STUDY GUIDE

MA EDUCATION
TEACHING OF ENGLISH A
ED-038-A

Developed by

Humaira Akram
Teaching/Research Associate PhD
Scholar
Department of Education-IIUI

DIRECTORATE OF DISTANCE EDUCATION

INTERNATIONAL ISLAMIC UNIVERSITY ISLAMABAD Teaching
of English A

Level: MA Education Course Code: ED-038 A Credit Hours: 3

1
 INTRODUCTION

The course on Teaching of English has been developed for prospective teachers and trainee
teachers. The importance of this course cannot be over-emphasized for such categories of
professionals who have to play their key role in education. Starting with a brief introduction of
English as a second language, its importance and scope, the course ends up with focus on lesson
planning and teaching skills of English, with special reference to Pakistan.

LEARNING OUTCOMES
At the end of this course, the students will be able to:
1. acquaintance with the concept of English as a second language in Pakistan
2. use and apply methodology used in teaching of English
3. discuss the four basic skills of language learning
4. make summaries of written material and critical discussions.
5. apply modern methods and approaches in teaching of English, while preparing
lesson plans;
6. prepare comprehensive lesson plans of Prose, Poetry, Composition and Grammar;
7. assess the students‘ progress while constructing tests.

COURSE OUTLINE

Unit 01: Introduction of English as a Second Language

1.1 Introduction
1.2 Need and scope
1.3 Significance
1.4 Functions
1.5 Importance as a Second language
Unit 02: Four skills of language learning

2.1. Receptive Skills

2.1.1. Listening
2.1.2. Reading
2.2 Productive Skills
2.2.1. Speaking Skills
2.2.2. Writing Skills

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Unit 02 Four skills of language learning

2.1. Listening Comprehension Skills

1.1.1. Techniques of developing listening ability
1.1.2. Careful listening habits
1.1.3. Use of Cassette-player for developing listening ability
1.1.4. Using Video-Cassettes for effective listening
1.1.5. Methods of teaching listening
1.1.6. Sub Skills

2.2. Speaking Skills

1.2.1. Favorable classroom environment for speaking

1.2.2. Value of pronunciation and intonation in speaking
1.2.3. Conversation and dialogue
1.2.4. Language games for oral expression
1.2.5. Vocabulary building

2.3. Reading Skills

1.3.1. Importance of silent and loud reading

1.3.2. Methods of teaching Reading
1.3.3. Techniques of Reading
1.3.4. Sub skills

2.4. Writing Skills

1.4.1. Three Levels of Learning Writing Skills

1.4.2. Importance of spelling in Writing
1.4.3. Creative writing (essays/paragraphs)
1.4.4. Paragraph writing
1.4.5. Essay writing

Unit 03 Methods of teaching English

3.1. Grammar – Translation method

3.2. Direct method
3.3. Audio-lingual approach
3.4. Substitution approach
3.5. Communicative Language teaching approach

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 3.6. Word building

Unit 04 A.V. Aids in Teaching of English

4.1 Need and importance

4.2 Charts, Models, Pictures, role plays, Flash Cards, Toys and Real Objects
4.3 Radio, Cassette player, Computer, Language Laboratory
4.4 Television, VCR, Movies
4.5 Slides, Filmstrip, OHP, multimedia Projector

Unit 05: Lesson planning

5.1. Importance of activities in all kinds of lessons.

5.2. Value of different steps in lesson planning and new approaches based on Teacher‘s
Activity – Pupil‘s Activity.
5.3. Planning Structural lessons.
5.4 Planning a Prose lesson 5.5
Planning a Poetry lesson.
5.6 Planning for teaching a Paragraph
5.7 Planning a lesson for story teaching
5.8 Planning a lesson on Essay
5.9 Planning a Grammar lesson

SUGGETED BOOKS

• Creativity in English language Classroom; (2015). British Council. Online available.

www.teachingenglish.org.uk
• Teaching English. Introducing the new Global Home for Teachers; (2015). British
Council. Online available. www.teachingenglish.org.uk
• Assessment in English language Teaching(2015). British Council. Online available.
www.teachingenglish.org.uk
• Avery Carol, (1993) And with a Light Touch, Learning about Reading, Writing, and
Teaching with First Graders Heinemann Portsmouth, NH
• Cook V. (2001), Second Language Learning and Language Teaching, 3rd Edition London,
Arnold.
• Fountas & Gay (1996) Guided Reading, Good First teaching for All Children
• Mohammad. T. (1998), Modem Approaches to the Teaching of English as Second
Language, Lahore, Majeed Book Depot.

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• Morely David, 2014 (2014) The Cambridge Introduction to Creative Writing, Cambridge
University Press Online ISBN:9781316179413
• Murcia, M.C. (1991), Teaching English as a Second Foreign Language, 2nd Ed. New
Bury House: A Division of Harper Collins Publishers.
• Richards, J.C. & Rodgers, T.S. (1986), Approaches and Methods in Language Teaching,
Cambridge Press.
• Rivers. M. Wilga (Communicating Naturally in a Second Language, Harvard University.
Cambridge University Press.
• Rob Nohand (1993), Conversation, Oxford University Press.
• Sheikh. N.A. (1998). Teaching of English as a Second Language. Lahore Carvan Book
House.

WEB RESOURCES

• http://learnenglish.britishcouncil.org/en/stories-poems
• http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice
• http://learnenglishteens.britishcouncil.org/skills/reading-skills-practice 
http://www.teachingenglish.org.uk/

******************************

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UNIT 01: INTRODUCTION OF ENGLISH AS A SECOND LANGUAGE

INTRODUCTION

Today, English has become an important part of our life. English is the third most widely spoken
language of this world. It is the most widely used language out of the 4,000 to 5,000 live
languages spoken in the world. There are a whopping 350 million native speakers of English. The
use of English has become important in our day to day life and therefore a strong hold on the
English language has become vital for the success of our lives. It is the international language of
business, science, and technology, defense (armed forces), engineering, tourism and other
departments. Keeping in view the dynamic significance of English language in daily life, this unit
presents an introductory guideline to the learners regarding English as a second Language (ESL),
its need & scope, significance, functions and importance as a Second language.

OBJECTIVES

After studying this unit, you will be able to;

1. Describe need & scope of English as a Second Language

2. Analyze functions of English language in communication
3. Explain significance / importance of English as a Second Language

1.1 INTRODUCTION

Language is the proper and systematic way of communication between individuals. It is the tool,
with which he conducts his business in the society. It is a vehicle, by which different subject
matters are transmitted. A person must know something of the structure of his language, its
position in the world and its relation to other tongues. A language lives in a society so long as
people speak it and use it as their native tongue. A language is important because the people who
speak it are important — politically, socially, commercially, economically and culturally.

English gives you the power to communicate with other people of this world while you are on a
world tour. A fluent English speaker can get a good job very easily as the employers are ready to

6
accept those who have a good knowledge of this global language. Many of us lack confidence
because we do not know effective communication skills but learning this widely used language
would solve this problem and make you stand apart from the rest of the competitors.

English is an international language that most of the people are using all over the world. Some of
the countries where English is spoken are United States of America, United Kingdom, Canada,
India, Australia, Pakistan, Mauritius, Philippines, Singapore, Barbados, Belau, Belize, British
Virgin Islands, Cayman Islands, Dominica, Federation of Micronesia, Grenada, Guam, Guyana,
Jamaica, Johnston, Montserrat, Northern Marianas, St. Kitts and Nevis, St. Lucia, St. Vincent &
Grenadines, Trinidad and Tobago South Africa, Sri Lanka etc. Just imagine how this language
can help in communicating with people living in other countries

For further details please read the following referred materials;

Shazia Rashid Nayab Teaching of English (Course code 6508) Chapter 1

MA, Jardan Publications, Lahore pg# 2-24
2013

1.2 NEED AND SCOPE

The present context of globalization has multiple effects on the lives of people across the globe.
And for all those countries where English is not the first language the significance of learning,
teaching and using English cannot be understated. Linguists, researchers and teachers, textbook
writers, publishers in the context of English Language Teaching (ELT), are all agreed that (i)
English is an international language (EIL) and has to be taught as such, (ii) English has many
varieties, (iii) English is the language for research, trade and commerce, and higher education.
Consequently, the role/importance of English at the undergraduate level of education in Pakistan
cannot be minimized. In addition to that, students, teachers and others need to have greater clarity
regard to the teaching and learning of English. Following are some points related to scope;

 Most pages on the Web  Books  The press  Science

 News reports  Job market

For further details please visit the given web link;

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The Importance of the English Language in Today's World. (2017). Owlcation. Retrieved 20
August 2017, from https://owlcation.com/humanities/importanceofenglishlanguages

1.3 SIGNIFICANCE

English may be a foreign language, but it is international in its significance. The importance of
English language cannot be disregarded. It is spoken, read or understood in most parts of the
world. Wherever you may go, Europe, Asia, Africa or in the Americas, in Australia or the North
or South Poles you will find someone or the other communicating with you in English. It is
rightly taken as the lingua franca, the common language in all parts of the world today.

Nowadays everyone knows the importance of English language in today's world, importance of
English language in our society and importance of English in daily life. The significance of
English language in non-spoken countries as well significance of English language in Pakistan
increases day by day. As we know importance of English in communication is become very
important day by day. Since elementary to college, most of the universities worldwide includes
English as one of their major subject clearly shows the importance of English language literature.
English language has been widely used and considered as the universal language. English is very
powerful that it has been used when negotiating with very prominent personalities. With regards
to worldwide meeting, the language of English is officially the language being spoken.

For further details please read the following referred materials;

Shazia Rashid Nayab Teaching of English (Course code 6508) Chapter 2

MA, J ardan Publications, Lahore
2013 pg# 28

1.4 FUNCTIONS
Language functions refer to the purposes in which we use language to communicate. We use
language for a variety of formal and informal purposes, and specific grammatical structures and

8
vocabulary are often used with each language function. Some examples of language functions
include:

• Compare and contrast

• Persuasion

• Asking questions

• Expressing likes and dislikes

• Cause and effect

• Summarizing

• Sequencing

• Predicting

• Agreeing/disagreeing

• Greeting people/introductions

When teaching about language functions, it is important that teachers explicitly teach the
vocabulary and phrases associated with each language function. For example, when teaching the
language function of compare/contrast teachers may teach the following vocabulary: both,
similar, also, different, in contrast, similarly, etc. During the lesson planning and preparation
stage, teachers should brainstorm the vocabulary words associated with the language function
that will be taught. It is important that as students become familiar with the vocabulary
associated with each language function that more advanced functional vocabulary is introduced
to students.

For further details please visit the given web link;

What Are Language Functions?. (2017). Eldstrategies.com. Retrieved 20 August 2017, from
http://eldstrategies.com/languagefunctions.html

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1.5 IMPORTANCE AS A SECOND LANGUAGE
Importance of English language is doubtlessly great. It is spoken by more than Three-
hundredforty (340) million people as a first language in United Kingdom and the United States.
The better the focus on language the more civilized people become. Every language represents a
complete different background of people, culture, ethnicity or region. Similarly English language
has progressed to such an extent that it is the most widely understood language in the world with
French as the runner up. English is widely used as an international language throughout the
world. It is one of the official languages, even in most of the countries of the third world. It is
also used for international communication. English is the highly developed language which has
the ability to express ideas and it is the means of revelation of modern civilization.

Importance of English language is due to its international use. It is a fact that a vast knowledge of
the universe has been demonstrated in this language. For the achievement of that knowledge, it is
essential to understand this international language. We may assume that it shares with the other
highly developed languages of Europe the ability to express the multiplicity of ideas and the
refinement of thoughts that demand expression in our modern civilization. In this modern age
when electronic media has widely spread all over the world, it is necessary to have the
knowledge of this language because it is the medium of communication and a person, lacking the
knowledge of this language can‘t get awareness of the universal knowledge.

It is the age of scientific advancement and mechanical approach, the subject matter of which is
demonstrated in English language, so it is an essential necessity of the people to learn this
language. English has proved itself, as a torch-bearing to the nations of the third world. It is
contemplated as the means of ascending knowledge.

On the other hand, English has been the part of our nation‘s history from the beginning .Clearly
we cannot deny its importance in our life. Over the years, English language has become one of
our principal assets in getting a global leadership. English language is one tool to establish our
viewpoint. We can learn from others experience. We can check the theories of foreigners against
our experience. We can also propagate our theories among the international audience and
readers. We can make use of English to promote our worldview and spiritual heritage throughout

10
the globe. Yes, other languages are important too, but not for the same reasons as English are
important. English is important because it is, maybe, the only language that truly links the whole
world together. If not for English, the whole world may not be as united as it is today. The other
languages may be important for their local values and culture.

For further details please visit the given web link;

Zeeshan, M. (2017). Importance of English Language in Pakistan. Puics.blogspot.com.

Retrieved 20 August 2017, from http://puics.blogspot.com/2012/06/importance-of-english-
language-in.html

ACTIVITY

 Discuss need and scope of English as a Second Language.

EXERCISE

1. What are functions of English language?

2. Define Lingua Franca also describe importance of English teaching.

3. What is the status of English as a Second Language in Pakistan?

4. Explain emerging importance of English in this globalized world. Justify with examples

********************************

Unit 02:
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 FOUR SKILLS OF LANGUAGE LEARNING

INTRODUCTION
This unit covers meaning and concept of four skills of English Language Learning i.e. Receptive
and Productive skills through definitions and related examples. Furthermore, sub-types of each
category are also discussed in a comparative perspective.

OBJECTIVES
After studying this unit, you will be able to;

1. Define receptive skills & productive skills

2. Describe significance of receptive & productive skills
3. Identify sub-types of receptive & productive skills
4. Compare receptive and productive skills

2.1. RECEPTIVE SKILLS

Listening and Reading are the receptive skills. The students passively receive and process the
information through these Skills.

 Utilization of Receptive skills

For adequate receptive skills, the habits of listening and reading are to be improved. A student
should be a good listener. He should be a careful reader as well. Through a curiosity of high
magnitude and a thirst of knowledge he may acquire maximum receptive skills.

 Benefits of Receptive Skills

Being with competent personalities, listening them carefully and paying full attention upon their
lectures would simply mean gaining the treasure of knowledge without any difficulty. This way,
the inner self of a good listener is showered upon with proficient and witty expressions of such
learned persons. Same is the case with reading. Pausing into mind the knowledge through

12
studying well written material actually means benefiting the company of its written knowledge is
transmitted from our mind to another by means of two receptive skills i.e. listening and reading
and this goes on consecutively generation after generation. Libraries, educational organizations
and lectures halls are the places for transmission of knowledge/information through listening and
reading. As student becomes a scholar with the blessing of these two skills.

2.2 PRODUCTIVE SKILLS

Speaking and Writing are productive skills. The students possessing efficient productive skills
are able to produce something. Their product can be an essay, a book, a research paper or a
speech.

Speaking Skills
Speaking skill needs a strong input, a vast outlook and refined ideas. More-even, it requires
psychological order of expression as well. All these things are necessary to give the speaker a
confidence to express what he is going to communicate. The foremost purpose of communication
is to convince the listeners for the viewpoint of the speaker. So the speaker should himself very
much clear about his views point.

Writing Skills
For communication point of view the writing should be implicit, clear and in functional
language. Un-necessary details should always be avoided. Sometimes a certain point or sub topic
gets expands and expands and the core or main topic is over-sighted. Consequently the
effectiveness of communication is affected adversely. Clarity is the fundamental requirement of a
written work.

For further details please visit the given web link;

Receptive and Productive Skills And | Second Language | Critical Thinking. (2017). Scribd.
Retrieved 20 August 2017, from http://www.scribd.com/doc/7717524/Receptive-and-
ProductiveSkills-And#scribd

13
ACTIVITY

 Discuss relationship between receptive and productive skills

EXERCISE

1. Define receptive skills & productive skills

2. Describe significance of receptive & productive skills

3. Compare receptive and productive skills

************************************

14
Unit 02 FOUR SKILLS OF LANGUAGE LEARNING

INTRODUCTION

This unit focuses on four skills of English Language Learning and essential aspects to enhance
proficiency in these related sub-skills through interactive activities and strategies. More
specifically, this unit presents detailed description about Listening comprehension skills, Reading
skills, Speaking skills & Writing skills and related consideration to attain proficiency in
respective areas.

OBJECTIVES

After studying this unit, you will be able to;

1. Describe techniques of developing listening ability

2. Apply methods of teaching listening
3. Recognize importance of favorable classroom environment for speaking
4. Discuss importance of silent and loud reading
5. Apply methods of teaching Reading
6. Explain various techniques of Reading
7. Recognize levels of learning Writing Skills

2.1.1 LISTENING COMPREHENSION SKILLS

Listening comprehension is the receptive skill in the oral mode. When we speak of listening what
we really mean is listening and understanding what we hear.
In our first language, we have all the skills and background knowledge we need to understand
what we hear, so we probably aren't even aware of how complex a process it is. Here we will
briefly describe some of what is involved in learning to understand what we hear in a second
language.

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Listening Situations

There are two kinds of listening situations;

• Interactive, and

• Non-interactive.

Interactive listening situations include face-to-face conversations and telephone calls, in

which we are alternately listening and speaking, and in which we have a chance to ask for
clarification, repetition, or slower speech from our conversation partner. Some non-

interactive listening situations are listening to the radio, TV, films, lectures, or sermons. In
such situations we usually don't have the opportunity to ask for clarification, slower
speech or repetition.

For further details please read the following referred materials;

Shazia Rashid Nayab Teaching of English (Course code 6508) Chapter 4

MA, Jardan Publications, Lahore pg# 80-81
2013

2.1.1.1 TECHNIQUES OF DEVELOPING LISTENING ABILITY

Language learning depends on listening. Listening provides the aural input that serves as the
basis for language acquisition and enables learners to interact in spoken communication.

Effective language instructors show students how they can adjust their listening behavior to deal
with a variety of situations, types of input, and listening purposes. They help students develop a
set of listening strategies and match appropriate strategies to each listening situation.

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Listening Strategies

Listening strategies are techniques or activities that contribute directly to the comprehension and
recall of listening input. Listening strategies can be classified by how the listener processes the
input.
Top-down strategies are listener based; the listener taps into background knowledge of the topic,
the situation or context, the type of text, and the language. This background knowledge activates
a set of expectations that help the listener to interpret what is heard and anticipate what will come
next. Top-down strategies include

• listening for the main idea

• predicting
• drawing inferences
• summarizing

Bottom-up strategies are text based; the listener relies on the language in the message, that is, the
combination of sounds, words, and grammar that creates meaning. Bottom-up strategies include

• listening for specific details

• recognizing cognates
• recognizing word-order patterns

For further details please read the following referred materials;

Shazia Rashid Nayab Teaching of English (Course code 6508) Chapter 4

MA, Jardan Publications, Lahore pg# 82-85
2013

2.1.1.2 CAREFUL LISTENING HABITS

"Listening involves hearing, sensing, interpretation, evaluation and response"

17
Good listening includes a package of skills, which requires knowledge of technique and practice
very similar to good writing or good speaking. Many people believe that good listening skills are
easy to learn or automatically part of every person's personality. Neither is correct. The
difference is that poor listening skills are often not as obvious to other people. If we cannot speak
effectively, it is immediately obvious, but it may take a little time for other people to become
aware that you or I are poor listeners.
There is shallow listening and deep listening. Shallow or superficial listening is all too common
in classes and many other settings. Most of us have learned how to give the appearance of
listening to the professor while not really listening. Even less obvious is when the message
received is different from the one sent. We did not really understand what the message is. We
listened, but we did not get the intended message. Such failed communications are the
consequences of poor speaking, poor listening and/or poor understanding.

For further details please visit the given web link;

http://www.wheel.ie/sites/default/files/University%20of%20Missouri%20Attributes%20of%20G
ood%20Listening.pdf
2.1.1.3 USE OF CASSETTE-PLAYER FOR DEVELOPING LISTENING ABILITY

Listening Practice-Cassettes of Graded Readers provide ideal listening practice material for
learners. A recording provides an opportunity for the learner to listen to a sample of language
which is clear and of a high quality, and is spoken by a native speaker of English. As the
language of a Graded Reader is carefully controlled, the story or text will be well within the
learner‘s ability to understand.

Comprehension skills-Using a cassette and book together can help in important ways with both
reading and listening skills. For example, listening to and understanding the tape before reading
the book will help provide useful background knowledge so that reading proceeds faster. Hearing
the characters differentiated by the actors using different voices and accents will help students to
form mental pictures of them when reading the book.

Techniques for listening a single tape recorder: You control the tape recorder which is placed
at the front of the class. You can: ● play the tape: all the students listen simultaneously. ● use the

18
pause button: pause and ask students to say what they have heard or what they think they will
hear, or give them time to complete a task; students can be asked to tell the teacher to pause the
tape when they hear a specific item. ● rewind: repeat the listening, asking students to check what
they have heard or to listen for something different. Alternatively, allow students to control the
tape recorder.

For further details please visit the given web link;

https://s3-ap-northeast-1.amazonaws.com/ercentral-website-staticdata/wp
content/uploads/2012/10/Developing-Listening-Skill.pdf

2.1.1.4 USING VIDEO-CASSETTES FOR EFFECTIVE LISTENING

A great advantage of video is that it provides authentic language input. Movies and TV
programmes are made for native speakers, so in that sense video provides authentic language
input (Katchen, 2002). That is to say, it is obvious that the practical implications of video in the
classroom in any classroom environment it can easily be used; teacher can step in the process
whenever he wishes; he can stop, start and rewind to repeat it for several times where necessary.

Any selected short sequence from the programme can be utilized for intensive study. To pay
special attention to a particular point in the programme it is possible to run in slow motion or at
half speed or without sound. Besides, the learner can concentrate on the language in detail and
interpret what has been said, repeat it, predict the reply and so on.

For further details please visit the given web link;

http://www.tojet.net/articles/v5i4/549.pdf

2.1.1.5 METHODS OF TEACHING LISTENING

Effective, modern methods of teaching listening skills encompass everything from interactive
exercises to multimedia resources. Listening skills are best learned through simple, engaging
19
activities that focus more on the learning process than on the final product. Whether you are
working with a large group of students or a small one, you can use any of the following examples
to develop your own methods for teaching students how to listen well.
1. Interpersonal Activities 2. Group Activities 3. Audio Segments 4. Video Segments 5.
Instructional Tips

For further details please visit the given web link;

Modern Methods of Teaching Listening Skills | Synonym . (2017). Classroom.synonym.com

.
Retrieved 20 August 2017, from http://classroom.synonym.com/modern-methods-teaching-
listening-skills-2458.html

2.1.1.6 SUB SKILLS

Listening is one of the four language macro skills (the others are reading, speaking and writing).
But it‘s important to understand that in real life there‘s no such thing as just ‗listening‘. In fact,
there are several different kinds of listening, which we call sub-skills. Here are three listening
sub-skills which are often practiced in the language classroom:

1. Listening for gist 2. Listening for specific information 3. Listening in detail

For further details please visit the given web link;

Redirect Notice. (2017). Google.com.pk. Retrieved 20 August 2017, from

https://www.google.com.pk/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact
=8&ved=0ahUKEwjr4ZfD8KnLAhWJNhoKHefzCcUQFggZMAA&url=http%3A%2F
%2F
web-local.rudn.ru%

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2.2.1 SPEAKING SKILLS

Speaking is described as an interactive process of constructing meaning that involves producing

and receiving and processing information. Speaking depends on the context or the situation,
Context includes the physical environment, the purposes for speaking is more often spontaneous,
open ended, and evolving. Speaking requires learners to not only know how to produce specific
points of language such as grammar, pronunciation, or vocabulary but also that they understand
when, where, why and in what ways to produce language.

Speaking Activities at Pre-Reading Stage

1. Discussion on the picture
2. Discussion on the topic
3. Asking General Comprehension questions

Speaking activities in writing class

1. Discussion of topic outline
2. Class composition
3. Speech composition
4. Speaking through games
5. Mutual interviewing.
6. Likes and dislikes.
7. Find the difference

For further details please visit the given web link;

Naveed, F. (2017). concept of speaking and listening skills - Mass Communication Talk. Mass
Communication Talk. Retrieved 20 August 2017, from
http://www.masscommunicationtalk.com/concept-of-speaking-and-listening-skills.html

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2.2.1.2 FAVORABLE CLASSROOM ENVIRONMENT FOR SPEAKING

A favorable learning environment is one where the students and the teacher are able to freely
interact with each other. During these times of interaction the teacher and the students will come
across many learning moments that trigger a time in their life that they can relate the given topic.
First of all, in order to teach the speaking skills to the students, it‘s necessary the teaching
environment must be comfortable, natural , mean where students if they do mistakes, there not
to face feel shame or guilty.

For further details please visit the given web link;

EDU516 - Teaching of English Assigen

mt No.2 15 june 2015 Discussion And solution
– VU
!
HELP . (2017).Vuhelp.pk. Retrieved 20 August 2017, from

2.2.1.3 VALUE OF PRONUNCIATION AND INTONATION IN SPEAKING

Intonation is about how we say things, rather than what we say. Without intonation, it's
impossible to understand the expressions and thoughts that go with words.
Listen to somebody speaking without paying attention to the words: the 'melody' you hear is the
intonation.

Value of Intonation

1. Intonation exists in every language, so the concept we're introducing isn't new. However,
learners are often so busy finding their words that intonation suffers. Yet intonation can be as
important as word choice - we don't always realize how much difference intonation makes:

2. Awareness of intonation aids communication.

3. Incorrect intonation can result in misunderstandings, speakers losing interest or even taking
offence!
When teaching of pronunciation is taken into consideration, the importance of intonation
becomes clearer as the way in which a word is pronounced is quite affected by the place of stress

22
or rising and falling tones. However, it is not going to be an easy task to teach intonation to EFL
learners that easily because of the fact that concentration on grammar and vocabulary often takes
their attention away from this feature.

For further details please visit the given web link;

Bozkur, S., Bozkur, S., & profile, V. (2017). Article: "The Importance of Intonation in English".
Sidarbozkur.blogspot.com. Retrieved 20 August 2017, from
http://sidarbozkur.blogspot.com/2012/04/importance-of-intonation-in-english.html

2.2.1.4 CONVERSATION AND DIALOGUE

Scripted Dialogue Between two or more students; each student has a completely scripted
portion of the dialogue to read and no additions to the dialogue are
expected.

Partially Scripted Between two or more students; one student may have a scripted
Dialogue portion of the dialogue to read (i.e. questions) and the other student(s)
must spontaneously develop and say their section of the dialogue (i.e.
answers). To be effective, students must take turns being the student
with the scripted section of the dialogue.

Conversation Between two or more students; the students are given a topic to
discuss, and engage in spontaneous conversation related to the topic.
There is no script to use; students must develop the conversation
entirely on their own.

For further details please visit the given web link;

Difference Between Dialogue and Conversation. (2017). Differencebetween.com. Retrieved 20

August 2017, from http://www.differencebetween.com/difference-between-dialogue-and-
vsconversation/

2.2.1.5 LANGUAGE GAMES FOR ORAL EXPRESSION

23
For further details please visit the given web link;

http://www.teacherwritingcenter.org/Oral_Language_Practice_Activities.pdf

2.2.1.6 VOCABULARY BUILDING

Following are important ways to improve vocabulary and learn new words.

1. Read, read, and read.

2. Keep a dictionary and thesaurus handy.
3. Use a journal.
4. Learn a word a day.
5. Play some games.

For further details please visit the given web link;

Hansen, D. (2017). Easy Ways to Improve and Expand Your Vocabulary.

Enhancemyvocabulary.com. Retrieved 20 August 2017, from
http://www.enhancemyvocabulary.com/improve-expand-vocabulary.html

2.1.2 READING SKILLS

Reading to Learn

Reading is an essential part of language instruction at every level because it supports learning in
multiple ways.

• Reading to learn the language: Reading material is language input. By giving students a
variety of materials to read, instructors provide multiple opportunities for students to
absorb vocabulary, grammar, sentence structure, and discourse structure as they occur in
authentic contexts. Students thus gain a more complete picture of the ways in which the
elements of the language work together to convey meaning.

24
 • Reading for content information: Students' purpose for reading in their native language
is often to obtain information about a subject they are studying, and this purpose can be
useful in the language learning classroom as well. Reading for content information in the
language classroom gives students both authentic reading material and an authentic
purpose for reading.
• Reading for cultural knowledge and awareness: Reading everyday materials that are
designed for native speakers can give students insight into the lifestyles and worldviews
of the people whose language they are studying. When students have access to
newspapers, magazines, and Web sites, they are exposed to culture in all its variety, and
monolithic cultural stereotypes begin to break down.

For further details please visit the given web link;

http://www.nclrc.org/essentials/reading/stratread.htm

2.1.2.1 IMPORTANCE OF SILENT AND LOUD READING

Academic reading is the most important thing in the process of learning and being educated. We
do reading usually in two ways--loudly and silently. Knowing the difference between oral
reading and silent reading is vital to an individual's academic life.

When we read silently, we can just skip anything that we think is too difficult or not important.
For oral readers, the pronunciations of words are most important while for silent readers the
meanings of words are most important. Vocalization reduces the speed of oral readers which
doesn't affect silent readers. Reading requires much guessing at a variety of levels. Readers can
use guessing to their advantage to comprehend the text.

Reading silently improves students' understanding because it helps them concentrate on what
they are reading, rather than the pronunciation of individual word. When we read silently, we can
form an visual image of a topic. As a teacher when you encourage your students to read silently,
you are helping them develop the strategies they need for fast reading with better comprehension.
This is called reading efficiency, and it will help your students to read any text with maximum
attention to meaning. Silent reading also helps develop the skills of reading for a purpose, as the
25
focus is on understanding the content without having the additional burden to pay attention to
pronunciation. It also helps students absorb ideas into their subconscious minds and then use
them in their daily lives.

For further details please visit the given web link;

Significance of silent reading. (2017). Observerbd.com. Retrieved 20 August 2017, from

http://www.observerbd.com/2015/07/01/97224.php

2.1.2.2 METHODS OF TEACHING READING

Four main methods used to teach students how to read are explained below.

Method 1 - Phonics Method

The phonics method is probably the best known and widely used method to teach reading and
writing in the English language. It relies on children being taught the alphabet first. They learn
the names of the letters and the sounds they make. Once they have learnt the letter sounds they
will begin to blend two letters together to make simple words then three letters, then four and so
forth.

Method 2 - The Look and Say Method

With the 'look and say' method children learn to recognize whole words or sentences rather than
individual sounds. Your student will look at a word which you sound, and in turn will repeat the
sound (the word). Flashcards with individual words written on them are used for this method
often accompanied with a related picture.

It is also recommended with this method to use whole short sentences rather than individual
words. Write a short sentence representing the picture displayed. Say the sentence and ask the
child to repeat it while pointing and looking at each individual word as he/she repeats what you
said.

26
 Method 3 - The Language Experience Approach

The language experience approach is the third method you may like to use. This particular
method actually uses student's own words to help them read. Your student may draw a picture of
Dad in the car. In that case you would write underneath the drawing; Dad is in the car.

You continue to collect drawings your student makes and write a short sentence underneath each
drawing. A picture of a playground would read; We went to the park or playground. A picture of
a cat could read; The cat sat on the mat. A picture of walking the dog could read; Mum walks the
dog to the park.

Method 4 - The Context Support Method

When your students are just learning to read it is important to choose books that really interest
them. If boys like cars, choose a book with pictures and simple words about cars. This will keep
their interest and they will enjoy learning with you. If girls like dolls, obtain a book with doll
pictures and simple words. Again it will encourage enthusiasm because they are actually looking
at something they can relate.

For further details please visit the given web link;

Four Reading Methods - learning to read. (2017). Teachingtreasures.com.au. Retrieved 20

August 2017, from https://www.teachingtreasures.com.au/homeschool/reading-
methods/readingmethods.htm

2.1.2.3 TECHNIQUES OF READING

The four main types of reading techniques are the following:

• Skimming
• Scanning
• Intensive
• Extensive

27
For further details please visit the given web link;
http://www.howtolearn.com/2012/08/different-reading-techniques-and-when-to-use-them/

2.1.2.4 SUB SKILLS

1. Listening/reading for detail

1. Listening/reading for GIST
2. Deducing meaning from context
3. Understanding
4. Note – Taking
5. Inferring attitude, feeling, mood
6. Skimming
7. Predicting
8. Proofreading
9. Scanning
10. Editing

For further details please visit the given web link;

English Reading Sub-skills. (2017). prezi.com. Retrieved 20 August 2017, from
https://prezi.com/kea9p0ugjffe/english-reading-sub-skills

2.2.2 WRITING SKILLS

Writing is a form of communication that allows students to put their feelings and ideas on paper,
to organize their knowledge and beliefs into convincing arguments, and to convey meaning
through well-constructed text. In its most advanced form, written expression can be as vivid as a
work of art. As children learn the steps of writing, and as they build new skills upon old, writing
evolves from the first simple sentences to elaborate stories and essays. Spelling, vocabulary,
grammar, and organization come together and grow together to help the student demonstrate
more advanced writing skills each year.

28
Writing skills are an important part of communication. Good writing skills allow you to
communicate your message with clarity and ease to a far larger audience than through face-
toface or telephone conversations.

For further details please read the following referred materials;

Shazia Rashid Nayab Teaching of English (Course code 6508) Chapter 4

MA, Jardan Publications, Lahore pg# 103-108
2013

2.2.2.1 THREE LEVELS OF LEARNING WRITING SKILLS

Learning how to write effective communication, can be described at three levels:

• Choosing the Right Words

• Constructing Sentences
 Designing Paragraphs

(1) Choosing the right words

A skilled writer should choose words such that the receiver gets the meaning in a precise manner,
without different interpretations.

(2) Constructing sentences

Length of the sentence is the most important feature of constructing sentences. In general,
sentences should be adapted to readers. Long sentences are hard to read and harder to absorb.
Short sentences enhance readability. A sentence should have 16 to 18 words, on the average.

(3) Designing paragraphs

29
Paragraphs form the third link that is critical to acquiring effective writing skills. Besides words
and sentences, they play a major role. Paragraph designing requires a clear thinking and a
systematic mind. Design of paragraphs has a direct impact on the layout and presentation of the
writing and contributes significantly in attracting and retaining readers‟ attention.

For further details please visit the given web link;

http://sharmasridhar1.blogspot.com/2016/07/

2.2.2.2 IMPORTANCE OF SPELLING IN WRITING

The ability to communicate is a necessary skill in any class or career. One of the most common
ways we communicate is through writing. When we write, we are sending a message to our
audience. We want that message to be clear, and we want our audience to feel connected to our
topic and to us. If spelling errors are present in your writing, the audience will be distracted and
may miss your message.

Strategies for Spelling

Better spelling happens with more reading and writing. It is important that you continue to

practice and continue to read. As you begin to do so, you may also try some of the following: 1.

Use phonetics, or speech sound

2. Remember the rules

3. Learn the meaning of a new word

4. Use a dictionary

5. Finally, count on your memory.

For further details please visit the given web link;

Correct Spelling in Written Work: Strategies & Tips - Video & Lesson Transcript | Study.com.

30
(2017). Study.com. Retrieved 20 August 2017, from
http://study.com/academy/lesson/correctspelling-in-written-work-strategies-tips.html

2.2.2.3 CREATIVE WRITING (ESSAYS/PARAGRAPHS)

The definition of creative writing is writing that expresses ideas and thoughts in an imaginative
way. The writer gets to express feelings and emotions instead of just presenting the facts.

Creative Writing: Ideas and Imagination

The best way to define creative writing is to give a list of things that are and that are not
considered creative writing. Things that are would be:

novels, poems, epics, short stories, screenplays, songs, television scripts, etc.

Things that are usually not creative writing include:

academic writing, textbooks, journalism, and technical writing

Your creative juices flow when you engage in creative writing. The majority of writing, by far, is
creative writing. Not only can it be a creative outlet, but creative writing can be therapeutic as
well. Many psychologists recommend creative writing to express feelings and perhaps examine
them. In creative writing, you can use your imagination and pretend anything you want and help
the reader to do the same.

For further details please visit the given web link;

Creative Writing 101. (2017). Writers' Treasure. Retrieved 20 August 2017, from
http://www.writerstreasure.com/creative-writing-101/

2.2.2.4 PARAGRAPH WRITING What

is a Paragraph?

31
Paragraphs are comprised of sentences, but not random sentences. A paragraph is a group of
sentences organized around a central topic. In fact, the cardinal rule of paragraph writing is to
focus on one idea.

How to Write a Paragraph Using the Four Essential Elements

A basic paragraph structure usually consists of five sentences: the topic sentence, three
supporting sentences, and a concluding sentence. But the secrets to paragraph writing lay in four
essential elements,

1. Unity. Unity in a paragraph begins with the topic sentence. Every paragraph has one
single, controlling idea that is expressed in its topic sentence, which is typically the first
sentence of the paragraph.
2. Order. Order refers to the way you organize your supporting sentences. Whether you
choose chronological order, order of importance, or another logical presentation of detail,
a solid paragraph always has a definite organization.
3. Coherence. Coherence is the quality that makes your writing understandable. Sentences
within a paragraph need to connect to each other and work together as a whole. One of
the best ways to achieve coherency is to use transition words. These words create bridges
from one sentence to the next.
4. Completeness. Completeness means a paragraph is well-developed. If all sentences
clearly and sufficiently support the main idea, then your paragraph is complete. If there
are not enough sentences or enough information to prove your thesis, then the paragraph
is incomplete.

For further details please visit the given web link;

Four Reading Methods - learning to read. (2017). Teachingtreasures.com.au. Retrieved 20
August 2017, from https://www.teachingtreasures.com.au/homeschool/reading-
methods/readingmethods.htm

2.2.2.5 ESSAY WRITING

Structure your essay in the most effective way to communicate your ideas and answer the
question.
All essays should include the following structure

32
For further details please read the following referred materials;

Shazia Rashid Nayab Teaching of English (Course code 6508) Chapter 4

MA, Jardan Publications, Lahore pg# 135-137
2013

ACTIVITIES

1. English Language Learning skills practice (online activities)

There are activities for different levels, so find your level and make a start by visiting given links;

33
http://learnenglishteens.britishcouncil.org/skills/reading-skills-practice
http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice
https://learnenglishteens.britishcouncil.org/skills/speaking-skills-practice
http://learnenglishteens.britishcouncil.org/skills/writing-skills-practice

2. Select newspaper article related to problems of English Language Learning in Pakistan

and write summary of about 450 words.

3. Introduce yourself with your class fellows and discuss your intended teaching strategies
for teaching of English.

EXERCISE

1. What is teaching of Listening? Describe its various kinds.

2. Elaborate intensive and extensive listening through examples.
3. How a teacher can effectively plan listening activities in the classroom.
4. What practical suggestions would you give for teaching ―Speaking‖
5. Enunciate speaking activities that can be done in writing class & after reading.
6. Describe different techniques of reading.
7. What are important considerations in teaching writing for the beginners?

************************************

Unit 03 METHODS OF TEACHING ENGLISH

INTRODUCTION

This unit includes methods of teaching English language specifically Grammar Translation
method, Direct method, Audio-lingual approach, Substitution approach and Communicative

34
Language teaching approach. Each method/ approach is characterized by salient features and
certain steps which are concluded by merits and limitations.

OBJECTIVES

After studying this unit, you will be able to;

1. Describe merits of direct method

2. Analyze limitations of Grammar Translation Method
3. Recognize steps of Audio-lingual approach
4. Apply Communicative Language teaching approach
5. Explain various types of Substitution drills

3.1 GRAMMAR-TRANSLATION METHOD

This method was historically used in teaching Greek and Latin. This method was generalized to
teaching modern languages. Classes are taught in the students' mother tongue, with little active
use of the target language. Vocabulary is taught in the form of isolated word lists. Elaborate
explanations of grammar are always provided. Grammar instruction provides the rules for putting
words together; instruction often focuses on the form and inflection of words. Reading of
difficult texts is begun early in the course of study. Little attention is paid to the content of texts,
which are treated as exercises in grammatical analysis. Often the only drills are exercises in
translating disconnected sentences from the target language into the mother tongue, and vice
versa. Little or no attention is given to pronunciation.

3.2 DIRECT METHOD

This method was developed initially as a reaction to the grammar-translation method in an

attempt to integrate more use of the target language in instruction. Lessons begin with a dialogue
using a modern conversational style in the target language. Material is first presented orally with
actions or pictures. The mother tongue is NEVER, NEVER used. There is no translation. The
preferred type of exercise is a series of questions in the target language based on the dialogue or

35
an anecdotal narrative. Questions are answered in the target language. Grammar is taught
inductively–rules are generalized from the practice and experience with the target language.
Verbs are used first and systematically conjugated only much later after some oral mastery of the
target language. Advanced students read literature for comprehension and pleasure. Literary texts
are not analyzed grammatically. The culture associated with the target language is also taught
inductively. Culture is considered an important aspect of learning the language.

3.3 AUDIOLINGUAL METHOD

This method is based on the principles of behavior psychology. It adapted many of the principles
and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the
Reading Approach. New material is presented in the form of a dialogue. Based on the principle
that language learning is habit formation, the method fosters dependence on mimicry,
memorization of set phrases and over-learning. Structures are sequenced and taught one at a
time. Structural patterns are taught using repetitive drills. Little or no grammatical explanations
are provided; grammar is taught inductively. Skills are sequenced: Listening, speaking, reading
and writing are developed in order. Vocabulary is strictly limited and learned in context.
Teaching points are determined by contrastive analysis between L1 and L2. There is abundant
use of language laboratories, tapes and visual aids. There is an extended pre-reading period at the
beginning of the course. Great importance is given to precise native-like pronunciation. Use of
the mother tongue by the teacher is permitted, but discouraged among and by the students.
Successful responses are reinforced; great care is taken to prevent learner errors. There is a
tendency to focus on manipulation of the target language and to disregard content and meaning.
this drill. Thus: imitation first, single-slot substitution next, then free response last.

3.4 COMMUNICATIVE APPROACH

What is communicative competence?

Communicative competence is the progressive acquisition of the ability to use a language to

achieve one's communicative purpose. Communicative competence involves the negotiation of

36
meaning between meaning between two or more persons sharing the same symbolic system.
Communicative competence applies to both spoken and written language.
Communicative competence is context specific based on the situation, the role of the participants
and the appropriate choices of register and style. For example: The variation of language used
by persons in different jobs or professions can be either formal or informal. The use of jargon or
slang may or may not be appropriate. Communicative competence represents a shift in focus
from the grammatical to the communicative properties of the language; i.e. the functions of
language and the process of discourse. Communicative competence requires the mastery of the
production and comprehension of communicative acts or speech acts that are relevant to the
needs of the L2 learner.

3.5 SUBSTITUTION APPROACH

A substitution drill is a classroom technique used to practice new language. It involves the
teacher first modeling a word or a sentence and the learners repeating it. The teacher then
substitutes one or more key words, or changes the prompt, and the learners say the new structure.
Example
The following sequence is an example of a substitution drill:
Teacher: I have a new car Learners: Have you? Teacher: I don't like fish Learners: Don't you?
Teacher: I love coffee Learners: Do you?
In the classroom
Despite a move away from drilling as a classroom technique, many teachers still use it to provide
practice. One way to move a drill away from being teacher-centred is to ask a learner to lead the
activity.
A substitution drill is a classroom technique used to practise new language. It involves the
teacher first modelling a word or a sentence and the learners repeating it. The teacher then
substitutes one or more key words, or changes the prompt, and the learners say the new structure.
Substitution drills work best at the beginning levels. They enable students to focus on structure
while learning related vocabulary.
Teachers first teach a dialogue or sentence structure, then allow students to substitute different
content words.

37
Drill is a method of teaching technique used for practicing sound or sentence partners concerned
with the fixation of specific association for automatic recall. The final goal is a more or less
effortless exchange of ideas in real – life conversation. The ―Drill‖ is here refers to the
―Response drill‖ in teaching grammar.

For further details please read the following referred materials;

Shazia Rashid Nayab Teaching of English (Course code 6508) Chapter 3 pg

MA, Jardan Publications, Lahore 48,56,65,68,72
2013

3.6. WORD BUILDING

Why teach concept of word?

Research suggests that only when a student can point to individual words accurately within a line
of text will they be able to learn new words while reading. Incorporating concept of word
instruction into daily literacy practice will not only strengthen students‘ speech-to-print match, it
will also develop students‘ alphabet knowledge, phonemic awareness, and knowledge of words
in print. As students are learning about concept of word they are building upon the foundations in
the developmental progression of reading. This progression also includes learning about concepts
of print (also referred to as print awareness).
Strategies for Building Vocabulary can be accessed via given link
http://www.teachscape.com/content/el003flv/01_modeling/view_mod01/building_vocabulary.pd
f

ACTIVITIES

• Discuss shortcomings of Grammar Language Teaching

• Assignment: compare direct method vs audio-lingual method of teaching English

EXERCISE

38
 1. Describe merits and limitations of Direct Method.

2. How is substitution method most suitable for teaching grammar?

3. What is the procedure of communicative approach?

4. Elaborate steps of Audio-Lingual Method of teaching English.

5. Enunciate characteristics of Direct method of teaching English.

6. What are different types of substitution drills? Give examples.

*************************************

Unit 04 A.V. AIDS IN TEACHING OF ENGLISH

INTRODUCTION

A.V aids are multisensory materials which motivate and stimulate students. It makes dynamic
learning experience more concrete realistic and clarity. It provides significant gains in thinking
and reasoning. Audio visual aids are sensitive tools used in teaching and for learning. These are
planned educational materials that appeal to the senses of the people and quicken learning

39
facilities for clear understanding. This exclusive unit presents comprehensive study material
covering diverse variety of A.V aids, their need & importance and also related considerations for
using these materials in classroom settings.

OBJECTIVES

After studying this unit, you will be able to;

1. Describe need and importance of A.V aids in teaching of English

2. Recognize characteristics of various A.V aids
3. Discuss uses of different types of A.V in teaching of English
4. Enunciate merits and limitations of A.V aids
5. Design low cost A.V aids for Teaching of English

5.1 NEED AND IMPORTANCE

Audio visual aids are those aids which help in completing the triangular process of learning that
is motivation, classification and stimulation. According to good‘s dictionary of education: audio
visual aids are anything by means of which learning process may be encouraged or carried on
through the sense of hearing or sense of sight.
According to Edger Dale: audio visual aids are those devices by the use of which communication
of ideas between persons and groups in various teaching and training situations is helped. These
are also termed as multi-sensory materials.
Need of A.V Aids

1) Every individual has the tendency to forget. Proper use of A.V Aids helps to retain more
concepts permanently.

2) Students can learn better when they are motivated properly through different A.V Aids.

3) A.V Aids develop the proper image when the students see, hear taste and smell properly.

40
4) A.V Aids provide complete example for conceptual thinking.

5) The A.V Aids create the environment of interest for the students.

6) A.V Aids helps to increase the vocabulary of the students.

7) A.V Aids helps the teacher to get sometime and make learning permanent.

8) A.V Aids provide direct experience to the students.

Importance of A.V Aids

1. The use of audio visual aids in classroom teaching stimulates interest in pupils. This leads to
the whole hearted attention on the part of learner, which ultimately develop a linking for
subject.
2. Audio visual aids bring the past into the present and cover the records of years and even
centuries into a. short period of minutes.
3. These aids help in making the whole world a real audience of events occurring in the various
parts of the world.
4. Audio visual aids break the monotony of school routine and are always welcomed by pupils
as a happy change in the classroom.
5. When audio visual aids are employed, the response of the class is always better.
6. The use of audio visual aids provides a stimulus to pupils for making good use of textbooks
rather than depending on guides.
7. They make teaching matter lively and interesting.
8. It helps children to observe things in their most natural setting.
9. They help to get a clear understanding by helping pupils to see and visualize things which
can be best and most clearly understood with the help of visual aids only.
10. The visual aids are also found to be useful for the mass entertainment of an intellectual type.
11. They also contribute to the growth of meaning and hence to vocabulary development.
12. Audio visual instructions contribute to accurate thinking by furnishing some of the basic raw
material for thought and it can fill the storehouse of memory with nonverbal experience.
13. Visual materials can be particularly used to provide new experiences or to correct wrong
impressions.

41
14. A good visual perception helps attitude formation. Classroom study situations based on
concrete experiences can create a good understanding of subject.
15. Audio visual material are time saving. A small picture or diagram can explain things which
require pages and pages of written words.
16. The topic taught with the help of visual aids are comparatively easy to understand and
therefore, they interest the children more than the mere description of anything through talk.

For further details please read the following referred materials;

Shazia Rashid Nayab Teaching of English (Course code 6508) Chapter 8 pg

MA, Jardan Publications, Lahore 265-266
2013

4.2 Charts, Models, Pictures, role plays, Flash Cards, Toys and Real Objects
Radio, Cassette player, Computer, Language Laboratory, Television, VCR, Movies Slides,
Filmstrip, OHP, Multimedia Projector

For further details on different types of A .V aids please read the following referred materials;

Shazia Rashid Nayab Teaching of English (Course code 6508) Chapter 8 pg

MA, Jardan Publications, Lahore 274-292
2013

ACTIVITY

• Discuss advantages and limitations of Slides, Filmstrip, Multimedia Projector

• Assignment: ―innovative A.V aids in teaching of English‖
• Design low cost A.V Aids for teaching of English subject at secondary level.

42
 EXERCISE

1. Describe need and importance of A.V aids in teaching of English.

2. Discuss application of following A,V aids in teaching of English
(a) Models
(b) Pictures
(c) Role plays
(d) Flash Cards

3. Explain role of Language Laboratory in teaching of English. Also state problems

in its implementation at secondary level.

*******************************

Unit 05:
LESSON PLANNING

INTRODUCTION

Lesson planning is vital component of effective teaching. It helps the teacher in both planning
and executing the lesson. And it helps the students, by ensuring that they receive an actual lesson

43
 with a beginning, a middle and an end. This unit includes fundamental aspects of lesson planning
which are pre-requisites for Teaching of English.

OBJECTIVES

After studying this unit, you will be able to;

1. Discuss importance of activities in lesson planning

2. Enunciate steps of lesson planning and their significance
3. Design lesson plans of various types for teaching English
4. Demonstrate lesson plan based on activity based learning

5.1. IMPORTANCE OF ACTIVITIES IN ALL KINDS OF LESSONS

Activity method is a technique adopted by a teacher to emphasize his or her method of teaching
through activity in which the students participate rigorously and bring about efficient learning
experiences. It is a child-centered approach. It is a method in which the child is actively
involved in participating mentally and physically. Learning by doing is the main focus in this
method. Learning by doing is imperative in successful learning since it is well proved that more
the senses are stimulated, more a person learns and longer he/she retains.

Pine G (1989) mentions that in an activity based teaching, learners willingly with enthusiasm
internalize and implement concepts relevant to their needs.

Kinds of activities:

The activities used in this strategy can be generalized under three main categories:
· Exploratory - gathering knowledge, concept and skill.
· Constructive - getting experience through creative works.

44
· Expressional – presentations.

The Activities you could focus on:-

Experiencing:
• watching, observing, comparing, describing, questioning, discussing, investigating, reporting,
collecting, selecting, testing, trying, listening, reading, drawing, calculating, imitating, modeling,
playing, acting, taking on roles, talking, writing about what one can see, hear, feel, taste,
experimenting and imagining.

Memorizing:
• Sequencing ordering, finding regularities and patterns, connects with given knowledge, use
different modes of perception, depict.

Understanding:
• Structuring, ordering, classifying, constructing, solving, planning, predicting, transferring,
applying knowledge, formulating ones individual understanding, interpreting, summarizing,
evaluating, judging, explaining and teaching.

Organizing activities:

• The process of organizing activities must be based on curricular aims bringing together the
needs, ideas, interests and characteristics of the children with the knowledge, skill, experience,
and personality of the teacher within a given environment. The extent to which the teacher works
with students individually or in groups affect the relation the teacher has with each child.

Steps required for Effective Organization of Activities.

a. Planning.
b. Involving children in the learning process.
c. Each child is made an active learner.

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d. For each activity ensure you follow the principles of:-
• What?
• How? Work directions step by step, including:
• With whom? Where? How long?
• What after?

e. Ensure you give clear instructions before each activity. It must focus on the above a, b, c, d.

Role of a Teacher in an Activity Based Method

• A planner, an organizer and evaluator.

• Facilitator.
• Decision maker.
• Knowledge imparter
• Disciplinarian
For further details please visit given web link;

LIMBU, P. (2017). <center>Activity Based Teaching Method</center>.

Eprogressiveportfolio.blogspot.com. Retrieved 22 August 2017, from
http://eprogressiveportfolio.blogspot.com/2012/06/activity-based-teaching-
method.html

5.2. Value of different steps in lesson planning and new approaches based on Teacher’s
Activity – Pupil’s Activity

LESSON PLAN
Lesson plan may be defined as follows,
• A lesson plan is defined as teacher's detailed description of the course of instruction.
• Lesson plan refers to teacher's plan for teaching a lesson.
• Lesson plan is a teacher‘s guide for running a particular lesson, and it includes the
goal/objective (what the students are supposed to learn), how the goal will be reached

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 (the method, procedure) and a way of measuring how well the goal was attained(test,
worksheet, homework etc).
• A lesson plan is a framework and a road map for a lesson, which each teacher will create
using an individual style.

Purpose of Lesson Plan

A daily lesson plan is developed by a teacher to guide class instruction. Details will vary
depending on the preference of the teacher, subject being covered, and the need and/or curiosity
of learners.

Its purpose is to outline the "programme" for a single lesson. That's why it's called a lesson plan.
It helps the teacher in both planning and executing the lesson. And it helps the students, by
ensuring that they receive an actual lesson with a beginning, a middle and an end, that aims to
help them learn some specific thing that they didn't know at the beginning of the lesson (or
practice and make progress in that specific thing).

Significance of Lesson Plan

Lesson plan/planning is vital in teaching. Lesson planning can help to ensure the successful
running of the lesson. Incorporating best practices in teaching and learning will help students
meet learning objectives for the course.

1. It helps teacher to manage time, effort and resources efficiently.

2. It gives teacher a bird‘s eye of view of things to be taught and learned every day.
3. It provides the teacher many ways to keep the teaching process dynamic: not monotonous
and redundant.

4. It makes teacher organized whilst teaching.

5. Lesson planning helps teacher to achieve goals and objectives, and same can be said on
the part of students or pupils.

6. It gives teacher a reality check of his everyday performance.

7. It improves the habit and attitude of students or pupils.

8. It definitely improves teaching skills.

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Elements of Lesson Plan

There are many different styles of lesson planning, but most contain similar elements, based on
what is known about promoting student learning. Main elements of lesson plan include;

• 3-5 lesson objectives (and the connection to the broader course objective). At the end of
this lesson, students will be able to…
• Content to be covered
• Activities (group work, problem-solving, case studies, think-pair-share, etc.)
• Resources and materials needed (including technology)
• Timing
• Out of class work and assessment
COVER SHEET
It includes general information for instance Institution’s
name____________
Teacher’s name______________
Grade Level______________ Strength of class___________ Course/Subject
name__________________ Topic name______________ Time
allotment____________ Date_______________

 STEPS/STAGES IN LESSON PLANNING

Lesson planning includes following sequential steps;

1. Objectives
Objectives are the first step in writing a lesson plan. In the objectives section write precise and
delineated goals for what you want your students to be able to accomplish after the lesson is
completed. Objectives should be SMART i.e. Simple, Measureable, Assessable, Research
oriented and Timed

2. Previous Knowledge Testing/Warm up

Previous Knowledge serves as a hook on which new knowledge is hanged, it helps to identify
and know the level of students. P.K Testing also referred as Brainstorming can be done by asking
questions (Q/A technique), general and then specific questions relating to the topic.

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 3. Announcement of Topic/ Introduction

At this step teacher announces the topic/lesson to be proceeded. A good introduction will create a
need for students to learn the material you are going to present and get them interested in the
day‘s topic.

4. Presentation

It is based upon relevant methodology and A.V aids w.r.t the lesson. (Keeping in view the
interest of learners).
Using appropriate teaching method/strategy and instructional materials the teacher presents the
lesson. Keeping in view the difficulty level, the lesson may be divided in parts for better
understanding of students.

5. Recapitulation

Recap is actually a sort of review about the lesson presented, in order to judge the understanding
level of students. This may be done through Q/A technique, oral test etc. Recapitulation may be
partial (during the half lesson completion) or final (after the completion of entire lesson).

6. Reinforcement
After assessing the understanding level of learners through recapitulation, enhancement of
concept is crucial that is achieved through additional strategies e.g. Worksheets, learning practice
(depending upon the nature of the lesson).

7. Practice/Assignment

For mastery of concept home assignment is given which may be written, oral, project, research
etc.

8. Evaluation

After the completion of lesson, teacher should write about his teaching: how was the lesson
(Excellent, Good, Average, and Poor) how was students‘ response etc. This is actually self –
evaluation, that enables the instructor and learners to assess how well they have grasped the
lesson.

For further details on different types of A .V aids please read the following referred materials;
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 Shazia Rashid Nayab Teaching of English (Course code 6508) Chapter 7 pg
MA, Jardan Publications, Lahore 221-237
2013

Planning of English Lessons

Sample of various lesson plans are available in allied material of this course or following referred
book can be studied

Shazia Rashid Nayab Teaching of English (Course code 6508) Chapter 7 pg

MA, Jardan Publications, Lahore 237-251
2013

ACTIVITIES

• Assignment: prepare 10 lesson plans from English text book covering different
types

• Present one model lesson along with relevant A.V aid

EXERCISE

1. Discuss importance of activities in lesson planning.

2. What is a lesson plan? Write down its importance and fundamentals

3. Enunciate formal steps of lesson planning and their significance.

4. Why do we need to use activity based learning method?

5. Describe suitable activities that can be integrated in English lessons.

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