Continuous Professional Development for

In-service Upper Primary School Teacher

English Language Module

Tanzania Institute of Education

©Tanzania Institute of Education, 2021
Published 2021

ISBN: 978 – 9987 – 09 – 256 – 7

Tanzania Institute of Education

P. O. Box 35094
Dar es Salaam

Telephone: +255 22 2773005

Fax: +255 22 2774420
E-mail: [email protected]
Website: www.tie.go.tz

This module should be cited as:

Tanzania Institute of Education (2021). Continuous professional development for
in-service upper primary school teacher; English language module. Dar es
Salaam: Ministry of Education, Science and Technology.

All rights reserved. No part of this module may be reproduced, stored in any
retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior written permission of the
Tanzania Institute of Education.

ii
 TABLE OF CONTENTS

Acknowledgments............................................................................... iv
Abbreviations and acronyms............................................................. v
Preface ................................................................................................ vi
Introduction ....................................................................................... ix
Symbols and their interpretations.................................................... xiv
Unit One ............................................................................................. 1
Approaches to teaching English as a second/foreign language .......... 1
Unit Two ............................................................................................. 19
Developing listening skills .................................................................. 19
Unit Three .......................................................................................... 32
Developing speaking skills ................................................................. 32
Unit Four ............................................................................................ 41
Developing reading skills ................................................................... 41
Unit Five ............................................................................................. 51
Developing writing skills .................................................................... 51
Unit Six ............................................................................................... 61
Developing vocabulary ....................................................................... 61
Unit Seven .......................................................................................... 72
Language practice ............................................................................... 72
Glossary ............................................................................................... 85

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 Acknowledgments

The Tanzania Institute of Education (TIE) recognises and values the important
contributions of organisations and individuals who participated in the design and
development of this module.

Writers: Ms Mercy M. Alex, Mr Stephen S. Mwashihava, Mr Emmanuel S.

Ndulila, Mr Rachi R. Mtinda and Mr Kizito I. Lawa
Editors: Mr Richard S. Mabala and Mr Enea Muhando
Designer: Mr Neechi Stanley
Illustrator: Mr Massamba D. Massamba
Coordinator: Ms Mercy M. Alex
Supervisor: Ms Fika B. Mwakabungu

In addition, the Institute expresses its sincere gratitude to all teachers who participated
in the trial of this module. The Institute also extends its gratitude to the Global
Partnership for Education (GPE) for its support through Literacy and Numeracy
Education Support (LANES II) project.

Dr Aneth A. Komba
Director General
Tanzania Institute of Education

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 Abbreviations and acronyms

ALM Audio-Lingual Method

CLT Communicative Language Teaching

DM Direct Method

EFL English as a Foreign Language

ESL English as a Second Language

ESR Education for Self-Reliance

GPE Global Partnership for Education

GTM Grammar Translation Method

ICT Information and Communication Technologies

LANES Literacy and Numeracy Education Support

MoEST Ministry of Education, Science and Technology

PO-RALG President’s Office – Regional Administration and Local

Government

TIE Tanzania Institute of Education

WEO Ward Education Officer

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 Preface

Background information
Tanzania Institute of Education (TIE) is a public institution under the Ministry of
Education, Science and Technology (MoEST) which was established by the Act
of Parliament No. 13 of 1975. The Institute is charged with the responsibility of
interpreting government policies on education to befitting curriculum programmes
and instructional materials in order to facilitate provision of quality education at pre-
primary, primary, secondary and teacher education levels. The Act also gave TIE the
mandate of designing and developing curriculum materials, providing technical advice
and conducting orientation trainings concerning the implementation of curricula in pre-
primary, primary, secondary and teacher education levels. Continuous professional
development is important to teachers in implementing curricula. Any changes and
review in curricula must be supported by orientation trainings to teachers who are the
main curricula implementers.

In 2015, MoEST under TIE reviewed Standard I – II curriculum. This curriculum is

based on developing Literacy and Numeracy skills. In 2016, Standard I – II teachers
were trained on how to implement competency-based curriculum. In 2016 the Standard
III –VI curriculum was also reviewed to reflect a competency-based curriculum.
For effective implementation of the competency-based curriculum, TIE conducted
a training to Standard III – IV teachers. Furthermore, in 2019 the Standard VII
curriculum was reviewed to reflect a competency-based curriculum. These changes
from content-based curriculum to competency-based curriculum affected the ways of
teaching and learning the English language Subject.

The pedagogy for the 2015/2020 English language Syllabus for Primary Education
therefore, focuses on Communicative Language Teaching(CLT) to develop
communicative competencies in the four main language skills: listening, speaking,
reading and writing, as well as developing pupils’ vocabulary and grammar.

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However, one of the challenges in teaching English has been how to use communicative
language teaching techniques and activities in developing and assessing pupils’
language skills in order to enable them use the language to communicate in different
contexts. Through this programme, you will improve your English language teaching
skills at the primary school level.

This module, is therefore, prepared to equip you with necessary skills required for
teaching English language in primary schools following CLT approach.

Needs assessment
In the year 2020, TIE conducted a needs assessment on the implementation of
competency-based curriculum to teachers from different regions of Tanzania
mainland. In the assessment, it was revealed that, the implementation of competency-
based curriculum is not well done in schools due to different challenges. Some of the
challenges are: limited understanding of the concept of competency-based curriculum
among teachers, syllabus analysis, preparation of competency-based lesson that can
develop competency to pupils, and use of different techniques in formative assessment
and giving feedback. Other challenges are lack of teaching and learning facilities/
aids to enhance learning, overcrowded classes, dilapidated infrastructure and limited
understanding of teaching methods that meet the needs of a class with many pupils and
pupils with special needs.

After obtaining the results of the needs assessment, the following recommendations
were made in order to improve the implementation of competency-based curriculum:
first, it was recommended that, continuous professional development modules for in-
service teachers should be prepared to help teachers in their professions for facilitating
pupils’ learning by developing the ability of using language in different situations;
Second, in-service teachers should be given orientation trainings for helping them
to solve teaching and learning challenges which were revealed during the needs
assessment and third, school infrastructure should be improved and instructional
materials should be available.

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According to the assessment, TIE has prepared the following modules for upper
primary school teachers: Moduli ya Mafunzo Endelevu kwa Mwalimu Kazini kuhusu
Ufundishaji na ujifunzaji Elimu ya Msingi - Darasa la V-VII; Moduli ya Mafunzo
Endelevu kwa Mwalimu Kazini Upimaji, Tathmini na Utoaji wa Mrejesho Elimu ya
Msingi - Darasa La V – VII; Moduli ya Mafunzo Endelevu kwa Mwalimu Kazini,
Elimu ya Stadi za Maisha Elimu ya Msingi - Darasa La V – VII; and Continuous
Professional Development for In-Service upper Primary School Teacher - English
Language Module.

viii
 Introduction

Philosophy of education for self-reliance

The development of this module is based on the Tanzania Philosophy of Education for
Self-Reliance (ESR) which emphasizes the provision of education that is in line with
the needs of the community. This philosophy places emphasis on fostering critical
thinking and inquiry learning, collaborative learning, education and work, school
and community partnerships, development of Literacy and Numeracy skills; and the
development of science and technology. Also, this philosophy aims at building a nation
of educated and motivated people to rise the economy and meet the needs of the labour
market and sustain competition. In addition, the philosophy of ESR also emphasises
teaching and learning that is tailored to the needs of the pupils and thus develops the
skills identified as essential for graduates of various levels of education in the 21st
century.

Aim of the module

This CPD module aims at:
a) Developing your competency in teaching English language using CLT
approach.
b) Teaching English language following the approach enables pupils to use the
English language for communication.

Target group
This module is designed to be used by primary school English language teachers of
Standard III – VII. The purpose is to develop the required competencies as stipulated
in both the 2015 curriculum for primary education, Standard I – VII and the 2015/2020
English language Syllabus for Primary Education Standard III - VII.

How to use this module

This module is designed for self-learning. You need to read this module carefully at
your own time, carry out all activities, and answer all questions assigned to you. You
will collaborate with your fellows in carrying out some of the activities as instructed.

ix
Besides, you need to share with your fellows any challenges you face in teaching and
learning English through communicative language teaching in order to discuss and
come up with solutions, which will improve your teaching. The use of this module
will boost your confidence and competency in teaching English language through CLT
approach as emphasised in the competency-based curriculum which is being used in
teaching and learning.

Structure of the module

This module is divided in two sections. The first section carries preliminary pages.
You are supposed to read this section to get insight of how to learn this module. The
second section carries the content of the module. This section has seven units. Unit One
exposes you to approaches to teaching English as a second/foreign language; Units
Two to Five deal with competencies in developing and assessing the four language
skills: listening, speaking, reading and writing; Unit Six deals with competencies
in developing vocabulary, and Unit Seven is about language practice in the area of
grammar. There are various activities you need to carry out and questions you need to
answer for each unit. In addition, after carrying out all the activities and answering all
the questions in each unit, you need to reflect on each unit by answering the questions
and relating the knowledge you gained with your teaching.

Teaching and learning materials/aids/tools

The proposed teaching and learning aids in caring out activities can be used with
other improvised aids which you may create from your environment according to the
competency you expect to develop. You are advised to be creative and flexible to use
teaching and learning aids and tools according to their importance and availability in
your environment.

Mode of training
The duration of the training is nine months. You are expected to complete all four
modules of the programme. These are the English language module, teaching and
learning based on developing competency, assessment, evaluation and giving feedback,
and life skills education. Apart from carrying out activities in these four modules, you
need to use the knowledge and skills you acquire in improving teaching and learning.

x
You will be provided with all four modules and you are expected to learn through self-
study at your work station. You need to read and carry out all the activities you have
been assigned in all the modules. You also need to plan and arrange time for studying
the modules by considering the duration of the programme.

Besides, there will be learning communities at school and ward levels where you will
meet at your school once a week and at Teacher Resource Centres (TRCs) once a month
for sharing experiences, achievements and challenges you face during self-learning. In
order to make learning communities effective, you need to meet at least once a week at
school level, once a month in groups of teachers at your TRCs. Furthermore, TIE will
make a follow-up on how you perform in the training twice a year. You will discuss
with them success stories and challenges you encountered at TRCs, schools and during
in self-study.

Before you start carrying out the activities in each unit, you need to answer questions
as assessment of your existing knowledge. After carrying out the activities, you need
also to answer questions as an assessment of what you have achieved in the activities
you have carried out. In addition, you will be assigned a project work which will be
included in the assessment.

Programme assessment
CPD trainings for in-service teacher comprise of assessment in order to know whether
the intended competency is realised. Before carrying out activity you will have to
answer the assessment questions which intend to seek your prior knowledge about the
competence you are going to learn. After the activity you will also answer questions to
assess yourself on how those activities helped you to develop the intended competency.
Monitoring of teaching will be conducted three times within and outside classrooms
throughout the programme. It will be conducted by the head teacher, ward education
officers (WEO) and school quality assurer. Tools for monitoring will come from the
guideline on school quality assurance.

The assessment of the programme will be conducted by the head teacher at school level
and the WEO at ward level. District school quality assurers and educational officers
will supervise the overall process of learning and assessment to make sure that the
programme offered is of the expected quality.

xi
You need to study and be assessed in all four modules and pass at not less than grade
C so that you can be awarded a certificate in recognition that you, as a primary school
teacher, has attended and completed the in-service training programme. Guidelines for
the assessment will be as stipulated in table 1 and table 2.

Table no. 1: Assessment guideline

Monitoring of
Portfolio Project work Total
teaching
20 40 40 100

Table no. 2: Performance standards

Score Grade Interpretation
75 - 100 A Excellent
64 - 74 B Very good
44 - 63 C Good
34 - 43 D Satisfactory
0 - 33 F Unsatisfactory

The assessment of this programme will be conducted in order to realise whether

the expected competencies have been developed. The assessment will include the
following:

Portfolio
A portfolio is a tool for filing completed activities for further use. In your portfolio,
you will keep your work that include your individual work, group work, teaching and
learning aids, answers to different activities you will be performing in each module
and different articles you have used in learning.

Project work
Dear teacher, you will decide a kind of project you will deal with. After choosing the
project, ward education officer and TRC Officers will guide and mentor you on how
to do it.

xii
Monitoring and evaluation of the programme
As the programme will be conducted at school level and centres for learning
communities within the wards, head teachers, ward educational officers, districts school
quality assurers and educational officers will be the main monitors of the programme.
There will be also monitoring and evaluation at national level which will involve TIE,
MoEST, PORLG. The evaluation of the implementation of the programme will be
conducted after completing the learning programme. The objective of the evaluation
is to realise if the programme was been implemented as it was planned and to identify
challenges that arose during the implementation of the programme in order to develop
strategies for improvement.

This evaluation will involve different educational stakeholders from school level to
national level. Evaluation tools will be prepared by the TIE by involving different
educational stakeholders. After completing the evaluation, improvement will be
made in the areas which will need changes and the programme will proceed. Other
evaluations will be conducted when needs arise.

xiii
 Symbols and their interpretations
The following symbols have been used to simplify your interaction with different
sections in a unit.
Symbol Interpretation

Specific competencies

Personal development plan

Tools or practical resources to foster the enhancement of

teaching and learning

Teaching and learning activities to be carried out

Log for reflection

Assessment activities for learning

Self-assessment

Reflection

Summary

References

xiv
 Unit One

Approaches to teaching English as a second/foreign language

1.1 Introduction
The spread of English in the era of globalisation has led to a growing need for good
communication skills in English. Based on the need, there is a demand for an appropriate
teaching methodology for our pupils to equip them with the relevant language skills.
The most important question to answer, therefore, is: What are the most efficient
methods of teaching English language in the 21st century?

In this unit, you will analyse the changes that language teaching has gone through in
terms of methodologies used, and elaborate the features, principles of each method
as well as the roles of a teacher and a learner in the process of teaching and learning
each method. Ultimately, you are expected to be able to apply them with the support of
Information and Communication Technologies (ICTs) in the classrooms.

In this unit, you are expected to develop the following competencies:

(a) Analysis of traditional teaching approaches
(b) Application of the principles and strategies of communicative
language teaching in the English language classroom; and
(c) Usage of ICT tools in teaching and learning English language.

Time: 60 minutes
1. What methods or approaches do you normally use in your class
during the teaching and learning of the English language?
2. What challenges do you encounter in using such methods or
approaches?
3. What ICT tools do you normally use to facilitate the teaching and
learning of the English language in your class?

1
 1. How was the task?
2. How did it help you understand approaches to teaching English as
a foreign/second language?
3. If you are given another chance, how better will you do it?

1.2 Traditional teaching approaches

Traditional approaches to language teaching originated from behaviorist theory which
emerged in 1960s. All teaching activities in all subjects were derived from this theory.
Thus, the teaching and learning of language was done through repetitions, imitations,
reinforcement, conditioning and drills. These formed the basis of language teaching
and learning and the intention of which was habit formation.

To answer the previous raised question about the most efficient methodologies of
teaching a learner in the 21st century, we will look at the changes of methodological
approaches and methods of language teaching and learning from traditional to modern
ones. Our main focus is to explore the differences in terms of the principles of teaching
and learning a second or foreign language. On the one hand, traditional methods of
language teaching include, among others, Grammar Translation Method (GTM),
Direct Method (DM), and Audiolingual method (ALM) which focus on mastery of
grammar and discouraged the use of the mother tongue as the medium of instruction.
On the other hand, the modern approach to language teaching is herein referred as
Communicative Language Teaching (CLT). CLT focuses on developing learners’
competency to use the language appropriately in different contexts.

1.2.1 Grammar Translation Method

The Grammar Translation Method is one of the oldest methods of language teaching
and learning whose main purpose is to help a learner read and appreciate foreign
literature. GTM, views language learning as a process of memorisation of rules and
facts in order to understand and manipulate the morphology and syntax of the foreign
or second language. By using GTM, a language is approached first by analysing in
details its grammar rules, followed by application of the knowledge gained.

Reading and writing are the major focus and there is no systematic attention paid to
speaking or listening.

2
Vocabulary items are selected solely based on the reading texts used and words are
taught through dictionary study, memorisation and bilingual word lists. The sentence
is the basic unit of teaching and language practice. A lesson is developed to translate a
sentence into the target language with particular emphasis on accuracy. The learner’s
native language is the medium of instruction.

1. What is my current understanding about Grammar Translation

Method?
2. What else do I want to learn about Grammar Translation Method?
3. What strategies should I use to understand more about Grammar
Translation Method?

Newspapers extracts, audio-visual materials, recorded speeches,

storybooks, samples of games and songs, pictures and real objects

Time: 60 minutes
Read the following scenario and then answer the questions that follow.
Mr Peter is an English language teacher in one of the schools in town.
He teaches Standard Six pupils. Imagine you have been invited to attend
his class as part of peer evaluation. As you enter the classroom, you find
the pupils are in the middle of reading a passage in their textbooks. The
passage is an excerpt entitled ‘My Country’ from the English Standard
Six Pupil’s Book. Each pupil is called by name to read a few lines from
the passage aloud.

After having finished reading, they are asked to translate into Kiswahili
a few lines they have just read. The teacher helps them with the new
vocabulary. When the pupils have finished reading and translating the
passage, the teacher asks them in Kiswahili if they have any questions.
One girl raises her hand and says “What is independence?” The teacher
replies by translating the word independence into Kiswahili. Another
pupil says, “No understand freedom,” The teacher again translates into
Kiswahili.

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 Since the pupils have no more questions, the teacher asks them to write
the answers to the comprehension questions found below the passage.
The questions are in English and pupils are instructed to write the
answers to in English as well. After sometime, the teacher, speaking in
Kiswahili, asks the pupils to stop and check their work. One-by-one,
each pupil reads a question and then reads his or her response. If it is
correct, the teacher selects a different pupil to read the answer of the
next question. If the answer is incorrect, the teacher selects a different
pupil to supply the correct answer or the teacher himself gives the right
answer.

In the next activity, the teacher asks the pupils to turn to the next page.
There is a list of words in a table. The introduction to the exercise tells
the pupils that these are words taken from the passage they have just
read. The pupils see the words. They are told that some of those words
are review words and others are new to them. The pupils are instructed
to give the Kiswahili word for each of them. In that exercise, the pupils
work together as a class responding in chorus. If no one knows the
Kiswahili equivalent, the teacher gives it.
1. How does your daily method of language teaching differ from or
similar to Mr Peter’s method?
2. How does Mr Peter’s method or method of teaching differ from or
similar to GTM?
3. Why do you think GTM is effective or ineffective to foreign
language teaching and learning?

1. How was the task?

2. How did it help you to understand Grammar Translation Method?
3. If you were Mr Peter, how would you teach the same lesson?

1. How effective was the learning?

2. Which aspects of GTM need clarification?
3. What more do I need to know about GTM?

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 1. What challenges have you encountered in using GTM?
2. How did you overcome the challenges?

Regardless of the shift of approach to teaching foreign or second

language from traditional to modern, the features of Grammar
Translation Method are still evident in the lessons of some English
language teachers. This can be seen from a critical examination of
what they focus on during their lessons. In most cases, their lessons
focus on mastery of grammatical rules and accuracy is prioritised over
fluency. Speaking and listening skills are hardly taught. Kiswahili is
used whenever possible for clarification of English concepts or words
in the form of translation. The teacher’s role in the classroom is that of
the authority whereby the learner follows what the teacher says so that
he/she can learn what the teacher knows.

1.2.2 Direct Method

The Direct Method (DM) is a method developed in the late 19th century as a radical
criticism of GTM. It was developed as an attempt to integrate more use of the target
language as a means of instruction and communication in the language class. In practice,
through DM, classroom instruction was conducted exclusively in the target language;
only everyday vocabulary and sentences were taught; and oral communication skills
were built up in carefully graded progression organised around question-and-answer
exchanges between the teacher and learners in small, intensive classes. Concrete
vocabularies were taught through demonstration, objects, and pictures; abstract
ideas were taught by association of ideas. Correct pronunciation and grammar were
emphasised. DM expects learners to communicate without necessarily having adequate
grammatical competency.

1. What is my current understanding about Direct Method?

2. What do I need to know about the use of Direct Method in teaching
and learning?
3. Which strategies should I use to develop pupil’s communication
skills through the Direct Method?

5
 Newspapers extracts, audio-visual materials, recorded speeches,
storybooks, samples of games and songs, pictures and real objects

Time: 60 minutes
1. Read the following comparison between GTM and DM.
In GTM, mother tongue is used as a means to learn a new language.
This means that when a pupil comes across a sentence in the English
language, he or she immediately thinks of its equivalent in mother
tongue and then focuses on the concept underlying the sentence.
So, in the GTM the link of a concept or meaning formation is as
follows: E ===========> N ===========> C; whereas ‘E’
stands for English, ‘N’ for the native language or mother tongue
and ‘C’ for the concept or meaning formed.

In the DM there is no intervention of the native language. So the

link direct as: E ===========> C, meaning that the pupil forms
the concept or meaning direct from the English language.

2. Based on the narrated comparison, which method do the following

features and principles belong to?
a) Learning a foreign or second language should be more like
first language learning. There should be lots of oral interaction,
spontaneous use, no translation between first and second or
foreign language, and little or no analysis of grammatical
rules.
b) The teacher may use teaching aids like real objects, drawings or
pictures for better understanding rather than using translation.
c) The teacher tries to use English in real life contexts by asking
learners to talk about themselves or tell their own stories.
d) The teacher should always encourage learners to use complete
sentences. For example, if you ask a learner “Are you happy”?
The learner has to answer “yes, I am happy” rather than saying
“yes”.

6
 e) The teacher can ask the learners to write a paragraph about
themselves then gets the feedback about spelling, ideas, use
of punctuation marks according to the level of the learners.
3. How are the features and principles of DM similar or differing
features in GTM?
4. To what extent does your day-to-day classroom teaching reflects
or not reflecting DM?
5. What are the strengths and weaknesses of DM in developing
communicative competency in the learner?.

1. How was the task?

2. How did it help you to understand Direct Method?
3. If you are given another chance, how better will you do it?

1. What challenges have you encountered when using Direct

Method?
2. How did you overcome the challenges?

1. How effective was the learning?

2. What did not go well in regarding DM?
3. What more do I need to know about DM?

The DM is a method of foreign and second language teaching which is

based on the idea that only the target language should be used in class
and meaning should be communicated “directly” by associating speech
forms with action, objects, mime, gestures and situations. The method
is named “direct” because the meaning should be connected directly
with the target language without translation into the native language.

The DM helps the pupil to use only the target language inside the
classroom without relying on the mother tongue for translation or
understanding the lesson. When this method is used the learner learns
the target language as he or she learns the mother tongue, without
translation.

7
 In the classroom, the teacher uses objects, diagrams, pictures, and
other teaching aid to facilitate the understanding of the meaning. The
focus is on developing speaking abilities. In DM, the order of teaching
is observing, listening, speaking, reading and writing as it is assumed
this is the natural order of learning a language. This method makes use
of demonstration and conversation drills to develop speaking abilities

1.2.3 Audio-lingual Method

This method emerged during the Second World War and it was initially designed by
American linguists to equip American military personnel with relevant language skills
that were urgently required. The use of various kinds of drills and pattern practice
is a distinctive feature of the Audio-lingual method. In practice, oral proficiency is
equated with accurate pronunciation and grammar and the ability to respond quickly
and accurately in speech situations. The teaching of listening comprehension,
pronunciation, grammar, and vocabulary are all related to development of oral fluency.
Reading and writing skills may be taught, but they are dependent upon prior oral skills.

In the Audio-lingual method, dialogue is the main basis for classroom practices. It
provides ways of contextualizing key structures and illustrates situations in which
structures might be used as well as some cultural aspects of the target language.
Dialogues are used for repetition and memorisation. Correct pronunciation, stress,
rhythm, and intonation are emphasised.

1. What is my current understanding about the Audio-Lingual

Method?
2. What more do I need to know about using the Audio-Lingual
Method?
3. Which strategies should I use to develop pupil’s communication
skills through the Audio-Lingual Method?

Newspapers extracts, audio-visual materials, recorded speeches,

storybooks, samples of games and songs, pictures and real objects

8
Time: 60 minutes
The following scenarios below reflect the teaching of grammatical
items through ALM. Read and then compare and contrast ALM with
GTM and DM. Discuss with your colleague about the similarities and
differences of the three methods.

Scenario 1: Drilling of Scenario 2: Drilling of Scenario 3: Drilling of

sound systems language structures dialogues
a) In teaching a sound a) To enable the pupils to a) The natural next step
system in a single get used to automatic in the construction
word, the teacher responses in everyday of language,
makes pupils drill conversational exchange from sound
to identify sound or build strong habits in through sentence,
systems by using structural manipulation, is dialogue,
English minimal the teacher uses the exchange
pairs to teach how ‘sentence practice’ of information
words differ in (structural drilling) like between two or
meaning by just the following below: more people. The
changing a single T: I’d like a cup of teacher identifies
vowel. For example: coffee. Tea. standard everyday
‘Ship-Sheep’ P: I’d like a cup of tea. dialogues such as
T: I’d like a cup of basic greetings and
tea. Milk. farewells, shopping
P: I’d like a cup dialogues and
of milk. information

9
 Scenario 1: Drilling of Scenario 2: Drilling of Scenario 3: Drilling of
sound systems language structures dialogues
b) Instead of focusing b) In the drill above, the requests, among
on repeating single teacher provides word others for the pupils
sounds in words substitution cues for to drill.
out of context, the the pupil to replace P1: Good morning.
teacher uses tongue- a word with another P2: Hello.
twisters to practise word. Sometimes, a P1: How much are
articulation of sound slightly more complex the
such as ‘s’ and ‘sh’ substitution can occur tomatoes?
as presented below: in which the change P2: 500 Tshs a kilo.
“I saw Suzan sitting of one word requires P1: Oh! That’s
in a shoe shine modifications in other cheap! I’ll
shop. She sits where words. For example, take three kilos.
she shines and she subject-verb agreement P2: Good. That will
shines where she may need to be reflected be 1500 Tshs.
sits.” like in the example P1: Here you are.
below. P2: And here’s your
T: I eat breakfast every change. Thank
day. He. you.
P: He eats breakfast P1: Thank you!
every day. Goodbye.
T: He eats breakfast P2: Goodbye.
every
day. They.
P: They eat breakfast
every day.

Key: T: Teacher
P: Pupil

1. From the three scenarios above:

a) What do you think the pupil will be most capable between listening,
speaking, writing, and vocabulary competency?

10
 b) Why do you think so?
2. How does this method of language teaching and learning differ from or similar
to earlier methods you have learnt?
3. Summarise the features and principles of ALM

1. How was the task?

2. How did it help you to understand Audio-Lingual Method?
3. If you are given another chance, how better will you do it?

1. How effective was the learning?

2. What did not go well in learning Audio-Lingual Method of
language teaching?
3. What else do I need to understand about Audio-Lingual Method?

1. What challenges have you encountered in using Audio-Lingual

Method?
2. How did you overcome the challenges?

The Audio-lingual method drills learners in the use of grammatical

sentence patterns. It is believed that the way to acquire the sentence
patterns of the target language is through conditioning, helping learners
to respond correctly to stimuli through shaping and reinforcement. Thus,
the audio-lingual method refers to the method that emphasizes chain
drills to master the target language by memorizing and repeating, and
avoiding mistakes in speaking. In the audio-lingual method, activities
are presented not only in drilling short patterns, but also in varieties
of dialogues, which learners have to listen to, repeat and memorise.
Dialogues provide pupils with the structure and idea of how to use types
of patterns in different situations.

11
 Usually, dialogues illustrate socio-cultural situations of the target
language, such as greetings, opinion exchanges, likes or dislikes, safe
standard topics (weather, hobbies) that help pupils to memorise which
spoken words or statements suitable for each situation.
By repeating and memorizing a whole dialogue or some specific parts
of it, learners get familiar to proper pronunciation, intonation, stress,
and rhythm usage.

1.3 Communicative Language Teaching Approach

Communicative Language Teaching (CLT) is an approach that emerged to improve
teaching and learning of language. The approach bases on the ideas that learning a
language is learning to communicate. Hence teaching and learning is grounded on the
four language skills, that is, listening, speaking, reading and writing.

CLT is very popular today and many teachers claim to be using it in their classrooms.
In this section, you will analyse the features and principles of CLT and elaborate its
implications for classroom teaching and learning. You will also identify the roles
of teacher and pupil and describe classroom activities suitable for communicative
language teaching. Finally, you will apply CLT in your English language classroom.

1. What is my current understanding about the Communicative

Language Teaching Approach?
2. What do I need to know about using Communicative Language
Teaching Approach in teaching and learning?
3. Which strategies should I use to develop pupil’s ability to
Communicate through English Language?

Newspapers extracts, audio-visual materials, recorded speeches,

storybooks, samples of games and songs, pictures and real objects

12
Time: 120 minutes
1. What is your focus in teaching English to pupils; is it to develop
grammatical competencies or listening, speaking, reading, and
writing?
2. Examine what you do in your English language classroom in the
following contexts:
a) When a pupil makes errors in the process of learning,
b) When you want to improve the pupils’ English fluency,
c) When you want to interactively engage the pupils.
3. How do you develop English language skills (example, listening,
speaking, reading, writing, vocabulary, and pronunciation) in your
pupils?
4. How do you design your instructional materials for developing
learner’s communicative competency?
5. How do you design the assessment in your class (example, using
authentic materials, authentic assessment, formative assessment,
self and peer-assessment, and test design) for your pupils?
6. What do you focus on or emphasise more with regard to the
following?
a) Fluency or accuracy
b) Teaching the rules of English Language first or creating speech
context for the learners to practise
c) Activities that enable the learner to pronounce and write
correct words, sentences, and paragraphs in English or
activities that aim at achieving communicative functions such
as introducing, greeting, inviting, accepting, refusing, asking
for information, instructing, apologising
7. Review your English language lesson plans or your fellow
teachers’, and then determine the focus of the lessons.
8. What is the role of the teacher in the communicative language
classroom?

13
 1. How was the task?
2. How did it help you to understand Communicative Language
Teaching Approach?
3. If you are given another chance, how better will you do it?

1. How effective was the learning?

2. What did not go well in learning communicative language
approach?
3. What else do I need to understand about communicative language
approach?

1. What is communicative language teaching?

2. What are the main assumptions of communicative language
teaching?
3. What are the features and principles of communicative language
teaching?
4. Elaborate the application of communicative language teaching in
teaching English in Tanzania.

With CLT, language is learnt as a means of expression, using authentic

and meaningful materials for classroom communicative activities. It
focuses on fluency and communication involving the integration of
various language skills, and grammar taught in context. The range
of exercise types and activities compatible with the CLT approach is
unlimited, provided that such activities enable the learner to attain the
communicative competencies stated in the syllabus, engage learners in
communication, and require the use of such communicative processes
as information sharing, negotiation of meaning and interaction.

CLT activities include comparing sets of pictures and noticing similarities and
differences; working out a likely sequence of events in a set of pictures; discovering
missing features in a map or picture; one learner communicating behind a screen to
another and giving instructions on how to draw a picture or a shape, or how to complete
a map; following directions, skits, improvisations, debate and role plays.
14
In performing such activities, the teacher is required to organise the classroom as a
setting for communication. Communication activities should reflect real life contexts.
During the activity, the teacher facilitates monitors, encourages, and identifies gaps for
commentary and communicative practice. The role of the learner is to be a negotiator
between the self, the learning process, and the learning materials.

At the conclusion of the group activity, the teacher leads in debriefing the activity,
pointing out alternatives and extensions and assisting the groups in self-correction
discussion. During the teaching and learning English language, the teacher has to
use authentic materials which will expose the learner to the language used in real
life communication. With regard to assessments, teachers are advised to integrate the
assessment of the lesson within the instructional sessions.

1.4 Using ICT tools in teaching and learning English language

The use of ICTs in teaching and learning has a lot to offer to both learners and teachers.
Learners can enhance their vocabulary, improve their listening, reading and speaking
skills through the use of ICT tools. ICT can help learners to develop language skills
which can be achieved through a variety of multimedia instruments such as digital
stories, Mp3 recordings, podcasts, tape recorders, videos, televisions, radios and
projectors and smartphones.

ICT is useful in language teaching and learning as it is a source of materials, language

practices and behaviour learning and pronunciation. It further enhances social network,
promotes interaction and communication among others. Lastly, it develops language
learners’ mastery of digital skills.

1. What is my current understand about using ICT tools in teaching

and learning English language?
2. What do I need to know about using ICT tools in teaching and
learning the English language?
3. How can I use ICT tools to improve teaching and learning of
English language?

15
 Newspapers extracts, audio-visual materials, recorded speeches,
storybooks, samples of games and songs, pictures and real objects

Time: 60 minutes
1. Use the Internet to search ICT tools which are used for teaching
and learning English language.
2. Choose the ICT tools which you may use in teaching speaking
and listening skills.
3. Evaluate ICT tools which you may use in teaching writing and
reading skills.
4. Assess the use of ICT in teaching and learning of English
in Tanzanian context based on: Infrastructure and facilities,
classroom, and nature of students.
5. Share with your fellow teacher for reflection.
6. File them in your portfolio.

1. How was the task?

2. How did it help you to use ICT tools in teaching and learning the
English language?
3. If you are given another chance, can you do it better?

1. How effective was the learning?

2. What did not go well in learning ICT tools in teaching English
language?
3. What else do I need to understand about ICT in teaching English
language?

What challenges have you encountered in using ICT in teaching and

learning English and how do you overcome them?

16
Teacher need to be aware that, the use of ICT in language teaching and
learning in the modern world cannot be avoided. Teachers may use
social media, in improving language skills. Interestingly, teachers have
to note that as pupils differ in their learning styles, the use of ICT tools
may accommodate all types of learning styles and learning all language
skills. The use of YouTube, WhatsApp, and search engines need to be
emphasised among the teachers.

How did the activities in this unit help you to build competency of
teaching English language by using ICT tools?

1. How was the task?

2. How did it help you to use ICT tools in teaching and learning the
English language?
3. If you are given another chance, how better will you do it?

1. How effective was the learning?

2. What did not go well in learning using ICT in teaching English
language?
3. What else do I need to understand about using ICT in teaching
English language?

1. What new information have you learnt which you would like to
apply in your classroom in the future?
2. What else do you want to learn about using ICT in teaching English
language? Why?
3. Which classroom activities do you think are more appropriate than
others for your pupils in learning English language by using ICT
tools?

17
Conclusion

Changes in economic, social, science and technology have made demands on a foreign
language proficiency and new approaches to foreign languages teaching methods.
Traditional teaching and learning methods are no longer suitable to make pupils use
the language in different contexts.

The use of Information and Communication Technologies (ICT) have a number of

advantages in teaching and learning English language. They integrate audio-visual
information of any forms (text, sound, graphic, animation). Dear teacher, you are
advised to use communicative approach and ICT applications in your teaching and
learning to develop good proficiency of English language to your pupils. ICT opens
up enormous potential of a computer as an educational technology and enables to
create good world of knowledge which is accessible to everyone. ICT have a number
of advantages in teaching and learning English language. They integrate audio-visual
information of any forms (text, sound, graphic, animation).

Harmian, M. & Toth, M. (2006). Inspiring active learning: A complete

handbook for today’s teachers. Alexandria: Association for
Supervision and Curriculum Development.
Shastri, P.D (2010). Communicative approach to the teaching of
English as a language. Mumbai: Himalaya Publishing House.
Richards, J.C & Rodgers, T.S. (1986). Approaches and methods in
language teaching. New York: Cambridge University Press.

18
 Unit Two

Developing listening skills

2.1 Introduction
Most of our daily communication time is spent in listening, for example, when we are
at school, hospital, market or anywhere.

In this unit, you will learn how effective listening can be taught. You will learn how to
assist learners to understand and respond to real life uses of English language. You will
also learn different ways of engaging learners in meaningful communicative tasks.
The communicative tasks will enable learners to perform various language functions
in real-life situations.

In this unit, you are expected to develop the following competencies:

(a) Analyzing of the meaning, sub-skills and functions of listening
skills.
(b) Using of appropriate activities in developing pupil’s listening
skills; and
(c) Using of appropriate activities in assessing pupil’s listening skills.

Time: 20 minutes
Which strategies do you use in developing your learners’ listening
skills?

1. How was the task?

2. How did it help you to support developing listening skills to your
learners?
3. If you are given another chance, how better will you do it?

19
2.2 Analysing the meaning, sub-skills and functions of listening skills
Regardless of how we are engaged in listening. It is important to understand that
listening involves more than just hearing the words that are communicated to us.
Listening is an active, purposeful process by which we make sense of, assess, and
respond to what we hear. It is the first and most important language skill everyone
learns. It precedes and lays the foundation for other language skills such as speaking,
reading and writing. Hence, it must be taught first to our learners.

1. What is my current understanding about the meaning, sub-skills

and functions of listening skills?
2. What do I need to know about the meaning, sub-skills and functions
of listening skills?
3. Which strategies should I use to understand the meaning,
sub-skills and functions of listening skills?

TV, audio-visual materials, recorded speeches, smartphones, internet,

computer, projectors, newspapers, audio script and written music,
audiobooks, sample of games and songs

Time; 60 minutes
1. Use libraries and online materials to find the meaning, sub-skills
and functions of listening skills.
2. As a language teacher, explain three reasons for teaching listening
skills to your pupils.
3. Present your work to your fellow teachers for discussion and
reflection.

1. How was the task?

2. How did it help you to understand the meaning, sub-skills and
functions of listening skills?
3. If you are given another chance, how better will you do it?

20
 1. How effective was the learning?
2. What did not go well in learning this competency?
3. What more do I need to know?

Listening is a vital skill in all areas of academic life. Effective listening

is required in order pupils to understand English language lessons,
as well as to interact with other pupils in small groups and in social
interactions.

2.3 Using appropriate activities in developing pupil’s listening skills

Dear teacher, a key, often forgotten, communication skill is listening which is an
important “soft skill”, like problem-solving, leadership, and teamwork. It is a skill that
can be acquired and developed. The appropriate activities in listening lesson enhance
communication skills inside and outside the classroom. So, before going to teach select
the appropriate activities that will enhance the lesson.

1. Where do I stand now about using appropriate activities in

developing pupil’s listening skills?
2. What do I need to know about using appropriate activities in
developing pupil’s listening skills?
3. Which strategies should I use to find appropriate activities in
developing pupil’s listening skills?

TV, audio-visual materials, recorded speeches, smartphones, internet,

computer, projectors, newspapers, audio script and written music,
drawing materials, audiobooks, sample of games, poems and songs

21
Time: 120 minutes
Case study
1. Read the following case study.
Teacher Jordan is an English language teacher. After school hours
he went to meet his colleague, James who also teaches English.
After their normal conversation, teacher Jordan asked his colleague
how he teaches listening lessons. James asked him, “Why do you
want to know the way I teach this skill? replied John, “My pupils
don’t pay attention when I teach and so they do not perform well.
As I know, listening skill is the most important language skill for
language learners. When learners manage to listen, comprehend
and respond, they build the foundation for other language skills.”

Ok, that’s a good question for us to discuss, replied James. “I

prepare materials and activities that motivate my pupils to listen.
The activities also relate to their real-life situations and I arrange
them from simple to complex. In addition, I make all pupils
accountable throughout the listening activity by making clear the
objective of the task to them and what I expect from them, for
example, answering and asking questions. Sometimes, I prepare
an interesting motion for debate, then the pupils debate it, I record
them using my smartphone and I use it to develop listening skills in
another class. Some of the techniques and activities I use include,
listening to games like telephone conversations or the whispering
game, video clips, dictation, pictures with instructions and songs.
In addition, I do not talk much after the listening activity, instead,
I create activities for the pupils to talk more. They perform
different for example, in activities such as checking in with each
other or having conversation among pupils about things they are
interested. These activities are very useful in enabling them to
practise both speaking and listening. Further, I ask them listening
to comprehension questions.” explained James. “Thank you for
this knowledge. I will use it to improve my teaching of listening
skills.” replied Jordan.

22
 a) How important is listening skill to the language learners?
b) What is the nature of listening activities prepared by teacher
Jordan?
c) Identify the materials used in teaching listening skills.
d) Describe the arrangement and organisation of materials in a
listening session.
e) How are pupils made accountable in a listening session for
them to participate actively?
f) What are the techniques used in teaching listening skills?
g) What do you think are the challenges you might face in using
these activities in teaching listening skills?
h) Share with your colleague for reflection.
i) Keep them in your portfolio.
j) Use libraries or online materials to find stage by stage how you
will use the following activities to teach your pupils listening
skills.
i. Watching clips from movies and TV shows
ii. Using songs
iii. Gap filling
iv. Using authentic content
v. Hidden picture
vi. Relay message
vii. Acting out scenarios in role play
viii. Back-to-back interview
ix. Reading aloud
x. Partner gap-fill activity

1. How was the task?

2. How did it help you to understand appropriate activities in
developing pupil’s listening skills?
3. If you are given another chance, how better will you do it?

23
Time: 60 minutes
1. Appropriate activities in developing pupil’s listening skills
i. Identify stages of listening in the case study.
ii. Analyse the activities which you give your pupils during the
first stage of listening.
iii. How do you interact with your pupils during the second
stage of listening?
iv. Identify the activities which you give your pupils during the
last stage of a listening lesson.
v. Analyse the challenges which you face during teaching a
listening lesson. Find ways to overcome the challenges.
vi. Design first stage, second stage and third stage activities
which you can use during a listening lesson.

1. How was the task?

2. How did it help you to understand appropriate activities in
developing pupil’s listening skills?
3. If you are given another chance, how better will you do it?

1. How effective was the learning?

2. What did not go well in learning of developing skills?
3. What else do I need to understand about using appropriate activities
in developing pupil’s listening skills?

Listening is a very important language skill, not only for communication

purposes but also in the process of learning a second language.
When we learn a language, listening plays a key role to all effective
communication. Without the ability to listen effectively, messages
can be inaccurately received and interpreted in the communication
process which can lessen their effectiveness and, consequently, lead to
misunderstandings. Dear teacher, make sure you make good selection of
listening activities that will help your pupils to develop listening skills.

24
2.4 Using appropriate activities in assessing pupil’s listening skills
It can be difficult to assess listening skills. When your pupils speak or write in English,
you can listen to what they say or read what they write. However, when they listen to
English, it is difficult to know what they understand. Dear teacher you will have to read
different sources to come up with some activities you can do to collect information
about what your pupils have understood when listening to a text. These activities can
be carried out in the course of regular classroom teaching, or as tests to form part of
formative assessment.
1. What is my current understanding about using appropriate
activities in assessing pupil’s listening skills?
2. What do I need to know about using appropriate activities in
assessing pupil’s listening skills?
3. Which appropriate techniques should I use in assessing pupil’s
listening skills?

Time: 60 minutes
Case Study
Read the following case study and answer the questions that follow.

Ms Barnabas is an English teacher at Tunaweza Primary school. She is

teaching Standard Six. One day, she prepared herself for the session as
usual and went into the classroom for the listening lesson. She introduced
the lesson by asking pupils some questions. The pupils were active in
responding to the questions. Thereafter, she read a very interesting story
to them. The first time she read it, the pupils were listening attentively.
Even when she read a second time, they were still listening to the story
attentively but without any reaction. The situation disappointed Ms
Barnabas. She said to herself, “I expected my pupils to laugh when
I was reading the story, but they didn’t do so. They didn’t even show
whether they’ve understood what I was reading. What’s wrong?” she
wondered. “Are they afraid of me or don’t they understand what I was
reading?” She asked them to say any parts that were difficult for them
to understand, or whether she read too fast, or used difficult language,
or provided unclear instructions.

25
 Ms Barnabas noted that her pupils could not respond to what was read.
She observed that this inability was because of poor listening skills.
She decided to find strategies to help her pupils develop their listening
comprehension skills and have interest in listening to different English
materials to improve their listening abilities. She encouraged them to
organise club activities such as debating clubs which led the pupils
to participate with great interest. Apart from that, she used different
language games that required her pupils to listen and respond to
questions posed by the other groups.

To make the activity more interesting and motivating, she awarded

marks to the group that responded correctly. During the feedback
session, she encouraged the pupils to describe why they had won or lost
the game.
i. What made Ms Barnabas realise that her pupils did not comprehend
aural texts?
ii. What might cause learners’ failure to comprehend aural text?
iii. Explain strategies Ms Barnabas used to make sure her pupils
understand aural texts.
iv. Show stage by stage other strategies you could use to assist Ms
Barnabas’ pupils to develop their listening comprehension skills.
v. How can you test listening comprehension skill to your pupils?
vi. Do your pupils face similar problems in understanding instructions
or taking part in activities that involve listening and speaking
in English? Are the causes similar to those that Ms Barnabas
identified?
vii. What kinds of texts do your pupils listen to in English apart from
your explanations or question-answer sessions in the class?

26
Time: 60 minutes
Here is an audio-visual document to listen to. Go to this link and listen
to it very attentively https://youtu.be/AQRSqhkti04 (Youtube, 2020).
i. After having watched very attentively Miss Kuhn’s steps for
teaching listening comprehension, would you consider her to be
an excellent teacher? Explain reasons for your answer.
ii. What would you add to make listening comprehension more
enjoyable?
iii. What other teaching and learning activities would you suggest for
the listening skills sessions?

Time: 60 minutes
Read the following text and answer the questions that follow.
Joseph has completed Form Four at Maua secondary school. One day,
he conducted a listening lesson for his younger brother and sister at
their home. He prepared and read aloud an interesting passage twice,
slowly and at a normal speed while his younger brothers and sisters
were listening. After reading, he asked them few questions to check
whether they listened attentively and understood the passage, he had
read to them. However, they could not answer the questions asked.
In his struggle to find a solution, Joseph remembered that there were
some exercises he had heard about such as cloze (blank filling exercise),
summarising, identifying the main ideas, multiple-choice questions,
discussions, gap filling in a summary of the passage, expressing views or
opinions about the passage, matching questions, short answer questions
and sentence completion, but he did not know how to prepare and use
them in assessing his lesson as he had not had any teaching training.
As he likes teaching, he decided to ask for help from qualified teachers
from nearby schools.
i. As a qualified teacher, how could you help Joseph on how to use
each technique or activity in assessing listening skills?
ii. What are other techniques or activities could you advise Joseph to
use in assessing his younger brothers and sisters’ listening skills?

27
 iii. Use the English language syllabus for primary education to prepare
a listening lesson (lesson plan, materials and activities)
iv. Conduct a lesson using the materials and activities you have
prepared.
v. Assess your lesson. What went well and what challenges did you
face?
vi. Give your pupils a timely feedback.

1. How was the task?

2. How did it help you to understand assessing listening skills?
3. If you are given another chance, how better will you do it?

1. How effective was the learning?

2. What did not go well in learning about using appropriate activities
in accessing pupil’s listening skills?
3. What do I need to understand more about using appropriate in
accessing pupil’s listening skills?

1. Which activities do you normally use in developing pupil’s

listening skills?
2. What materials did you use to develop your pupils’ listening skills
in the lesson you have conducted?
3. How did you assess the achievement of the lesson you have
conducted?
4. How successful was your lesson?

Dear teacher, here are some tips on how to use discussion in assessing
listening skills. After reading the passage or story to the pupils, or after
the pupils have completed listening to audio materials (at least two
times), use the following procedures:
a) Instruct the pupils to sit in pairs or in small groups.
b) Guide the pupils through discussing the content of the passage or
story or audio materials they have listened to.

28
c) Guide the pupils through writing about what they found interesting
or enjoyable.
d) Guide the pupils through sharing their work with other pairs or
groups.
e) Guide the pupils through presenting their work.
f) Respond to the work they have presented.

How did the activities in this unit help you to build the competency of
developing pupils’ listening skills?

1. How was the task?

2. How did it help you develop listening skills to the pupils?
3. If you are given another chance, how better will you do it?

1. What challenges have you faced in carrying out the activities in

this unit?
2. How have you managed the challenges you faced in this
competency, if any?
3. How can you use the knowledge gained in this unit to improve
teaching listening skills?

29
Conclusion

In this unit, we have explored listening skills as the first and most important language
skill human beings develop. The listening process involves five stages: receiving,
understanding, evaluating, remembering, and responding. Basically, an effective
listener must hear and identify the speech sounds directed toward them, understand
the message of those sounds, critically evaluate or assess that message, remember
what has been said, and respond (either verbally or nonverbally) to information they
have received.

Before teaching a listening comprehension, a good teacher ensures that the teaching
and learning methods are authentic and appropriate to the level of their pupils. They
make preparations in advance of the pre-listening so as to raise their pupils’ interest
in the topic. They ensure that all the three stages of listening comprehension (pre-
listening, while-listening and post-listening) are followed with each stage having
activities for pupils. In the pre-listening stage, consider activities for teaching some
vocabulary or grammar that is central to the listening comprehension text. To get
background knowledge of the pupils before listening, ask your pupils to recall what
they know about the topic. For example, if the listening is the market context, you can
ask them questions related to the market, for example, what things can be found in the
market? Or what do people do in the market? These activities are useful as they help
the pupils to activate vocabulary, predict content, generate interest and check their
understanding of tasks.

30
Buck, G. (2001). Assessing listening. Cambridge, United Kingdom:
Cambridge University Press.
Helgesen, M. (2003). Teaching listening. In D. Nunan (Ed.), Practical
English Language teaching. New York: McGraw-Hill.
https://www.eflmagazine.com/the-three-stages-of-a-listening-
activity/https://englishpost.org/the-3-stages-of-a-listening-
lesson/
Thurlow, S & O’Sullivan, K. (2011). Listening and speaking skills with
answer key. Second Edition. South Yarra: Macmillan Education
Australia PTY Ltd.
Shastri, P.D (2010). Communicative approach to the teaching of English
as a second language. Mumbai: Himalaya Publishing House.
Youtube. 2020. Grade 5 - English - Listening comprehension /
worksheetcloud video lesson. 05 28. Accessed 12 30, 2020.
https://youtu.be/AQRSqhkti04.
Michelle P. & Lalitha V. (2016). Developing Independent Listening
Skillsfor Englishas an AdditionalLanguage Students.
University of Adelaide: International Journal of Teaching and
Learning in Higher Education. Volume 28, Number 1, 52-
65http://www.isetl.org/ijtlhe/ISSN 1812-9129

31
 Unit Three

Developing speaking skills

3.1 Introduction
This unit aims at helping you to facilitate speaking skills in your pupils. Teaching and
learning speaking skills is a more demanding task since it involves selection of words,
pronouncing them and stringing them together with the appropriate grammatical
markers. Moreover, the question of what to say, to whom and when should be taken
on board. Principally, teaching and learning English language using CLT approach
focuses on real-life contexts. However, in the school context, the skill is less taught
and assessed. For learners to develop speaking skills, it should be integrated with
listening skills. It contains a range of activities for the teacher to use to encourage
pupils to speak effectively.

In this unit, you are expected to develop the following competencies:

(a) Analysing the meaning and sub-skills of speaking skills;
(b) Using appropriate activities in developing pupil’s speaking skills;
and
(c) Using appropriate activities in assessing pupil’s speaking skills.

Time: 60 minutes
Before you get into the content of this unit, please share your experi-
ences and practices.
i. Who should speak more in the classroom, the teacher or the pupils?
Explain the reasons.
ii. Why is it important to develop speaking skills?
iii. What kind of speaking activities do you use in your teaching?
iv. How do you reach the conclusion that a pupil has developed
speaking skills?

32
 1. How was the task?
2. How did it help you understand developing speaking skills?
3. If you are given another chance, how better will do it?

3.2 Analysing the meaning and sub-skills of speaking skills

Speaking is the skill that is delivered through the mouth. Speaking involves creating
sounds using many parts of our body, including the lungs, vocal tract, vocal cords,
tongue, teeth and lips. Speaking is the second in the four language skills, which are:
Listening, speaking, reading and writing. Speaking is one of productive skill that allow
the learner to produce language in form of sound. Dear teacher, visit different sources
to get more information about speaking skills which will enhance your teaching.

1. What is my current understanding about the meaning and sub-

skills of speaking skills?
2. What do I need to know about the meaning and sub-skills of
speaking skills?
3. Which strategies should I use to understand about the meaning
and sub-skills of speaking skills?

Real objects, models, chalkboards, pictures, drawings, sketches, films,

slides and Projectors, smart phones, computer, word cards, sentence
cards, flash cards

Time: 60 minutes
Meaning of speaking skills
Mtinda was wondering how he could get his message across. After
thinking for a short time, he decided to say it out loud, “whatever I
do now is for the benefit of the future generation.” His wife, Fatuma,
who was in the kitchen came out and asked her husband, “Who are you
talking to?” He confidently answered, “I am talking to our neighbours.”
“Our neighbours!” exclaimed his wife. “Where are they?” she asked “I
hope you don’t expect me to summon a meeting with them,” argued her
husband.

33
 “You have to, because speaking to someone involves sharing time and
a physical context. Otherwise, you are only producing auditory signals
which might not trigger responses from the listener. Your listeners are
not here so how sure you are that they hear what you are saying,” com-
mented his wife. Have you ever responded to any announcement made
on radio or television?” inquired the husband. “Yes, I have responded
several times,” answered the wife. “And you were not present at the
event or broadcasting house, right?” asked the husband. The wife nod-
ded and smiled.
i. What do you think cannot be assured of in Mtinda’s definition of
speaking?
ii. What was the reason for Fatuma nodding and remaining silent at
the end of the conversation?
iii. If Mtinda were an English language teacher, what approach would
he be using in teaching speaking?
iv. If Fatuma were an English language teacher, what approach would
she be using in teaching speaking?
v. Who do you think would make learners easily understand the
definition of the term speaking?
vi. Use different sources to find the meaning and sub-skills of speaking
skills.
vii. Share with your fellow teacher for recommendations.
viii. Write them in your notebook and keep them in your portfolio.

1. How do you deal with pupil’s pronunciation challenges in your

class?
2. Which strategies do you mostly use in teaching pronunciation?
3. How do you use those strategies?

1. How was the task?

2. How did it help you develop speaking skills to your pupils?
3. If you are given another chance, how better will you do it?

34
1. Explain how you integrate speaking sub-skills when facilitating
speaking lesson.
2. How do those sub-skills improve pupils’ speaking?

1. How effective was the learning?

2. What did not go well in learning about the meaning and sub-skills
of speaking skills?
3. What do I need to understand more about the meaning and sub-
skills of speaking skills?

The same concept might be understood from different angles. Speaking

skill can be defined from a bottom-up or a top-down approach. From
the perspective of a bottom-up approach, speaking is defined as the
production of auditory signals designed to produce differential verbal
responses in a listener. This approach does not consider negotiation of
meaning, the aspect that is made possible via interaction. Interaction as
one of the aspects in a real-life context is a very important feature of
the CLT approach. In terms of teaching speaking skills, the bottom-up
approach suggests that we should start with teaching the smallest units-
sounds and move through mastery of words and sentences to discourse.

On the other hand, from the perspective of a top-down approach,

speaking is defined as cooperation between two or more speakers
in communicating ideas, information or feelings in shared time, and
a shared physical context. The proponents of this view propose that
learners should be engaged in spoken discourse from the beginning
from which they will acquire the smaller units rather than teaching
learners to make well-formed sentences and then putting these to use
in discourse. They argue that form and meaning are dependent on the
context in which it occurs, including the participants themselves, the
physical environment and the purposes for speaking.

35
 Also, read the following techniques to gain more understanding about
different techniques in developing your learners’ speaking skills.
 Dialogue is a classroom technique used for practising functions
of language like greeting, agreeing, disagreeing, apologising,
suggesting or asking information.
 Role play is a popular technique used in class to practise
speaking skills. There are three types of role play – with clues,
totally guided and free.
 Opinion/Ideas: When we ask for opinions on controversial
topics or situations, a lot of discussion can be generated. The
learners may be divided into groups to discuss and present their
opinions.
 Problems (group work) are good sources for making the
learners speak. While engaged with the problem, they have to
use the language to solve it.
 Interview is also interesting function-based technique in which
an interviewer tries to find out a person’s tastes, preferences,
attitudes, or information.
 Visual comprehension can also be used. Learners are provided
with a picture and then asked some questions about it.
 Dreams or Ambitions is a good activity for teaching speaking
skills because it entails a lot of speaking.
 Rhymes and tongue twisters: Speaking skills can also be
taught through recitation of rhymes in an enjoyable manner.
 Songs are also a good activity for developing learners’ speaking
skills.

3.3 Using appropriate activities in assessing pupil’s speaking skills

Classroom assessment is the kind of assessment that can be used as part of instruction
to support and enhance learning. We expect you to use a wide range of assessment
strategies which might help learners to demonstrate their speaking proficiency.
Assessment strategies help you to understand whether the intended learning
competencies have been met successfully. When assessing speaking, you should
consider fluency, pronunciation, vocabulary, accuracy and interaction.

36
 Figure 1: Pupils practicing speaking through debate

1. Where do I stand now about appropriate activities in assessing

pupil’s speaking skills?
2. What do I need to know about using appropriate activities in
assessing pupil’s speaking skills?
3. Which strategies should I use to understand appropriate activities
in assessing pupil’s speaking skills?

Objects, models, chalkboards, pictures, drawings, sketches, films, slides

and projectors

1. Visit different sources and read how speaking skills are assessed
in every activity.
2. Write down strategies for assessing speaking skills to your learners.
3. Share with your colleague for reflection.

37
 4. Take your point for more discussion with your school learning
community.
5. Keep your work in your portfolio for further assessment at your
Teacher Resource Centre.

1. How was the task?

2. How did it help you understand to assess speaking skills?
3. If you are given another chance, how better will you do it?

1. How effective was the learning?

2. What did not go well in learning about using appropriate activities
in assessing pupil’s speaking skills?
3. What do I need to understand more about using appropriate
activities in assessing pupil’s speaking skills?

Dear teacher, if you want to encourage speaking to your learners

then, test their ability. So, use assessment activities in your classroom
to provide critical feedback to learners. It helps you to monitor and
modify your instruction methods and lesson plans to improve learning
outcomes. That’s why you must use a variety of assessment activities
and change them up frequently to stimulate both pupils and yourself.
Choose assessment activities which are quick, enjoyable and versatile.

Compare the two perspectives of speaking skills and explain which one
describes speaking skills as practised in real life communication.

1. How was the task?

2. How did it help you understand how to use appropriate activities
in assessing pupil’s speaking skills?
3. If you are given another chance, how better will you do it?

38
 1. What new information have you learnt which you would like to
apply in your classroom in the future?
2. What more do you want to learn about using appropriate activities
in assessing pupil’s speaking skills?
3. Which classroom activities do you think are more appropriate than
others for your pupils? Why?

Conclusion

This unit has covered several issues including the meaning and sub-skills of speaking
skills, activities for developing speaking skills and activities for assessing. In concluding
this chapter, read the important elements to consider when teaching speaking skills.
You must provide maximum opportunity to learners to speak the target language by
providing a rich environment that contains collaborative work, authentic materials
and tasks, and shared knowledge. Involve every learner in every speaking activity
by practising different ways of pupil participation. Reduce teacher speaking time in
class while increasing learner speaking time. Step back and observe learners. Indicate
positive signs first when commenting on a learner’s response. Ask probing questions
such as “What do you mean? How did you reach that conclusion?” in order to prompt
learners to speak more. Provide oral feedback to motivate learners to speak more.
When the learner is speaking, do not interfere them even if they do mistake. What you
should do is, listen to all the mistakes, record and correct them when giving feedback.
Go around classroom to see whether learners need your help while they work in groups
or pairs. Provide the vocabulary beforehand that learners need in speaking activities.
Identify problems faced by learners who have difficulties in expressing themselves in
the target language and provide more opportunities to practise the spoken language.

39
 Nirmawati, L. (2015). Shastri, P.D (2010). Communicative Approach
to the Teaching of English as a Language. Mumbai: Himalaya
Publishing House. Yogyakarta University . Yogyakarta:
Yogyakarta University Press.
Richards, J. (2018). Teaching listening and speaking: from theory to
practice. New York: Cambridge University Press.
Torky, S. A. (2006). Effectiveness of a task based instruction program in
developing the English language speaking of secondary stage
students. Cairo: Shams University Press.

40
 Unit Four

Developing reading skills

4.1 Introduction
Reading is one of the most important areas of life skills in life. It helps us make
discoveries of new things and educate ourselves in many areas of life. Further, it is the
first step towards literacy in any language and plays a great role in education. Reading
skill is also important as it adds vocabulary of the target language to the learners.
Reading is the process of identification, interpretation and perception of written or
printed material.

This unit aims at helping you, as an English teacher, to facilitate the development of
reading skills in your pupils. You will learn reading skills, the appropriate activities
in developing reading skills and in assessing pupil’s reading skills. It is expected that,
after developing more competencies in reading skills, you will be in a much better
position to facilitate their development in pupils in the classroom context.

By the end of this unit, you are expected to develop the following
competencies:
(a) Analysing the meaning and sub-skills of reading skills;
(b) Using appropriate activities in developing pupils’ reading skills;
and
(c) Using appropriate activities in assessing pupils’ reading skills.

Basing on your English teaching experience, do the following questions:

i. Analyse activities that you give your pupils in the pre-reading
stage of teaching reading skills.
ii. Analyse kind of activities that you use to engage your pupils in the
while reading stage.
iii. Identify what you do in the post reading stage.
iv. Explain why you select strategies that are appropriate to the
reading task.
v. Explain strategies you use in assessing reading comprehension.

41
 1. How was the task?
2. How did it help you in developing pupils’ reading skills?
3. If you are given another chance, how better will you do it?

4.2 Analysing the meaning and sub-skills of reading skills

Reading is a receptive skill. It is one of the four basic language skills used to communicate
in our daily lives. It refers to the ability to look at and understand the meaning of the
written words, letters or symbols. Further, as a skill, it involves identifying written
signs, comprehending those signs and lastly, constructing meaning from the signs.

1. Where do I stand now about understanding the meaning and sub-

skills of reading skills?
2. What do I need to know bout the meaning and sub-skills of reading
skills?
3. Which strategies should I use to understanding the meaning and
sub-skills of reading skills?

Journals, library and online sources, transcript of known movies,

dialogues/monologues, songs, newspaper articles

Time: 45 minutes
i. Find out from different sources the reasons for considering reading
as a receptive skill.
ii. Which other skills fall within the category of receptive skill?
iii. Consult various sources on reading skills:
a) Identify the four reading sub-skills; and
b) Explain each reading sub-skill.
iv. Discus with your colleagues, purposes for using each of reading
sub-skills.
v. Of all the four reading sub-skills, which one is frequently used by
a reader? And which one is highly taught in the classes and why?

42
 1. How was the task?
2. How did it help you understand reading skills?
3. If you are given another chance, how better will you do it?

1. What challenges did you encounter when analysing meaning and

subs-kills of reading skill?
2. How did you solve the challenges?

Reading is a complex, interactive, purposeful comprehending and

flexible process. It takes relatively long time and resource to develop.
The aim of readers is among other things, to comprehend what they
are reading. Readers have purposes for reading. As such good readers
predict and formulate ideas as they read, construct image of what they
read, making connection, summarising, questioning and inferring.
These strategies assist readers in comprehending the text.

4.3 Using appropriate activities in developing pupils’ reading skills

Reading skills are one among the four language skills. They are key in paving the
way to expanding one’s knowledge. In this unit, you are expected to learn more about
appropriate activities that develop pupil’s reading skills. Basically, in order to develop
reading skills, there should be well designed appropriate activities for teaching different
stages of these skills. Therefore, in this part, you are expected to learn more and be able
to demonstrate the ability to create and design activities according to speech context
that aim at helping pupils to develop reading skills.

1. What is my current understanding about using appropriate

activities in developing pupils’ reading skills?
2. What do I need to know about using appropriate activities in
developing pupils’ reading skills?
3. Which appropriate activities should I use in developing pupils’
reading skills?

43
 Written story, written texts, newspaper extracts and journals

4.3.1 Designing appropriate activities for teaching reading skills

Estimated Time: 60 minutes
Based on your English teaching experience, answer the following
questions:
i. What activities do you give your pupils in the pre-reading stage of
teaching reading skills?
ii. What kind of activities do you use to engage your pupils in the
reading stage?
iii. What do you do in the post reading stage?
iv. Why do we select strategies that are appropriate to the reading
task?
v. Which mechanism do you use in assessing reading comprehension?

Read the following text carefully;

My favourite day

44
Cheers, my name is Bella. After school, we like to play. Our favourite game is rede.
Maria and Sally are throwing the ball. Can you see me in the middle? I am with
Mariam. She only has one arm but she is the best at rede. Jenny and Tom are sitting on
the side. They are reading a new book. Jack is chasing away a dog that has come into
the playground. The dog wants to take their ball. Tom and Yusuf are playing football.
Juma is riding his bicycle. He likes to go home early.

At the weekends, Maria, Mwajuma and I go to our garden. We are growing spinach
and carrots. It is fun looking after our garden. It is even more fun when we bring our
vegetables home.

Adapted from: https://en.islcollective.com/english-esl-worksheets/vocabulary/

free-time-and-leisure-activities/my-favourite-day/88689

1. Design the reading activities that can be used in the pre-reading, while reading
and post reading stage. You may share the work with your colleague.
2. Use the comments provided to improve your teaching.
3. File your work in the portfolio.

Read thoroughly the following text.

Bell the cat
There was a grocery in a town, plenty of rats lived in the grocery because
there was plenty of food for them. They ate everything and spoiled all
the bags as well as the bread, biscuits and fruits.
The grocer got really worried. He decided, I should buy a cat and keep
it in the grocery. Only then I can save my things.”
When he bought the cat, it had a nice time hunting the rats. The rats
began to get hungry because now they could not move freely. They
were afraid that, anytime, the cat would eat them up.
The rats had to do something. They held a meeting to discuss how
they can get rid of the cat. Their leader asked, “Can someone give a
suggestion?”

45
 All the mice sat and brooded but none of them could think of a solution.
Finally, a smart looking old rat stood up and said, “The problem is that
the cat moves softly. That is a problem. If we can tie her a bell around
the neck, then things will be fine. We can know the movements of the
cat. “Yes that is answer; started all the rats, but who would tie the bell?”
Adopted text from internet: https://www.aplustopper.com/essay-on-
inter-school-competition/ on 26th November, 2020

Ms Ummy Juma was using the above text for teaching reading skills to
her pupils. She divided her lesson into three stages: pre-reading, while
reading and post reading. To catch the pupils’ attention, she did the
following in the pre-reading stage:
1. She divided her pupils into groups of five.
2. She provided them with a chunky text split into paragraphs.
3. She asked each group to read a paragraph aloud.

In the while-reading stage she:

1. picked at random one group member from each group to read the
split paragraph.
2. took notes of words which were pronounced incorrectly.
3. guided the pupils to pronounce the words correctly. Where the
pupils failed to provide the correct pronunciation, she intervened
in.
In the post reading stage, she:
1. instructed the pupils to underline the key message of the paragraph.
2. gave five minutes to pupils to create a list of true and false
statements from the text.
3. guided them through summarising the entire text.
i. Do you think that Ms Ummy Juma was successful in teaching
reading skills? If YES/NO, Why?
ii. What would you do more to make this lesson more successful?

46
 iii. What other teaching and learning activities would you
suggest?

1. How was the task?

2. How did it help you to understand using appropriate activities in
developing pupils’ reading skills?
3. If you are given another chance, how better will you do it?

1. How effective was the learning?

2. What did not go well in designing appropriate activities for
teaching reading skills?
3. What more do I need to understand designing appropriate activities
for teaching reading skills?

1. What challenges did you encounter in accomplishing the above

task?
2. How did you solve those challenges?
3. Which strategy among those given above do you or your colleagues
normally use in teaching?
4. Which other strategy would you like to recommend to improve
reading skills?

Reading activity in the classroom may involve two ways. The first one
is reading the text aloud. This may be done in turns. When a pupil reads
aloud in the classroom, other pupils are listening and also reading the
text silently. The second way is reading the text silently. In either way,
at the end of reading the teacher has to lead a discussion on the text
read.

4.4 Using appropriate activities in assessing pupils’ reading skills

Assessing pupils’ reading skill need a variety of activities because not every assessment
will be appropriate for all pupils because of diversity among them. So, if you read
different sources you will find many activities that may help you to design your own
classroom assessment.

47
 1. What is my current understanding about using appropriate
activities in assessing pupil’s reading skills?
2. What do I need to know about using appropriate activities in
assessing pupil’s reading skills?
3. Which appropriate techniques should I use in assessing pupil’s
reading skills?

Written story, written texts, newspaper extracts and journals, word cards

Use internet through a computer or smartphone to find the materials

that can help you describe stage-by-stage how you can assess reading
comprehension by using the following strategies. Do not hesitate to
improvise teaching and learning materials.
i. Asking open-ended questions that get them talk.
ii. Asking pupils questions that make them reflect on the read text.
iii. Using short quizzes that check for comprehension.
iv. Using response cards.
v. Asking pupils to summarise or paraphrase what they have read.

1. How was the task?

2. How did it help you to understand using appropriate activities in
assessing pupils’ reading skills?
3. If you are given another chance, how better will you do it?

1. How effective was the learning?

2. What did not go well about using appropriate activities in assessing
pupil’s reading skills?
3. What do I need to understand more about using appropriate
activities in assessing pupil’s reading skills?

48
1. What challenges did you encounter in accomplishing the above
task?
2. How did you solve challenges?
3. Which assessment strategy among those above do you or your
colleagues normally use in the class?
4. Which other assessment strategy would you like to recommend to
improve assessment of reading skills?

A teacher who uses teaching strategies well can do the reading

comprehension assessment in a successful way hence get a good
feedback of pupil’s strengths and weaknesses. It is through this
assessment a teacher can find the best way of working on the pupil’s
weaknesses if any.
In this unit, you have been taken through the meaning of reading skills.
As a skill, reading has four sub-skills such as skimming, scanning,
intensive reading and extensive reading. Additionally, you have been
taken through the strategies for teaching reading skills and given
examples of activities you might choose to facilitate the development of
reading skills and the importance of assessment to identify and address
any weaknesses the pupils might have.

After learning this competency, explain the new way you are going to
use in teaching and learning reading skill.

1. How was the task?

2. How did it help you to use appropriate activities in reading skill?
3. If you are given another chance, how better will you do it?

How would you help your fellow teachers who have not had this
opportunity of learning?

49
Conclusion

This unit analysed communicative activities in English reading skill. Dear teacher,
you should know the pupils’ roles and yours in performing communicative activities
in reading skill. Communicative activities in classroom is an effective way both
for teachers’ reading teaching and for pupils’ reading learning if they are properly
implemented.

Allington, R. l. (2001). What really matters for struggling readers. New

York Longman.
Buehl, D. (n.d.). Classroom strategies for interactive learning.
Newark,DE: International Reading Association.
Durkin, D. (2004). Teaching them to read. Boston: Pearson.
Harvey, S. a. (2000). Strategies that work;Teaching comprehension to
enhance understanding . Portland, ME Stenhouse.
Krashen, S. (1993). The Power of Reading:Insights from Research.
Englewood,CO: Librarian Unlimited.
Miller, D. (2002). Reading with Meaning. Portland,ME: Stenhouse.

50
 Unit Five

Developing writing skills

5.1 Introduction
Welcome to Unit Five which deals with writing skills. Writing is a key productive
skill, and a significant requirement for English language learners as it is regarded as
one of the most communicative skills. You need to enable your learners to explore the
theme and sub-themes of a given text and express their ideas on paper. Young learners
face particular challenges in different writing stages. Because communicating their
thoughts and ideas through writing, they need to use lower-level skills for example
grammar, vocabulary, word choice, usage and coherence in generating and organising
ideas, punctuation and spelling. Thus, you need to think of using a range of activities
to develop their learners’ writing skills.

In this unit, you will learn the concept of writing, principles and characteristics of
effective writing, and strategies and activities for developing pupil’s writing skills.
You will also prepare materials and classroom activities for assessing pupil’s writing
skills. Finally, you will conduct a writing lesson using the appropriate materials and
activities to develop and assess your pupils’ writing skills. This will help you improve
your abilities in developing and in assessing your pupils’ writing skills as your teaching
will be greatly enriched with a number of activities.

In this unit, you are expected to develop the following competencies:

(a) Analysing the meaning and sub-skills of writing skill;
(b) Developing pupils’ writing skills using appropriate activities and
materials; and
(c) Assessing pupils’ writing skills using appropriate activities by
considering principles and characteristics of effective writing.

51
 Based on your English teaching experience, do the following tasks:
i. Identify activities that you give your pupils in the pre-writing stage
of teaching writing skills.
ii. Analyse kind of activities that you use to engage your pupils in the
while writing stage.
iii. Explain why you select strategies that are appropriate to the
writing task.
iv. Explain strategies you use in assessing writing skills.

1. How was the task?

2. How did it help you to develop pupils’ writing skills?
3. If you are given another chance, how better will you do it?

5.2 Analysing the meaning and sub-skills of writing skill

6.2.1 Meaning of writing skill
Writing refers to a language skill that conveys information or expression of
original ideas in a consecutive way in the new language. It is viewed as a two-
step process that involves figuring out the meaning and putting the meaning
into language. It is an essential skill in language learning in order to give the
learners the opportunity to develop the proficiency they need to write personal
letters, essays, research papers and journals.

5.2.2 Types of writing skills

a) Expository writing is a type of writing skill which concentrates on
advising or explaining things.
b) Persuasive writing is a type of writing skill that convinces the reader or
furnishes some of the thoughts of the author to the readers through giving
opinion, justification and explanation.
c) Narrative writing involves narrating a story to the readers. This writing
style likewise uses creative writing - use of imagination and creativity.
d) Descriptive writing is a type of writing skill that involves giving a detailed
description of a character, an event or a place.

52
 5.2.3 Sub-skills of writing skills
For successful writing, the writer should possess at least the following sub-
skills.
1. Usage of the handwriting, spellings and punctuations correctly
2. Word completion
3. Usage of tenses correctly
4. Usage of appropriate vocabulary and terminologies appropriately
5. Sentence making
6. Clarification and organisation of central ideas for comprehension

5.3 Developing pupils’ writing skills using appropriate activities and materials
Dear teacher, you have been always helping your pupils on how to write with good
coherence and organisation. You have to use small groups where they can perform
tasks collaboratively or cooperatively. You have to act as a facilitator, motivate your
pupils and encourage everyone to actively participate in doing the given tasks. You
have to use simple, useful and needful materials which will enable your pupils to
create more interest in writing.

1. Where do I stand now about developing pupil’s writing skills

using appropriate activities and materials?
2. What do I need to know about developing pupil’s writing skills
using appropriate activities and materials?
3. Which strategies should I use to develop pupil’s writing skills
using appropriate activities and materials?

Newspaper extracts sample, dialogue, passages, stories, speeches, class

readers, pictures, language cards, videos, sample of advertisements and
forms

53
 In writing, a pupil needs to listen and write, speak and write, watch and
write, look and write, read and write, and think and write. All these can
be achieved through the following materials/aids and activities: letter
writing, thinking games, summarising, pictures or real photographs,
dictation, writing short paragraphs, crossword puzzles and word games,
writing sentences, giving advice for a problem posed by the teacher,
rewriting a jumbled paragraph or story to develop coherence,
narrating a memorable day in one’s own life, watching videos or TV
programmes and rewriting the themes of the programme, listening to
audios and writing the themes, writing important events or activities
in a diary, sequencing, rewriting, story writing, introducing each other,
report writing, playing familiar songs, videos, describing people/place/
objects, completing sentences, filling in forms and charts, interviewing
a friend and writing their biography, paring half sentences, picture
story, rearranging words to form meaningful sentences, completing
short dialogues, writing guided composition, writing sentences from
substitution tables, and brainstorming (example, by giving them a topic
and they write sentences on it).
i. Draw a table with two columns: Column A and Column B, then put
the above strategies (the italicised ones) in Column A and match
them with the above materials/aids and activities for each of the
strategies. Write the appropriate materials/aids and activities for
each strategy in Column B.
ii. Prepare classroom materials/aids and activities in accordance with
how you have matched them in (a) above for each strategy.
iii. Prepare a lesson and show how you will conduct it using the
materials/aids and activities you have prepared in activity (b)
above.

Note: It is impossible to include all the above strategies (the italicised ones) in a single
lesson. Thus, choose some of the strategies for your lesson to make it effective.

54
1. How was the task?
2. How did it help you understand the meaning, sub-skills, principles
and functions of writing skills?
3. If you are given another chance, how better will you do it?

1. How effective was the learning?

2. What did not go well in developing pupils’ writing skills using
appropriate activities and materials?
3. What more do I need to understand about developing pupils’
writing skills using appropriate activities and materials?

1. What are the qualities of good materials for teaching writing?

2. What are the characteristics of good activities that can easily
enable your pupil to develop their writing skills?
3. How do you enable your pupils to develop their writing skills?

Dear teacher, in developing writing skills to your learners, you can use
a range of strategies depending on their level. Some of the strategies
are listening and writing, speaking and writing, watching and writing,
looking and writing, reading and writing, texting and writing, and
thinking and writing. Depending on the strategies chosen, you can use
a number of activities/techniques which are interesting and stimulating,
integrate the other language skills, give opportunity to the pupils to
produce a variety of responses. Some of the activities includes crossword
puzzles and word games, writing letters, writing reports of various
events, writing sentences, writing short paragraphs, rewriting a jumbled
paragraph or story to develop coherence, narrating a memorable day in
own life, story prompts, picture story, rewriting a story, writing diary,
paring half sentences, rearranging words to form words or rearranging
words to form sentences, completing short dialogues, controlled
composition, summarising a passage, rewriting an event, story writing/
writing story of own life, dictation, filling in forms and charts, writing
a description of people, places, objects, things or process, completing
sentences, writing sentences from substation table,

55
 watching videos or TV programmes and rewriting on the stories
narrated through the videos, giving an advice from a problem posed
by the teacher, prompting to finish sentences that are half started,
brainstorming (example, by giving them a topic and they write sentences
on it), interviewing a friend and writing their biographs.

Example 1:
One activity which can enable a pupil to read and write is rewriting a jumbled paragraph
or story. Thus, prepare a jumbled paragraph or story and use it in your lesson.
Steps: (before, during and after the lesson).
a) Prepare an interesting short story or sentences with a series of events arranged
chronologically.
b) Jumble/mix up the sentences so that they are arranged in non-chronological
order.
c) Ask the pupils to unjumble (re-write them in the correct order to get a meaningful
paragraph or story). You can ask them to do it individually, in pairs or in small
groups.
d) Assess their works basing on the original story.
e) Give them timely feedback
f) Make corrections with them.

Example 2:
One activity which can enable a pupil to look and write is sequencing. You can prepare
this activity using pictures by following the following steps (before, during and after
the lesson).
a) Find different boxes
b) Cut the boxes into different cards
c) Draw pictures with series of events on the cards
d) Write numbers for each picture according to the orders of the events
e) Ask the pupils to form pairs or small groups depending on the size of the class
f) Ask the pupils in each group to choose their leaders
g) Give the pupils the picture cards you have prepared
h) Ask the pupils to discuss the pictures (give them time for the discussion)

56
 i) Ask the pupils individually to write a story on the pictures in their exercise
books
j) Assess the pupil’s work
k) Give them timely feedback
l) Make corrections with them

5.4 Assessing pupils’ writing skills using appropriate activities by considering

principles and characteristics of effective writing
Assessing pupils’ writing skills is useful primarily as a means of improving teaching
and learning. Best assessment practice should engage pupils in contextualised and
meaningful writing. Best assessment activities support and harmonise the effective
ways of teaching writing. When assessing the pupil’s written work, criteria for the
assessment should be given, these includes correct spelling, grammar, punctuation,
layout, appropriate vocabulary, clear and logical structure, proper organisation of the
content, logical sequencing, clarity and fluency, and style.

1. What is my current understanding about assessing pupils’ writing

skills using appropriate activities by considering principles and
characteristics of effective writing?
2. What do I need to know about assessing pupils’ writing skills
using appropriate activities?
3. Which appropriate techniques should I use in assessing pupils’
writing skills?

Newspaper extracts sample, dialogue, passages, stories, speeches, class

readers, pictures, language cards, videos

Use the internet to read different sources on ways of assessing writing.

i. Identify strategies which can be used to assess writing skills to
pupils of your class.
ii. Show how you will use the strategies which you have identified
above to assess your pupil’s ability to write.
iii. Discuss with your fellow teachers for recommendations?

57
 iv. Use the strategies to assess your pupils during writing lesson.
v. File your work in your portfolio.

1. How was the task?

2. How did it help you to understand assessing pupils’ writing
skills using appropriate activities by considering principles and
characteristics of effective writing?
3. If you are given another chance, how better will you do it?

1. How effective was the learning?

2. What did not go well in learning about assessing pupils’ writing
skills using appropriate activities by considering principles and
characteristics of effective writing?
3. What do I want to understand about assessing pupils’ writing
skills using appropriate activities by considering principles and
characteristics of effective writing?

How do you assess your pupils writing skills?

You have learnt the concept of writing and how to develop and assess
your pupils’ writing skills. The skill of writing involves spelling,
vocabulary, sentence structure and grammar, punctuation, proper layout,
coherence, cohesion and clear and effective content organisation. As a
communicative activity, it needs to be encouraged and nurtured during
pupil’s language learning. For effective writing, you need to make sure
that the pupils adhere to the principles and characteristics of effective
writing skills in English that you have learnt. As an English language
teacher, you have always to help your pupils to write coherently with
good organisation, and use small groups where they can perform tasks
collaboratively.

58
 You have to act as a facilitator, use simple and useful materials which
will increase the interest of your pupils in writing. You also need to
motivate your pupils and encourage everyone to actively participate in
doing the given tasks.

1. How do you evaluate the activities in the competencies you have

worked on?
2. How will they help you to develop pupil’s writing skills?

1. How was the task?

2. How did it help you develop your pupils’ writing skill?
3. If you are given another chance, how better will you do it?

1. How have the activities done in this unit helped you in developing
the required competencies?
2. How have you managed to develop and assess your pupils’ writing
skills in a lesson you have conducted?
3. How useful is what you have learnt in this unit to your actual
teaching?

Conclusion

This unit has covered several issues including the meaning and sub-skills of writing
skills, activities for developing and activities for assessing writing skills. In concluding
this chapter, read the important strategies for developing writing skills. Provide
maximum opportunity to learners to practise writing skills while observing aspects
such as layout, choice of vocabulary and terminologies, proper organisation of content,
correct spelling and punctuation. Tell them what is expected of them after having
completed the assigned task or tasks. Help learners to grow in writing stuffs such as
letters, emails and personal description. Provide corrective feedback with positive
mind and timely.

59
 Nosratinia, M & Razavi, F. (2016). Writing complexity, accuracy and
fluency among EFL learners: Inspecting their interaction with
learners’ degree of complexity. Theory and Practice in Language
Studies, 6(5), 1043-1052. doi:DOI: http://dx.doi.org/10.17507/
tpls.0605.19
Rao, P. S. (2017). The Characteristics of effective writing skills in the
English language skills. Research Journal of English, 2(2), 75-
86. Retrieved from www.rjoe.org.in
Rao, P.S. (2019). Effective teaching of writing skills to the English
language learners. International Journal of English language,
Litarature and Translation Studies, 6(4)196-205. doi:doi:
10.33329/ijelr.64.196
Shastri, P.D (2010). Communicative approach to the teaching of English
as a language. Mumbai: Himalaya Publishing House.
Tanzania Institute of Education (2013). Teacher education certificate
course: Module for English language methodology. Dar es
Salaam: Author.

60
 Unit Six

Developing vocabulary

6.1 Introduction
Vocabulary forms the central core of language learning and is the most important to
a language learner. We need words to express our thoughts and ideas, to point out
objects and describe things. Lack of vocabulary is a major drawback for the learners
of English language. Lack of vocabulary also limits their ability to express their ideas
in speech or writing and they cannot understand others. Lexical knowledge is central
to communicative competency and to the acquisition of a second language.

In this unit, you will learn how to use instructional materials for developing the
vocabulary of pupils, using appropriate teaching and learning activities for developing
the vocabulary of pupils, and using appropriate teaching and learning activities for
assessing vocabulary of pupils.

In this unit, you are expected to develop the following competencies:

(a) Using instructional materials for developing the vocabulary of
pupils;
(b) Using appropriate teaching and learning techniques for developing
the vocabulary of pupils; and
(c) Using appropriate techniques for assessing vocabulary.

i. How do you develop vocabulary to your pupils?

ii. When you encounter challenges during teaching and learning
vocabulary? How do you solve them?

1. How was the task?

2. How did it help you to develop pupils’ vocabulary?
3. If you are given another chance, how better will you do it?

61
6.2 Using instructional materials for developing the vocabulary of pupils
Dear teacher, visual aids such as pictures, posters, postcards, word calendars, realia,
charts, graphic organisers, picture books, television, videos, and computers are very
important in teaching vocabulary. They help pupils to understand and keep permanent
memory of the vocabulary learnt. So, you must be creative with the aids you are going
to use for the target vocabulary. Prepare aids which are interesting and can draw pupils’
attention.

1. What is my current understand about using instructional materials

for developing the vocabulary of pupils?
2. What do I need to know about using instructional materials for
developing the vocabulary of pupils?
3. Which appropriate strategies should I use to develop the vocabulary
of the pupils by using instruction materials?

Pictures, posters, postcards, word calendars, realia, charts, graphic

organisers, picture books, television, videos, and computers

Time: 60 minutes
i. Find out the main sources of teaching and learning aids for teaching
new vocabulary
ii. Determine the criteria to consider when designing teaching aids
for teaching new vocabulary.
iii. Design the teaching and learning aids for teaching new vocabulary.
iv. Explain to your fellow teacher for reflection on how you will use
them to teach new vocabulary.
v. Use them to teach your pupils new vocabulary.
vi. Keep the work in your portfolio.

1. How was the task?

2. How did it help you understand instructional materials for
developing vocabulary of pupils?
3. If you are given another chance, how better will you do it?

62
 1. How effective was the learning?
2. What did not go well in learning about using instructional materials
for developing the vocabulary of pupils?
3. What more do I need to understand about using instructional
materials for developing the vocabulary of pupils?

1. Which type of materials did you use in teaching and learning of

vocabulary? Explain their relevance to the activities.
2. What challenges have you encountered in designing teaching and
learning aids for new vocabulary and how do you overcome them?

Dear teacher, the use of different teaching and learning aids for
teaching your pupils new vocabulary is important. When pupils learn
new vocabulary can help them to communicate some ideas to a certain
degree. Speaking, listening, writing and reading can be accomplished
when pupils have acquired more vocabulary. If the pupils do not know
the meaning of the words, it can limit their communication. What you
should do as a teacher, be creative in designing teaching and learning
aids that will help your pupils develop new vocabulary and keep
permanent memory.

6.3 Using appropriate teaching and learning techniques for developing the
vocabulary to pupils
Most learners acquire vocabulary incidentally through indirect exposure to words at
their home surroundings and at school by listening and talk, by listening to books read
aloud to them, by listening to audios, watching stories on TVs in the target language
and by reading widely on their own. The amount of listening and reading is important
to long-term vocabulary development. The teacher should be creative in designing
strategies which will enhance the development of English vocabulary to their learners.

63
 1. Where do I stand now about using appropriate teaching and
learning activities for developing the vocabulary to pupils?
2. What do I need to know about using appropriate techniques in
developing the vocabulary of pupils?
3. Which appropriate techniques should I use in developing the
vocabulary of pupils?

Pictures, posters, postcards, word calendars, realia, charts, graphic

organisers, picture books, television, videos, and computers

Time: 60 minutes
i. Find from the Internet different techniques to help pupils
understand and learn new vocabulary.
ii. Use them to help your pupils understand and learn new vocabulary.
iii. Use the Internet to read the strategies to help pupils remember
their English vocabulary.
iv. Show stage by stage how you will use the strategies to help your
pupils remember new vocabulary they have learnt.
v. Practise the strategies in your class.
vi. Show how you will help your pupils to use dictionary to develop
new vocabulary.
vii. Show how language games promote the development of vocabulary
to pupils.
viii. Discuss these strategies with your English learning community for
reflections.
ix. File the work in your portfolio.

1. How was the task?

2. How did it help you understand appropriate teaching and learning
techniques for developing the vocabulary to pupils?
3. If you are given another chance, how better will you do it?

64
 1. How was effective the learning?
2. What did not go well in learning about understanding appropriate
teaching and learning techniques for developing the vocabulary to
pupils?
3. What more do I need to understand bout appropriate teaching and
learning techniques for developing the vocabulary to pupils?

1. What challenges have you encountered in using appropriate

teaching and learning techniques for developing the new
vocabulary to pupils?
2. How do you overcome the challenges?

Dear teacher, it is more useful to teach pupils techniques that will help
them to understand the words themselves. In this competency, you
explored some techniques to help your pupils understand the meaning of
new vocabulary and how to remember and use them in communication.
These are techniques that you can use with all the textbook lessons
to help your pupils become more independent and confident learners
in communicating using English language. Also, following vocabulary
log will help you expand your knowledge on how to help your pupils
remember the new vocabulary.

6.3.1 Use vocabulary logs with your pupils

Using vocabulary logs is an activity for you to try with your pupils. It can be used with a
group of pupils in the class. Vocabulary logs are useful for recording and remembering
vocabulary. There can also be a project that pupils can carry out over a term, or even a
school year. The books could be evaluated and form part of the overall assessment of
each pupil. Pupils of any level can keep a vocabulary log.

Steps:
a) Ask the pupils to buy and bring in a notebooks to the next English class. You can
buy a few in case some pupils are not able to buy one for themselves.
b) Tell the pupils that the notebooks will be their vocabulary log. They will use
them to record vocabulary.

65
 c) Tell the pupils to note down some words from this (or the last) lesson, and give
some examples of what they can write in their notebooks (such as a picture,
an example sentence, grammatical information and so on). You can write the
examples on the board.
d) Give pupils time each week to note words in their logs, and encourage them to
add words at home too. As they fill in their logs, walk around and help where
necessary.
e) Take in different pupils’ logs from time to time and look through them.
f) Make notes about the logs and use them as part of your continuous assessment
of each pupil.

When using vocabulary logs, it is important to help pupils to stay enthusiastic about
keeping vocabulary logs. Encourage pupils to complete their logs in and outside the
classroom. Ask pupils to share their logs, and show pupils examples of logs that are
more effective. Look at your pupils’ logs from time to time. You could even award a
prize for the best logs, or the most words learnt. Encourage pupils to use words from
the logs in their own work, for example writing or speaking activities. Ask them to use
some words from the log in different sentences. Remind pupils that learning words is
more than knowing what they mean – they need to be able to use them too.

6.3.2 Helping your pupils to understand unknown vocabulary in a lesson

This is another activity you may also like to use in your classroom. It helps pupils to
guess the meaning of new vocabulary in a text that they are reading. It also helps them
to decide which words they should spend more time actively in learning. You can use
this activity with any lesson, and with pupils from any class or any ability as they can
choose and learn different words.

Steps:
a) Choose a lesson from your textbook that contains vocabulary that you think
your pupils don’t know. It could be the next lesson you will teach, including
reading a passage or story. If the lesson is long, choose a few paragraphs or lines
from it.
b) Ask your pupils to read the passage. They can read silently or aloud.
c) While your pupils are reading, draw on a chalkboard a table similar to Table 1.
When they have finished, ask them to copy it into their exercise books.

66
Table 1: Blank table for unknown vocabulary
Words you don’t know but you can Words you don’t know and you
guess can’t guess
S/N

d) Before asking your pupils to do this activity on their own, ask the class an
example of a word for each column and fill it in. In this way you can make sure
that they understand what they need to do.
e) Tell the pupils to note down words in the relevant columns. They should do this
activity individually. Set a time limit for this (such as ten minutes) or ask for a
maximum number of words (such as ten).
f) When the time is up, ask the pupils to work with a partner and compare their
answers in the first column. They should tell each other on how they guessed
the meaning.
g) After a few minutes, stop the discussion. Now ask different pairs to share with
the class the words they wrote in the first column and how they guessed the
meaning.
h) Now ask pupils to read out the words that they couldn’t guess from the second
column. Write these on the board and help them practise the pronunciation of
these words by saying the words out loud and asking the class to repeat after
you. Instead of providing the meaning or translation of these words, try to help
your pupils guess the meaning.
i) Now ask pupils to read out the words that they couldn’t guess from the second
column. Write these on the board and help them practise the pronunciation of
these words by saying the words out loud and asking the class to repeat after
you. Instead of providing the meaning or translation of these words, try to help
your pupils guess the meaning.

67
 j) Tell your pupils to choose ten words that they think are the most useful, and to
learn them. You may want them to learn some additional specific words from
the lesson. Write these additional words on the board, practise saying them with
the class and discuss their meaning before telling pupils to add them to the list
of words to learn.

6.4 Using appropriate techniques for assessing vocabulary

Assessing vocabulary is not very different to assessing other areas of language
knowledge. It is necessary to assess vocabulary in the sense that words are the basic
building blocks of language. In vocabulary assessment, a teacher carries on in the
class to identify whether pupils have learnt the words included in a particular unit.
Vocabulary can be assessed separately or inclusive in other language skills.

1. Where do I stand now about using appropriate teaching and

learning techniques for assessing vocabulary to pupils?
2. What do I want to understand about using appropriate teaching
and learning techniques for assessing vocabulary to pupils?
3. Which strategies will I use to understand about using appropriate
teaching and learning techniques for assessing vocabulary to
pupils?

Pictures, posters, postcards, word calendars, realia, charts, graphic

organisers, picture books, television, videos, and computers.

Time: 60 minutes
i. Visit different sources, identify techniques for assessing vocabulary.
ii. Select techniques that will help you assess your pupils’ new
vocabulary learnt in your lessons.
iii. Share with your colleague for reflection.
iv. Use them to assess how your pupils have acquired new vocabulary
in the lesson.
v. Keep them in your portfolio.

68
1. How was the task?
2. How did it help you understand appropriate teaching and learning
techniques for assessing vocabulary of pupils?
3. If you are given another chance, how better will you do it?

1. How effective was the learning?

2. What did not go well in learning about understanding appropriate
teaching and learning techniques for assessing vocabulary of
pupils?
3. What do I need to understand more about understanding appropriate
teaching and learning techniques for assessing vocabulary of
pupils?

1. What challenges have you encountered in using assessment

techniques when assessing pupils’ vocabulary knowledge
2. How do you overcome the challenges?

The techniques in this unit help your pupils to become independent

language users who are able to understand, record and learn new
vocabulary by themselves. The pupils may try to make sentences using
the words whose meaning they have discovered during the library
session, in the dictionary, and by listening. As you try the techniques in
this unit, remember that: techniques may not work the first time you do
them – think about what happened in the lesson, make adjustments and
try again. Pupils may not understand what is happening when you try a
new technique. Explain it to them and make the purpose of the activity
clear. Make your classroom an encouraging place to be; a place where
you and your pupils can try things out without fear of criticism.

69
 Time: 40 minutes
1. How did the activities in this unit help you to develop vocabulary
to your pupils?
2. Have you encountered any challenges in this unit?
3. How have you solved the challenges?

1. How was the task?

2. How did it help you to develop vocabulary to your pupils?
3. If you are given another chance, how better will you do it?

1. What new information have you learnt from this unit that may
help you improve teaching vocabulary?
2. What else can you do to improve your lesson on vocabulary
practice?

Conclusion

Knowing vocabulary of different context helps the pupils to use the four language
skills. When pupils know well a word, they will begin to use it in their speaking and
writing and also comprehend the message when listening and reading. That word
then becomes a part of their personal vocabulary bank. The purpose is that pupils
should improve their vocabulary through the four key language skills. Pupils learn to
listen and speak before they learn to read and write. The teacher should begin to teach
receptive skills followed by productive skills. In order to be able to speak the language,
pupils need to know some vocabulary first.

70
Schmitt, N. (2000). Vocabulary in language teaching. New York:
Cambridge University Press.
Konomi, D. K. (2009). Using visual materials in teaching vocabulary in
English as a foreign language classrooms with young learners
(3rd Ed.). Albania.
Farkhan, M. (2012). Assessing vocabulary: What, why, and how. https://
meyda.education.gov.il/files/Mazkirut_Pedagogit/English/
PracticalGuide VocabSep6.pdf (Accessed 27 Dec, 2020)

71
 Unit Seven

Language practice

Introduction
Welcome to this unit which is about language practice, focusing specifically on
grammar. Generally, it is seen that every language has a minimum of three components;
vocabulary, sound and structure. Pupils learn language through different situations that
happen around them. In teaching a language, teachers need to create some purposeful
situations to enable their pupils learn the language better. It may be true that people
can communicate in a foreign or second language without the knowledge of grammar,
however, a pupil will find it difficult to understand the difference between correct and
incorrect use of English.

With grammatical knowledge, a pupil can write proper English and produce correct
English while speaking on different matters in their everyday life. If grammar is taught
in context, pupils are more motivated as they have an opportunity to perceive how
the new grammar structure works. It also positively affects pupil’s competency, gives
them the opportunity to see how language works in sentences or paragraphs, how
grammatical structure functions in a language, and provides accuracy in the target
language. Therefore, in this unit, you will learn how to teach grammar through context
to enable your pupils to use grammatical conventions more effectively when they
communicate.

In this unit, you are expected to develop the following competencies:

(a) Using appropriate teaching and learning techniques to develop
good mastery of grammar in the pupil; and
(b) Using appropriate techniques to assess pupils’ ability to use
grammar when communicating in different contexts.

72
 Time: 60 minutes
How do you teach grammar in your English lesson? Explain how you
embed grammar during teaching and learning the four language skills.

1. How was the task?

2. How did it help you to develop grammar to the pupils?
3. If you are given another chance, how better will you do it?

7.1 Using appropriate teaching and learning techniques to develop good

conduct of grammar in the pupils
Teachers have to deal with grammatical structures while developing listening,
speaking, reading and writing skills. The teacher prepares a lesson in a way that enable
pupils to figure out new grammatical structures and how they work in context. The
teacher has a great responsibility to guide pupils to develop other language skills while
learning a new grammatical structure. This helps the learners to learn grammar while
communicating in different context without paying much attention on grammatical
mistakes.

1. Where do I stand now about using appropriate teaching and

learning techniques to develop good conduct of grammar in the
pupils?
2. What do I need to know about using appropriate teaching and
learning techniques to develop good conduct of grammar in the
pupils?
3. Which appropriate techniques should I use to develop good
conduct of grammar in the pupils?

Recorded stories, written stories, newspaper extracts, sample dialogues,

pictures, songs, poems, speeches, diaries, charts, models, drawings.

73
Time: 60 minutes
i. Select two competencies from the syllabus for Standard Five, Six,
and Seven.
ii. Take English Textbooks for Standard Five, Six and Seven.
iii. Show how some elements of grammar are dealt with from reading
practice, speaking practice, listening practice writing practice and
the language practice itself.
iv. Use a variety of sources to analyse different techniques to teach
grammar using real contexts.
v. Visit different sources to see how grammar is integrated in the four
language skills during the teaching and learning.
vi. Write your findings in the paper.
vii. Discuss with your fellow teacher for recommendations.
viii. File your work in your portfolio.

Time: 60 minutes
Choose any structure item (grammar) in Standard V – VII from English
language syllabus for primary education. Then do the following:
i. Prepare materials/aids that you can use to develop your pupils’
ability to use such structure item(s) in different contexts.
ii. Prepare a lesson for developing your pupils’ ability to use such
structure item(s) in context.
iii. Conduct a lesson for developing your pupils’ ability to use such
language item (s) in context.
iv. Make an assessment of your lesson.
v. Give your pupils timely feedback.

1. How was the task?

2. How did it help you understand appropriate teaching and learning
techniques to develop good conduct of grammar in the pupils?
3. If you are given another chance, how can you do it better?

74
 1. How effective was the learning?
2. What did not go well in learning about using appropriate teaching
and learning techniques to develop good conduct of grammar in
the pupils?
3. What do I need to understand more about using appropriate
teaching and learning techniques to develop good conduct of
grammar in the pupils?

How do you develop your pupils’ abilities to use grammar in different

contexts?

Dear teacher, be aware that, when teaching grammar, the focus should
not be on the memorisation of grammatical rules. Grammar is embedded
in the four language skills. You should be creative in preparing activities
that will enhance the development of grammar patterns while they are
learning other language skills. New grammar patterns are learnt in the
context of conversation. Engage your pupils in various activities to
practise the intended grammar patterns through role playing, listening
tasks and simulating discussions. In this view, you will enhance the
teaching and learning of English language.

7.2 Using appropriate teaching and learning techniques to assess pupils’

ability to use grammar in different contexts
Assessment of grammar skills is necessary so as to know where your pupils are and
how they can communicate clearly. When we teach the four language skills, we include
the elements of grammar practice whereby, the pupil practise while using the language
to communicate.

75
 1. What is my current understanding about assessing pupils’ ability
to use grammar in different contexts?
2. What do I need to know about assessing pupils’ ability to use
grammar in different contexts?
3. Which strategies should I use in assessing pupils’ ability to use
grammar?

Recorded stories, written stories, newspaper extracts, sample dialogues,

pictures, songs, poems, speeches, diaries, charts, models, drawings.

Time: 60 minutes
1. Show how you assess grammar during teaching and learning.
2. Design different techniques which you can use to assess grammar
in English teaching and learning.
3. Discuss the techniques you have designed above with your fellow
teacher for recommendation.
4. Use different sources to know more about assessing grammar.
5. File your work in your portfolio.

1. How was the task?

2. How did this activity help you understand appropriate assessment
strategies for assessing grammar during teaching and learning?
3. If you are given another chance, how can you do it better?

1. Was the learning effective?

2. What did not go well in learning this competency?
3. What more do I need to know?

1. What challenges have you encountered in using assessment

techniques when assessing pupils’ grammar during the teaching
and learning?
2. How do you overcome the challenges?

76
 Assessing grammar is always reflected in the “four-basic language
skills”, listening, speaking, reading and writing. You will assess when
pupils are speaking, answering questions orally and writing free essays.

Time: 20 minutes
1. How did the activities in this unit help you to develop good conduct
of grammar in the pupils?
2. Have you encounter any challenges in this unit?
3. How have you solved the challenges?

1. How was the task?

2. How did it help you to develop good conduct of grammar to pupils?
3. If you are given another chance, how better will you do it?

1. What new information have you learnt from this unit that may
help you improve teaching vocabulary?
2. What else you can do to improve your lesson on vocabulary
practice?

Conclusion

One of the most common criticisms of the traditional approach of teaching grammar
such as PPP (Present, Practice, Produce) in most languages, is that pupils fail to apply
their knowledge of grammar in their communication. They fail to use grammar rules
in speech and do not understand how the grammar rules work in sentences. Thus,
learning grammar or any structure items in real contexts will enable the pupils to see
how the rules can be used in sentences and how sentences are related to each other.
It is very difficult to discover the intended meaning of a single word or phrase in the
absence of context. When assessing, find out what your pupils can do with the target
structure items rather than assessing how much they know about them. You need to
focus on your pupils’ ability to use the language in meaningful contexts.

77
 Coombe, C. (2018). An A to Z of second language assessment: How
language teachers understand assessment concepts.
London, UK: British Council.
Debata, P.K. (2014). Teaching different structures of English in the
present context of learning process. International Journal
of English Language, Literature and Translation
Studies, 1(3).
Mart, C.T. (2013). Teaching grammar in context: Why and how? Theory
and Practice in Language Studies, 3(1).

78
Appendex

1. Example of a lesson plan for writing skills

The following is an example of a lesson plan for writing skills. However, in your
preparation of lesson plan, you need to include all components of the lesson plan you
are using at your school. This lesson plan shows only what the teacher can do. As a
practice, try to think of what the pupil will do for each of the activities done by the
teacher as shown in this lesson plan. Think also what can be the learning indicators.

Name of school: Iwawa Primary school Teacher’s name: Jaina Imani

Subject: English Class: Standard VII

Date: 15th February 2021

Period: 2nd Time: 8: 40 – 3:20

Number of pupils
Registered Attended

Girls Boys Total Girls Boys Total

25 20 45 22 18 40

Main competency: Communicating orally and in writing

Specific competency: Communicating simple ideas in writing
Main activity: Write to express personal feelings
Specific activities: By the end of a lesson, each pupil should
be able to write a simple story that
expresses personal feelings
Teaching and learning materials/aids: Sample of a prepared stories, strip
pictures

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References
Shastri, P.D (2010). Communicative approach to the teaching of English as a second
language. Mumbai: Himalaya Publishing House

Lesson development

Stage 1: Introduction (five minutes)

Introduce the lesson by saying many people like to tell their fellows or write stories
about their lives or their own interests. Then ask the pupils to narrate any stories they
have ever told their fellows or written down. You may also ask them to state their
interests

Stage 2: Competency building (20 minutes)

a) Divide the pupils into small groups.
b) Give each group a copy of an interesting story you have prepared that relates to
their real-life situation.
c) Let the pupils read the story in their groups to understand how the events and
ideas are organised.
d) Ask the pupils in each group or individually to choose any topic of their interest
e) Ask the pupils in their groups or individually to write a short story based the
topic they have chosen
f) State to them what you expect from their stories, for example a good arrangement
of events, correctness of spelling, good organisation of ideas, completeness,
correctness of punctuation and appropriateness of vocabulary.

Stage 3: Reinforcement (10 minutes)

a) Ask the pupils to share their stories
b) Guide the pupils through presenting their stories
c) Make a summary of the following:
i) the stories they have presented
ii) what a good story should look like

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Stage 4: Conclusion (5 minutes)
a) Ask the pupils individually or in their groups to sum up what they have learnt
in the lesson
b) Add to what the pupils have given by emphasising the important aspect they
have learnt in the lesson.

Reflection: Let your pupils reflect on the lesson through the following:
a) Ask a question which will enable them to give their answers on the
success of the lesson (whether they have effectively performed the
specific activities required or not and the factors that contributed
to their performance)
b) Help them to relate what they have learnt to their real-life situation.

Evaluation: Evaluate your lesson based on the specific activities you planned to be
performed by each pupil, the reflection provided and the levels of them
performance, such as below average, good and very good by indicating
the number of pupils for each level.

Remarks: Write remarks about your lesson based on the evaluation. Include
your plan for pupils who have carried out the activities poorly: below
average and average.

2. Example of a lesson plan for language practice

The following is an example of a lesson plan for language practice. However, in your
preparation of a lesson plan, you need to include all the components of the lesson plan
you normally use at your school. This lesson plan shows only what you can do as a
teacher. As an exercise, try to think of what the pupils will do for each of the activities
done by the teacher as shown in this lesson plan. Also think about what the learning
indicators could be.

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Name of school: Ipoma Primary school Teacher’s name: Maria Mussa

Subject: English Class: Standard VII

Date: 20th February 2021

Period: 3rd Time: 9: 20 – 10:00

Number of pupils
Registered Attended

Girls Boys Total Girls Boys Total

31 35 66 28 30 58

Main competency: Communicating orally and in writing.

Specific competency: Communicating simple ideas by
speaking.
Main activity: Communicate in different communicative
contexts using prepositions of movement.
Specific activities: By the end of a lesson, a pupil should
be able to use over, through, past, along
and across to communicate in different
contexts.
Teaching and learning materials/aids: Pictures and a dialogue with
prepositions of movement you aim
to teach in your lesson, in this case,
these are over, through, past, along and
across.

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References:
TET, (2020). English standard seven. Pupil’s book: Dar es Salaam: Author.
Hall, D. (1996). Working with English prepositions. Edinburgh Gate: Addison Wesley
Longman Ltd.
Lindstromberg, H. (2010). English prepositions explained. Amsterdam: John
Benjamins Publishing Company.

Lesson development
Stage 1: Introduction (five minutes)
Introduce the lesson by eliciting pupils’ prior knowledge in using over, through, past,
along and across in different communicative contexts.

Stage 2: Competency building (25 minutes)

1. Instruct the pupils to sit in pairs.
2. Provide a copy of the dialogue to each pair.
3. Guide the pupils through reading the dialogue.
4. Guide the pupils through role playing the dialogue.
5. Guide the pupils in their pairs through reading the dialogue and writing sentences
that contain over, through, past, along and across from the dialogue.
6. Guide the pupils through reading the sentences aloud.

Stage 3: Reinforcement (5 minutes)

1. Guide the pupils in their pairs through constructing their own sentences using
over, through, past, along and across.
2. Guide the pupils through reading aloud the sentences they have constructed.
3. Make a summary of the sentences they have constructed and read.

Stage 4: Conclusion (5 minutes)

1. Ask the pupils in their pairs to give a summary of what they have learnt in the
lesson.
2. Emphasise the important things the pupils have learnt in the lesson.
3. Assign the pupils an activity of writing a dialogue in pairs containing the
following words: over, through, past, along and across to be done at their own
time. Make sure that you mark and give them feedback to make assessment for
learning more effective.

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Reflection: Let your pupils reflect on the lesson through the following:
(a) Ask a question which will enable them to give their answers on
the success of the lesson (whether they have effectively performed
the specific activities required or not and factors that contributed
to the situation)
(b) Ask questions to help them relate what they have learnt with their
real-life situation.

Evaluation: Evaluate your lesson based on the specific activities you planned earlier,
the pupils’ reflection and the levels of their performance, such as below
average, average, good and very good. Indicate the number of pupils
for each level.

Remarks: Write remarks about your lesson based on the evaluation. Include your
plan for pupils who have performed poorly the activities: below average
and average.

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 Glossary
Portfolio: a large, thin case used for carrying documents
Competency: the ability to do something successful or efficiently
Approach: a way of considering or doing something
Theory: a set of principles on which a subject of study is based
Improvise: to produce or make something from whatever is available

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