ABSTRACT
Metaphor had stylistic function traditionally; however, since Lakoff and Johnson, it has become a part of human cognition where language serves as a surface manifestation. The application of metaphor in education is at low level in Anywaa. There are studies on other languages that show the importance of metaphor as a pedagogical tool. This chapter attempts to describe the application of conceptual metaphors in teaching the subjects like language, maths and environmental science in grades 1-4, where Anywaa is taught. The chapter is designed as qualitative. It uses elicitation, introspection, classroom observation, interviews and document analysis as sources of data. The descriptions and analyses of the data show that metaphors are useful for teaching of abstract concepts of lessons in subjects. The mappings between abstract concept as target domains and concrete objects as source domains become easier for learners. The study shows that the teaching of mathematical concepts such as 2+3=5 becomes easier as a combination of two bananas in one place and three bananas in another place, mixed. The concepts of tense and aspect are taught easily by using body parts such as forehead and shoulders referring to future tense and progressive aspect.
