The document discusses methodologies for teaching prose and poetry in English, emphasizing the importance of reading comprehension and vocabulary development. Key teaching steps include structured lesson introduction, silent and loud reading, and student engagement through discussion and activities. It also highlights the unique characteristics of prose and poetry, advocating for a teaching approach that encourages appreciation and comprehension through active learning and creative expression.

1. NASREEN BANU S
ASSISTANT PROFESSOR
DEPT OF ENGLISH

2.  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.

3.  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.

4.  To enable the students
 To understand the passage and grasp its
meaning.
 To read with correct pronunciation, stress,
intonation, pause and articulation of voice.
 To enable students to understand the passage by
silent reading.
 To enrich their active and passive vocabulary.
 To express the ideas of the passage orally and in
writing.
 To enjoy reading and writing.
 To develop their imagination.
 To prepare the students for world citizenship.

5.  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

6.  ABL – Activity Based Learning
 Activity based learning is a new ladder
approach in the teaching of English language.
It is a simplified process of teaching and
learning.
 In the Activity Based Learning, the following
activities are included in the learning
process.

7.  Rhymes
 The letters of the Alphabet
 The words relating to home, school
environment
 Greetings and responses
 Informal Conversations
 Simple Commands & instructions

8.  Asking and answering simple common
questions
 Making polite requests
 Saying, ”Thank you”, and “Sorry” whenever
necessary
 Asking for permission
 Expressing their needs

9.  Recognizing lower and upper case of letters
of English
 Reading words with pictures
 Reading words without pictures
 Reading words

10.  Drawing and painting
 Drawing lines & curves leading to writing
 Writing letters of the alphabet
 Writing words

11.  Poetry is the highest form of literary
expression.
 It is a work of perfect. It appeals to the
emotion.
 It has an aesthetic effect on human mind.
Poetry is different from prose.
 Prose is for information and poetry is for
appreciation. It gives details and facts in a
beautiful form.
 It is highly rhythmic in character. Each and
every poem is a piece of literature.

12.  1. Rhymes strengthen and develop the memory power
of learners.
 2. They develop active power of imitation and
imagination.
 3. Rhymes widen the knowledge of vocabulary.
 4. Rhymes lay a strong foundation for speech work.
 5. A sense of achievement and confidence is
developed in the young learners.
 6. Rhymes train the ears to the varieties of sounds
and rhythm.
 7. Rhymes are an excellent aid to correct speech.
 8. Rhymes develop the skills of listening and
speaking.

13.  1.The message of a poem is more important than the
details.
 2. The main theme of the poem is to be grasped
(understood).
 3. Explanation and paraphrasing does not create any
enthusiasm.
 4. The teacher should present the poem orally with correct
pronunciation and rhythm.
 5. Students concentrate all their attention in listening if
the poem is read aloud.
 6. Verbal peculiarities should be neglected.
 7. Students’ appreciation and understanding of the poem
and poet’s experience can be expressed in the form of
drawing.
 8. Encourage pupils to do activities at the end of the class.

14. There are 3 main stages in the process of
teaching a poem.
 1. Preparation
 2. Presentation
 3. Discussion

15.  1. The main outline of the poem is to be
understood by the students by equipping
them.
 2. Familiarise the students with important
words and expressions
 3. Ensure that the ideas of the poem are
reachable and comprehensible by the
students.
 4. This can be done by getting responses
through simple questions by the teacher.

16.  The teacher reads the poem or recites with
proper pronunciation, intonation, gestures
and facial expressions.
 If necessary this can be repeated by the
teacher.

17.  The teacher need not explain every word or
every line of the poem.
 Simple questions may be asked to ensure
their understanding of the poem.
 The teacher uses pictures to explain the
meaning of difficult words.
 The teacher can pose questions to the class
to get meanings for difficult words.

18.  1. Preparation is equipping the students for
quick understanding.
 2. Presentation involves reading, re-reading,
elucidation of answers, kindling interest and
calling for intense concentration on the
words, rhymes, rhythm, imagery etc., in the
poem.
 3. Discussion leads the pupils to a thorough
knowledge of the poem.