Eng Teacher Guide 9 - 10 PDF

Teachers’ Guide Lesson Plans: English
Preface
The Government of Punjab has a strong desire to improve the quality of teaching and learning
in the classroom. Various initiatives have been undertaken for provision of quality education
to students in the Province. Provision of quality education at secondary level is an important
step towards building an education system meant to contribute meaningfully towards
development of our society. To achieve the desired goal, activity oriented training for
secondary school teachers based on modern teaching methodologies has been considered
imperative and crucial.
Directorate of Staff Development (DSD) has been training in-service and pre-service
public school teachers and developing educational material since its inception. Considering
the quality work produced over the years, the task of development of the Teachers' Guides for
secondary school teachers in the subjects of English, Physics, Chemistry, Biology and
Mathematics was assigned to the Directorate of Staff Development by the Provincial
Government.
DSD worked in collaboration with over three hundred professionals i.e. Teachers, Book
Writers and Teacher Trainers from both public and private educational institutions in the
subject of English, Physics, Chemistry, Biology and Mathematics who worked in groups to
develop these comprehensive Teachers' Guides. These Teachers' Guides with textbooks are
aimed to achieve Students' Learning Outcomes (SLOs) through the teaching materials and
methodologies which suit varying teaching and learning contexts of Punjab. These Teachers'
Guides will help secondary school teachers to deliver and further plan their content lessons,
seek basic information on given concepts and topics, and assess students' understanding of
the taught concepts.
The DSD team acknowledges the cooperation extended by various public & private,
national and international organizations in the preparation of Teachers' Guides. DSD is
especially grateful to German International Cooperation Agency (GIZ) for extending its full
cooperation and support in conduction of workshops, development of material, quality
management, layout and designing of these Guides. DSD recognizes the contribution made by
all developers and reviewers belonging to following organizations including Institute of
Education and Research (IER) Punjab University, Government Science College, International
School of Choueifat, Crescent Model Higher Secondary School, Punjab Textbook Board,
Lahore Grammar School, Himayat-e-Islam Degree College, SAHE, PEAS, NEEC, HELP
Foundation, Ali lnstitute of Education, Beaconhouse School System, ALBBS, The Educators,
Divisional Public School, The City School, AFAQ, Portal, LACAS, Children's Library Complex
(CLC) and GICW Lahore, Govt. Higher Secondary Schools and Govt. Colleges for Elementary
Teachers in Punjab.
( Nadeem Irshad Kayani)
Programme Director
Directorate of Staff Development, Punjab
T O P I C
1 Paragraphs
Students’ Learning Outcomes

Information for Teachers
 Analyze passages in the text to identify the
them/general subject, key idea/central 1. A paragraph is a larger meaningful unit of
thought (a statement about the general expression representing unity of thought.
subject), and supporting details Sentences are joined to make a paragraph and
 Analyze paragraphs to identify words, they make sense in relation to each other.
phrases or sentences that support the main 2. The main idea in a paragraph is carried in a
idea through sentence, called a 'topic sentence'. Other
 Examples/illustration sentences in the paragraph support the topic
 Cause and effect sentence. They are called 'supporting details'.
 Facts, analogies and anecdotes 3. Example' is the sentence which defines the
1
main idea in a paragraph.

4. Cause' is an event. An 'effect' is something Development
that happens as a result of that event.
5. Analogy' is a likeness or similarity is some Activity 1
ways.
6. Anecdote' is a short entertaining account of Divide the students in groups. Give the
an incident. attached worksheet to each group. Ask the
students to read the paragraphs carefully.
Duration/Number of Period Ask them to look for the following:
 An action or event that answers the
question 'what happened?' this is an
80 mins/2 period effect.
 An action or event that answers the
Material/Resources Required question 'why did it happen?' this is the
cause.
 Words that signal causes and effects
Routine resources, worksheet
such as because, as, as a result,
consequently, led to, since, therefore,
etc.
Introduction
 Words/sentences showing facts.
1. Explain example, cause and effect, analogy
and anecdote to the students. (see
Activity 2
information for teacher)
2. Write the following paragraph on the board Ask the students to find causes and effects
and explain topic sentence (main idea), and facts from the paragraphs given in the
example, cause and effect to the students by worksheet.
highlighting them.
Mobile phones have risen rapidly in popularity as Activity 3
a means of interpersonal communication. This
 Explain to the students what is an
small, light, battery-powered portable phone has
anecdote?
revolutionized the way individuals communicate
 Then ask them to think about an event a
and the way business people work and interact.
picnic, visit to a place, birthday party or
The traditional land line telephone carries voice
any memorable occasion.
messages through the telephone wires, through a
complicated series of relay stations, whereas the  After they have done it ask some
mobile phone has built-in receivers to send and volunteers and one of the shy students
receive signals to and from radio base stations. to share their feelings and joy about that
particular event.
(Step Ahead 3 by Heather Jones and Robyn Mann
Page. 42)
2
Introductory Activity 2
Conclusion/Sum up
Sum up the lesson by repeating all components of

a paragraph like the main idea, supporting details,
example, cause, effect, fact, etc.
Assessment
 Ask the students to imagine you themselves

as game warden. Facts
 Then ask them to work in groups to share 1. In the 1970s, the demand for ivory
their ideas and to express their sentiments greatly increased.
about how people break the law and continue 2. Between 1979 and 1989, the African
to hunt and kill endangered animals for elephant population was nearly cut in
personal pleasure/gain. half.
 Once they have jot down the points ask one of 3. In 1989, a law was passed that put an
the spokesperson to share them with the end to international ivory trade.
class.
Follow-up
Instruct the students to search the following from

internet/library/newspaper/magazine ect.:
1. Deference between endangered and
extinct species.
2. Enlist some endangered and extinct
species; some pictures could also be
included for better understanding.
Answer Key
Introductory Activity 1
The first sentence of the given paragraph is

the topic sentence (main idea). The second
one is its example and the third one is
having cause and effect.
3
Worksheet
Class: ______________ Paragraphs Date: ______________
1. Read the following paragraphs:

African Elephants at Risk
For hundreds of years, African elephants have been killed for their
ivory tusks. However in the 1970s, the demand for ivory greatly
increased. In addition, since the hunters wanted the biggest tusks
they could find, they killed the biggest elephants. Not surprisingly,
many of the largest elephants have vanished. Today, tusks are only
about half the size they were a hundred years ago.
Between 1979 and 1989, the African elephant population was nearly cut in half. Because the
numbers were so low, the African elephant was placed on the endangered species list. Finally, in
1989, a law was passed that put an end to international ivory trade. Consequently, the number of
African elephant began to increase. Some African countries, however, objected to the law. These
countries depend on the ivory trade. Their objections led to a slight loosening of the law in 1997.
Today, some people fear that great numbers of elephants will be killed again.
2. After reading the given paragraphs write causes and effects in the given spaces.
 underline the three effects that occurred because hunters wanted the biggest tusks they could
find.
 Circle words in the passage that signal cause and effects (e.g. as a result).
 Use the causes and effects in the second paragraph to complete the following diagram:
Cause: Effect:
Cause: Effect:
Cause: Effect:
3. Write any three facts from the given paragraphs.

Fact 1: _____________________________________________________________________
___________________________________________________________________________
Fact 2: _____________________________________________________________________
___________________________________________________________________________
Fact 3: _____________________________________________________________________
___________________________________________________________________________
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T O P I C
2 Transitional Words
paragraphs are always arranged in an order so

that they reflect the same concern/idea.
· analyze the order of arranging paragraphs: · For coherence and cohesion within
§ chronological or spatial paragraphs transitional words are used.
· recognize and use appropriate transitional Transitional words are words that show the
words within and beyond paragraph for flow of ideas to help readers along through a
text.
better coherence and cohesion
· Transitional devices/words are used for
comparison, sequence, result, etc. first, firstly,
Information for Teachers then, (sequence) likewise, similarly,
(comparison) accordingly, therefore, (result)
etc. are some examples of transitional words.
· Each paragraph in an essay, process, · Events are told or written in a sequence. It is
procedure or event has a main idea. All called 'chronological order'.
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Steps for Making Pasta

Duration/Number of Period
1. Bring the water to a boil in a large saucepan.
2. Add the spaghetti and cook until it is done, but
80 mins/2 period still firm when a strand is placed between
your teeth.
Material/Resources Required 3. To serve, place spaghetti on each plate, top
with sauce and sprinkle grated parmesan over
Routine classroom resources, two worksheets the sauce. Place a small bowl of the parmesan
(attached) on the table for those who wish to help
themselves to more of it.
Introduction 4. Drain the spaghetti in a colander and stir the
butter through to coat the strands.
· Explain transitional words and how they are 5. Add salt and a little vegetable oil.
used. (see information for teacher).
· Tell the students that information can be
expressed/analyzed through a flow chart or
diagram to describe procedures and
processes, make comparisons and show
cause and effect relationship.
· Also explain that it is important to understand
the sequence or order of events while reading
a text as it helps understanding what happens
and why.
· Write the following steps for making pasta on
Development
the board but in wrong order.
· Then ask the students to read the steps and
tell the correct order. Activity 1
· Also instruct them to add a transitional word Divide the students in groups. Provide a
for each step. Write the word bank of worksheet, one in each group ' A butterfly
transitional words to them to choose. gets its wings' (attached at the end). Instruct
them to read the process carefully. After
Word Bank they finish reading the process, ask them to:
a) Notice how stages/steps are organized
likewise after that in a process
b) Underline all transitional words
firstly accordingly
c) Underline each of the four main stages
of the life of a butterfly given in
therefore finally
paragraph one.
secondly then
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Activity 2 library/read a magazine, book and find a

· Draw a flow chart of a butterfly's life process or procedure. Also notice the usage of
cycle on the board. transitional words for coherence and
cohesion.
· Call one or two students from each
group to add the required information
on the correct steps.
· Instruct them to use transitional words
for each step.
· Try to involve most of the students in
the activity.
Conclusion/Sum up
· Conclude the lesson by repeating the usage of

transitional words for comparison, sequence
and result.
· Encourage the students to tell what is
chronological/spatial order.
· Remind them that transitional words are used
within and beyond paragraphs for coherence
and cohesion.
Assessment
· Draw the pictures given in worksheet 2 on the

board. Also write on the board the required
items' given in the worksheet.
· Instruct the students to write the procedure
of making a snowman. Remind them to use
transitional words for each step. They can
write the procedure in their notebooks.
Follow-up
· Instruct the students to find some paragraphs

with chronological order in the textbook and
notice how paragraphs are arranged
according to the events take place.
· Encourage the students to visit the school
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Worksheet 1
A Butterfly Gets Its Wings
Class: ______________ Date: ______________
At first, the butterfly is a single slimy egg, no larger than a fingertip. (Imagine its baby pictures!)
The baby insect grows within the egg until it is ready to hatch. For most types of butterflies, this
first stage lasts about 10 days. When the egg cracks open, a caterpillar crawls out.
Then, the caterpillar spends most of its time eating and growing (just like a teenager). As the
caterpillar becomes bigger, it sheds its spiky or fuzzy skin. This process is called moulting. Once
the caterpillar has shed its skin for the last time, it becomes a pupa.
CATERPILLAR
EGG
ADULT
BUTTERFLY PUPA
EMERGING BUTTERFLY
After that, the pupa immediately grows a hard shell call a chrysalis. Then, inside the chrysalis,
the pupa goes through the changes that will make it a butterfly. The pupa’s hormones turn its
body into wings, antennas and other body parts. After all the changes are complete, the shell
splits open. A butterfly is ready to make its entrance.
Finally, the adult butterfly breaks from the chrysalis. Its body however, doesn’t look quite right.
It’s all soft and wrinkly. As air and blood are pumped through the butterfly’s body, it starts to
look more like its usual self. In a short time, the butterfly is ready to try out its new wings. With a
few flutters, it’s off and away!
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Worksheet 2
Procedure of Making a Snowman
Class: ______________ Date: ______________
Worksheet 3
Name: _______________________ Class: __________________________ Date:

____________
Write the procedure of making a snowman. Use the sequence markers and then transfer the
information to a flow chart.
Required Items:
White paper plates; black card for the hat and boots; red card for mittens; a ribbon to tie the
plates; hole punch, scissors and glue; markers or crayons to draw the nose and the mouth; large
buttons for eyes and for decoration.
A. B.
C. D. E.
F.
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T O P I C
3 Reading and Thinking Skills - I

 comprehend text by applying critical
 apply critical thinking to interact with the thinking
text and use intensive reading  enhance and use appropriate vocabulary
strategies(while reading) to and correct spelling in speech and writing
 scan to answer short questions  illustrate the use of dictionary for
 make simple inferences using context of finding appropriate meaning and
the text and prior knowledge correct spelling
 distinguish between what is clearly  deduce the meaning of unfamiliar
stated and what is implied words from the context using contextual
 deduce meanings of difficult words from clues
context
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Information for Teachers Development
1. Scanning is a type of reading used to locate a Activity 1

particular piece of information without
1. Divide students in groups. Provide
necessarily attending to the other parts of a
worksheet 2 one in each group.
text.
2. Ask the following questions to students
2. Inference is the reasoning involved in drawing
to ensure scanning on the part of the
a conclusion or making a logical judgment on
students:
the basis of circumstantial evidence and prior
a. What is an advertisement?
conclusions rather than on the basis of direct
observation. b. What advertisements rely on?
3. A clearly stated piece of information is the c. Are there advertisements only for
one that is stated directly or explicitly. products?
4. Implied meaning is the information that is
stated indirectly or implicitly. Activity 2
 Explain to the students what is clearly
Duration/Number of Period stated and what is implied meaning (See
information for teacher)
80 mins/2 period  Ask the students to read advertisement
(in worksheet 2), while sitting in the
Material/Resources Required group and find what is clearly stated and
what is implied meaning in them.
 Also instruct the students to find the
Routine classroom resources, 2 worksheets
meaning of the difficult words in a
(attached)
dictionary.
Introduction
Conclusion/Sum up
1. Read the text given in worksheet 1 to the
students. 1. Revise and repeat to the students how to find
short answers from the given text.
2. Ask short while-reading questions to them.
(scanning short answers) 2. Tell them how contextual clues help
understand and guess the meaning of difficult
3. Encourage them to guess the meanings of
words in the text.
unknown and unfamiliar words using
contextual clues. 3. Instruct them to always consult a dictionary to
find the meaning of unfamiliar words.
4. Instruct them to confirm the meanings of
words in a dictionary.
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Assessment Follow-up
Ask the students to look up the following words in

1. Select text from the textbook and ask short
a dictionary and use them in sentences of their
while-reading questions from the students.
own:
2. Ask them to guess the meaning of difficult I. connect IV. invaded
words keeping the context in mind. II. travelled V. walled
III. trade route VI. Steep cliffs
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T O P I C
4 Reading and Thinking Skills - II
Students’ Learning Outcomes details.

 Different passages can be analyzed to identify
Analyze passages in the text to identify the the theme, key idea and supporting details.
theme/general subject, key idea/central
through and supporting details.
Information for Teachers 80 mins/2 period
 A passage is a short section from a book, piece Material/Resources Required

of music, etc.
 A passage may has a theme, general subject, Passages, routine classroom resources
key idea/central thought and supporting
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without moving, for as long as two

Introduction
months until the baby comes out.
During that time, he doesn't eat at
 Show the pictures of kangaroo, fish and
all. He is the world's most wonderful
penguin to the students.
father!
 Share the points given in “Information for
 Ask the students to tell the theme/main
teacher” with the students.
idea of each passage.
 Ask them to guess what can be the theme,
 Ask them to tell whether all passages
central idea and supporting details if there are
have the same theme or different.
passages on the animals shown in the
pictures.  Give feedback on the spot.
Development Activity 2
 Ask the students to read the sentences
that reflect the theme of each passage.
Activity 1
 Ask the students to read the sentences
 Read the following passages one by one depicting the key idea and also the
to the students and them write them on sentences that depict supporting details
the board. in each passage.
1. A new-born kangaroo is smaller
than your thumb. The kangaroo
baby is called a Joey and the mother Conclusion/Sum up
keeps it inside her pouch for about
10 months. For some months it Sum up the lesson by repeating the way how
doesn't move out of the pouch. It different passages can be analyzed to identify
doesn't even keep out. It just drink theme, key idea and supporting details.
milk and grows.
2. After the mother fish lays the eggs, Assessment
the father guards the eggs himself.
He swims back and forth ones the  Ask the students to a passage on any theme
next. He fans the eggs with his tail. topic in groups
When the babies hatch, they cannot  Instruct a student from each group to read
swim well at first. The father fish about the passage and the rest of the class to
watches ones them. He fights tell the theme, key idea and supporting
anything that comes near them. details of each passage.
3. The mother penguin lays her egg on
the top of the ice. The father Follow-up
penguin immediately scoops it up
on the top of his feet. He bunches  Identify some passages in the textbook, ask
ones so that his body covers the egg the students to read them and highlight the
and keeps it warm. He stays like this, sentences reflecting theme and key idea.
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T O P I C
5 Root Words, Prefixes and Suffixes
Students’ Learning Outcomes Duration/Number of Periods

 enhance and use appropriate vocabulary
and correct spelling in speech and writing 80 mins/2 period
 illustrate the use of dictionary for finding
appropriate meaning and writing Information for Teachers
 deduce meaning of difficult words from the
context using contextual cues  Many words belong to families. Some words
 analyze and understand common roots and have large families, others have small
use that knowledge to recognize the families. The word 'respond' for instance,
meaning of new words. belongs to a large family that includes:
 analyze and understand common prefixes respond (verb), responses (noun), responsive
and suffixes; use that knowledge to (adjective), responsively (adverb).
determine the meaning of unfamiliar  A prefix is a word-beginning that is attached to
words stem word to change its meaning.
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Prefix Meaning Example

Un Changes stem word to its Kind/unkind necessary/unnecessary
opposite meaning
Non Changes stem word to its Violent/nonviolent conformist/
opposite meaning nonconformist
In-, in-, il-, ir- Changes stem word to its Active/inactive possible/illogical
opposite meaning relevant/irrelevant
Mis- Express incorrectness Use/misuse adventure/misadventure
Re- To do again Replace, recycle, rewind, reuse
 A suffix is a word-ending that is attached to a stem word to change its meaning.
Suffix Function Example

-s Shows the plural I have three cats.
-,s Shows the possessive That is Kamal’s computer
-s Shows the third person Aslam walks to work every morning

singular present tense
-ed Shows the simple past tense Aslam walked to work this morning
-ing Shows the progressive Aslam is walking to work this morning
-en Shows the present perfect Aslam has given me his watch.
tense
Prefix/Suffix Words
Material/Resources Required
un
Passage “A Fatal Accident” given at the end of the
lesson plan and routine classroom resources.
non
Introduction
ir
 Explain all points given in “Information for
teacher” to the students with enough
examples.
 Draw the following table on the board and ask -ed
the students to make at least three words
-ly
from the given prefixes and suffixes.
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Development Assessment
Activity 1  Write the following words on the board.

 Ask the students to make word families.
 Provide the passage “A fatal Accident”
to the students in groups.  Also ask the students to make words adding
prefixes or suffixes.
 Instruct them to read the passage and
a) complete b) destroy
infer the meanings of the difficult words
keeping the context in mind. c) part d) success
 Ask them to consult a dictionary to find e) part
meaning of a word if unable to guess
through context. Follow-up
Activity 2 Extended Activity
 Instruct the students to pick out some Word-building

words from the passage which have A volcanologist is a person who studies
word family. volcanoes and things related to them. (the
suffix 'ologist' means 'one who studies')
 Ask them to write all root words and
their word families. Also check them in Connect the professionals in the first
the dictionary. column with the related field mentioned in
the second column. Write your answers as
complete sentences according to the
Activity 3
following pattern:
 Ask the students to make their words A/An geologist is one who studies rocks.
with each prefix and suffix given below.
Conclusion/Sum up
Repeat all important points of the lesson i.e root

words, prefixes, suffixes, etc. to te students.
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T O P I C
6 Reading Strategies
Students’ Learning Outcomes Information for Teachers

 use pre-reading strategies to predict the
1. Pre-reading strategies are the techniques
content of a text from topic/picture,
that a reader applies to predict the content of
title/headings, key words and visuals etc.
the text before reading the text. These
by using prior knowledge, asking questions
predictions are made by looking at the
and contextual clues.
pictures, title, headings etc.
 skim text to have general idea of the text,
2. Skimming is used to quickly identify the main
and infer theme/maim idea.
ideas of a text. Skimming is done at a speed
 apply critical thinking to interact with the three to four times faster than normal
text and use intensive reading strategies reading. There are many strategies that can
(while reading) to read silently with be used when skimming. Some people read
comprehension and extract main idea and the first and last paragraphs using headings,
supporting detail. summaries and other organizers as they move
18
down the page or screen. You might read the headings and pictures.
title, subtitles, subheading, and illustrations.  Tell the students that every reader apply
Consider reading the first sentence of each these strategies according to his/her prior
paragraph. Skimming works well to find dates, knowledge.
names, and places. It might be used to review
graphs, tables, and charts. Development
3. Intensive reading strategies: Scanning is a
technique used to search for key words or
Activity 1
ideas. In most cases, you know what you're
looking for, so you're concentrating on finding  Divide the class into pairs and give each
a particular answer. Scanning involves moving pair a cut out of text from newspapers
your eyes quickly down the page seeking or magazines. Text should comprise of
specific words and phrases. When scanning, at least three paragraphs and each
look for the author's use of organizers such as paragraph should have 4-5 complex
numbers, letters, steps, or the words, first, sentences.
second, or next. Look for words that are bold  Tell students that they have three
faced, italics, or in a different font size, style, minutes to skim (quick overview) the
or colour. text. (You can increase or decrease
skimming time according to the reading
Duration/Number of Period speed of your students.)
 After the allocated time, ask students
40 mins/01 period
about the general idea and main idea of
the text.
 Appreciate students if they answer
right. Ask them to read the given text
Routine classroom resources, pictures from
again to know the general and main
newspapers, magazines
idea, if they do not answer correctly.
 Tell the students when a text is read
Introduction
quickly in order to have general idea of
the text, it is called skimming text.
 Write two topics or headings on the board.
 Ask the students what kind of information, Activity 2
ideas or facts (depends on the topic) would be  Divide the class into groups.
present in a text.  Give each group sample text to read.
 List on the board all the ideas given by the (see sample text given at the end of the
students. plan)
 Show a picture to the students and ask the  Tell students that they have to read the
same question. given text in order to find answers to the
 Tell the students that all of them are applying following questions:
pre-reading strategies that is predicting 1. What is the main idea of the text?
and/or guessing text by reading topics/ 2. What details support the main idea?
19
3. What are the facts and figures the time, Einstein is known as “the greatest
mentioned in the text. genius of the 20th century.” That is quite a title.
What did he accomplish to achieve this world-
4. Predict the meanings of the difficult
famous status?
words underlined in the text.
Born in Germany in 1879, Albert Einstein family
 Tell the students that when we read a
moved around a lot when he was a child. In 1896,
text carefully and give attention to the
he trained as a teacher in physics and
details written in order to learn what,
mathematics, at the Swiss Federal Polytechnic
how, why, when where, it is called
School in Zurich. However, he was unable to find
reading intensively.
work as a teacher, so he went to work at the Swiss
Patent Office. In the year 1905, he completed his
Conclusion/Sum up doctor's degree. While working at the patent
office, he produced a lot of his most remarkable
Sum up the session by asking students about pre- work. He went on to hold many distinguished
reading strategies, skimming and intensive titles, including Professor Extraordinary at Zurich,
reading strategies. Professor of theoretical Physics at Prague, and
director of the Kaiser Wilhelm Physical Institute.
Assessment He was a professor in the University of Berlin, as
well as a Professor of Theoretical Physics at
 Select a passage from the textbook, Princeton.
newspaper, or story book ,keeping in mind the In 1921 he won the Nobel Prize in Physics for his
grade and level of the students and ask them discovery of the photoelectric effect. This was a
to: complicated hypothesis which was later
a. predict the content of the text from confirmed, indicating that light can consist of
pictures, title, key words etc. particles, and that the energy of any light particle
b. skim text to infer the main idea is proportional to the frequency of the radiation.
c. locate supporting details for the main idea Have you ever wondered why the sky is blue?
Einstein wrote a complicated equation which
Follow-up
answered this question. The sky is blue on a clear
 Select a passage from the textbook and give day because molecules in the air scatter blue light
to students to skim through in the classroom. from the Sun more than they scatter red light.
 As homework, ask them to write the main
Einstein immigrated to the United States in 1940.
idea of the passage, and supporting details. He made many important discoveries, and like
Newton, he studied optics and matter. His most
OR
famous formula is E=mc2, indicating that mass and
 Give students a story to read. energy are equivalent and interchangeable
 Ask them to understand the main idea/theme properties – this is the special Theory of Relativity.
of the story and change the ending of the While Einstein did not invent the atomic bomb, it
story. is widely agreed that his theories laid the
Sample Text: foundation for its invention.
Albert Einstein Albert Einstein died in 1955 after giving much of
Perhaps one of the most famous scientists of all his life to the world of science.
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T O P I C
7 Narrative Writing

 analyze story elements: characters, events,
setting, plot, theme, tone, point of view.  Narrative gives an account of a sequence of
 identify the speaker or narrator in a events, usually in a chronological order (series
selection. of events happening one after the other in
 recognize the author's purpose and point time). In a good narrative you feel involved in
of view. the story as if it is happening around you and
 develop focus for own writing by you are a part of it. You can relate to the
identifying audience and purpose. characters and events of the story.
 select and use a variety of pre-writing  A narrative composition tells a story or gives
strategies such as brainstorming, mind an account of some event. It includes plot,
mapping, outlining etc. theme, tone and point of view of the writer,
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dialogues, characters and setting description.  Point of view refers to writing in first-person
 Plot tells us about what happens in the story. point of view or third-person? Point of view. It
It is the structure of events within a story and means whether there is a speaker or a
the causal relationship (cause and effect) narrator in the story.
between them. Following questions need to  Tone refers to funny, serious, adventurous,
be answered when creating a plot: mysterious or frightening tone of voice in your
 Where are your characters at the writing?
beginning of the story?
 What are they doing there? Duration/Number of Period
 Are there any minor characters who play a
part in the story? 120 mins/3 period
 Who are they and what role do they play?
 What happens and why? Material/Resources Required
 Setting is the main location or situation
where the narrative takes place e.g. town, chalk/board marker, flashcards, charts
city, country, road, home, school etc. it also
tell the time – the day or night, a particular
season of the year, current or past year, Introduction
day, month or week etc. The story will be
more interesting if you set it in an  Starts the lesson by narrating an event
interesting background. recently happened to you. It can be an
 Dialogue is the conversation that takes accident that occurred or you had a quarrel
place between characters in the story. You with someone. The description of the events
can tell more about your character's should be detailed and in sequence, telling
feelings and thoughts if you add dialogues clearly about the people involved, what
to your story. When writing dialogues you happened to whom and where. What did you
must use quotation marks and identify the learn from the event? You should be able to
speaker clearly. Use proper punctuation. do this within 5-7 minutes.
Use good verbs instead of repeating the  Instruct the students not to ask any questions
words like 'said' and 'told'. Such verbs while you are telling the event. They can ask
should be used that reflect the right mood you later if they want once you have finished
and intention of the speaker. Make your your narration.
characters talk naturally.
 Paste the following flashcards or chart (as
 Characters are all the people/animals convenient) on the board (you may also write
mentioned in the story. the titles on the board if flashcards are not
 Theme what message do you want to convey easily available) and ask them to identify
in your writing? answers for the event you had narrated. You
 Events are all the actions taking place in the must encourage them to answer and make
narrative. corrections if necessary.
22
purpose or theme they are trying to

Development
write this story for, and what point of
view they will have: first person or third
Activity 1 person.
 Give instructions and knowledge about
 Select a story from the textbook. setting and plot (see Information for
 Ask the students to read the story teachers).
silently Working in pairs, students write the setting
 Then ask them to identify its topic, of the story. Encourage students to use
theme, characters, setting, plot, tone, good sentences, phrases and their
point of view, etc. knowledge of any similes or metaphors in
their writing. They must also use their
theme
knowledge of transitional words.
Volunteer pairs can share their plot and
problem tone and
and its
setting in class with other students.
point of
solution view
Activity 4
topic  Inform the students that in a story we
setting
and tume
plot can describe a character. We can show a
person's nature by what he says and
does. Try to make male characters
different from female characters. Try to
dialogues characters
make old people act and speak
differently from younger ones. Try to
bring your character to life, even if they
Activity 2 are animals and not humans.
 Paste the following chart about
 Explain the students about pre-writing character profile on the board and
strategies and tell them that they have discuss the features a character must
been doing it right from the start. have.
 Ask the students about brainstorming
outlining and mind mapping. Add some appearance
details about these ideas.
 Ask them to use these techniques
before writing. likes/ personal
dislikes details
name of
Activity 3 the
character
 Ask students to make a plot of the story
by thinking of a topic, theme or
situation.
 Guide them whenever needed. talents qualities
 Instruct them to decide for what
23
Mrs. Ali.
 Tell the students that there is no space
for a long description in a story. Learn to 'What's…?' I started to ask.
give short descriptions of people and She did not wait for me to complete my
places. To do this, they must observe question, 'Can you help me, please? It's my
people and their surroundings carefully. husband. He is in great pain and has
Read out this example to the students to fainted. I think he has had a heart attack.
explain what you mean to say. Please help me do something for him.’
The robber was a small man, wearing a  Ask the students in pairs to write
dirty black shirt and shabby grey dialogues for their story following the
trouser with a hat on his head. The above example.
fingers of his right hand were stained.  Then encourage the volunteer students
He was about 25 years old, but his face share their scripts in class.
was covered with cloth. He was quick
in moving around. The long knife
glinted in his hand but it trembled, so I Conclusion/Sum up
knew the man was nervous.
 Following all this discussion about Repeat all elements of story writing to the
characters and descriptions ask the students.
students to write a short description of a
scene and two characters to be included Assessment
in the story: one main character and the
other one as minor character. Main  Ask questions about each of the feature of a
character is the person around which narrative writing as practised in class e.g.
the whole story revolves. Minor what is plot of the story? How are characters
characters support and add details to developed in the story? What is setting of the
the action of the story. This is a pair story? etc.
activity.
Follow-up
Activity 5
Give more topics for writing narratives in class.
Paste the following chart on the board and Some sample topics are given below:
read it aloud in class. Your tone when Ask the students to:
reading the paragraph should be simple.
 Write a story about a person who helped an
But read the dialogues in two different
enemy or somebody he or she disliked.
voices to differentiate the characters.
 Describe an attempted robbery at a bank or
We were just getting ready to go to bed
shop. Assume that you were an eyewitness.
when there was a knock at the door, and
then another. The knocking continued,  Give an account of your first day at a new
urgently and loudly. I guessed that school.
somebody was in an emergency trouble.
I opened the door and saw my neighbour,
24
T O P I C
8 Library Skills
Students’ Learning Outcomes  -Use the reference section in the library

 Use library skills to :  Use computer catalogue
 Alphabetize book titles, words and  Utilize appropriate informational sources
names including encyclopedias and internet
 Locate fiction and non-fiction
sources
books/books by subject
 Understand card catalogue Information for Teachers
 Locate and use card catalogue
 Identify three kinds of catalogue cards  Library card catalogues are arranged in three
i.e. author card, title card, subject card different ways or variations on these three
 Use case and shelf labels in the library themes: title, author and subject cards co-
25
mingled together in alphabetical order; title

and author cards mixed together with subject Material/Resources Required
cards in a separate catalogue; title cards,
author cards and subject cards each filled in Library, library cards
separate catalogues.
 The Dewey Decimal Classification (DDC, also Introduction
called the Dewey Decimal System) is a
proprietary system of library classification. Ask the students about public libraries/ school
The DDC attempts to organize all knowledge libraries.
into ten main classes. The ten main classes are  What do people do in a library?
each further subdivided.  Why do people go to a library?
 Decide if you want to search by author, title or  How many of you are fond of reading books?
subject. The cards in a card catalogue
 Which type of books do you like to read?
reference other cards. An author card will also
 How often do you go to the library?
have a book title and subject, a title card will
have the author and subject, and a subject  Has anyone ever helped the librarian in
card will have author and title. This is handy returning the books the shelves?
for cross-referencing, so if you want to read a Activity 1
book on beekeeping, you can look that up in
 Share a personal incident (anecdote)
the subject cards and find an individual card
with the students, about how you went
on each book the library carries on
to a library the last weekend.
beekeeping. Subject cards have the subject in
all capital letters at the very top of the card  Tell them that you were looking for a
and the same information as on an author's particular book “Harry Potter: Deathly
card. Many cards on the same subject will be Hallows/ Gulliver's Travels/Alice in the
organized by the authors' last names. Wonderland or any other.
 Find a fiction book. Once you have your card,  You did not have time to look for it
write down the title and author's name and yourself, so you asked the librarian to
the letters at the top left-hand side of the tell you where to find it.
card.  The librarian had a “Manual Catalogue”
 Your library will have the numbers at the end – a cabinet of drawers with cards
of the stacks (the shelves of books), so find the arranged in alphabetical order.
stack your book is located in, and then scan
the shelves of that stack until you locate the
number on the card. More than one book can
have the same number, so you will narrow
down your search if you have the first three
letters of the author's name.
120mins/3 period
26
 She took out a card from the drawer and of the book. The cards are arranged
asked you to where you could find the alphabetically and are held in place by a
book. metal rod. Usually there is enough room
 Elicit from students, what could be in the drawer to flip the cards and read
written on that card. them easily. The information on the
card contains the title of the book, its
author, publication date and publisher.
The call number for the book can usually
Development be found on the left side of the card. This
is the number you would use to find the
Activity 1 book in the library.
The lesson should ideally be conducted in Activity 2

the school library with the librarian as the
resource person. He/She would explain the  How many pages are in “Science Around
cataloguing system as well as the procedure the House”or any other book?
for issuing and returning books.  Who published the book?
Explain to the students that:  Who wrote it?
 Books in the library are classified so that  Who is its illustrator?
you can find them quickly and easily.  What is its call number?
 Fiction books are kept in one section
shelved alphabetically according to the Activity 3
author's last name.
 Tell the students that the author's, last
 Non-fiction books are shelved by name is listed first. Ask them to
subject area according to the Dewey
check it in the sample catalogue cards.
Decimal System.
 Briefly explain the call numbers.
 Each non-fiction book is shelved within
 Call number is address of the book;
its subject area according to its call
where to locate it; you can tell if book is
number.
fiction or non-fiction or a biography.
 The book's call number can be found in
 Tell the students that to find a book in
the card catalogue.
the library one should know the title,
 The card catalogue is a cabinet of
author's name or the call number.
drawers in which cards for each book
 With the help of the sample cards given
are filled alphabetically by title, author
at the end of the lesson plan, explain
and subjects.
how the books can be found and
 To find a particular book, look in the card
returned to shelves.
catalogue under the first important
Divide the class in groups. Give one sample
word in the title, under the author's last
of the three types of cards (Title, Subject,
name or under the particular subject.
and Author) to each group.
 Open the drawer and search for the title
Help the groups identify:
27
 Title
Assessment
 Call number
 Author
Ask the students to bring their favourite book to
 Subject class from the library following the process
 Illustrators explained earlier.
 Where published
Follow-up
 Publisher
 Date published Ask the students to use the reference section in
 Number of pages the library and search in an encyclopaedia the
following writers and poets:
Activity 4
1. William Wordsworth
 Now ask the groups to exchange their 2. P.B Shelley
catalogue cards with other groups. 3. Christopher Marlowe
 Discuss with students the layout of the 4. Jonathan Swift
three types of cards. 5. Emily Bronte
 Give one book to each group and ask 6. William Shakespeare
them to make similar catalogue cards
7. John Keats
(Author, Title, Subject) for that book.
Those who have an access to internet at home or
Activity 5 students can use school computer lab to search
the above mentioned writers and poets from the
 Give a list of five books (Title, Subject, internet also.
Author) to each group. (Give the names
of those books which are available in the
library).
 Each group must be given a different list.
 Time the activity. Tell the students that
they have 10 minutes to find the books
in their lists with the help of catalogue
cards.
 When they are done, ask the groups to
return the books back to the shelves.
Conclusion/Sum up
Discuss how libraries help with research for

school work. Share with the students that with
the help of cataloguing system, one can use
library more easily and efficiently.
28
T O P I C
9 Interviews

interview.
· Identif y and analyze appropriate Ÿ Respond appropriately and effectively
expressions and interviewing techniques to to questions.
conduct and give short interviews of a Ÿ Use language that is appropriate.
friend or relative on specific topics. Ÿ Demonstrate sensitivity and respect to
Ÿ Introduce self and others. others.
Ÿ Prepare and ask relevant questions for Ÿ Compile the oral responses of the
an interview interview in written form
Ÿ Give appropriate responses using · Evaluate to comment orally on the
reciprocal ability. presentation of peers against a pre-
Ÿ Make notes of the responses in an developed student/teacher criteria
29
Ÿ Clear and cohesive main idea. permission to use it from the person being
interviewed.
Ÿ Consistent organization of ideas.
7. Attribute statements accurately (known who
Ÿ Sufficient supporting detail.
said what).
Ÿ Effective speaking style.
8. Be courteous.
Ÿ Appropriate body language, dress and
9. Find an appropriate way to end the interview
posture.
when the allotted time had been reached.
Ÿ Suitable tone.
10. Thank the person for the interview and the
Ÿ Appropriate interaction with audience.
information.
Ÿ Appropriate selection and use of audio
Taking Notes
visual aids.
Taking good notes as you converse with your
interviewee will help contribute to a successful
Information for Teachers interview. One way to take notes during an
interview is to listen and write down key words.
After the interview a good idea is to review your
· Interviewing is one of the principal means in notes while the information is fresh in your mind.
obtaining firsthand information.
· When conducting the actual interview, a Duration/Number of Period
major emphasis should be put on making the
interviewee feel at ease. Rapport is very
80 mins/2 period
important. As the interview proceeds, one
question should lead to another in an
informal, conversational manner (Moyes, Material/Resources Required
1986).
· It is not a good idea to write down every word Routine classroom resources
because the interviewee might become
overly cautions thinking that his every word Introduction
will appear in print. On the other hand, the
interviewer must take care not to change the · Ask the students if they have read or seen an
meaning of what the person said. interview, when and why was it conducted?
· The following be a helpful guide for students: · Ask a few students one by one to share any
1. Prepare properly. interview that they have read or seen.
2. Introduce yourself and state the purpose of · Discuss with students how the following
the interview. things are done in an interview and write the
students' responses on the board:
3. Have your questions written down so that you
can stay with the topic. a. Dress
4. Phrase questions carefully. b. Language
5. Listening carefully. Ask politely for more c. Tone
details when necessary. d. Body gestures
6. If you want to use a tape recorder, ask
30
students helped to guess the name).

Development
· Ask the students to interview their
fellows in class.
Activity 1 · Ask them to state the purpose for the
· Discuss with the students that an interview and write five questions that
interview has two parts and needs two will help them fulfill that purpose. For
people minimum. One is the example,
interviewer (who asks the questions) Purpose of interview: Personal Details
and the other is the interviewee (who Personal details will include interviewee's
answers the questions). name, date of birth, zodiac sign, favourite
· Play a guessing game with the students TV programme, hobby, ideal personality,
and pretend to be a personality from future plans, secret of success, etc.
their History.
· Ask the students to guess the Activity 3
personality. · Invite a renowned personality. It could
· Tell the students that they can ask be a teacher, doctor, artist, scholar etc.
questions about the personality's life, to the school for an inter-active
and you will answer them. discussion with the students. The
· Explain that there are two special kinds students should be ready with their list
of questions; first kind of questions is of relevant questions.
close-ended (the yes/no) questions. · Students should learn to take notes
These questions can be answered with while the interview is being conducted.
just one word, yes or no.Second kind of (They may refer to press conferences
questions is open-ended questions. they may have witnessed on the TV).
These kinds of questions can be
answered in detail.
· The game continues till the students Assessment
guess the personality.
· Divide students in pairs.
Activity 2 · Ask them to perform an interview (based on
the questions they made in Activity 2) in front
· Discuss with students that planning and of the class.
preparing are very important in an
· The students will interview their pair by
interview.Every interview has a purpose
taking turns. Both will ask questions and
and all the questions asked should help
answer the questions one by one.
fulfill that purpose.
· The student asking the questions must take
· Good questions follow a pattern (Relate
notes of the answers.
with the previous activity. The purpose
in activity 1 was to guess the personality · Assess each pair's responses/answers and
and all the questions asked by the give feedback based on the information for
teachers.
31
Conclusion/Sum up
Discuss the importance of questioning and giving

appropriate responses in an interview.
Follow-up
Instruct the students to prepare to interview an

easily accessible person who could be:
· The oldest member of your family
· A person who has helped to provide relief
during floods
· Someone who has an interesting job
· Someone who has faced tragedy.
Prepare a list of relevant questions that would
elicit interesting things about a famous
personality is work and the message he/she
whishes to convey to the new generation.
32
T O P I C
10 Presentation Skills
Students’ Learning Outcomes  Present with clarity the main point or

 Create and deliver simple group/class subject of the presentation
presentations on various themes,  Support the topic or subject with
problems and issues. effective factual information
 Negotiate verbally to identify roles in  Structure ideas and arguments in a
preparation for presentation coherent logical fashion
 Present and explain one's point of view  Exhibit proper etiquettes of interacting
clearly with the audience
 Support or modify one's opinion with  Demonstrate appropriate conventions
reason for use of various audio visual aids.
 Acknowledge other's contribution
33
light mood.
Information for Teachers  Carry on the talent show as if you are talking
to the students (your audience) and not just
 At its most basic level, oral communication is reading a script.
the spoken interaction between two or more  Introduce the acts performed by the students
people. by giving a description about each act and
 Oral communication is composed of multiple maintain a link between all the acts.
elements which, when taken as a whole  Conclude the show by thanking the audience.
results in the form of success or failure of the  Ask the students for their feedback about how
interaction. Everyone is not an effective the talent show was hosted.
communicator.  Elicit and discuss with them the following
 Oral Communication is a unique and learned points which are important for presentation:
skill that requires you to understand what you  Appropriate dressing
say and how you say.  Eye contact with the audience.
 Unlike conversational speech, speech in more  Be enthusiastic but natural and clear.
formal environments does not come  Use pauses (ums and ahs) while speaking so
naturally. It involves learning how to critically the speech sounds natural.
think about to present yourself as a speaker in
 Use appropriate body language to convey the
all occasions and then how to function in a
message properly.
variety of speaking environments.
Tell the students that they have to follow the
Duration/Number of Period given steps to prepare an oral presentation:
 Step 1 - Planning
160 minutes/4 periods  Step 2 - Preparing the Introduction
 Step 3 - Preparing the Body
Material/Resources Required  Step 4 - Preparing the Conclusion

Step 1 – Planning
Routine classroom resources  This usually means preparing an overall
outline or plan.
Introduction Step 2 – Preparing the Introduction
 Introduction is a foundation of the
 Tell the students that they are having a talent presentation. In introduction, the presenter
show in class and you are the host of the connects with the audience, grasping their
event. attention and tells the main idea of the topic.
 Ask for three to four students to volunteer and Step 3 – Preparing the Body
participate in the talent show.  Explain to the students that the body of the
 Begin the talent show with a warm greeting presentation is where actual information,
and an introduction. details and evidences are provided to support
 Maintain the interest of the class by setting a the main idea or topic.
34
 Supporting details are evidences that justify Situations

one's viewpoint.
 When you were given a surprised party
 All the supporting ideas must be connected to
on your birthday.
achieve unity and coherence in the
 When you were scolded by your parents
presentation.
because you had done something very
Step 4 – Preparing the Conclusion wrong.
 Explain them that conclusions reinforce the
 When you had the worst nightmare
main idea of the presentation in the minds of ever.
the audience. Briefly summarize the key
elements of argument or key points.
Development Conclusion/Sum up
Discuss with the students how presentation skills

Activity 1 are important to function successfully in
 Write the word “seasons” on the board. academic and professional life.
 Ask the students to work in groups and
choose the season that they like. Assessment
 Draw the following table on the board.
The Best Season  Divide the class in groups of 4-5.
Supporting Supporting Supporting Supporting
 Ask them to choose any of the following topic
Introduction
Detail 1 Detail 2 Detail 3 Detail 4 for presentation:
 Main idea a.) Beggary in Pakistan
Facts and Comparison Conclusion
 Examples Quotation
Statistics & Contrast
 Evidence b.) Fashions
c.) Favourite animal
 Ask the students to discuss the given
d.) Facebook
topic among them then complete the
 Ensure that each member plays an active role
table.
during the preparation.
 After completing the table one of the
 The groups will present a short presentation
students should come out and present it
of 4-5 minutes. Each member must speak for
in front of the class.
one minute.
Activity 2 Follow-up
 Brainstorm with students about
Ask the students to prepare presentations
different real life situations.
individually from any one of the following
 Ask them how they would act on some
sections of the newspaper
such following occasions.
 News
 Call the volunteers present in front of
 Articles
the class. (Take oral feedback from
whole class at random)  Advertisements
35
T O P I C
11 Stress Patterns
Students’ Learning Outcomes sound in the word and they can have
secondary stress indicating the second largest
Recognize, pronounce and represent primary
sound in the word).
and secondary stress in words with the help of
a dictionary.  There are two very simple rules about word
stress:
I) One word has only one stress. (One word
Information for Teachers cannot have two stresses. If you hear two
stresses, you hear two words. Two
 Stress is the sound level of different syllables stresses cannot be one word. It is true that
within a word, sentence or phrase. A word can there can be a "secondary" stress in some
have only one stress (In longer words primary words. But a secondary stress is much
stress on a syllable indicating the largest smaller than the main [primary] stress,
36
and is only used in long words.) change in stress. The word “present”, for
ii) We can only stress vowels, not example is a two-syllable word. If we stress
consonants. the first syllable, it is a noun (gift) or an
iii) The syllables that are not stressed are adjective (opposite of absent). But if we stress
weak or small or quiet. Native speakers of the second syllable, it becomes a verb (to
English listen for the STRESSED syllables, offer). More examples are export, import,
not the weak syllables. If you use word contract and object. These words can be
stress in your speech, you will instantly nouns or verbs depending on whether the
and automatically improve your stress is on the first or second syllable.
pronunciation and your comprehension.  Stressed syllables are longer and louder.
iv) Try to hear the stress in individual words Unstressed syllables are softer, shorter and
each time you listen to English – on the with neutral pitch. Stressed syllable will have
radio, or in films for example. Your first the full vowel sound, and unstressed will have
step is to HEAR and recognize it. After reduced vowel sound.
that, you can USE it!
v) Stressed syllables are longer, louder, and
high pitched. They will have a full, clear
vowel. Unstressed syllables are softer, 80 mins / 2 period
shorter, with neutral pitch. They usually
have reduced or weaker vowels. E.g. /e/ - Material/Resources Required
“schwa” Exercise 1. What is the stress
pattern? Word tea-cher beau-ti-ful, un- Routine classroom resources
der-stand, con-ti-nue, con-ti-nu-a-tion,
black-board, stress determines the Introduction
pronunciation of vowels. Stressed
syllables will have to full vowel sound, and  Ask the students to break their names into
unstressed will have reduced vowels. syllables with clap on each syllable. (One clap
 Stress patterns present one of the most on one syllable).
difficult problems in a pronouncing  Call the students in front of the class to do this
dictionary. One reason for this is that many so they learn while enjoying.
polysyllabic words have more than one
 After this ask them to share the syllable in
possible stress pattern, and one must
their name which they usually stress.
consider carefully which should be
recommended. Secondly, the stress of many
words changes in different contexts, and it is Development
necessary to indicate how this happens.
Thirdly, there is no straightforward way to Activity 1
decide as how many different levels of stress
are recognizable.  Draw a big table on the board having 4
rows and 3 columns.
 There are many two-syllable words in English
whose meaning and class change with a  Wr i te 3 wo rd s ( P H OTO G R A P H ,
37
PHOTOGRAPHER, PHOTOGRAPHIC) in nd
2 Syllable – 2 Syllable Stressed
the first column.
 Ask the students, how these words toDAY
sound same or different when spoken. aHEAD
 Now ask for the total number of aLLOW
syllables and the stressed syllable in st
each word.
Energy
 Involve the class in discussion and
reasoning. Operate
Organize
 Keep on filling the table with students'
nd
answers or call the students to fill it on 3 Syllable – 2 Syllable Stressed
their turn.
meMORial
 Make them understand that we stress
aSSUMPtion
one syllable in each word and it is not
caNAdian
always the same syllable.
rd
 The complete table should look like this. 3 Syllable – 3 Syllable Stressed
employEE
Number of Stressed
Word japanESE
Syllables Syllable #
3 (PHO-TO voluntEEr
PHOTOGRAPH # 1 (PHO)
-GRAPH) nd
4 (PHO-TO-
PHOTOGRAPHER # 2 (TO)
GRAPH-ER) psyCHOLogy
PHOTOGRAPHIC
4 (PHO-TO-
# 3 (GRAPH) eVAporate
GRAPH-IC)
cerTIficate
rd
Activity 2 4 Syllable – 3 Syllable Stressed
 Ask the students to recognize the poliTician

stressed syllables in the words given indiVIdul
below and pronounce them properly. repuTAtion
 Instruct the students to find words for
each category from their textbook and
share in the class by pronouncing them Conclusion/Sum up
correctly.
 Conclude the lesson by revising all the main
st
2 Syllable – 1 Syllable Stressed points of the lesson.
 Ask the students the difference between
Giant
primary and secondary stress and instruct
PICture
HEAting them to give examples for each type.
38
Assessment
Ask the students to say the following sentences

aloud to understand the word stress in the words
given in the brackets. It can be done in pairs or
small groups.
1. Please turn off the television (tel-e-vi-sion)
before you go out.
2. Do you understand (un-der-stand) this
lesson?
3. I can't decide (de-cide) which book to
borrow?
4. My grandfather wears an old-fashioned (old-
fash-ioned) coat.
5. There is a lot of traffic (traf-fic) on the highway
today.
6. Sparky is a very happy (hap-py) puppy.
Follow-up
Instruct the students to hear the stress in

individual words each time they listen to English
of native speakers on the radio, in films, cartoons,
songs, Discovery and National Geographic
Channel etc.
Answer Key
Answer Key
Assessment:
1. TEL or VI
2. STAND
3. CIDE
4. FASH
5. TRAF
6. HAP
39
T O P I C
12 Paraphrasing and Summary Skills

 read a poem and give orally and in writing:
 theme and its development  Poem is a piece of writing in which the words
 personal response and justification are chosen for their sound and the images
 paraphrase / summary
they suggest, not just for their obvious
meanings.
 use summary skills to write summary/ The words are arranged in separate lines,
précis of simple passages/ poems. usually with a repeated rhythm, and often the
 use paraphrasing skills to paraphrase lines 'rhyme' at the end.
stanzas:  Stanza is a group of lines in a repeated pattern
 restate the message in simple prose that form a unit in some types of poems.
 Summary is a short statement that gives only
40
the main points of something, not the details. Activity 2

 Theme is the main idea or subject.  Tell the students that 'theme' is the
 Paraphrase is a statement that expresses main idea of the poem.
something that somebody has written or said  Ask the students to re-read the poem
using different words, especially in order to and try to find the theme of the poem.
make it easier to understand.  After taking responses of different
students, ask them to write the theme
of the poem in their notebooks. It
should not exceed the limit of 70-80
80 mins/2 period words.
Material/Resources Required Activity 3

 Explain to the students what a summary
 Poem (I wandered lonely as a cloud) is (see information for teacher)
 Checklist for summary writing  Explain to the students that summary
 Routine classroom resources involves to do three tasks:
a. Identify keywords.
Introduction b. Find the main idea.
c. Find the supporting points.
 Paste the poem given at the end of the lesson  Share the important points given in
plan on the board/provide in groups. 'checklist for summary writing' with the
 Ask the students to guess and tell what the students so that they may write a
title of the poem depicts. quality summary of the poem.
 Ask a student to read aloud the poem.
 Ask the rest of the students to listen carefully
Activity 4
and infer the meanings of the difficult words
keeping the context in mind.  Ask the students to make a mind map of
 After this, explain all points given in the important points of the poem and
“Information for teacher” to the students. then write the summary of the poem.
 Then ask the students to exchange their
Development work in pairs for peer checking.
Activity 1 Conclusion/Sum up
 Tell the students what paraphrasing is

 Repeat all points given in 'information for
(see information for teacher)
teacher' to the students.
 Paraphrase the first stanza of the poem.
 Also repeat the main points of the 'checklist
 After that divide the students in groups, for summary writing'.
allocate one stanza in each group and
 Conclude the lesson by giving overall
then ask them to paraphrase them.
feedback.
41
Assessment Follow-up
 Encourage the students to restate the  Ask the students to go to a library / internet
message of the poem in simple words. search to find Wordsworth's or any other
 Also ask them to share their personal poet's poems on nature and then summarize
response to the poem or any personal any one of the poem/write the theme of the
experience of the kind given in the poem. poem in their notebooks.
 Assess the summary of the poem by the
students on the criteria given in checklist for
summary writing.
Summary Writing Checklist
Did you . . .
____ include the main ideas from the original text?
____ select the most important details to support the main idea?
____ avoid adding any information or comments that were not part of the original text?
____ make your summary the right length (about 1/3 or ¼ of the original)?
____ avoid asking questions or using dialogue?
____ put it in your own words?
____ put the information in the same order as the text?
____ edit for correct spelling, punctuation and capitalization?
42
"I Wondered Lonely As A Cloud"
I wondered lonely as a cloud

That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils ;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze
Continuous as the stars that shine
And twinkle on the milky way,
They stretched in the never-ending line
Along the margin of a bay :
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
The waves beside them danced ; but they
Out-did the sparkling waves in glee :
A poet could not but be gay,
In such a jocund company :
I gazed-and gazed-but little thought
What wealth the show to me had brought :
For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude ;
And then my heart with pleasure fills,
And dances with the daffodils.
William Wordsworth
43
T O P I C
13 Expository Writing
Students’ Learning Outcomes and contrast.

 Analyze to use in their own writing,  Analyze the order of arranging paragraphs:
features of an expository composition  chronological or spatial.
showing comparison and contrast between  general to specific, specific to general.
things, events, situations, places, action,  most important to least important and
idea or a problem: vice versa.
 methods for organizing comparison
and contrast.
 connectives of comparison and
contrast.
 similes and metaphors for comparison
 In order to teach students how to organize
44
writing around a main idea, teachers have to  Remind students that expository writing is
draw specific ideas from general topics. the most used type of writing by authors.
 Teachers must know the difference and  Write on the board a few expository writing
similarities among the four genres of topics.
composition writing. Read the following  Brainstorm the students on how they usually
information for clarification: start writing an expository composition.
Narrative in which there is a narration of  Tell the students that to write a good
event/s. It can be first person narrative or expository composition you must make a plan
third person narrative. first.
Expository writing is based on facts through
the use of connectives of comparison and Development
contrast.
Descriptive writing in which things, people,
Activity 1
places, settings etc. are described through the
use of metaphor, simile, connectives of  Write a topic on the board.
comparison and contrast etc.  Teach a step-by-step plan of how to
Argumentative in which arguments are write a good expository writing piece.
discussed using strong and dynamic language  Have the students write in their
and reasons to convince the reader. notebooks after each step.
Sample Topic: The Insect I Dislike
Duration/Number of Period  First of all instruct the students to:
a. Choose one subject. (the example
120 mins/3 period can be: osquitoes)
b. List three main ideas, for example:
Material/Resources Required  annoying when I am outside
 their bites itch
Routine classroom resources  they carry diseases like the West Nile
Virus
Introduction
c. Ensure that each main idea gets a
paragraph.
 Begin by writing the phrase "Kinds of
d. Write examples for each reason.
Writings/Kinds of Compositions" on the
e. Use the subject and main ideas to
board.
c o n s t r u c t i n t ro d u c t i o n a n d
 Write on the board all of the genres that
conclusion for composition.
students name without editing. Now discuss
 Write an example of a good body
with students the basic features of different
genres of Composition/Writing. (see paragraph for one of the reasons
information for teacher) students' listed.
 Explain in detail the purpose of expository One reason I hate mosquitoes is
writing. because they are so annoying while I am
45
outside. For example, whenever we iii. Have hair or hair like structures.
have cookouts, they want to swarm all  Ask the students to think and share
around the food like a net. Also, when I second main idea and related facts, for
go fishing with my Dad, we always have example:
to wear bug spray. The bug spray always Examples of sea mammals and their
stinks to high heaven! Then, if you do behaviour (second main idea)
not want to use bug spray, the only other
Dolphins: Cares for young for several years.
way to get them to leave you alone is to
(Fact)
wear long sleeves. Yet, who wants to
Sea Otters: Thick fur insulates their bodies.
wear long sleeves when it is hot outside?
(Fact)
Nothing ruins your day like
bloodsucking mosquitoes.  Then encourage the students to think
and share the final or concluding
 Connectives of comparison and
idea/based on some fact/facts for the
contrast and similes are in bold to make
composition, for example:
students understand their importance
fully. Ways in which sea mammals are
threatened. (Final idea)
 After students read a model paragraph,
instruct them to write more paragraphs Pollution of ocean, water and air. (Fact)
to complete the composition.
 Remained them to use comparisons and
Conclusion/Sum up
contrasts in the composition.
 They must base their composition on
 Repeat the rules and information given in
facts.
'information for teacher' with the students.
Activity 2  Emphasize more on facts and how to go about
the topic.
 Write the following topic on the board:
 Ask questions related to the topic.
Mammals of the sea
 Write the following Topic Sentence on
Assessment
the board.
Earth's oceans are home to very fascinating
 Write the following topic on the board and ask
and beautiful mammals.
the students to write an expository
 Ask the students to tell the first main composition on it.
idea, for example:
 Remind them to follow all steps of
The ways land and sea mammals are composition writing.
alike.
 Instruct them to use similes and metaphors to
 Then ask the students to think of some make comparisons.
facts related to the topic, for example:
“The personality whom I idealize”
i. Take in oxygen from the air.
 Ask the students to think about someone they
ii. Nourish young with milk. look up to. Why they admire that person.
46
(word limit: 200-300 words)

 Assess students' writing with the help of the
following criteria:
1. Did they start well?
2. Did they have 3 main ideas in 3 different
paragraphs?
3. Conclusion by summarizing the reasons.
4. Did they stick to the topic?
 Also check the following:
1. Content
2. Organization of ideas
3. Language use and style
4. Mechanics (Punctuation, spelling,
grammar)
Follow-up
Give the following topic as a follow-up activity to

assess how students collate points based on facts
for expository writing:
 Shopkeepers
 Rural and Urban Life
47
T O P I C
14 Essay Writing
Students’ Learning Outcomes (elaborating an idea/opinion) to support

each key idea.
 Write an essay on a general subject:
 Use appropriate transitional devices to
 Write an introductory paragraph with connect ideas within and between
clear central thought. paragraphs.
 Provide key ideas which prove, explain  Add a closing or summary paragraph
or support the central thought. with a synthesis of central idea,
 Use a separate paragraph for each key syntheses of each supporting idea, a
idea. general concluding statement.
 Incorporate evidence (facts, quotations,  Use correct conventions of grammar
etc), examples (analogies, anecdotes, and punctuation.
etc.), or different points of view  Use appropriate vocabulary.
48
important terms can be used later in the

Information for Teachers essay.
For example:
 An introductory paragraph carries the main Hockey has been a part of life in Pakistan for over
idea of the essay. 50 years. It has evolved into an extremely
 Each one of the body paragraphs develops the popular sport watched and played by millions
main idea through key ideas; the key ideas are of Pakistanis. The game has gone through
developed through supporting details. several changes since hockey was fist played
in Pakistan.
 The concluding paragraph contains the
summary of the body paragraphs and a  Tell the students that the sentences which
general concluding statement. support the main idea in a paragraph are
called supporting details. They develop the
 Transitional devices/words are used to
main idea of the essay.
connect ideas within or beyond the
paragraph.  Instruct the students to do the following
things:
 The use of grammar and punctuation in the
paragraphs of an essay should be correct. a) List the points that develop the main idea
of the essay.
Duration/Number of Period b) Place each supporting point in its own
paragraph.
c) Develop each supporting point with facts,
120 mins/3 period
details, and examples.
d) To connect the supporting paragraphs,
Material/Resources Required u s e s p e c i a l t ra n s i t i o n a l w o rd s .
Transitional words link the paragraphs
Routine classroom resources together and make the essay easier to
read. Use them at the beginning and end
Introduction of the paragraphs.
Examples of transitional words that can help to
 Tell the students that the introductory link the paragraphs together:
paragraph is the first paragraph of an essay.
 It introduces the main idea of the essay. A For listing different points
good opening paragraph captures the interest
first
of the reader and tells why the topic is
important. second
third
 Tell the students that the main idea of a
paragraph is stated in single sentence called
For counter examples
the topic sentence.
however
 Tell the students that provide some
even though
background information about the topic.
Interesting facts, quotations, or definitions of on the other hand
nevertheless
49
For addition closing paragraph or the summary.

Another
 Instruct them to use transitional words
in addition to
related to for better coherence and cohesion
Furthermore within paragraphs.
Also  Encourage them to have a central idea,
evidence (fact), example (analogy), etc.
For addition
in the introductory paragraph.
Another
in addition to
related to Activity 2
Furthermore Write the following introductory paragraph
Also on the board. Instruct the students to read
To show cause and effect the paragraph and write body paragraphs
therefore and concluding paragraph in their
thus notebooks.
as a result of A House on Fire
I have never seen a house on fire before. So,
 Tell the students that a summary paragraph
one evening when I heard fire engines with
summarizes or restates the main idea of the
loud alarm bells rushing past my house, I
essay. It is also called 'concluding paragraph'
quickly ran out and a few streets away,
or 'conclusion'.
joined a large crowd of people; but we could
 For writing the concluding paragraph instruct
see the fire only from a distance because the
the students to:
police would not allow anyone near the
a) conclude the essay by restating the main building on fire.
idea in different words.
b) give their personal opinion or suggest a
plan for action, for example: Conclusion/Sum up
Overall, the changes that occurred in
hockey have helped to improve the game. Repeat all points given in 'information for
Hockey is faster and more exciting as a teachers'.
result changes in the past 50 years.
Assessment
Development
 Write the following paragraph on the board:
A terrible earthquake hit Pakistna on 8th
Activity 1 October, 2005 at 08:50:38. Its intensity on the
 Instruct the students to write a Richter scale was 7.6. It badly affected the
composition on the given topic using northern areas of Pakistan and Azad Kashmir.
the given information. Hundreds of thousands of buildings and
 Remind them of writing an introductory houses collapsed or suffered enormous
paragraph, body paragraphs and a damage. It resulted in about 74, 000
50
casualties putting it higher than the death toll

during the massive destruction of Quetta
caused by earthquake of May 13, 1935.
 Ask the students to read the paragraph
carefully.
 After the students finish reading the
paragraph, ask them to work in groups and
find the main idea (topic sentence), evidence,
example, etc. in the paragraph and then write
at least two body paragraphs and a
concluding paragraph.
Follow-up
 Instruct the students to find different

descriptive essays/paragraphs in their
textbook and find how introductory, body and
closing paragraphs are linked.
 Instruct them to notice the usage of
transitional words in the composition.
51
T O P I C
15 Persuasive/Argumentative Writing
Students’ Learning Outcomes persuasion and propaganda

 Write a persuasive/argumentative essay on  use persuasive language to enhance
a given topic: ideas
 distinguish fact from fiction
 use special devices to support
arguments (e.g. appeal to logic through
 state an opinion on the topic
reasoning, appeal to emotion or ethical
 list ideas and arguments that support belief, relating a personal anecdote or
opinion analogy.
 organize ideas and supporting evidence
in a clear, structured and organized Duration/Number of Period
manner
 distinguish between language used for 160 mins/4 period
52
are used to support an argument.

Information for Teachers  Anecdote is a short and amusing or
interesting story about a real incident or
 Reason (logos) - support your general claims person. It is always presented as based on a
with concrete, specific data. Example: real incident, involving actual persons,
Several clubs have reported difficulty whether famous or not.
completing their business during lunch  Analogy is a form of reasoning in which an
period. This proves that lunch periods should unfamiliar thing is compared to a more
be longer. familiar thing/aspect.
 Use two or three different strong reasons to
support your argument. Material/Resources Required
a) Support your reasons with evidence.
b) Facts - can be proven. Routine classroom resources
c) Expert opinions or quotations
Introduction
d) Definitions - statement of meaning of
word or phrase
 Begin the class by asking, “What makes a good
e) Statistics - offer scientific support
argument?” Have students share their ideas
f) Examples - powerful illustrations
about making a good argument.
g) Anecdote - incident, often based on
 Conduct the role play by selecting two
writer's personal experiences
volunteers to read the parts of parent and
h) Present opposition - and give reasons and child.
evidence to prove the opposition wrong
 Child: Can I get my own computer?
i) Conclude with call to action - urge the
 Parent: No. We already have a computer in
reader to do something
the family room that you can use.
 Ethics (ethos) - convince your readers that you
 Child: But I want my own in my room.
are fair, honest, and well informed. They will
then trust your values and intentions. Avoid  Parent: Why do you need your own when you
over-use of negatively charged loaded words. can use the one in the family room any time
you want?
 Emotion (pathos) - a carefully reasoned
argument will be strengthened by an  Child: Because I have to share it with
emotional appeal. Emotional appeals provide everyone else in the family. <pause> You
support for reasons, carefully chosen loaded know, all the other kids at my school have
words, carrying positive or negative their own.
connotations, sway readers' emotions. Your  Parent: I don't believe that all the kids at your
point of view is demonstrated in an emotional school have their own computers. Child: Well,
appeal, and is important to the reader. Careful maybe not everyone but all my friends have
word choice presents your position their own.
accurately.  Parent: I don't see any reason for you to get
 Among other things anecdotes and analogies your own computer.
53
 Child: But I NEED one!

credibility - the trustworthiness of
 Parent: You don't need a computer. You can the writer).
use the one in the family room.
 Discuss the ways to achieve the three
 Child: *sigh* kinds of appeals with the help of the
 Once the reading is finished, elicit from the table below.
students that the parents do not agree to the
child's request because of a weak argument. Activity 2
 Ask the students to work in pairs and come up  Emphasize on the importance of the
with similar dialogues with stronger students to be able to differ between a
arguments to convince the parent. fact and an opinion, e.g. a statement of
 Volunteers can perform the role-play in class. fact expresses only what actually
 Ask the rest of the students to identify what happened, or what could be proven by
made the argument better. objective data. And, a statement of
 Ask the students where they have seen opinion expresses an attitude toward
persuasion in their real lives. something – it makes a judgement,
view, or conclusion, or gives an opinion
that cannot be proven true or false.
Development
 Make students fill out the exercise the
following exercise:
Activity 1  Instruct the students to decide which
 Bring any magazine advertisement to sentences are fact and which are
class (e.g., NesVita Bones). opinion. Write the word FACT next to
 Ask the students: the fact sentences. Write the word
OPINION next to the opinion sentences.
a) H o w a n d w h y d o e s t h a t
advertisement appeal to them? 1. _____All Pakistanis should stand
together in times of war.
b) Why would they buy that product?
2. _____About 5,000 people died in the
 Elicit and discuss with them that the
terrorist attack in 2008.
advertisement says that NesVita makes
bones stronger, which makes you 3. _____During the recession Khalid is the
strong. best man for the job.
 We will buy NesVita because it tells us 4. _____The causes for natural disasters
that it is rich in calcium, which makes are being investigated by many
our bones stronger.This is a logical countries.
appeal.  5._________We will sadly miss all those
 Tell the students that there are three thousands of people killed in the
kinds of appeals used to persuade: terrorist attacks and natural disasters.
a) Logos: Reason & Logic
b) Pathos: Emotions  Discuss with students as they read the
sentences. Instruct them to think about
c) Ethos (the speaker's/author's
54
how facts can be proven and how lists of supporting points, and
opinions are more like feelings and strengthen their arguments.
beliefs.  Ask the students to make use of logos,
 Briefly explain the students what an ethos and pathos to develop stronger
analogy and an anecdote is (use arguments.
information for teachers as a reference).  They will add more points with the help
of group members.
Activity 3  After discussing with each other, both
 Divide the class into 3 groups. the sides will come up with a main idea
that supports their opinion and write it
 Assign each group the task of creating
on the board.
an ad for
a. ethos,  Explain that a strong persuasive piece of
w r i t i n g w i l l a d d re s s o p p o s i n g
b. pathos,
arguments. This is when students
c. logos confront and refute each other.
 Each group will have to make a similar
advertisement based on the appeal
assigned to them.
Conclusion/Sum up
 T h e g ro u ps w i l l p re s e nt t h e i r
advertisements in class.
Discuss with students the importance of
 Discuss how the ads were argument based on logical, emotional and ethical
effective/ineffective. reasoning.
 Ask students to give feedback and
suggest ideas to make the appeal more
Assessment
effective.
Use the textbook to identify the method of appeal

Activity 4
used in the paragraphs.
 Ask the students to give their opinion on
a controversial statement. Follow-up
For example:
Students should wear uniforms in school. Arrange a parliamentary debating competition
 Ask them to raise their right hands if based on any environmental issue.
they agree, and left hands if they
disagree.
 Ask them discuss in groups and then
write down three reasons why they
agree/disagree in their notebooks.
 Students discuss and read from their
55
T O P I C
16 Letter Writing
Students’ Learning Outcomes  has an organizational pattern that

reflects a clear overall progression of
 Write and revise formal letters in extended
ideas through proper use of signal and
social and academic environment for
reference words.
various purposes. Write the address on the
envelop clearly and in proper format.  uses writing strategies as are
appropriate to the purpose of writing.
 Develop focus for own writing by
identifying audience and purpose.  has varied sentence structure and
length.
 Plan, draft and revise writing to ensure that
it:  has a good command of language with
precision of expression.
 is focused, purposeful and reflects
insight into the writing situation.
56
 Greeting and salutation: It is best to address

Information for Teachers by Dear Mr. ___________
 Write your letter as if you are speaking to
Here are the features of a formal letter: them in person. Use conversational tone but
refrain from using slangs, abbreviations,
 Sender's address set out in open punctuation
idioms and phrasal verbs.
 Date
 These letters must be signed.
 Recipient's address set out in open
 Write full name after signing it. It is imperative
punctuation
to proofread your letter to ensure it is free of
 Salutation
grammatical and spelling errors.
 Aim of the letter in bold or capital letters
 After you have written your letter, put it in an
 Body of the letter divided into paragraphs envelope and write address in proper format.
 Complimentary close
 Sender's signature
Development
 Sender's full name
 Language of the letter
Activity 1
o Formal tone
o Positive language  Write the parts of the letter on the
board and explain them to the students.
o Unemotional language
 Read the following letter of complaint
Duration/Number of Period and instruct the students to note the
format.
160 mins/4 periods House # 330

Aurangzeb Block
Sender's Address
Garden Town,
Material/Resources Required Lahore Pakistan.
25 May 2011 Date

Routine classroom resources, worksheet
Customer Relations
Manager Samsung
Introduction Hafeez Center,
Recipient's Address
Lahore, Pakistan.
Discuss the following parts of the letter with
students: Dear Sir/Madam Salutation
 Sender's address includes city and country. Complaint about

Subject of the Letter
 The date should be written in full with no a Samsung Phone
abbreviations. With excellent help from your sales
 Recipient's address includes the designation, department, I recently bought a Samsung
address, city, and country. Champs mobile phone.
 Subject of the letter includes the main point Unfortunately, I am writing to inform you
that needs to be discussed.
57
organization or person in a position of

of some problems I had while using it. I authority about something you are not happy
hope these problems can be solved. about. For this you may need to invent some
Firstly, I am having trouble receiving calls of the details but try to base your writing on a
at home. My friends tell me they do not real life experience. For example:
hear any tone when they call. Although I 1. A new CD recording sound distorted.
use it mainly to make calls when I am away 2. Parts are missing from the equipment you
from home, I am disappointed that I have bought.
cannot receive incoming calls at home. Is
3. A member of the staff was rude to you.
there any other phone that can receive
 Once the students have written the letter ask
and make calls in my area which I could
exchange it for? them to review it with the help of checklist
given in the worksheet.
Secondly, the zip on the leather case broke
the first time I used it.
Follow-up
Finally, I followed the directions in my
handbook to lock and unlock the keypad, Write a formal letter to your teacher telling
but it did not respond. I pressed the him/her about the occasion when you had been
middle button (to answer calls) and then blamed for something you did not do.
the asterisk button, but it did not lock.
Could you please give me some advice on
the best way to solve these problems
Complimentary
Yours faithfully
close
Signature
Shaista Habib Full Name
Activity 2
 Provide the worksheet given at the end
of the lesson plan to students in pairs
and ask them to write a letter.
 After the have written the letter instruct
them to review it properly according to
the checklist given in the worksheet.
Assessment
 Ask the students to think of a situation where

you have to complain to company,
58
Worksheet
Formal letter
Class: ______________ Date: ______________
A local newspaper has published details of the news that a commercial plaza is being built
on the land allocated for a community park. Write your views in a letter to the editor. You
should consider:
 The effect on local people and the environment.
 The choice of the site for the building
 The importance of playgrounds and sports facilities
 The traffic congestions/hazards, etc.
You should begin
‘Dear Sir,’
Remember to end with ‘yours faithfully,’ and to add your signature.
Sender’s Address
Date
Recipient’s Address
Salutation
Subject of the Letter
____________________________________________________________________
____________________________________________________________________ Body
of the
____________________________________________________________________ Letter
____________________________________________________________________
Complimentary close
Signature
Full Name
Review Checklist
Ask the students to review the letter and ensure whether all the following points of checklist
are written correctly or not.
 Format of the letter
 Language
 Spelling
 Sentence Structure
 Precise Expression
59
T O P I C
17 Cognates
 enhance and use appropriate vocabulary

and correct spelling in speech and writing.  Two words that have a common origin are
called cognates. Most often, cognates are
 Show cultural and gender sensitivity by
words in two languages that have a common
making appropriate adjustments in
etymology and thus are similar or identical.A
language for social, academic and daily
foreign language acquires the flavour of the
life situations. environment and culture in which it is used by
 Understand that cognates increase adopting and adapting words from the local
comprehension of spoken and written language. Unconsciously, words of two
languages. Identify commonly occurring languages inter-mingle due to social
cognates in English and Urdu. interaction e.g bazaar and become a regular
60
feature of the language. For example plate, target audience… the common people
bungalow, jungle, loot, curry, kebab, godown, or the highly educated people?
tension, late, police, samosa, halwa,  Does the excessive use of English terms
pajama….) increase/decrease the value of the
programme?
Activity 2
80 mins/2 period Utilize the library for this activity
 Ask the students to select a story book
Material/Resources Required by a local author. (The mystery of
Aagnee Ruby' by Maha Khan or any
Routine classroom resources other book in which local words have
been used.)
 Allot 1 or 2 pages to each group.
Introduction
 Ask the students to pick out the
cognates from the given pages and add
 Working in pairs, ask students to make list of at least five more in their list.
words which they think are common in
English and Urdu.
 Write down the words they have come up Conclusion/Sum up
with on the blackboard, avoiding repetition.
 Ask the students whether the words have  Ask the groups to enact the situation as role
been taken from Urdu or English. play in class
 Write U against the Urdu origin and E against
the English origin. Assessment
 Explain the concept of cognates to the
students with the help of information for  Divide the class in groups of 4-5 students.
teacher.  Write the following words on the board and
ask the students to separate the words of
Development English and Urdu origin and write them on
their notebooks.
Activity 1 plate, bungalow, jungle, loot, curry, kebab,

godown, tension, late, police, samosa, halwa,
 If possible, show a small clip of TV pyjama, cheetah, shawl, roti, raita, khaki, bus
cooking show or discuss it orally. stop, railway station, park, glass, table etc.
 Instruct the students to work in pairs
 Students can do peer checking of the work
and list the words which are common in
Urdu and English that have been used
by the host/guest/callers. Follow-up
 Did they help in the understanding of
the cooking procedure/ingredients?  Listen to a TV show, identify and list all the
 Which segment of society was the words of Urdu and English origin used by
hosts/guests in the notebook.
61
T O P I C
18 Pronouns

 illustrate use of pronouns learnt earlier.
 identify and demonstrate use of relative  A pronoun is a word used instead of a noun.
pronouns. For instance:
 recognize the rules for using indefinite Mr. Khawar is very intelligent. He solves the
pronouns puzzles quickly.
 illustrate use of pronoun-antecedent Antecedent pronoun
agreement
 A pronoun that introduces an adjective clause is
 illustrate use of cataphoric and anaphoric called “Relative Pronoun”.
references
 Antecedent is a word or phrase to which the
62
following word especially a pronoun refer, for  A cataphor is a pronoun that refers to a later
example: word, for example:
Mr. Khawar is very intelligent. He solves the a. When he completed the story, the warrior
puzzles quickly. requested the child to tell it again.
 Relative pronouns do two jobs at the same b. After watching her programme, the young
time: girl turned the TV off.
a) acting as subject or object of a verb In the above given examples 'he' and 'her' are
b) joining two clauses together cataphoric references as they refer to the later
 The relative pronouns in English are 'which, words 'the warrior' and 'the young girl'
that, who, whom, and whose'.
 “Who” and “whom” refer only to people.
 “Which” refers to things, qualities, and
120 mins/ 3 period
ideas; never to people.
 “That” and “whose” refer to people,
things, qualities, and ideas. Material/Resources Required
 An indefinite pronoun refers to something
that is not definite, specific or exact. The Routine classroom resources, pronoun chart
indefinite pronouns are: all, another, any, and textbook
anybody, anyone, anything, each, everybody,
everyone, everything, few, many, nobody, Introduction
none, one, several, some, somebody, and
someone. These indefinite pronouns can also  Share all points given in information for
be used as indefinite adjectives in some cases. teachers.
 A pronoun usually refers to something  Ask the students to give examples of different
mentioned earlier in the text (its antecedent) pronouns (possessive, reflexive, relative, etc.)
and must agree in number — singular/plural
— with the thing to which it refers. Development
 The indefinite pronouns anyone, anybody,
everyone, everybody, someone, somebody, no
Activity 1
one, and nobody are always singular.
 An anaphor is a pronoun that refers back to an  Have a copy of the pronoun chart given
earlier word or phrase, for example: at the end of the plan. Cut the 8 pronoun
types tables and give them to 8 groups
a. The paper boat slipped off the head table
(1 type each group).
and it sailed across the room
 Ask the groups to read, discuss and draw
b. Jack awoke and noticed that his paper
that on a larger piece of paper/chart
boat was about to set sail.
paper.
In the above give examples 'it' and 'his' are
anaphoric references as they refer back to earlier  Then ask the groups to present the
words 'paper boat' and 'Jack' in the sentences. pronoun type they got in front of the
class with examples from their
63
textbook. road yesterday.

 Combine the groups' charts together to 4. This is the man __________ intelligence
make a complete pronoun chart display is unbeatable.
for the class. 5. Can I talk to the boy _______ is sitting on
the bench?
 Display the pronoun chart in the 6. She likes Kababs ________ are hot.
classroom throughout the academic
year and keep referring to it while doing
Activity 4
related exercises from the textbook.
Write the correct pronouns in the blank
Activity 2 spaces in the following sentences.
 Discuss anaphoric and cataphoric 1. _______ wish ________ could go to the
references with students. movies together without _________
little brother.
 Write the following sentences on the
board. 2. Jalil said that _______ hit _______ with
a hammer.
 Call some students and ask them to
circle the anaphoric and cataphoric 3. Would ________ believe that ______ in
references for the underlined words. the office likes the boos?
(more sentences can be added) 4. __________ leaves the garage door
1. She knew that there should have been open should be more careful.
more baby birds, but Nimra was happy 5. “Are ______ sure that _______ told us
that there was at least one in the nest. about the surprise party?” Bisma asked.
2. When the water filled the bucket, it 6. “______ am sure that the job was done
moved the wheel around in circles. right,” Hamid stated, “because the
3. Maleeha insisted Nimra to go out as it owner did it ______.”
was a lovely weather, Nimra went with 7. Maheen said _______ was not going to
her. take the blame for ________ else's
4. From then on, they didn't play near the mistakes.
water wheel and Nimra and Maleeha 8. “____________ of these sofas do
never again chased frogs. ______ prefer?” the salesman asked
_____ customer.
Activity 3
Choose the appropriate relative pronoun
to complete the sentences. Conclusion/Sum up
who which whose who Sum up the lesson by repeating all the important
points regarding pronouns.
1. This is the boy _______ had an accident.
2. Yesterday I saw a car _______ was really Assessment
old.
3. I could,nt find the person despite all my
Write the following sentences on the board.
efforts, ________ wallet I found on the
64
Instruct the students to fill in the blanks with the

suitable Indefinite Noun. Answer Key
1. Don't blame yourself for the mistake.
___________________ is perfect. Answer Key Activity 3:
(somebody, nobody, everybody) 1. who
2. Our holiday was perfect. _________________ 2. which
went as we wished. (everything, nothing,
3. whose
something)
4. whose
3. I would like to have _______________ to
drink please. (everything , nothing , 5. who
something) 6. which
4. Can ____________hear me? Is there Answer Key Activity 4:
___________out there? (everybody, 1. I, we, my
anybody, nobody) 2. He, himself
5. I will do _________ for you. You are my best 3. You, no one
friend. (nothing, anything, something) 4. Whoever
6. Why are you looking at me so angrily? I didn't 5. You, anyone
do __________ wrong. (nothing, anything, 6. I, himself
everything)
7. She, anyone
7. He was so helpful. He helped nearly
8. Which, you, his
__________ in the village. (anybody,
somebody, everybody) Answers Key Assessment:
8. She did ___________. She just slept all day 1. Nobody
long. (nothing, anything, everything) 2. Everything
9. I would like to go ____________ peaceful for 3. Something
my holiday. (everywhere, nowhere, 4. Anybody, anybody
somewhere) 5. Anything
10. ___________ is safe from the flu. We can't 6. Anything
escape. (no one, everyone, someone) 7. Everybody
8. Nothing
Follow-up 9. Somewhere
10. No one
Ask the students to select a story from the
textbook and do the following:
a. Find and write 3 examples separately for each
type of pronoun with the type name.
b. Write 3 examples of cataphoric and anaphoric
references from the textbook.
65
List of Pronouns / Pronoun Chart
Personal Pronouns
Singular Plural
take the place of common and proper nouns.
First Person: the person or people speaking or writing I, me we, us
Second Person: the person or people being spoken or written to you You
Third Person : the person, people, or things being spoken or written she, her, they,
about he, him, it them
Relative Pronouns
that, which, who, whom, whose, whichever,
relate a subordinate clause to the rest of
whoever, whomever
the sentence.
Demonstrative Pronouns
Singular Plural
represent a thing or things.
Refer to things that are nearby this these
Refer to things that are far away that those
Indefinite Pronouns
refer to something that is unspecified.
anybody, anyone, anything, each, either, every body,
Singular everyone, everything, neither, nobody, no one, nothing,
one, somebody, someone, something
Plural both, few, many, several
Singular or Plural all, any, most, none, some
Reflexive Pronouns
Singular Plural
end in self or selves.
First Person: the person or people speaking or writing myself ourselves
Second Person: the person or people being spoken or

yourself yourselves
written to
Third Person: the person, people, or things being
itself themselves
spoken or written about
Interrogative Pronouns: are used to ask questions. what, who, which, whom, whose
66
Possessive Pronouns
Singular Plural
are used to show ownership.
Used Before Nouns my, your, his, her, its our, your, their
Used Alone mine, yours, his, hers ours, yours, theirs
Subject and Object Pronouns

Singular Plural
are used as either the subject or the object in a sentence.
I, you, we, you,
Subject: whom or what the sentence is about they
she, he, it
me, you, us, you,
Object: direct objects, indirect objects, objects of prepositions
her, him, it them
67
T O P I C
19 Gerunds
Students’ Learning Outcomes II. Reading is a good habit.

III. Ahmad is fond of playing chess.
Illustrate use of gerunds
80 mins/2 period
 A gerund is a grammatical term for a verb
that ends in 'ing' and functions as a noun. Material/Resources Required
For example;
Routine classroom resources
I. Playing is not allowed in the class.
68
5. I could not help ___________

Introduction (laugh) when I saw Sara wearing
that funny hat.
Activity 1 6. I don't feel like ____________ (play)
 Write the following pairs of sentences football today.
on the board and ask the students to tell 7. I expected my friend Umaira
the difference between each pair. ___________(assist) me in this
a. I was fishing when my friends came project.
to meet me. 8. O u r a s s o c i a t i o n g a v e u p
b. Fishing is my favourite pastime. _______________ (help) some
villages due to compelling
a. They were planning to leave for
circumstances.
Islamabad.
9. Students enjoy _____________
b. Planning always promises the
(listen) to English songs in class.
success of the projects.
10. I s p e n d m o s t o f m y t i m e
 Explain to them the use of gerunds and
______________(draw) which
tell them how they are different from
irritates my parents.
present participles.
 Divide the students in pairs and ask Activity 2
them to make at least two sentences
 Divide the students in pairs.
which illustrate the use of gerunds.
 Ask them to fill in the blanks with
suitable gerunds.
Development 1. I dislike ____________ away from
my home.
2. I hope ___________ you soon.
Activity 1
3. She likes ________________
 Divide the students in pairs. English poetry.
 Write the following sentences on the 4. A s i m d o e s n o t m i n d
board and ask the pairs to complete _______________ .
them using gerunds of the bracketed 5. Can you imagine ______________
words. on the moon.
1. Would you mind ___________ 6. They agreed ____________ him a
(wait) for a few minutes? try.
2. Have you finished __________ (use) 7. Teach me ______________ .
computer? 8. Saima expect _____________ the
3. We expect ____________ (hear) test tomorrow.
from him very soon. 9. My mother enjoys ____________
4. Numan has given up __________ cookies.
(smoke). 10. I miss ____________ with you.
69
Conclusion/Sum up
Ask the students to share something about their

own self in a sentence using gerund.
Assessment
Fill in the blanks with related gerunds.

1. I like ________________ (leave) home before
8.15 in the morning.
2. I don't like _____________ (sit) in traffic.
3. I don't remember ______________ (do) so.
4. Nobody owned up _____________ (take) the
bag.
5. Have you ever considered ______________
(move) to Australia?
6. Be careful when ________________ (to spell)
words.
7. __________________ (to swim) is my
favorite activity.
8. Before _____________ (to go) to bed, I
usually have a shower.
9. T h e n e i g h b o u r s t h a n k e d m e f o r
____________ (to call) the fire brigade.
10. _______________ (to smoke) is unhealthy.
Follow-up
Ask the students to find 10 sentences with

gerunds from the textbook/story book/ magazine
/newspaper and then use them in their our
sentences.
70
T O P I C
20 Gerund Phrases
Students’ Learning Outcomes III. Ahmad is fond of playing chess.

 A gerund and its object is called a gerund
illustrate use of gerunds and gerund phrases
phrase or simply a noun phrase. It consists of a
gerund, its modifier and other components.
Information for Teachers For example:
Believing in God is important.
 A gerund is a grammatical term for a verb that Believing here is a gerund. It is not a verb.
ends in 'ing' and functions as a noun. Believing in God is a gerund phrase.
For example;
I. Playing is not allowed in the class.
II. Reading is a good habit. 120 mins / 3 period
71
2. Standing during a two-hour train trip is

Material/Resources Required not my idea of fun.
3. Do you like sailing on the lake?
Routine classroom resources, /magazine /
4. Volunteering at the hospital is just one of
newspaper / children story book.
Ali's activities.
Introduction 5. Mrs. Zahid enjoys watching quiz shows on
television.
 Write the following sentences on the board. 6. Allow twenty minutes for roasting the
chicken.
 Ask the students to identify gerunds from the
sentences. 7. Taking out the garbage is not my favorite
job around the house.
 Then with the help of the students construct
gerund phrases of identified gerunds. 8. Understanding a foreign language and
speaking it well are two different things.
I. Running is my favourite activity.
9. Acting in high school and college plays
II. He loves listening.
helped prepare Moeen for the university.
III. Reading is fun!
10. Collecting stamps is a popular hobby.
Development 11. Don't you ever get tired of listening to
the radio?
14. Arguing with me takes much of my little
Activity 1 brother's time.
 Explain the details given in the box to 15. Constant complaining helps no one.
the students. (The gerund phrases are underlined for
 Instruct them to underline the gerund teachers)
phrases in the sentences below.
 They may also identify subject, direct Activity 2
object and object of the preposition.  Ask the students to work in pairs first
Identifying Gerund Phrases identify the gerunds or the gerund
The gerund phrase consists of the gerund, phrases.
which always ends in -ing, and its modifiers  After that make a gerund or a gerund
and complements. The gerund phrase is phrase to join the sentences. (The
always used as a noun. activity has been solved for the help of
Driving a car takes concentration. (The the teacher).
gerund phrase is the subject of the verb
takes). I. Watch airplanes take off. It is very
Tahir finished painting the ceiling. (The relaxing.
gerund phrase is the direct object of Watching airplane take off is very
finished). relaxing.
After hiking for two hours, we sat down to II. You should brush your teeth twice daily.
rest. (The gerund phrase is the object of the This is what all dentists recommend.
preposition after.
Brushing your teeth twice daily is what all
72
dentists recommend. storybook and then share them with whole

class. Also ask them to bring the source along
III. She wants to be a journalist. It is her
in the class.
dream.
Wanting to be a journalist is her dream.  Ask the students to revise the concepts
learned using different content from the
IV. The boys always get in trouble. It is not a
textbook.
fun.
Getting in trouble is not a fun.
V. We have studied Spanish. This helped us
on our trip to Barcelona.
Having studied Spanish helped us on our
trip to Barcelona.
Conclusion/Sum up
Ask the students to share their favorite gerund

phrase from the textbook. And identify subject,
direct object and object of preposition.
Assessment
1. Hours of editing the newspaper ruined her

day.
2. Hanging the pictures on the wall was more
difficult than she had anticipated.
3. I am demoting the officer for disobeying
orders.
4. One of my favourite events is boating in the
lake.
5. Sometimes wisdom simply means knowing
about the importance of silence.
6. Without studying for the test, you are taking a
big chance.
7. Arif is enjoying listening to the Junoon's
music.
Follow-up
 Ask the students to search any three gerund

phrases from a magazine / newspaper /
73
T O P I C
21 Punctuations

 apply rules of capitalization wherever
possible. Punctuation helps to make what you write clear,
 illustrate use of punctuation marks learnt easy to understand and read.
earlier.  Punctuation marks like full stops, commas
 recognize and faulty punctuation in given and semicolons form the basic structure of a
passages and own work. paragraph and the sentences and give a sense
to that paragraph.
Duration/Number of Period  Full stops show that the sentence or
paragraph has ended and show that a group
80 mins/2 period of letters forms an abbreviation.
74
Activity 2
 Write the given dialogue on the board.
 Call students one by one with coloured
Worksheet, routine classroom resources chalks to add the required capital letters
and punctuation marks to the dialogue.
Introduction Sidra: have you been waiting long
Ayesha: yes I have for about an hour
Sidra: I am afraid its always the same
 Ask the students the following questions: with dr liaqat aways takes a very
a. Why we use punctuation marks? long time with each patient
b. Name some punctuation marks? Ayesha: there s a lady with her son and
c. How are the rules of capitalization they've been waiting for about a
quarter of an hour
applied? Name some rules.
Sidra: that's not so bad
d. What is the function of full stop, question Ayesha: but he took much longer with that
mark, comma, inverted commas, man before them
exclamation marks, colon, semi colon, Sidra: oh dear that means I m not going
parentheses, etc. to leave before one o'clock
Ayesha: I like much dr liaqat s profession
Sidra: every profession has qualities
Development some of them are good some of
them are not good
Ayesha: he works hard so he is very
Activity 1 successful in his profession
 Write on the board the paragraph given Sidra: the more you prepare luckier you
below: appear
 Give feedback to the students when
Umar lives in faisalabad he is three years
they punctuate the paragraph.
older than his friend tahir they have
never seen each other face to face they
have just online contact umair has
recently passed his intermediate exams Conclusion/Sum up
he wants to be a producer of current
affairs programmes tahir received the  Repeat the use of different punctuation
news of umairs admission to be marks and rules of capitalization.
university with great enthusiasm he was
curious to learn more about mass
Assessment
communication they contacted each
other through e mail
 Ask the students to recall the  Provide the 'Assessment Sheet' given at the
punctuation marks and their functions. end of the lesson plan to the students in pairs
or groups.
 Instruct the students to rewrite the  Assess them and give feedback on the spot.
paragraph adding required capital
letters and punctuation marks in their
notebooks.
75
Follow-up
 Instruct the students to do punctuation exercise given in their textbook.
Assessment sheet
Class: ____________________ Date: _____________________
Read the following text and add required capital letters and punctuation marks. Recognize and
also rectify faulty punctuation in the text.
The rain poured down Hogarth's father drove hard the headlights lit up the road bushes?
Suddenly: he saw two headlights in a tall treetop at the roadside! A head Hogarth (s) father slowed
peering into the dark to see what the lights might be up there in the treetop as he slowed a giant
iron food came down in the middle of the road a foot-as big as a single bed and the headlights
came down closer and a giant hand reached down towards the windshield, the iron giant Hogarth
s father put on speed he aimed his car at the foot crash “he knocked the foot out of the way he
drove on faster and faster” and behind him on the road a clanging clattering boom went up as, if
an iron skyscraper had collapsed the iron man with his foot
Knocked from under him had toppled over and so hogarth (s) father got home safely but next
morning all the formers were shouting with anger where were their tractors their earth-diggers
their ploughs their harrows
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
76
T O P I C
22 Active and Passive Voice
Students’ Learning Outcomes  The subject and object are interchanged.

 The preposition 'by' is added before the
 Use active and passive voice appropriately
object.
in speech and writing according to the rd
 The verb is changed to past participle (3
required communicative function.
form of verb)
 A new auxiliary is added to the past
Information for Teachers participle form of verb.
 If the subject or the object in an active
 In the active voice, the subject of a sentence voice sentence is a pronoun (I, we, you, he,
does the action and the object receives it. she, they, it) it changes: (I-me; we-us; you-
 Rule for conversion from Active to Passive you; he-him; she-her; they-them; it-it) and
Voice. vice-versa, e.g. I wrote a letter – a letter
77
was written by me. class, “What did ______ do?”

 If the subject in the active voice sentence is  The students reply, “He/she cleaned the
unknown, unimportant or obvious, by + board.”
object is omitted. We make butter from  Ask them, “What happened to the board?”
cow's milk. Butter is made from cow's milk.  They say that it was cleaned by ________.
 If the verb in the active voice sentence has  Continue with further examples like:
a modal in it, the verb is changed to –
 He kicked the ball. The ball was kicked by
modal + be + the past participle, e.g. Raja
him.
can lift this box. This box can be lifted by
 She read a book. A book was read by her.
Raja. We should obey the rules. The rules
should be obeyed by us.  Ask the students the following questions:
 When there are two objects, only one  What is the difference between the two
object is interchanged. The second object sentences?

remains unchanged. (He told me a story –  In all examples, the subject in the first
He-subject; me-object1; a story-object2) (I sentence is the doer of the action. This is
was told a story by him; A story was told to known as the Active Voice.
me by him.  In all examples, the subject in the second
 In the passive voice, the subject of a sentence sentence is the receiver of the action. This
receives the action instead of doing it. is known as the Passive Voice.
Development
Activity 1
80 mins / 2 period
 Give students the following sentences
to identify as Active or Passive.
Material/Resources Required  Ask them to convert the sentences in
the Active Voice to the Passive Voice.
Routine classroom resources  The dog was hit by the car.
 The house will be built by the
Introduction construction crew in five months.
 Zainab answered the question.
 Ask a student to break a chalk in two.  The dolphins have learned many
 Ask the class “What did the boy/girl do?” tricks.
 The class replies, “He broke the chalk in two.”  Children painted these pictures.
 Ask the students, “What happened to the

chalk?” Activity 2
 The students reply, “It was broken in two by  Select an active voice sentence and
the boy/girl. change it to passive voice for example:
 Ask a student to clean the board. Then ask the The mechanic repaired the radio.
78
(Active) 3. He was taken to the hospital by his friends.

The radio was repaired by the mechanic. 4. They are paid on Fridays.
(Passive) 5. The movie is being made in Lahore.
 Explain to the students that the focus 6. I washed my car last Sunday.
shifts from the doer (mechanic) to the 7. His hair was cut by a professional.
receiver of the action (radio) while 8. I will introduce you to my best friend.
converting active voiced sentence into
9. He will finish the work in a fortnight.
passive voice.
10. The national anthem is being sung by the
 Take sentences from different tenses
senior-most class.
and with the help of the students
convert them to passive voice. Follow-up
 Ask the students to list the changes they
have made during the process of Select any paragraph from the textbook and ask
conversion. students to convert any five sentences into active
 The first will be to exchange the position or passive voice.
of the subject and object.
 Make students draw up the rules of
conversion; there will be greater clarity
of concepts, and fewer chances of
mistakes.
Conclusion/Sum up
 Revise the concepts given in information for

the teacher.
Assessment
Ask the student to:

 Identify the following sentences as Active or
Passive.
 Change the Active Voice to the Passive Voice.
 Change the Passive Voice to the Active Voice.
 Apply the rules of conversion identified and
prastised in the class.
1. I ate a piece of chocolate cake.
2. The librarian read the book to the
students.
79
T O P I C
23 Narration
Students’ Learning Outcomes A verb such as 'said', explains' or 'added'

introduces the speech. A comma separates
 recognize the rules of and change the the speech from the reference to the speaker
narration of statements, requests / orders and the 'speech verb'.
and questions. INVERTED COMMAS
“I remember well many happy family times together,”

ACTUAL SPEACH COMMA
 Direct speech is always enclosed within
VERB INTRODUCING SPEECH
quotation marks. The speaker's name or a
pronoun referring to the speaker is included She says
at the beginning, middle or end of the quote. SPEAKER
80
 The verb 'say' should not be used frequently

Interrogative, Imperative and
to introduce speech as the text then becomes
Exclamatory.)
monotonous. Use the following words
 With student' participation, write one
instead.
example of each type of sentence, on
add affirm claim comment
the board. The sentences should be in
confirm declare exclaim explain the Direct Speech.
mention narrate pronounce relate  Ask the students to convert each of the
remark reply report state sentences into Reported Speech.
 Ask the class to assist the students in the
Duration/Number of Period correct conversion.
160 mins/4 period Activity 2

 Write the following on the board:
Material/Resources Required Declarative Sentences (Statements)
Direct Speech Reported Speech
Routine classroom resources ‘I am going home’, He said that he was going
he said. home.
Introduction ‘I spoke ‘I am in the She said that she
with my friend; was in the library
with her friend.
 Ask a student from the class to say something.
‘I will complete the Amir said that he
(Direct Speech)
drawing,’ said Amir. was in the library
 Ask another student to tell what the student with drawing.
had said. (Indirect/Reported Speech) The geography The geography teacher
 Repeat the activity at least twice. teacher said, said that the world is
“The world is round’. round.
 Tell the class that the statement made by
student#1 is known as the Direct Speech. ‘Tell me the truth,’ I asked her to tell
I asked her. me the truth.
 The statement by student#2 informing what
the first student had said, is Reported Speech,  Ask students to identify the changes
as what was stated directly is now being that have been made in the reported
reported by the listener. statements.
 Explain all points given in 'information for i. Remove the speech marks/inverted
teacher'. commas.
ii. Change the verb from the present to
Development
the past tense and from the past to
the past perfect tense (one step
Activity 1 back rule).
st
 Name the different types of sentences iii. Change the pronoun from the 1
learnt earlier (Declarative, person to the 3rd person.
iv. Add that before the reporting clause
81
in the reported statement. are used to introduce a question.

v. There is no change of tense if a iii. Since a question does not remain a
universal truth is mentioned. question when reported, the word
vi. There is no change of pronoun if the order is the same as in a statement
reporter and the speaker are the remove question mark in the
same person. reported question.
 Give students mix of direct and reported iv. The auxiliary verbs should, could,
speech sentences and ask them to would, ought and might do not
comment direct speech into reported change in the indirect speech.
and reported speech into direct speech.
Activity 4
Activity 3 Tell the students that
 Write the following sentences on the  Imperative sentences do not normally
board. have an expressed subject. This is
 Ask students to identify the changes because the subject 'you' is usually
that have been made in the reported understood. As a result of this,
sentences. imperative sentences begin with a verb
 Take more examples from any English in the simple present tense.
grammar/textbook for practice and  An imperative sentence expresses ideas
clarity of the concept. such as advice, order, request,
suggestion, instruction, permission,
Direct Speech Reported Speech allowance, etc.
‘What are you doing The policeman asked the Direct Speech Reported Speech
here?’ asked the boy what he was doing
policeman. there. 'Please carry these books He requested me to carry
I asked her, ‘What do you I asked her what to the library.' the books to the library.
want?’ she wanted. ‘Don't touch my camera.' He ordered me not to
touch his camera.
‘Can you drive a He asked me if/whether I 'Be polite to your elders.' He advised him to be
car?’ could drive a car. polite to his elders.
Have you done your My mother asked me 'You should go to the She advised him to go
homework?’ Mother whether I had done my doctor.' to the doctor.
asked me. homework.
 Ask the students to identify the changes

that have been made in the reported Conclusion/Sum up
statements.
I. In reported question, the auxiliary  Revise direct and reported speech and the
verb do (do, does, did) are not used. changes that are made in the reported
ii. Instead of the question word (what, statements in different types of sentences.
where, why, when), if or whether
82
Assessment
 Write some declarative, interrogative and

imperative sentences on the board and ask
the students to change them into indirect
sentences.
 Check that they change the sentences into
correct tenses and remove inverted commas.
Follow-up
 Ask the students to find some direct and

indirect sentences in the textbook.
 Ask them to identify them as declarative
interrogative or imperative sentences and
then change them into indirect speech
keeping the rules in mind.
83
T O P I C
24 Dictionary and Thesaurus

 Use dictionary to:
 locate guide words  A dictionary can help us to do the following:
 locate entry words a. Spell a word
 choose appropriate word definition b. Find pronunciation of a word
 identify part of speech c. Locate definition of a word
 identify correct spelling d. Look for synonyms/antonyms of a word
 recognize abbreviations used in a e. Break a word into syllables
dictionary
f. See what part of speech a word belong to
 Enhance and use appropriate vocabulary
g. Find abbreviations
and correct spelling in speech and writing
84
 A guide word is printed at the top of the page To go ahead with construction of the MRT
of a dictionary. It indicates the first or the last (Mass Rapid Transit) was a difficult decision
item on that page. to make. The cost of the MRT system would
 An entry word is a headword that forms be enormous and had to be weighed against
heading of an entry in a dictionary. They are the alternatives: a different system
arranged in alphabetical order in a dictionary. altogether, or an improvement of the
existing bus and road network. Experts from
Duration/Number of Period Singapore were sent all around the world to
inspect the operation of a variety of systems
120 mins/3 period in different countries ___ Japan, Hong Kong,
America, Europe __ and foreign experts
Material/Resources Required were called in to advice the Government on
what might be best for Singapore. (from
information printed in The Singapore
Routine classroom resources, dictionary, and
Monitor, November 30, 1982 and The Straits
samples given at the end of the lesson plan.
Times, October 26, 1983)
 Also encourage them to find the
Introduction
synonyms and antonyms of the
underlined words in a thesaurus.
 Share all points given in 'information for
teacher' with the students. Activity 3
 Show them dictionary and thesaurus and tell
 Explain to the students how to find the
them the usage of a dictionary and a
part of speech that a word belong to
thesaurus.
(sample page is given at the end of the
lesson plan).
Development
 Also tell them how abbreviations are
given in a dictionary.
Activity 1  Instruct them to work in pairs.
 After telling the students about guide  Keep on taking rounds and notice how
and entry words, open a page of the students are working in groups.
dictionary and show the students in
groups guide words and entry words in
the dictionary. Conclusion/Sum up
Activity 2  Repeat all points given in 'information for

 Write the following passage on the teacher' to the students.
board.
 Ask the students in groups to consult Assessment
the dictionary to find the underlined
words given in the passage.  Assign different tasks to students in groups to
assess their understanding to the topics.
85
Group 1: Find synonyms and antonyms of c. beneath

some words in thesaurus. d. however
a. fitting e. remarkable
b. clean Group 3: find abbreviations of the given words in
c. even a dictionary
d. indispensible a. barbecue
e. natural b. doctor of philosophy
Group 2: Locate parts of speech the given words c. television
belong to: d. world health organization
a. generation e. corporation
b. master
Follow-up
 Assign two or three paragraphs from the textbook to the students to read and find meanings of the
difficult words in a dictionary.
 Instruct them to locate synonyms/antonyms of those words also.
 Assign other activities from the textbook which are relevant to the topic (usage of dictionary and
thesaurus)
Parts of
Words Speech Abbreviation
snowman noun n
snow-covered adjective adj.
snub verb v
so conjunction conj.
86
T O P I C
25 Form Filling
Students’ Learning Outcomes spaces for answer.

 Correct comprehension of the information
 Analyze various forms currently required in
required in the form is essential for accurate
extended social and academic
filling in of the form. The students must be
environment.
made to understand that true information
 Fill in the forms legibly, following must be submitted on any document they are
instructions and supplying correct required to fill in.
information.  A form is to be filled in legible handwriting.
Cutting and overwriting should be avoided.
 Form is a document containing questions and 80 mins/2 period
87
Activity 2
Material/Resources Required  Suggest to the students that they would
be joining an adventure camp during
Routine classroom resources, deposit slip of any the summer vacation, for which they
bank, admission form, money order form, have to submit an enrollment
application form. form.(sample is given at the end of the
plan get it or any other form
photocopy.)
Introduction  If photocopying facility is not available,
draw the form on the blackboard and
ask students to copy it in their
Ask the student the following questions: notebooks.
 Have you ever had to fill in any forms?  Instruct them to begin reading it at the
 What problems did you face? top. Scan the form/application to see
what the different sections are.
 Why must we practise how to fill forms?
 Tell them to note the sections they don't
 Which forms will you be required to fill in the
have to fill in or questions they don't
near or distant future? (Matric Registration/
have to answer.
Admission Forms, Passport Forms, Bank
Account Opening Forms, Cash Deposit Slips,  A s k t h e m t o l o o k fo r w o rd s /
College Admission forms etc.) abbreviations they don't understand
and collect the document they have to
attach with the form/application.
Development  Then ask them to enter the required
information accurately.
 Guide the students wherever they need
Activity 1 your guidance.
 Instruct the students in advance to bring  Move around the class to monitor their
deposit slips/money order forms for the work.
appointed day.
 Give them the following instructions:
Conclusion/Sum up
a. Write legibly so that the person who
has to read it should understand it
Conclude the lesson by repeating the instructions
immediately.
about how to fill in a form.
b. Avoid overwriting and cutting
c. Use black or blue ball point only.
Assessment
 Ask students to work in pair and fill in
the cash deposit slip, following the
printed requirement. Collect the forms from the students which they
have filled in earlier in the class check them and
 Check whether they have filled in the
give feedback to the students.
slip properly or not.
88
Follow-up
Ask the students to go to any public library, get the library form and fill it .
Or
Download BISE registration form from the internet and fill it at home and then bring it to the class to
show it to the other students.
89
T O P I C
26 Graphs
 Bar graphs, line graphs, diagrams and charts

can be used to provide simple or complex
 Analyze information in bar graphs, line information, e.g. literacy rate, weather
graphs and diagrams, describing complex record, domestic budget, financial growth,
processes and procedures, comparisons etc.
and contrasts to write a short report.  Reports can be compiled after accurate
analyses of the data.
 The lesson can be integrated with
Information for Teachers Mathematics and Pak Studies.
 The graph School Spending Spree, tells us that
 Information/data can be presented in forms it has information about money spent on
other than the written text. school. A look at the categories listed at the
90
bottom of the chart (the X axis) will help us to content easier to understand/interpret?
see what kinds of things money was spent on.
The categories of clothes, supplies, textbooks,
and software sound like typical ways to spend Development
money for school.
 The left side of the graph is the Y axis. Activity 1
 The key given along shows three colors:  Provide the graph/map school spending
purple, red, and green. Purple represents spree to the students in groups.
elementary students, red is for high school  Tell them the colours used for different
students, and green stands for college categories.
students.  Ask them the following:
a. What are the x and y axis?
 The Y axis tells that the information is being
b. What information is being presented in
presented in percentages. In other words, if the graph?
all the purple percentages are added it would c. What do the different colours depict?
be equal to 100%. The same is true for the red
and the green.
Activity 2
 Answering questions about this graph could
be tricky since it shows spending in five  After the students have understood the
categories by three different age groups of graph ask them the provide accurate
students. answers to the following questions:
1. What do college students typically
spend the most on for school?
Duration/Number of Periods
2. What is the difference in spending on
clothing, between elementary students
80 mins/2 periods
and high school students?
3. What do elementary students spend
Material/Resources Required the least on for school?
4. What is the total expenditure on school
Routine classroom resources supplies for high school and college
students?
Introduction 5. Which category of students is likely to
spend the most on miscellaneous
 Share the points given in ‘information for expenditures?
teacher’ with the students. 6. Ask the students to write a report using
 Take whole class feedback on existing all the above given information.
knowledge. (Integration with Mathematics)
Activity 3
 Have you ever studied graphs?
 In which subjects are graphs required? Explain all maps/graphs (samples) given at
the end of the lesson plan to the students.
 Does graphical presentation make the
91
Activity 4 (Note: The graph can be used to compare the

Write a short report on each paragraph. results of different sections of the same grade
level. The graphs can be displayed in the class to
serve as a motivation or challenge. It can be
Conclusion/Sum up displayed in the school office as a record of
performance/progress.)
Sum up the lesson by repeating important points
of the lesson. Follow-up
Assessment  Refer to the graphs given in the resource.

 Ask students to study the graphs and note
Working in groups of 4-5 students, present the
down their findings in the form of points.
following data in the form of a bar
graph/histogram:  Using this information, write an essay on
i. The class result in English, Urdu, Mathematics Literacy in Pakistan or The Importance of
Education.
ii. The range of marks
iii. The number of students in the class  The essay can be completed as homework.
15 Mathematics
Urdu
English
10
Number of Students
0
5-10 11-15 16-20 21-25
Range of Marks
92
93
94
95
Glossary
98
99

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Teachers’ Guide Lesson Plans: English

Students’ Learning Outcomes

main idea in a paragraph.

Sum up the lesson by repeating all components of

 Ask the students to imagine you themselves

Instruct the students to search the following from

The first sentence of the given paragraph is

Class: ______________ Paragraphs Date: ______________

1. Read the following paragraphs:

3. Write any three facts from the given paragraphs.

paragraphs are always arranged in an order so

Steps for Making Pasta

Activity 2 library/read a magazine, book and find a

· Conclude the lesson by repeating the usage of

· Draw the pictures given in worksheet 2 on the

· Instruct the students to find some paragraphs

Name: _______________________ Class: __________________________ Date:

3 Reading and Thinking Skills - I

Students’ Learning Outcomes

Information for Teachers Development

1. Scanning is a type of reading used to locate a Activity 1

Ask the students to look up the following words in

4 Reading and Thinking Skills - II

Students’ Learning Outcomes details.

Information for Teachers 80 mins/2 period

 A passage is a short section from a book, piece Material/Resources Required

without moving, for as long as two

5 Root Words, Prefixes and Suffixes

Students’ Learning Outcomes Duration/Number of Periods

Prefix Meaning Example

 A suffix is a word-ending that is attached to a stem word to change its meaning.

Suffix Function Example

-s Shows the third person Aslam walks to work every morning

Activity 1  Write the following words on the board.

Activity 2 Extended Activity

 Instruct the students to pick out some Word-building

Repeat all important points of the lesson i.e root

Students’ Learning Outcomes Information for Teachers

Students’ Learning Outcomes Information for Teachers

purpose or theme they are trying to

Students’ Learning Outcomes  -Use the reference section in the library

mingled together in alphabetical order; title

The lesson should ideally be conducted in Activity 2

Discuss how libraries help with research for

Students’ Learning Outcomes

students helped to guess the name).

Discuss the importance of questioning and giving

Instruct the students to prepare to interview an

Students’ Learning Outcomes  Present with clarity the main point or

Material/Resources Required  Step 4 - Preparing the Conclusion

 Supporting details are evidences that justify Situations

Discuss with the students how presentation skills

 Ask the students to recognize the poliTician

Ask the students to say the following sentences

Instruct the students to hear the stress in

12 Paraphrasing and Summary Skills

Students’ Learning Outcomes

the main points of something, not the details. Activity 2

Class: Paragraphs Date:

Name: _ Class: ____ Date: