The document discusses the teaching of prose in English. It defines prose as straightforward speech that uses ordinary grammatical structures rather than rhythm. The aim of teaching prose is language development and literary development, with an emphasis on language skills at junior levels. General aims include understanding passages, reading aloud with proper pronunciation, silent reading comprehension, and vocabulary enrichment. Specific aims depend on the prose type (descriptive, story, essay, biography, play) and may include character building, style familiarization, and fact learning. The procedure for teaching a prose lesson involves motivation, presentation of the material with modeling and student practice, recapping, and evaluation through questions, assignments, or other assessments.

1. Teaching of Prose
Dr Bhavin Chauhan

2. Prose?
• The term Prose > Latin Word > PROSA > PROSAORATIO = STRAIGHT
FORWARD SPEECH.
• Prose is a form of language which applies ordinary grammatical
structures and nature flow of speech rather than rhythmic structure.
• Prose is linguistic and practical and but may not be literary and
aesthetic in nature.
• While teaching prose, teacher is more focused on acquisition of
language than with the appreciation of literature.
• Prose = is the art of selecting appropriate words and arrange them in
the most appropriate manners.

3. Aim of Teaching Prose
• The aim of teaching English prose is for language development
and literary development both. But at the Junior Level, the chief
aim is language development. This means that emphasis should
be given on the development of four basic skills of listening,
speaking, reading and writing. Thompson & Wyatt said, 'To aim
at literature is to miss the way to language. Aim at language is to
pave the way to literature.'

4. General Aim of Teaching Prose
• To enable students to understand the passage and grasp its
meaning.
• To enable the pupils to read English passages loudly with
correct pronunciation, stress intonation, and articulation of
voice.
• To enable them to understand the passage by silent reading.
• To enrich their active and passive vocabularies
• To enable the theme to express ideas of the passage orally and
in writing.
• To enable them to get knowledge contained in the lesson
• To develop their imaginative powers.
• To prepare a theme for world citizenship.

5. Specific Aims of Teaching
English Prose
Specific aims vary according to the subject matter of the prose
lessons. A prose lesson may be …
✓ Descriptive
✓ Story
✓ Essay
✓ Biography
✓ Play

6. Descriptive
• To acquaint pupils with the style of the writer
• To develop the imaginative power of students
• To develop in students a love for natural objects.

7. Story
• To give knowledge of some facts through the story.
• To teach some lesson through the story
• To train students’ character.
• To acquaint them with the style of story writing

8. Essay
• To get students to receive knowledge.
• To make them curious about the subject of the essay
• To acquaint them with the style of essay-writing
• To enable the theme to arrange ideas in a systematic
way

9. Biography
• To get students acquainted with the lives and deeds of
great men
• To show them the path of character building.
• To increase their love of aspiration.
• To inculcate in theme desirable sentiments.

10. Play
• To teach students with the play-way method
• Giving them opportunities for self-expression
• To make the theme speak the English language in a
conversational style.
• To make theme play different roles
• To build their character.

11. Procedure of Teaching Prose
Lesson
Procedure of teaching prose lesson involves the following
steps:
Motivation
Presentation
Recapitulation
Evaluation

12. Motivation
Each and every subject or language demands motivation to attract
the attention of students. So teachers should motivate the students
to study the lesson. Motivation in introducing an English lesson
includes all the tactics that a teacher applies to take the students to
that point where they are ready to learn the lesson. It may include
the use of teaching aids like flash cards, models, charts, posters,
material aids etc use of previous knowledge of the students and
then a brief introduction about the lesson.
The teacher can introduce the lesson by testing the pre requisite
knowledge assumed. He can ask a few questions in the beginning.
These are called as the introductory questions and are asked to
arouse the curiosity among the students for new lesson.
The motivation or introductory session should automatically and
spontaneously lead to the point where the teacher can declare the
day’s topic and move on to the presentation part.

13. Preparation
This is the main and the lengthiest part of lesson plan. The teacher
has to present the lesson keeping in view the attention, retention
and grasp of the students. It should neither be very short nor too
lengthy. Presentation part includes following subdivisions.
a. Model reading by the Teacher. In case of a prose lesson, the
teacher should read out the material loudly being sure that his
voice is audible. He should be very clear about the pronunciation,
intonation, stress, rhythm, style etc. In short he has to present a
model reading.
b. Loud Reading by the Students. After the teacher finishes the
model reading, he can ask some students to read out the passage
loudly one by one. Loud reading can ensure the correct tone,
pronunciation, fluency etc on spot only. The teacher can correct
any error so that the students do not carry on mistakes with them
forever.

14. Preparation
c. Difficult words/structures to be dealt with. The teacher has
to expose clear and explain the new words, difficult words,
structures, idioms, phrases and other grammatical items. The
exposition of all these items and their clarification is the main
purpose of prose teaching.
d. Silent Reading by the Students. Then the students may be
asked to proceed on to silent reading. This clarifies each and
every point individually and increases the students’
comprehension.

15. Recapitulation
The teacher may again sum up what was taught in the day’s
lesson. The teacher may clarify the student’s doubts, if any,
and may explain few words or sentences again and which he
thinks need more repetitive and elaboration. Then the
teacher proceeds on to the last step of the lesson.

16. Evaluation
Evaluation. The main objective of evaluation is to test whether the
set objective has been achieved or not. At the end of each lesson,
the teacher should put some application questions to evaluate the
success of the lesson plan in achieving the predetermined
objectives. The evaluation can be carried out by means of
questions, assignments, blackboard work, dramatization etc.
Some examples of evaluation are:
a. Explain the passage either orally or in writing.
b. Fill in the blanks.
c. Some simple and important questions from the prose lesson.
d. Writing some difficult words on the blackboard and asking individual
students to read, explain, give meaning, or frame sentences.
e. Framing structures using substitution table.
f. Dramatizing the prose lesson.
g. Some assignment given to student.

17. Smart Suggestion
Nothing changes until we
changes.