| dc.description.abstract | The study was carried out in four selected schools of Juba Day SS, Juba Girls SS, Supery
SS and Katoro SS in Juba county south Sudan to investigate into the relationship between
content, methods of delivery and practice activities in the teaching and learning of
English language in secondary schools. It was guided by three objectives: to analyze the
content of the curriculum used in the teaching and learning of English language, establish
the teaching methods employed by the teachers of English language for effective teaching
and learning and identify the practice activities of learners in the development of English
language skills. The main purpose of this study is therefore to investigate into the
relationship between content, methods of delivery and practice activities in the teaching
and learning of English language. The results from the study should have practical
implications for both the secondary schools in Juba County and curriculum developers to
improve the curriculum, to produce students who should who might better meet the
demands of the life outside school setting. The study used a descriptive design taking a
qualitative approach based on a sample of 42 respondents comprised of the teachers of
English language, the students, examiners, and officials from the ministry. These were
selected using simple random and systematic sampling techniques. Data were collected
using in-depth interviews, observation and documentary analysis. The main findings
showed that there is close relationship between content, methods of delivery and the
practice activities in the teaching and learning of English language. The most pertinent
reason for this situation is the fact that the teaching and learning was based on selected
content with determined methodology which is clearly stipulated with their practice
activities. In terms of content in the curriculum, the syllabus was giving quite an
elaborate range of items and most of them were relevant to the situation of the learners.
The content of the curriculum had however some shortcomings. The major component
lacking in the curriculum was Information Communication Technology (ICT),s and the
students thought it was very vital for their daily learning. The common methods of
delivery used was lecture (teacher centered) method. This was reported to be more
theoretical even on practical aspects in the curriculum. Other methods used, but on small
scale, were role play, demonstration, storytelling and reading, collaborative, interactive,
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