VOCATIONAL EDUCATION AND TRAINING AUTHORITY

REVISED

A SYLLABUS FOR ENGLISH AND COMMUNICATION SKILLS FOR

ENGINEERING OCCUPATIONS

PREPARED BY:
VETA HQ,
BOX 2849,
DAR ES SALAAM OCTOBER, 2013
 TABLE OF CONTENTS

Contents

TABLE OF CONTENTS............................................................................................................... II

ACKNOWLEDGEMENT.............................................................................................................. III

THE LIST OF EXPERTS AND SECRETARIATS.............................................................................. IV

ABBREVIATIONS .......................................................................................................................V

1.0. INTRODUCTION ............................................................................................................... 1

2.0. RATIONALE ..................................................................................................................... 1

3.0. AIMS OF ENGLISH &COMMUNICATION SKILLS .................................................................... 1

4.0. OBJECTIVES OF ENGLISH &COMMUNICATION SKILLS ......................................................... 1

5.0. GENERAL COMPENTENCIES............................................................................................... 2

6.0. STRUCTURE OF SYLLABUS ................................................................................................ 2

7.0. CODING OF MODULES ...................................................................................................... 3

8.0. ORGANISATION OF SYLLABUS CONTENT INTO SEMESTERS ................................................ 3

9.0. TEACHING AND LEARNING METHODS ............................................................................... 4

11.1 WEIGHT AND CONTRIBUTIONS ........................................................................................ 5

11.2 ASSESSMENT PLAN.......................................................................................................... 5

11.1. REQUIRED TEXT BOOKS ................................................................................................... 6

11.2. RECOMMENDED TEXT BOOKS ........................................................................................... 6

12.0. TEACHER’S QUALIFICATIONS. ........................................................................................... 7

13.0. CONTENT OUTLINE: COMMUNICATION SKILLS ................................................................. 8

14.0. APPENDIX I. LIST OF MODULES FOR COMMUNICATION SKILLS ......................................... 75

ii
ACKNOWLEDGEMENT

VETA wishes to express its deepest gratitude to all those who participated in the process of
developing this Syllabus. Gratitude is due to the experts and Secretariat for their significant
contributions and involvement in the whole process.

Special thanks should also go to the Trade Advisory Committee members for different sectors for
their valuable advices, inputs and ultimately their recommendations for the approval of this Syllabus.

It is worth noting that, so many people were involved in the process whom we could not mention
here, thus VETA would also like to express its sincere appreciation for their contributions in one way
or another for the accomplishment of this work.

For and on behalf of:

VOCATIONAL EDUCATION AND TRAINING AUTHORITY

Leah D. Lukindo
DIRECTOR OF VOCATIONAL EDUCATION AND TRAINING

iii
THE LIST OF EXPERTS AND SECRETARIATS

EXPERTS

1. Ms. Rehema Ndumbaro - The Mwalimu Nyerere Memorial Academy

2. Ms. Nansanga G. Massangya - KIPAWA ICT Vocational Education and

Training Authority (VETA)

3. Mr. Mabula V. Kishepo - College of Business Education (CBE)

4. Mr. Salvatory K. Ngakuka - Mikumi VETA Centre

SECRETARIAT

1. Mrs. Rehema M. Binamungu - Curriculum Development Specialist

2. Mrs. Stella M. Ndimubenya - Curriculum Development Specialist

iv
ABBREVIATIONS

CVs - Curriculum Vitae

VET - Vocational Education and Training

Eng & Comm - English and Communication Skills

GPA - Gross point average

v
1.0. INTRODUCTION

This is the English & Communication skills syllabus which is focused to Communication skills in
English language needs of trainees undertaking training in different occupations. However, English &
Communication skills will be a necessary tool to effective communication. The syllabus covers six
modules; which includes grammar, conversation, word formation, communication concepts, writing
& reading skills and speaking & listening skills.
The modules will explore core communication competencies that are vital in different occupations.
English & Communication Skills will equip trainees with applied competencies which will be outlined
in this syllabus.

2.0. RATIONALE
The Vocational Education and training needs to be promoted and expanded to meet the current
competitive market. Among the tools to meet this situation is the use of English & Communication
skills. English & Communication skills usage in various occupations enhances trainees understanding
their career. Therefore mastering of English & Communication skills builds confidence to promote
and expand scope of acquisition of skills needed to meet the changing needs of the current
economic situation. Furthermore it facilitates the improvement and upgrading of mental, practical
and productive ability.
In order to communicate effectively, trainees undertaking training in different occupations should be
equipped with skills which will enable them use language as a tool for communication through
listening, speaking, reading and writing.

3.0. AIMS OF ENGLISH &COMMUNICATION SKILLS

The aim of Communication skill in this syllabus is to equip trainees with all necessary skills to act as
tool for communication so as to become conversant in their occupations.

4.0. OBJECTIVES OF ENGLISH &COMMUNICATION SKILLS

At the end of this programme the trainees should be able to:
1. Use formal and informal greetings according to time and status of people.
2. Use different parts of speech according to grammatical rules.

1
3. Use declarative, interrogative and imperative sentences when talking to customers.
4. Use direct and indirect speech according to time in various situations.
5. Use active and passive voice when dealing with customers through the language learning skills.
6. Use tenses appropriately.
7. Introduce oneself and others appropriately.
8. Provide different information to customers.
9. Use different vocabulary used in various occupations.
10. Read and understand various information.
11. Listen and understand what is being said at different environment
12. Write different text in various situations

5.0. GENERAL COMPENTENCIES.

Upon completion of this course, trainees should have ability to:
1. Use appropriate English to communicate in a variety of settings.
2. Use English for academic achievement.
3. Express themselves using English language in daily formal and informal conversation.
4. Read and write simple information as used in daily life.
5. Give and receive oral and written information in concrete and familiar situations.
6. Achieve ability to listen and speak at different situations
7. Overcome barrier of effect communication

6.0. STRUCTURE OF SYLLABUS

The syllabus is organized in a modular competence based approach.
The content will be presented in matrix format with the following headings:
1. Module title;
2. Module number;
3. Unit title;
4. Unit number;
5. Elements;
6. Performance criteria
7. Teaching and learning strategies;
8. Competence assessment
9. Teaching and learning resources;
10. Duration in hours.

2
7.0. CODING OF MODULES
MODULE CODE AND NO. MODULE TITLE
Eng & Comm. 01 Grammar
Eng & Comm. 02 Word Formation
Eng & Comm. 03 Conversation
Eng & Comm. 04 Communication concepts
Eng & Comm. 05 Applying writing and reading skills
Eng & Comm. 06 Speaking and Listening skills

8.0. ORGANISATION OF SYLLABUS CONTENT INTO SEMESTERS

SEMESTER MODULE MODULE TITLE HOURS NO. OF PERIODS

NO.
LEVEL I

01. Grammar (1.1, 1.2) 30 40

SEMESTER I

01. Grammar (1.3) 24 32

SEMESTER II

02 Word formation 06 08

LEVEL II.

03 Conversation 30 40
SEMESTER I

04 Communication concept 12 16
SEMESTER I

3
SEMESTER MODULE MODULE TITLE HOURS NO. OF PERIODS
NO.
05 Applying writing and reading 18 24
SEMESTER II

skills

LEVEL III.

06 Speaking and Listening skills 30 40

SEMESTER I

9.0. TEACHING AND LEARNING METHODS

A variety of learning and teaching methods will be applied; however, the focus will be on enabling
the trainees achieve the desired competencies through participatory learning. The role of a teacher
will be that of a facilitator in the learning process. These are among the suggested methods to be
applied:
1. Discussion.
2. Field visits.
3. Simulation games.
4. Role play.
5. Exposition.
6. Demonstration.
7. Brainstorming

10.0. ASSESSMENT
The syllabus content is organized into VET levels. As such at the end of each level the trainee will be
able to complete give number of modules. The trainee therefore will undergo formative assessment
as part of continuation assessment to be conducted by the vocational teacher at centre level.
Whereby summative (final) assessment will be conducted by VETA HQ as outlined in the assessment
plan in 10.2. Records of final assessments conducted by VETA HQ will be maintained and
consolidated for calculating final grade of the subject for certification.

4
Assessment scores will be in grades with the following interpretations:

Table 1: Ranges of scores for different grades and their interpretation.

Grade Score Range GPA
A Excellent 90- 100 3.5 - 4.0
B Very Good 75 - 89 3.0 - 3.4
C Good 60 - 74 2.0 - 2.9
D Poor 45 - 59 1.0 - 1.9
F Very poor 00-44
I Incomplete
S Supplement
Q Disqualified

Note: - Candidates with grade A, B and C will qualify for the NVA, GPA will not be
applicable for support subject assessment. These pass marks will also apply for continuous
assessment.

11.1 Weight and Contributions

a) Continuous assessments in all subjects shall carry 60% and final assessment shall carry
40%);
b) For support subjects with practical and theory components, the practical component
shall carry 60% and the theory component shall carry 40%
c) Field attachment is a pre requisite for taking final examinations and and award
d) Final assessment shall carry 40% in all subjects components i.e theory, practical(project
work) and support subjects;

11.2 Assessment plan

Due to semisterization some modules of the syllabus will be completed before the end of
the training circle hence the need for preparation of an assessment plan.

LEVEL MODULES
II English and communication skills (Eng & Comm.) - MODULE 1-5

III English and communication skills (Eng & Comm.) - MODULE 6

5
11.0. REFERENCE MATERIALS
The required reference material and recommended books are:-

11.1. REQUIRED TEXT BOOKS

1. Chandra, R. Self Help to English Conversation Goodwill Publishing House, New Delhi.
ISBN 81-7245126-1.
2. Eastwood, (1991) Oxford Practice Grammar Oxford Press,
ISBN. 094313522.
3. Pandey A.R. and Pandey D. (2006) Sahni’s Advanced English Grammar and
Composition. Sahni publications, Delhi ISBN 81-7564-207-6.
4. Sen, Leena (2007) Communication Skills, 2ND Ph learning. New Delhi
ISBN 978-81-203-3301-7
5. Shumbaho, G.N. and Mwaijande 92004), Business Communication Skills, Mzumbe
University, Morogoro. ISBN: 9987617352
6. Kadeghe M. (2005), Communication Skills, Theory and Practice African
Industries Ltd., University of Dar es Salaam. ISBN; 9987637108
7. Mahundu C.M. (1999), A Manual and Communication Skills, Benedictine Publication
Ndanda Peremiho. ISBN: 9976635947.
8. Mahundu C.M. (1999), Introduction to English Grammer Syntax and
Composition, Benediction Publication, Peramiho. ISBN: 9976633467

11.2. RECOMMENDED TEXT BOOKS

1. Chandra, R. Self Help to English Conversation Goodwill Publishing House, New Delhi.
ISBN 81-7245126-1.
2. Eastwood, (1991) Oxford Practice Grammar Oxford Press, ISBN. 094313522.
3. Pandey A.R. and Pandey D. (2006) Sahni’s Advanced English Grammar
and Composition. Sahni publications, Delhi ISBN 81-7564-207-6.
4. Murphy, R. (1985), English Grammar in use, second edition Cambridge
University, ISBN. 43686.
5. Aggrwala, N.K. (2004), English Grammar Composition, Goyal Brothers
prakashan, New Delhi.
6. Hilton, C and Hyderm (1997), Getting to Grips with writing London, Letts
Educational Ltd. ISBN. 1-85758-092-3.

6
 7. Horny A.S. (2000) Oxford Advanced Dictionary of Current English University press
6th Edition. ISBN. 0-19-431538-X.

12.0. TEACHER’S QUALIFICATIONS.

Teachers eligible for teaching English at this level should have:-
1. Minimum Diploma in Education majoring English language.
2. At least one year teaching experience.

7
13.0. CONTENT OUTLINE: COMMUNICATION SKILLS
MODULE NO 1. MODULE TITLE: GRAMMAR
UNIT NO:1.1. UNIT TITLE: USING PARTS OF SPEECH ELEMENT DURATION: 6.00 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
1.1.1. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Nouns and able to use different element, the trainee trainees to describe and 1. Explain 1. Aggarwala, N.K.
articles. types of nouns and apply should be able to: differentiate various characteristics of (2004) English.
relevant articles 1. Describe nouns. nouns. Grammar
according to grammar. characteristics of 2. The teacher to guide 2. Use nouns in composition, Goyal
nouns. trainees to identify relation to Brothers Prakashan,
2. Identify formation of nouns with their articles. New Delhi.
singular and plural in plurals. 3. Apply nouns 2. Eastwood, J. (1992)
nouns. 3. The teacher to related to various Oxford practice
3. Differentiate the use of demonstrate on how to occupations. grammar, Oxford
various nouns in use nouns in relation to press ISBN
relation to various articles in various 094313522.
activities. activities. Teaching and learning
materials:
4. Trainees to practise the
1. Charts.
use of nouns and
2. Cards.
articles in various
3. Pictures.
activities.
4. Real objects.
5. Video/tapes.

8
MODULE NO 1. MODULE TITLE: GRAMMAR
UNIT NO:1.1. UNIT TITLE: USING PARTS OF SPEECH ELEMENT DURATION: 4.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA LEARNING ASSESSMENT RESOURCES
STRATEGIES
1.1.2. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Pronouns and able to use pronouns element, the trainee trainees to identify 1. Explain types of 1. Aggarwala, N.K. (2004)
determiners. and determiners in should be able to: and classify pronouns pronouns. English. Grammar
relation to a given 1. Classify types of and determiners. 2. Apply pronouns composition, Goyal
noun. pronouns and 2. The teachers to appropriately in a Brothers Prakashan, New
determiners. demonstrate on how given Delhi.
2. Differentiate the uses to use pronouns and circumstance. 2. Eastwood, J. (1992) Oxford
of pronouns. determiners in 3. Use pronouns in practice grammar, Oxford
3. Demonstrate the use of various relation to press
pronouns and circumstances. determiners. ISBN 094313522.
determiners in a given 3. The teacher to guide 3. Murphy, R (1985) English
circumstance. trainees to Grammar in use. Second
differentiate uses of Edition Cambridge University
pronouns and ISBN 43686.
determiners. Teaching and learning
4. Trainees to exercise materials:
on pronouns and 1. Charts.
determiners in 2. Cards.
various 3. Pictures.
circumstances. 4. Real objects.
5. Diagrams.
6. Video/tapes.

9
MODULE NO 1. MODULE TITLE: GRAMMAR
UNIT NO:1.1. UNIT TITLE: USING PARTS OF SPEECH ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT RESOURCES
1.1.3. The trainee should At the end of this 1. The teacher to guide Trainee’s ability to: References:
Adverbs. be able to use element, the trainee trainees to identify 1. Explain adverbs 1. Pandey A.R. and Pandey
adverbs in should be able to: adverbs in different and their types. D. (2006) Sahni’s
appropriate places 1. Explain the context in contexts. 2. Use adverbs in a Advanced English
when giving which adverbs are 2. The teacher to given circumstance Grammer and
information to applicable. demonstrate the use of correctly. Composition. Sahni
people. 2. Differentiate types of adverbs. Publications, Delhi.
adverbs and their 3. The teacher to create ISBN. 81-7564-207-6.
use. situation where the 2. Murphy, R (1985) English
3. Apply adverbs in a trainees can practise the Grammar in use. Second
given circumstance. use of adverbs. Edition Cambridge
University
ISBN 43686.
Teaching and learning
materials:
1. Charts.
2. Cards.
3. Pictures.
4. Real objects.
5. Diagrams.
6. Video/tapes.

10
MODULE NO 1. MODULE TITLE: GRAMMAR
UNIT NO:1.1. UNIT TITLE: USING PARTS OF SPEECH ELEMENT DURATION: 1.30HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
1.1.4. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Adjectives. able to use adjectives element, the trainee trainees to identify and 1. Explain degree of 1. Pandey A.R. and Pandey
in relation to degrees should be able to: differentiate degrees of comparison of D. (2006) Sahni’s
of comparison. 1. Explain the degrees of comparison of adjectives adjectives. Advanced English
comparison and their use. and their respective use 2. Use adjectives in Grammer and
2. Apply adjectives in a in different contexts. different Composition. Sahni
given circumstance. 2. The teacher to situations. Publications, Delhi.
demonstrate on how to ISBN. 81-7564-207-6.
use adjectives. 2. Murphy, R. (1985)
3. Trainees to be guided to English Grammar in
practise in use. Second Edition
groups/pairs/individually Cambridge University
various degree of ISBN 43686.
comparison. Teaching and learning
materials:
1. Pictures.
2. Charts.
3. Cards.
4. Video/tapes.

11
MODULE NO 1. MODULE TITLE: GRAMMAR
UNIT NO:1.1. UNIT TITLE: USING PARTS OF SPEECH ELEMENT DURATION: 4.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
1.1.5. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Verbs. able to use verbs and element, the trainee trainees to identify 1. Use various verbs 1. Murphy, R (1985)
apply them in should be able to: various forms, classes in sentences. English Grammar in
sentences correctly. 1. Identify different forms in and context in which 2. Describe verbs in use. Second Edition
which various verbs verbs are used. sentence. Cambridge University
dwell. 2. The teacher to 3. Use verbs in ISBN 43686.
2. Describe the role of verbs demonstrate on how to correct tense. 2. Pandey A.R. and Pandey
in tense. use different verbs in 4. Explain main D. (2006) Sahni’s
3. Differentiate verbs from various tenses. verbs Advanced English
other parts of speech. 3. Trainees to practise the differentiate them Grammer and
use of verbs in various from other forms Composition. Sahni
tenses. of verbs. Publications, Delhi.
ISBN. 81-7564-207-6.

Teaching and learning

materials:
1. Pictures.
2. Video/tapes.
3. Maps.

12
MODULE NO 1. MODULE TITLE: GRAMMAR
UNIT NO:1.1. UNIT TITLE: USING PARTS OF SPEECH ELEMENT DURATION: 1.30 MIN
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
1.1.6. The trainee should At the end of this 1. The teacher to guide Trainee’s ability to: References:
Interjection. be able to use element, the trainee trainees to identify and 1. Use interjections 1. Pandey A.R. and Pandey
interjections to should be able to: use various interjections to express D. (2006) Sahni’s
express feelings. 1. Use various interjections in different contexts. feelings. Advanced English
to show different feelings. 2. The teacher to Grammer and
2. Use interjections to suit demonstrate how to use Composition. Sahni
various situations in interjections to express Publications, Delhi.
his/her occupation. different feelings. ISBN. 81-7564-207-6.
3. Trainees to practise in 2. Murphy, R (1985)
groups/pairs/individually English Grammar in
the use of interjections in use. Second Edition
different contexts. Cambridge University
ISBN 43686.

Teaching and learning

materials:
1. Pictures.
2. Video/tapes.
3. Flip charts.

13
MODULE NO 1. MODULE TITLE: GRAMMAR
UNIT NO:1.1. UNIT TITLE: USING PARTS OF SPEECH ELEMENT DURATION: 4.30 HRS.
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA OBJECTIVES LEARNING ASSESSMENT RESOURCES
STRATEGIES
1.1.7. The trainee should be At the end of this 1. The teacher to Trainee’s ability to: References:
Conjunctions. able to use different element, the trainee guide trainees to 1. Join or coordinate 1. Pandey A.R. and Pandey
types of conjunctions in should be able to: identify and classify various sentences D. (2006) Sahni’s
sentences based on 1. Differentiate various categories of when writing or Advanced English
grammatical rules. types of conjunctions. conjunctions. speaking using Grammer and
2. Identify the context 2. The teacher to conjunctions. Composition. Sahni
in which conjunctions demonstrate on 2. Apply convenient Publications, Delhi.
are applied. how to use conjunctions in ISBN. 81-7564-207-6.
3. Apply conjunctions in conjunctions. various sentences. 2. Murphy, R (1985) English
various sentences. 3. Trainees to practise 3. Apply conjunctions Grammar in use. Second
in sentences the according to Edition Cambridge
use of conjunctions grammatical rules. University
in written and ISBN 43686.
orally. Teaching and learning
materials:
1. Pictures.
2. Video/tapes.
3. Flip charts.
4. Over head projector.

14
MODULE NO 1. MODULE TITLE: GRAMMAR
UNIT NO:1.1. UNIT TITLE: USING PARTS OF SPEECH ELEMENT DURATION: 3 HRS.
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING ASSESSMENT LEARNING RESOURCES
STRATEGIES
1.1.8. The trainee should be At the end of this 1. The teacher to Trainee’s ability to: References:
Prepositions. able to use prepositions element, the trainee guide the trainees 1. Identify and explain 1. Eastwood, J. (1992)
in specific environment. should be able to: to describe types of Oxford practice
1. Differentiate to use of prepositions. preposition. grammar, Oxford
prepositions. 2. The teacher to 2. Apply preposition press
2. Explain context in demonstrate on where applicable. ISBN 094313522.
which prepositions how to use 2. Pandey A.R. and
are applicable. preposition where Pandey D.
3. Apply prepositions. applicable. (2006) Sahni’s
3. Trainees to practise Advanced English
the use of Grammer and
preposition under Composition.
the teacher’s Sahni Publications,
supervision. Delhi.
ISBN. 81-7564-207-6.

Teaching and learning

materials:
1. Pictures.
2. Video/tapes.
3. Maps.

15
MODULE NO 1. MODULE TITLE: GRAMMAR
UNIT NO:1.2. UNIT TITLE: IDENTIFYING SENTENCES ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING ASSESSMENT LEARNING RESOURCES
STRATEGIES
1.2.1. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Kinds of able to use declarative, element, the trainee the trainees to 1. Explain kinds of 1. Eastwood, J.
sentences. imperative and should be able to: identify and sentences. (1992) Oxford
exclamatory sentences. 1. Explain the situation differentiate parts 2. Use these kinds in practice grammar,
in which declarative, and kinds of relation to context. Oxford press
imperative and sentences. 3. Apply sentences ISBN 094313522.
exclamatory 2. The teacher to appropriately when 2. Pandey A.R. and
sentences are used in demonstrate how to talking to people. Pandey D.
various situations. use kinds of (2006) Sahni’s
2. Differentiate types of sentences. Advanced English
sentences. 3. Trainees to practise in Grammer and
3. Apply types of groups/pairs/individu Composition.
sentences while ally the use of Sahni Publications,
communicating with declarative, Delhi.
people in various imperative, ISBN. 81-7564-207-6.
occupations. interrogative and
exclamatory Teaching and learning
sentences. materials:
4. The teacher to discuss 1. Pictures.
with trainees the 2. Chalkboard.
context in which 3. Video/tapes.
these kinds are
applicable.

16
MODULE NO 1. MODULE TITLE: GRAMMAR
UNIT NO:1.2. UNIT TITLE: IDENTIFYING SENTENCES ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
1.2.2. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Forms of able to ask and element, the trainee the trainees to identify 1. Explain forms of 1. Eastwood, J.
sentences. respond negatively should be able to: and differentiate forms sentences. (1992) Oxford
and positively in a 1. Explain how positive and of sentences. 2. Use forms of practice grammar,
given context. negative forms are used 2. The teacher to sentences Oxford press
in a sentence. demonstrate on how to appropriately. ISBN 094313522.
2. Differentiate forms of use negative and 3. Distinguish
sentences in various positive sentences. between negative 2. Pandey A.R. and
tenses. 3. Trainees to practise in and positive Pandey D.
3. Use positive and negative pairs/groups the use of sentences. (2006) Sahni’s
forms of sentences in a negative/positive Advanced English
given context. sentences. Grammer and
4. The teacher to create Composition.
situations related to Sahni Publications,
different occupations in Delhi.
order for a trainee to ISBN. 81-7564-207-6.
practise.
Teaching and learning
materials:
1. Pictures.
2. Chalkboard.
3. Video/tapes.

17
MODULE NO 1. MODULE TITLE: GRAMMAR
UNIT NO:1.3 UNIT TITLE: USING TENSES ELEMENT DURATION: 3 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
1.3.1. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Present form. able to use simple element, the trainee trainees to explain each 1. Use sentences 1. Eastwood, J.
present tense, should be able to: form of present form. made of present (1992) Oxford
present continuous, 1. Explain each component 2. The teacher to guide simple, present practice
present perfect and of present form. trainees to differentiate continuous, present grammar,
present perfect 2. Apply present form to sentences made of perfect and present Oxford press
continuous tense in deal with customers. present simple, present perfect continuous. ISBN 094313522.
writing and speaking. 3. Use affirmative, perfect present 2. Construct the 2. Murphy, R (1985)
interrogative and continuous and present affirmative, English Grammar
negative form in present perfect continuous interrogative and in use. Second
sentences. tense. negative sentences Edition Cambridge
3. The teacher to guide in present form. University
trainees to use 3. Explain the roles of ISBN 43686.
affirmative, interrogative each present form. Teaching and
learning materials:
and negative form in
1. Pictures.
present sentences.
2. Video/tapes.
4. The teacher to prepare
3. Cards.
various activities in order
4. Charts.
for trainee to practise
present form.

18
MODULE NO 1. MODULE TITLE: GRAMMAR
UNIT NO:1.3 UNIT TITLE: USING TENSES ELEMENT DURATION: 6 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
1.3.2. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Past form. able to use simple element, the trainee trainees to differentiate 1. Use the sentences 1. Eastwood, J.
past, past continuous should be able to: sentences made of past made of past (1992) Oxford
past perfect and past 1. Explain components of simple, continuous, simple, past practice
perfect continuous past form. perfect and perfect continuous, past grammar,
form in writing and 2. Use past form to deal continuous tense. perfect continuous Oxford press
speaking. with customers. 2. The teacher to prepare tense. ISBN 094313522.
3. Use affirmative various activities in order 2. Construct the 2. Murphy, R (1985)
interrogative and for the trainees to affirmative, English Grammar
negative form in past practise past form. interrogative and in use. Second
sentences. 3. Trainees to construct negative sentences Edition Cambridge
and practise different in past form. University
past tenses in 3. Explain the role of ISBN 43686.
groups/pair/individual. each past form. Teaching and
learning materials:
1. Pictures.
2. Video/tapes.
3. Chalks board
4. Cds/Vcds.
5. Flip Charts.

19
MODULE NO 1. MODULE TITLE: GRAMMAR
UNIT NO: 1.3 UNIT TITLE: USING TENSES ELEMENT DURATION: 3 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
1.3.3. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Future form. able to use future element, the trainee trainees to differentiate 1. Use the sentences 1. Pandey A.R. and
form in speaking and should be able to: sentences made of made of future Pandey D.
writing. 1. Explain each component future simple, future continuous, future (2006) Sahni’s
of future form. continuous, future simple, future Advanced English
2. Use future form to deal perfect and future perfect and future Grammer and
with customers. perfect continuous perfect continuous Composition.
3. Use affirmative, tense. tenses basing on Sahni Publications,
interrogative and 2. Construct the the rules of tenses. Delhi.
negative form in future affirmative, interrogative 2. Construct the ISBN. 81-7564-207-6.
sentences. and negative sentences affirmative, 2. Eastwood, J.
in future form. interrogative and (1992) Oxford
3. Explain the role of each negative sentences practice
future form. in future form. grammar,
3. Explain the role of Oxford press
each future form. ISBN 094313522.

Teaching and
learning materials:
1. Pictures.
2. Video/tapes.
3. Charts.

20
MODULE NO 1. MODULE TITLE: GRAMMAR
UNIT NO:1.3 UNIT TITLE: USING TENSES ELEMENT DURATION: 3 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
1.3.4. The trainee should be At the end of this 1. The teacher to describe Trainee’s ability to: References:
Question tags able to apply tag element, the trainee question tags and short 1. Explain forms of 1. Pandey A.R. and
and short questions and short should be able to: answers. question tags and Pandey D.
answers. answers in all forms 1. Describe the use of 2. The teacher to guide short answers in all (2006) Sahni’s
of tenses when question tags and short trainees on how to use tenses. Advanced
dealing with people. answers. question tags and short 2. Use question tags English
2. Differentiate question answers. and short answers Grammer and
tags and short answers 3. Trainees to practice appropriately. Composition.
in affirmative or question tags and short Sahni Publications,
negative sentences. answers in pairs/groups Delhi.
3. Construct question tags under teachers ISBN 81-7564207-6.
and short answers when supervision. 2. Eastwood, J.
dealing with customers (1992) Oxford
in his/her occupation. practice
grammar,
Oxford press
ISBN 094313522.
Teaching and
learning materials:
1. Pictures.
2. Video/tapes.
3. Diagrams.
4. Charts.

21
MODULE NO 1. MODULE TITLE: GRAMMAR
UNIT NO: 1.3 UNIT TITLE: USING TENSES ELEMENT DURATION: 3 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
1.3.5. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Conditional able to apply the element, the trainee trainees on how to use 1. Explain types, parts 1. Pandey A.R. and
sentences. three types of should be able to: conditional sentences. and mode of Pandey D.
conditional sentences 1. Describe each type of 2. Trainees to practise conditional (2006) Sahni’s
when dealing with conditional sentences. conditional sentences in sentences. Advanced English
customers. 2. Differentiate conditional pairs/groups under 2. Apply conditional Grammer and
sentences when talking supervision of their sentences Composition.
or writing. teacher. appropriately. Sahni Publications,
3. Use conditional 3. Trainees under the Delhi.
sentences when dealing guidance of a teacher to ISBN.81-7564-207-6.
with customers. differentiate conditional 2. Eastwood, J.
sentences when talking (1992) Oxford
or writing. practice
grammar,
Oxford press
ISBN. 094313522.

Teaching and
learning materials:
1. Pictures.
2. Cards.
3. Video/taps.

22
MODULE NO 1. MODULE TITLE: GRAMMAR
UNIT NO:1.3 UNIT TITLE: USING TENSES ELEMENT DURATION: 4 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
1.3.6. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Direct and able to use direct and element, the trainee trainees to identify and 1. Explain direct and 1. Chandra, R, Help
indirect indirect speech should be able to: differentiate direct and indirect speech. to English
speech. according to time in 1. Explain direct and indirect speech. 2. Use direct and Conversation,
various situations. indirect speech. 2. The teacher to indirect speech in Good will,
2. Apply direct and demonstrate the use of written and spoken Publication house
indirect speech in direct and indirect form. New Delhi. ISBN
writing and spoken speech. 3. Apply direct and 8172451261.
form. 3. Trainees to practise in indirect speech 2. Eastwood, J.
pairs or groups the use of when dealing with (1992) Oxford
direct and indirect customers. practice
speech. grammar,
4. The teacher to facilitate Oxford press
“role play” in order for ISBN. 094313522.
the trainees to practise
direct and indirect speech Teaching and
learning materials:
in her/his occupation.
1. Chalkboards.
2. Pictures.
3. Flip charts.
4. Video/taps.
5. Overhead
projectors.

23
MODULE NO 1. MODULE TITLE: GRAMMAR
UNIT NO:1.3 UNIT TITLE: USING TENSES ELEMENT DURATION: 3 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
1.3.7. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Passive and able to use passive and element, the trainee trainees to differentiate 1. Use sentence made 1. Chandra, R, Help
active voice. active voice when should be able to: passive and active voice of passive and to English
dealing with customers 1. Explain various in the manner of usage. active voice. Conversation,
in his/her occupation. components and rules 2. Trainees to practise in 2. Construct Good will,
applied in passive and pairs passive and active sentences Publication house
active voice. voice sentences under which affirm New Delhi. ISBN
2. Differentiate passive his/her supervision. to order of 8172451261.
and active voice. 3. The teacher to facilitate words in 2. Eastwood, J.
3. Use passive and active “a role play” in order for passive (1992) Oxford
voice when dealing with the trainee to practice and active practice
customers in his/her passive and active voice voice. grammar,
occupation. in his/her occupational 3. Explain the Oxford press
trade. actor’s ISBN 094313522.
and receiver’s
Teaching and
parts in a
learning materials:
sentence made 1. Chalkboards
of passive and /white boards.
active voice. 2. Pictures.
3. Flip charts.
4. Video/taps.

24
MODULE NO 2. MODULE TITLE: WORD FORMATION
UNIT NO:2.1. UNIT TITLE: FORMING WORDS THROUGH VARIOUS PROCESSES ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
2.1.1. The trainee should be At the end of this 1. The teacher to guide the Trainee’s ability to: References:
Affixation. able to apply affixation element, the trainee trainees to explain the 1. Describe affixation 1. Hornby A.S.
process in word should be able to: meaning and type process. (2000) Oxford
formation. 1. Identify the position affixes. 2. Explain the role of Advanced
and type of affixes. 2. The teacher to affixation in word dictionary of
2. Use affixes in word demonstrate on how to formation process. current
formation. use affixes. 3. Apply affixes related English
3. Apply suffixes in daily 3. Trainees to construct to his/her University
conversation. and practise different occupation. press 6th
affixes in words. Edition.
ISBN
0-19-431538-X

Teaching and
learning materials:
1. Chalkboards
/white boards.
2. Pictures.
3. Flip charts.
4. Video/taps.

25
MODULE NO 2. MODULE TITLE: WORD FORMATION
UNIT NO: 2.1. UNIT TITLE: FORMING WORDS THROUGH VARIOUS PROCESSES ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
2.1.2. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Compounding able to use different element, the trainee trainees to explain the 1. Describe 1. Hornby A.S.
process. types of compound words should be able to: meaning and type of compounding (2000) Oxford
and apply them in a 1. Identify compound compound words. process. Advanced
relevant situation. words. 2. The teacher to 2. Explain the role of dictionary of
2. Describe kinds of demonstrate the uses of compounding in current English
compound words. compound words. word formation. University
3. Differentiate kinds of 3. Trainees to practise the 3. Apply compound press 6th
compound words in use of compound words related to Edition.
relation to word words in his/her occupation. ISBN.0-19-431538-X
classes. groups/pairs/
Teaching and
individually.
learning materials:
1. Chalkboards
/white boards.
2. Pictures.
3. Flip charts.
4. Video/taps.

26
MODULE NO 2. MODULE TITLE: WORD FORMATION
UNIT NO: 2.1. UNIT TITLE: FORMING WORDS THROUGH VARIOUS PROCESSES ELEMENT DURATION: 45 MIN
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
2.1.3. The trainee should be At the end of this 1. The teacher to discuss Trainee’s ability to: References:
Acronym. able to identify words element, the trainee with trainees the 1. Use words formed 1. Hornby A.S.
formed by acronyms. should be able to: meaning of acronym. by acronyms. (2000) Oxford
1. Identify acronym 2. The teacher to guide 2. Apply acronyms Advanced
words. trainees to supply related to his/her dictionary of
2. Use recognized examples of acronyms. occupation. current English
acronyms. 3. Trainees to practise the University
use of acronyms. press 6th Edition.
ISBN.0-19-431538-X

Teaching and learning

materials:

1. Chalkboards
/white boards.
2. Pictures.
3. Flip charts.
4. Video/taps.

27
MODULE NO 2. MODULE TITLE: WORD FORMATION
UNIT NO: 2.1. UNIT TITLE: FORMING WORDS THROUGH VARIOUS PROCESSES ELEMENT DURATION: 45 MIN.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
2.1.4. The trainee should be At the end of this 1. The teacher to explain Trainee’s ability to: References:
Borrowing. able to use borrowed element, the trainee the meaning of 1. Apply borrowed word 1. Hornby A.S.
words according to given should be able to: borrowed words. suitable in related (2000) Oxford
situation. 1. Identify borrowed 2. The teacher to guide occupation. Advanced
words. the trainees to identify dictionary of
2. Apply borrowed words borrowed words. current English
in applicable situation. 3. The trainees to identify University
and practise the use of press 6th
borrowed words. Edition.
ISBN. 0-19-431538-X

Teaching and learning

materials:
1. Chalkboards
/white boards.
2. Pictures.
3. Flip charts.
4. Video/taps.

28
MODULE NO 2. MODULE TITLE: WORD FORMATION
UNIT NO: 2.1. UNIT TITLE: FORMING WORDS THROUGH VARIOUS PROCESSES ELEMENT DURATION: 45MNTS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
2.1.5. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Coinage. able to identify and use element, the trainee trainees to identify 1. Apply words formed 1. Hornby A.S.
words formed through should be able to: words formed by by coinage process (2000) Oxford
coinage process. 1. Identify words formed coinage process. related to his/her Advanced
by Coinage process. 2. The teacher to guide occupation. dictionary of
2. Use borrowed words in trainees to practise to current English
a given situation. apply words formed by University
coinage process related press 6th
to their occupation. Edition.
ISBN. 0-19-431538-X

Teaching and learning

materials:
1. Chalkboards
/white boards.
2. Pictures.
3. Flip charts.
4. Video/taps.

29
MODULE NO 2. MODULE TITLE: WORD FORMATION
UNIT NO: 2.1. UNIT TITLE: FORMING WORDS THROUGH WORD PROCESSES ELEMENT DURATION: 1.30HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
2.1.6. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Using able to use to identify element, the trainee the trainees how to use 1. Use a dictionary to 1. Hornby A.S.
dictionary. spelling of words, word should be able to: dictionary. obtain spelling, words (2000) Oxford
class, meaning and 1. Use a dictionary to 2. The teacher to guide class, meaning and Advanced
pronunciation of words. check spellings, word the trainees to use the pronunciation of dictionary of
class, meaning and dictionary to find out words. current English
pronunciation of words. the spelling, words University
class, meaning and press 6th
pronunciation of words. Edition.
3. Trainees to practise on ISBN. 0-19-431538-X
making use of
Teaching and learning
dictionaries to obtain
materials:
spellings, word class,
1. Chalkboards
meaning and
/white boards.
pronunciation with the
2. Pictures.
help of the teacher.
3. Flip charts.
4. Video/taps.

30
MODULE NO 3. MODULE TITLE: CONVERSATION
UNIT NO:3.1. UNIT TITLE: GENERAL INTRODUCTION ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
3.1.1. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Greetings. able to use formal and element, the trainee trainees to identify and 1. Explain types of 1. Chandra R. Self
informal greetings should be able to: differentiate formal and greetings. Help to English
according to time and 1. Explain the context in informal greetings and 2. Greet in relation to Conversation.
status of people. which formal and the context in which time. Goodwill Publishing
informal greetings are they are applicable. 3. Greet in relations to House, New Delhi.
applicable. 2. The teacher to customer’s status. ISBN
2. Differentiate formal and demonstrate on how to 4. Greet clients in 8172451261.
informal greetings. use formal and informal formal and informal
3. Apply formal and greetings. situations.
Teaching and learning
informal greetings. 3. Trainees to practise in
materials:
pairs/small groups the
1. Charts.
use of formal and
2. Cards.
informal greetings
3. Video/taps.
under the teacher’s
supervision.
4. The teacher to invite
guests in order for
trainees to practise
greetings.

31
MODULE NO 3. MODULE TITLE: CONVERSATION
UNIT NO: 3.1. UNIT TITLE: GENERAL INTRODUCTION ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
3.1.2. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Introducing able to introduce element, the trainee trainees to identify and 1. Identify types of self 1. Chandra R. Self
oneself. him/herself formally and should be able to: differentiate formal and introduction. Help to English
informally. 1. Explain the context in informal self 2. Introduce oneself in Conversation.
which formal and introduction in which relation to status of Goodwill
informal introduction is they are applicable. people. Publishing
applicable. 2. The teacher to House, New
2. Differentiate formal and demonstrate on how to Delhi.
informal introduction. introduce oneself ISBN. 8172451261.
3. Apply formal and formally and informally.
Teaching and learning
informal introduction 3. The teacher to create a
materials:
according to status of situation in which
1. Charts.
people. trainees can practise
2. Cards.
introduction one by
3. Video/taps.
one.

32
MODULE NO 3. MODULE TITLE: CONVERSATION
UNIT NO: 3.1. UNIT TITLE: GENERAL INTRODUCTION ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
3.1.3. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Introducing able to introduce others element, the trainee trainees to identify and 1. Introduce others in 1. Chandra R. Self
others. formally and informally should be able to: differentiate context in relation to status and Help to English
according to status of 1. Explain the context in which others formal requirement. Conversation.
people and requirement. which formal and and informal Goodwill Publishing
informal introduction is introduction is House, New Delhi.
applicable. applicable. ISBN. 8172451261.
2. Differentiate how to 2. The teacher to
introduce other formally demonstrate on how to
Teaching and learning
and informally. introduce others
materials:
3. Use formal and informal formally and informally.
1. Charts.
introductions. 3. The teacher to create a
2. Cards.
situation where trainees
3. Video/taps.
can practise on how to
introduce others
formally and informally.

33
MODULE NO 3. MODULE TITLE: CONVERSATION
UNIT NO: 3.1. UNIT TITLE: GENERAL INTRODUCTION ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
3.1.4. The trainee should be At the end of this 1. The teacher to explain Trainee’s ability to: References:
Giving able to show directions element, the trainee on how to give 1. Explain areas where 1. Chandra R. Self Help
directions. where the customers may should be able to: direction to people. people may go. to English
need to go. 1. Direct customers to 2. The teacher to 2. Direct people to Conversation.
reach various places. demonstrate on how to particular place. Goodwill Publishing
direct people to various House, New Delhi.
places. ISBN
3. The trainees to practise 8172451261.
in
Teaching and learning
groups/pairs/individual
materials:
how to direct people.
1. Maps.
4. The teacher to prepare
2. Pictures
a “role play” where
3. Charts.
trainees can practise to
4. Cards.
give direction.

34
MODULE NO 3. MODULE TITLE: CONVERSATION
UNIT NO: 3.1. UNIT TITLE: GENERAL INTRODUCTION ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
3.1.5. The trainee should be At the end of this 1. The teacher and Trainee’s ability to: References:
Seeking and able to give advice using element, the trainee trainees to read aloud a 1. Give and seek advice 1. Pandey A.R. and
giving advice. appropriate language. should be able to: dialogue on seeking from different people. Pandey D.
1. Give advice to different and giving advice. (2006) Sahni’s
people. 2. The teacher to provide Advanced English
2. Seek advice from trainees situations for Grammer and
different people. which they are in pairs, Composition.
develop a dialogue on Sahni Publications,
seeking and giving Delhi.
advice. ISBN. 81-7564-207-6.
3. Trainees to take turns 2. Eastwood, J.
to role play their (1992) Oxford
dialogue. practice grammar,
Oxford press
ISBN 094313522

Teaching and learning

materials:
1. Video tapes.
2. Pictures
3. Cards.
4. Flip charts

35
MODULE NO 3. MODULE TITLE: CONVERSATION
UNIT NO: 3.2. UNIT TITLE: EXPRESSING OPINIONS AND FEELINGS ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
3.2.1. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Expressing able to express personal element, the trainee trainees to select topics 1. Express, personal 1. Chandra R. Self
personal opinions and ideas on a should be able to: for discussion from a opinions/views on a Help to English
opinions and variety of issues in 1. Express personal variety of issues for variety of issues in Conversation.
ideas. different contexts. opinions and ideas on a example causes of road different contexts. Goodwill
variety of issues in accidents, gender in Publishing
different contexts. relation to HIV/AIDS House, New
and environmental Delhi.
degradation). ISBN.8172451261.
2. Trainees individually to Teaching and learning
materials:
think about the topic
1. Journals.
selected then pair and
2. Newspapers of
share their opinions or
different kinds.
views on the topic.
3. Texts on a variety of
3. The teacher to conduct
issues.
a class discussion
4. Extracts.
during which the
5. Pictures.
trainees orally share
their opinions or views
and come to
consensus.
4. The trainees
individually write on the
topic discussed.

36
MODULE NO 3. MODULE TITLE: CONVERSATION
UNIT NO: 3.2. UNIT TITLE: EXPRESSING OPINIONS AND FEELINGS ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
3.2.2. The trainee should be At the end of this 1. The teacher using Trainee’s ability to: References:
Expressing able to express state of element, the trainee relevant text to 1. State his/her health 1. Chandra R. Self
state of health. should be able to: dramatize a certain condition. Help to
health. 1. State his/her health state of health. 2. State other people’s English
condition. 2. Trainees to play role of health conditions. Conversation.
2. State other people’s doctor and patient in Goodwill
health condition. pairs. Publishing
3. Trainees to write House, New
conversation between a Delhi.
doctor and patient. ISBN
8172451261.

Teaching and learning

materials:
1. Pictures.
2. Relevant texts.
3. Extracts.

37
MODULE NO 3. MODULE TITLE: CONVERSATION
UNIT NO: 3.2. UNIT TITLE: EXPRESSING OPINIONS AND FEELINGS ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
3.2.3. The trainee should be At the end of this 1. The teacher to use Trainee’s ability to: References:
Expressing able to express physical element, the trainee picture to demonstrate 1. Express physical 1. Chandra R. Self
feelings. and emotional feelings. should be able to: feelings. feelings. Help to
1. Express physical 2. Trainees to practise 2. Express emotional English
feelings. expressing physical and feelings. Conversation.
2. Emotional feelings. emotional feelings. Goodwill
3. Express emotional 3. The teacher to create a Publishing
feelings. situation in which House, New
trainees can practise Delhi.
both physical and ISBN 8172451261.
emotional feelings.
Teaching and learning
materials:
1. Pictures.
2. Extracts.

38
MODULE NO 3. MODULE TITLE: CONVERSATION
UNIT NO: 3.3. UNIT TITLE: EXPRESSING OPINIONS AND FEELINGS ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
3.3.1. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Expressing able to narrate his/her element, the trainee trainees to brainstorm 1. Narrate past 1. Pandey A.R. and
past past activities. should be able to: their past activities activities. Pandey D.
activities. 1. Narrative past done in previous (2006) Sahni’s
activities. day/week/month/years. Advanced English
2. Trainees to express Grammer and
their and other people’s Composition.
past activities. Sahni Publications,
3. Trainees to write and Delhi.
dramatise dialogue on ISBN. 81-7564-207-6.
what they and other 2. Eastwood, J.
people did in the past. (1992) Oxford
4. Trainees to identify practice
various words showing grammar,
past activities in Oxford press
groups. ISBN 094313522
Teaching and learning
materials:
1. Pictures.
2. Flip charts
3. Video tapes.

39
MODULE NO 3. MODULE TITLE: CONVERSATION
UNIT NO: 3.3. UNIT TITLE: TALKING ABOUT PAST EVENTS/ACTIVITIES ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
3.3.2. The trainee should be At the end of this 1. The teacher to select Trainee’s ability to: References:
Talking about able to narrate what took element, the trainee familiar 1. Narrate clearly on 1. Pandey A.R. and
events. place in a given should be able to: accident/election/celebr accident/election/spo Pandey D.
accident/election/celebrat 1. Narrate different ation/sports/visits to rts/visits/celebration (2006) Sahni’s
ion/sports/visits. events. narrate to trainees. he/she has witnessed Advanced English
2. Trainees in groups to or heard. Grammer and
write about Composition.
accident/election/celebr Sahni Publications,
ation/sports/visits they Delhi.
have witnessed or ISBN. 81-7564-207-6.
heard. 2. Chandra R.
3. Trainees to narrate Self Help to
about English
accident/election/celebr Conversation.
ation/sports/visit they Goodwill Publishing
have written about House, New
under teachers Delhi. ISBN.
supervision. 8172451261.
Teaching and learning
materials:
1. Extracts
2. Pictures.
3. Flip charts
4. Video tapes.

40
MODULE NO 3. MODULE TITLE: CONVERSATION
UNIT NO: 3.4. UNIT TITLE: TALKING ABOUT PAST EVENTS/ACTIVITIES ELEMENT DURATION: 1.30HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
3.4.1. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Talking about able to explain how a element, the trainee the trainees to read a 1. Explain on how 1. New papers
games. game familiar to him/her should be able to: text on how a particular various games are 2. Journals and bullets
is played. 1. Explain on how a game game is played. played.
familiar to him/her is 2. Trainees to explain on 2. Apply particular
played. how the game they vocabulary used in
2. Explain applicable have read about is various games.
language in games. played.
3. Use particular 3. Trainees to select a
vocabulary used in game of their Teaching and learning
various games. preference and explain materials:
orally and in writing or 1. Extracts
how it is played. 2. Pictures.
3. Newspapers.

41
MODULE NO 3. MODULE TITLE: CONVERSATION
UNIT NO: 3.4. UNIT TITLE: TALKING ABOUT CULTURAL ACTIVITIES ELEMENT DURATION: 1.30 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
3.4.2. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Talking about able to describe marriage element, the trainee the trainees to 1. Describe marriage
1. New papers
ceremonies. ceremonies. should be able to: brainstorm on marriage ceremonies.
2. Journals and
1. Describe marriage ceremonies. 2. Apply vocabulary
bullets
ceremonies. 2. Trainees to read texts used in marriage
2. Describe vocabulary about marriage ceremonies.
used in marriage ceremonies.
Teaching and learning
ceremonies. 3. Trainees to practise by
materials:
3. Apply particular describing what
1. Pictures.
vocabulary used in happens in marriage
2. Video tapes.
marriage ceremonies. ceremonies.
3. Newspaper.
4. Extracts.

42
MODULE NO 3. MODULE TITLE: CONVERSATION
UNIT NO: 3.4. UNIT TITLE: TALKING ABOUT CULTURAL ACTIVITIES ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
3.4.3. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Talking about able to describe what element, the trainee trainees to read about 1. Describe what takes
1. New papers
funerals takes place in funerals. should be able to: funerals from selected place in funerals.
2. Journals and bullets
1. Describe what takes text. 2. Describe vocabulary
place in funerals. 2. The teacher to used in funerals.
2. Apply vocabulary used demonstrate on what
in funerals. happens when
someone dies. Teaching and learning
3. The teacher to make a materials:
“role play” in order for 1. Extracts
trainees to practise on 2. Pictures.
how to conduct burial 3. Newspapers.
activities under
teachers supervision.

43
MODULE NO 3. MODULE TITLE: CONVERSATION
UNIT NO: 3.5. UNIT TITLE: GIVING INSTRUCTIONS ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
3.5.1. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Giving simple able to give instructions element, the trainee trainees on how to give 1. Give instructions in
1. Manuals
instructions on how to make items. should be able to: instructions for carrying his/her occupation.
on how to 1. Give instructions on out a certain task. 2. Respond to 2. Illustrations
make various how to make different 2. Trainees to develop the instructions in his/her
items. items. instructions and then in occupation.
Teaching and learning
2. Respond to turns practise by giving
materials:
instructions. and responding to the
1. A variety of texts on
instructions in pairs.
instructions/manuals,
3. Trainees to practise by
experiments, recipes.
giving and responding
to instructions.

44
MODULE NO 3. MODULE TITLE: CONVERSATION
UNIT NO: 3.5. UNIT TITLE: GIVING INSTRUCTIONS ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
3.5.2. The trainee should be At the end of this 1. The teacher to describe Trainee’s ability to: References:
Describing able to describe various element, the trainee familiar items in terms 1. Describe items in 1. Manuals
items. items in terms of their should be able to: of quantity and quality. terms of quality and
2. Illustrations
quality and quantity. 1. Describe different 2. Trainees to practise by quantity in his/her
items. giving description of occupation.
2. Explain items in terms items in terms of their
of quality and quantity. quality and quantity.
3. Trainees to describe
Teaching and learning
items of their choice in
materials:
terms of their quality
1. Pictures.
and quantity under
2. Diagrams.
teachers supervision.

45
MODULE NO 3. MODULE TITLE: CONVERSATION
UNIT NO:3.6. UNIT TITLE: GENERAL CONVERSATION ELEMENT DURATION: 1.30 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
3.6.2. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Talking about able to use appropriate element, the trainee trainees to identify 1. Use appropriate 1. Manuals
shopping. expression when should be able to: terminologies used in expressions when
2. Illustrations
shopping. 1. Explain how to make shopping. shopping.
conversation when 2. Trainees to mention 2. Name different items.
shopping. places where different 3. Negotiate price when
2. Use suitable things are bought and shopping.
expressions when sold.
shopping. 3. Trainees to mention
items bought and sold.
4. The teacher to
demonstrate on how to Teaching and learning
make expressions when materials:
shopping. 1. Dialogue on shopping.
5. The teacher to make a 2. Texts on shopping.
“role play” in order for
trainees to practise on
how to make
conversation at any
familiar shopping area
under his/her
supervision.

46
MODULE NO 3. MODULE TITLE: CONVERSATION
UNIT NO:3.6. UNIT TITLE: GENERAL CONVERSATION ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
3.6.3. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Describing able to describe different element, the trainee trainees on how to 1. Explain different 1. Manuals
seasons. seasons to different should be able to: identify and seasons. 2. Illistrations
people. 1. Explain different season differentiate different 2. Describe seasons to
in the year. seasons. people.
2. Describe seasons to 2. The teacher to
people. demonstrate on how to
explain seasons to
people.
3. Trainees to practise in
Teaching and learning
conversation on how to
materials:
explain different
1. Maps.
seasons to people.
2. Calendar.
3. Pictures.
4. Video/tapes.
5. Extracts.

47
MODULE NO 3. MODULE TITLE: CONVERSATION
UNIT NO:3.6. UNIT TITLE: GENERAL CONVERSATION ELEMENT DURATION: 1.30 HRS.
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
3.6.4. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Telling time, able to describe time, element, the trainee trainees to tell time, 1. Describe days, 1. Chandra R.
days, months. days, months and years should be able to: days, years and months and years Self Help to
according to tense. 1. Tel the days and months. according to tense. English
months. 2. The teacher to 2. Ask and respond to Conversation.
2. Ask and respond to demonstrate on how to time, days, months Goodwill
time, days, months and ask and respond to and years in Publishing
years in respective to time, days, months and respective tense. House, New
tense. years to people. Delhi.
3. Practise on how to 3. Trainees to practise in ISBN
describe time days, pairs/groups on how to 8172451261.
months and years ask and respond to
according to tense. days, months and years Teaching and learning
4. Explain on how to ask according to respective materials:
and respond to time, tense. 1. Calendar.
days, months and years 2. Charts.
according to tense. 3. Cards.

48
MODULE NO 3. MODULE TITLE: CONVERSATION
UNIT NO: 3.6. UNIT TITLE: GENERAL CONVERSATION ELEMENT DURATION: 1.30 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
3.6.5. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Expressing able to express ordinal element, the trainee trainees to identify and 1. Explain ordinal and 1. Chandra R.
ordinal and and cardinal numbers should be able to: differentiate cardinal cardinal numbers. Self Help to
cardinal according to situation. 1. Explain the situation in and ordinal numbers. 2. Use ordinal and English
numbers. which cardinal and 2. The teacher to cardinal numbers in Conversation.
ordinal numbers are demonstrate on how to relation to situation. Goodwill
used. use cardinal and ordinal Publishing
2. Express cardinal and numbers I words. House, New
ordinal numbers in 3. Trainees to practise in Delhi.
words. pairs/small groups the ISBN
3. Apply cardinal and use of ordinal and 8172451261.
ordinal numbers. cardinal numbers under
Teaching and learning
his/her supervision.
materials:
1. Calendar.
2. Charts.
3. Cards.

49
MODULE No: 4 MODULE TITLE: COMMUNICATION CONCEPT
UNIT No: 4.1 UNIT TITLE: COMMUNICATION PROCESS DURATION: 1.30 HRS
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
4.1.1. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Meaning of able to define element, the trainee the trainees to define 1. Define 1. Shumbusho N. and
communication communication in should be able to: communication and communication. Francis A. Mwaijande,
different context. 1. Define provide relevant 2. provide relevant (2004). Business
communication. examples in their examples of Communication
2. Give relevant respective areas of communication in skills, Mzumbe,
examples of specialization different context University. Morogoro.
communication in 2. The teacher to guide 3. Apply ISBN: 9987 617 35 2.
different context. the trainees to practice communication in 2. Sen, Leena (2007),
different role plays in their different areas Communication
different context of specialization. Skills, 2nd Phi learning
New Delhi
ISBN: 978-81-263-3301-7
Teaching and learning
materials:
1. Charts.
2. Blackboard.
3. Pictures.

50
MODULE No: 4 MODULE TITLE: COMMUNICATION CONCEPTS
UNIT No: 4.1 UNIT TITLE: COMMUNICATION PROCESSES DURATION: 1.30 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
4.1.2. The trainee should be At the end of this 1. The teacher to guide the Trainee’s ability to: References:
Elements of able to identify elements element, the trainee trainee to identify and 1. Define elements of 1. Shumbusho G.N., and.
communication of communication, and should be able to: list the elements in communication Mwaijande F.A, (2004).
use them. 1. Define elements of communication process. 2. Identify and list Business
communication 2. The teacher to guide the elements of Communication
2. List elements of students to name the communication skills, Mzumbe,
communication. elements by giving 3. Apply elements of University. Morogoro.
3. Apply the elements of relevant examples in communication in ISBN: 9987 617 35 2.
commutation in their respective areas of their respective 2. Sen, Leena (2007),
different context specialization areas of Communication
3. The teacher to guide the specialization Skills, 2nd Phi learning
trainees to role play New Delhi
the elements of ISBN: 978-81-263-3301-7
communication as
speaker and listener. Teaching and learning
materials:
1. Charts.
2. Pictures.

51
MODULE No: 4 MODULE TITLE: COMMUNICATION CONCEPTS
UNIT No: 4.1 UNIT TITLE: COMMUNICATION PROCESSES DURATION: 1.30 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
4.1.3. Types of The trainee should be At the end of this 1. The teacher to guide the Trainee’s ability to: References:
communication able to use different element, the trainee trainees to mention 1. Outline the types of 1. Shumbusho G.N., and.
types of communication should be able to: types of communication. communication Mwaijande F.A, (2004).
when communicating in 1. Mention types of 2. The teacher to guide 2. Use types of Business
different context. communication trainees to explain communication in Communication
2. Explain each type of clearly types of various situations. skills, Mzumbe,
communication by communication University. Morogoro.
using examples. 3. The teacher to guide ISBN: 9987 617 35 2.
3. Differentiate types of trainees demonstrates 2. Sen, Leena (2007),
communication. different types of Communication
communication by using Skills, 2nd Phi learning
various situations. New Delhi
4. The trainees to practice ISBN: 978-81-263-3301-7
the different types of
communication using Teaching and learning
various situations. materials:
1. Charts.
2. Pictures.

52
MODULE No: 4 MODULE TITLE: COMMUNICATION CONCEPT
UNIT No: 4.1 UNIT TITLE: COMMUNICATION PROCESS DURATION: 1.30 HRS
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
4.1.4. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Patterns of able to identify and list element, the trainee the trainees to identify 1. Identify and explain 1. Shumbusho N. and
communication down the patterns of should be able to: the patterns of the patterns of Francis A. Mwaijande,
communication. 1. Define the patterns of communication communication (2004). Business
communication. 2. The teacher to guide 2. Use patterns of Communication
2. Explain the different the trainees to list down communication skills, Mzumbe,
patterns of the patterns of University. Morogoro.
communication communication. ISBN: 9987 617 35 2.
3. Apply patterns of 3. The teacher to guide 2. Sen, Leena (2007),
communication of the trainees to practice Communication
work place. the patterns of Skills, 2nd Phi learning
communication New Delhi
ISBN: 978-81-263-3301-7

Teaching and learning

materials:
1. Charts.
2. Blackboard.
3. Pictures.

53
MODULE No: 4 MODULE TITLE: COMMUNICATION CONCEPT
UNIT No: 4.1 UNIT TITLE: COMMUNICATION PROCESS DURATION:1.30 HRS
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
4.1.5. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Reasons for able to identify the element, the trainee the trainees to give 1. Identify reasons for 1. Shumbusho N. and
communicating reasons for should be able to: reasons for effective Francis A. Mwaijande,
communication 1. Explain the reasons communicating communication (2004). Business
effectively at different for communicating effectively 2. Communicating Communication
places of work. 2. Describe different 2. The teacher guide the effectively at work skills, Mzumbe,
ways of effective trainees to explain places University. Morogoro.
communication at importance of ISBN: 9987 617 35 2.
work place communicating in 2. Sen, Leena (2007),
3. Communicating various situations by Communication
effectively at work giving different Skills, 2nd Phi learning
place. sentences New Delhi
3. The trainees to role play ISBN: 978-81-263-3301-7
on a given context
which clearly shows Teaching and learning
reasons for materials:
communicating 1. Charts.
effectively under 2. Blackboard.
teacher’s supervision. 3. Pictures.

54
MODULE No: 4 MODULE TITLE: COMMUNICATION CONCEPT
UNIT No: 4.2 UNIT TITLE: FORMS OF COMMUNICATION DURATION: 1 HR
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
4.2.1. The trainee should be At the end of this 1. The teacher to assist the Trainee’s ability to: References:
Verbal/spoken able to define, identify, element, the trainee trainees to define the 1. Define spone/verbal 1. Shumbusho N. and
form describe and apply the should be able to: spoken/verbal form of form of Francis A. Mwaijande,
spoken/verbal 1. Define verbal/spoken communication communication (2004). Business
communication. communication. 2. The teacher to guide the 2. Explain different Communication
2. Identify the trainees to identify and types of skills, Mzumbe,
spoken/verbal form of show the difference spoken/verbal University. Morogoro.
communication between written and communication ISBN: 9987 617 35 2.
3. The spoken/verbal spoken communication 3. Identify the 2. Sen, Leena (2007),
form of 3. The teacher to guide the spoken/verbal form Communication
communication trainees to practice on of communication Skills, 2nd Phi learning
4. Apply the the verbal/spoken form 4. Apply the New Delhi
spoken/verbal form of of communication verbal/spoken ISBN: 978-81-263-3301-7
communication communication form
at work. Teaching and learning
materials:
1. Charts.
2. Blackboard.
3. Pictures.

55
MODULE No: 4 MODULE TITLE: COMMUNICATION CONCEPTS
UNIT No: 4.2 UNIT TITLE: FORMS OF COMMUNICATION DURATION: 1 HR
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
4.2.2. Non –verbal The trainee should At the end of this 1. The teacher to guide Trainee’s ability to: References:
(visual/pictorial) be able to define, element, the trainee trainees to define the 1. Define non-verbal 1. Mahundu C.M. (1999), A
form. identify, describe and should be able to: non-verbal form of communication. Manual on
apply the non-verbal 1. Define non-verbal communication. 2. Explain different Communication Skills,
form of form of 2. The teacher to guide forms of non-verbal Benedictation
communication. communication. the trainees to identify communication. Publications Ndanda,
2. Identify the non- and show the difference 3. Identify forms of Peramiho.
verbal form of between the verbal and non verbal ISBN: 9976 63 594 X.
communication. non-verbal form of communication. 2. Kadeghe M., (2005),
3. Describe the non- communication. 4. Apply the non-verbal Communication Skills
verbal form of 3. The teacher to guide forms of Theory and Practice,
communication. the trainees to practice communication at African Industries
4. Apply the non- on the non-verbal work. Limited, University of Dar
verbal form of communication. es Salaam
communication. ISBN: 9987 637 108.
Teaching and learning
materials:
1. Charts.
2. Tables.
3. Drawings.

56
MODULE No 4. MODULE TITLE: COMMUNICATION CONCEPTS
UNIT No: 4.3 UNIT TITLE: BARRIERS OF COMMUNICATION DURATION: 1.30 HRS
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
4.3.1 Barriers of The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
communication able to identify the element, the trainee the trainees to define 1. Define and identify 1. Mahundu C.M. (1999), A
barriers of should be able to: and identify types of barriers to effective Manual on
communication. 1. Define barriers of barriers of communication. Communication Skills,
communication communication. 2. List the barriers of Benedictation Publications
2. Identify the types 2. The teacher to guide communication in Ndanda, Peramiho.
of barriers of trainees to list the their respective area ISBN: 9976 63 594 X.
communication barriers of effective of specialization. 2. Kadeghe M., (2005),
3. Explain types of communication. Communication Skills
barriers to effective 3. The teachers to guide Theory and Practice,
communication. the trainee role play on African Industries
how barriers of Limited, University of Dar
communication may es Salaam
occur in different ISBN: 9987 637 108.
situation. 3. Sen, Leena (2007),
Communication
Skills, 2nd Phi learning
New Delhi
ISBN: 978-81-263-3301-7

57
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
Teaching and learning
materials:
1. Charts.
2. Tables.
3. Drawings.

58
MODULE No: 4. MODULE TITLE: COMMUNICATION CONCEPTS
UNIT No: 4.3 UNIT TITLE: BARRIERS OF COMMUNICATION DURATION: 1HR
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
4.3.2. Overcoming The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Barriers of able to overcome the element, the trainee the trainees on how to 1. Identify barrier of 1. Shumbusho G.N., and.
communication. barriers of should be able to: identify different communication. Mwaijande F.A, (2004).
communication. 1. Identify methods of methods of overcoming 2. Overcome barriers Business
overcoming barriers barriers of to effective Communication
of communication communication through communication. skills, Mzumbe,
2. Explain on how to simulation University. Morogoro.
remove barriers to 2. The teacher to guide ISBN: 9987 617 35 2.
effective trainees to practice on 2. Kadeghe M., (2005),
communication. how to overcome the Communication Skills
barriers to effective Theory and Practice,
communication. African Industries
3. The trainees to practice Limited, University of Dar
the ways of overcoming es Salaam
barriers of ISBN: 9987 637 108.
communication under Teaching and learning
teacher’s supervision. materials:
1. Charts.
2. Pictures.
3. Video.

59
MODULE No: 5.0 MODULE TITLE: APPLYING WRITING AND READING SKILLS
UNIT No: 5.1. UNIT TITLE: WRITING SKILLS DURATION: 1.30 HRS
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
5.1.1. Punctuation The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
marks. able to identify and element, the trainee the trainees to define 1. Define punctuation 1. Mahundu C.M., (1999), A
use punctuation marks should be able to: punctuation marks. marks. Manual on
in a written text. 1. Define punctuation 2. The teacher to guide 2. Explain punctuation Communication Skills,
marks. the trainees to practice marks. Benedictation Publications
2. Explain the function by giving examples of 3. Use punctuation Ndanda, Peramiho.
of each punctuation each punctuation mark. marks in ISBN: 9976 63 594 X.
mark in a sentence. 3. The teacher to guide constructing texts. 2. Mahundu C.M (1999),
3. Use punctuation trainees to use Introduction to
marks in text punctuation mark English Grammar
construction. through exercises. Syntax and
Composition,
Benediction publication
Peramiho
ISBN: 9976633467.
Teaching and learning
materials:
1. Charts.
2. Cards.
3. Drawings.

60
MODULE No: 5.0 MODULE TITLE: APPLYING WRITING AND READING SKILLS
UNIT No: 5.1. UNIT TITLE: WRITING SKILLS DURATION: 3 HRS
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT RESOURCES
5.1.2. Writing The trainee should be At the end of this 1. The teacher to guide the Trainee’s ability to: References:
essays/composition able to write element, the trainee trainees on methods of 1. Collect data. 1. Shumbusho G.N., and.
composition. should be able to: data collection. 2. Plan the Mwaijande F.A, (2004).
1. Collect data. 2. The teacher to guide presentation. Business
2. Plan how to trainees on how to plan 3. Write Communication
present the essay/composition essay/composition skills, Mzumbe,
essay/composition. 3. The teacher to guide . University. Morogoro.
3. Write the trainees on how to write ISBN: 9987 617 35 2.
essay/composition. the essay/composition 2. Mahundu C.M (1999),
through exercises. Introduction to English
Grammar Syntax and
Composition,
Benediction publication
Peramiho
ISBN: 9976633467.
Teaching and learning
materials:
1. Charts.
2. Pictures.
3. Video.

61
MODULE No: 5.0 MODULE TITLE: APPLYING WRITING AND READING SKILLS
UNIT No: 5.1 UNIT TITLE: WRITING SKILLS DURATION: 3 HRS
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA OBJECTIVES LEARNING ASSESSMENT RESOURCES
STRATEGIES
5.1.3. Writing The trainee should At the end of this 1. The teacher to guide Trainee’s ability to: References:
business/official be able write element, the trainee the trainees to identify 1. Identify types of 1. Mahundu C.M., (1999), A
letters/memo/Cvs business official should be able to: the official and business and Manual on
letters/memos/Cvs 1. Identify types of business official Communication Skills,
business or official letters/memos/Cvs.. letters/memos/Cvs Benedictation Publications
letters/memos/Cvs. 2. The teacher to guide 2. Mention the parts Ndanda, Peramiho.
2. Mention parts of each trainees to explain the of each letter. ISBN: 9976 63 594 X.
letters/memos/Cvs. major parts of 3. Write official and 2. Kadeghe M., (2005),
3. Write the official and business and official business Communication Skills
business letters/memos/Cvs.. letters/memos/Cvs Theory and Practice,
letters/memos/Cvs. 3. The teacher to guide African Industries Limited,
the trainees on how to University of Dar es
write business and Salaam
official ISBN: 9987 637 108.
letters/memos/Cvs.

62
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA OBJECTIVES LEARNING ASSESSMENT RESOURCES
STRATEGIES
4. The trainees to Teaching and learning
practice writing materials:
business 1. Charts.
letters/memos/Cvs 2. Drawings.
under teacher’s 3. Video.
superviison

63
MODULE No: 5.0 MODULE TITLE: APPLYING WRITING AND READING
UNIT No: 5.1. UNIT TITLE: WRITING SKILLS DURATION: 3 HRS
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING ASSESSMENT LEARNING RESOURCES
STRATEGIES
5.1.4. Writing The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
reports/manuals. able to write element, the trainee the trainees to define 1. Define types of a 1. Mahundu C.M., (1999), A
reports/manuals. should be able to: the report/manual by report/manual. Manual on
1. Define a using examples. 2. Explain the Communication Skills,
report/manual. 2. The teacher to guide importance of Benedictation Publications
2. Explain the the trainees to reports/manuals. Ndanda, Peramiho.
importance of a explain the 3. Identify the parts ISBN: 9976 63 594 X.
reports/manuals. importance of of a report/manual. 2. Kadeghe M., (2005),
3. Identify parts of a reports/manuals. 4. Use the parts to Communication Skills
reports/manuals. 3. The teacher to guide write a Theory and Practice,
4. Write a the trainees to report/manual. African Industries
reports/Manuals. identify parts of a Limited, University of Dar
report/manual by es Salaam
giving them ISBN: 9987 637 108.
examples. Teaching and learning
4. The teacher to guide materials:
the trainees to write 1. Charts.
a report/manual. 2. Drawings.

64
MODULE No: 5.0 MODULE TITLE: APPLYING WRITING AND READING SKILLS
UNIT No: 5.2. UNIT TITLE: READING SKILLS DURATION: 3 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA LEARNING STRATEGIES ASSESSMENT RESOURCES
5.2.1. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Reading able to identify element, the trainee the trainees to identify 1. Identify the reading 1. Mahundu C.M., (1999), A
techniques reading techniques so should be able to: reading techniques. techniques Manual on
as to apply them 1. Identify reading 2. The guide the trainees 2. Explain reading Communication Skills,
when reading a text. techniques. to explain reading techniques Benedictation Publications
2. Explain reading techniques. 3. Apply reading Ndanda, Peramiho.
techniques 3. The trainees to practice techniques when ISBN: 9976 63 594 X.
3. Apply reading reading techniques reading various 2. Kadeghe M., (2005),
techniques in reading under teacher’s texts.. Communication Skills
texts. supervision. Theory and Practice,
African Industries Limited,
University of Dar es Salaam
ISBN: 9987 637 108.

Teaching and learning

materials:
1. Printed texts.
2. Newspapers.
3. Magazines.

65
MODULE No: 5.0 MODULE TITLE: APPLYING WRITING AND READING SKILLS
UNIT No: 5.2. UNIT TITLE: READING SKILLS DURATION: 3 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA LEARNING STRATEGIES ASSESSMENT RESOURCES
5.2.2. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Reading able to read and element, the trainee the trainees to explain 1. Explain procedures of 1.Mahundu C.M., (1999), A
different understand simple should be able to: procedures of reading a reading for Manual on Communication
texts text. 1. Read and understand text. understanding. Skills, Benedictation
simple texts. 2. The teacher to guide 2. Read different texts. Publications Ndanda, Peramiho.
2. Respond to questions trainees to read a text. 3. Summarize stories. ISBN: 9976 63 594 X.
on specific information 3. Trainees to practice to 4. Answer questions 2.Kadeghe M., (2005),
read. read text for from a text Communication Skills
3. Summarize the texts. understanding under Theory and Practice, African
teacher’s supervision. Industries Limited, University of
4. The teacher to give the Dar es Salaam
trainees questions ISBN: 9987 637 108.
concerning to what
they have read for Teaching and learning
more understanding. materials:
1. Printed texts.
2. Newspapers.
3. Magazines.

66
MODULE No: 5.0 MODULE TITLE: APPLYING WRITING AND READING SKILLS
UNIT No: 5.2. UNIT TITLE: READING SKILLS DURATION: 1.30 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA LEARNING STRATEGIES ASSESSMENT RESOURCES
5.2.3. Library The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
skills able to use library element, the trainee the trainees to define 1. Locate library 1.Mahundu C.M., (1999), A
effectively should be able to: the concept of library materials Manual on Communication
1. Describe types of 2. The teacher to guide systematically Skills, Benedictation
libraries trainees to locate 2. Explain the Publications Ndanda, Peramiho.
2. Describe the different materials in importance of library ISBN: 9976 63 594 X.
arrangement of the library. 3. Use library in 2.Kadeghe M., (2005),
materials and the 3. The trainees to practice training. Communication Skills
library systematically. the use of library under Theory and Practice, African
3. Explain the use of the teacher’s guidance. Industries Limited, University of
library in training. 4. The trainees to explain Dar es Salaam
4. Explain the importance the importance of ISBN: 9987 637 108.
of library. library under teacher’s
assistance. Teaching and learning
materials:
1. Printed texts.
2. Newspapers.
3. Magazines.

67
MODULE No: 6.0 MODULE TITLE: APPLYING SPEAKING AND LISTENING SKILLS
UNIT No: 6.1. UNIT TITLE: SPEAKING SKILLS DURATION: 1.30 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA LEARNING STRATEGIES ASSESSMENT RESOURCES
6.1.1. Spoken The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
punctuation able to apply the element, the trainee the trainees to identify 1. Identify and list he 1.Mahundu C.M., (1999), A
marks spoken punctuation should be able to: spoken punctuation spoken punctuation Manual on Communication
marks 1. Define punctuation marks. marks Skills, Benedictation
marks 2. The teacher and 2. Explain and use the Publications Ndanda, Peramiho.
2. Identify punctuation trainees to practice spoken punctuation ISBN: 9976 63 594 X.
marks using the spoken marks. 2.Kadeghe M., (2005),
3. Use the spoken punctuation marks in Communication Skills
punctuation marks. sentence and texts. Theory and Practice, African
3. The teacher to guide Industries Limited, University of
the trainees in Dar es Salaam
rephrasing sentences ISBN: 9987 637 108.
and texts using the
spoken punctuation Teaching and learning
marks materials:
1. Printed texts.
2. Newspapers.
3. Magazines.

68
MODULE No: 6.0 MODULE TITLE: APPLYING SPEAKING AND LISTENING SKILLS
UNIT No: 6.1. UNIT TITLE: SPEAKING SKILLS DURATION: 1.30 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA LEARNING STRATEGIES ASSESSMENT RESOURCES
6.1.2. Types The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
of public able to identify types element, the trainee the trainees to identify 1. Identify types of 1.Mahundu C.M., (1999), A
speech of public speech should be able to: the types of public public speech Manual on
1. Identify types of public speech. 2. Explain types of Communication Skills,
speech 2. The teacher to guide public speech. Benedictation Publications
2. Explain types of public the trainees to explain 3. Apply types of public Ndanda, Peramiho.
speech the role of each type of speech in different ISBN: 9976 63 594 X.
3. Apply types of public public speech. context 2.Mahundu C.M (1999),
speech in different 3. The teacher to guide Introduction to English
context. the trainees to practice Grammar Syntax and
types of public speech Composition, Benediction
publication Peramiho
ISBN: 9976633467.

Teaching and learning

materials:
1. Printed texts.
2. Newspapers.
3. Magazines.

69
MODULE No: 6.0 MODULE TITLE: APPLYING SPEAKING AND LISTENING SKILLS
UNIT No: 6.1 UNIT TITLE: SPEAKING SKILLS DURATION: 1.30 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA LEARNING STRATEGIES ASSESSMENT RESOURCES
6.1.3. The trainee should be At the end of this 1. The teacher to guide the Trainee’s ability to: References:
Developing able to identify the element, the trainee trainees to identify the 1. Identify procedures 1. Mahundu C.M., (1999), A
public procedures of public should be able to: procedures of public of public speaking. Manual on
speaking. speaking and apply 1. Identify procedures of speaking. 2. Discuss the Communication Skills,
them. public speaking. 2. The teacher to guide the principles and Benedictation Publications
2. Explain different trainees to discuss the procedures of Ndanda, Peramiho.
procedures of public principles and procedures public speaking. ISBN: 9976 63 594 X.
speaking. of public speaking. 3. Apply the principles 2. Kadeghe M., (2005),
3. Apply the procedures of 3. The teacher together with and procedures of Communication Skills
public speaking in the trainees to practice public speaking in Theory and Practice,
different situations. how to use the principles different situations. African Industries Limited,
and guidelines in actual University of Dar es Salaam
speaking situations. ISBN: 9987 637 108.

Teaching and learning

materials:
1. Charts.
2. Texts.

70
MODULE No: 6.0 MODULE TITLE: APPLYING SPEAKING AND LISTENING SKILLS
UNIT No: 6.1 UNIT TITLE: SPEAKING SKILLS DURATION: 1.30 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA LEARNING STRATEGIES ASSESSMENT RESOURCES
6.1.4. Types, The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
functions and able to identify element, the trainee trainee to identify types 1. Identify types of 1. Mahundu C.M., (1999), A
vocabularies of functions, types, should be able to: and functions of meetings and the Manual on
meetings. vocabularies, 1. Identify types and meetings. functions. Communication Skills,
procedures and functions of meetings. 2. The teacher to assist 2. Mention vocabularies Benedictation Publications
conduct meetings. 2. Mention vocabularies trainees to give and procedures of Ndanda, Peramiho.
and procedure of vocabularies and meetings. ISBN: 9976 63 594 X.
meetings. procedures of 3. Conduct meetings. 2. Kadeghe M., (2005),
3. Conduct meetings. meetings. Communication Skills
3. The teacher to guide Theory and Practice,
trainees to conduct African Industries Limited,
meetings. University of Dar es Salaam
ISBN: 9987 637 108.

Teaching and learning

materials:
1. Charts.
2. Drawings.
3. Video.

71
MODULE No: 6.0 MODULE TITLE: APPLYING SPEAKING AND LISTENING SKILLS
UNIT No: 6.1 UNIT TITLE: SPEAKING SKILLS DURATION: 3 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA LEARNING STRATEGIES ASSESSMENT RESOURCES
6.1.5. The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Types, able to identify element, the trainee the trainees to identify 1. Identify types of 1. Mahundu C.M., (1999), A
functions functions, types, should be able to: the different types of interviews. Manual on
and vocabularies, and 1. Identify the types of interviews. 2. Mention the Communication Skills,
vocabularies conduct interviews. interviews. 2. The teacher to guide functions and Benedictation Publications
of 2. Mention the functions the trainees to mention vocabularies of Ndanda, Peramiho.
interviews. and vocabularies of the functions and interviews. ISBN: 9976 63 594 X.
interviews. vocabularies of 3. Conduct and 2. Kadeghe M., (2005),
3. Describe the interviews. supervise interviews. Communication Skills
interviewing process 3. The teacher and the Theory and Practice,
trainees to play roles in African Industries Limited,
examples of University of Dar es
interviews. Salaam
ISBN: 9987 637 108.

Teaching and learning

materials:
1. Charts.
2. Pictures
3. Video.

72
MODULE No: 6.0 MODULE TITLE: APPLYING SPEAKING AND LISTENING SKILLS
UNIT No: 6.2 UNIT TITLE: LISTENING SKILLS DURATION: 1.30 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA LEARNING STRATEGIES ASSESSMENT RESOURCES
6.2.1. The trainee should be At the end of this 1. The teacher to guide the Trainee’s ability to: References:
Listening able to define and element, the trainee trainees to define 1. Define listening and 1.Mahundu C.M., (1999), A
and differentiate listening should be able to: listening and hearing. hearing. Manual on
hearing. and hearing. 1. Define listening and 2. The teacher to guide the 2. Differentiate Communication Skills,
hearing. trainees to explain the listening and Benedictation Publications
2. Differentiate hearing difference between hearing at different Ndanda, Peramiho.
and listening hearing and listening. environment. ISBN: 9976 63 594 X.
3. The teacher guide the 2. Kadeghe M., (2005),
trainees to practice Communication Skills
situation where listening Theory and Practice, African
and hearing may take Industries Limited, University of
place. Dar es Salaam
ISBN: 9987 637 108.
Teaching and learning
materials:
1. Charts.
2. Texts.

73
MODULE No: 6.0 MODULE TITLE: APPLYING SPEAKING AND LISTENING SKILLS
UNIT No: 6.2 UNIT TITLE: LISTENING SKILLS DURATION: 1.30 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA LEARNING STRATEGIES ASSESSMENT RESOURCES
6.2.2. The trainee should At the end of this 1. The teacher to guide the Trainee’s ability to: References:
Types and be able to identify element, the trainee trainees to identify the 1. Identify the types 1.Mahundu C.M., (1999), A
stages of types and stages of should be able to: steps and stages of and stages of Manual on
listening effective listening 1. Identify types and effective listening. effective listening. Communication Skills,
and apply them stages of effective 2. The teacher assist the 2. Discuss types and Benedictation Publications
listening. trainees to discuss types stages of effective Ndanda, Peramiho.
2. Explain types and and stages of effective listening. ISBN: 9976 63 594 X.
stages of effective listening in different 3. Apply the types 2.Kadeghe M., (2005),
listening. environment. and stages of Communication Skills
3. Apply the types and 3. The teacher together effective listening Theory and Practice,
stages of effective with the trainees to at work place. African Industries Limited,
listening and different practice the stages and University of Dar es Salaam
context. types of listening in ISBN: 9987 637 108.
different situations. Teaching and learning
materials:
1. Charts.
2. Texts.

74
14.0. APPENDIX I. LIST OF MODULES FOR COMMUNICATION SKILLS

S/NO MODULES UNITS ELEMENTS

1. Grammar. 1.1. Using parts of speech. 1.1.1. Nouns and articles.
1.1.2. Pronouns and determiners.
1.1.3. Adverbs.
1.1.4. Adjectives.
1.1.5. Verbs.
1.1.6. Interjection.
1.1.7. Conjunctions.
1.1.8. Prepositions.
1.2. Identifying sentences. 1.2.1. Kinds of sentences.
1.2.2. Forms of sentences.
1.3. Using tenses. 1.3.1. Present form.
1.3.2. Past form.
1.3.3. Future form.
1.3.4. Question tags and short
answers.
1.3.5. Conditional sentences.
1.3.6. Direct and indirect speech.
1.3.7. Passive and active voice.

2. Word formation. 2.1. Forming words through various 2.1.1. Affixation.

processes. 2.1.2. Compounding process.
2.1.3. Acronym.
2.1.4. Borrowing.

75
S/NO MODULES UNITS ELEMENTS
2.1.5. Coinage.
2.2. Using dictionary. 2.2.1. Spelling.
2.2.2. Meaning.
2.2.3. Word class.
3. Conversation. 3.1. General introduction. 3.1.1. Greetings.
3.1.2. Introducing oneself.
3.1.3. Introducing others.
3.1.4. Giving directions.
3.2. Expressing opinions and feelings. 3.2.1. Expressing personal opinions.
3.2.2. Expressing state of health.
3.2.3. Expressing feelings.
3.3. Talking about past events/activities. 3.3.1. Expressing past activities.
3.3.2. Talking about events.
3.4. Talking about cultural activities. 3.4.1. Talking about games.
3.4.2. Talking about marriages
CEREMONIES.
3.4.3. Talking about funerals.
3.5. Giving instructions. 3.5.1. Giving simple instructions on
how to make various items.
3.5.2. Describing items.
3.6. General conversation 3.6.1. Asking for services.
3.6.2. Talking about shopping.
3.6.3. Describing seasons.
3.6.4. Telling time, days, months.

76
S/NO MODULES UNITS ELEMENTS
3.6.5. Expressing ordinal and cardinal
numbers.
4. Communication concepts 4.1. Communication process 4.1.1. Meaning of communication
4.1.2. Elements of communication
4.1.3. Types of communication
4.1.4. Patterns of communication
4.1.5. Reasons for communicating
4.2. Forms of communication 4.2.1. Verbal/spoken forms
4.2.2. Non verbal/visual/pictorial form
4.3. Barriers of communication 4.3.1. Barrier of communication
4.3.2. Overcoming the barriers of
communication
5. Applying writing and reading skills 5.1. Writing skills 5.1.1. Punctuation marks
5.1.2. Writing essays/composition
5.1.3. Writing business/official
letters/memo’s/Cvs
5.1.4. Writing reports/manuals
5.2. Reading skills 5.2.1. Reading techniques
5.2.2. Reading different texts
5.2.3. Library skills
6. Applying speaking and listening skills 6.1. Speaking skills 6.1.1. Listening and hearing
6.1.2. Types and stages of listening

77