Education and Leadership

ELATE PHASE II

“JOB-MARK INITIATIVE”

ENGLISH LANGUAGE

Authors: Mr. Peter Songa, Ms Rose Nakalanzi

Mr. Ismail Magezi, Mr. Paul Lwere

UNIT TWO

TOPIC : EDUCATION AND LEADERSHIP

SUB-TOPIC : 1) Using language in Education

2) Using language in Leadership

SKILLS : Speech / listening

SUB-SKILLS: Writing / reading

CLASS : S.2

CLASS SIZE : 60

Objectives:

By the end of the unit the learners should be able to:

1. Use English language in areas of leadership and be effective.
2. Show appreciation for the value and role of language in an educated community.
3. Draw a line between the learnt and the educated in the way they use language.

Brief description:

• This unit explores the learners’ use of language vis a vis the setting and how the learner can use language skills of speech, reading, writing and listening to exploit it for his own good as well as for the community.
• It also explores the impact of language usage in particular settings especially in situations where one can be both persuasive and polite.
• In addition the outstanding grammar points are also discussed.
• It is important to remember that each language lesson must have the following 3 elements:

1. Engaging learners by building interest
2. A study focus on a specific language aspect
3. An opportunity to practice learnt material

Lesson duration: 160 – 320 minutes (i.e. 4 – 8 lessons

Activity One

Role play

This activity aims at enabling the learners tos identify the leaders in our community by the impact of their language usage.

Select two students of varying sizes, a small boy/girl and a big one, go out of the room with them and ask them to act as the head prefect who has come to instruct the learners to go and do some work for him. They can use the following words:

Small size: Good morning everyone, can I have your attention please? I have some important message to give…can the following students come with me please?...

Big size: the following students should come out now…

Then let the students say who they would respond to and why. Highlight the use of the polite words together with the words of authority.

Give a follow up exercise for the students to go and research on the words of politeness used in the following places:

Hotels, conference halls, markets, schools, mosque, restaurants, churches and any other alike.

Grammar point:

Words of politeness like: - Can I…; May I…Could I…; I wonder if I could…

With this exercise you also encourage the students to use the appropriate tone that goes with the polite words.

Polite words

Requests with can/could/may/might

1. Can is the most formal

‘Can I talk to you?’

Can I/we- when used by adults, it sounds more confident than could I/we.

2. May and Might are more formal than could.

‘May I have a book?

These requests are reported b: ask (+ indirect object) + for + object

He asked (me) for a book.

He asked for a book.

He asked if he might have a book.

3. Could/Might + I requests can be Preceded by” Do you think I could…

4. Requests with could/will/would you-most useful request form
   1. Could you please show me…
   2. Could you possibly show me…
   3. Couldn’t you… expresses the speaker’s hope for more favourable answer than what has been given.
   4. You couldn’t…could you? Expresses a less hopeful request.
   5. Would you has the same meaning as could you.
   6. Will you is authoritative and therefore less polite. When used at the end of the statement it must be in friendly terms or else it will appear rude. Shut the door will you?
   7. You will…won’t you? Is persuasive- You will write to me won’t you?
   8. Would you mind…(polite request)
   9. Perhaps you would… expresses confidence that the other person will perform this service.
   10. Would you like to…polite request
   11. Would you be so kind enough…

Would you be so kind as to…

I wish you would…implies the person should have been

Requests with might

1. You might… expresses a casual request or sometimes it might be rude.

You might post them for me.

2. Intonation and strong stress on might can express reproachful request.

For example: You might help me implies why aren’t you helping me? You should be helping me.

Invitation.

1. Will you have/would you like + noun

Would you like a cup of tea?

Do you want…is not an invitation.

Will you have a cup of tea?

2. Would you like to… Both formal and informal

Would you have… both formal and informal

Will you have ….is informal.

Responses:

Yes please

No, thank you

Wouldn’t like (not possible)

3. If the speaker doesn’t expect an acceptance

You wouldn’t like another drink, would you?

Advice forms

1. Must, ought to and should

For example:

You should grow your own vegetation

You ought to plant some trees.

2. You had better + have infinitive

For example:

You had better eat.

He had better eat.

You had better start eating

3. If I were you I would/should + infinitive
4. I advise you + past tense
5. It is time you + past tense
6. May/Might as well + infinitive… it expresses unemphatic advice.

Activity Two

Debate.

Give the class a motion that may be similar to the one below.

‘Language is key to molding character.’

The rest of the arrangement takes on the usual procedure for the debates.

The teacher should note the general use of language by the students and how it can be enhanced for better use. Give the students ID numbers for assessment purposes.

Have a team of assessors amongst the students

Grammar point:

Use of the perfect tense

Activity Three

Writing exercise:

Biography writing:

Brainstorm with the students as to what a biography is. The following questions will be helpful:

Who is the personality?

What has he done?

What has he said?

Why are they famous?

Ask the students to write a biography for the following people:

Jesus, Mohammed, Saddam Hussein, George Bush, Desmond Tutu, Nelson Mandela, Idi Ami, Dorcus Inzikuru, Yoweri Museveni….

Job-Related Life Skills