TECHNOLOGY

Listening and Speaking

Pronunciation and vocabulary (gr, pr, /ɔɪ/, /uː/, /ʊ/) - Lesson 1

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

-Identify words with target sounds in oral text
-Articulate words with target sounds correctly
-Recognize technology-related words for effective communication

The learner is guided to:
-Listen attentively to target sounds from video clips: gr (grass, green), pr (print, press), /ɔɪ/ (oil, point), /uː/ (pool, spoon), /ʊ/ (put)
-Pick out words with target sounds
-Practice pronouncing words with target combinations
-Listen to technology story and say words as modeled

Why should we pronounce words correctly?

MENTOR English Language Activities Grade 2 pg. 164
-MENTOR English Language Activities Grade 2 pg. 165
-Video clips
-Technology vocabulary cards

Observation -Pronunciation check -Sound identification -Vocabulary recognition

Listening and Speaking
Reading

Pronunciation and vocabulary (gr, pr, /ɔɪ/, /uː/, /ʊ/) - Lesson 2
Fluency - Lesson 1

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

-Use technology-related words in daily communication
-Talk about appropriate use of technology
-Realize importance of correct pronunciation

-Identify words with target sounds for reading
-Pronounce technology words accurately for clarity
-Read technology texts at right speed with emotions

The learner is guided to:
-Practice pronunciation with technology-related picture cues
-Talk about appropriate use of technology
-Construct simple sentences using technology words
-Role play using technology-related vocabulary
The learner is guided to:
-Point out and read words with gr, pr, /ɔɪ/, /uː/, /ʊ/
-Take turns reading at appropriate speed
-Recite poems using correct expressions
-Read texts with technology words using speed and expressions

Why should we use technology appropriately?
What should we do to improve our reading speed?

MENTOR English Language Activities Grade 2 pg. 166
-MENTOR English Language Activities Grade 2 pg. 167
-Role play props
-Picture cues
MENTOR English Language Activities Grade 2 pg. 168
-MENTOR English Language Activities Grade 2 pg. 169
-Technology stories
-Poetry materials

Vocabulary application -Role play assessment -Technology discussion -Sentence construction
Reading fluency check -Sound recognition -Expression assessment -Speed check

Reading

Fluency - Lesson 2
Comprehension - Lesson 1

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

-Play word ladder games for pronunciation
-Realize importance of reading in lifelong learning
-Record reading for self-assessment

The learner is guided to:
-Read texts with technology words using speed and expressions
-Play word-ladder game with audio recordings
-Record reading for self-assessment
-Practice reading with correct pronunciation

Why should we show the right feelings when reading a text?

MENTOR English Language Activities Grade 2 pg. 170
-Audio recordings
-Word ladder games
-Recording devices
MENTOR English Language Activities Grade 2 pg. 173
-MENTOR English Language Activities Grade 2 pg. 174
-Technology stories
-Character charts

Game participation -Reading recording -Self-assessment -Peer evaluation

Reading
Language Use

Comprehension - Lesson 2
Possessive Pronouns - Lesson 1

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

-Infer meaning of new technology words
-Adopt reading variety of texts for information
-Retell technology stories using five-finger model

The learner is guided to:
-Find meaning of new technology words in text
-Interact with text for indirect questions
-Use contextual clues for understanding
-Retell story using five-finger retell model

How can we tell where events have taken place?

MENTOR English Language Activities Grade 2 pg. 175
-Five-finger retell materials
-Context clue guides
-Technology texts
-MENTOR English Language Activities Grade 2 pg. 176
-Role play materials
-Question cards

Word meaning assessment -Story retelling -Context inference -Information reading

Language Use

Possessive Pronouns - Lesson 2

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

-Fill blank spaces with possessive pronouns
-Sing songs/rhymes using possessive pronouns
-Apply knowledge in various contexts

The learner is guided to:
-Fill blanks in sentences using possessive pronouns
-Sing songs/rhymes with possessive pronouns
-Practice using pronouns in different contexts
-Create sentences about ownership

How do we show ownership using language?

MENTOR English Language Activities Grade 2 pg. 177
-Fill-in exercises
-Songs and rhymes
-Practice materials

Exercise completion -Song performance -Sentence creation -Context application

Writing
CULTURAL ACTIVITIES

Listening and Speaking

Guided Writing - Lesson 1
Guided Writing - Lesson 2
Pronunciation and vocabulary (tr, sm, /tʃ/, /aʊ/, /jː/) - Lesson 1

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

-Identify names of objects related to technology
-Write names from picture prompts
-Create sentences from picture prompts

-Identify words with target sounds in oral texts
-Articulate words with target sounds
-Recognize cultural words correctly

The learner is guided to:
-Observe technology pictures on print/digital devices
-Name objects in different pictures
-Respond to prompts and write names correctly
-Match pictures with their names
The learner is guided to:
-Listen to teacher read-aloud text with target sounds: tr (tree, trap), sm (smile), /tʃ/ (catch, fetch, watch), /aʊ/ (out), /jː/ (ewe, new)
-Point out words with target combinations
-Practice saying words with target sounds
-Respond to instructions given by teacher

Why is it important to write sentences correctly?
Why should we listen attentively when other people are talking?

MENTOR English Language Activities Grade 2 pg. 178
-MENTOR English Language Activities Grade 2 pg. 179
-Technology pictures
-Digital devices
MENTOR English Language Activities Grade 2 pg. 180
-Drawing materials
-Sentence templates
-Peer assessment guides
MENTOR English Language Activities Grade 2 pg. 180
-MENTOR English Language Activities Grade 2 pg. 181
-Cultural activity materials
-Audio clips

Observation -Object identification -Name writing -Picture matching
Observation -Sound identification -Pronunciation check -Instruction following

Listening and Speaking
Reading

Pronunciation and vocabulary (tr, sm, /tʃ/, /aʊ/, /jː/) - Lesson 2
Fluency - Lesson 1

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

-Use cultural words in sentences
-Realize importance of correct vocabulary use
-Listen to peers and give feedback

The learner is guided to:
-Construct simple sentences using cultural words
-Listen to other learners say sentences and give feedback
-Practice using vocabulary in various contexts
-Engage in cultural discussions

How do we talk about our culture?

MENTOR English Language Activities Grade 2 pg. 182
-Cultural discussion prompts
-Feedback sheets
-Sentence construction aids
MENTOR English Language Activities Grade 2 pg. 183
-MENTOR English Language Activities Grade 2 pg. 184
-Cultural stories
-Expression guides

Sentence construction -Peer feedback -Vocabulary application -Cultural discussion

Reading

Fluency - Lesson 2
Comprehension - Lesson 1

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

-Play word ladder games for pronunciation
-Recite poems for fluency
-Read texts at appropriate speed

The learner is guided to:
-Play word ladder games with peers
-Recite cultural poems for fluency
-Practice reading at right speed
-Display appropriate expressions

How do we show cultural pride when reading?

MENTOR English Language Activities Grade 2 pg. 185
-Word ladder materials
-Cultural poems
-Reading practice sheets
MENTOR English Language Activities Grade 2 pg. 188
-MENTOR English Language Activities Grade 2 pg. 189
-Cultural comprehension texts
-Context clue guides

Game participation -Poetry recitation -Reading speed -Expression display

Reading

Comprehension - Lesson 2

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

-Answer indirect questions about culture
-Adopt talking about cultural texts
-Retell cultural stories with peers

The learner is guided to:
-Answer indirect questions from cultural texts
-Retell cultural stories with peers
-Connect stories to personal cultural experiences
-Share cultural understanding

How can we tell where cultural events are taking place?

MENTOR English Language Activities Grade 2 pg. 190
-Story retelling materials
-Cultural connection sheets
-Peer sharing guides

Indirect question answers -Story retelling -Cultural connections -Peer discussion

Language Use
Writing

Wh-questions - Lesson 1
Wh-questions - Lesson 2
Guided Writing - Lesson 1

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

-Recognize Wh-words used to ask questions
-Use Wh-words to ask cultural questions
-Adopt using Wh-words to seek information

-Recognize correct order of words in sentences
-Rearrange jumbled words into meaningful sentences
-Realize importance of word ordering

The learner is guided to:
-Ask questions beginning with what, where, when, who
-Engage in question-answer dialogues using wh-words
-Role play activities using Wh-words
-Practice asking about cultural activities
The learner is guided to:
-Talk about correct word ordering in pairs
-Reorganize jumbled words into sentences
-Pay attention to punctuation
-Work with peers to assess sentences

How do we ask for information?
What makes a correct sentence?

MENTOR English Language Activities Grade 2 pg. 188
-Wh-word cards
-Role play materials
-Question prompts
MENTOR English Language Activities Grade 2 pg. 189
-Cultural songs/poems
-Conversation templates
-Peer sharing materials
MENTOR English Language Activities Grade 2 pg. 190
-Jumbled word activities
-Sentence construction materials
-Peer assessment sheets

Observation -Question formation -Dialogue participation -Role play assessment
Word ordering assessment -Sentence construction -Peer evaluation -Punctuation check

Writing
Listening and Speaking

Guided Writing - Lesson 2
Pronunciation and vocabulary (/k/, sn, sp, /u/) - Lesson 1

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

-Take turns playing sentence games
-Form meaningful cultural sentences
-Practice collaborative writing

The learner is guided to:
-Take turns playing games with jumbled words
-Form meaningful sentences about culture
-Practice writing in groups
-Share completed sentences

How do we write about our culture?

MENTOR English Language Activities Grade 2 pg. 191
-Writing games
-Cultural sentence templates
-Group work materials
MENTOR English Language Activities Grade 2 pg. 193
-MENTOR English Language Activities Grade 2 pg. 194
-Child rights materials
-Language game resources

Game participation -Sentence formation -Group collaboration -Sentence sharing

CHILD LABOUR

Listening and Speaking
Reading

Pronunciation and vocabulary (/k/, sn, sp, /u/) - Lesson 2
Fluency - Lesson 1

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

-Respond to specific two-directional instructions
-Construct sentences using child labour vocabulary
-Discuss instructions for understanding

The learner is guided to:
-Construct simple sentences using new words
-Listen to instructions without interrupting
-Discuss instructions with peers for understanding
-Respond to teacher/peer instructions

What is likely to happen if we don't listen carefully to instructions?

MENTOR English Language Activities Grade 2 pg. 195
-Instruction cards
-Child rights vocabulary
-Discussion prompts
MENTOR English Language Activities Grade 2 pg. 196
-MENTOR English Language Activities Grade 2 pg. 197
-Child rights texts
-Timed reading materials

Instruction following -Sentence construction -Peer discussion -Response assessment

Reading

Fluency - Lesson 2

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

-Display right tonal variations when reading
-Recite poems for fluency
-Practice appropriate reading expressions

The learner is guided to:
-Display right tonal variations and pause appropriately
-Recite poems about child rights for fluency
-Practice reading with proper expressions
-Read texts about children's rights

Why should we pronounce words correctly?

MENTOR English Language Activities Grade 2 pg. 198
-Poetry materials
-Expression guides
-Child rights texts

Expression assessment -Poetry recitation -Tonal variation check -Reading practice

Reading
Language Use

Comprehension - Lesson 1
Comprehension - Lesson 2
Adverbs of time - Lesson 1

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

-Make predictions about child labour stories
-Identify setting of stories for comprehension
-Infer meanings using contextual clues

-Identify adverbs of time in written text
-Use adverbs of time to construct sentences
-Realize use of adverbs for self-expression

The learner is guided to:
-Observe pictures and title to predict story
-Talk about setting and characters
-Read child labour texts at appropriate speed
-Infer word meanings with peers
The learner is guided to:
-Recognize adverbs of time (soon, late, now, today, tomorrow, early, morning, afternoon)
-Construct sentences using adverbs of time
-Engage in question-answer dialogues
-Role play conversations using adverbs

Why is it important to be keen as we read?
What do we usually do at different times of the day?

MENTOR English Language Activities Grade 2 pg. 200
-MENTOR English Language Activities Grade 2 pg. 201
-Child rights stories
-Comprehension questions
MENTOR English Language Activities Grade 2 pg. 202
-Question cards
-Real-life connection materials
-Discussion guides
MENTOR English Language Activities Grade 2 pg. 202
-MENTOR English Language Activities Grade 2 pg. 203
-Time adverb cards
-Role play materials

Prediction assessment -Setting identification -Word inference -Reading comprehension
Observation -Adverb identification -Sentence construction -Dialogue practice

Language Use
Writing

Adverbs of time - Lesson 2
Guided Writing - Lesson 1

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

-Fill blank spaces with appropriate adverbs
-Sing/recite poems with time adverbs
-Apply knowledge in daily activities

The learner is guided to:
-Fill blanks using appropriate adverbs
-Sing/recite poems practicing adverbs of time
-Role play conversations about child labour using adverbs
-Practice time-related expressions

Why is it important to set time for doing things?

MENTOR English Language Activities Grade 2 pg. 204
-Fill-in exercises
-Poems with time adverbs
-Daily schedule materials
-Jumbled word activities
-Punctuation guides
-Peer assessment tools

Exercise completion -Poetry performance -Role play assessment -Time expression practice

Writing
Listening and Speaking

Guided Writing - Lesson 2
Pronunciation and vocabulary (scr, spr, str, sw, st) - Lesson 1

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

-Take turns playing sentence games
-Form meaningful sentences from jumbled words
-Practice collaborative writing

The learner is guided to:
-Take turns playing games with jumbled words
-Form meaningful sentences from jumbled words
-Work collaboratively in sentence formation
-Share completed work with peers

How do we express our rights in writing?

MENTOR English Language Activities Grade 2 pg. 205
-Word games
-Collaborative writing materials
-Sharing templates
MENTOR English Language Activities Grade 2 pg. 206
-MENTOR English Language Activities Grade 2 pg. 207
-Caring vocabulary cards
-Sound charts

Game participation -Sentence formation -Peer collaboration -Work sharing

CARING FOR OTHERS

Listening and Speaking

Pronunciation and vocabulary (scr, spr, str, sw, st) - Lesson 2

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

-Respond to specific two-directional instructions
-Role play simple instructions
-Play games with peers using caring words

The learner is guided to:
-Practice using vocabulary in sentences with peers
-Listen and respond to instructions without interrupting
-Role play simple two-directional instructions
-Play games such as 'chain whisper', 'Simon says'

How do we show we care through our words?

MENTOR English Language Activities Grade 2 pg. 208
-Role play materials
-Game resources
-Instruction cards

Vocabulary application -Instruction following -Role play assessment -Game participation

Reading

Fluency - Lesson 1
Fluency - Lesson 2
Comprehension - Lesson 1

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

-Identify words with target sounds in text
-Pronounce caring words accurately for clarity
-Read grade-appropriate texts at right speed

-Predict story outcomes about caring
-Identify characters and events in text
-Infer meaning of caring words

The learner is guided to:
-Pick out words with st-, sw-, spr-, scr- combinations
-Read words with letter combinations from texts
-Read texts about caring with peers
-Pronounce words correctly while reading
The learner is guided to:
-Observe pictures and title to predict story
-Read texts and identify setting/characters
-Use context clues to find word meanings
-Answer direct questions by locating sentences

How can we become better readers?
How can we know the meanings of new words in a story?

MENTOR English Language Activities Grade 2 pg. 209
-MENTOR English Language Activities Grade 2 pg. 210
-Caring stories
-Reading materials
MENTOR English Language Activities Grade 2 pg. 211
-Poetry materials
-Expression guides
-Timed reading resources
MENTOR English Language Activities Grade 2 pg. 213
-MENTOR English Language Activities Grade 2 pg. 214
-Caring stories
-Comprehension questions

Reading fluency check -Sound recognition -Pronunciation accuracy -Speed assessment
Prediction assessment -Character identification -Word meaning inference -Direct question answers

Reading
Language Use

Comprehension - Lesson 2
Imperatives/Interjections - Lesson 1

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

-Answer indirect questions using context
-Connect events with real-life experiences
-Adopt talking about caring texts

The learner is guided to:
-Respond to indirect questions using context clues
-Connect story events with real experiences
-Practice reading comprehension strategies
-Share understanding with peers

Why is it important to know where the events in a story happen?

MENTOR English Language Activities Grade 2 pg. 215
-Context clue guides
-Real-life connection sheets
-Sharing templates
-MENTOR English Language Activities Grade 2 pg. 216
-Command cards
-Role play materials

Indirect question answers -Context usage -Real-life connections -Peer discussion

Language Use
Writing

Imperatives/Interjections - Lesson 2
Guided Writing - Lesson 1

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

-Use interjections of excitement appropriately
-Play games responding to commands
-Realize use of imperatives and interjections

The learner is guided to:
-Play games involving responding to commands
-Pick out interjections of excitement in texts
-Use interjections correctly in conversations
-Practice both imperatives and interjections

When do we use interjections of excitement/joy?

MENTOR English Language Activities Grade 2 pg. 217
-Game materials
-Interjection cards
-Conversation prompts
MENTOR English Language Activities Grade 2 pg. 218
-MENTOR English Language Activities Grade 2 pg. 219
-Punctuation examples
-Sentence templates

Game participation -Interjection usage -Command response -Conversation practice

Writing

Guided Writing - Lesson 2

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

-Respond to picture prompts with sentences
-Write well-punctuated caring sentences
-Practice sentence writing about caring

The learner is guided to:
-Respond to picture prompts with sentences (max 7 words)
-Write sentences about caring for others
-Practice punctuation in various contexts
-Work collaboratively with peers

What makes it easy to write a good sentence?

MENTOR English Language Activities Grade 2 pg. 220
-Picture prompts
-Writing guides
-Peer collaboration materials

Picture response -Sentence quality -Punctuation accuracy -Peer work