate pronouns in first aid instructions
- edit texts by correcting incorrect pronoun usage
- create short narratives about accidents using pronouns correctly
- play games requiring pronoun substitution
- complete worksheets on personal and possessive pronouns
- create digital presentations illustrating correct pronoun usage

Which words do we use to show that something belongs to us?

- Mentor English Learner's Book pg. 56-59
- Digital devices
- Worksheets
- First aid instructions
- Games
- Presentation software
- Teacher's Guide

- Table creation - Editing skills - Narrative writing - Game performance - Presentation quality

Grammar in Use

Pronouns: Personal and Possessive pronouns

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

- identify personal and possessive pronouns used as subjects and objects for communication
- use personal and possessive pronouns correctly as subject and object for self-expression
- adopt the use of personal and possessive pronouns in communication

The learner is guided to:
- create tables categorizing personal and possessive pronouns
- replace nouns with appropriate pronouns in first aid instructions
- edit texts by correcting incorrect pronoun usage
- create short narratives about accidents using pronouns correctly
- play games requiring pronoun substitution
- complete worksheets on personal and possessive pronouns
- create digital presentations illustrating correct pronoun usage

Which words do we use to show that something belongs to us?

- Mentor English Learner's Book pg. 56-59
- Digital devices
- Worksheets
- First aid instructions
- Games
- Presentation software
- Teacher's Guide

- Table creation - Editing skills - Narrative writing - Game performance - Presentation quality

Writing

Guided Composition: Friendly Letter/SMS

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

- identify the key parts of a friendly letter in preparation for writing
- write a friendly letter using the correct format for effective communication
- send an SMS correctly for effective communication
- promote the use of friendly letters and SMS in a variety of communication contexts

The learner is guided to:
- discuss how to write an SMS and the correct format of a friendly letter with peers (such as address, date, ending, telephone numbers, sender and receiver.)
- write friendly letters using the correct format - such as letters to siblings, parents and friends
- practise writing friendly letters and SMS with peers
- use mobile phones to write friendly letters and SMS to one another on the given theme

Why do you pass information to others?

- Mentor English Learner's Book pg. 59-61
- Sample friendly letters
- SMS templates
- Mobile phones
- Digital devices
- Writing materials
- Teacher's Guide

- Letter format assessment - SMS composition - Peer assessment - Content relevance - Observation

Writing

Guided Composition: Friendly Letter/SMS

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

- identify the key parts of a friendly letter in preparation for writing
- write a friendly letter using the correct format for effective communication
- send an SMS correctly for effective communication
- promote the use of friendly letters and SMS in a variety of communication contexts

The learner is guided to:
- analyze sample friendly letters discussing accidents or first aid
- identify and label the parts of a friendly letter
- draft a friendly letter describing an accident or first aid situation
- compose SMS messages with important safety information
- edit their letters for correct format and content
- practice digital communication skills through email or text messaging
- compare friendly letters with other forms of written communication

How do you pass information to your friends?

- Mentor English Learner's Book pg. 61-63
- Sample letters
- Digital devices
- Letter templates
- Writing materials
- Email templates
- Teacher's Guide

- Format accuracy - Content appropriateness - Editing skills - Digital communication - Comparison analysis

NUTRITION - BALANCED DIET

Listening and Speaking

Pronunciation and Vocabulary: Listening Comprehension/Pattern

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

- listen actively to a variety of texts to gain information
- apply vocabulary related to the theme in a variety of contexts for effective communication
- use the language pattern correctly for effective oral communication
- promote listening to a variety of texts for information and enjoyment

The learner is guided to:
- listen to audio-visual recordings of songs, stories and passages featuring the sounds /ʊ/ /uː/ /æ/ /f/ /v/
- respond to questions from Listening comprehension
- construct sentences related to a story or listening comprehension using the language pattern (noun phrase + would like to be …)
- retell a story he or she has listened to accurately
- respond correctly to questions based on the text
- dramatise sections of a story in groups for comprehension
- discuss with peers the lesson learnt from a story

Why should we listen carefully?

- Mentor English Learner's Book pg. 64
- Audio recordings
- Digital devices
- Songs
- Stories
- Flash cards
- Teacher's Guide

- Comprehension questions - Retelling assessment - Sentence construction - Drama performance - Discussion participation

Listening and Speaking

Pronunciation and Vocabulary: Listening Comprehension/Pattern

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

- listen actively to a variety of texts to gain information
- apply vocabulary related to the theme in a variety of contexts for effective communication
- use the language pattern correctly for effective oral communication
- promote listening to a variety of texts for information and enjoyment

The learner is guided to:
- identify vocabulary related to nutrition and balanced diet from audio texts
- practice using the language pattern "noun phrase + would like to be..." in the context of future aspirations related to nutrition
- participate in dialogues about healthy eating habits
- create and perform short skits about balanced diet
- listen to and analyze stories about food and nutrition
- use new vocabulary in sentences about healthy eating

How can we improve our pronunciation?

- Mentor English Learner's Book pg. 67
- Audio recordings
- Digital devices
- Vocabulary cards
- Dialogue scripts
- Teacher's Guide

- Vocabulary usage - Dialogue participation - Pattern application - Skit performance - Observation

Listening and Speaking

Pronunciation and Vocabulary: Listening Comprehension/Pattern

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

- listen actively to a variety of texts to gain information
- apply vocabulary related to the theme in a variety of contexts for effective communication
- use the language pattern correctly for effective oral communication
- promote listening to a variety of texts for information and enjoyment

The learner is guided to:
- identify vocabulary related to nutrition and balanced diet from audio texts
- practice using the language pattern "noun phrase + would like to be..." in the context of future aspirations related to nutrition
- participate in dialogues about healthy eating habits
- create and perform short skits about balanced diet
- listen to and analyze stories about food and nutrition
- use new vocabulary in sentences about healthy eating

How can we improve our pronunciation?

- Mentor English Learner's Book pg. 67
- Audio recordings
- Digital devices
- Vocabulary cards
- Dialogue scripts
- Teacher's Guide

- Vocabulary usage - Dialogue participation - Pattern application - Skit performance - Observation

Reading

Extensive Reading: Independent Reading

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

- select appropriate reading materials for lifelong learning
- read a variety of familiar materials independently to build reading speed and fluency
- apply appropriate strategies to read independently for information and enjoyment
- realise the importance of independent reading in lifelong learning

The learner is guided to:
- select age-appropriate and high-interest reading materials such as narratives, poems, newspapers and magazines in print or electronic format
- set up an after-school club where they meet on a regular basis and read varied texts
- retell the stories they have read collaboratively. Share opinions and reflections on the texts they have read
- use materials in the classroom to read extensively
- read texts quietly or silently for pleasure

Why should we read widely?

- Mentor English Learner's Book pg. 70
- Story books
- Poems
- Newspapers
- Magazines
- Digital texts
- Teacher's Guide

- Reading log - Retelling assessment - Text selection - Group discussion - Observation

Reading

Extensive Reading: Independent Reading

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

- select appropriate reading materials for lifelong learning
- read a variety of familiar materials independently to build reading speed and fluency
- apply appropriate strategies to read independently for information and enjoyment
- realise the importance of independent reading in lifelong learning

The learner is guided to:
- practice different reading strategies with texts about nutrition
- maintain a reading log of materials read independently
- participate in book talks focusing on nutrition and healthy eating
- create posters recommending books about balanced diet
- conduct mini-research on topics of interest related to nutrition
- share interesting facts learned through independent reading

What materials do you enjoy reading?

- Mentor English Learner's Book pg. 72
- Reading logs
- Book talk templates
- Poster materials
- Reference books
- Digital devices
- Teacher's Guide

- Reading log review - Book talk participation - Poster quality - Research findings - Fact sharing

Grammar in Use

Word Class: Regular and Irregular Adjectives

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

- describe items using comparative forms of both regular and irregular adjectives for effective communication
- use adjectives of size and shape in the right order for clarity of communication
- adopt the use of adjectives for effective communication

The learner is guided to:
- identify adjectives from an audio or written text
- collaboratively talk about various items in the classroom using adjectives
- describe items using the comparative forms of regular and irregular adjectives with peers
- use adjectives in the correct order in sentences collaboratively
- write correct sentences using comparative forms of adjectives in the right order
- write sentences on tablets, computers and other digital resources using adjectives
- use adjectives to talk about scenes, pictures or comics based on the themes with peers

Why should we say the correct shape and size of things?

- Mentor English Learner's Book pg. 72
- Audio texts
- Written texts
- Digital devices
- Pictures
- Comics
- Teacher's Guide

- Adjective identification - Sentence construction - Digital tasks - Picture description - Peer assessment

Grammar in Use

Word Class: Regular and Irregular Adjectives

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

- describe items using comparative forms of both regular and irregular adjectives for effective communication
- use adjectives of size and shape in the right order for clarity of communication
- adopt the use of adjectives for effective communication

The learner is guided to:
- create a chart showing regular and irregular adjectives and their comparative forms
- compare different types of food using comparative adjectives
- edit sentences with incorrectly ordered adjectives
- play games requiring the use of comparative adjectives
- write descriptions of nutritious meals using adjectives in the correct order
- create digital presentations featuring comparative adjectives

Which are some of the words you use to talk about how someone feels or looks?

- Mentor English Learner's Book pg. 74
- Chart paper
- Food pictures
- Digital devices
- Games
- Writing materials
- Teacher's Guide

- Chart accuracy - Comparison appropriateness - Editing skills - Game participation - Description quality

Grammar in Use

Word Class: Regular and Irregular Adjectives

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

- describe items using comparative forms of both regular and irregular adjectives for effective communication
- use adjectives of size and shape in the right order for clarity of communication
- adopt the use of adjectives for effective communication

The learner is guided to:
- create a chart showing regular and irregular adjectives and their comparative forms
- compare different types of food using comparative adjectives
- edit sentences with incorrectly ordered adjectives
- play games requiring the use of comparative adjectives
- write descriptions of nutritious meals using adjectives in the correct order
- create digital presentations featuring comparative adjectives

Which are some of the words you use to talk about how someone feels or looks?

- Mentor English Learner's Book pg. 74
- Chart paper
- Food pictures
- Digital devices
- Games
- Writing materials
- Teacher's Guide

- Chart accuracy - Comparison appropriateness - Editing skills - Game participation - Description quality

Writing

Creative Writing: Narrative Compositions

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

- describe the parts of a narrative composition in preparation for writing
- organise thoughts fluently, clearly and precisely in a coherent paragraph for self-expression
- create a narrative composition of about 60-80 words for self-expression
- realise the role of creativity in writing for different purposes

The learner is guided to:
- plan a composition with peers, write a draft and present it to the whole class
- use similes to make their compositions interesting
- create their own similes and use them in their composition
- write a narrative composition of about 60-80 words and incorporate similes
- rearrange jumbled up sentences from an oral narrative into coherent paragraphs
- listen to a narrative on radio or television and rewrite it in their own words
- watch and dramatise a story related to the theme (could be from a digital device)
- visit a supermarket, food store or grocery store in the school neighbourhood and write a narrative composition based on that experience

Why do you enjoy listening to stories?

- Mentor English Learner's Book pg. 78
- Sample narratives
- Digital devices
- Jumbled sentences
- Radio/TV narratives
- Field trip opportunity
- Teacher's Guide

- Planning assessment - Simile usage - Composition quality - Paragraph organization - Field trip narrative

Writing

Creative Writing: Narrative Compositions

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

- describe the parts of a narrative composition in preparation for writing
- organise thoughts fluently, clearly and precisely in a coherent paragraph for self-expression
- create a narrative composition of about 60-80 words for self-expression
- realise the role of creativity in writing for different purposes

The learner is guided to:
- brainstorm ideas for narratives about balanced diet
- create story maps to organize narrative elements
- draft narratives about experiences with healthy eating
- incorporate descriptive language and similes in their narratives
- edit their work for grammar, spelling, and punctuation
- share their narratives through classroom presentation
- provide and receive feedback on narratives

Why is it important to plan our composition?

- Mentor English Learner's Book pg. 80
- Story map templates
- Writing materials
- Editing checklists
- Digital devices
- Presentation space
- Teacher's Guide

- Brainstorming participation - Story map completion - Draft quality - Editing skills - Presentation effectiveness