LUT 6201: LUGANDA TEACHING METHODS.
1. Course Description:
This course explores the grammar of Luganda language. It introduces the teacher trainee to grammatical aspects and the methodology of teaching. Below are the details of the course:
 General introduction

Written and spoken grammar

Parts of speech

Norm classes

Negation in Luganda

Verb extensions

Sentence construction

The teaching syllabus

Lesson planning and scheming

Methods and techniques of teaching Luganda grammar
2. Course Objectives
The course is intended to;
(i) Introduce the teacher trainee to Luganda grammatical aspects and patterns.
(ii) Equip the trainee with knowledge
(iii) Methodological skills of teaching Luganda language.
(iv) Train the student in lesson planning and scheming.
3. Teaching Methods
The following methods will be applied. i) Lecture Research and independent analysis Interactive methods ii) Discovery iii) Integrated approach.
1.
Course Schedule
Hours
2
Week Content
1 General introduction The meaning and nature of Literature
Aims of teaching Literature
2 Written and spoken grammar The author
Setting/background Story, plot, structure
3 - 6 Parts of speech, - Norms, pronouns, verbs, adverbs, conjunctions, prepositions, verb extensions etc. Characters and characterization
Themes and ideas
7 - 8 Negation in Luganda
9 Form and types of Luganda sentences.
10 - 12 Methods and techniques of teaching Luganda: Qualities of the novel Teaching the elements of the Modern methods
The Integrated approach
Qualities of poetry Teaching the elements of poetry
13 - 15 The teaching syllabus,
2
8
4
2
6
6

Lesson planning and scheming Writing a literature lesson plan
The concept of integration
Using the integrated approach
Advantages and limitations of the integrated approach Criteria for selecting materials
Visual materials
Printed materials
Audio –visual materials
References
(i) Lubega, B. M. (1994). Olulimi Oluganda Amakula. Kampala: Belinda Publishers.
(ii) Walusimbi, L. (1994). Amateeka g’Oluganda Amatuuzi. Kampala: Makerere
University.
(iii) Birch, David (1989). Language, Literature and Critical Practice. London:
Routledge
(iv) Brumfit, C. J. (1983). Teaching Literature Overseas: Language Based
Approaches. Oxford University Press.
(v) Brumfit, C. J. & Carter, R. A. (1987). Literature and Language Teaching. Oxford:
Oxford University Press.
(vi) Carter R. & Simpson, P. (1989). Language, Discourse and Literature. London:
Routledge.
(vii) Crystal, D. (1987). The Cambridge Encyclopedia of Language. Cambridge:
Cambridge University Press.
(viii) Gower, R. & Pearson, M. (1986). Reading Literature. London: Longman
(ix) Russell, S. (1993). Grammar, Structure and Style. Oxford: Oxford University
Press.
(x) Cook, D. & Rubadiri, D. (1971). Poems from East Africa. London: Heinemann.
(xi) Abrahams, P. (1989). Mine Boy. Oxford: Oxford University Press.
(xii) Bronte, C. (1990) Jane Eyre. London: Penguin.
(xiii) Shakespeare, W. (1982). Romeo and Juliet. Oxford: Oxford Univeristy Press.
(xiv) Ruganda, J. (1973). The Black Mamba. Nairobi: Heinemann.
(xv) Soyinka, W. (1971). Jero’s Metamorphosis, in Soyinka: Collected Plays:2.
Oxford: Oxford University Press.
(xvi) Kariara, J. & Kitonga, E. (1976). An Introduction to East African Poetry. Oxford:
Oxford University Press.
(xvii)
Armah, K.A. (1968). “ The Beautyful Ones are not yet Born”. London:
Heinemann.
(xviii) Holman, C.H. Harmon, W. (1986). A Handbook to Literature. London:
Macmillan.
(xix) Benton, M& Fox, G. (1992). Teaching Literature. Oxford: Oxford University
Press.
(xx) Gachukia, E. & Akwaga, S. K. (1978). The Teaching of African Literature in
Schools. Nairobi. Kenya Literature Bureau.