ELT 206 (Teaching and Assessment of Literature Studies)

Course Guide
1st Semester, AY 2024-2025

Unit 4: Teaching Prose and Dramatic Prose

Desired Learning Outcomes:

At end of the unit, the students must have:

a) adapted competency-based learning materials in teaching prose which respond
to the various linguistic, cultural, socio-economic, and religious backgrounds of
learners;
b) familiarized a range of assessment strategies in teaching prose that address
learners’ needs, progress, and achievement which are consistent with the
selected competencies; and
c) crafted a learning plan according to the English curricula that develops higher
order thinking skills of learners through the use of prose texts.

Topics:

1. Review on the Genres of Prose

2. Comprehending Prose
3. Strategies in Teaching Prose
4. Literary Appreciation and Valuing in/of Prose
5. Lesson Design in Teaching Prose
6. Materials and Resources in Teaching Prose
7. Assessment in Teaching Prose

TEACHING OF PROSE

“Prose is words in their best order”

Prose is meant for learning a language. Teaching prose means teaching reading with
comprehension. The learners are taught the skill of reading. The next step is to teach them
reading with comprehension. Reading with comprehension helps the learners to acquire new
vocabulary and content words. The power of comprehension can be promoted through reading
and listening.

Teaching prose enables the students to understand the passage, to read fluently, to enrich their
vocabulary and to enjoy reading and writing. It enables the learners to extend their knowledge
of vocabulary and structures and to become more proficient in the four language skills. It
develops the ability of speaking English correctly and fluently.

The main aims of teaching prose are a) literary and b) content.

To achieve the literary and content, the aims of teaching of prose should be intensive and
extensive.

INTENSIVE READING:
Reading a text for accuracy is called intensive reading. It is done with the close guidance of the
teacher. It forces the learners to pay more attention to the text. It involves the profound and
detailed understanding of the text. It is primarily concerned with the developing of reading
strategies.

The reading strategies are:

Judgment
Reasoning
Interpretation and
Appreciation

Intensive reading is more an exercise in accuracy. Students do not read a text only for a specific
purpose of information. A text is considered suitable for scanning of information, paying
attention to the writer’s intensions, arguments, ideas, style, etc., The students are expected to
answer all questions which involve their understanding of the text, grammar, vocabulary, writing,
etc.,

1. It must be interesting.

2. It should be well graded.

3. Multiple numbers of colorful pictures are necessary.
4. The pictures should stimulate an interest in the lessons.
5. More opportunities for oral discussions before reading the text.
6. Difficult words, phrases and ideas should be clearly explained by the teacher.
7. It must have provisions for silent reading and reading aloud.

AIMS OF TEACHING PROSE:

The main aim of teaching prose is to develop the language ability of the students. It is the
intensive study of a language. The language ability helps the learners to use English language
without any problem.

GENERAL AIMS OF TEACHING PROSE:

To enable the students
1. To understand the passage and grasp its meaning.
2. To read with correct pronunciation, stress, intonation, pause and articulation of voice.

3. To enable students to understand the passage by silent reading.

4. To enrich their active and passive vocabulary.
5. To express the ideas of the passage orally and in writing.
6. To enjoy reading and writing.
7. To develop their imagination.

8. To prepare the students for world citizenship.

SPECIFIC AIMS:
The specific aims of prose change according to the subject matter like biography, play, story and
essay.

SPECIFIC AIMS OF A STORY:

1. The learners learn a few facts through the story.

2. To teach morals.
3. To mold one’s character.
4. Exposure to the style of story writing.

SPECIFIC AIMS OF AN ESSAY:

1. The learners learn a few facts through the essay.
2. To make students curious about the subject of essay.
3. Exposure to the style of essay-writing.

4. To arrange ideas in an organized manner.

SPECIFIC AIMS OF A BIOGRAPHY:

1. The learners are exposed to the lives of great men.
2. To mold one’s character.

3. Aspiration for better things in life.

4. To inculcate in them desirable sentiments.

SPECIFIC AIMS OF A PLAY:

1. To provide opportunities for self-expression.

2. To play different roles.

3. To speak English in the conversational style.
4. To mold one’s character.

DIFFERENT STEPS INVOLVED IN TEACHING PROSE:

A prose lesson is not for memorization of questions and answers but for learning a language.
The prose lesson contains structure, vocabulary, grammar, views and ideas for comprehension.
The students read prose with comprehension and write sentences about the lesson using the
correct structures and content words.

The steps for teaching of prose may be summed up as follows.

1. Introducing the prose lesson
2. Teaching structures
3. Dividing the text into smaller units
4. Teaching vocabulary
5. Model reading by the teacher
6. Silent reading by the students
7. Testing comprehension
8. Testing application
9. Loud reading by the students and
10. Giving assignment

1. INTRODUCING THE PROSE LESSON

Introduction of a lesson is to fulfill two purposes.
They are;

a) To recollect the past knowledge.

b) To win student’s attention to the new subject.

Teachers should try to motivate the students to study the new lesson. The various efforts made
by the teacher to create interest or to attract the attention of the students is known as
preparation of the lesson. The teacher introduces the lesson by asking appropriate questions. He
uses models or pictures. The questions arouse the interest for the new lesson. The teacher tests
the previous knowledge of the students and links it to the subject.

2. Teaching structures:
A new structural item is presented by the teacher to enable the students to identify the new
structures. In introducing structures, substitution table is of great help. It highlights the elements
of the pattern and their order and nature.

Secondly, the teacher presents the structure in readily understandable situations. It helps the
students to cleat its meaning and use. This helps them not only to understand the meaning of
the new item but also its use in different contexts. Opportunities are provided to the students to
use the structures themselves.

3. Dividing the text into smaller units:

Reading long passages of a text may be tiresome for the teacher. So, the text will have to be
split up into smaller, more manageable units or sections. This will facilitate the teacher to
present the lesson interestingly and efficiently.

4. Teaching vocabulary:
The teacher uses an object, a model or a picture to give clear ideas about new words and their
meaning.

The meaning may be explained through ‘real situation’.

The purposes of expositions are:

1. To clear the meaning of difficult words, phrases & idioms.
2. To make the comprehension of the passage easy.
3. To promote intensive reading.

5. Model Reading by the Teacher:

The teacher reads the selected passage aloud. He should be careful about pronunciation, words,
phrases & intonation in his reading before the students. His reading is observed by the learners
and imitated. This model reading by the teachers helps the students for aural comprehension.
The teacher gives instructions regarding postures and attention. The teacher should not be
completely absorbed in his reading.

6. Silent Reading by the students:

The teacher gives time for the students to read the passage silently. Silent reading is helpful for
rapid reading, learning of new words and a quick understanding of meaning. A short time of five
to ten minutes for silent reading is followed in every session.

7. Testing Comprehension:
To check the students’ comprehension ability, the teacher asks questions to the students. The
questions are from the taught passage. The question should be direct, short and objective
based. The same procedure i.e. steps 4, 5, 6 & 7 can be followed for the other units of the
lesson.

8. Testing application:
The aim of application test is to evaluate the achievement of the learners. The questions may be
of oral or written type. After teaching of structure or vocabulary, the teacher normally asks the
students to do the exercises given at the end of the lesson.

9. Loud reading by the students:

The teacher asks the students to read the taught units loudly in the class one by one. To
develop clear pronunciation this loud reading is very much helpful. It improves the tone, rhythm
and fluency. Each student is asked to read a short passage. At the end of reading, the errors of
pronunciations are corrected. Students should be asked to keep the books 30 cm away from
the eyes. They hold their books on the left hand and the right hand is free. The teacher needs to
exercise more care at the time of students’ reading.

10. Giving assignment:

Assignments to the students are given by the teacher for the following purposes.

a) To remember the meaning and spelling of new words.

b) To use the words in sentences.
c) To write the gist of the passage.
d) To answer the questions.
e) To do the exercises based on the taught units.

Examples for task:

1. Read the sentences fast. [Drawing a picture of a girl]
2. Read the passage and answer the question [Comprehension exercise]

Defining competencies:
Motivation: (1. Introducing the unit/lesson).

Teaching Learning Materials:

Step I (2 & 4. Teaching Structure / Content / Words/Vocabulary)
Step II (3. Divide the text into small units, 5. Model Reading)
Step III (6. Silent Reading by the students)
Step IV (7. Testing Comprehension)
Step V (9. Loud Reading)
Step VI (8. Testing Application)
Step VII (Giving assignments)

EXTENSIVE READING
Extensive reading or reading for fluency involves reading of longer texts for pleasure. It is not
meant for minute details. It is a fluency activity. The students can read on their own. This is
called Rapid reading or Independent silent reading. The specific objectives of extensive reading
are:

1. To understand the meaning as quickly as possible.

2. To increase passive vocabulary.
3. To develop taste for reading.

4. To develop the habit of reading for pleasure.

5. To concentrate upon subject matter.

The term extensive reading means to read silently and quickly. It helps to read without the help
of the teacher. It trains the reader to understand the subject matter as quickly and efficiently as
possible.

It plays a vital role in the learning of second/foreign language. The students are made to read as
much as possible. They are given choice and freedom to select the books of their choice.
Reading has its own reward. There are no follow up activities. The reading texts are within the
linguistic competence of the reader. Students are permitted to read at their own pace. They
choose when to read or where to read. This creates interest among the learners. So they learn
to read faster without any disturbance.

Steps involved in Extensive reading

I) Introduction:

1. The teacher gives main hints of the passage,

2. He explains the difficult portions,

3. He deals with difficult areas of a language,

II.) Silent Reading:

The students should read silently and quickly.

III.) Question:

The teacher asks questions to test the students understanding.

In extensive reading, the readers must read silently and understand the matter. This would
create interest among the readers. The students may not be interested in reading text books.
Interesting magazines, newspaper, etc., may be recommended.
Advantages :
1. It helps in assimilation of ideas.

2. The class room is busy and active.

3. It increases vocabulary.
4. It prepares students for library reading.

5. Helps for individual method of study and self-education.

6. In extensive reading, a child practices what he has learnt.

Steps in teaching supplementary reader

A supplementary reader gives students additional reading practice. They learn to read through
reading. It develops the skill of silent reading. The students are able to guess the meanings of
some words from the context. They grasp the central idea of the passage. It improves their
vocabulary.

They are able to understand the sequence of ideas and events. It extends reading experience.
They consolidate the language learnt from the main reader. Finally the students enjoy reading.

A supplementary reader usually contains stories. Later stages biographies and historical events
are introduced. Supplementary reader contains long passages with structural and vocabulary
items. The students are familiar with the vocabulary. There may be new words and they are not
explained. Students guess the meaning of the new words. It has pictures to help the students.

Do’s and Don’ts

1. The Supplementary reader is done in the class.
2. One full period is allotted for each lesson or story.
3. Allow students to read and understand as much as possible.

4. Do not read out the passage.

5. Do not explain the content.
6. No translation of any portion.
7. Use relevant pictures to help the students understand.

Teaching a Supplementary Reader

Supplementary reader lesson involves a story or a chapter of a long story or a chapter of a long
novel.

 Introduce the passage shortly.

 A part of it is introduced to create interest among the students.

 Meanings for difficult words are not explained in detail. Mother tongue is used in
translation. Black board is used to write the meanings.
 Pre-reading questions are presented on the black board.
 Students are asked to read silently.
  Group activities or discussions are followed to answer difficult passages. Different types of
direct, local, factual and inferential questions are allowed. Make the students to speak in
English while answering.
 Make students to retell the parts of the story or passage in English.
 Students are asked to write the answers at home.

 Select suitable passages for language study.

Teaching Continuous Writing

Writing is a productive skill which involves manipulating, structuring and communicating. Writing
helps to strengthen the grasp of vocabulary.

Appropriateness can be developed.

Writing involves

1. The ability to master the shapes of the alphabets. (Ortho Graphics)

2. Knowledge of the right combination of letters to form words. (spellings)
3. Skills in expressing oneself through the written piece.

To develop the skill of writing, the students must be motivated. Exercises involving writing
activities may be provided in the learning. The first real writing that students do is copying. So,
the following activities can be used to encourage writing.

Task – I Copying

Task – II Board Composition

Task – III Completion with choice

Task – IV Completing the paragraph

Task – V Sentence Tables

Task – VI Parallel Composition

Task – VII Parallel composition with pictures

Task – VIII Fill in the blanks

Task – IX Task Composition

Task – I Copying
The teacher introduces the words/sentences orally and the students repeat it. The teacher writes
it on the black board. The students read it a number of times. Then they copy it.

Task – II Board Composition

A student builds up a sentence for which the teacher helps either through question or prompts.
The teacher writes this on the board and then proceeds as before.

Task – III Completion with choice

The student completes the sentence on the board by choosing the item from the list.

I like playing _________

Cricket

Hockey

Football

Task – IV Completing the paragraph

It is a short reading exercise and oral work. After oral work, the teacher writes a few sentences
on the board.

“The President lives in Delhi. She lives with her husband and children. The Prime Minister also
lives in Delhi”.

The teacher writes sentences that have to be copied out, using information from the passage.

1. The President lives in _________. She lives with her _________.

2. The Prime Minister also __________ in Delhi.
Task – V Sentence Table
The sentence tables gives chances to construct more complicated sentences.

→she →eating →movie

When →Mala had finished →playing it has time to go to →market

→ I →sleeping →movie

Task – VI Fill in the blanks

The teacher writes on the black board sentences with a number of words missing.

Yesterday, we ________ to _______. We _________ with our _______ (zoo, ran, walked, went,
go, family)

The teacher supplies all the required words in addition to new words. Children choose the
correct words to fill up the blanks.
Task – VII Picture Composition
The teacher supplies with series of pictures with sentences. Students look at the pictures and
complete the story.

PARAGRAPH
(1) What is a paragraph?
A paragraph consists of a topic sentence.

It is followed by a number of related sentences.

It usually ends in a concluding statement.

Paragraph
1. Topic Sentence
2. Supporting Details
3. Closing sentence or Concluding statement

(2) Name the different types of paragraphs.

There are five types of paragraphs. They are

1. Definition
2. Sequence
3. Classification
4. Description
5. Compare and Contrast

(3) What is a topic sentence?

It is the most important sentence in a paragraph. It sums up the whole idea of the para. It may
come in the beginning, middle or at the end. It introduces the main idea of the para.

(4) What are supporting sentences?

Supporting sentences come after the topic sentence. They make up the body of a paragraph.
They give details to develop and support the main idea of the paragraph. Supporting sentences
may consist of facts, details and examples.

(5) What is a closing sentence?

A closing sentence is the last sentence of a paragraph. It restates the main idea of the
paragraph.

Paragraph Writing
A paragraph is a number of sentences grouped together.

It relates to one topic or a group of related sentences that develop a single point.
What is the prewriting stage?
The prewriting stage needs careful thinking and organization of ideas before writing.

There are six prewriting steps.

They are:

1. Think carefully about what you are going to write.

2. Open your notebook.

3. Collect related facts.
4. Pen down your ideas.
5. Find the main idea.
6. Organize your facts and ideas (in a way that develops the main idea).

What is the writing stage?

Turning the ideas into sentences is called the writing stage. There are five steps involved in this.
They are:

1. Open your notebook and word processor.

2. Write the Topic sentence, supporting sentence and closing sentence.

3. Write clear and simple sentences to express the meaning.
4. Focus on the main idea of the paragraph.
5. Use dictionary to find additional words.

What is the editing stage?

The editing stage is checking the paragraph for mistakes and correcting them.

1. Grammar and spelling

2. Style and organization

3. Finalizing paragraphs

1. Grammar & Spelling

a) Check the spelling.
b) Check the grammar.
c) Reread the essay.
d) Presence of subject in each sentence.
e) Concord.
f) Check the verbs.
g) Meaning sentence.
2. Style and Organization
1. Confirm the topic sentence.
2. Confirm whether the supporting sentence focuses on the main idea.
3. Confirm the closing sentence.
4. Check all sentences focus on the main idea.
5. It must be interesting.

3. Finalizing Paragraph
‘The Publishing Stage’ is when you produce a final copy of the paragraph to submit.
1. Make a paper copy.
2. Show the work to your teacher, parents.
3. Ask them for suggestion or hints to improve.

Name the different types of paragraphs and explain.

1. Definition
2. Sequence
3. Classification
4. Description
5. Compare and Contrast

1. 1. Definition paragraph :
When writing a definition paragraph, you take an idea and explain what it is.

2. Sequence paragraph :
Describing a series of events or a process in order is a sequence paragraph. This order is based
on time.

3. Classification Paragraph :
Grouping of things or ideas with specific categories is a classification paragraph.

4. Description paragraph :
Describing about a person, place or thing. Even location of a place may be described.

5. Compare and Contrast :

Writing about the similarities and differences between two or more people, places, things or
ideas.

Please check websites in the References for more information.

Learning Activities:

Task 1. Design an original assessment activity that may be utilized in teaching prose.
Explain and describe how it will be conducted in the classroom.
 Assessment:

Making a Learning Plan in Teaching Prose.

Craft a learning plan according to the English curricula that develops higher order
thinking skills of learners through the use of prose texts (focusing on Completeness,
Appropriate Approach Used, and Facilitative Process). You may choose your own literary
piece.

FINAL OUTPUT: Prepare a detailed lesson plan according to the English curricula that
develops higher order thinking skills of learners through the use of poetic or prose texts
(either your enhanced previous lesson plan or a new plan) together with all the learning
materials that you are going to utilize in delivering the lesson. And be ready for a demo
teaching. God bless!

Observe this mechanics for the lesson plan (PDF or hard copy): short-sized bond paper,
1 inch-margin in all sides, 12 font size, Arial/Calibri/Tahoma font, appropriate use of bold
faced or italics.

Time Frame: (Week 15-18)

References:

Baronda, A.J. (2016). 21st Century literature from the Philippines and the world. Pasay City:
JFS Publishing Services.

Bantados, W., Marcos, L., & Valez, S. (2012). Introduction to literature. Manila: Purely
Books Trading & Publishing Corp.

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