1. English Module 5
(BES-ENG31)
By : Mr. Eben Ezer Kalola
2021

2. Welcome
• Welcome to the study of Major School Subject: English for the third year.
• The main focus of this PPT is to guide you on how to answer the
assignment and thus prepare you for the examinations.
• The assignment is essential in preparation for the examination. The format
of the examination will follow that of the assignment very closely.
• Note: This does not, however, mean the questions will be the same! You
are expected to study the module, together with the prescribed book(s),
and to ensure you know your study material before you attempt the
assignment.
• Please pay special attention to the verbs used in the assignment

3. Assessment policy
• 1.One assignment of 130 marks must be submitted for this module.
• A pass mark of 5- % is required in this assignment to grant you
admission to the examination.
• The examination question paper will have the same format as the
assignment. It will count for 130 marks and have a 3-hour duration.
• A final pass mark of 50% is required (60% of the written examination
plus 40% of the assignment/semester mark).

4. Units covered in this PPT
• Unit 1: Discuss foundational issues about grammar and its teaching
• Unit 2: Explain parts of speech and upper primary teaching activities
for it (noun).
• Unit 4: Analyse adverbs and upper primary teaching activities for it.
• Unit 6: Discuss grammar assessment issues.

5. Grammar
• The study of how words and their component parts combine to form
sentences. b. The study of structural relationships in language or in a
language, sometimes including pronunciation, meaning, and linguistic
history.

6. The role of grammar teaching: from
Communicative Approaches to the Common
European Framework of Reference for languages.
• In the history of language teaching, the role of grammar has been addressed by a
number of linguistic theories, methodologies, and currently, within the European
Framework of Reference for Languages.
• The way grammar is –or has been- considered has a direct and decisive influence
on pedagogical grammars, learning processes and many other areas involved in
foreign language teaching.
• Grammar, as a subsystem in a network of other linguistic sub-systems and sub-
skills, has been assigned different roles in the language classroom, reaching little
consensus, not only about the particular items to be taught, but about when, or
how, or even where to teach or learn.
• The Common European Framework for languages cannot be considered a
teaching approach although it provides a descriptive framework to which
teaching authorities, teachers, course book designers and learners must
acquiesce

7. The role of grammar in the post
Communicative Language Teaching
• The thought processes involved in processing and learning this –grammatical-
knowledge: grammar learning is considered in terms of performance within a
skill-based approach.
• How knowledge –grammar- may be acquired by an inductive or a deductive
route, the later typically connected to much traditional grammar teaching but
also present in many current classrooms.
• The strong version: tasks should be fulfilled with any linguistic means that are
already available for the learners, so that teachers should not bias the tasks in
order to use a specific linguistic structure: this type of task is called unfocused
task, which improves learners’ communicative skills but might leave accuracy
behind.
• It attempts to deal with grammar teaching in a way in which the learners’
communicative skills are not harmed but improved. Thus, grammar is considered
as a means towards communication and not as the end itself.

8. The role of grammar in the Communicative
Language Teaching
• Consciousness-raising: the teacher makes the learners relate the new
grammatical concepts to other grammatical information that they already
have, both from other grammatical concepts in the target language or even
from grammatical information which appears in their L1.
• The deep-end approach: grammar is acquired unconsciously during the
performance on those communicative situations, so it would be useless to
teach grammar previously and explicitly. The reaction, in deep-end
approaches, was not to teach grammar, as learners would be unable to
integrate it within communication processes.
• Natural approaches equated second language learning with first language
learning. According to this view, L2 learning should be acquired in the same
way little children acquire the mother tongue, without any kind of
grammar analysis or reflection. Within this view grammar was seen to have
a negative influence on communication and unconscious acquisition.

9. 7 types of grammar practice from accuracy to
fluency
• Awareness -After the learners have been introduced to the structure,
they are given opportunities to encounter it within some kind of
discourse, and do a task that focuses their attention on its form
and/or meaning.
• Controlled drills -Learners produce examples of the structure: these
examples are, however, predetermined by the teacher or textbook,
and have to conform to very clear, closed-ended cues.
• Meaningful drills- Again the responses are very controlled, but
learners can make a limited choice of vocabulary.

10. • Guided, meaningful practice -Learners from sentences of their own
according to a set pattern, but exactly what vocabulary they use is up
to them.
• (Structure-based) free sentence composition- Learners are provided
with a visual or situational cue, and invited to compose their own
response; they are directed to use the structure.
• (Structure-based) discourse composition -Learners hold a discussion
or write a passage according to a given task; they are directed to use
at least some examples of the structure within the discourse.

11. • Free discourse -As in Type 6, but the learners are given no specific
direction to use the structure, however, the task situation is such that
instances of it are likely to appear

12. The Inductive Teaching Method
• The Inductive Teaching Method starts with the assumption that we
know something about the topic, but we want to find out more so
that we will be able to formulate a “rule’ about what we have
learned. For instance you will start with talking about how the verb in
a sentence can tell you the “time” of the action. When we refer to the
time it is called the tense of the actio

13. Types of Inductive teaching and learning
• Inquiry-based learning: Learners are presented with a challenge
which will require knowledge that has not been completely covered.
The challenge may come in a question that needs a solution, an
observation that needs to explained, a data set that must be analysed
or a hypothesis that must be tested.
• Discovery learning: Learners are given a problem which they have to
find the solution for themselves.. The teacher is just the facilitator
and renders only limited assistance to solve the problem. The learners
are to find solutions by trialand-error until they are satisfied that the
answer fits the problem. This process is referred to as "Guided
Discovery."

14. • Problem-based learning: As the name suggests, the learners are presented with a
real-world problem that needs to be solved. Problem-based learning generally
incorporates collaborative learning by placing the students into groups.
Collectively they formulate and evaluate their various solutions, select the best
choice and present their argument for that solution. In problem-based 46
learning learners do not received background instruction and emphasis is not on
a correct answer but on the investigative process.
• Project-based learning: Learners are presented with an assignment that requires
them to design or produce an expected outcome. The final product may be a
formal written or oral presentation of their processes and outcomes. Project-
based learning can be assigned to individuals or groups. Unlike problem-based
learning, this style of inductive learning provides the learners with the necessary
background knowledge and is focused more on the solution.

15. • Case-based learning: Learners are presented with real-life scenarios, or cases, in
which they hypothetically assume various roles. The cases tend to be very well
structured filled with elaborate details to incorporate many of the variables real-
life problems contain. Learners learn to apply material that has already been
covered in class and is somewhat familiar. Case-based learning can be assigned to
individual learners or groups. Research informs us that case-based learning offers
the learners the opportunity to learn and practise higher order thinking, problem
solving and critical thinking skills.
• Just-in-Time Teaching: Learners are presented with conceptual questions at the
beginning of class. These questions are usually done in an electronic or web-
based mode so they can be accessed immediately. The teacher then uses the
results of the assessment to adjust the lesson and address misconceptions the
students may have about the subject content. This method is classified as
inductive because the students are being asked questions about material they
have not yet studied. This method is used primarily in higher education.

16. Using games and problem-solving activities to
teach grammar
• Games and problem-solving activities, which are task-based and have
a purpose beyond the production of correct speech, are the examples
of the most preferable communicative activities.
• Such activities highlight not only the competence but also the
performance of the learner.
• Both games and problem-solving activities have a goal. Games are
organized according to rules, and they are enjoyable. Most games
require choral responses or group works, whereas problem-solving
activities (though they are structured) require individual response and
creative solutions.

17. • Through well-planned games, learners can practice and internalize
vocabulary, grammar and structures extensively. Play and competition
that are provided by games enhance the motivation of the students.
They also reduce the stress in the classroom.
• In sum, games and problem solving activities provide favorable usages
for extended communicative practice of grammar. They are both
motivating and challenging. They encourage students to interact and
communicate.

18. Parts of Speech
• Nouns,
• Pronouns
• Articles
• Verbs
• Adjectives
• Adverbs
• Prepositions
• Conjunctions

19. Nouns
• Nouns are words that refer to people, places, things and
ideas.
• Nouns are the subject of a sentence.
• Examples of nouns; John, Cat, Windhoek, Door, rules.
Identify the nouns in the following sentences:
• Kylie is a pro-golfer.
• Love is a beautiful thing.
• The bakery has fresh baked goods.

20. Categories of nouns.
• Common Noun- A noun that does not name a specific
person, place or thing.
• We celebrated my birthday with a great, big, chocolate
cake.
• I ran the 5km race in town last week.
• Proper Noun- A noun that names a specific person, place
or thing.
• Shopping at the Groove Mall can be hectic during the
holidays.
• I went to Horizon Cinemas to watch the movie Speed
Racer.

21. Abstract nouns
• Abstract nouns refer to ideas, concepts, emotions, and
other “things” you cannot physically interact with.
• You cannot see, taste, touch, smell, or hear something
named with an abstract noun.
• Abstract nouns refer to ideas and qualities that we cannot
see or touch.
• Most abstract nouns are formed from adjectives. For
example, the abstract noun safety is formed from the
adjective safe.

22. Examples of abstract nouns
• 1. Quality: Honesty, bravery, darkness, kindness, goodness, wisdom .
• 2.State: Slavery, youth, death, childhood, sleep, sickness
• 3.Action: Judgement, hatred, laughter, movement, flight.

23. Collective nouns
• A collective noun is a word that refers to a group. It can be either
singular or plural, but is usually used in the singular. For example:
• Herd– A group of herbivore animals.
• Pack– A group of canine animals such as wolves or dogs; also used to
describe playing cards and packages containing multiple objects.

24. • Flock– A group of birds; also used to refer to small hooved
animals such as sheep or goats.
• Swarm– A group of insects.
• Shoal– A group of fish.
• Group – A very general term used to describe people,
places, things, and animals.
• Crowd – Usually used to describe a group of people.

25. Some collective noun examples are included
in the following sentences:
• Our nation is great.
• The Indian army is famous for bravery.
• Our cricket team consists of famous players.

26. Singular and Plural Nouns
• Singular nouns: Refer to one thing e.g. a baby, a puppy, a flower.
• Plural nouns: Refer to two or more things e.g. Babes, puppies,
flowers.

27. How to change singular nouns to plural nouns
• You add -s to the singular noun e.g. job-jobs, boy-boys, essay-essays.
• When the singular noun ends in –s, -sh, -ch, -x, -z, add -es e.g.
church-churches, wish-wishes, box-boxes.
• When the singular noun ends in –o, add-s e.g. piano-pianos, zoo-zoos.
• For some singular nouns ending in –o, add –es e.g. cargo-cargoes,
echo-echoes.

28. • Change –y to –ies e.g. berry-berries, baby-babies.
• Change the –f, or –fe into –ves e.g. wife-wives, knife-knives.
• Some nouns are the same for both singular and plural e.g. trout,
sheep, water, milk, data.
• Some nouns form their plurals in special ways e.g. woman-women,
tooth-teeth, foot-feet.

29. Countable and Uncountable Nouns
• Countable nouns are individual people, animals, places, things, or
ideas which can be counted.
• Anything that can be counted, whether singular – a dog, a house, a
friend, etc. or plural – a few books, lots of oranges, etc. is a countable
noun.
• Uncountable nouns are not individual objects, so they cannot be
counted.
• Anything that cannot be counted is an uncountable noun.

30. Countable nouns
• There are at least twenty
Italian restaurants in Little Italy.
• Megan took a lot of
photographs when she went to
the Grand Canyon.
• Your book is on the kitchen
table.
• How many candles are on that
birthday cake?
• You have several paintings to
study in art appreciation class.
Uncountable nouns
• There is no more water in the
pond.
• Please help yourself to some
cheese.
• I need to find information
about Pulitzer Prize winners.
• You seem to have a high level of
intelligence.

31. Countable nouns
• There are at least twenty
Italian restaurants in Little Italy.
• Megan took a lot of
photographs when she went to
the Grand Canyon.
• Your book is on the kitchen
table.
• How many candles are on that
birthday cake?
• You have several paintings to
study in art appreciation class.
Uncountable nouns
• There is no more water in the
pond.
• Please help yourself to some
cheese.
• I need to find information
about Pulitzer Prize winners.
• You seem to have a high level of
intelligence.

32. Compound Nouns
• Compound nouns are words for people, animals, places, things, or
ideas, made up of two or more words.
• Most compound nouns are made with nouns that have been
modified by adjectives or other nouns.

33. Examples
• swimming pool
• basketball
• haircut
• software
• checkpoint
• saucepan
• box set
• coffee table

34. Gerund (Verbal) Nouns/Phrase
• Gerunds are words that are formed with verbs but act as nouns. They
are nouns formed with a verb ending in ing.
• They are very easy to detect, since every gerund is a verb with ing.

35. Examples
• walking
• jogging
• running
• swimming
• playing
• singing
• dancing
• eating
• Drinking
Lets create sentences with those gerunds nouns so that we can
get a better understanding of gerund nouns.

36. Concrete Nouns
• Concrete nouns are words used for actual things you can touch, see,
taste, feel, and hear – things you interact with every day.
NB: Concrete nouns can also be countable, uncountable, common,
proper and collective nouns.

37. Examples
• Chair
• Table
• Bat
• Ball
• Water
• Money
• Sugar.

38. Pronouns
• A word used in the place of one or more nouns
• Personal: it takes the place of nouns or pronouns that name people or
things: he, they, it, me, her
• Possessive: to show ownership: mine, yours, our
• Demonstrative: refers to particular people/things: this that, these,
those (when used with nouns: called demonstrative adjectives)
• Relative: Refers to a noun/pronoun that goes before it: whom, who,
that, which, whose
• Reflexive: reflect back to someone/something else in the sentence.
• Interrogative: They ask questions.

39. Adjective
• A word used to modify/ describe a person or a thing/ a noun or a pronoun
• Interrogative adjective- In other words, they serve to modify another
term, specifically a noun. The words “which” and “what” are the two
interrogative adjectives and are used in interrogative sentences to modify
nouns found in the question. Interrogative adjectives also modify noun
phrases.
• Descriptive adjective- The descriptive adjectives can be simply defined as
the type of adjectives that are used to express the size, color, or shape of a
person, a thing, an animal, or a place. They are used to provide more
information to a noun by describing or modifying it.
• Compound adjective- A compound adjective is formed when two or more
adjectives are joined together to modify the same noun. These terms
should be hyphenated to avoid confusion or ambiguity. For example: Diana
submitted a 6-page document.

40. Active voice
• Active voice means that a sentence has a subject that acts upon its
verb.
• When the subject of a sentence performs the verb’s action, we say
that the sentence is in the active voice. Sentences in the active voice
have a strong, direct, and clear tone.
Active voice examples
• Monkeys adore bananas.
• The cashier counted the money.
• The dog chased the squirrel.

41. Passive voice
• Passive voice means that a subject is a recipient of a verb’s action.
• A sentence is in the passive voice, on the other hand, when the
subject is acted on by the verb.
• The passive voice is always constructed with a conjugated form of to
be plus the verb’s past participle. Doing this usually generates a
preposition as well.
Passive voice examples
• Bananas are adored by monkeys.
• The money was counted by the cashier.
• The squirrel was chased by the dog.

42. Using novels to teach adverbs
• Choose ten sentences form the story or make up your own sentences
about the story.
• In these sentences use verbs, e.g. walk, ran, cried, sing, swill come,
talk, BUT do not add any adverbs.
• Write the ten sentences on sentence strips.
• Divide the class into ten groups.
• Each group receives one sentence strip.
• Each group has to write down ten words describing the verb

43. • Each member of the group gets the opportunity to read out their
sentence with one of their adverbs included.
• You can do this as a class competition where each learner who gives a
correct sentence receives a point for the team and each learner who
uses two adverbs in the same sentence, receives 2 points,

44. Formative assessment
• In formative assessment observations made and information collected are
used both to guide learners and to help shape and direct the teaching and
learning process.
Assessment has a formative role for learners if and when:
• It motivates them to extend their knowledge and skills, and establish
sound values;
• It promotes healthy study methods;
• Assessment tasks help learners to so solve problems intelligently by using
what they have learned;
• Teachers use the information to improve teaching and learning materials

45. Continuous assessment
• Continuous assessment (CA) should be planned and scheduled at the
beginning of the year and should be kept as simple as possible.
• Marks given for class activities, homework or short tests on
completion of a topic can be recorded for continuous assessment.
• The grades obtained by the learners through continuous assessment
must be recorded systematically throughout the year and used to
inform learners and parents about progress and achievements, and to
initiate compensatory teaching when needed

46. summative assessment
• At the end of the school year the progress and achievements of
learner throughout the year is summed up
• On the basis of this, decisions have to be made whether or not a
learner moves on to the next grade.

47. Principles that characterize good assessment
practices.
• The primary purpose of assessment is to improve learner
• Assessment should be based on an understanding of how learners learn
• Assessment should be an integral component of course design and not something to add
afterwards
• Good assessment requires clarity of purpose, goals, standards and criteria
• Good assessment requires a variety of measures. In general, a single assessment
instrument will not tell us all we need to know about learner achievement and how it can
be improved.
• Assessment methods used should be valid, reliable and consistent
• Assessment requires attention to outcomes and processes
• Assessment works best when it is ongoing (Continuous Assessment) rather than episodic
(Summative – at the end of the year.)