ENGLISH MODULE 2 INITIAL PRIMARY 5.

sHelps 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 they see/ hear
from print that involves word recognition, 3. Prepare learners for actual reading
comprehension, 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
(teaching reading and meaning at the same
words by combining sounds or letters.
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
2. Learners remember the size and shape of the
5. Comprehension
words
Importance of reading

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 3. Learners attain higher reading levels than Syllabic method
using phonics

Disadvantages of look and say method

TOPIC 3
1. Difficult for learners to read new words
2. Difficult to memorize more than 2000 TYPES OF READING
symbols and words
Identify types of reading;
Phonic method- is when learners learn the sounds
1. reading aloud
and blends of letters to form words. It is a way of
2. silent reading
associating letters or groups of letters with sounds
they stand for. It is reading by concentrating on What is reading aloud?
sounds produced by such letters or groups of letters
with the sounds they stand for and pronunciation Is a type of reading where one reads by producing
attached to them. sounds in a voice that is audible. It is mainly done in
standard one and two.
What are the guidelines for teaching to read through
phonics? State the importance of reading aloud;

1. Teach sound of letters 1. Helps teachers to find out reading problems

2. Teach name of the letter such as pronunciation, stress and intonation
3. Teach reading and writing simultaneously in their learners.
4. Teach vowels first e.g. cat, hot, cup, met, pig 2. Teachers detect problems at the very initial
5. Play games to help learners identify the initial stage as the learners try to sound out words.
sound of his/her name and common words 3. Gives learners an opportunity to have their
e.g. baby ,dog pronunciation worked out.
6. Uses all senses if possible 4. Helps learners to develop confidence in word
recognition
Why is guide teaching important in phonics? 5. Helps learners to have the ability to share
important and interesting points from the
The teachers knows what to expect from learners
text they read.
Importance of phonic method 6. It trains learners to stand and express
themselves in public by reading a speech with
1. Help learners to read by sounding out parts of good pronunciation ( that is in upper classes
words according to common pronunciation especially in dialogues, poems and plays)
e.g. ball, baby, book 7. Helps learners to accumulate vocabulary
2. Helps learners to read words already learnt apart from improving fluency.
through look and say
3. Help learners to read the words with similar Limitations of reading aloud are;
sound spelling relationships on their own
1. In chorus reading learners only say the words
4. Makes learners aware of individual letters or
after the teacher without really recognizing
groups of letters in words and the sounds that
them from the book.
these letters commonly have

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2. Learners’ fluency is affected because they State the faulty reading habits in silent reading;
concentrate on how to pronounce at the
expense of their speed. 1. Finger-pointing thus putting a finger on the
3. It leads to dependence as most learners will word one that you are reading.
2. Regression that is movement of the eyes
wait for their friends and teacher to correct
them on sounding the words when they meet back to words that have already been read
a new word. to check them again.
4. It makes learners who are not reading aloud 3. Eye-digression is when the eyes get lost from
to be passive when others are reading the what one wants to read.
text. 4. Sub-vocalization is murmuring the words as
5. It is also difficult to understand the passage one is reading.
5. Whispering is producing soft sound when
being read when learners read the text aloud.
reading.
What is silent reading?

Is when the reader reads the passage for more

details. It is done in total silence without TOPIC 4
producing any sound. Silent reading is mainly
TEACHING OF READING SKILLS
done from standard 3 to 8.
Why should the reading skills be taught to
Things that take place in silent reading are;
student teachers?
1. Pre-reading the text. This involves identifying
1. To equip them with knowledge on how to
the purpose for the reading, making
assist learners in the acquisition of the
predictions about what is to happen, thinking
reading skills
of what you know about the text and focusing
2. To help learners in primary schools improve in
one’s mind on what is to be read.
reading.
2. The reader identifies main ideas and what
details while looking for organizational Mention the reading skills;
patterns.
3. The reader confirms or refutes the predictions 1. Scanning
made earlier on. 2. Skimming
4. The reader makes connections between the 3. Predicting
prior knowledge of the topic as one is reading 4. Fast reading
while asking questions. 5. Word guessing
6. Critical thinking
What should be done after silent reading?
Describe the reading skills;
1. The reader is supposed to confirm his/her
understanding of the text by drawing Scanning skill
conclusions and make generalization based
Is reading for specific information, such as words,
on the text.
phrases, and sentences from a given text.
2. Teachers can ask questions to check
learners’ understanding about the text. Procedure for teaching scanning;

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1. The teacher must ask learners to put a finger Is when learners are given a text to read in a very
on specific words. fast way with the aim of developing speed.
2. Once they have found the specific word ,
phrase or sentence the learner should stand Procedure for fast reading
up and read the sentence containing the 1. The teacher gives a text to the learners to
word. read very fast.
3. The teacher writes the words , phrase or 2. After learners have read the text, they are
sentence that has been scanned on the asked questions to check how much they
chalkboard, for the learners to practice have understood from it.
reading them.
Word guessing skill
Skimming skill
It involves guessing the meaning of words from
Is reading for the main points from a given text. It the context. Learners are supposed to come up
is used before learners read the story. with the meaning of words through guessing
Procedure for teaching skimming before reading the text.

1. The teacher writes questions on the Procedure for word guessing skill
chalkboard. The questions should cover the 1. The teacher encourages learners to guess the
whole text. meaning of words that are simple while the
2. The teacher will ask the learners to answer teacher takes very difficult ones.
the questions. As learners answer the 2. Correct meanings of the words can be
questions, they discover main points of the checked after they have read the text.
text.
3. This skill involves silent reading. Critical reading skill

Predicting skill It is reading for understanding. Critical thinking

involves reading silently and in a more detailed
Is making informed guess about the text that way. The reader must be asked questions later to
learners are going to read which can either be check the understanding of the text.
refuted or confirmed after reading.
Procedure for critical reading skill
Procedure for predicting
1. The teacher will look for any text from the
1. The teacher can ask learners questions from learners’ books and internet.
the illustration of the story or title and some 2. The teacher prepares pre-reading questions
sentences before reading the story. and comprehension questions.
2. Learners are supposed to confirm or refute 3. The teacher will ask learners to come up
their guesses after reading the text. with answers to the pre-reading questions.
3. The teacher should write the predictions on 4. He/she will ask learners to read the text for
the board and learners will prove on their understanding.
own if their predictions were right. 5. Learners will confirm or refute their answers,
Fast reading skill after reading the text.

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6. The teacher will ask learners to answer the Imagine you want to introduce the word “ruler”
comprehension questions.
1. The teacher brings the real ruler
2. Teacher : class look
Teacher : what’s this? It’s a ruler. What’s this
TOPIC 5 class?
TEACHING OF TECHNIQUES FOR VOCABULARY Class : It’s a ruler
DEVELOPMENT
Simulating real experience
What is vocabulary? This is a technique where the teacher uses word
Is the knowledge of words and word meanings in dramatization to help learners build vivid word
a language. meanings.

Why is it critical to teach children meanings of Procedure of simulating real experience

words? 1. The teacher select words and write them on
This is because the number of words children index cards.
know, words they can read and can provide 2. The teachers then prepares learners to do
meaning enables them to understand the text. vocabulary skits ( a quick little play to
demonstrate the word given).
What are the strategies for teaching 3. The demonstration should be done several
vocabulary? times for practice.

1. Real things-word association Use of morphemic patterns

2. Simulating real experience
3. Use of morphemic patterns Use of morphemic patterns is a technique where
4. Word wonder a teacher uses prefixes to help learners build
5. Use of words that mean the opposite of the meanings of words.
focus word (antonyms)
What are morphemes?
6. Defining the focus word within the context
7. Use of a word that mean the same as the Morphemes are prefixes, roots, and suffixes,
new word (synonyms) which are meaningful parts of words;
8. Use of the five senses of smell, touch, sight,
hearing and taste Word prefix Root suffix
9. Demonstrating / miming
returned re Turn ed
Real things-word association
treatment treat ment
Real things-word association is a technique where
missing Miss ing
a teacher brings real objects to classroom and
anchor words or their name to them. informed inform ed

PROCEDURE uninteresting un interest ing

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 Why should a teacher be able to formulate
different types of questions?
Word wonder
1. Assessment
This is a technique where a teacher cultivates the 2. Help to accommodate learners of diverse
natural enthusiasm in learners to wonder about learning styles and needs
words.
Mention the different levels of questions.
How this can be done;
1. Low order questions/ recall and knowledge
The teacher can present words in a humorous and questions.
unusual way, or displaying words that were
dramatized and illustrated in various ways, such
as on reading boards and word trees. What are the qualities of low order

TOPIC 6 questions?

QUESTIONING TECHNIQUES a. These are questions which demand facts

b. Are closed
Why are questions useful in the process of c. Are direct
teaching and learning? 2. High order questions/ inquiry,
They are used to check learners’ prior knowledge, inferential/synthetic
understanding and assess progress.
What are the qualities of high order
Mention the stages in which questions are asked questions?
in the teaching of language skills especially 1. Open ended
reading. 2. Involve mental manipulation and critical
thinking to produce or support an answer
1. Before reading to create curiosity in learners
3. There is usually not one set , concrete
and develop a desire to read the text
answer
2. During reading to guide learners on what
4. Learners give their personal opinions
information to look for when they are
about what they have read
reading.
5. Learners interpret information in a
3. After reading to help learners to check their
passage
understanding of the text.
6. Learners guess things from a passage
Why do teachers ask questions? 7. Learners analyse and synthesise
information
1. To involve learners in a lesson
2. Increase motivation State the different types of questions.
3. Assess learners
1. Yes or No questions
4. Develop learners’ critical thinking
In this type of questioning the teacher ask
5. Promote independent learning
questions to which the learners respond
by saying,” Yes or No”

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 This questioning is of low order 3. When a positive statement wit a simple
e.g. a. Is your father a farmer? present tense is given, the question tag
b. Do you eat vegetables? should be in simple present tense
4. When a positive statement with a simple
2. A or B questions
past is used , the question tag will be in
In this type of questioning there are simple past
two alternatives where learners 5. When the statement has an infinitive verb
choose the correct . For example: like ‘can come’ the question tag will use the
Will you eat nsima or rice? YES or NO auxillary verb only like ‘ can’t they’
Is a low order level of questioning
6. Multiple choice questions
Is when more than two alternatives are
3. Wh-questions offered for learners to choose the correct
These are questions you ask wit who, when, one. The level of questioning is low order
where, how, why or what. For example: where because there is one possible answer and
did Thoko go? Can be both low or high order no explanation, e.g. The capital city of
e.g. what is your name ? (low order). What Malawi is ____
would you do if you were in the main A. Mzuzu C. Zomba
character’s situation? ( high order). B. Blantyre D. Lilongwe

4. True/False questions
These are facts or statements from a text which TOPIC 7
may be true or false. They are low order TYPES OF WRITING
questions. Learners will choose true or false.
For example; they can come today (True/False), What is the importance of learning the writing skills?
He worked hard( true/ false). They are low 1. Develop writing skills
order questions.
What is the procedure for teaching writing activities?
5. Statements with question tags 1. Oral preparation
These are questions which may be positive Discuss all language items with the learners.
statements with negative question tags or This will help them to know what to do.
negative statements with positive question 2. Individual/ pair/ group writing
tags. These are low order questions, e.g. Ask your learners to write an exercise. You are
Misheck’s brother was a teacher, wasn’t he?
free to choose how many language items your
Misheck’s brother wasn’t a teacher, was he? learners can write. This can be done within or
Rules for question tags; outside the lesson.
1. When a statement is positive , its question
will be negative Mention the different types of writing skills.
2. When a statement is negative , its question 1. Creative
will be positive 2. Narrative
3. Informative
4. Descriptive

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 5. Argumentative
3. Descriptive writing- involves describing
something, someone, or a place in a way that
shows the reader rather than tells. It uses
Briefly explain different types of writing concrete sensory [Link] is also known as
1. Creative writing; one write a text based on showing writing.
imagination. The main creative writing
include short stories, plays, cartoons and What are the two types of descriptive
poems. Its main objective is to make the writing;
audience enjoy the final piece of writing. It is
appropriate for upper classes. a. Objective descriptive writing- in which it
reports accurately about the appearance
What are the stages involved in creative of an object.
writing?
a. Selecting a topic- learners can select a b. Subjective or impressionistic description
topic of their own interest writing-is when one includes his/ her own
b. Generating ideas- after selecting the personal impressions when describing the
topic learners must generate and object.
organize ideas to be included in the piece
of writing 4. Argumentative writing-is using evidence and
facts. It presents two sides of a single issue
c. Proofreading- learners should check the and covers the most important arguments for
written work and correct any errors and and against.
verify if the ideas that were generated are
well presented. 5. Informative writing- aims to provide
information in a way that will tell the reader
what they need to know. The text answers
d. Editing – is when learners improve their the wh and h questions (who, what, where,
piece of writing by refining it while why, when, how) relevant to a given topic.
checking for the finest details such as
spellings, punctuation and grammar.
What are the elements of informative
2. Narrative writing- a spoken or well written writing?
account of events. Learners will tell the a. Ideas or content- one presents relevant
events of a story. Narrative writing is ideas that are well focused. Main and
developed by arranging in time the events supporting ideas must be developed in
that constitute the story, starting from the proportion to their importance.
beginning, middle and end. Sometimes it
flows in a reverse order, starting with the end b. Organization-one must organize the
and turns back to the beginning and middle writing in a way that enhances meaning
(flashback) or helps to develop the central idea. Each

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 developmental paragraph must address a l. Re-writing sentences
specific area of the content. m. Filling blank spaces in sentences
n. Identifying grammar items in sentences
c. Voice- one’s enthusiasm and interest Why is it important for student teachers to have
must bring the topic to life. One must adequate knowledge and skills in teaching types of
control tone appropriately and writing?
consistency to bring out the correct effect 1. In order to help learners develop the writing
of the content. skills

d. Word choice- one must choose the

correct words that suits the level of the Why is it important to give learners time to practice
learners in a more powerful and writing?
interesting manner. 1. Because writing like any other skill is developed
through practice
e. Sentence fluency-one’s writing must have
a natural flow. You must vary your
sentences to convey meaning. As one
writes should develop expressive reading What is the procedure for teaching
writing activities?
in the readers.
1. Oral preparation
Discuss all language items with the
learners. This will help them to know
TOPIC 8 what to do.
TEACHING OF WRITING 2. Individual/ pair/ group writing
Ask your learners to write an exercise.
Identify writing activities which can help learners to You are free to choose how many
develop different writing skills; language items your learners can write.
1. Copying words and sentences This can be done within or outside the
2. Writing paragraphs, stories, letters, and lesson.
compositions
a. Dictation State the two ways of engaging learners
b. Making sentences in writing
c. Punctuating sentences 1. Free writing
d. Completing tables, shopping lists, dialogues, 2. Guided / controlled writing
sentences, cloze passage
e. Solving cross-word puzzles and riddles Briefly explain the following;
f. Word formation 1. Free writing – is when learners are
g. Matching and substitution tables given a chance to write anything they
h. Joining sentences want on a topic of their choice
i. Filling forms 2. Guided writing- is when the teacher
j. Re-ordering sentences gives learners what to write and
k. Transforming sentences and paragraphs
guides them how to write.

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What are the different techniques involved in guide b. He lives in Mgundaphiri village in
or controlled writing that help learners to develop traditional authority Mponda in
writing abilities? Mangochi district.
c. Peter is eleven years old.
1. Questioning technique
d. I like him because he is kind.
2. Gap filling My new friend
3. Picture technique I have a new friend. The name of
4. Jumbled sentences my new friend is Peter. He lives in
5. Transformation technique Mgundaphiri village in Traditional
6. Story re-telling technique Authority Mponda in Mangochi
7. Substitution table district.
8. Dictation
2. Story telling-
What is the procedure for teaching composition or In story telling technique the teacher
letter writing? tells a story. Then ask learners to
write it in their own words.
1. Introduce composition writing little
by little 3. Dictation
2. Develop compositions in paragraphs( a. Write a dictation passage on
a paragraph should consists of several the chalkboard
sentences that support the main idea b. Go over difficult words together
with learners
c. Erase the passage
Techniques for teaching guided writing;
d. Read the dictation passage at normal
1. Questioning technique – is when the speed while learners listen attentively
teacher asks guiding questions on a e. Ask learners to write while you
topic to help learners build their ideas dictate in sense groups of words twice ( a
in a systematic order. The answers to sense group is a group of words which
the questions make a series of contains meaning)
sensible sentences making a coherent f. Read the dictation passage again so
paragraph. that learners check and correct their
For example: mistakes
a. What is the name of your friend? g. Write the dictation passage on the
b. Where does she or he lives? chalkboard again and mark.
c. How old is your friend?
d. What do you like most about your
4. Gap filling
friend?
My new friend a. In gap filling learners complete gaps
a. I have a new friend. The name of or blank spaces by providing appropriate
my new friend is Peter. words to the composition. The gaps may

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 be based on items such as tenses, articles,
signaling devices or punctuation. 6. Jumbled sentences technique
For example;
Complete the paragraph using the Arrange the jumbled sentences starting
abstract nouns given. with a topic sentence then supporting
rules respect reasons discipline points to make a paragraph;
punishment i. They should wear school uniform
School rules ii. They should also respect their
Children at our school show ____ by parents
kneeling and squatting. The school has iii. Learners must obey and follow
____ for maintaining ____ . If learners are school rules
absent from school without good ____ , iv. Apart from wearing school
they are given ____ after classes. uniform, they should come to
school early

The procedure for teaching gap filling;

1. Ask learners to open their books at The procedure for teaching jumbled sentences
page ---- technique
2. Go over the instruction and example
for the exercise a. Provide a story or passage with
3. Complete the first two blank spaces sentences
with the learners b. The sentences should not be in order
4. Ask learners to complete the exercise c. Ask the learners to re-order them
in their exercise books when writing their composition
5. Walk around and help struggling d. ask learners to read the sentences
learners aloud
e. Let learners be in groups
6. Ask some learners to read their
answers to the class f. Ask learners in groups to finish
7. Listen and give feedback ordering of the sentences by identifying
the second, third and fourth supporting
point from the jumbled sentences
5. Picture technique g. Walk around and help the struggling
learners
a. Show learners a picture on which you h. Ask some groups to present their
have written some guiding questions work to the class
b. Let learners answer the questions and i. Listen and give feedback
come up with a written composition
c. You can give learners a series of 7. Substitution table technique
pictures in a jumbled manner and ask Teachers use substitution tables to
them to arrange them in a proper order give learners an opportunity to learn
and tell them to write a composition how to use new vocabulary and
using the proper order structures

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a. draw a substitution table, number of items in the first
b. write into the table the language column
items you you’re your learners to
practice Importance of substitution and
c. Provide a substitution table matching tables
d. Ask learners to make sentences from a. they provide context for language
the table practice
e. The sentences will make a paragraph b. they promote learners
f. The sentences should be meaningful participation
and grammatically correct. c. they add variety to lessons
For example you want learners to d. they help learners to construct
practice comparatives: ‘er’ like (….. is sensible sentences
smaller than …..) e. they reinforce mastery of newly
learnt vocabulary and structures

Procedure for using substitution and matching

tables;
Mercy’s smaller than Maria’s
car a. write a table with items on the chalkboard
Peter’s Mr. b. make a sentence from the table as an
house Mbewe’s example
is bigger
c. ask learners to make sentences by reading
Annah’s John’s
from the table
do d. ask a question and learners answer by reading
a sentence from the table;
e.g Question: Whose car is bigger than
g. What is the difference between a
John’s?
substitution table and a matching
Answer: Mercy’s car is bigger than
table
John’s
i. substitution has more than
e. ask learners to write sentences from
two columns while matching
the table. Learners can write in groups, pairs
table has two only
or individually.
ii. items in substitution table
can make many sentences 8. Transformation technique
while in a matching table you
have only one possible a. Write a paragraph
combination b. Ask learners to change the structure
iii. number of sentences made in of the story e.g. from one tense to
the substitution table another or , from singular to plural or
depends on the number of from one gender to another.
items in all columns. In the
matching table, the number
8. Summary writing
of sentences depends on

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 a. Ask learners to skim the text to Mention the four forms of literary genres/literature.
identify main ideas using topic sentences
and major supporting sentences 1. Poetry
b. Let learners scan the text in order to 2. Drama
3. Short story
make sure that they have got all the main
ideas. 4. Novel
c. Learners can identify main examples Why is important for student teachers to be
given to illustrate the ideas discussed in equipped with knowledge, skills and understanding
the text of elements in each form of literature?
d. Critical/ detailed reading. Learners
should read the text for the main ideas 1. It is because in teaching of English language ,
and supporting ones. Ask them to write teachers use literary texts
down key words in simple sentences. 2. For teachers to know how to analyze and use
the literary forms and terms
9. Picture technique 3. In order to handle literature lessons
Pictures make up a story. 4. It promotes critical thinking

Procedure of picture technique Poetry

1. A teacher shows a picture to learners with What is poetry? It is a form of written literature,
guiding questions either in free verse or meter. A poem expresses
feelings or emotions, thoughts, attitudes and
2. Learners come up with a composition by
answering the questions observation. A poetry is a type of literature that
or shares intense experiences or unique insights through
1. The teacher show learners a series of imaginative use of language. It uses lines and stanza.
pictures with or without questions Why should student teachers have knowledge of
2. Learners study the pictures and write a understanding poetic devices?
composition
3. The teacher can also give a series of 1. For them to be able to help learnersto read
pictures with jumbled sentences and ask poems not only for enjoyment but also for
learners to arrange them in a proper meaning.
order. This is usually done in lower classes
An example of a poem is below;
.
Drawing water
TOPIC 9
Mary pass the dish along
LITERACY ANALYSIS
Dish along, dish along
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.

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 A play / drama is a written work which actors 3. plot – is the framework or outline of events or
perform for the audience. It is a form of literature activities in a story. It focuses on the beginning,
that imitates action of human beings in real life. middle, and ending of the story.
The playwright writes stage directions which 4. tone – is the writer’s attitude towards his or her
explain how characters should look, speak, act subject such as persuasive, aggressive/ rough,
and move on stage. provocative, mild, moderate, sympathetic or
empathetic.
State the different types of plays 5. personification – is when an animal, object or idea
1. Comedy – a light hearted play with a happy is given human qualities. Personification implies that
ending and main objective is to make people non-human things have personality, intelligence and
laugh. emotions.
2. Tragedy – a play that treats a serious theme 6. point of view – is the angle from which the writer
in life and ends on a sad note like death of a tells a story. This can be in three points of view;
hero a. first person point of view – uses the first
3. Tragi-comedy – a play that combines both person pronoun, ‘I and we’
tragedy and comedy. b. Second person point of view – uses the
second personal pronoun ,’you’.
Short story c. Third person point of view – uses the
A short story is an account of real or imaginary third person pronouns like, ‘he, she, it,
events. It is shorter than a novel and deals with and they’. It is used when talking about
fewer characters. other people
8. Flashback – is when the writer moves back
Why should student teachers have knowledge into the past to provide necessary
on literary aspects in a short story? background information to the reader. It is
1. Helps to broaden learners’ understanding also known as back-and-fourth movement.
2. Promote critical thinking 9. Imagery – a descriptive language that evokes
What are literary terms? an emotional response and appeals to the
Are concepts that help us to understand literature. senses of sight, hearing, touch, taste and
They are used when analyzing a text, for particular smell.
meaning. 10. Metaphor – a direct comparison of unlike
things
State the importance of literary terms 11. Persona – voice that talks to the reader such
1. Help to convey the message and meaning of a as fictional person, animal or object.
literary text effectively and vividly. 12. Rhyme – repetition of similar sounds that
Mention some of the literary terms used in appear at the end of a line
literature; 13. Rhythm – a pattern of sound formed by
1. theme / thesis – which is the central idea or arrangement of stressed and unstressed
message in a literary text, e.g. love, culture, religion, syllables.
marriage, leadership etc. 14. Simile – comparison of unlike things by the
2. setting – refers to the time , place and situations of use of as, such as and like.
an event. It mainly includes the geographical location
and historical time.

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 15. Symbol – may be a person, a place or an Is when learners are given a general rule which is then
object that has meaning in itself and also applied to language. It describes the approach and
stands for something other than itself. emphasizes on rules. Deductive approach is also
16. Alliteration – repetition of consonant sound known as top-down approach.
at the beginning of words Why is deductive also known as top-down
17. Assonance – repetition of vowel sounds approach?
within words in a line It begins from the definition (top) and moves down to
18. Consonance – repetition of consonant sounds the exercise.
of words within words or at the end of words In deductive approach the teacher first explains the
19. Character – refers to a person , animal, or an grammatical rule and then gives several examples to
item that is taking part in a story. emphasize the rule
20. Characterization – is the description of actors, What are the merits of deductive approach?
qualities and abilities flat and round 1. It is time saving
characters) 2. The teacher deals with one grammatical item
at a time
TOPIC 10 What are the demerits of deductive approach?
TEACHING OF GRAMMAR 1. It is teacher centered
2. Leads to rote learning
What is grammar? 3. Hinders critical thinking
- Is understanding of the correct usage of Inductive approach
structure of language based on the fixed set Is when learners are given opportunities to develop
of word forms and rules of usage. their own understanding of the grammatical principle
Why is grammar important? of a particular language item. Learners can apply what
- Helps learners to understand language is learnt in different situations. The teacher guides
structure and usage learners in working out or discovering the rules for
- It is the basis for effective communication themselves from the explanation given.
- Promote critical thinking What are the merits of inductive approach?
- Helps learners to use grammar to create and 1. Learners are more active in the process of
interpret text learning
Give the context in which grammar can be taught 2. Promotes critical thinking
- Play, Games, Songs 3. Learners develop deeper understanding on
What is the importance of the context in the how to form structures correctly and use
teaching of grammar? them to communicate meaning
- It helps learners to see the relationship What are the demerits of inductive approach?
between their speech and writing and form, 1. Demands more time
meaning and use of English language 2. Needs a skillful teacher in coming up and
State the approaches to the teaching of grammar explaining the grammatical item
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.
Explain the procedures for teaching grammar

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1. By explaining the grammatical rule to the Learners can correct their own mistakes unlike
learners then giving them an exercise to write errors.
2. By giving them a tasks to gone through in so What do you think makes learners to make
doing they can apply what is learnt in mistakes?
different situations. 1. As a result of tiredness, carelessness, or lapse
of memory
TOPIC 11
ERROR ANALYSIS Why are errors and mistakes that learners make
What is error analysis? important to you as a teacher?
This is a systematic process of examining learners’ 1. Help the teacher to know whether learners
understanding by collecting samples of errors are learning the language correctly
from learners’ work and then critically describing 2. Reveal problems that the teacher can
what errors have occurred. associate with teaching strategies being used
3. Help to know areas the learners are facing
Why is error analysis important? problems
1. Helps teachers to know challenges learners 4. Help learners to make corrections in their
face as they are learning English. spoken and written work
2. Indicates the level of progress made by the
learners and suggests possible changes to Types of errors
methods used by teachers when teaching 1. Unnecessary repetition of subject
English. My name it is Peter. In the sentence the
3. Helps teaches to reflect on how learners are subject is repeated. The correct one should
learning read, My name is Peter.
4. Reveal problems that may be associated with
the teaching and learning strategies 2. Wrong or incorrect use of prepositions
He came with bus. With is the wrong
Errors and mistakes are inaccuracies in preposition used in the sentence. The correct
spoken and written language. one should be, He came by bus.

What is an error? 3. Use of unnecessary preposition

An error is the incorrect use of spoken and a. The boy entered into the room
written language usually caused by faulty learning b. The group comprises of five members
or lack of knowledge. Learners can not correct In the above sentences the two prepositions
their own mistakes. are not necessary; into and of. The correct
sentences should be;
What makes learners to make errors? a. The boy entered the room
1. As a result of faulty learning or lack of b. The group comprises five members
knowledge
4. Wrong/ incorrect agreement between
What is a mistake? subject and verb
A mistake is an incorrect use of language caused Mary always come home late. It is in simple
by carelessness, fatigue and lapse of memory. tense so the verb come must be comes. As it

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 is no agreement between the subject and the 2. Attempting to use language items not yet
verb. It should be; Mary always comes home mastered.
late. 3. Exposure to common errors in English of the
community. For example; I am discussing
5. Wrong choice of words about people instead of I am discussing
I saw Mary putting on, her blue dress. Wrong people.
choice of word putting because putting is 4. Poor teaching of language items due to
done in the house or bedroom. It should be; I limited teaching materials, poor training, lack
saw Mary wearing her blue dress. of training of the English teacher
5. Over-generalization about rules based on
6. Wrong use of verb tense limited knowledge of the language. For
a. I am having a baby example, you have taught learners to add ed
b. I am having malaria at the end of a verb to form past tense like:
wrong use of verb tense. It should be; cook- cooked, walk-walked, jump-jumped.
a. I have a baby Then the learners may add ed to all verbs like
b. I am suffering from malaria go-goed, speak-speaked.

7. Incorrect combination of words Importance of errors

a. Mary is sitting infront of Annah. 1. It helps one to gain a better understanding of
Incorrect combination of words. It must language learning
be; Mary is sitting in front of Annah. 2. It enables one to prepare appropriate
materials to help the learners deal with
8. Wrong spellings specific language learning challenges
The comittee agreed to close the stadium. 3. It helps one to identify language items that
The word committee is wrongly spelt in the cause problems
above sentence 4. It provides one with the opportunity to find
out whether the learners are ready to learn
9. Incorrect use of articles/ wrong articles new language items or not.
A president of Malawi is going to America
next week. Briefly explain the stages for error analysis
The article is wrongly used it should be; The 1. Recognition stage
president of Malawi is going to America next This stage involves distinguishing
week. mistakes or lapse of memory from errors.
As a teacher you need to identify errors
10. Poor punctuation such as; I like swimming? from mistakes in your learners
What are the causes of errors as learners learn to 2. Description stage
speak, read, and write English? In this stage as a teacher you show the
1. First language interference. For example, learners how they have failed to
imagine one’s home is Blantyre then he/she understand the intended message. Focus
says; I am coming from Blantyre on the type of errors learners make. You
(Ndimachokera ku Blantyre). It should be; I should look for errors that occur
come from Blantyre.

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 repeatedly in order to identify the rule 3. Several items for learners to work on
learners use or fail to use. 4. A marking key or model answers
3. Explanation stage 5. Emphasize on the errors that learners make in
In this stage the teacher mainly deal with English.
the factors that cause errors e.g. first
language interference. Why is it important for the teacher to prepare
4. Comparing the errors remedial exercises?
5. Evaluating the errors 1. Help learners to use English correctly
2. Show learners have an opportunity to do
Correcting learners work better in using language items
This must best be done by showing the learners 3. Give learners confidence in performing
where the errors are by using symbols. Thereafter, let language exercises
the learners correct their work. This will help learners 4. Help the teacher to identify learners with
to improve their competence in using language learning difficulties in language
5. Help in effective teaching of grammar.
Ways of showing learners errors
1. Circle each error and ask learners to correct it
2. Underline the error then ask learners to
correct it
3. Use symbols to show the type of error
learners made and then ask them to correct
their errors.

Ways learners can correct errors

1. Individually
2. In pairs
3. In groups

What are remedial exercises?

Remedial exercises are language activities a
teacher can develop and then give to learners in
order to help them use the correct forms of
language. Firstly, the teacher will identify errors
that learners make in English. Then the teacher
constructs a remedial exercise based on the
errors. The teacher should deal with one item at a
time.

What are the qualities of a good remedial

exercise?
1. Clear instructions
2. Clear examples which show how to do it

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