ENGLISH MODULE 2 INITIAL PRIMARY 5.

Helps learners to discuss or debate about

social issues in English
TEACHER EDUCATION
Approaches for teaching listening and speaking
TOPIC 1
1. Exploring and experimenting with sounds
TEACHING LISTENING AND SPEAKING
2. Re-telling stories in correct sequence
Mention the core elements in the teaching of English
What are the guidelines to the teaching of listening
language
and speaking?
Listening, speaking, reading, writing, structure and
1. Give a motivating pre-talk activity
use of language and critical thinking.
2. Introduce the new task and explain what is
Define the following terms expected in the task
3. Introduce and review key vocabulary or
1. Listening- is a process of paying attention , grammatical concepts
analyzing and critically understanding a given
speech What are the guidelines for teaching a story?
2. Speaking – is utterance of meaningful words
1. Write guiding questions on the chalkboard
3. Listening and speaking skills – are abilities
2. Read the questions to the learners
acquired by hearing attentively and uttering
3. Read the story two – three times
meaningful words.
4. Engage learners in discussing answers to the
State the importance of listening skill questions
5. Let learners retell the story
1. Helps to develop critical understanding in
order to respond appropriately State the stories which can be listened to in the
2. Trains to listen attentively following classes
3. Arouse interest through listening to stories,
a. Lower primary classes
poems and speeches
1. Tape recorded dialogue
4. Promotes self-expression as one retell stories,
2. Instructions such as ,”close the door,
speeches and poems
open your books at page 5
5. Trains to think critically and logically
b. Upper primary classes
Explain the importance of listening and speaking 1. Panel discussion
skills 2. Interviews
3. Speech
1. Helps learners to express themselves in so 4. Simulations
many situations
2. Learners can create their own stories
3. Learners ask for and give information
What activities can be done after listening to a story?
expressing their feelings , attitudes and
thoughts 1. Complete a true / false exercise
4. Learners give and follow instructions as they 2. Fill in blank spaces as they listen
interact in everyday life

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 3. Write down the answers to the questions 1. It helps learners to develop literacy because it
4. Watch a video and later fill a comprehension aids writing
exercise or ask for clarification 2. Assist to have good/sound foundation for
further education
What is the procedure for teaching a poem, songs,
lyrics Mention the reading methods

1. Have a poem with gaps Look and say, phonic, syllabic and alphabetic
2. Read the poem to the learners
3. Ask learners to fill in the gaps as they listen to Look and say method
the poem It is also known as the whole word approach. This is
4. Confirm if the answers are correct together the method of reading in which learners look at the
with the learners whole word and recognize it.
TOPIC 2 State the importance of pre-reading activities
METHODS OF TEACHING READING 1. Arouse interest
What is reading? Is a process of making meaning 2. Motivate learners to seek meaning in what
from print that involves word recognition, they see/ hear
comprehension, fluency and motivation. 3. Prepare learners for actual reading

State two approaches to reading instructions Mention the resources needed to teach reading

1. Phonics Name cards, pictures, real objects, flash cards

2. Whole word approach What are the guidelines for teaching using the look
What is whole word approach? This involves and say method?
recognition of words as whole units without breaking 1. Let the learners see the word,
them down into sounds or letter grouping 2. Hear the pronunciation of the word
Phonics approach , involves reading of words by 3. See the picture or sentence referring to the
splitting it. It involves identification of letters, sounds word
represented by letters, forming words and writing 4. Let learners repeat reading the whole word
words by combining sounds or letters. accompanied by a picture or real object
(teaching reading and meaning at the same
Name the 5 components in the teaching of reading time)
5. Letters are not broken
1. Phonological awareness
2. Alphabetic principle What are the advantages of look and say
3. Vocabulary
4. Fluency 1. Reading and meaning are easily learnt at the
5. Comprehension same time
2. Learners remember the size and shape of the
Importance of reading words

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 3. Learners attain higher reading levels than Syllabic method is a method of teaching how to read
using phonics syllables of words. Longer words are broken down
into parts of syllabic segmentation.
Disadvantages of look and say method
Advantages of syllabic method;
1. Difficult for learners to read new words
2. Difficult to memorize more than 2000 (1) develops confidence and fluency in learners
symbols and words
(2) quick way of teaching reading other than
Phonic method- is when learners learn the sounds
and blends of letters to form words. It is a way of depending on the letter-sound of words
associating letters or groups of letters with sounds (3) learners learn to read in a more real situation
they stand for. It is reading by concentrating on
sounds produced by such letters or groups of letters (4) it is fun as learners are physically and mentally
with the sounds they stand for and pronunciation
engaged in the reading activity
attached to them.
(5) useful to teach special needs learners because it
What are the guidelines for teaching to read through
phonics? deals with small parts of words as opposed to
1. Teach sound of letters looking at the whole word.
2. Teach name of the letter
3. Teach reading and writing simultaneously Alphabetic method; is a method of reading where all
4. Teach vowels first e.g. cat, hot, cup, met, pig letters of alphabet are considered important to
5. Play games to help learners identify the initial beginners. All letters of alphabet are taught to
sound of his/her name and common words beginners in relationship with pictures whose names
e.g. baby ,dog begin with that particular letter, e.g. a, the picture will
6. Uses all senses if possible be apple. Teacher draws an apple, write the letter “a”
and the word apple below it., for the learners to
Why is guide teaching important in phonics? associate the letter, drawing and word. It uses all the
letters of alphabet A to Z.
The teachers knows what to expect from learners
Alphabetic method needs resources so the teacher
Importance of phonic method
has to use locally available resources
1. Help learners to read by sounding out parts of
Teacher labels classroom objects, this will assist
words according to common pronunciation
learners to read their names and know the meaning
e.g. ball, baby, book
by associating objects with their names.
2. Helps learners to read words already learnt
through look and say Teacher can use a movie screen ( a locally made
3. Help learners to read the words with similar movie screen which displays letters of alphabet,
sound spelling relationships on their own words and stories to be read by learners,
4. Makes learners aware of individual letters or
groups of letters in words and the sounds that
these letters commonly have

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TOPIC 3 3. It leads to dependence as most learners will
wait for their friends and teacher to correct
TYPES OF READING them on sounding the words when they meet
a new word.
Identify types of reading;
4. It makes learners who are not reading aloud
1. reading aloud to be passive when others are reading the
2. silent reading text.
5. It is also difficult to understand the passage
What is reading aloud? being read when learners read the text aloud.
Is a type of reading where one reads by producing What is silent reading?
sounds in a voice that is audible. It is mainly done in
standard one and two. Is when the reader reads the passage for more
details. It is done in total silence without
State the importance of reading aloud; producing any sound. Silent reading is mainly
done from standard 3 to 8.
1. Helps teachers to find out reading problems
such as pronunciation, stress and intonation Things that take place in silent reading are;
in their learners.
2. Teachers detect problems at the very initial 1. Pre-reading the text. This involves identifying
stage as the learners try to sound out words. the purpose for the reading, making
3. Gives learners an opportunity to have their predictions about what is to happen, thinking
pronunciation worked out. of what you know about the text and focusing
4. Helps learners to develop confidence in word one’s mind on what is to be read.
recognition 2. The reader identifies main ideas and what
5. Helps learners to have the ability to share details while looking for organizational
important and interesting points from the patterns.
text they read. 3. The reader confirms or refutes the predictions
6. It trains learners to stand and express made earlier on.
themselves in public by reading a speech with 4. The reader makes connections between the
good pronunciation ( that is in upper classes prior knowledge of the topic as one is reading
especially in dialogues, poems and plays) while asking questions.
7. Helps learners to accumulate vocabulary
What should be done after silent reading?
apart from improving fluency.
1. The reader is supposed to confirm his/her
Limitations of reading aloud are;
understanding of the text by drawing
1. In chorus reading learners only say the words conclusions and make generalization based
after the teacher without really recognizing on the text.
them from the book. 2. Teachers can ask questions to check
2. Learners’ fluency is affected because they learners’ understanding about the text.
concentrate on how to pronounce at the
State the faulty reading habits in silent reading;
expense of their speed.

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 1. Finger-pointing thus putting a finger on the 1. The teacher must ask learners to put a finger
word one that you are reading. on specific words.
2. Regression that is movement of the eyes 2. Once they have found the specific word ,
back to words that have already been read phrase or sentence the learner should stand
to check them again. up and read the sentence containing the word.
3. Eye-digression is when the eyes get lost from 3. The teacher writes the words , phrase or
what one wants to read. sentence that has been scanned on the
4. Sub-vocalization is murmuring the words as chalkboard, for the learners to practice
one is reading. reading them.
5. Whispering is producing soft sound when
reading. Skimming skill

Is reading for the main points from a given text. It

is used before learners read the story.
TOPIC 4
Procedure for teaching skimming
TEACHING OF READING SKILLS
1. The teacher writes questions on the
Why should the reading skills be taught to chalkboard. The questions should cover the
student teachers? whole text.
2. The teacher will ask the learners to answer
1. To equip them with knowledge on how to the questions. As learners answer the
assist learners in the acquisition of the questions, they discover main points of the
reading skills text.
2. To help learners in primary schools improve in 3. This skill involves silent reading.
reading.
Predicting skill
Mention the reading skills;
Is making informed guess about the text that
1. Scanning learners are going to read which can either be
2. Skimming refuted or confirmed after reading.
3. Predicting
4. Fast reading Procedure for predicting
5. Word guessing
1. The teacher can ask learners questions from
6. Critical thinking
the illustration of the story or title and some
Describe the reading skills; sentences before reading the story.
2. Learners are supposed to confirm or refute
Scanning skill their guesses after reading the text.
3. The teacher should write the predictions on
Is reading for specific information, such as words,
the board and learners will prove on their
phrases, and sentences from a given text.
own if their predictions were right.
Procedure for teaching scanning;
Fast reading skill

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Is when learners are given a text to read in a very 6. The teacher will ask learners to answer the
fast way with the aim of developing speed. comprehension questions.

Procedure for fast reading

1. The teacher gives a text to the learners to TOPIC 5

read very fast.
2. After learners have read the text, they are TEACHING OF TECHNIQUES FOR VOCABULARY
asked questions to check how much they DEVELOPMENT
have understood from it. What is vocabulary?
Word guessing skill Is the knowledge of words and word meanings in
It involves guessing the meaning of words from a language.
the context. Learners are supposed to come up Why is it critical to teach children meanings of
with the meaning of words through guessing words?
before reading the text.
This is because the number of words children
Procedure for word guessing skill know, words they can read and can provide
1. The teacher encourages learners to guess the meaning enables them to understand the text.
meaning of words that are simple while the What are the strategies for teaching vocabulary?
teacher takes very difficult ones.
2. Correct meanings of the words can be 1. Real things-word association
checked after they have read the text. 2. Simulating real experience
3. Use of morphemic patterns
Critical reading skill 4. Word wonder
It is reading for understanding. Critical thinking 5. Use of words that mean the opposite of the
involves reading silently and in a more detailed focus word (antonyms)
way. The reader must be asked questions later to 6. Defining the focus word within the context
check the understanding of the text. 7. Use of a word that mean the same as the
new word (synonyms)
Procedure for critical reading skill 8. Use of the five senses of smell, touch, sight,
hearing and taste
1. The teacher will look for any text from the 9. Demonstrating / miming
learners’ books and internet.
2. The teacher prepares pre-reading questions Real things-word association
and comprehension questions.
3. The teacher will ask learners to come up Real things-word association is a technique where
with answers to the pre-reading questions. a teacher brings real objects to classroom and
4. He/she will ask learners to read the text for anchor words or their name to them.
understanding. PROCEDURE
5. Learners will confirm or refute their answers,
after reading the text. Imagine you want to introduce the word “ruler”

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1. The teacher brings the real ruler Word wonder
2. Teacher : class look
Teacher : what’s this? It’s a ruler. What’s this This is a technique where a teacher cultivates the
class? natural enthusiasm in learners to wonder about
Class : It’s a ruler words.

Simulating real experience How this can be done;

This is a technique where the teacher uses word The teacher can present words in a humorous and
dramatization to help learners build vivid word unusual way, or displaying words that were
meanings. dramatized and illustrated in various ways, such
as on reading boards and word trees.
Procedure of simulating real experience
TOPIC 6
1. The teacher select words and write them on
index cards. QUESTIONING TECHNIQUES
2. The teachers then prepares learners to do Why are questions useful in the process of
vocabulary skits ( a quick little play to teaching and learning?
demonstrate the word given).
3. The demonstration should be done several They are used to check learners’ prior knowledge,
times for practice. understanding and assess progress.

Use of morphemic patterns Mention the stages in which questions are asked
in the teaching of language skills especially
Use of morphemic patterns is a technique where reading.
a teacher uses prefixes to help learners build
meanings of words. 1. Before reading to create curiosity in learners
and develop a desire to read the text
What are morphemes? 2. During reading to guide learners on what
Morphemes are prefixes, roots, and suffixes, information to look for when they are reading.
which are meaningful parts of words; 3. After reading to help learners to check their
understanding of the text.
Word prefix Root suffix
Why do teachers ask questions?
returned re Turn Ed
1. To involve learners in a lesson
treatment Treat ment 2. Increase motivation
3. Assess learners
Missing Miss ing 4. Develop learners’ critical thinking
5. Promote independent learning
informed Inform Ed
Why should a teacher be able to formulate
uninteresting un Interest ing
different types of questions?

1. Assessment

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2. Help to accommodate learners of diverse 2. A or B questions
learning styles and needs In this type of questioning there are
two alternatives where learners
Mention the different levels of questions. choose the correct . For example:
1. Low order questions/ recall and knowledge Will you eat nsima or rice? YES or NO
questions. Is a low order level of questioning

What are the qualities of low order 3. Wh-questions

These are questions you ask wit who, when,
questions?
where, how, why or what. For example: where
a. These are questions which demand facts did Thoko go? Can be both low or high order e.g.
b. Are closed what is your name ? (low order). What would
c. Are direct you do if you were in the main character’s
2. High order questions/ inquiry, situation? ( high order).
inferential/synthetic
4. True/False questions
What are the qualities of high order These are facts or statements from a text which
questions? may be true or false. They are low order
1. Open ended questions. Learners will choose true or false.
2. Involve mental manipulation and critical For example; they can come today (True/False),
thinking to produce or support an answer He worked hard( true/ false). They are low
3. There is usually not one set , concrete order questions.
answer
4. Learners give their personal opinions 5. Statements with question tags
about what they have read These are questions which may be positive
5. Learners interpret information in a statements with negative question tags or
passage negative statements with positive question tags.
6. Learners guess things from a passage These are low order questions, e.g. Misheck’s
7. Learners analyse and synthesise brother was a teacher, wasn’t he? Misheck’s
information brother wasn’t a teacher, was he?
Rules for question tags;
State the different types of questions. 1. When a statement is positive , its question
will be negative
1. Yes or No questions
2. When a statement is negative , its question
In this type of questioning the teacher ask
will be positive
questions to which the learners respond
3. When a positive statement wit a simple
by saying,” Yes or No”
present tense is given, the question tag
This questioning is of low order
should be in simple present tense
e.g. a. Is your father a farmer?
4. When a positive statement with a simple
b. Do you eat vegetables?
past is used , the question tag will be in
simple past

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 5. When the statement has an infinitive verb 1. Creative writing; one write a text based on
like ‘can come’ the question tag will use the imagination. The main creative writing
auxillary verb only like ‘ can’t they’ include short stories, plays, cartoons and
poems. Its main objective is to make the
6. Multiple choice questions audience enjoy the final piece of writing. It is
Is when more than two alternatives are appropriate for upper classes.
offered for learners to choose the correct
one. The level of questioning is low order What are the stages involved in creative
because there is one possible answer and writing?
no explanation, e.g. The capital city of a. Selecting a topic- learners can select a
Malawi is ____ topic of their own interest
A. Mzuzu C. Zomba b. Generating ideas- after selecting the
B. Blantyre D. Lilongwe topic learners must generate and
organize ideas to be included in the piece
of writing
TOPIC 7
TYPES OF WRITING c. Proofreading- learners should check the
written work and correct any errors and
What is the importance of learning the writing skills? verify if the ideas that were generated are
1. Develop writing skills well presented.

What is the procedure for teaching writing activities?

1. Oral preparation d. Editing – is when learners improve their
Discuss all language items with the learners. piece of writing by refining it while
This will help them to know what to do. checking for the finest details such as
2. Individual/ pair/ group writing spellings, punctuation and grammar.
Ask your learners to write an exercise. You are
free to choose how many language items your 2. Narrative writing- a spoken or well written
learners can write. This can be done within or account of events. Learners will tell the
outside the lesson. events of a story. Narrative writing is
developed by arranging in time the events
Mention the different types of writing skills. that constitute the story, starting from the
1. Creative beginning, middle and end. Sometimes it
2. Narrative flows in a reverse order, starting with the end
3. Informative and turns back to the beginning and middle
4. Descriptive (flashback)
5. Argumentative
3. Descriptive writing- involves describing
something, someone, or a place in a way that
shows the reader rather than tells. It uses
Briefly explain different types of writing concrete sensory [Link] is also known as
showing writing.

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 consistency to bring out the correct effect
What are the two types of descriptive of the content.
writing;
d. Word choice- one must choose the
a. Objective descriptive writing- in which it correct words that suits the level of the
reports accurately about the appearance learners in a more powerful and
of an object. interesting manner.

b. Subjective or impressionistic description e. Sentence fluency-one’s writing must have

writing-is when one includes his/ her own a natural flow. You must vary your
personal impressions when describing the sentences to convey meaning. As one
object. writes should develop expressive reading
in the readers.
4. Argumentative writing-is using evidence and
facts. It presents two sides of a single issue
and covers the most important arguments for TOPIC 8
and against.
TEACHING OF WRITING
5. Informative writing- aims to provide
Identify writing activities which can help learners to
information in a way that will tell the reader
develop different writing skills;
what they need to know. The text answers
1. Copying words and sentences
the wh and h questions (who, what, where,
2. Writing paragraphs, stories, letters, and
why, when, how) relevant to a given topic.
compositions
a. Dictation
b. Making sentences
What are the elements of informative
c. Punctuating sentences
writing?
d. Completing tables, shopping lists, dialogues,
a. Ideas or content- one presents relevant
sentences, cloze passage
ideas that are well focused. Main and
e. Solving cross-word puzzles and riddles
supporting ideas must be developed in
f. Word formation
proportion to their importance.
g. Matching and substitution tables
h. Joining sentences
b. Organization-one must organize the
i. Filling forms
writing in a way that enhances meaning
j. Re-ordering sentences
or helps to develop the central idea. Each
k. Transforming sentences and paragraphs
developmental paragraph must address a
l. Re-writing sentences
specific area of the content.
m. Filling blank spaces in sentences
n. Identifying grammar items in sentences
c. Voice- one’s enthusiasm and interest
Why is it important for student teachers to have
must bring the topic to life. One must
adequate knowledge and skills in teaching types of
control tone appropriately and
writing?

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 1. In order to help learners develop the writing 2. Gap filling
skills 3. Picture technique
4. Jumbled sentences
5. Transformation technique
Why is it important to give learners time to practice 6. Story re-telling technique
writing? 7. Substitution table
1. Because writing like any other skill is developed 8. Dictation
through practice

What is the procedure for teaching writing activities? What is the procedure for teaching composition or
letter writing?
1. Oral preparation
1. Introduce composition writing little
Discuss all language items with the by little
learners. This will help them to know 2. Develop compositions in
what to do. paragraphs( a paragraph should consists
of several sentences that support the
2. Individual/ pair/ group writing main idea
Ask your learners to write an exercise.
You are free to choose how many Techniques for teaching guided writing;
language items your learners can write.
This can be done within or outside the 1. Questioning technique – is when the
lesson. teacher asks guiding questions on a
topic to help learners build their ideas
in a systematic order. The answers to
State the two ways of engaging learners in writing the questions make a series of
1. Free writing sensible sentences making a coherent
2. Guided / controlled writing paragraph.
For example:
Briefly explain the following; a. What is the name of your friend?
b. Where does she or he lives?
1. Free writing – is when learners are
c. How old is your friend?
given a chance to write anything they
d. What do you like most about your
want on a topic of their choice
friend?
2. Guided writing- is when the teacher
gives learners what to write and
My new friend
guides them how to write.
a. I have a new friend. The name of
What are the different techniques involved in guide my new friend is Peter.
or controlled writing that help learners to develop b. He lives in Mgundaphiri village in
writing abilities? traditional authority Mponda in
Mangochi district.
1. Questioning technique c. Peter is eleven years old.

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 d. I like him because he is kind. rules respect reasons discipline
My new friend punishment
I have a new friend. The name of School rules
my new friend is Peter. He lives in Children at our school show ____ by
Mgundaphiri village in Traditional kneeling and squatting. The school has
Authority Mponda in Mangochi ____ for maintaining ____ . If learners are
district. absent from school without good ____ ,
they are given ____ after classes.
2. Story telling-
In story telling technique the teacher
tells a story. Then ask learners to The procedure for teaching gap filling;
write it in their own words. 1. Ask learners to open their books at
page ----
3. Dictation 2. Go over the instruction and example
a. Write a dictation passage on for the exercise
the chalkboard 3. Complete the first two blank spaces
b. Go over difficult words together with the learners
with learners 4. Ask learners to complete the exercise
c. Erase the passage in their exercise books
d. Read the dictation passage at normal 5. Walk around and help struggling
speed while learners listen attentively learners
e. Ask learners to write while you 6. Ask some learners to read their
dictate in sense groups of words twice ( a answers to the class
sense group is a group of words which 7. Listen and give feedback
contains meaning)
f. Read the dictation passage again so
that learners check and correct their 5. Picture technique
mistakes
a. Show learners a picture on which you
g. Write the dictation passage on the
have written some guiding questions
chalkboard again and mark.
b. Let learners answer the questions and
come up with a written composition
4. Gap filling c. You can give learners a series of
pictures in a jumbled manner and ask
a. In gap filling learners complete gaps them to arrange them in a proper order
or blank spaces by providing appropriate and tell them to write a composition
words to the composition. The gaps may using the proper order
be based on items such as tenses, articles,
signaling devices or punctuation. 6. Jumbled sentences technique
For example;
Complete the paragraph using the
abstract nouns given.

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 Arrange the jumbled sentences starting b. write into the table the language
with a topic sentence then supporting items you you’re your learners to
points to make a paragraph; practice
i. They should wear school uniform c. Provide a substitution table
ii. They should also respect their d. Ask learners to make sentences from
parents the table
iii. Learners must obey and follow e. The sentences will make a paragraph
school rules f. The sentences should be meaningful
iv. Apart from wearing school and grammatically correct.
uniform, they should come to For example you want learners to
school early practice comparatives: ‘er’ like (….. is
smaller than …..)

The procedure for teaching jumbled sentences

technique

a. Provide a story or passage with Mercy’s smaller than Maria’s

sentences car
Peter’s Mr.
b. The sentences should not be in order
house Mbewe’s
c. Ask the learners to re-order them is bigger
when writing their composition John’s
Annah’s
d. ask learners to read the sentences
do
aloud
e. Let learners be in groups
f. Ask learners in groups to finish g. What is the difference between a
ordering of the sentences by identifying substitution table and a matching
the second, third and fourth supporting table
point from the jumbled sentences i. substitution has more than
g. Walk around and help the struggling two columns while matching
learners table has two only
h. Ask some groups to present their ii. items in substitution table
work to the class can make many sentences
i. Listen and give feedback while in a matching table you
have only one possible
7. Substitution table technique combination
Teachers use substitution tables to iii. number of sentences made in
give learners an opportunity to learn the substitution table
how to use new vocabulary and depends on the number of
structures items in all columns. In the
a. draw a substitution table, matching table, the number
of sentences depends on

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 number of items in the first a. Ask learners to skim the text to
column identify main ideas using topic sentences
and major supporting sentences
Importance of substitution and b. Let learners scan the text in order to
matching tables make sure that they have got all the main
a. they provide context for language ideas.
practice c. Learners can identify main examples
b. they promote learners given to illustrate the ideas discussed in
participation the text
c. they add variety to lessons d. Critical/ detailed reading. Learners
d. they help learners to construct should read the text for the main ideas
sensible sentences and supporting ones. Ask them to write
e. they reinforce mastery of newly down key words in simple sentences.
learnt vocabulary and structures 9. Picture technique
Procedure for using substitution and matching tables; Pictures make up a story.
a. write a table with items on the chalkboard Procedure of picture technique
b. make a sentence from the table as an
example 1. A teacher shows a picture to learners with
c. ask learners to make sentences by reading guiding questions
from the table 2. Learners come up with a composition by
d. ask a question and learners answer by reading answering the questions
a sentence from the table; or
e.g Question: Whose car is bigger than 1. The teacher show learners a series of
John’s? pictures with or without questions
Answer: Mercy’s car is bigger than 2. Learners study the pictures and write a
John’s composition
e. ask learners to write sentences from 3. The teacher can also give a series of
the table. Learners can write in groups, pairs pictures with jumbled sentences and ask
or individually. learners to arrange them in a proper
order. This is usually done in lower
8. Transformation technique classes .
a. Write a paragraph TOPIC 9
b. Ask learners to change the structure
of the story e.g. from one tense to LITERACY ANALYSIS
another or , from singular to plural or
from one gender to another. What is literacy analysis? Literacy
analysis is the use of literary terms in different forms
of literature. It is the art of identifying and separating
8. Summary writing each component of literature.

14
Mention the four forms of literary genres/literature. A play / drama is a written work which actors
perform for the audience. It is a form of literature
1. Poetry that imitates action of human beings in real life.
2. Drama The playwright writes stage directions which
3. Short story explain how characters should look, speak, act
4. Novel and move on stage.
Why is important for student teachers to be
equipped with knowledge, skills and understanding State the different types of plays
of elements in each form of literature? 1. Comedy – a light hearted play with a happy
ending and main objective is to make people
1. It is because in teaching of English language , laugh.
teachers use literary texts 2. Tragedy – a play that treats a serious theme
2. For teachers to know how to analyze and use in life and ends on a sad note like death of a
the literary forms and terms hero
3. In order to handle literature lessons 3. Tragi-comedy – a play that combines both
4. It promotes critical thinking tragedy and comedy.

Poetry
Short story
What is poetry? It is a form of written literature, A short story is an account of real or imaginary
either in free verse or meter. A poem expresses events. It is shorter than a novel and deals with
feelings or emotions, thoughts, attitudes and fewer characters.
observation. A poetry is a type of literature that
shares intense experiences or unique insights through Why should student teachers have knowledge
imaginative use of language. It uses lines and stanza. on literary aspects in a short story?
1. Helps to broaden learners’ understanding
Why should student teachers have knowledge of 2. Promote critical thinking
understanding poetic devices? What are literary terms?
Are concepts that help us to understand literature.
1. For them to be able to help learnersto read
They are used when analyzing a text, for particular
poems not only for enjoyment but also for
meaning.
meaning.

An example of a poem is below; State the importance of literary terms

1. Help to convey the message and meaning of a
Drawing water literary text effectively and vividly.
Mention some of the literary terms used in literature;
Mary pass the dish along
1. theme / thesis – which is the central idea or
Dish along, dish along
message in a literary text, e.g. love, culture, religion,
Mary pass the dish along
marriage, leadership etc.
The dish for drawing water
2. setting – refers to the time , place and situations of
an event. It mainly includes the geographical location
Define a play.
and historical time.

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3. plot – is the framework or outline of events or 15. Symbol – may be a person, a place or an
activities in a story. It focuses on the beginning, object that has meaning in itself and also
middle, and ending of the story. stands for something other than itself.
4. tone – is the writer’s attitude towards his or her 16. Alliteration – repetition of consonant sound
subject such as persuasive, aggressive/ rough, at the beginning of words
provocative, mild, moderate, sympathetic or 17. Assonance – repetition of vowel sounds
empathetic. within words in a line
5. personification – is when an animal, object or idea 18. Consonance – repetition of consonant sounds
is given human qualities. Personification implies that of words within words or at the end of words
non-human things have personality, intelligence and 19. Character – refers to a person , animal, or an
emotions. item that is taking part in a story.
6. point of view – is the angle from which the writer 20. Characterization – is the description of actors,
tells a story. This can be in three points of view; qualities and abilities flat and round
a. first person point of view – uses the first characters)
person pronoun, ‘I and we’
b. Second person point of view – uses the TOPIC 10
second personal pronoun ,’you’. TEACHING OF GRAMMAR
c. Third person point of view – uses the
third person pronouns like, ‘he, she, it, What is grammar?
and they’. It is used when talking about - Is understanding of the correct usage of
other people structure of language based on the fixed set
8. Flashback – is when the writer moves back of word forms and rules of usage.
into the past to provide necessary Why is grammar important?
background information to the reader. It is - Helps learners to understand language
also known as back-and-fourth movement. structure and usage
9. Imagery – a descriptive language that evokes - It is the basis for effective communication
an emotional response and appeals to the - Promote critical thinking
senses of sight, hearing, touch, taste and - Helps learners to use grammar to create and
smell. interpret text
10. Metaphor – a direct comparison of unlike Give the context in which grammar can be taught
things - Play, Games, Songs
11. Persona – voice that talks to the reader such What is the importance of the context in the
as fictional person, animal or object. teaching of grammar?
12. Rhyme – repetition of similar sounds that - It helps learners to see the relationship
appear at the end of a line between their speech and writing and form,
13. Rhythm – a pattern of sound formed by meaning and use of English language
arrangement of stressed and unstressed State the approaches to the teaching of grammar
syllables. 1. Deductive approach
14. Simile – comparison of unlike things by the 2. Inductive approach
use of as, such as and like. Describe the approaches to teaching grammar
Deductive approach

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Is when learners are given a general rule which is then 1. By explaining the grammatical rule to the
applied to language. It describes the approach and learners then giving them an exercise to write
emphasizes on rules. Deductive approach is also 2. By giving them a tasks to gone through in so
known as top-down approach. doing they can apply what is learnt in
Why is deductive also known as top-down approach? different situations.
It begins from the definition (top) and moves down to
the exercise. TOPIC 11
In deductive approach the teacher first explains the 1.
grammatical rule and then gives several examples to
emphasize the rule
What are the merits of deductive approach?
1. It is time saving
2. The teacher deals with one grammatical item
at a time
What are the demerits of deductive approach?
1. It is teacher centered
2. Leads to rote learning
3. Hinders critical thinking
Inductive approach
Is when learners are given opportunities to develop
their own understanding of the grammatical principle
of a particular language item. Learners can apply what
is learnt in different situations. The teacher guides
learners in working out or discovering the rules for
themselves from the explanation given.
What are the merits of inductive approach?
1. Learners are more active in the process of
learning
2. Promotes critical thinking
3. Learners develop deeper understanding on
how to form structures correctly and use
them to communicate meaning
What are the demerits of inductive approach?
1. Demands more time
2. Needs a skillful teacher in coming up and
explaining the grammatical item
3. There is a danger that during the process of
learning learners may come up with an
incorrect inference or may produce an
incorrect rule.
Explain the procedures for teaching grammar

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