Page 22 - English for Advanced Secondary Schools Teachers Guide Form Five

English

3 correct sentences. You may begin by asking each student,
pair or small group to find from any source the meaning of the
provided words and share the findings in class. Using a similar
technique, ask them to construct 10 sentences and read them
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aloud. Assess the correctness of the sentences constructed and
correct them where necessary.

(c) Practising pronouncing each of the phonemes in the given
Phonemic Chart and the words written below each phoneme
and thinking of any other words that contain such a phonemic
sound and pronouncing them. To teach this activity you can
start by presenting the Phonemic Chart and ask the students
to pronounce the phonemes in chorus, small groups, pairs,
and finally always, individually. Demonstrate the correct
pronunciation where necessary. Then, for each of the
phonemes, ask the students to write at least several other
words that contain that phoneme and tell them to pronounce
the words they have written.

(d) Reading aloud the poem while paying attention to the correct
pronunciation of each of the words in each line and each
stanza. This activity is intended to give the students more
practice in the pronunciation of words, and to see how,
sometimes, the sounds contribute heavily to the beauty of the
poem. You may instruct each student to read a line in the poem
until all lines are read. Then, ask the class to practise reading
the poem (or stanzas) aloud in groups, in pairs and, finally,
individually. Before they start reading, tell them to ensure that
they pronounce words correctly by placing appropriate stress
and intonation. Discuss with the students the meaning of any
unfamiliar words and the theme of the poem.
(e) Re-reading the poem in Activity 1.1 (d) to practice pronunciation
and doing the provided activities. You may use small groups

Form Five 2 Tanzania Institute of Education (TIE)

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