ENGLISH MODULE 2 INITIAL PRIMARY 5.

Helps learners to discuss or debate about

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

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 2. Fill in blank spaces as they listen 1. It helps learners to develop literacy because it
3. Write down the answers to the questions aids writing
4. Watch a video and later fill a comprehension 2. Assist to have good/sound foundation for
exercise or ask for clarification further education

What is the procedure for teaching a poem, songs, Mention the reading methods
lyrics
Look and say, phonic, syllabic and alphabetic
1. Have a poem with gaps
2. Read the poem to the learners Look and say method
3. Ask learners to fill in the gaps as they listen to It is also known as the whole word approach. This is
the poem the method of reading in which learners look at the
4. Confirm if the answers are correct together whole word and recognize it.
with the learners
State the importance of pre-reading activities
TOPIC 2
1. Arouse interest
METHODS OF TEACHING READING 2. Motivate learners to seek meaning in what
What is reading? Is a process of making meaning from they see/ hear
print that involves word recognition, comprehension, 3. Prepare learners for actual reading
fluency and motivation. Mention the resources needed to teach reading
State two approaches to reading instructions Name cards, pictures, real objects, flash cards
1. Phonics What are the guidelines for teaching using the look
2. Whole word approach and say method?
What is whole word approach? This involves 1. Let the learners see the word,
recognition of words as whole units without breaking 2. Hear the pronunciation of the word
them down into sounds or letter grouping 3. See the picture or sentence referring to the
Phonics approach , involves reading of words by word
splitting it. It involves identification of letters, sounds 4. Let learners repeat reading the whole word
represented by letters, forming words and writing accompanied by a picture or real object
words by combining sounds or letters. (teaching reading and meaning at the same
time)
Name the 5 components in the teaching of reading 5. Letters are not broken

1. Phonological awareness What are the advantages of look and say

2. Alphabetic principle
3. Vocabulary 1. Reading and meaning are easily learnt at the
4. Fluency same time
5. Comprehension 2. Learners remember the size and shape of the
words
Importance of reading

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

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

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

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

TOPIC 4 is used before learners read the story.

TEACHING OF READING SKILLS Procedure for teaching skimming

Why should the reading skills be taught to 1. The teacher writes questions on the
student teachers? chalkboard. The questions should cover the
whole text.
1. To equip them with knowledge on how to 2. The teacher will ask the learners to answer
assist learners in the acquisition of the the questions. As learners answer the
reading skills questions, they discover main points of the
2. To help learners in primary schools improve in text.
reading. 3. This skill involves silent reading.

Mention the reading skills; Predicting skill

1. Scanning Is making informed guess about the text that

2. Skimming learners are going to read which can either be
3. Predicting refuted or confirmed after reading.
4. Fast reading
5. Word guessing Procedure for predicting
6. Critical thinking
1. The teacher can ask learners questions from
Describe the reading skills; the illustration of the story or title and some
sentences before reading the story.
Scanning skill 2. Learners are supposed to confirm or refute
their guesses after reading the text.
Is reading for specific information, such as words,
3. The teacher should write the predictions on
phrases, and sentences from a given text.
the board and learners will prove on their
Procedure for teaching scanning; own if their predictions were right.

Fast reading skill

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

Procedure for fast reading

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

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

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Imagine you want to introduce the word “ruler”

1. The teacher brings the real ruler Word wonder

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

Simulating real experience How this can be done;

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

Use of morphemic patterns Mention the stages in which questions are asked
in the teaching of language skills especially
Use of morphemic patterns is a technique where reading.
a teacher uses prefixes to help learners build
meanings of words. 1. Before reading to create curiosity in learners
and develop a desire to read the text
What are morphemes? 2. During reading to guide learners on what
Morphemes are prefixes, roots, and suffixes, information to look for when they are
which are meaningful parts of words; reading.
3. After reading to help learners to check their
Word prefix Root suffix understanding of the text.

returned re Turn Ed Why do teachers ask questions?

treatment Treat ment 1. To involve learners in a lesson

2. Increase motivation
Missing Miss ing 3. Assess learners
4. Develop learners’ critical thinking
informed Inform Ed
5. Promote independent learning
uninteresting un Interest ing

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Why should a teacher be able to formulate This questioning is of low order
different types of questions? e.g. a. Is your father a farmer?
b. Do you eat vegetables?
1. Assessment
2. Help to accommodate learners of diverse 2. A or B questions
learning styles and needs In this type of questioning there are
two alternatives where learners
Mention the different levels of questions. choose the correct . For example:
1. Low order questions/ recall and knowledge Will you eat nsima or rice? YES or NO
questions. Is a low order level of questioning

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

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

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 3. When a positive statement wit a simple 5. Argumentative
present tense is given, the question tag
should be in simple present tense
4. When a positive statement with a simple
past is used , the question tag will be in Briefly explain different types of writing
simple past 1. Creative writing; one write a text based on
5. When the statement has an infinitive verb imagination. The main creative writing include
like ‘can come’ the question tag will use the short stories, plays, cartoons and poems. Its
auxillary verb only like ‘ can’t they’ main objective is to make the audience enjoy
the final piece of writing. It is appropriate for
6. Multiple choice questions upper classes.
Is when more than two alternatives are
offered for learners to choose the correct What are the stages involved in creative
one. The level of questioning is low order writing?
because there is one possible answer and a. Selecting a topic- learners can select a
no explanation, e.g. The capital city of topic of their own interest
Malawi is ____ b. Generating ideas- after selecting the topic
A. Mzuzu C. Zomba learners must generate and organize
B. Blantyre D. Lilongwe ideas to be included in the piece of
writing

TOPIC 7 c. Proofreading- learners should check the

TYPES OF WRITING written work and correct any errors and
verify if the ideas that were generated are
What is the importance of learning the writing skills? well presented.
1. Develop writing skills

What is the procedure for teaching writing activities? d. Editing – is when learners improve their
1. Oral preparation piece of writing by refining it while
Discuss all language items with the learners. checking for the finest details such as
This will help them to know what to do. spellings, punctuation and grammar.
2. Individual/ pair/ group writing
Ask your learners to write an exercise. You are 2. Narrative writing- a spoken or well written
free to choose how many language items your account of events. Learners will tell the
learners can write. This can be done within or events of a story. Narrative writing is
outside the lesson. developed by arranging in time the events
that constitute the story, starting from the
Mention the different types of writing skills. beginning, middle and end. Sometimes it
1. Creative flows in a reverse order, starting with the end
2. Narrative and turns back to the beginning and middle
3. Informative (flashback)
4. Descriptive

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 developmental paragraph must address a
3. Descriptive writing- involves describing specific area of the content.
something, someone, or a place in a way that
shows the reader rather than tells. It uses c. Voice- one’s enthusiasm and interest
concrete sensory [Link] is also known as must bring the topic to life. One must
showing writing. control tone appropriately and
consistency to bring out the correct effect
What are the two types of descriptive of the content.
writing;
d. Word choice- one must choose the
a. Objective descriptive writing- in which it correct words that suits the level of the
reports accurately about the appearance learners in a more powerful and
of an object. interesting manner.

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

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

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 l. Re-writing sentences 2. Guided writing- is when the teacher
m. Filling blank spaces in sentences gives learners what to write and
n. Identifying grammar items in sentences guides them how to write.
Why is it important for student teachers to have
adequate knowledge and skills in teaching types of What are the different techniques involved in guide
writing? or controlled writing that help learners to develop
1. In order to help learners develop the writing writing abilities?
skills 1. Questioning technique
2. Gap filling
3. Picture technique
Why is it important to give learners time to practice 4. Jumbled sentences
writing? 5. Transformation technique
1. Because writing like any other skill is developed 6. Story re-telling technique
through practice 7. Substitution table
8. Dictation
What is the procedure for teaching writing
activities?
What is the procedure for teaching composition or
1. Oral preparation letter writing?
Discuss all language items with the 1. Introduce composition writing little by
learners. This will help them to know little
what to do. 2. Develop compositions in
2. Individual/ pair/ group writing paragraphs( a paragraph should consists
of several sentences that support the
Ask your learners to write an exercise. main idea
You are free to choose how many
language items your learners can write.
This can be done within or outside the Techniques for teaching guided writing;
lesson. 1. Questioning technique – is when the
teacher asks guiding questions on a
State the two ways of engaging learners in writing topic to help learners build their ideas
in a systematic order. The answers to
1. Free writing the questions make a series of
2. Guided / controlled writing sensible sentences making a coherent
paragraph.
Briefly explain the following; For example:
1. Free writing – is when learners are a. What is the name of your friend?
given a chance to write anything they b. Where does she or he lives?
want on a topic of their choice c. How old is your friend?
d. What do you like most about your
friend?

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

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 them to arrange them in a proper order Teachers use substitution tables to
and tell them to write a composition give learners an opportunity to learn
using the proper order how to use new vocabulary and
structures
6. Jumbled sentences technique a. draw a substitution table,
b. write into the table the language
Arrange the jumbled sentences starting items you you’re your learners to
with a topic sentence then supporting practice
points to make a paragraph; c. Provide a substitution table
i. They should wear school uniform d. Ask learners to make sentences from
ii. They should also respect their the table
parents e. The sentences will make a paragraph
iii. Learners must obey and follow f. The sentences should be meaningful
school rules and grammatically correct.
iv. Apart from wearing school For example you want learners to
uniform, they should come to practice comparatives: ‘er’ like (….. is
school early smaller than …..)

The procedure for teaching jumbled sentences

technique
Mercy’ smalle tha Maria’s
a. Provide a story or passage with s car r n
Peter’s Mr.
sentences
house Mbewe’
b. The sentences should not be in order i s
c. Ask the learners to re-order them s bigger
Annah’
when writing their composition John’s
s do
d. ask learners to read the sentences
aloud
e. Let learners be in groups g. What is the difference between a
f. Ask learners in groups to finish substitution table and a matching
ordering of the sentences by identifying table
the second, third and fourth supporting i. substitution has more than
point from the jumbled sentences two columns while matching
g. Walk around and help the struggling table has two only
learners ii. items in substitution table can
h. Ask some groups to present their make many sentences while
work to the class in a matching table you have
i. Listen and give feedback only one possible
combination
7. Substitution table technique iii. number of sentences made in
the substitution table

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 depends on the number of another or , from singular to plural or
items in all columns. In the from one gender to another.
matching table, the number
of sentences depends on
number of items in the first 8. Summary writing
column a. Ask learners to skim the text to
Importance of substitution and identify main ideas using topic sentences
matching tables and major supporting sentences
b. Let learners scan the text in order to
a. they provide context for language make sure that they have got all the main
practice ideas.
b. they promote learners c. Learners can identify main examples
participation given to illustrate the ideas discussed in
c. they add variety to lessons the text
d. they help learners to construct d. Critical/ detailed reading. Learners
sensible sentences should read the text for the main ideas
e. they reinforce mastery of newly and supporting ones. Ask them to write
learnt vocabulary and structures down key words in simple sentences.

Procedure for using substitution and matching 9. Picture technique

tables;
Pictures make up a story.
a. write a table with items on the chalkboard
b. make a sentence from the table as an Procedure of picture technique
example 1. A teacher shows a picture to learners with
c. ask learners to make sentences by reading guiding questions
from the table 2. Learners come up with a composition by
d. ask a question and learners answer by reading answering the questions
a sentence from the table; or
e.g Question: Whose car is bigger than 1. The teacher show learners a series of
John’s? pictures with or without questions
Answer: Mercy’s car is bigger than 2. Learners study the pictures and write a
John’s composition
e. ask learners to write sentences from 3. The teacher can also give a series of
the table. Learners can write in groups, pairs pictures with jumbled sentences and ask
or individually. learners to arrange them in a proper
8. Transformation technique order. This is usually done in lower classes
.
a. Write a paragraph
b. Ask learners to change the structure TOPIC 9
of the story e.g. from one tense to LITERACY ANALYSIS

14
What is literacy analysis? Literacy Mary pass the dish along
analysis is the use of literary terms in different forms The dish for drawing water
of literature. It is the art of identifying and separating
each component of literature. Define a play.
A play / drama is a written work which actors
Mention the four forms of literary genres/literature. perform for the audience. It is a form of literature
1. Poetry that imitates action of human beings in real life.
2. Drama The playwright writes stage directions which
3. Short story explain how characters should look, speak, act
4. Novel and move on stage.

Why is important for student teachers to be State the different types of plays
equipped with knowledge, skills and understanding 1. Comedy – a light hearted play with a happy
of elements in each form of literature? ending and main objective is to make people
laugh.
1. It is because in teaching of English language ,
2. Tragedy – a play that treats a serious theme in
teachers use literary texts
life and ends on a sad note like death of a
2. For teachers to know how to analyze and use
hero
the literary forms and terms
3. Tragi-comedy – a play that combines both
3. In order to handle literature lessons
tragedy and comedy.
4. It promotes critical thinking

Poetry Short story

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

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

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

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