SUBJECT : ENGLISH

TOPIC : LISTENING AND SPEAKING

LECTURER : MR MOYO

LISTENING AND SPEAKING

-It is important for primary school teachers to realise the importance of the four microskills.

-listening, writing, speaking, reading

-A child must listen before he/she speak ;teachers must be therefore creative enough to

Come up with activities that would enhance development of these skills.

-Teachers must not demand that their children must understand every single word they

listen or read : or expect their pupils to speak fluently, read or write without making the

mistakes normally found in the process of acquiring any language.

-The main process of learning about listening and speaking is to provide justification of

the need to teach two skills and brainstorm some activities that can be to teachers of

English at primary school level.

 LISTENING

-Is the art of hearing, internalising and making sense of the words that come in through

our ears.

-Is a gear higher than just hearing.

-Listening is the first language skill to be developed in children but most learners usually

find it difficult to listen

-To achieve the skills related to the listening skill the teacher plays an important role as

defined in the following steps.

-It is important to help pupils prepare for the listening task well before they hear the text

itself. First of all the teacher must ensure that pupils understand the language they need to

complete the task and are fully aware of what exactly is expected of them.

-Reassure the pupils that they do not need to understand every word they hear.

-Encourage pupils to anticipate what they are going to hear.

-Present the listening activity within the context of the topic of a teaching unit.

-This itself will help pupils to predict to predict what the answer might be.

-The teacher can help them further by asking questions and using illustrations to

encourage them to guess the answers even before they hear the text.

-During the listening activity pupils should be able to concentrate on understanding the

message, not isolated words.

-Make sure they are not trying to read, draw and write at the same time.

-Always give them a second chance to listen to the text to provide a new opportunity to

those who were not able to do the task of listening at the first time.

-NB Learners grasp things at different times.

-When pupils have completed the activity invite answers from the whole class, avoid

putting individual individual pupils under undue pressure by forcing them to give

answers.

-Rather than confirming whether an answer is correct or not re-read the text or play the

cassette again and allow pupils to listen again for confirmation.

-You maybe given variety of answers list them all on the board and read or play again so

that the class can listen and choose the correct one.

-This will also encourage pupils to pupil rapport /interaction.

 -Even if the pupils all appear to have completed the task successfully always encourage

them to listen to the text once more and check their answers for themselves.

OTHER LISTENING ACTIVITIES

 Play an audio for the purpose of correct pronunciation.

 Play music audio and later ask source based questions

 Dead - silence activities.

SUBJECT : ENGLISH

TOPIC : OBJECTIVES OF TEACHING ENGLISH LISTENING

LECTURER : MR MOYO

 WHY MUST WE TEACH ENGLISH LISTENING?

 To help pupils understand simple stories, plays and poems beginning with their

immediate social and cultural environment extending to wider international settings.

 To enable pupils to follow the movement of a discussion of matters concerning both rural

and urban Zimbabwean environments.

 To help pupils appreciate pronunciation of stress and intonation spelling in conveying

meanings.

 To be able to extract information from broadcasting relevant local and national needs.

 To be able to respond appropriately to questions based on dialogue, poems, stories or

other written or spoken materials.

 To be able to extract the key issues from a short narrative, descriptive of factual report.

 To be able to give sustained attention to a short talk and extract the main points from it.

 To enable our pupils to take down short dictation eg recording a message to be passed on.

 We also teach them listening skills to understand direction, involving time.

 To enable them to understand and follow instructions.

 SPEAKING

 Speaking is a productive skill.

 WHY MUST WE TEACH SPEAKING ENGLISH?

 We have many speaking activities used in the first level to enable pupils to participate

with a minimal verbal response.

 In a higher level pupils are encouraged to to begin to manipulate language and express

themselves in a much more personal way.

 In primary schools there are two main speaking activities used.

 Songs, poems and drama encourage pupils and manipulate the model they hear from an

audio or teacher reading or reciting.

 This helps pupils to master sound rhythm and intonation English language through simple

reproduction.

 The games and pair work activities working hand always encourage pupils to begin to

manipulate the language with a certain amount of choice language with controlled

situation.

 In order for any speaking activity to be successful children need to acknowledge that

there is a real reason for asking a question or giving a piece of information. Therefore as

a teacher make sure that the activities you present to pupils provide a reason for speaking

whether it for playing a game or to find out real information about in the class.

 Once activity begins make sure that children are speaking as much English as possible

without interfering to correct mistakes.

 Try to treat correct errors casually by praising the utterance and simply repeating

correctly without highlighting (mistakes) errors. As a teacher always praise for effort

regardless of the accuracy of English produced.

SUBJECT : ENGLISH

TOPIC : WRITING SKILLS

LECTURER : MRS MUKUTU

 WRITING SKILLS

 Controlled writing

 Guided writing

 Free writing

 WRITING SKILLS

 Writing skills involve the skills of being a good reader.

 We can not write successfully unless we know at each point how the reader will interpret

our words and and what he will be expecting us to say next. The two skills are closely

related that we might speculate to what extent writing can be taught without the student

ever putting pen to paper.

 CONTROLLED WRITING

 It focuses on establishing grammatical patterns, sentences, structure punctuation and

word order. Controlled writing exercises help pupils to learn how to express themselves

effectively in proper English.

 ACTIVITIES

 Construct various forms of sentences for learners to fill in.

 The teacher supplies the learners with a great deal of content and /or from such as an

outline to complete a paragraph or story.

 ADVANTAGES OF CONTROLLED WRITING

 It helps prevent errors that occur from mother tongue interference.

 Controlled writing in English can be an exercise in habit formation.

 It is a useful tool teaching for composition to second language English learners especially

beginners who are new to the language.

 It is a practical process of reinforcing grammar and vocabulary.

 Pupils write correct spelling, correct sentence structures, punctuation and correct words.

 It provides learners with plenty of writing practice using correct grammar forms.

 It can be corrected quickly.

 It helps pupils with writing skills for different purposes eg writing letters.

 KINDS OF CONTROLLED WRITING TASKS

 Class and group discussions.

 Debates

 Parallel writing - pupils read and study a paragraph then write their own on a similar

topic using a guide, the vocabulary sentence structure of the model.

 GUIDED WRITING

 It is a type of composition in which pupils are given so information or instructions to

incorporate in their writing.

 Actually, pupils are given some hints in their writing.

 In guided writing the teacher plays an important role.

 The teacher selects a topic after careful considerations.

 Prescribe vocabulary and structure, gives enough information about the topic.

 The teacher makes clarification and takes a decision on the topic.

 He /She guides the pupils on how to write and leaves them to write on their own.
  Pupils are given a skeleton and have to add some flesh.

 In guided composition the teacher gives guidelines such pupils do not write anything

outside the guidelines.

 Ideas are given and pupils will need to develop them.

 ADVANTAGES

 It offers helpful tools, scaffolding skills (building) and support to learners when writing

on their own.

 It assists pupils with steps in the writing process to focus instruction or specific concept

to promote.

 ACTIVITIES

 Pupils may work in groups as they plan, research, organise ideas, draft, revise and edit

their composition.

 Provide pupils with a writing guide through idea mapping.

 Idea mapping.

Pupils Number of pupils boys/girls

Teachers Number of teachers ladies/gentlemen

boarders /day scholars

  My school

 Location

 Buildings

 Name of school

 Number of buildings

 Where it is

 Colour of buildings

 Nearest business centre

 Number of classrooms

 When teaching guided writing, engage pupils in a discussion about the topic, clarify any

misconceptions and encourage pupils to ask questions.

 Guided writing requires the teacher to monitor pupil's progress effectively.

 With pupils of low ability, sub-heading may be use with various questions eg

 Location :

 What is the name of your school?

 In which school is your school found?

 FREE WRITING

 NOTE:This is not encouraged in primary schools in the lower grades

 Free writing is a pre-writing technique in which a person writes continuously on a topic.

 In free writing one writes sentences to form a paragraph about whatever comes in mind.

 It writing without rules.

 ACTIVITIES

 Thought /ideas are jotted down in any order through brainstorming

 Organisation of ideas into paragraphs

 COMPOSITION OBJECTIVES

 Each composition objective must have the following components :

 Condition eg. controlled, guided etc

 Type of text eg narrative, descriptive, argumentative etc

 Content eg. "The animal I know best".

 EXAMPLE

 By the end of the lesson pupils should be able to write a guided descriptive composition

on the animal they know best using adjectives correctly.

SUBJECT : ENGLISH

TOPIC : READING

LECTURER : MR MAWIRE

 MACRO SKILLS

 Listening

 Speaking

 Reading

 Writing

 MACRO SKILLS

 Reading : fluency, comprehension

 Writing : grammar, composition, comprehension

 READING

 Is interacting with the language that has been coded into print.

 The product of interacting with the prints is called comprehension.

 What is comprehension?

 Is the process by which the receiver of the message (oral or written extracts least of the

meanings of the sender intended to convey).

 COMPREHENSION SKILLS

 Reasoning skills

 This is the ability to relate ideas to one another and to make deductions.

 The process of using the information you have to come to an opinion.

 Selection skills
 These enable the reader to appreciate the internal organisation of a text into main points,

subsidiary points etc.

 Students who have not acquired the skill of selection tend to transcribe the whole instead

of making notes.

 Evaluation skills

 This is being able to agree or disagree with the author, express likes and dislikes about

the given text, giving reasons, commenting on the author's tie and use of language.

 Ability to recognise and identify main ideas or supporting details.

 Also to recognise and recall specific ideas.

 Able to follow sequence

 Eg events, instruction stages of a process or argument

 Able to recognise writer's purpose or attitude.

 STEPS FOR TEACHING COMPREHENSION

 Concept development

 Conceive - see

 Building background, motivating children to read the story by using pictures, real objects

or discussions of the story.

 A story set in foreign country may require that the teacher helps the children understand

how events in the story are similar or different to experiences that they have had.

 Introduction of new vocabulary

 New or different words should be presented in written context providing pupils with

clues to the meaning of each word.

 Focus should be on new words words or sometimes refered to as basic words, key words.
 Teachers should know whether or not their pupils know the words found in relation to

existing capabilities rather than how the textbooks has classified the words.

 Setting overall roles for comprehension.

SUBJECT : ENGLISH

TOPIC : TIMETABLE

LECTURER : MR MAGWEGWE

 TIMETABLE

 Monday

 2 periods

 Reading /writing

 Tuesday

 2 periods

 Oral /writing

 Wednesday

 2 periods

 Reading /writing

 Thursday

 2 periods

 Oral /writing

 Friday

 1 period
 Writing

 Oral lessons

 Identifying :-

 Objective : By the end of the week pupils should be able to....

 Content /topic

 Telling occupation by pictures

 Telling what parents do

 Report which person was responsible for an act

 Reading lessons

 Fluency and comprehension

 Fluency is an aspect expected in reading

 By the end of the week pupils should be able to look at the punctuation as they read.

 Writing

 Comprehension

 Composition

 Language

 Composition

- guided

- controlled

 NB:- no free at this level

 Objective : By the end of the week pupils should be able to write guided descriptive

composition about the problems being faced in their school with emphasis on effective

use of adjectives.
LECTURER: MR MAGWEGWE

TOPIC: LESSON PLAN

The lesson plan

Introduction: This is not a teaching step. You are just introducing the lesson. There is need to be

just introducing the lesson. There is need to be specific and relevant and brief. There is a

difference between teaching and testing.

Lesson Declaration:

Demonstration or teaching step : This is where the teacher demonstrates and explains to pupils

how something is done or is like. Actual teaching takes place here. Concepts are explained. The

step is teacher centred. There is a difference between teaching and testing.

Step 2

Imitation: Pupils may be asked to do what the teacher has been doing in step 1. The teacher

should choose fast learners only. The step is meant to reinforce step 1.

Step 3

Groupwork (where possible). Pupils should have group activities to work out the problems set

for them by the teacher in relations to the topic. Group activities should be varied.

Step 4

Report Back : Pupils to report back what they were doing in their groups. The teacher and the

rest of the class will be assisting.

Step 5

Conlusion : This is done to reinforce pupils understanding .The main ideas are reviewed.

Objectives
Statement of comprehension

Objectives in lesson plan

1) Reading strategy

2) Level of comprehension

3) How?

Scimming – running of eyes across the passage to find the answer

AOC – According to Barret Taxonomy we need to focus on the type of comprehension

Statement of composition

Objectives of lesson plans

1) Type of text- descriptive, narrative and argumentative

2) Condition – controlled composition, guided composition free writing

3) Skill focus – eg use of describing words, proper use of adjectives

Minor errors –errors that do not affect meaning of the sentence eg recieve instead of receive

Gross errors- errors on words eg cave instead of curve.

Step 6

Individual written work (where possible)

Lesson Evaluation

This is self-criticism by the teacher. Identify strengths and weaknesses and give suggestions on

what to do in future if faced by such a situation. Identify pupils who did well, were average and

those who were poor. The lesson evaluation should look at the teacher in terms of a) strengths b)

weaknesses c) suggestions.

Time budgeting
Budget your time effectively. Assess the material you are going to teach to find out if it is enough

for that time.

NB Your lesson plans should be detailed. They should contain all details like explanations,

definitions, examples, questions and their possible answers , groupwork activities.

SUBJECT : ENGLISH

TOPIC : BASIC PRINCIPLES OF LANGUAGE TEACHING

LECTURER : CHIPENDO, T. C.

 AIMS OF LANGUAGE TEACHING

 To teach pupils to:-

 Learn and understand the spoken language.

 Understand what they read.

 Speak the language.

 Write it.

 NB Some people say "language cannot be taught, it must be learnt" but the teacher needs

to do a lot to help learners learn English.

 Many approaches can be used to help pupils to learn especially Oral Approach which is

based on the principle that the spoken language is the basis of writing and not the other

way round that is "hearing before speaking speaking before reading" .

 Learning language is a set of skills.

 Language learning entails teaching :-

 The language not about the language

 The language at the start not the writing system

 The language as it is not as anyone thinks it ought to be

 Habit formation and habit adaptation

 Language learning, like all other arts is a habit forming process.

 Proficiency in the use of any language can only come as a result of perfectly formed

habits.
 Understanding a sentence without being conscious of its form without even realising that

one is listening to a foreign language is a result of habit formation that is the

understanding becomes automatic.

 Any sentence produced automatically in any language is produced as a result of a

perfectly formed habit.

 If a sentence is built up by conscious synthesis or by rapid translation, then it has not

been formed habitually but by means of conscious calculation.

 Habit forming entails monotonous work because it seems to be a slow process with

repetition and a progress which is not apparent.

 When we learn a habit it becomes a permanent acquisition.

 NB:- habit forming need to be replaced by analysis and synthesis.

 In order to secure automatism for habit forming types of work, there is necessity for

drill-like work mechanical work and exercises.

 ACCURACY

 The aim of getting pupils by whatever method and under whatever pretext, to repeat

correct sentences, orally or in writing with the minimum risk of error, should take

presedence over any desire the teacher may have to classify /test his pupils. It is better for

a pupil to write a sentence right with the help and then wrong without.

 It is only by repetition of countless correct sentences can we learn to speak /write a

language correctly.

 The correction of mistakes after they have been made can never be more effective than

the experience of speaking and writing them the first.

LECTURER: MR MAGWEGWE

SUBJECT: ENGLISH

TOPIC: SCHEMING

First content in the scheme of work

1) Oral

Skills –listening

-speaking

2) Reading

Fluency

Comprehension

i)Fluency – the way one reads, observing punctuations, reading with speed.

One aspect on fluency is to be taught and the objectives should come from the fluency concept.

Loud reading should be allowed.

ii) Comprehension – does the child understand what he is reading. It has nothing to do with

fluency.

Questions should refer to Bloom’s Taxonomy.

Literal questions and inferential questions

Schemes objectives for comprehension questions are the same as in the lesson plan unless it can

be broken down in the lesson plan.

LECTURER: MRS CHIPENDO

TOPIC: USE OF GAMES IN LANGUAGE TEACHING

 WHAT IS LANGUAGE TEACHING

 Is teaching for effective communication.

It entails:-

 Constructing grammatically correct sentences

 Being able to follow instructions ie comprehension

 Being able pronounce the words correctly

 Being able to write correct spelling, good compositions and speaking the language

fluently

 NB Language teaching should be interesting and enjoyable so that pupils can grasp

concepts easily and in a relaxed manner ie combining work and play.

 Also children become restless if they spend a lot of time on one serious activity and so,

lose interests.

How to make lessons enjoyable

 Use a variety of methods.

 Combine work and play ie use games, drama poetry etc.

Use of Games

 According to the world book encyclopedia, games are either mental or physical activities

played for enjoyment and are played according to rules.

 Games are played for fun but they can serve educational purposes.

 Games develop mental,physical and social skills.

 Advantages

 Games are enjoyable so learners are keen on playing them.

 Learners seek to outdo each other in a friendly fashion, so they enjoy the activity .

 The pleasure derived from games is motivating and the laughter involved, makes learnes

wmore awake and relaxed.

 There is activity and cooperation within team members, geared towards winning then

game.

 Games provide an informal pleasant relaxed atmosphere which is favourable to language

learning.

 Games banish boredom such that learners will look forward to more language lessons.

Disadvantages

 Time consuming

 More space is needed than the required time.

 They can demotivate the learners

 Competing teams can become rivals

 How to select games

 Select games appropriately

 The teacher must be clear on the concept he is presenting

 They must be suitable to the level of the learners in terms of age and interests

 Ascertain the role of the teacher in the language game

 Organisation of the class

 Appropriate and accurate instructions must be given to the learners with emphasis on the

issue of orderliness and sticking to time.

  They can be played as individuals, pairs and groups

 It is best for learners to remain in the same team throughout the year to promote a sense

of belonging

 Types of games

Structure games

 To improve oral skills and teach sentence construction eg. Who am I? What is my name?

 Everybody imagines him/herself to be somebody else and makes 2/3 sentences about

him/herself so that others can guess who he/she is.

Vocabulary games

 To teach vocabulary quick thinking and writing skills eg word races

 Each group is given the similar picture and tell what they are seeing

Spelling games

 To teach spelling games use crossword puzzles

 Give learners a puzzle with clues up and clues down

 The one who correctly completes the puzzle wins

Listening and do games

 To teach listening concentration as well as instruction following skills eg Simon says……

 Learners only obey and follow commands which begins.

Read and do games

 To teach reading comprehension and word recognition eg matching game

Discussing games

 To teach communication skills eg telephone conversation and ask learners to fill in the

missing details.
SUBJECT : ENGLISH

TOPIC : MATERIAL AND TEXTBOOK EVALUATION

LECTURER: MR MAGWEGWE

1Material/ Textbook evaluation

-material title

-publisher

-kind of material, teachers/ pupils supplementary

-approximate cost

2Intended relationship

Primary grade

Secondary form

Teacher educaton

3 Content

Is the content adequately covered, is it ordered logically

Is there a sequence or progression of material teaching points so that the child can acquire an

understanding of the concepts.

Is it appropriate to the age group supposed to be using it.

Are a sufficient no of examples given

Do they relate to life in Zimbabwe and directly to the topic.

Are assumptions made about background which the pupil or student might here

4Methodology

Is the methodology suggested in the syllabus adequately covered

Are important topics covered in more than one way or approach.

Is there a balance between theory and practice, concepts skills and generalisation.

5 Language

Is the language appropriate to the age level –suitable and precise

Are proper grammatical constructions and throughout the manuscript.

Are writing conventions like spellings and punctuations used correctly.

6 Variety

Does it contain new things

7sexism

Being biased to a particular sex

8series

Does it lie in well with the other books already published?

9 ease of use

How easy can you find your way through the script

Is there a helpful content page , an index, summary of skills, grammer/ functions

Are the explanations given clear and precise

Is the appropriate terminology used

10 Exercises and tests

To what extent are the assessment objectives in the syllabus being taken care of in exercises and

tests?

Are the exercise an essential part of the materials.

Aare they too few or too many. Just the right no of .

Are there several types of questions used eg multiple choice, short answers, matching, structured

essays, problem solving etc

Do the exercises and tests check pupils level of thinking skills.

Are the exercises testing instead of teaching. Are the exercise reinforcing / imparting skills etc

Are puzzles and competitive games included

Do exercise motivate and challenge the pupils / students both theoretically and practically

Do they simulate groupwork

11 ideology and culture

Is the manuscript to American/ Russian/ Indian

Are the topics and situations in of little relevance and of even less interest to Zimbabwean pupils

Is the materials multi-ethnic with a strong emphasis on national unity, patriotism

12 relation to the official syllabus

Are the aims and objectives in the syllabus adequately covered

13 Evaluators approval and recommendation

LECTURER: MRS MUKUTU

TOPIC: LANGUAGE POLICY IN ZIMBABWE

Most subjects are taught in English.

English is used as a language of instruction.

Language situation in Zimbabwe

Due to colonisation of Zimbabwe, English became the lingua franca as a result of the underlying

agenda of colonialism to prepare the ground for economic exploitation.

This was because indigenous language could not be used to achieve colonial mission.

Lingua franca

A language that is used in society which speaks more than one language.

Virin (2003) says a lingua franca is a language that is adapted as a common language between

speakers whose whose native languages are different.

It is used as a means of communication, as a common language.

Missionaries played an important role by condemning African cultural values as barbaric and

sinful.

Indigenous languages were looked down upon as inferior to English.

This was meant to destroy the unity and humanity of the African people.

This left the people weak without a common tool (language) with which they express themselves

.
Missionaries ensured children learnt how to read and write English in order to promote colonial

agenda.

Precolonial period

Indigenous languages were used during this period.

No language was preferred more than the other.

Colonial period

September 1880 symbolised the coming of the conquest.

It was the language of judiciary systems (courts), commerce and trade and medium of instruction

in schools .

Indigenous languages played a peripheral role.

Post colonial period

It is still a peripheral role status did not change .

Attainment of independence resulted in a language in a language policy that did not change.

Aimed to raise the status of indigenous languages.

English continued to play a dominant role.

ChiShona and IsiNdebele were refered to as national languages.

Language situation and language policy in Zimbabwe.

An act which determines usage in a country .

In coming up with a language, the following shold be taken into consideration :-

a) Policy should be economically viable.

b) Policy should be socially acceptable.

c) Policy should be pedagogically sound.

English was preferred as a neutral language because Zimbabwe is multilingual society.

Post-colonial language situation in Zimbabwe

There was no clear language policy in Zimbabwe after independence.

English continued to dominate our social, economic and political life.

After independence national language and official language used to be confused.

The UNESCO regional office for education in Africa defined the terms as :-

Official language : a language used for government, business and other official purposes in a

country .This can be an international language eg French, English, Portuguese or African eg

KiSwahili.

National Language : Either an African language that is also an official language or a language

that has been decreed to be a national language of the country.

Official languages in Zimbabwe

This implies that ChiShona and IsiNdebele are the right medium of instructions that ensure

understanding and transfer of knowledge .

Relationship between language and culture can’t be separated and plays an important role in

religion, politics, educational, media and other institutions.

Language is a carrier of a nation’s culture.

Official languages in Zimbabwe

Sixteen official languages including sign language.

ChiShona is most widely spoken by 75 % of the population followed by IsiNdebele with 16,5%.

Other languages that are officially recognised for use in education and on the radio

1) Kalanga (Plumtree)
2) Shangani (Chiredzi)

3) Chewa (Nyanga)

4) Venda (Beitbridge)

5) Tonga (Binga)

6) Nambiya (Hwange)

7) Sotho (Gwanda)

8) Chipunda (Mutoko)

9) Sena (Mt Darwin)

10) Xhosa (Ntabazinduna)

11) Chibarwe

12) Hwesa