THE CATHOLIC UNIVERSITY OF EASTERN AFRICA

P.O. Box 62157

A. M. E. C. E. A 00200 Nairobi - KENYA
Telephone: 891601-6
Fax: 254-20-891084
MAIN EXAMINATION E-mail:academics@cuea.edu

JANUARY – APRIL 2018 TRIMESTER

FACULTY OF EDUCATION

DEPARTMENT OF UNDERGRADUATE STUDIES IN EDUCATION

REGULAR PROGRAMME

ED 308: SUBJECT METHODS: ENGLISH LANGUAGE

Date: APRIL 2018 Duration: 3 Hours

INSTRUCTIONS: Answer Question ONE and any other THREE Questions

Q1. a) Differentiate between the following terms:

i) Linguistic Performance and Communicative Competence
(2 marks )
ii) Code Switching and Code Mixing (2 marks)
iii) Fillers and Interjections (2 marks )

b) Briefly explain how you would assist learners with hearing difficulties during a
listening and speaking lesson. (4 marks)

c) Give TWO reasons why a student whose L1 is Kiswahili would find it difficult
to learning English language ( 4 marks)

d) State THREE learning activities suitable for teaching new words to a form one
class (3 marks)

e) Briefly explain how you would use ‘radio teacher’ in enriching English
language lesson (2 marks)

f) Describe what entails ‘knowledge’ of English language (3 marks)

g) Outline phonetic transcriptions of THREE minimal pairs of English sounds

that would most likely be problematic in African schools. (3 marks)

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Q2. Evaluate second Language Acquisition Theories and their educational implication
in the teaching of English language. (15 marks)

Q3. English is a Second Language (L2) to most students. Show how your leaners’
communication strategies would influence teaching and learning approach in
class. (15 marks)

Q4. Demonstrate that English Language and Literature in English are symbiotic in
relationship. (15 marks)

Q5. Justify the use of discussion as a method of teaching listening and speaking
skills. (15 marks)

Q6. Prepare a 40 minute Integrated English lesson plan for teaching writing skill in a
form two class. (15 marks)
*END*

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