Initial Primary Teacher Education

English

Module 1
of

Year 1

Malawi Institute of Education

 Initial Primary Teacher Education

English

Module 1
of
Year 1

Malawi Institute of Education

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi Malawi
email: miedirector@[Link]
website: [Link]

© Malawi Institute of Education 2017

All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form by any means, electronic, mechanical,
photocopying, recording or otherwise, without the permission of the copyright owner.

First edition 2017

 Foreword
Education is the lifeblood of the nation. It is a prerequisite for individual, community
and national development. Education prepares learners to play their roles effectively
to promote and sustain a country's socio-economic development. Parents or
guardians desire that their children develop into adults with sound minds and
healthy bodies through the acquisition of appropriate knowledge, skills and
desirable attitudes to enable them to live productive and happy lives.

Education should, therefore, help learners to develop high standards of conduct,

attitudes, judgment and a sense of responsibility. Student teachers have to be well
prepared in order to be able to take this responsibility of teaching children
effectively.

The provision of quality education is based on many factors and a good quality of
teachers is one of them. Teachers play a central role because they are the key source
of knowledge, responsible for facilitating the learning process and act as role models
for the learners.

The function of initial teacher education in Malawi is to prepare student teachers in

their aspiration of becoming teachers of high quality. This is achieved by helping the
student teachers to acquire the right knowledge, skills and competences to enable
them to effectively teach children. In view of this, the Initial Primary Teacher
Education curriculum has been reviewed to ensure that student teachers who
graduate from this programme are well trained and prepared for their profession.

The process and implementation of this review has been guided by the Teacher
Education Philosophy which states as follows:

‘To produce a reflective, autonomous, lifelong learning teacher, able to display moral
values and embrace learners’ diversity.’

It is therefore hoped that Teacher Training Colleges will find this curriculum
effective in helping the student teachers to build a solid foundation in their teaching
profession.

Executive Director
Malawi Institute of Education

vi
Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of
Education would like to thank all people who participated in various activities,
stages and levels in the development of this module.

Special thanks go to the Director of the Directorate of Inspectorate and Advisory

Services (DIAS), Mr Raphael Agabu and his staff, the Executive Director of Malawi
Institute of Education, Dr William Susuwele‐Banda and his staff, Coordinator of the
Initial Primary Teacher Education (IPTE) review process, Dr Ezekiel Kachisa and his
team (Mr Edward G Mtonga and Ms Catrin Anderer) for coordinating the process of
developing the module.

The Ministry of Education, Science and Technology and the Malawi Institute of
Education would also like to thank Margret Chilimanjira, Patrick Mpoto, Antony
Malunga, Michael Simawo, Thomas Mkandawire, Yowasi Nkhambala, Samuel
[Link], Limited Chiziwa, Vincent Nkhonyo and Annie [Link] reviewing
the module.

The Ministry of Education, Science and Technology acknowledges technical and

financial support which was generously provided by German Technical Cooperation
(GIZ), United Nations Children’s’ Fund (UNICEF), Food and Agriculture
Organisation (FAO) and Open Society Foundation (OSF).

Production team
Editing Max J Iphani
Designer Anastazia Mbungulo
Editor-in-chief Max J Iphani
 Writers
Mavuto Chiwale : Blantyre Teacher Training College
Alex Banda : Machinga Teacher CollegeTrain ing
Alemekezeke Chitanje : Lilongwe Teacher Training College
Michael Simawo : Machinga Teacher Training College
Linda Makulumiza Nkhoma: Lilongwe Teacher Training College
Chainachi Munthali : Karonga Teacher Training College
Yowasi Nkhambala : Phalombe Teacher Training College
Samuel K. Mwale : Kasungu Teacher Training College

Production team

viii
Introduction
The purpose of primary teacher education is to produce and continually develop
competent and responsive teachers who effectively deliver quality education to all
learners under prevailing conditions and demands in primary schools and promote
their desire for life-long learning. IPTE endeavors to educate teachers in sufficient
numbers, continually develop their professionalism so that they are able to
effectively and efficiently deliver quality and relevant education to primary school
learners.

National goals for primary teacher education

The national goals of primary teacher education in Malawi are to produce teachers
who are:
• academically well-grounded and professionally competent
• flexible and capable of adapting to the changing needs and environment of the Malawian
society
• capable of adhering to and maintaining the ethics of the teaching profession imaginative
in adapting, creating and utilising locally available resources suitable for the needs of
their learners.

Rationale
English is the most widely used international language in the world. In Malawi, it is a
second as well as the official language used to transact business in government, education,
commerce, industry and the legal system. English promotes unity and facilitates
communication within Malawi’s multilingual society, as well as with other countries.

Therefore, all students at all levels of education in Malawi need to develop a high level of
competence in English for the following reasons:

1 It is a medium of instruction and should be mastered to ensure that students

understand their books and materials most of which are in English.
2 Proficiency in English is essential for employment opportunities such as in the media,
teaching, medical and the legal professions.
3 English is a major tool for dissemination of information on various critical issues such
as HIV and AIDS, gender, democracy, human rights, the environment, population, and
other contemporary issues through various media including the internet.
4 Proficiency in English allows people to experience other cultures through reading
books, listening to the radio, television and other print and electronic media.
5 Literature provides people with a window into various aspects of the human condition
and what it really means to be human.
6 Critical engagement with literature provides people with a guide to the ways in which
human beings, as a species, relate to one another and to their environment.

x
 7 Engagement with literary texts is essential for mastery of the skills of comprehension,
analysis, interpretation and writing which students would later use to better educate
themselves and the nation at large.
8 Literary study enables students to see a work of literature as a way to understand the
time it was written, and the people who produced it, and to find what speaks to them in
their time and place.
9 Literature stimulates the four processes of reading, thinking, discussing, and writing,
and helps to improve the students’ ability to perform them.
10 Through the study of literature students acquire a general verbal sensitivity and
sophistication, correctness, clarity and precision of expression in speaking and writing.

Teacher education philosophy

The following has been the guiding principle during the design, development and
implementation of the IPTE curriculum.

To produce a reflective, autonomous, lifelong learning teacher, able to display moral values
and embrace learners’ diversity has been designed.
IPTE programme structure
The duration of the teacher education is two years. The general outlook of the two
years is as follows:

Year 1 Year 2

Term 1 Term 2 Term 3 Term 1 Term 2 Term 3

In college, In college, Out in teaching Out win In college, In college,

learning learning practice schools, teaching with special with special
subject content subject content practising practise schools, emphasis on emphasis on
with a with teaching mainly practising reflection, subject
special focus special focus in the lower teaching mainly inclusion and content,
on methods on methods classes in the upper further policies and
for lower for upper classes practice on frameworks
classes classes teaching
methods

Unique features
The features of the reviewed curriculum are as follows:
• The curriculum design is based on reflective and practice principles.
• Early grade teaching methodologies are distinct.
• The delivery of the subject content follows the modular approach.

xi
• Student teachers will be allowed to practise teaching both in the lower classes
(Standards 1 to 4) as well as in upper classes (Standards 5-8).
• Cross cutting issues such as Assessment for Learning, Information
Communication Technology, Inclusive Education and Critical Thinking are
integrated.

IPTE subject matrix

The new curriculum has adopted the reflective practitioner model of teacher
education which connects practice and theory and integrates content and pedagogy
in teaching and learning. In this structure, student-teachers will be in college for two
terms of year 1 and be in primary schools for teaching practice in the third term of
first year and first term of the second year. Student teachers will be back to colleges
in terms 2 and 3 of year 2 to continue learning subject content, reflecting on their
experiences of teaching practice and then wind up their studies.

This curriculum is designed in a modular structure and contains eleven subjects.

These are Chichewa, English, Mathematics, Education Foundation Studies,
Agriculture, Social Studies, Life Skills, Science and Technology, Expressive Arts,
Religious Studies and Human Ecology. In this modular design, a set of topics forms
a module in a subject. A module consists of 40 hours contact time.

xii
Summary of topics for the term and time allocation
YEAR 1 MODULE 1

No TOPIC ALLOCATED CORE ELEMENT

TIME

1 English language Core elements 1 Reading

2 Teaching of dialogue 5 Listening and speaking

3 Classroom discourse 3

4 Teaching of pre-reading activities 3

5 Teaching of reading 1

6 Teaching of phonological awareness 6

7 Teaching of alphabetic principle 4

8 Teaching of vocabulary 3 Reading

9 Teaching of fluency 3

10 Teaching of comprehension 6

11 Phonology 4

12 Teaching of pre-writing activities 3 Writing

13 Syllabus, schemes of work, lesson plan 4

and records of work

TOTAL 46

xiii
Topic 1: English language core elements
Time: 1hour techniques and activities that gain
learner’s attention. Listening skill is
Introduction vital in listening comprehension,
The teaching of English Language dictation and note taking.
focuses on the skills of the language. Importance of listening skill
These skills are listening, speaking, • helps learners develop critical
reading, writing, structure and use of understanding of situations in
language and critical thinking and order to respond appropriately.
reasoning. Student teachers need to be
• trains learners to listen
equipped with these skills for
attentively.
effective teaching of the subject. The
• arouse learner’s interest through
knowledge of the skills and their
listening to stories, poems and
outcomes helps the teachers to use
speeches.
appropriate strategies that facilitate
• promotes self - expression as
understanding of the concepts taught.
learners retell stories, speeches
In this topic, you will examine the
and poems.
English language core elements and
their outcomes. • trains learners to think critically
and logically.
Success criteria
Speaking
By the end of this topic, you must be
Speaking skill deals with oral
able to:
communication that enables the
describe the English language core
exchange of opinions and thoughts
elements and their outcomes.
in everyday life. Effective
Background information communication is a pre-requisite
Core elements and their aspect for meaningful teaching and
importance learning. Teachers need to be
knowledgeable about the speaking
Listening skill in order to effectively prepare
learners into effective classroom
Listening is a process of paying
interaction during the teaching and
attention, analyzing and critically
learning process. The topics include
understanding a given speech. A
asking for and giving information,
good listener closely follows a
introducing oneself and others, and
speaker’s line of thought, poses
giving and following commands. In
question and takes sides for or
upper classes speaking skills can be
against the speaker’s point of view.
developed through a number of
It is the responsibility of the teacher
situations, including panel
to ensure that learners pay desired
discussion, interviews, speeches and
attention through use of a variety of

1
 simulation. Teachers need to know sentences and tenses. As such
how to develop activities for these teachers need to have deep
situations to help learners develop understanding about structure and
speaking skills. use of language to help learners
develop the skill. Learners enjoy
Reading learning when they demonstrate
mastery of language rules.
Reading is an important skill in Critical thinking and reasoning This
children’s learning because it helps to
skill is very important in teaching and
show their progress in learning.
learning process. Teachers should be
Readers attach meaning to what they
equipped with knowledge and skills
read. This promotes children’s
on how they can make learners solve
learning. When children are able to
problems they face in their daily life.
read, they can learn on their own.
Activities that learners are engaged
Adequate knowledge about reading
in, should provoke their thinking and
skill helps the teacher to direct
reasoning ability. When learners are
learners in reading activities
critically involved in such activities,
effectively.
understand concepts easily and
Writing
intrinsically motivated. Examples of
Writing is a very important skill in such activities include writing or
literacy development. Learners need telling imaginative stories, solving
to develop writing skill at early stage crossword puzzles, riddles and
because it is a learning tool. Teacher’s analysis of literary materials.
knowledge and competency in
writing helps to assist learners Tasks For student teachers Task
develop writing skill. This ability 1:Identifying English language core
enables leaners to enjoy learning as elements
they ably express their opinions and 1 In pairs, identify English language
thoughts through writing. Learners core elements using English
have an opportunity to learn on their module, Teacher’s guides and
own thereby maximizes learning English Syllabus.
time. 2 Share your findings with your
group.
Structure and use of language 3 Present the findings in plenary.
It is a basis for effective
communication. It enables learners to Tips
understand the correct usage of • Use the internet, library books
structure of language basing on set to compare your findings
rules governing it. Examples of topics about core elements.
that generate ---this skill include
• Consolidate the activity.
parts of speech, forms and types of

2
 teachers should have sound
knowledge and understanding of the
core element and its outcomes for
effective teaching and learning. This
Task 2: Examining the
topic has exposed the student teachers
importance of English
to these core elements and their
language core elements
outcomes. This knowledge will help
1 In groups, examine the importance
the student teachers ably handle the
of English language core elements.
teaching of English language.
2 Write your findings on a chart
paper.
Reflection and assessment
3 Display your work in a gallery.
1 State the six English language core
elements.
Tips
2 Explain the importance of each
Search the information on English language core element.
internet and in the library.
3 Describe the outcome of each
Consolidate the activity.
English language core element.
Task 3: Describing English 4 Explain how you would teach
language core elements English language core elements to
and their outcomes primary school learners.
1 In groups, describe English
language core elements and their Glossary
outcome using the front matter in Core element: main component
the module or syllabus. Outcomes: results or products
2 Write the findings on a chart
paper. References
3 Present your work in plenary. MIE. (2008). Initial primary teacher
education: English tutors’ handbook.
Tips Domasi: MIE.
• Search the information on MoEST. (2010). IPTE Through ODL
internet and in the library. English module 3. Lilongwe: MoEST.
• Consolidate the activity. MoEST. (2007).Initial primary teacher
education teaching syllabus for
Summary
English. [Link].
English language core elements form

Topic 2: Teaching of dialogues

the basis for teaching English
language. It is of paramount
importance that student teachers and

3
Time: 5 hours and giving information, introducing
oneself and others, and giving and
Introduction following commands. Dialogues
Oral communication is important should avoid simple question by the
because it enables the exchange of teacher and answer by the learner in
opinions and thoughts in everyday order to prepare learners for effective
life. Oral communication is done everyday communication in English.
through conversation in other words It is important therefore that teachers
dialogue. It is therefore important to should put emphasis on the
teach learners how to communicate characteristics of a good dialogue that
effectively in English when in will allow learners to express
conversation with people. In this themselves fluently and reflect their
topic, you will learn different real life situations. A good dialogue
approaches in the teaching of should be brief and easy to memorise,
dialogue in English. flow logically, be based on real life
experiences of the learner and be able
Success criteria to arouse learners’ interest.
By the end of the topic, you must be Meaningful dialogue requires
able to: guidance from the teacher. Prior to
• describe qualities of a good starting a dialogue activity, learners
dialogue. should be given the opportunity to
learn the vocabulary, language
• describe procedures for teaching
structure and use and other needed
dialogues.
information to successfully
• practice teaching dialogues .
accomplish the task.

Background information
A dialogue is a conversation between Learner 1: Hello, how are
two people or parties. Although there you?
can be more than two people in a Learners 2: I’m well. Thank
conversation but it is always two you. How are you?
people or parties speaking to each
other. Dialogue helps learners to Learner 1: I’m also well.
Thank you. What
develop English language skills such
is your name?
as speaking and listening because
they practice to mimic a real face-to- Learner 2: My name is
face conversation. It requires the Wongani Chileta.
What is your
teacher to be knowledgeable about
name?
topics that will effectively prepare
learners to engage in dialogue in
English. The topics include asking for

4
5
Once the learners are well Once the dialogue. Lastly, the teacher asks
prepared, the environment for the oral questions to check learners’
dialogue should be clearly identified understanding of the language being
by the teacher to the learners. In other practised.
words, learners should know the
topic of the conversation, who they Tasks For students teachers
will be speaking to, about what, and
for how long. The teacher should Task 1: Describing qualities of a
demonstrate how to do the activity. good dialogue
For example, a teacher can present a 1 In groups, find a dialogue from
sample dialogue on flipchart or learners’ book and brainstorm
chalkboard to the learners. The qualities of a good dialogue.
teacher should then model this 2 Search for information from the
conversation by reading and library and internet qualities of a
demonstrating the dialogue to the good dialogue.
learners. Learners can then be asked 3 Present the findings and
to modify the dialogue. This consolidate.
modification can be done by placing
4 Compare and contrast the
different questions into the
information you found in the
conversation or by extending the
English teacher’s guides, and
conversation through adding
library and internet.
additional questions to the dialogue.
5 Present your findings in a gallery
However, for this to be a success the
walk.
teacher needs to plan appropriate
6 Consolidate your findings.
procedure for teaching the dialogue.
Sometimes the teacher can write the TIPS
dialogue on the chalkboard or flip • collect in advance English
chart then engage the learners to Teacher’s guides and library books
identify characters or speakers inin that might contain information on
the dialogue. Furthermore, the approaches to the teaching of
teacher selects some vocabulary that dialogue.
might hinder understanding and then
• ensure beforehand the availability
discusses the meanings together with
and functioning of ICT tools such
the learners. Thereafter, the teacher
as computers and smart phones
demonstrates reading aloud the
and internet network.
dialogue once or twice while making
• you may use a vein diagram to
use of voice variations such as
outline the differences and
intonations and gestures. After giving
similarities between the
an example on how to read the
approaches to the teaching of
dialogue, the teacher asks different
dialogue found in English teacher’s
pairs of learners to practise reading

6
 guides, and library books and all learners including those with
internet. impairments.
3 Make sure that you explain
clearly to the learners on the
materials to bring so that they
should be effective in modelling a
Task 2: Exploring procedures for
dialogue.
teaching dialogue
1 In groups, find information about 4 Make sure that both boys and
the procedure for teaching girls have opportunity to actively
dialogue. participate.
2 identify procedures for teaching 5 Use vocabulary and language
dialogue. structure that you have already
taught them.
3 Present your work in plenary. 4
Consolidate the task.
Summary
Task 3: Observing teaching a The topic has provided the definition of
dialogue dialogue as a conversation between
1 Go to a demonstration school two peoples or parties. It has further
and observe a teacher teaching presented the importance of teaching
phonological awareness. dialogues that it helps learners to
2 Discuss the lesson presentation. 3 develop English language skills such as
Consolidate the activity. speaking and listening because they
practice as in real life situation. The
Task 4:Teaching a dialogue 1 topic has also provided student
Choose a dialogue in learners teachers an opportunity to explore
‘book. qualities and procedures for teaching
2 Watch your lecturer model dialogue. The knowledge and skills
teaching of dialogue. gained from the topic will help student
3 Prepare a mini- lesson. teachers to teach dialogue effectively.
4 Present the mini-lesson.
5 Discuss the presentation as a class. Reflection and assessment
Why is teaching dialogue important?
Tips 1 Explain the procedure that you
1 You may write your findings on would use to teach dialogue.
the chalkboard or put them on the 2 Describe qualities of a good
walls then engage in walk around dialogue.
and talk around to see what ideas
from other groups. Glossary
2 Search for procedures that would Communication: meaningful
promote effective participation of interchange of thoughts and ideas.

7
Dialogue conversation between two [Link]
persons. procedure: a logical s/english-teaching-forum-2004-volume-
step by step way of teaching a 42- number-2#child-480.
language
activity that a teacher
follows in lesson
delivery.
Vocabulary: a list of words used in
language learning.

References
Malawi Institute of Education.
(2010). Initial primary teacher through
open and distance learning (ODL)
Englishmodule1. Domasi: MIE.
Malawi Institute of Education.
(2008). Initial Primary Education
English lecturers’ handbook. Domasi:
MIE. Malawi Institute of
Education.(2013). Malawi primary,
secondary and teacher education critical
thinking sourcebook for Malawi,
Domasi: MIE. Victoria
Fromkin, etal. (2011). An introduction
to Language(9th edition) Wadsworth:
Cenegage.

Further reading
Teaching English: Having Fun with
Dialogues
[Link]
/having-fun-dialogues.
American English: Information Gap in
Communicative Classrooms
[Link]
s/english-teaching-forum-2001-volume-
39- number-4#child-982. American
English: A Useful Tool in Increasing
Student-Talking Time

8
Topic 3: Classroom • apply appropriate discourse in
discourse different situations for language
practice.
Time: 3 hours
Background information
Classroom discourse refers to the
Introduction language that teachers and
Teaching and learning in the learners use to communicate with
classroom involves teachers each other in the classroom.
interacting with learners. Much of Simply put, classroom discourse
the classroom time is spent on is the language of teaching and
verbal exchanges between the learning. It includes spoken
teacher and learners or among language, non-verbal gestures
learners. It is the responsibility of and facial expressions that are
the teacher to make sure that connected to each other in
there is effective communication classroom interactions. Classroom
to facilitate learning. When discourse is important because it
teaching, teachers should choose facilitates learning, assists in class
simple language that learners will time management, and ensures
understand. It is of no value to gradual language learning.
use language that learners will English teachers are expected to
not understand. Classroom communicate in English with
language is referred to as their learners in all situations. For
classroom discourse. Classroom effective communication, the
discourse should make teachers should avoid use of
communication in the classroom lengthy language structures or
easy. In this topic, you will be difficult words to English
equipped with skills and language learners. Instead, they
knowledge of using appropriate should choose simple and direct
classroom discourse in order to language. For example, English
effectively interact with learners language learners may not
in different situations and at understand if you say: “I would
different levels. like you to return to your place and
resume your seat”. Instead, you can
Success criteria
just say: “Go back to your place”,
By the end of this topic, you must
with gestures. The nature of
be able to:
classroom discourse would vary
• describe different situations for
with the class level. For instance,
classroom discourse.
standard 1 learners would require
simpler and shorter words and
phrases than standard 5 learners.

9
 There are various situations in • Use your pencils
which teachers can use classroom
discourse. The following are some Maintaining discipline
of the situations and examples of Silence, please!
classroom discourse: • Mphatso, keep quiet!
• Tadala, stop that!
Getting into the classroom • What are you doing, Chikondi?
• Get in, please
• Knock before you get in Requesting for oral response
• Don‘t push one another • Say after me Say it
again
Getting out of the classroom (break • A complete sentence,
time/knock off time) please! Louder, please!
• It’s time for break
• It’s time to go home Showing disapproval
• Good bye learners • Not quite right
• Go for break • Try again
• Almost, but not as good
Getting into pairs/groups • Not really
• Be in pairs
• Get into groups of five Organising a reading activity
• Work in pairs • Open your books at page 21
• Turn to your partner • Look at this card
• Count one to five • Class, watch and listen
• All the ones make a group • Turn to page 4
• Class, get into your groups
Praising
Organising a demonstration • Good
• Group leaders, come here, • Well done, children
please • Excellent
• Class, look at me Watch and • Very good
listen
• Get into pairs Concluding a stage in a lesson
• Mary, begin • Now, put your books away
• Class, stop Clean the chalkboard, please
Close your books.
Giving instructions • Everyone, stop
• Take these books and
distribute them to your friends Asking for permission
• Go back to your places May I go out, Sir?
• Can I sit here, Madam?
• Write the exercise on page 12

10
 • Can I use a red pen? Tips
• May you work with me? • Follow procedures for
arranging a visit to a school.
Tasks For student teachers Task 1: • You may classify discourse
Exploring situations for examples in a table with two
classroom discourse columns labelled ‘Facilitated
1 In groups, explore five situations in learning’ and ‘Assisted in class
which classroom discourse is used. management’.
2 Brainstorm examples of classroom
Task 3: Practising using
discourse for the situations for
classroom discourse
different class levels.
1 Watch your lecturer model using
3 Present your work to the whole
classroom discourse.
class in plenary.
2 In groups, choose a situation for
4 Discuss appropriateness of the
using classroom discourse.
examples.
3 Prepare an English lesson activity
in which you would use classroom
discourse for the situation you
have selected.
4 Micro-teach the lesson in the class.
Tip 1 Allow comments from class
You may use the think- pair- share members on the classroom
discourse used.

Tips
Task 2: Examining use of • Ensure that both male and female
classroom discourse student teachers have an
1 Arrange for a visit to a opportunity to micro-teach.
demonstration or nearby school
• Record the presentations using any
for lesson observation.
devise such as cell phones for
2 Observe a number of lessons in reference during class discussion.
different levels of classes.
3 Record classroom discourse For primary school learners
examples and situations.
Task 4: Transforming the following
4 Classify the discourse examples
language structures into
into those that facilitated learning
classroom discourse
and those that assisted in class
appropriate for standard two
management.
English learners.
5 Present your findings to the
1 You have given a good answer.
whole class in plenary.
2 Look here.
6 Discuss your findings.

11
3 Take your books and open at page 3 In which situations would a
8. teacher use the following
4 The time for the activity is over. I classroom discourse? i Group
hope you have finished doing the leaders, begin. ii Pens down! iii
activity. Not really.
5 I want all of you, who came to the iv Read the first paragraph. v
front to return to your places. Sumani, listen.

Summary Glossary
The topic has presented classroom classroom discourse: language that
discourse as language that teachers and teachers and
learners use to communicate with each learners use to
other in the classroom. It has further communicate
presented the importance of classroom with each
discourse as helping to facilitate other.
learning, assisting in class time disapproval: saying that
management, and ensuring gradual something is
language learning. The topic has also wrong.
discussed situations and examples of non-verbal language:
classroom discourse. Examples of communication
situations when classroom discourse through use of
can be used are maintaining classroom actions or
discipline, giving activity instructions gestures and
and showing disapproval. An example facial
of classroom discourse in a situation of expressions.
giving activity instructions is ‘Open oral response:
your books at page 41’, ‘Look at the answer that
pictures’, ‘Point at the shoe’. The topic is not written.
has also provided student teachers an References
opportunity to explore classroom Early childhood education: Classroom
discourse situations and use classroom discourse
discourse. The knowledge and skills Jelani, J. (undated).How rich is your
acquired will help student teachers to classroom discourse? Retrieved on
use appropriate classroom discourse. 08/05/2017 from
[Link]
Reflection and assessment /whatsNew/WNDet/Tabld/270/ArtMI
1 Define classroom discourse. D/888/ArticleID/459/How-Rich-Is-
2 Why is classroom discourse an [Link]
important topic to student
teachers?

12
MIE. (2008). Initial primary teacher
education: English tutors‘ handbook.
Domasi: MIE.

Further reading
[Link]/pedagogy/early/[Link]

13
 Topic 4: Teaching of Background information
prereading Reading is an important skill in
activities children’s learning because it helps to
show their progress in learning.
Reading is not just pronouncing words,
Time : 3 hours
rather getting meaning from them. It is
Introduction very important because it promotes
When children start formal education, children’s learning. When children are
they come with very little background able to read, they can learn on their
concerning reading. Pre-reading own. It is therefore essential to prepare
activities prepare learners for actual learners for reading using pre-reading
reading. Teachers need to have activities so that they do not face
knowledge on the teaching of challenges to read and are able to
prereading activities in order to become independent learners. Pre-
effectively help learners to get ready reading activities help learners to work
to learn to read. In this topic, you are with patterns, pictures, shapes, pieces
going to explore pre-reading of jigsaw puzzles and picture stories.
activities, their importance and how Pre reading activities include: Picture
to teach them. matching: The teacher asks the learners
to select pictures that are the same and
Success criteria put them together. For example,
By the end of the topic, you must be (picture of different sets of pictures like
able to: pictures of people, animals or objects
describe pre-reading activities. see example below)
develop pre-reading activities.

14
Shape Matching: the teacher asks learners to select the shapes that are the same
and put them together. (Pictures of different shapes in pairs or triples spread
around) for example, see below

15
Jigsaw puzzle: The teacher asks learners to get back to the original picture by
putting back the pieces of the same picture together. Look at the illustration
below:

Matching shapes with numbers: The teacher asks the pupils to match quantities
of the shapes with the actual numbers. Look at the shapes and numbers below

interest and motivate them to start to

Copying shapes, numbers, and seek meaning in what they see or hear
letters: Teacher asks learners to trace being read to them. It is important for
copy or write letter patterns and a teacher to prepare pre-reading
numbers on sand or paper. activities in advance. If properly
(Illustration of letters and numbers stored, the activities can be used for
with dotted lines) Forming letters several years.
using different objects: Learners
can form letters using stones, seeds, Tasks For student teachers Task 1:
match sticks, bottle tops. Exploring and describing pre-
Telling and listening to picture reading activities
stories. The teacher can tell a story 1 Recall your first reading
from several pictures and ask learners experiences. Did you like reading?
to retell the story. The teacher can Explain why?
provide a series of pictures and ask 2 What activities were you given to
learners to make their own stories help you to learn to start reading?
from the pictures. These pre-reading 3 Use the internet, books, or ask
activities help learners to discover that standard 1 teachers, and find out
printed words are meaningful and that activities that they use to teach
it follows a particular direction. Pre- standard 1 learners before they
reading activities arouse learners’ start to read.

2
4 In groups, compare and share the 5 Discuss in plenary after the
activities with those of your first minilesson presentation.
reading experience.
Tips
5 Present your findings to the whole
class in plenary. • Follow procedures for feedback
during discussion after
Tip Use smart microteaching.
phones, library, and experienced • Give learners enough time to do
teachers to get more the pre-reading activities.
information.
Summary
In this topic, student teachers have
Task 2: Developing and analysing been exposed to the examples of pre
pre-reading activities reading activities and the important
1 Using locally available resources role that they play in preparing
such as magazines, newspapers, learners for actual reading. Learners
pictures, colored chalk and bottle can work with colours, shapes,
tops develop materials for patterns, pieces of puzzles and picture
prereading activities. stories in preparation for actual
2 Prepare a pre-reading activity. reading. Pre-reading activities help
learners to discover that print is
3 Use think-pair-share to analyse
meaningful and that it follows a
how effective the activity would be
particular direction. They also arouse
in helping learners to start reading.
learners’ interest in reading and
4 Present your work in a gallery
motivate learners to start to seek
walk.
meaning in what they see or hear
Tip Use being read to them. Pre-reading
procedures for feedback during the activities include picture matching,
gallery walk. shape matching, matching shapes with
numbers, jigsaw-puzzle, copying
Task 3:Practising teaching shapes, numbers and letters, forming
prereading activities letters using different objects, telling
1 Watch your lecturer model and listening to picture stories.
teaching pre - reading activities. Student teachers have also practised
2 In groups, prepare a mini lesson on teaching the pre-reading activities and
pre-reading activities. describing, developing and analysing
3 Micro-teach the lesson. them. The knowledge and skills
4 Use strategies such as gained from the topic will help the
demonstration, think-pair-share student teachers to develop and use
during micro teaching. pre-reading activities that will

2
effectively prepare learners for actual
reading.

Reflection and assessment

1 Define pre-reading activities?
2 In your own words explain how
each pre-reading activity helps to
prepare learners for actual
reading.
3 Explain how you would involve
learners when teaching prereading
activities?
4 Describe some effective strategies
for teaching pre-reading activities?

References
Bourne, L. (2009).Montessori for
Everyone-10 Easy Ideas for Pre-reading
Activities.
[Link]/
10-easy-ideas-for-pre-
[Link]

2
IPTE. (2008).IPTE English Tutors’ Book. American English: Making Reading Fun
Domasi: MIE. [Link]
v/resources/teachers-corner-
Ministry of Education, Science& making-learning-fun#child-2037
Technology.(2009). IPTE Through ODL
English module 3. University of Texas: From Pre-Reading
Lilongwe: MoEST. to Initial Reading
Teacher Development Unit. [Link]
(1997).Student teacher’s handbook 2. ds/modules/reading/02/[Link]
Domasi: MIE. p

Further Reading
 3

Topic 5: Teaching of Reading is being read. However, to get to

that level, there are several stages.
Time: 1 hour Beginning reading instruction
should be concerned with
Introduction developing the skills involved in
Reading involves many interactive recognizing written words as in
processes. It involves awareness of phonics approach. Beginners in
sounds we hear and produce and the the phonics approach are taught
letters of the alphabet that represent the identities of the letters, the
those sounds. It also involves sound that each letter represents,
knowledge of words and their and are engaged in forming words
situational use in spoken and written and writing words by combining
language. In order to choose the best the sounds or letters. Word
method of teaching reading, one has to recognition is built on the ability
understand the concept and nature of to sound out words, given
reading. Reading is viewed as a knowledge of the sound-symbol
receptive language process that correspondence and spelling
involves an interaction between a patterns. Word recognition
writer and a reader. In the process of involves breaking up a word into
reading, the reader decodes language components and using meaningful
that the writer encoded as language. word parts, to decipher the word.
Reading is also viewed as a process of The ultimate goal of word
making meaning from print that recognition is automaticity, or
involves word recognition, recognizing the majority of words
comprehension, fluency, and automatically.
motivation.
Contrary to the phonics method, whole
Success criteria word approach involves recognition of
By the end of this topic, you must be words as whole units without breaking
able to: them down into sounds or letter
groupings. It emphasizes learning to
describe the main approaches to the
read through the act of reading. In its
teaching of reading.
purest form, there is no teaching of the
Background information letter-sound relationship; but learners
Reading as a language skill aims at are encouraged to recognize words in
getting language users to make sense relation to other words in context.
of a written text. Any approach to the
In both approaches, there are traces of
teaching of reading should be aimed at
teaching vocabulary to enhance
helping the reader comprehend what

1
reading. The phonics approach teaches Tip Search for
reading of words by splitting them into the information on the internet
sounds, whereas the whole word approach or in the library.
teaches reading of words as whole units. Task 3: Identifying suitable
This signifies that vocabulary instruction is approach for lower and
paramount to the teaching of reading. It is upper primary
worth noting that reading increases in 1 Present this motion: Phonics
power and flexibility with practice. approach can be used in upper
Looking closely at the two main primary.
approaches to reading instruction, one can 2 Hold a debate on the motion.
extract five components in the teaching of 3 Consolidate the main arguments
reading: presented during the debate.
1 Phonological awareness
2 Alphabetic principle Tip Those who agree
3 Vocabulary with the topic should form one group
4 Fluency and those who oppose should also
form one group.
5 Comprehension

Summary
These five components are the
This topic has introduced the concept
cornerstones for reading instruction. These
of reading and approaches to teaching
five components of reading instruction are
reading. The main purpose of reading
presented in detail in the next chapters.
is to extract meaning from print or
TASKS For student teachers Task 1: written text. However, learning to read
Describing the concept of reading starts from sounding out words. Then,
1 Individually write down your the beginning reader is introduced to
understanding of reading. techniques for comprehending texts.
2 Share your meaning with a partner. There are two main approaches to
3 Share the definitions as a class. 4 reading, phonics and whole word.
Consolidate the meanings. From these approaches five main
components of reading instruction
Task 2: Describing the main emerge: Phonological awareness,
approaches to reading alphabetic principle, vocabulary,
instruction fluency and comprehension. These
In groups, components of reading will further be
1 Identify the main approaches to explored in the next units.
reading instruction.
2 Compare and contrast the approaches. Reflection and Assessment
3 Present your work to the class. 4 1 What is reading?
Consolidate the findings. 2 Describe two main approaches to
reading instruction.
2
3 How related are the five components of
reading instruction?

References
Adams, M.J. (1994). Beginning to read:
Thinking and learning about print.
Cambridge: The MIT Press. Stahl, S. A.
(1997). Instructional models in reading: An
introduction.

Stahl & D. A. Hayes, (Eds).

Instructional models in reading. New Jersey:
Lawrence Erlbaum Associates.

Vacca, R.T., Vacca, J.A. L, & Mraz, M.

(2014). Content area reading: Literacy and
learning across the curriculum. Boston: Pea

3
Topic 6: Teaching of phonological awareness
sounds, not the letters or which letters
make which sounds.
Time 6 hours
When children know the relationship
Introduction between letters and their sounds they
Phonological awareness is not only can decode words and sentences on
important in learning to read, but also their own. Decoding is sounding out
enhances writing skills. It is linked to words. It involves taking apart the
phonology in that they are both sounds in a word (segmenting) and
concerned with sounds of letters or blending the sounds together.
speech sounds. This topic is important Decodable words follow the rules of
for teachers to familiarize themselves phonics. That is, they are spelt the way
with phonological awareness activities they sound. Examples of decodable
that they can do with learners in the words include jam and nest. With
early stages of learning to read. phonological awareness activities,
children become aware that language
Success criteria
is made up of individual words, that
By the end of this topic, you must be
words are made up of syllables, and
able to:
that syllables are made up of letters
(phonemes). It is important to note
• use appropriate techniques to here that it is not the jargon children
teach different sounds. learn. Learners should not be
• assess phonological awareness. introduced to such words as syllables
• use tools for assessing phonological and phonemes. Phonological
awareness. awareness also helps children in
learning to write. In the beginning,
Background information
Phonological awareness is the ability to many children let a single letter stand
hear, identify and manipulate sounds for an entire word. Later, they put in
and sound segments in spoken words. more letters and often say the word
In other words, it is the ability to they want to write, dragging out its
recognize that words are made up of sounds to hear what letters they might
discrete set of sounds and to use. The techniques for developing
manipulate those sounds. For example, phonological awareness in learners
the word ‘boy’ has three discrete include:
sounds /b/, /o/, /y/. In phonological • sound identification like the word
awareness, children take words apart, cake starts with the sound /k/,
put them back together again and • sound differentiation for example,
change them. Phonological awareness the initial sounds of the words back
is done orally, calling attention to the and pack are different,

1
 sound blending like the sounds /s/ + with that sound but does not quickly
/e/ + /t/ make the word set, come forward, loses the game.
sound segmentation for example
there are three sounds in the word Assessment of phonological awareness
put: /p/ /u/ /t/, involves examining learners’ ability to
• sound deletion like if we deleted sound out letters and how the sounds
the first sound of the word pat, we make words. This is done through:
would have the word at, a. Phoneme segmentation is the ability
• sound substitution for example, if to break a word into individual
we substituted the sound /b/ in the phonemes
word bin with the sound /p/, we Example: What sounds do you hear in
would have the word pin. There “mat?” (Correct answer is /m/- /a/-/t/)
are a lot of phonological awareness b. Blending phonemes into whole
activities that include games and words
songs. These are included in the Example: What word do these sounds
teachers’ guides for standards 1 make? /c/- /a/-/t/ (Correct answer is cat)
and 2. Some of these games and c. Phoneme matching is the ability to
songs are found at the last pages of identify words that begin with the
the teachers’ guides. One famous same sound
song which is used to teach the Example: Which words sound alike?
sounds /f/ and /m/ is this: Pit, met, pin (the answer is pit and Pin)
I will make you fishers of men if you follow d. Phoneme isolation is the ability to
me. isolate a single phoneme from
When singing this song, all female
within a word.
learners stand up at the mention of the
i. Initial or first sound.
sound /f/ and sit down at the mention
Example: What is the first sound in
of the sound /m/. Likewise, all male
“sat” (Correct answer is /s/) ii.
learners stand up at the mention of the
Medial (middle) sound
sound /m/ and sit down at the mention
of the sound /f/. Example: What is the middle sound in
An example of a phonological “sat” (Correct answer is /a/) iii.
awareness game is this: Say a sound, Final (last) sound
not a letter name, and have all the Example: What is the last sound in
children whose names begin with the “sat” (Correct answer is /t/)
sound come forward quickly. For e. Phoneme manipulation involves
example, stretch out the sound /s/ as you deleting or adding a phoneme to
make it: s-s-s-s. As you make the sound, make a new word
learners whose names are Steve, Example: say “pit” without /p/ (correct
Cynthia, Susan, Samuel should come answer is “it”
forward. If a learner whose name begins Say “pi”. Now change the /p/ in “pit”
to /s/(correct answer sit)

2
Note: Assessment of phonological Tip
awareness must be done one on one. Plan to cover Tasks 1a and 1b within
an hour.

Tasks
For student teachers Task 2: Practising using methods
Task 1a: Identifying techniques for teaching phonological
for developing awareness
phonological awareness 1 Watch your lecturer model
in learners teaching phonological awareness.
1 In groups, find out from the 2 In groups, choose one phonological
internet or English teacher’s guides awareness technique and search for
for standards 1 and 2 what is a corresponding activity in the
involved in each of the techniques English teacher’s guides for
for developing phonological standards 1 and 2.
awareness in learners. 3 Study the phonological awareness
2 Present your work to the class for activity in the teacher’s guide.
discussion. 4 Choose one member from the
3 Make notes as you discuss. group to present a mini-lesson on
the activity.
Task 1b: Preparing activities for 5 Discuss the mini-lessons.
developing phonological 6 Using the observations, you made
awareness in learners during the mini-lessons, analyse
1 In groups, prepare an activity challenges you would face in
under each technique for teaching phonological awareness in
developing phonological a large class.
awareness in learners.
Tips
2 Compare the activities that you
• Groups should choose different
have prepared with those by other
phonological awareness
groups.
techniques to have a variety of
3 Compare and contrast your
activities in the mini-lessons.
phonological awareness activities
• Involve both male and female
for each technique with activities
student teachers in the
the English teacher’s guides for
presentation of mini-lessons.
standards 1 and 2.
4 Present your findings in a gallery Task 3: Observing teaching
walk. phonological awareness
5 Practice some games and sing some 1 Go to a demonstration school and
songs that help to develop observe a teacher teaching
phonological awareness in learners. phonological awareness 2 Discuss

3
the lesson presentation. 3 knowledge and skills gained from the
Consolidate the activity. topic, student teachers will use
appropriate methodologies to teach
different sounds.

Task 4: Practising teaching

Reflection and assessment
phonological awareness
1 Define phonological awareness.
1 Identify a phonological
2 Describe five techniques for
awareness lesson activity from
developing phonological awareness
any teachers
in learners.
guide
3 How would phonological
2 Prepare a lesson 3 Present the
awareness help children in learning
lesson in class 4 Discuss the
how to write?
lesson in class.
4 What would be the challenges in
Task 5: Using tools for assessing
teaching phonological awareness to
phonological awareness
a large class? Suggest how you can
1 In groups, search for information in
deal with these challenges.
the library and on the internet on
tools for assessing phonological Glossary decoding:
awareness in early grade learners Sounding out words.
2 Using the information, discuss the syllable: any one of the parts into
tools for assessing phonological which a word is naturally
awareness in early grade learners divided when
3 Develop the tools for assessing pronounced
phonological awareness in early
grade learners References
4 Use the tools for assessing Cunningham, P.M. & Allington, R. L.
phonological awareness in early (2011). Classrooms that work: They can all
grade learners in a mini lesson. read and write. Boston: Pearson.
Understood team(n.d). Sounding out
Summary words vs sight words. Retrieved on
This topic has presented the definition 20/o4/2017 from
of phonological awareness as the [Link]
ability to hear, identify and manipulate ng-attention-issues/child-
sounds and sound segments in spoken learningdisabilities/reading-
issues/thedifference-between-
words. It has further provided
decodablewords-and-sight-words
opportunity to student teachers to
discuss and practice using techniques
for developing phonological
awareness in learners. With the

4
Further reading University of Oregon (n.d). Phonemic
Mayer, R.E (2008). Learning and awareness: Instruction- Big ideas in
instruction. Merrill: Pearson Education beginning reading. https//:
Inc. [Link]/big_ideas/

pa_sequence

5
Topic 7: Teaching of alphabetic principle
between letter names and sounds.
Time: 4 hours In order to understand how to
teach
Introduction
2
Learners’ development of knowledge and
skills in reading builds from the letter-sound relationship, student
knowledge that there is a relationship teachers must understand some
between letter name and sound. The differences between consonants and
understanding helps learners to have the vowel sounds.
ability to look at the words they have
never seen before and assign probable Consonant Sounds
pronunciation. This topic provides Consonants are the letters that stop or
student teachers with strategies on how to limit the flow of air from the throat in
develop know` ```ledge of letter speech. Below are the sounds, or
sound relationship in learners. phonemes, of single consonants: /b/,
/d/, /f/, /g/, /h/, /j/, /k/, /l/, /m/, /n/, /p/,
Success criteria /r/, /s/, /t/, /v/, /w/, /y/, /z/.
By the end of this topic, you must be
able to: Vowel Sounds
A vowel is a sound made by the
• identify letter sound relationships. relatively free movement of air
• describe strategies for teaching through the mouth, usually forming
alphabetic principle. the main sound of a syllable. The
• practise teaching of alphabetic vowels are /a/, /e/, /i/, /o/, and /u/. Each
principle using different strategies. vowel has two sounds: a long sound
• assess alphabetic principle . and short sound. A vowel is usually
short when there is only one vowel in a
Background information word or syllable, as in cat, bed, and hot.
Alphabetic principle is the ability to A long vowel sound is the same as its
associate sounds with letters and use name. When a single vowel letter is in
those sounds to read and spell words. the end of a word (or syllable), it
Learners need to have an usually says its long sound (or its
understanding that there is a name), as in go and be. When two
relationship between letters and vowels go hand in hand in the same
sounds. A learner who understands word (or syllable), the first vowel is
the alphabetic principle knows that usually long, and the second vowel is
words are made up of letters that usually silent. e.g., bake makes the /ay/
represent speech sounds. As learners sound (long a) and the e is silent; goal
learn the alphabetic principle, they makes the /oh/ sound (long o) and the
begin to recognize letter shapes and a is silent.
letter names, hence make connections
Blends can be done by attaching a
When two or more letters appear together picture to the word. In
and you hear each sound that each this strategy, children
consonant would normally make, the simultaneously use the beginning
combination is called a blend. For instance, letters of the particular word with
the word blend has two consonant blends: their sense of meaning for the
bl, for which you hear the sounds for both sentence to rapidly identify an
b and l, and nd, for which you hear the unknown word. This strategy
sounds for both n and d. Another blend is includes prompts by the teacher
dr, which blends the /d/ and the /r/ sounds such as the following options:
together to make the /dr/ sound as in drive. • Look at the first letters. How does
that word start? Get your mouth
Digraphs ready (to make that sound).
A diagraph is a single sound, or phoneme • Look at the way the word begins.
which is represented by two letters. In Now look at the picture. What word
digraphs, consonants join together to would make sense here?
form a kind of consonant team, which
2 Syllable segmentation: This is a
makes a special sound. For instance, p and
phonic instructional strategy
h combine to form ph, which makes the /f/
where a word is segmented into
sound as in phone. ch, which makes the
syllables and learners sound them
/ch/ sound as in watch, chick, chimpanzee,
from left to right in order to sound
and champion.
out the whole word. It is done by
stretching out the sounds, and
Diphthongs
producing them in order. It is a
A diphthong is a complex sound made by
procedure that gets the decoding
gliding from one vowel sound to another
started and ensures that the
within the same syllable, as in boy and out.
segmented sounds are all included.
Technically, a diphthong is such a sound
that often consists of two vowels. 3 Syllable blending: This is an
activity that follows the syllable or
Strategies to develop alphabetic
letter segmentation. This is where
principle
sounds are blended (brought
It is important to know that when
together) to get and sound the
teaching primary school learners, teachers
word. This helps the learners to
must only emphasize on the association
realise that a word is made up of
between the speech and letters, how to
smaller units i.e.
put these sounds together to form a word
letters/sound/syllables.
and not the advanced terminology such as
diphthongs, digraphs and blends. 4 Syllable deletion: This is an
1 Letter-sound identification: This is an activity where students with the
activity where students identify help of teachers delete a syllable to
initial letter sound of a word. This remain with two or more syllables
2
 that make a sensible word after a. Name letters by giving learners a
deletion. For example, in the word list of letters and ask them to name
‘phoneme’ you can delete the last each [Link]: a k o l m q b w
syllable ‘me’ to remain with the word dcrefnvtpsgI zhyxu
‘phone’. The remaining part of the b. Separate letters from a pile of
word “phone” is still making sense. letters, numbers, and symbols.
5 Syllable substitution: Syllable i. Example: y 3 { r, B, 4, $, %, a, O,
substitution is another activity where 8
students substitute syllables to make c. Categorise letters by uppercase and
different words. This is done when the lower case. Example : a k j o l m q b
teacher wants his learners to practise wdcrefnvtpsgi zhyxuAK
making different words using the OMQBWDCREFNVTPSGI
same syllable. For example; In the HZ
word ‘identity’, you can remove the
last syllable ‘ty’ and replace it with ‘fy’ Tasks For student teachers Task 1:
to make ‘identify’ Practising letter-sound
Some factors that teachers can consider identification
when teaching Alphabetic Principle 1 In groups, use the library and
• Letter-Sound relationships should be internet to find information on
taught explicitly and in isolation to letter sounds as follows: single
avoid confusing the learners. consonants, vowels, blends,
diagraphs and diphthongs. You
• First teach the commonly used letter-
may also visit a nearby school to
sound relationships.
find out from experienced teachers
• Primary learners should be provided
on how they sound and relate those
an opportunity to practice letter-sound
sounds to letters.
relationships in daily lessons.
2 Present your work to the whole
• The blending instruction must use
class (articulation of letter sounds
words that contain letter-sound
should be included in the
relationship that children have learnt.
presentation).
• Provide practice opportunity that
3 Discuss the letter-sound
include new sounds and cumulatively
identification presentations in
practice the previously taught letter
plenary.
sound relationships.
• Primary school learners should practise Tip If student
applying their letter sound relationship teachers visit a school, advise them
to the reading of phonetically spelled to find out from early grade teachers
words that are similar in meaning. how they sound out a Task 2:
Identifying strategies for
Assessment of alphabetic principle can be teaching alphabetic principle
done by asking learners to:
3
 1 In groups, use the library and internet principle that it helps learners to
to find information on instructional identify letter shapes and letter names
strategies for alphabetic principle. that in turn help them to sound the
2 Visit a nearby school to find out from letters correctly. The topic has further
the teachers the strategies they use to provided knowledge and practice on
teach alphabetic principal. blends, digraphs, diphthongs,
3 Describe the strategies. consonants and vowel sounds. Student
4 Write the strategies on chart paper for teachers have also learnt strategies for
a gallery walk. teaching alphabetic principle, and
practised using them through micro-
Task 3: Practising teaching alphabetic teaching. The strategies are letter-
principle sound identification, syllable
a) Watch your lecturer model segmentation, syllable blending,
syllable deletion and syllable
teaching alphabetic principle.
substitution. The knowledge and skills
b) Choose one strategy and prepare a
gained from the topic will help student
Lesson Plan to use to teach alphabetic
teachers to assist learners to learn to
principle.
pronounce words correctly.
c) Micro-teach the lesson.
d) Discuss how the strategies were used Reflection and assessment
to teach alphabetic principle in 1 Explain the difference between
plenary. consonant and vowel sounds?
a) Task :Using tools for assessing 2 What is the importance of teaching
alphabetic principle alphabetic principle?
b) In groups, search for information in 3 How does sound segmentation and
the library and on the internet on tools sound blending enhance the
for assessing alphabetic principle in teaching of alphabetic principle?
early grade learners. 4 What are the challenges of teaching
c) Using the information, discuss the alphabetic principle to the primary
tools for assessing alphabetic principle school learners?
in early grade learners.
d) Develop the tools for assessing Glossary
alphabetic principle in early grade alphabetic principle :knowledge of
learners. letter-sound
e)Use the tools for assessing alphabetic relationship
principle in early grade learners in a mini blend: two or more letters
–lesson. appearing together and making a
normal sound of each consonant.
consonant: letters that stop or limit
Summary
the flow of air from the throat in
In this topic, student teachers have been
speech. digraph: single sound, or
exposed to the importance of alphabetic
4
 phoneme which is represented by two Jennings J, Caldwell J, & Lerner J
letters. (2014). Reading problems: Assessment
diphthong: complex sound made by and teaching strategies. Boston:
gliding from one vowel Pearson.
sound to another within the Ransinsk, T.V. (2003). The fluent reader:
same syllable Oral reading strategies for building word
letter-sound identification: activity recognition, fluency and comprehension.
where students identify initial letter New York: Scholastic Professional
sound of a word. syllable blending: Books, Inc. Richards, M. (2000). Be a
activity that follows the syllable or good detective: Solve the case of oral
letter reading fluency. The reading teacher, 53,
segmentation, wheres 534-539.
ounds are put together in
order to get and sound the
word.
syllable segmentation: phonic
instructional strategy where a word is
segmented into syllables and learners
sound them from left to right in order to
sound out the whole word. syllable
deletion: activity where students with
the help of teacher delete a syllable to
remain with two or
more syllables that make a
sensible word after deletion. syllable
substitution: activity
where students
substitute syllables to
make different words.
vowel : sound made by the
relatively free movement of air
through the mouth, usually
forming the main sound of a
syllable.

References
Cunningham, P., & Allington, R.
(2016). Classroom that work (6th ed.):
They can all read and write. Boston:
Pearson.

5
Topic 8: Teaching of vocabulary
still not be able to understand a text
Time: 3 hours because she or he does not know the
meaning of words. This is why it is
Introduction important for you to know techniques
Learners are able to communicate for teaching meanings of words in
through listening, speaking, reading English. There are many techniques for
and writing when they acquire new teaching meanings of words. Among
words in English. The words that the techniques for teaching early grade
learners acquire are referred to as learners are demonstrating or acting,
vocabulary. As children learn to read, miming or using facial expressions,
they draw from the oral vocabulary showing a real object, and showing a
they have learned by listening and picture, drawing or model. You will
speaking to others. Vocabulary teach vocabulary by showing learners
acquisition is therefore important the meanings of words with a variety
because it supports children’s ability to of visual aids to accompany the
communicate and read with unfamiliar oral language. There many
understanding. In this topic, you will ways to convey meaning beyond the
learn different techniques for teaching words themselves, for example your
vocabulary. tone of voice, facial expressions and
gestures. The first language (L1) is also
Success criteria
a valuable asset that should not be
By the end of the topic, you must be
excluded from the process of learning
able to:
English. Learners’ L1 can either be
• describe techniques for teaching used to present the equivalent of a
vocabulary. single English word or phrase, or
• use techniques for teaching when necessary, by holding a
vocabulary. discussion longer in the L1 about the
• assess vocabulary. meaning of the English vocabulary.
Learners do not necessarily have to
Background information
understand every single word every
Vocabulary acquisition is about
time they come across new words in
learning meanings of words. Children
order to construct meaning; over time,
acquire meanings of new words in the
they will encounter those words again
process of listening and speaking to
in different contexts and the repeated
others at home and school. Children
exposure will gradually build and
who have well-developed vocabulary
reinforce their understanding.
tend to acquire written language more
Vocabulary assessment can be done
efficiently than those who do not. For
through checking learners accuracy in
example, a student may be able to
saying the names of real objects shown
decode (i.e sound out) words, but may
to them, things on pictures or

1
drawings shown to them. The teacher development in early grade
should record any mistakes that the learners.
learner makes and analyse them to 2 Using the information, discuss the
determine what instruction is needed. tools for assessing vocabulary
TASKS For student teachers Task 1: development in early grade
Describing techniques for learners.
introducing new vocabulary 3 Develop the tools for assessing
1 In groups, brainstorm the vocabulary development in early
techniques for introducing new grade learners.
vocabulary in standards 1 and 2. 4 Use the tools for assessing
2 Discuss procedures for effective use vocabulary development in early
of the techniques that have been grade learners in a mini lesson.
mentioned
3 Share your procedure for Summary
discussion in plenary In this topic, the meaning of
vocabulary in the teaching of English
Task 2: Identifying factors that has been provided as meanings of
influence the choice of words in English language. In the
techniques for teaching topic, the importance of vocabulary
vocabulary acquisition to learners has been stated
1 In pairs, discuss factors that that it supports children’s ability to
influence the choice of techniques communicate and read with
for teaching vocabulary. understanding. Techniques for
2 Present your factors for discussion teaching vocabulary to early grade
in plenary. learners have also been presented as
demonstrating or acting, miming or
Task 3: Using techniques for teaching using facial expressions, showing a
vocabulary real object, and showing a picture,
1 Watch your lecturer model drawing or model.
teaching vocabulary.
2 Prepare a mini lesson to introduce Reflection and assessment
new vocabulary using one of the 1 Explain the importance of teaching
techniques. vocabulary.
3 Discuss the mini lesson in plenary. 2 Describe two techniques for
teaching vocabulary to early grade
Task 4: Using tools for assessing learners.
vocabulary development 3 Provide examples of tools for
1 In groups, search for information in assessing vocabulary development.
the library and on the internet on
tools for assessing vocabulary

2
Glossary
First language (L1): language spoken
from birth
Vocabulary: knowledge of words
and their meanings in
a language
References
Cunningham, P., & Allington, R.
(2016). Classroom that work (6th ed.).
They can all read and write. Boston:
Pearson.
Jennings J, Caldwell J, & Lerner J
(2014). Reading problems: Assessment
and teaching strategies. Boston:
Pearson.
Ransinsk, T.V., (2003). The fluent reader:
oral reading strategies for building word
recognition, fluency and comprehension.
New York: Scholastic Professional
Books, Inc. Richards, M. (2000). Be a
good detective: Solve the case of oral
reading fluency. The reading teacher, 53,
534-539.

3
Topic 9: Teaching of fluency correctly. Fluent readers can
identify both familiar and
Time: 3 hours unfamiliar words accurately. This
component helps readers to match
Introduction letter and sound patterns and
Fluency is one of the major pronounce new words almost
components (goals) of reading effortlessly and with little
instruction. A fluent reader reads difficulty.
accurately, quickly, and expressively. Speed is the ability of the reader to
If learners read with recognition of read quickly with automaticity.
words automatically and without Automaticity means being able to do
analysis, they learn to pay attention to something without thinking about it
meaning. This topic presents the too much. It is an automatic response
importance of fluency, the strategies that occurs as a result of learning and
that are aimed at developing fluency, regular practice. This component helps
and tasks for modeling fluency. readers to devote their energy to the
meaning of what they are reading
Success criteria rather than to word identification.
By the end of the topic, you must be Prosody is the ability to read with
able to: suitable expression observing
punctuation signals and varying voice
• describe strategies for teaching tone to convey meaning. This
fluency component helps readers to identify
• assess fluency. cues in the structure of the text and the
language that suggests the proper
Background information tone, word stress and juncture to use.
Fluency is reading with accuracy, There are strategies that help to
speed and prosody. It is important for develop fluency in learners. The
learners to read fluently. When strategies presented here are not
learners read fluently, it is easy for exhaustive. Teachers are encouraged
them to understand meaning and to explore other strategies.
have the pleasure to continue reading
the text. On the other hand, when Model Fluent Reading: In order to
students read without fluency, they read fluently, learners must first hear
are likely to miss the meaning of the and understand what fluent reading
text and they might not be interested sounds like. From there, they will be
to continue reading the text. There are more likely to transfer those
three main components of fluency, experiences into their own reading.
which are accuracy, speed and The most powerful way for you to
prosody. Accuracy is defined as the help your learners is to read aloud to
reader’s ability to identify words them, often and with great expression.

1
Expose them to a wide variety of genres Choral reading: This is where a group
including poetry, excerpts from speeches, of learners practice orally reading a
and folk and fairy tales with rich, lyrical text together so they can perform it as
language. a play. The learners read the entire text
Word chanting: This is a quick activity in together or different groups read
which learners chant new words and different parts and then perform.
write them. Teachers must take note that Learners often find choral reading
the words that get chanted and written enjoyable because they are not reading
should be added to a word wall, in which alone; they have the comfort of their
words are continually displayed in the fellow group members.
classroom. Once the words are
Reader’s theatre: Readers’ theatre
displayed, the next day these same words
involves reading (not memorizing) a
should be reviewed to help develop
script and performing without
automaticity and familiarization to the
scenery, make - up, costumes or props.
words.
It does not involve facial expression,
Simultaneous Assisted Reading: In this body movements or specific acting
strategy, the teacher simply reads along techniques. The focus is on effective
with the students. The teacher sets a reading. The learners read chorally
reasonable reading pace; she or he must and or independently and they
resist the temptation to slow down to the practise their parts until they are ready
reading rate of the learners, who will to perform.
likely slag slightly behind. When learners It is important to also have knowledge
meet unfamiliar word, the teacher of the assessment tools for reading
pronounces it and moves on. Once the fluency. The tools are as follows:
simultaneous assisted reading activity
has been completed, the teachers can then
go back and help learners to gain
understanding of those unfamiliar words.

Echo Reading: This is done when the

teacher models oral reading, asking
learners to imitate him/her. The teacher
reads words, a few lines or a page of text
to the learners to model a fluent pace and
effective voice expression. Afterwards,
the learners then imitate the teacher’s
performance or echo the text. Echo
reading works for short words and text
and it is suitable for beginning readers.

2
 Fluency rubric
Non-fluent
Level 1 Reads primarily word by word.
Occasional two-word or three word
phrases may occur.

Reads primarily in two-word phrase

Level 2 with some three- or four-word
groupings. Some word- by word
reading may be present.

Reads primarily in three- or fourword

Level 3 phrase groups. Some small groupings
may be present.
Expression is present.

Fluent

Level 4 Reads primarily in larger, meaningful

phrase groups. Although some
regressions, repetitions, and
deviations from text may be present.

• Substitutes another word for a

(Serravallo 2014. pp. 61) word in the text
• Omits a word
Reading fluency and • Inserts a word
comprehension are usually • Has to be told a word by the
assessed together using running teacher
records. These are used to check Self-correction (SC) occurs when a
the reading level of a child so that child realizes his or her error and
appropriate texts or books can be corrects it. When self-correction is
assigned to learners. Running done, the previous substitution is not
records use the following terms: scored as an error. Meaning (M) is
Errors (E) are tallied whenever a
child does any of the following:
3
part of the cueing system which a
child uses to make sense of text.
Structure (S) refers to the structure of
language and is also known as syntax.
It helps a reader to know if what she
or he reads is correct. Visual (V) is
related to the look of the letter in a
word itself. A reader uses visual
information when studying the
beginning sound, word length, or
familiar word chunks. Sample
Running Record

4
 [Link]
tools/about-running-records/marking-
a-running-record/

TASKS For student teachers Task 1: 2 In groups, design a lesson on

Describing fluency in relation fluency using strategies and
to the development of reading in activities you explored in this
learners topic.
1 In pairs, search for information in 3 Micro-teach the lesson.
the library and on the internet 4 Reflect on the use of the strategies
about fluency. in the lesson in plenary.
2 Record descriptions of fluency
that relate to the development of Task 4 : Assessing reading
reading in learners. fluency
3 Share your findings in a gallery In groups,
walk. 1 Search for information on the
internet and books in the library on
Tip Consider assessment tools for reading
mixing males and female students 2 Describe how the assessment tools
in the group and pair work. are used to assess learners’ reading
fluency
Task 2: Exploring and strategies
3 Present your findings in a gallery
for fluency development
walk.
a) In groups, use the information you
4 Arrange to use the assessment tools
found in the library and on the
to assess learners at the
internet about fluency to explore
demonstration school or any nearby
information on modelling fluency.
school.
b) Analyse strategies for modelling
5 Share the prepared assessment
fluency and describe the most
tools with other groups for
effective.
comments before using them.
c) Present your work in plenary.
6 Assess learners’ reading fluency
using the tools
Task 3: Practising teaching fluency
7 Discuss the successes and
activities
challenges you encountered when
1 Watch your lecturer model
using the assessment tools in
teaching fluency.
plenary.

1
 Tips Glossary
• Arrange with teachers at the accuracy: reader’s ability to identify
demonstration school to do the words correctly. automaticity:
assessment together. reader’s ability to recognize words
• Keep records of all the learners right away without having to apply
you assess any strategies to figure them out.
• Consider both male and female prosody: reader’s ability to apply
student teachers in the lesson the appropriate amount
presentation activity. of stress, emphasis and
intonation so that the
Summary reading sounds like how
This topic has described fluency as the we talk.
ability to read with accuracy, speed
and prosody. It has also provided References
strategies for teaching fluency for Cunningham, P., & Allington, R.
example model fluent reading, word (2016). Classroom that work (6th ed.):
chanting, simultaneous assisted
They can all read and write. Boston:
reading, readers’ theatre, echo and
Pearson.
choral reading. Student teachers have
Jennings J, Caldwell J, & Lerner, J.
practised teaching of fluency. They
(2014). Reading problems: Assessment
have also assessed reading fluency.
and teaching strategies. Boston:
With the knowledge and skills gained
Pearson.
from the topic, student teachers will
Ransinsk, T.V., (2003). The fluent reader:
effectively use strategies for teaching
oral reading strategies for building word
fluency.
recognition, fluency and comprehension.
Reflection and assessment New York: Scholastic Professional
1 Describe the three main Books, Inc. Richards, M. (2000). Be a
components of fluency. good detective: Solve the case of oral
2 What is the importance of reading fluency. The reading teacher, 53,
teaching fluency? 534-539.
3 Explain how you would use
Further reading
model fluent reading, choral
[Link]
reading and readers’ theatre to
dpinnell/[Link]
help learners develop fluency in
reading.

Topic 10: Teaching of Comprehension

4 How would you assess fluency in
your class
Time: 6 hours

2
Introduction when they read. There are many
In the previous topic you learnt about strategies that can be used by teachers
the importance of developing fluency to model comprehension to students.
in reading, that it helps learners to The strategies can be used before
understand meaning. The overall reading, during reading, and after
purpose of teaching reading is to help reading depending on the targeted
students read with understanding; in comprehension skill. Among the
other words comprehension. In this strategies are prediction, activating
topic, student teachers will be exposed background knowledge, re-telling,
to the teaching of comprehension self-questioning, and making
through discussion of instructional inference.
comprehension strategies. Prediction is a comprehension strategy
that can be used by the teacher before
Success criteria reading the text. It is aimed at helping
By the end of this topic, you must be students connect what they already
able to: know to the text to be read. The teacher
• describe strategies for teaching introduces the topic and asks the
comprehension. student what they think the text is all
• demonstrate the teaching of about. Later as the text is read, the
comprehension using different teacher allows students to confirm
strategies . their prediction.
Activating background knowledge is
• assess comprehension.
another comprehension strategy that is
done before reading the text. The
Background information
teacher asks learners to mention
Comprehension is the process of
anything they know about the topic
thinking about and responding to
before they read. The teacher leads the
information. One way of gaining new
learners to list their ideas. After
information is through reading. One
reading the text, the teacher and the
can only understand information from
learners review the items listed and
a text or a book if he or she can
make connections to the text. This
connect ideas, facts, and events or
helps learners to make inferences
make mental images about the text.
easily from the connections between
This is why it is important for student
experiences and new information from
teachers to learn comprehension
the text.
strategies and how to impart them to
Retelling is a strategy that can be used
learners. The knowledge and skills
by the teacher or learners after reading.
gained from the topic will help
It can be done in the read aloud, where
student teachers to model the
the teacher reads the text to learners
strategies appropriately to learners in
and allows them to retell the story
order to help them understand texts
afterwards to the whole class, groups

3
or pairs. As the learners retell the story, • Reading a passage then answering
they share, visualize, reflect and make factual questions about the text or
connections to what they know. It is answer inferential questions about
important that teachers should make implied information in the text.
sure that learners are well equipped • Filling in missing words from a
with this skill because they can use it passage.
when they are reading or studying on • Retelling the story in own words.
their own. Self-questioning is a Tasks For the student teachers
comprehension strategy that can be Task 1: Describing strategies
used before and after reading. The for teaching comprehension
learners are told to create questions 1 Identify strategies for teaching
about the story that they wish to know comprehension that can be used to
for example, who is the main help learners to: 1. Infer, 2. make
character? What is the setting of the connections and 3. analyse text.
story? The learners should read the
2 Search for information on internet
selection. After reading the story, they
and from the library on other
then use what they read in the story to
strategies for teaching
help them answer the questions that
comprehension and describe how
they had created. This helps learners
they are used and in what
to pay attention to specific details of
situations.
the text. Making inference is a strategy
3 Identify strategies that would be
that allows learners to make their own
effective for teaching
conclusion about the text, characters
comprehension to infant and junior
and or events of the story even before
primary school learners to help
they finish reading it. Inferences are
them read independently and
conclusions that are based on evidence
explain why.
or strong reasoning. The learners’
4 Present findings your work in
responses should be logical, hence
plenary .
strongly supported by the occurrences
from the text. During a reading
Tip Consider
activity, the teacher reads a paragraph
strategies that cater for learners with
and asks the learners to say how they
diverse learning needs.
think the story will end or the teacher
may ask the learners to say what they Task 2: Practising using strategies for
think happened next. This helps teaching comprehension
learners to make inferences based on 1 Watch your lecturer model
the available information. This strategy teaching of comprehension.
can be used during and after reading
2 In groups, choose one or two
the text.
strategies for teaching
Assessment of comprehension can be
comprehension and prepare a
done in several ways which include:
lesson for any class level of your
4
 choice to practise using the Task 4: Using tools for assessing
strategies. teaching of
3 Micro-teach the lesson. comprehension
4 In plenary, discuss how the 1 In groups, search for information in
strategies were used in the lesson. the library and on the internet on
tools for assessing comprehension
in early grade learners.
2 Using the information, discuss the
Tips tools for assessing comprehension
• Micro-teaching should involve in early grade learners.
male and female student 3 Develop the tools for assessing
teachers. comprehension in early grade
• The observer of the lessons learners.
should find out the following 4 Use the tools for assessing
elements from the lesson comprehension in early grade
presentation: learners in a mini – lesson.
- Names of the
comprehension strategy Summary
used in the lesson. This topic has described
- How the strategy was comprehension as the process of
used in Student teachers thinking about and responding to
should also discuss information. It has further described
challenges encountered strategies for teaching comprehension
in using the strategies strategies, which are prediction,
and suggest ways of activating background knowledge,
dealing with the retelling, self-questioning, and making
challenge. inference. It has also provided
guidance on situations to use the
Task 3: Observing teaching strategies as before, during, and after
comprehension using reading, depending on the targeted
different comprehension comprehension skill. The knowledge
strategies and skills gained from the topic will
1 Go to the demonstration school help student teachers use the strategies
and observe a teacher teaching for teaching comprehension
comprehension using any strategy. appropriately to help learners read
2 Identify the strategy. texts with understanding.
3 Discuss the lesson.
Reflection and assessment
4 Consolidate the activity.
1 Define comprehension.

5
2 Why is prediction an important
strategy for teaching
comprehension?
3 Explain how you would determine
to use a strategy for teaching
comprehension before, during, and
after reading?
4 Why is it important to consider
class level when choosing
strategies for teaching
comprehension?
5 Explain why it is important to
consider learners with diverse
needs when choosing strategies for
teaching comprehension to use in
any class?

References
Cunningham, P.M., & Allingtone, R.L.
(2016). Classroom that Work: They can
all Read and write (6th Ed.). New York:
Allyn & Bacon.
Daniel, H., &Zemelman, S. (2004).
Subjects Matter: Every teacher’s guide
to content-area [Link].
Portsmouth NH.
Ministry of Education Science and
Technology (2014).National Reading
Strategy, 2014-2019. Lilongwe, Malawi.

Further reading
[Link]
dpinnell/[Link]

6
Topic 11: Phonology language has words that have the
same spelling but different
Time: 4 hours pronunciations. Such words are called
heteronyms. To get the right
pronunciations of heteronyms you
Introduction
should use the context. For example,
Children learn some words of a
the word ‘wind’ meaning a gust of air
language (lexicon) on their own.
is pronounced differently when the
Studying speech sounds of language
same word means to follow a course
helps learners to learn words of a
that is not straight.
language or vocabulary on their own.
As opposed to heteronyms, English
The study of speech sounds of a
language also has words that have
particular language is called
different spellings but same sounds.
phonology. Phonology helps to
These words are referred to as
minimize variations in learners’
homophones. Homophones also have
pronunciation of words. In this topic,
different meanings. For example, the
student teachers will learn how to
words ‘pair’ means two similar things
develop the phonetic key and
and ‘pear’ is a name of fruit. The words
demonstrate effective communication
have different spellings and meaning
using phonology.
but the same sound. In both oral and
written texts, these words may be
Success criteria
confusing and cause problems to
By the end of this topic, you must be
learners. It is, therefore, important to
able to:
give the learners practice on such
• discriminate English speech
words.
sounds.
A dictionary helps to direct on how to
• demonstrate effective pronounce a word correctly; however,
communication using phonology. it is only possible if the user is able to
decipher the phonetic symbols used in
Background information
the dictionary. It is there important for
Teachers are models to learners in
student teachers to learn and master
speaking and reading, as such it is
the phonetic symbols so that they
important that teachers pronounce
pronounce words correctly. When
English words correctly. Correct
reading texts, learners come across
pronunciation of words enhances
new words. If they fail to understand
effective communication among
the meaning through inference, then
people. Meanings of some English
they need to check in the dictionary.
words depend on how the words are
Apart from providing the meaning of
pronounced because they change
the word, the dictionary also shows the
meanings depending on the change of
word sound (pronunciation). The
pronunciation. Some words in English
sound of the word is represented by
do not sound as they are spelt. English
7
symbols. Students need to understand Vowels are produced without
these symbols for them to pronounce obstruction of the airstream. All
the word correctly. The use of symbols vowels are voiced. They are classified
to represent sounds of words is called into monothongs and diphthongs.
phonetic transcription. Phonetic Monothongs are vowels which have
transcription involves interpreting one distinct sound whereas diphthongs
words into phonetic symbols. This is have two distinct sounds. Examples of
done to guide an English learner to monothongs include /e/ as
pronounce the words correctly. In in ‘pen’, and /o/ as in ‘pot’. Examples of
phonetic transcription, each sound in a diphthongs are /
word is represented by a phonetic as in ‘page’, and /au/ as in ‘now’. All
symbol. For example, the word ‘phone’ the monothongs and diphthongs are
is transcribed as /fon/, meaning that we given in the phonetic key. Consonants
hear three sounds in the word /f/, /o/ are sounds that are produced with
and /n/. Although there are letters p, h obstruction of the airstream. Examples
and e in the word, the phonetic of consonants are /b/ and /f/. Both
transcription of the word does not vowel and consonant sounds have
show us these letters because we do symbols in the phonetic key. English
not hear the sounds of these as language learners must be able to
separate sounds as we pronounce the discriminate English speech sounds for
word. What we see in the phonetic effective oral communication. Phonetic
transcription are the symbols of the key
sounds that we hear as we pronounce Monothongs
the word.
There are forty-four (44) symbols that
represent different sounds produced
by native English speakers. These
symbols together form what is known
as the International Phonetic Alphabet
(IPA) also known as the Phonetic key.
The Phonetic key is given at the end of
this topic, and there is an example of
what each symbol represents. The
phonetic symbols comprise letters of
the alphabet, which are used in
orthography (spelling words), and
other symbols which are not the
letters of the alphabet. The IPA has
consonant sounds and vowel sounds.
English speech sounds fall under two
main groups: vowels and consonants.

8
Dipthongs • You may also use any other tng
male and female student
teachers.

Task 1b: Identifying words with

different spellings but
similar sounds
1 In pairs, search for homophones in
Consonants (24)
texts in learners’ books of different
classes and list them.
2 Using some of the homophones,
construct two sentences to show
different meanings.
3 Share with other pairs different
meanings of the words as used in
the sentences.

Tips
• Assign different learners’
textbooks to different pairs of
Tasks For student teachers Task 1a: student teachers.
Identifying words with the • You may also use any other text
same spelling but different sounds to identify heteronyms.
in context
1 In pairs, search for heteronyms in Task 2: Classifying phonetic
texts in English learners’ books of symbols in the phonetic
different classes and list them. key
2 Choose some heteronyms and a) Use the phonetic key to classify the
construct two sentences that bring phonetic symbols into
different meaning and monothongs, diphthongs and
pronunciation of the same word. consonants.
3 Share with other pairs different b) Present your work on chart paper
meanings of the words arising in a gallery walk.
from the different pronunciations.
Tips
Tips • Produce the speech sound as you
• Assign different learners’ books introduce each phonetic symbol.
to different pairs of student • Show how the speech sound is
articulated i.e. show which speech
teachers.
9
 organs are involved in the articulation • Do not use a dictionary so that
of the speech sound. you gauge your mastery of the
• Listen to prerecorded speech sounds task.
by an English native speaker. You can
get this from the internet like on this Task 4: Using a dictionary to
website: pronounce words correctly
[Link]
1 Using a dictionary, find the words
g/ipa-sounds/ipa-chart-
listed and use phonetic symbols to
withsounds/.You can also invite a r
pronounce the words correctly.
Task 3: Transcribing words into
phonetic symbols i. tortoise
1 Transcribe your name into ii. comfortable iii.
phonetic symbols. home iv. college
2 Share the transcription in pairs for v. pleasant
comments. vi. colonel
vii. grandeur
3 In groups, transcribe the following
viii. garage
words into phonetic symbols:
ix. chore
i. church ii. tough
x. onion
iii. measure iv.
driving 2 Discuss in groups the correct
pronunciations of the words.
v. dangerous
3 Discuss the correct pronunciations
4 Individually, transcribe the
as a class.
following words into phonetic
symbols: TIPS
i. push • Use British English and not
ii. through American dictionaries because the
iii. sheet iv. American dictionaries use different
few phonetic symbols from the IPA.
v. phonetic • You can use online dictionaries.
5 Share your work with members of You can also use cell phones that
your group. have a dictionary facility.

Tips Task 5: Practising the teaching of

• Produce and listen to each phonology
sound of the word and choose a) Watch your lecturer model
the right phonetic symbol in the teaching phonology.
process of phonetic b) In groups, using the phonetic
transcription. key, investigate English speech
• The transcribed word should be sounds that are not found in
placed between two slashes / /. some local languages.
c) Identify some English words

10
 that contain the speech sounds 4 Explain the importance of
that are not found in a understanding the phonetic key.
particular local language. 5 What are the elements of the
d) Discuss how you can assist phonetic key?
learners to pronounce the 6 How would you know the correct
words correctly. pronunciation of a word?
e) Prepare a mini-lesson to teach 7 Transcribe phonetically the
learners to pronounce the following words:
words correctly. Consider i. world ii.
learners with hearing and jumped iii.
speech problems. smooth iv.
f) Present the mini-lesson to the naughty
whole class. v. judgment vi.
g) Evaluate as a class the worshiping
minilesson after each group Glossary
presentation. consonants: speech sounds that are
produced by blocking air passage.
Summary
diphthongs: vowel sounds that have
In this topic, student teachers have
two different sounds.
been exposed to the study of speech
Heteronyms: words that have the same
sounds of a particular language,
spelling but different pronunciation.
which is called phonology. Phonology
homophones : words that have
is important because it helps learners
different spellings but same sounds.
to pronounce words correctly. Student
lexicon: words used in a language
teachers have also discussed the
or by a person or a group
phonetic key, which consists of
of people.
symbols that represent different
monothongs: Vowel sounds that
sounds. Student teachers knowledge
have one distinct sound. phonetic key:
of the phonetic key will help them to
all the symbols together that represent
teach learners how to pronounce
speech sounds.
words correctly and guide the learners
phonetic transcription: :using
how to use the dictionary properly to
symbols to represent sounds of words.
help them pronounce words correctly.
phonology: the study of speech
Reflection and assessment sounds of a particular language.
1 Define phonology. vowels: speech sounds that are
2 Why is the teaching of phonology produced without blocking the air
important? passage.
3 What is the difference between
References
heteronyms and homophones?
MIE(2008). Initial primary teacher
education: English students’ book.
11
Domasi: MIE. 2017 from
MIE(2008). Initial primary teacher [Link]
education: English tutors’ handbook. sh/lessons
Domasi: MIE. Phonetic key. Retrieved on 7 April,
Homophones. Retrieved on 7 April, 2017 from [Link] quora. com
Further reading Heteronym homepage www-
Phonetic symbols [Link]>-cellis>hete…
[Link]>ling115>phoneti
cs
Phonetic symbols for English [Link].>home>wells>ph.

12
Topic 12: Teaching of pre-writing activities
writing materials develop eye and
Time: 4 hours hand coordination, hand muscle
flexibility, neatness and desire for
Introduction writing.
In this topic, you will explore the There are ways to identify if a learner
teaching of pre-writing activities. You is not yet ready for independent
will learn how to incorporate these writing. If learners show that they
activities into your teaching to help have messy handwriting, they still
learners with the fundamental skills need more practice on developing neat
they need to be able to write. The use and legible writing. Learners may
of pre-writing activities prepares show that they are unable to control
learners to become independent the pencil when drawing or coloring.
writers. When the learners hold the pencil with
a strange grasp, it also helps the
Success criteria teacher to know that they need more
By the end of the topic, you must be preparation. Teachers can help these
able to: learners develop better writing skills
• schematize how children develop by first allowing them to make letters
writing. and numbers in the air using their
• describe pre-writing activities. fingers. Once learners are familiar
• use different pre-writing activities with shapes they get accustomed to
effectively. hold an object in their hands. Teachers
can allow learners to use sticks to
Background Information make letters and numbers in the sand.
Once the learners are comfortable with
Writing is one of the most important
the sticks, teachers can ask them to
skills in literacy development. Before
begin using pencils. The learners
learners begin writing a single word,
should start by tracing letters and
they need a lot of preparation and
numbers that the teacher has written
guidance on how to use and control
in their workbooks. Once the learners
the pencil. Learners must first learn
have mastered this, the teacher can
how to properly use writing tools
then tell the learners to work on
through the use of practice activities.
drawing simple lines and shapes. The
Afterwards, the learners will also need
teacher should demonstrate how to
to know that writing follows a certain
make these simple lines and shapes on
direction, and that it is meaningful.
the chalkboard first. Then, the teacher
One important way of getting learners
can progress on letting learners to
to write is by involving them in
write a letter until they are able to
practice activities known as prewriting
build up and write a word and then a
activities. These pre-writing activities
sentence.
help learners to know how to hold
13
Drawing lines, circles, squares,
rectangles and triangles

Drawing objects, animals, such as the

birds below using lines and circles

Drawing patterns Making letters and numbers with sticks

Making numbers/letters with their bodies

Modelling letters and numbers

14
Tracing letters and numbers with consonants especially
those in their names. There is
usually no spacing or
directionality. They lack
soundto-symbol
correspondence between the
words they are writing and the
letters they use. Pencils and
ruled paper can be used.
• Transitional/writing via
invented spelling: Children
begin to match spoken words
and print. The concept of words
begins to develop. They also
start to be aware of spaces
Stages of developing writing in separating words. They start to
learners write with beginning and
• Preliterate/ drawing and ending sound. They may also
scribbling: Children grasp start to spell high frequency
pencil or crayon with a full fist. words correctly. Vowels may be
The child is exploring space and inserted into words. They write
form. Thick markers, crayons words as they sound e.g.
and unrolled paper are good book=buk, school=skul
writing materials for this stage.
• Fluency/ conventional spelling:
• Early emergent/ letter-like Children spell most words
forms: Children start to display correctly with a reliance on
their understanding that phonics to spell longer words.
writing involves the use of They start to use punctuation
symbols to convey meaning. marks correctly, and capital and
The teacher can now introduce small letters in correct places.
shapes and figures. Markers, Handwriting becomes easier
crayons and plain paper remain and writing becomes automatic.
good materials at this stage. As children progress through
these stages, it is important for
• Emergent/ random letters or teachers to give the learners
letter strings: Children begin opportunities for writing and

15
 share their work with others. b) Identify pre-writing activities that
Display learners’ work on promote the following skills:
classroom walls. Ask the neatness, coordination, muscle
learners to read their work. flexibility, and desire for writing.
c) Present your findings in a table on
Activity 1: Discussing stages of chart paper for a gallery walk.
developing writing
1 In groups, carry out an Tips
investigation on the stages of • Use standard 1 learner’s books
developing writing by searching from both, the old and new
information in the library and curriculum.
internet.
• Display examples of the
2 Think back to your childhood prewriting activities through
experience and reflect on your illustrations or models.
primary school years. How did
Activity 3: Demonstrating teaching
you learn to write?
pre-writing activities
3 Observe primary school learners. a) Watch your lecturer model
What stage of developing writing teaching pre – writing activities.
are these learners at?
b) Prepare a mini lesson on prewriting
4 Explain the importance of each
activities using an activity you
stage of developing writing. found in the standard 1 English
5 Present your work in plenary. book and teach your fellow student
teachers.
Tips c) Incorporate a locally available
• Make sure that the groups of resource to use during the mini
student teachers are composed lesson.
of males and females. d) Peer review lessons during
• Advise student teachers to ask presentation.
peers to share their experiences.
• Advise student teachers to keep Tips
record of their findings to share • Use learner centered teaching
in class. methods such as demonstration
and pair work when micro-
Activity 2: Describing pre-writing
teaching.
activities
a) Using standard 1 English Teachers’ • When observing the lessons
Guide and Learners’ books, prepared by your classmates,
identify which activities in the identify the writing skills that
books are pre-writing activities. the pre-writing activities
address.

16
Summary Transitional: spelling stage at which
The topic has discussed stages of the child starts to rely
developing writing in learners and on visual
associated pre-writing activities. The representation and
stages are pre-literate, early emergent, understanding of word
emergent, transitional and fluency or structure.
conventional writing. It has also References
provided the importance of teaching MOEST, (2009). IPTE Through ODL
pre-writing activities that they help English Module 3. Lilongwe: MOEST.
children to develop eye hand IPTE, (2008). IPTE English Tutors’
coordination, hand muscle flexibility, Book. Domasi: MIE
neatness, and desire for writing. The Reading Rockets. (2013). How Writing
activities include drawing patterns, Develops. Retrieved from
shapes, letters and numbers; making [Link]
shapes, lines, letters and numbers
using sticks and their bodies. The Further reading
knowledge and skills acquired from Betsi Cadwaladr University Health
the topic will help teachers on how to
Board: Prewriting skills
use pre-writing activities in order to
[Link]
effectively help children learn to write.
lus/documents/861/PreWriting%20Skill
Reflection and assessment [Link]
1 Define pre-writing activities?

Topic 13: Syllabus, schemes, lesson plans and records of

2 Describe any four pre-writing
activities in which learners can be work
involved? Time: 4 hours
3 Why is teaching pre-writing
activities important? Introduction
4 What are some locally available The Syllabus, Schemes of work,
resources that you can use to Records of Work and Lesson Plans are
teach pre-writing activities? important documents in the teaching
of language learning and literacy in the
Glossary
Initial Primary Teacher Education
conventional: acceptable
(IPTE) in Malawi. They should be
emergent: coming into invented
taught to suit the current trend in the
speller: child who attempts to
preparation of primary English
use their own judgments about
teaching system. Student teachers
spelling. pre-literate: not yet
must be told to focus on the before,
developed literacy.
during and after progression of the

17
lesson cycle. It is from this background It is also important for student teachers
that student teachers must have the to understand the definitions of the
knowledge and skills of interpreting Syllabus, Schemes of Work, Records of
the content in the primary English Work and Lesson Plan. A Syllabus is
syllabus, teachers’ guides and learner’s defined as a document that outlines
books to their everyday lessons as they topics or concepts of a period to be
undergo teacher training course. covered in a particular curriculum
with a particular class.
Success criteria
By the end of this topic, you must be
able to:
• describe contents of a syllabus,
teachers’ guide and learners’
book.
• interpret the syllabus into
schemes of work.
• write systematic lesson plans and
lesson notes.
• complete records of work.

Background information
Knowledge of the Syllabus, Schemes of
Work, Records of Work and Lesson
Plans is very important for proper
implementation of primary school
English curriculum. This is why it is
important for student teachers to have
an understanding of the Syllabus,
development of Schemes of Work,
Records of Work and Lesson Plans.
Student teachers should learn to
design lessons in a way that will
enhance effective and proper
acquisition of knowledge and skills by
learners. The student teachers should
ensure that learners are engaged in a
variety of hands on activities in
English lessons. This will minimize the
challenges student teachers face when
writing Schemes of Work, Records of
Work and Lesson Plans.
18
19
Sample of the syllabus showing its components
Assessment Success criteria Topic/Theme Suggested teaching, Suggested teaching, Suggested teaching,
Standards learning and learning and learning and
assessment activities assessment assessment resources
methodologies

20
We will know Student teachers
this when must be able to: . • individual/pair/g
student roup work
teachers are • mention Introduction • demonstration • pictures/drawings
able to: people’s names naming people
• discussion (raised pictures)
• socialize and their and describing
• role play • stories
others relations their relations
Commands • teacher • observation
giving
prohibitions to observation • checklist
• give
others, eg: Don’t • teacher
prohibitions/
make noise@ observation
negative
responding to • peer assessment
commands
prohibitions • explanation
appropriately • miming
• respond
• self assessment
prohibitions
• express and expressing wants,
Attitudes • individual/pair/g • pictures/drawings
find out • express wants and feelings eg:”what do you
attitudes, roup work (raised pictures)
want…”
feelings and • demonstration • stories
thoughts expressing • discussion • observation
• express
happiness/ happiness • role play • cheklist
unhappiness verbally or • teacher
through facial observation

21
ask for and state what their expressions, e.g: teacher
give friends would I’m happy today observation peer
information like to be assessment
asking for explanation
information, miming
eg:”where does a self assessment
farmer work?”, think-pair-share
“where does a
doctor work?”
“who works in a
store?”

stating what their

friends would like
to be in future

A scheme of work is an interpretation of the syllabus, that is to say breaking the topics into teachable units. It
comprises week and dates, success criteria, planned activities, teaching, learning and assessment methods, teaching,
learning and assessment resources and references.

22
Sample of English schemes of work for Standard 2
Week and Success criteria Planned activities Teaching, Teaching, learning References
dates learning and and assessment
assessment resources
methods
1 Learners must be Unit 3:What I can do
able to: with friends
16-10-17 • answer Lessons 1-10 Pair work Food or anything that Malawi Institute of
comprehension Listening and speaking can be shared Education (2017).
questions Learning new words. Demonstratio Pieces of paper English Teachers’
• express • Answering n Guide for standard
to feelings. comprehension Word cards [Link]: MIE
• express question Question and Sentence charts Pages …
approval • Expressing feelings answer Chair Malawi Institute of
• express Reading Group work Education (2017).
disapproval Discussion Learners’ books English Learners’
• Predicting content of a
book for standard
story
Individual Learners [Link]: MIE
• Saying names and
• make work
sounds of letters f and
predictions Story charts Pages …
20-10-17 n, i and b
about a story • Reading decodable
using picture.
words, sentences, and
• say names and story.

23
 sounds of • Reading sight words
letters f and n,
i and b. Writing
• read decodable • Completi-ng words
words, with f and n, and
sentences and sentences
story.
• read sight • Writing sight words
words. and sentences.

Reviewing
• complete
words with f
and n, and
sentences

write sight words

and sentences.

24
25
Lesson planning
A Lesson Plan is a pre-arranged structure of important ideas to be presented during
lesson delivery. It is supposed to be prepared in advance before the actual lesson
delivery. It is very important for every teacher to write a Lesson Plan because of the
following reasons:
• It guides the teacher on how and when to use the teaching, learning and
assessment resources.
• It is a reminder to the teacher on the logical sequence of ideas to be presented.
• It gives the teacher confidence and guidance in the process of teaching and
learning.
• It serves as evidence to the education authorities that the teacher is doing
his/her job as required.
• It is a basis for constructive advice from the education advisors.
Components of English Lesson Plan
A lesson plan consists of the following components:
Preamble: This component contains; class, learning area, unit and lesson number,
date and time.
Success criteria: This shows observable changes in behavior that will be noticed after
the lesson.
Teaching, learning and assessment resources: These are resources that are used to
facilitate the teaching and learning process.
Introduction: This is a part of a lesson that prepares learners for the lesson. It is
therefore important that a good lesson introduction should motivate, gain the
attention and be interesting to the learners.
Developmental steps: These are the main step of the lesson body. The steps include;
the activities and methods that facilitates the learning process.
Conclusion: This is a component of the lesson plan, where the teacher shows how he
or she will conclude a lesson. A good conclusion should provide a recap of the main
ideas of the lesson.
Lesson evaluation: This is where the teacher reflects as to what transpired in the
lesson. This is done by providing the success, the challenges and way forward for the
challenges.
Factors to consider when writing the Lesson Plan
When writing the lesson plan, we need to consider the schemes of work, the nature
of the activities in the lesson, and the amount of time given to the activities.
• Schemes of Work: The Lesson Plan must draw from the Schemes of Work
because the Schemes of Work are an interpretation of the Syllabus. This links
your lesson to the Syllabus; as such, you cannot teach something outside the
prescribed curriculum.

26
 • Nature of the activities in the lesson: This considers how the activities will be
conducted (for example, group work, pair work, individual work or whole
class), what the purpose and objective the activity is, and what resources are
needed to do the activity.
• Time: Teachers should consider allocating more time to difficult activities and
less time to simple activities.
Different learning areas have slight differences in the way their lesson plans are
written but the basic principles remain the same across the learning areas. English as
a learning area also differs slightly from other learning areas’ lesson plans because of
the skills that are taught in it. Student teachers therefore need to follow the
recommended format when writing English lesson plans.
This lesson sample represents a general outline of an English lesson plan. However,
there are some formats such as scripted lesson plans, compact lesson plans and
lesson notes that have similar components with slight differences. All of these types
of lesson plans are drawn from this general format. As such lecturers, must guide the
student teachers to explore and differentiate these other lesson planning format
(scripted, compact and or lesson notes) using the primary school materials i.e.
English teacher’s guides and Teacher Resource Handbooks.
Sample of English Lesson Plan for standard 2

UNIT 2 Clean Food: Oral Language and Phonics Lesson 2

Success criteria
Learners must be able to:
• express their feelings
• say the names and sounds of the letters e and g
• read decodable words
Suggested resources (in addition to the learner’s book)
different food items, letter cards, word cards

Introduction (2 minutes)

Ask learners to identify different food items using the structure What is this? It is a ...
and What are these? They are ... for the singular and plural items respectively.

Activity 2.2.1 Oral language: Expressing likes (10minutes)

Say: Now we will talk about the food we like. Talking about the food we like helps our friends
to know what they can share with us. I will tell you the food I like. You will tell me the food

27
 you like. Then you will tell your friends the food you like.

• Display different food items. Pick one fruit and say: What food do you like?
I like (bananas/potatoes/mangoes).
• Invite a learner to the front to pick one fruit. Say: What food do you like?
Help the learner to answer: I like ___ [mentioning the name of the food
item].
• Repeat with other learners and different food items.
• Ask and answer together with the rest of the class: What food do you like? / I
like ___.
• Take turns with learners to ask and answer.
• Watch and listen to the learners and help them to do it correctly.
• Let the learners ask and answer their partner: What food do you like? / I like
___.
• Walk around the room to check that they are doing it correctly and help
those who need support.
• Ask some pairs to show the class what they were doing.

Phonics: Saying names and sounds of letters e

Activity 2.2.2 (8minutes)
and g
Say: Now we will say the names and sounds of letters. I will say the names and sounds of the
letters. We will say the names and sounds of the letters together. Then you will say the names
and sounds of the letters on your own.
• Write the capital E and small e on the chalkboard.
• Point to the letter and say: The name of the letter is e and the sound of the
letter is /e/.
Point to the letter and ask the learners to say with you: The name of the
letter is e and the sound of the letter is /e/.
Ask the learners to look in their books at page 8 Activity B and to point to
the letter e and say: The name of the letter is e and the sound of the letter is /e/,
in groups, in pairs and individually.
Do the same with letter Gg.

Activity 2.2.3 Phonics: Reading decodable words (8 minutes)

28
Say: Now we will read words using the letters e and g. I will read the word. We will read the
word together. Then you will read some words on your own.
• Write the letters m, e and t on the chalkboard separately. Write the word
met beneath them, as on page 8 Activity C of the learner’s book.
• Point to each letter one at a time and say: /m/ … /e/ … /t/. Then swipe
your finger under the word met and read it fast: met. Repeat.
• Do the same with the word gas.
• Ask the learners to look in their books at the first word on page 8
Activity C.
• Ask them to point at each letter one at a time and say with you: /m/…/e/
.../t/. Then they swipe their fingers under the word as they read fast with
you: met.
• Watch and listen to the learners and help them to do it correctly.
• Repeat the first word together then continue with the remaining words.
• Ask the learners to read the letter sounds and the word again, this time
on their own as a whole class, in pairs, or individually.
• Walk around the room to check that they are doing it correctly and help
those who need support.
After the learners read the words on their own, ask them to look at the pictures on
page 9 Activity E. With aid from the local language talk about the meaning of each
word and check and clarify the learners’ understanding.

Conclusion (2 minutes)

Ask the learners to mention names or other words they know that begin with the
letters e and g.

TEACHER REFLECTION

Write your observations in the evaluation section of your lesson plan.

1 For each of the success criteria for today’s lessons, approximately how many or
what percentage of learners have achieved them?
2 Which success criteria do the learners appear to be struggling with the most?
3 What will you do to address their difficulties?

Sample Compact Lesson

29
UNIT 12 Keeping friends:
listening comprehension Lesson 3

Success criteria
Learners must be able to :
• use new words.
• answer questions about a text they have listened to.
Suggested resources in addition to the learner’s book
materials for teaching okay, apologies and hug
Introduction (2 minutes)
Ask learners what they remember about the story they listened to in the previous day.
Activity 12.3.1 Vocabulary: using new words (7 minutes)
Follow I Do-We Do-You Do approach (i.e. model for learners, practice with learners, support
as learners demonstrate understanding on their own) to guide the learners use these new
words in sentences: okay, apologies, hug. Use the local language briefly when learners
struggle with understanding.
Activity 12.3.2 Read aloud: listening to a story (10 minutes)

Repeat Activity 12.1.2

Activity 12.3.3 Comprehension: answering questions (8 minutes)

Repeat Activity 12.1.4

Conclusion (3 minutes)
Tell learners to demonstrate understanding of the new words they have learned in lessons 2
and 4

Sample lesson notes

Class : Standard 2

Date : 27th November, 2017.

Time : 7:30 – 8:00 a.m.

Subject : English

Lesson : Unit 2 lesson 1

Success criteria
Learners must be able to:

• greet others formally

• respond to greetings formally

30
 • ………………………………….
Teaching, learning and assessment resources

• Pictures of people greeting each other formally, ……….., ……………….

Introduction
Ask learners how they greet each other
Developmental steps Activity
1
• ……………………………………(what and how it will be modeled)
• ………………………………(what and how a teacher and learners will do it)
• …………………………………(what and how learners will do it on their own)
Activity 2
• ……………………………………(what and how it will be modeled)
• …………………………………(what and how a teacher and learners will do it)
• …………………………………(what and how learners will do it on their own)
Activity 3
• ……………………………………(what and how it will be modeled)
• …………………………………(what and how a teacher and learners will do it)
• …………………………………(what and how learners will do it on their own)

Lesson evaluation (Reflection)

Successes Challenges Way forward

31
Sample General Lesson plan for English 5

Standard : 5
Date : 12/04/17
Time : 7:30 to 8:00 AM
Subject : English
Lesson : Unit 2, lesson 9

Success criteria
Learners must be able to:
• make polite request
• respond to requests politely complete a dialogue
correctly.
Teaching, learning and assessment resources
Pens, pencil, learners, learner’s books

Teacher Activities Learner Activities

Introduction
Introducing oneself and others
• Call three learners in front of the class. • Going in front of the class
• Pair with one of the learners and ask • Pairing and listening
the remaining to do the same. • Responding to the greetings. For
• Greet one of the learners in the other example, Good morning Mr. Phiri.
pair and introduce a learner you are I am Chimwemwe and this is my
with. For example, Good morning. I brother Vitumbiko.
am Phiri and this is my learner • Practicing introducing oneself and
Chimwemwe. others in pairs.
• Ask learners to introduce oneself and
others.
Developmental steps
Step 1. Making and accepting
requests politely. • Responding properly. For example,
• Call a learner and say: Good morning. “yes please or here you are”
May I borrow your pencil please? • Participating and observing
• Demonstrate with several learners in Practicing in pairs.
front of the class.
• Ask all learners to practice in pairs. • Demonstrate making and
• Call some pairs to come in front to accepting requests in front of the
demonstrate making and accepting class

32
requests.
Step 2: Making and rejecting request

33
 politely Responding politely for example; I
• Call on a learner and say’ “good am sorry, you can’t, ‘I am using
morning. May I borrow your ruler it.’
please?” Demonstrating with the teacher in
• Demonstrate with several learners front of the class and watching
in front of the class.
• Instruct all the leaners to practice
in pairs Practicing in pairs
• Ask some pairs to come in front
and demonstrate. Demonstrating in front of the class
Step 3: Completing a dialogue while others are watching
• Ask learners to open their books at
page 18 and go over exercise A
orally with the learners. Opening English text books at
• Demonstrate how to fill the blank page 18 and going over exercise
spaces correctly. A orally with the teacher.
Observing filling in the blank
• Ask learners to copy the exercise
spaces
in their note books.
Copying the exercise into their
• Ask learners to read their answers
note books.
to the whole class.
Reading their responses to the
• Point at the mistakes and ask the
whole class
learners to make corrections.
Making corrections
Conclusion
• Ask some learners to come in front
of the class to show making and
Demonstrating making and
accepting or making and rejecting
accepting or making and rejecting
requests politely.
requests politely.
• Give learners homework.
Copying the assignment

Lesson Evaluation
Successes Challenges Way forward
A good number of • Insufficient • Collect or prepare a
students responded resources. variety of resources.
to commands • Activities were not • Planning should be
correctly. well timed. thoroughly done
before teaching.
It is important for the student teachers
to know that none of the activities

34
from the lesson should be taken as an you leave the class and another
introduction. The introduction can be teacher takes over.
taken from the previous lesson or you • Help the Ministry of Education
may formulate your own. When officials and supervisors to check
preparing a lesson plan, consider what learners are learning.
having more than two developmental Components of Records of Work
steps. Records of work have two columns.
This lesson sample represents a These columns include outcomes and
general outline of an English lesson remarks.
plan. However, there are some formats Outcomes column: This is a column of
such as scripted lesson plans, compact records of work that shows a reflection
lesson plans and lesson notes that have of what learners are able to show as
similar components with slight evidence that teaching and learning
differences. All of these types of took place. The Statements in this
lesson plans are drawn from this column should be written in present
general format. As such lectures, must tense. It is also important to realise
guide the student teachers to explore that outcomes should not be a mere
and differentiate these other lesson transfer of planned activities and that
planning format (scripted, compact they should be realistic. Remarks
and or lesson notes) using the primary column: This is a column of records of
school materials i.e. Standard one work where teachers indicate what
English teacher’s guide and Standard learners have done well, failures and
1 Teacher Resource Handbook. suggested way forward. Teachers
must include their failures and what
RECORDS OF WORK they will do to avoid
Record of work refers to the teaching, recurrence of the same
learning and assessment activities that
shows exact work that a teacher has Sample Records of work
covered in the lesson. It always has
REMARKS
two components: outcomes and
OUTCOMES
remarks.
Importance of records of work Learners are able The lessons
• Show the successes and failures to: were………………
and what should be done to • …………… ……………
rectify them. …………… ……………………
…......... ……………………
• Remind the teacher of the work
which has not been covered. • …………… …...
……………
• Enable the teacher to make
………
smooth handovers with when

35
 b) Discuss the components of the
Schemes of Work.
c) Practise writing Schemes of Work.
TASKS For student teachers Task 1:
Discussing contents of the Tips
syllabus • Assign student teachers topics to
1 In groups, identify all the write Schemes of Work
components of the syllabus. individually.
2 Discuss the components of the • Use self and teacher assessment.
syllabus. • Use Syllabus and teachers guides
3 Present to the whole class your and learner’s books.
findings.
Task 3: Discussing components of a
Tips
Lesson Plan
• Use self-assessment and
a) Brainstorm the meaning of
discussion.
Lesson Plan.
• Consider learner diversity.
b) Discuss the importance of the
Task 2: Discussing contents of the Lesson Plan in the teaching of
learners’ books and English.
teachers’ guides c) Discuss with the students the
1 In groups, identify the structure components of the Lesson Plan.
of the learners’ book teachers’ Tips
guides • Use sample lesson plan
2 Discuss the structure of learners’ provided.
books and teachers’ guides • Consolidate the activity.
3 /.,hgfdsaDiscuss the relationship • Use schemes and teacher’s
of the leaners’ book and teachers’ guides and learner’s books to
guide refer to what is supposed to be
4 Present to the whole class your written under each component
findings. of the Lesson Plan
Task 4: Comparing formats of
TIPS Lesson Plans
• Use self-assessment and 1 Compare and contrast the general
discussion. English lesson plan, fully scripted
• Consider learner diversity. lesson plan, compacted lesson plan
and lesson notes.
Task 2:` Practising writing Schemes 2 Present your findings to the whole
of Work class
a) Identify the components of the
Schemes of Work.

36
3 Individually prepare an English 6 Display your work on the wall for a
Lesson plan for standard 1 from gallery walk.
given topics.
Tip Explain to
student teachers on how they should
use the Schemes of Work and Lesson
Plans to complete the Records of
Work.

Tips Summary
• For the fully scripted lesson plans, The topic has exposed student teachers
and lesson notes, use Primary to components of Syllabus, Schemes of
school standard 1 English teacher’s Work, Records of Work and Lesson
guides. Plan. The components of a syllabus are
• You may also visit a nearby school assessment standards, success criteria,
and see how standard 1 teachers topic/theme, suggested teaching,
write their lesson notes learning and assessment activities,
• Consider those student teachers methodologies and resources. The
with diverse learning needs. components of Schemes of Work are
• Involve both male and female week/dates, planned activities,
student teachers. teaching, learning and assessment
• Provide Lesson Plan of lower and methods and resources and references.
upper classes. The components of Records of Work
are outcomes and remarks. The
Task 5: Completing Records of components of a Lesson Plan are
Work preamble, success criteria, teaching,
learning and assessment resources,
1 Brainstorm the meaning of records
introduction, development steps,
of work
conclusion and lesson evaluation.
2 Discuss the importance of the
Student teachers have also practised
records of work in the teaching of
writing Schemes of Work, Lesson Plan
English.
and completing Records of Work. The
3 Discuss with the students the
knowledge and skills gained in the
components of the records of work.
topic will help teachers to prepare the
4 In groups, discuss how to complete teaching documents well for effective
records of records. lesson delivery.
5 Complete the Records of work
from the Schemes of Work and Reflection and assessment 1
Lesson Plans you developed in Define a syllabus.
tasks 2 and 4 on chart paper.

37
2 Outline the components of a
schemes of work.
3 Why is it important to complete
records of work?
4 Explain the importance of
filling a lesson as soon as you
finish teaching.

Glossary
Syllabus: document which outlines
topics to be covered in a
particular curriculum
with a particular class.
schemes of work:
interpretation of the
topics in the syllabus.
lesson plan: pre-
arranged structure of
important ideas to be
presented during lesson
delivery. records of
work: records of what a
teacher has taught.

References
Malawi Institute of education
(2008).IPTE English lecturers’
[Link]: MIE. Ministry of
Education Science and Technology
(2014).National Reading Strategy, 2014-
2019: Lilongwe, Malawi.

Further reading
Malawi Institute of Education
(2005).Literacy and language teachers’
guide for preparatory class. Domasi:
MIE.
Sesman, B (1997). How to teach
English. Oxford: Oxford University
Press.

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