EAP Student Module

TELS
Transforming English Language Skills
English for
Academic Purposes
Student’s Manual
Transforming English Language Skills

English for Academic
Purposes
Student Materials
Module Map: English for Academic Purposes
Unit 1 Unit 2 Unit 3
Title Introducing ourselves Describing places/things/subjects Obtaining and Giving Information
Learning Have learned to introduce themselves and Be able to work collaboratively Be able:
utcomes others appropriately
Be able to give descriptions To obtain and give information
Have developed their speaking confidence
Be able to view critically and give opinions To listen and comprehend English
By the end Have carried out a number of collaborative
of the unit activities Have read, predicted and summarized texts To follow instructions
students will: Have related general to the specific To comprehend reading material and draw
Have learned to ask and answer focused
inferences
questions Have related their experience to the text
To be able to take notes
Have learned to make use of personal Expressed agreement and/or disagreement
pronouns To write a summary
Topic Introductions Profile of a country or place Facts about Information Technology
Star signs
Famous personalities
Texts Star Signs Neelum Valley: A gem to treasure Information Technology
The Pride of Pakistan

Skills Speaking, Listening, Reading and Writing Active Reading strategies; SQ3R at initial Speaking, Listening, Reading and Writing
stages; Note making; Summarising;
Note making
Text organisation (at initial stages); Speaking
Summarising
Text types Descriptive Factual Factual
Biographical
Language Description Description Asking questions and giving answers
Functions
General to Specific
Grammar Use of present simple; present progressive; Use of present simple; Use of Adverbs
present perfect; past simple; WH-questions;
personal pronouns Adjectives, adverbs and pronouns Present simple
Vocabulary For describing own and others’ Started to build vocabulary of description Begin to understand difficult words in
achievements context
Critical Thinking critically to determine what Make comparisons and distinctions between Thinking critically on a contemporary issue
thinking changes need to be brought about in the reality and ideal.
country ‘Role of Technology in the Arab Spring’
Reflect on own learning
Reflecting on own learning
Assess-ment Diagnostic
Title Unit 4 Unit 5 Unit 6
Recounting Past Events Gender discrimination in the work Will climate change lead to conflict or
place in Pakistan cooperation?
Learning have: have developed: have:
Outcomes
Developed a range of reading skills for The ability to express opinion Developed their confidence by taking part in
getting a general impression of a text and short discussions
for reading closely An understanding of the difference between
By the end facts and opinions Used the SQ3R reading method
of the unit Begun to develop vocabulary building
students will techniques (working out meaning from A deep understanding of a text by using a considered a social issue (climate change
context) reading strategy and by focusing on both and its consequences)
the meaning and the form
Listened to a personal recount Developed the use of modal verbs
Knowledge about reporting verbs and their
Revised using past form of verbs usage made some notes on a text
Interviewed a partner about their life A deeper understanding of text organization Expressed opinions about a social issue
through paragraph writing developed the use of certainty verbs
Written a recount
Knowledge of the functions of modals with Summarised some of the reading text
Revised using time connectors to organize their appropriate usage
a recount Written a discussion about whether climate
change will lead to conflict or cooperation
Topic Past Events Talking about facts and opinions Climate change: conflict or cooperation
Texts A painful memory Gender discrimination in the work place in Will climate change lead to conflict or
Pakistan cooperation?
Success
States facing extreme risks from climate
change
Skills Reading, Speaking, Listening and Writing to SQ3R Speaking, Reading and Writing
recount past events
Summarization
Text organization
Reporting
Text types Recount Point of view, Exposition, Discussion Discussion
Language Recounting Expressing opinion; agreement and Expressing opinion; agreement and
Functions disagreement; justification disagreement; justification
Grammar Past tense Reporting verbs, Modal verbs
Time connectors Modal verbs

Vocabulary Strategies for understanding difficult words Gender Climate change
in context
Critical Reflect on learning Reflect on learning Reflect on learning
thinking
Assessment Writing for portfolio Writing for portfolio
Unit 7 Unit 8 Unit 9
Title The Silly Wise Owl: East meets West Literature or Science: impact on Education in Pakistan
society
Learning Have: Have: Have:
Outcomes
Made meaningful predictions about the text Read and discussed challenging texts Listened and responded to a story about
and shared the predictions through oral the importance of education and imagined
discussion Developed confidence in speaking and themselves in the same situation as that of
By the end reading the protagonist.
of the unit Scanned the text to locate specific
students will information Carried out vocabulary building activities Made meaningful predictions about the text
and shared them through oral discussion
Expanded vocabulary through word-attack Thought critically about the benefits of
skills literature in society Scanned the text to locate specific
information.
Developed knowledge of text organization Thought critically about the benefits of
science in society Thought about the positive and negative
Developed knowledge of the connectors connotations of different words
used for showing contrast Written a discussion text
Thought critically about the content of the
Located and shared of information Developed confidence in presenting own
text and shared their opinion
point of view
Summarized a tex Identified and used real and unreal
conditionals in context
Used persuasive language
Written a coherent paragraph based on an

imagined situation
Topic Cultural differences Social benefits of Literature and Science Education
Texts The Silly Wise Owl Enriching Knowledge Pakistan’s Education Emergency: Failing its
future
Science and Society
Skills Speaking, reading and writing Reading, Writing and Speaking Listening, speaking, reading, writing
Paragraph division Problem solving
Summarization Sharing and justifying opinions
Paragraph writing based on contrast

Text types Compare and contrast Newspaper discussion Opinionated, argumentative
Language Comparison and contrast Cause and Effect Speculation
Functions
Imagination
Argumentation
Grammar Connectors (contrastive devices) Cause and effect Real and unreal conditionals
Comparative adjectives
Vocabulary Word-attack skills; use of context cues
Critical Reflection on learning Reflection on learning Reflection on learning
thinking
Assessment Mid module diagnostic
Title Unit 10 Unit 11 Unit 12
Report Writing Argument Presentation Skills
Learning Have: Have: Have:
Outcomes
Analysed the design of a report text Mapped the argument in an example essay Practised planning and organising an
effective presentation
Related the design to the purpose of the Focused on paragraph organisation and topic
By the end research sentences Presented and peer-assessed
of the unit Considered Discussion and Exposition arguments
students will Analysed data Learned to master the skill of dealing with
Written an outline for an argument essay the questions
Used data as a basis for writing a report
Written a first draft, focusing on paragraph Gained enough confidence to present in
organisation and topic sentences front of an audience
Evaluated own and others’ essays using a
checklist
Revised their own argument essay
[Depending on timing: Reinforced knowledge

of paragraph organisation, thesis statements,
and topic sentences. Completed grammar and
punctuation reinforcement activities]
Texts The Heritage of Pakistani art The debate about the semester system Essential Steps for Preparing Presentations
Effectively
English language in higher education in Issues and themes emerging through an
Pakistan analysis of English in higher education Supplementary Information
Skills Speaking, listening, reading and writing Speaking, Reading and Writing Speaking and Listening
Report Writing Essay writing

Text types Report Essay Oral presentation
Language Reporting Argument Presenting effectively
Functions
Grammar Paragraph and sentence structure Past, present, future tenses
WH questions
Personal pronouns
Cohesive/referencing devices
Vocabulary History of art Semester system
English language and higher education Plurilingualism

Critical Analysing data on an important issue Critique of educational practices
thinking
Assessment Writing for portfolio Writing for portfolio Peer-assessed checklist

Unit 0 Pre-English for Academic Purposes Module
Diagnostic assessment
In this first week you will do three assessment activities to give you
and your teacher some insight into your use of English for studying at
university. You will do three assessment activities:
1. A reading assessment
2. A speaking assessment
3. A writing assessment
1. Reading assessment
Your teacher will give you a gap fill reading activity in your first session.
2. Speaking assessment
After your first session you will be asked to take home and complete a questionnaire
about your use of English. This questionnaire can be found on the next page. The
questionnaire is to help you think about using and learning English at university. It will
also give your teacher some understanding of how confident you are about using
English at university.
You should bring the completed questionnaire to the second session. At the second
session there will be a class discussion about using and learning English in school and
university.
3. Writing assessment
In the third session you will be asked to do a short piece of writing on a topic that the
teacher will give you.
English Language in Higher Education in Pakistan
Pre-EAP Module Questionnaire for Students
DEMOGRAPHIC DATA
Q 1. Gender Q 2. Age
Female 17-20
Male 21-24
25+
EDUCATIONAL BACKGROUND
Q 3. Which system of education did you Q 5. Which subject are you majoring in?
study through?
_________________________________
O/A level
SSC/Intermediate
Q 4. What was the medium of instruction
in your secondary school?
English
Urdu
Other (Please specify):
___________________________
ENGLISH LANGUAGE SKILLS

Please rate yourself on your ability to do the following tasks in English:
Excellent Good Fair Poor

Q 6. Search for new information using library
q q q q
resources in English.
Q 6. Search for new information using the
q q q q
internet in English
Q 7. Write a brief report in English q q q q
Q 8. Write an essay in English q q q q

Q 9. Make an oral presentation to your class
q q q q
in English.
Q 10. Take part in an academic discussion in
q q q q
English.
Q 11. Read prescribed text books in English
q q q q
with comprehension.
Q 12. Read other academic texts in English
q q q q
with comprehension
Q 13. Listen to an academic lecture in English
q q q q
with comprehension
Q 14. Take notes in English from an academic
q q q q
lecture
Q 15. Write a formal letter in English (e.g. for a
q q q q
job application)
Q 16. Take part in an interview in English (e.g.
q q q q
a job interview)
From your previous experience, please estimate how much you would use English
when you carry out these tasks. Tick the final box if you don’t know.
Mainly in Not
Usually in Sometimes
English often in I don’t
English in English
English know
(>90%)
(51-90%) (11-50%)
(0-10%)
Q 17. Search for new
information using q q q q q
library resources
Q 18. Write a brief
q q q q q
report
Q 19. Write a brief
q q q q q
report
Q 20. Make an oral
presentation to q q q q q
your class
Q 21. Take part in
an academic q q q q q
discussion.
Q 22. Read prescribed
q q q q q
text books
Q 23. Read other
q q q q q
academic texts
Q 24. Listen to an
q q q q q
academic lecture
Q 25. Take notes from
an academic q q q q q
lecture
Q 26. Write a formal
letter (e.g. for a q q q q q
job application)
Q 27. Take part in an
interview (e.g. a q q q q q
job interview)
Are there any other important tasks that you will do at university (e.g. lab work,
seminars)? If so, please write these tasks in the spaces below, and tick a box to
show how much English you think you will use for each one.
Mainly in Usually in Sometimes in Not often

English English English in English
(>90%) (51-90%) (11-50%) (0-10%)

Q 28.
q q q q
Q 29.
q q q q
Mainly in Usually in Sometimes in Not often
English English English in English
(>90%) (51-90%) (11-50%) (0-10%)

Q 30.
q q q q
STUDY RESOURCES
Q 31. Which resources do you think you will regularly use in studying your major?
(more than one response is possible)
Textbooks q Handouts/Worksheets prepared by the teacher
Notes given by teacher q Notes from senior students
Guide books q Other (Please specify) ___________________
Q 32. Which technology resources do you think you will use in studying your major?
Tape recorder q CD player

Television q DVD
Language lab q Science lab
Computer q Computer printer
Internet connection q E-mail
Video conferencing q Smartphone
Other (Please specify)
ROLE OF ENGLISH IN WORK AND STUDY

Please indicate how far you agree or disagree with the following statements
about the role of English:
Agree Disagree
Agree Disagree
strongly strongly
Q 33. It is essential that a university
graduate can communicate in
q q q q
English about their academic
subject.
Q 34. In my future working life, I
expect to use English very q q q q
frequently.
Q 35. I am not sure if my English is
already good enough for my q q q q
academic study.
Q 36. In my major, I expect the
lecturers will help us by using
q q q q
very clear English that is easy
to understand.
Q 37. I will be too busy with my
major to spend time on English q q q q
language classes.
Q 38. I would like to have more
English classes to improve
q q q q
the language skills I need for
academic study.
Q 39. I think exams at university
would be fairer if we could
q q q q
write answers in our own
language.
Q 40. To get a good job, I need to be
q q q q
fluent in English.
Q 41. In my future working life, I will
need English to communicate q q q q
with westerners.
Q 42. With fellow students, I expect I
will prefer to discuss my major q q q q
in our own language.
Q 43. I would learn better if I could
study my major through the q q q q
medium of Urdu.
Q 44. I think that trying to express
my ideas in English will make
q q q q
me very slow at writing
assignments in my major.
lecturers will help us by
q q q q
explaining the main points in
our own language.
Q 46. My English is good enough for
q q q q
me to get a good job.
lecturers will help us by
q q q q
providing handouts/study
notes in our own language.
Q 48. In my future working life, I will
need English to communicate
q q q q
with people from Asia/the
Middle East.
Q 49. I think my English skills will
improve a lot when I study at q q q q
university.
Q 50. In my major, I expect I will
often need to speak English in q q q q
class.
Q 51. What do you think the
university could do that would
help you study your major
more effectively through the
medium of English?
Unit 1 Introduce yourself Session 1
Activity 1: Introduce yourself
Work in pairs and draw a flower with five petals

In the centre write your name and its meaning.
In the petals write
1. your star sign and date of birth
2. your major subjects
3. one hobby
4. one good habit, one bad habit
5. languages you can speak
Then introduce yourself to the person sitting beside you, telling all the information
written in the flower.
Activity 2: Introducing others
In the Star Sign text, look for the information about the Star of your partner.
Introduce your partner to the rest of the class. For example you can begin like this
‘The star sign of my partner is Gemini.
Her/his stone is Aquamarine and symbol is Twins.
Her/his secret desire is to be ahead of the crowd….’
Reading Text 1: Star Signs
There are twelve Star Signs and each star sign has a different meaning. One’s
horoscope is made up of the star signs and their attributes.
AQUARIUS (January 20 - February 18) PISCES (February 19 - March 20)
Your element: Air Your element: Water
Your ruling planet: Uranus Your ruling planet: Neptune
Symbol: The Water Bearer Symbol: The Fish
Your stone: Amethyst Your stone: Bloodstone
Aim in Life: To understand life’s mysteries Aim in Life: To avoid feeling alone and instead
Aquarian’s Secret desire: To be unique and feel connected to others and the world at
original large
Pisces Secret desire: To live their dreams and
turn fantasies into realities.
ARIES (March 21 - April 19) TAURUS (April 20 - May 20)
Your element: Fire Your element: Earth
Your ruling planet: Mars Your ruling planet: Venus
Symbol: The Ram Symbol: The Bull
Your stone: Ruby Your stone: Emerald
Aim in Life: The thrill of the moment Aim in Life: Emotional and financial security
Aries Secret desire: To lead the way for others. Taurus Secret Desire: To have a secure, happy
and wealthy life/marriage
GEMINI (May 21 - June 20) CANCER (June 21 - July 22)
Your ruling planet: Mercury Your ruling planet: The Moon
Symbol: The Twins Symbol: The Crab
Your stone: Aquamarine Your stone: Moonstone
Aim in Life: To explore a little bit of everything. Aim in Life: Constant support and
Gemini’s Secret Desire: To be ahead of the understanding
crowd Cancer’s Secret Desire: To feel safe
(emotionally, romantically, spiritually, and
financially)
LEO (July 23 - August 22) VIRGO (August 23 - September 22)
Your element: Fire Your element: Earth
Your ruling planet: The Sun Your ruling planet: Mercury
Symbol: The Lion Symbol: The Virgin
Your stone: Peridot Your stone: Sapphire
Aim in Life: To lead the way Aim in Life: To do the right thing
Leo’s Secret Desire: To be a star Virgo’s Secret Desire: To love and be loved in
return
LIBRA (September 23 - October 22) SCORPIO (October 23 - November 21)
Your ruling planet: Venus Your ruling planet: Pluto
Symbol: The Scales Symbol: The Scorpion
Your stone: Opals Your stone: Topaz
Aim in Life: To be consistent Aim in Life: To survive against all opposition

Libran’s Secret Desire: To live an easy, Scorpio’s Secret Desire: To triumph
uncomplicated life.
SAGITTARIUS (November 22 - December CAPRICORN (December 22 - January 19

21)
Your element: Earth
Your element: Fire
Your ruling planet: Saturn
Your ruling planet: Jupiter
Symbol: The Goat
Symbol: The Archer
Your stone: Garnet
Your stone: Turquoise
Aim in Life: To be proud of their achievements
Aim in Life: To live the good life Capricorn Secret Desire: to be admired by the
Sagittarian’s Secret Desire: To make a difference world at large
in the world
Activity 3: Agree/disagree
In groups, discuss whether you agree with the description of your star sign. Give
reasons why you agree or why you disagree.
Home task
1. Write a horoscope for a classmate. Predict 3 good things you want to happen
to them in the coming week.
2. Bring a small (passport size) photograph of yourself to the class, if possible.
This will be needed in session 2.
Activity 1: Guessing
Warm-up
Look at the collage and guess the names of the people in the pictures. Can you guess
the reason of their fame?
Sources: http://commons.wikimedia.org/wiki/File:Abdul_Sattar_Edhi.jpg
File Photo -Dawn http://dawn.com/2011/08/14/aisam-ul-haq-qureshi-tennis-player/
http://marvelouspak.blogspot.co.uk/2011/06/proud-pakistanis-namira-salim.html
http://commons.wikimedia.org/wiki/File:AliMoeenNawazish_Portrait.jpg
http://i1.tribune.com.pk/wp-content/uploads/2011/03/Mohsin-640x480.jpg
http://www.emel.com/article?id=89&a_id=2483
Activity 2: Hunting
Read through The Pride of Pakistan text quickly and find the words from the
wordcloud to match with the personality.
Abdul Namira Naseem Ali Moeen Mohsin Jahangir

Sattar Edhi Salim Hameed Nawazish Hamid Khan
Reading text 2: The Pride of Pakistan
Abdul Sattar Edhi: A Social Worker
Born in 1928, Abdul Sattar Edhi is called Pakistan’s Mother Teresa. He has been working
selflessly for the sick and the destitute for more than 60 years.
A humanitarian and philanthropist, Edhi is the soul behind Edhi Foundation which is
funded by donations from fellow citizens. The Edhi foundation runs the world’s largest
ambulance service; his more than 250 free Edhi Centers across the country take in
orphans, the homeless, the mentally ill, unwanted newborns, drug addicts, the sick
and the aged. Edhi’s fleet of ambulances picks up victims of terrorist bombings, gang
shootings, car accidents and natural disasters. The Edhi Foundation has run relief
operations in other parts of the world too, like in Africa, the Middle East, Eastern
Europe, the Caucasus region, and the US.
In his biography, Edhi gives sole credit to his mother for setting him on a humanitarian
path. She always urged him to give half his pocket money to someone poor every day
and chided him if he didn’t.
Namira Salim: Space-Traveller
Namira Salim was born in 1975 in Karachi. She is the first Pakistani to travel into space
after she was shortlisted among 100 space tourists by the world’s first commercial
space liner Virgin Galactic in 2007 out of 44,000 candidates. Namira also became
the first Asian to Skydive Everest as part of the “First Everest Skydive 2008.” Not only
did she dive from an altitude above Mount Everest, 29,480 feet, she also made history
as the first jumper ever to skydive from the roof of the world.
Namira is also the first Pakistani to trek to both the North and South Poles. She hoisted
the national flags of Pakistan, the UAE, Monaco, the EU and a universal peace flag at
the North Pole on April 21, 2007 and at the South Pole on January 10, 2008.
Naseem Hameed: Fastest Woman in South Asia
Naseem Hameed was born in 1988 and became the fastest woman in South
Asia when she won a gold medal in the 100-metre event of the 11th South Asian
Federation (SAF) Games in 2010. The 22-year old clocked 11.81 seconds in the
100-metre sprint to win the gold medal. This was a big honour for Pakistan as it
happened to be the first time for any Pakistani woman to win the event in the last
26-year history of the region. Naseem lives with her family in a 40-yard single room
house located in the slums of Karachi. Her father Hameed is a labourer who hardly
earns Rs 9000 per month.
She has been chosen as one of the ambassadors for sports by the President of Pakistan.
Ali Moeen Nawazish: The Brain
Ali Moeen Nawazish was born in Rawalpindi, Pakistan, and lived most of his life there.
He is notable for passing 23 A-levels, a world record. He got 21 As, a B, and a C.
The A Level subjects he took were Physics, Chemistry, Biology, Maths, Computer
Studies, Marine Sciences, Applied ICT, Thinking Skills, Urdu Literature, General Paper,
Geography, Applied Geography, General Further Mathematics, Human Biology, Further
Mathematics, Sociology, Psychology, General Studies, English language, Travel and
Tourism, Urdu Language, Business Studies, and Critical Thinking. He was awarded the
Pride of Performance award, which is one of the highest honors in Pakistan. Nawazish
was congratulated personally by the Prime Minister of Pakistan.
Nawazish has founded Step Up Pakistan, an organization that aims towards giving
professional advice to the students, train teachers, improve education in the
backward areas, improve the country’s curriculum and education system, and carry
out other humanitarian efforts.
Among his many hobbies, some are playing the guitar, cricket and table tennis.
Mohsin Hamid: Bestselling Author
Mohsin Hamid, the bestselling, award-winning writer was born in 1971 in Lahore. He
graduated from Princeton University and from Harvard Law School, USA. He is the
author of two novels: The Reluctant Fundamentalist (2007) and Moth Smoke (2000).
His fiction has been translated into 30 languages.
His first novel, Moth Smoke, became an international bestseller and a PEN/Hemingway
Award finalist and won the Betty Trask Award. His second novel, The Reluctant
Fundamentalist, was shortlisted for the Man Booker Prize and Commonwealth Writers
Prize, and won the Anisfield-Wolf Book Award and Asian American Literary Award,
among other honours.
Hamid has contributed essays and short stories to publications such as the Guardian,
the New York Times, the Washington Post, the Financial Times, Dawn, the New York
Review of Books, Granta, and the Paris Review
Jahangir Khan: The Legend of Squash
Jahangir Khan, ‘The Conqueror’ took the world by storm in 1980s with his record of
winning 555 consecutive matches. He dominated international squash for a decade
during the 1980s and 1990s. Khan was born in Karachi on December 10, 1963. Time
Magazine has named Jahangir as one of Asia’s Heroes in the last 60 years
He won the World Amateur Championships at the age of 15 and the World Open
Championships at the age of 17 which was the youngest ever. He remained unbeaten
for 5 years and 8 months; winning 555 matches consecutively; this was not only the
longest winning streak in squash history, but also one of the longest unbeaten runs by
any athlete in top-level professional sports. Khan became the British Open Champion
10 times in a row (1982-1993); and World Open Champion 6 times – for which he is
listed in the Guiness Book of World Records.
‘I was told I would never become world champion. I was the youngest, smallest,
feeblest and sickest of the family. Neither the doctor nor my father believed there
was any chance for me to become a good squash player’ – says Jahangir Khan in his
book, Winning Squash.
“Hard work, discipline, commitment and ambition” - is how Jahangir himself explains
the reasons for his incredible success.
Activity 3: Profile maker
In The Pride of Pakistan text you have read about different personalities. Now work
in pairs and write a profile of your partner by filling in the form given below. In the
picture box draw a portrait of your partner or paste their photograph, if they have
brought one.
Profile
Name Age Date of birth
Male/Female Religion
Home town Description of house
Brother/Sisters
College/University
Pets Favourite subjects
Hobbies (including sport)
What you would like to be when you are older
Other information
Activity 1: Inspiration
Which personality inspired you most from the Pride of Pakistan text?
Why were you inspired by that particular personality?
If given a chance, would you like to follow in their footsteps?
Read through The Pride of Pakistan text once again and discuss with your partner and
make your notes. Then share with the rest of the class.
Activity 2: Agents of change
Imagine if you are given a chance to do something for your country. What five
changes would you like to bring about in the country?
1.
2.
3.
4.
5.
Critical reflection
Briefly think back on what you have learned in this unit and reflect upon the
experience.
Unit 2 Describing places and things Session 1
Activity 1: Picture conversation
Look at picture 1 and picture 2 and answer the questions below.

Picture 1: A scene from Mall Road, Murree
© Akifa Imtiaz
Picture 2: A title given to Murree
© Akifa Imtiaz
1. Describe what you see in picture 1.
2. Picture 1 is the ‘real’ and picture 2 is the ‘ideal’, can you bring out the
difference between the two?
3. Do you agree with what is being said in picture 2, i.e. Murree being a ‘Queen of
Mountains’? Give reasons to support your answer.
Activity 2: Prediction
Look at the title, Neelum Valley: A gem to treasure, of the reading passage and predict
what you think the text could be about.
Activity 3: Organizing and predicting
a) Work in pairs or small groups and read through the paragraph given to you
quickly and summarize it. Give a title for the paragraph.
b) Move around telling other students what your paragraph title is in order to build
a summary of the whole text.
c) After this again predict what you now think the text could be about.
Reading Text 1: Neelum Valley: A gem to treasure
1. The Neelum Valley in Azad Kashmir is undoubtedly one of the most beautiful places
in the sub-continent with its pristine forests, enchanting streams and the raging
Neelum River. It is situated in the north and north-East of Muzaffarabad, Azad Jammu
and Kashmir, sandwiched between the Kaghan Valley on the west and the valley of
Occupied Kashmir on the East, the valleys being separated by high mountain ranges.
2. Unfortunately, the area of the Neelum Valley remains largely undeveloped and most
of the residents live in dire poverty barely making both ends meet. There are little or
no health and education facilities and most of the communities do not have access to
potable water, electricity and gas.
3. As in most deprived mountain communities, the inhabitants of the Neelum Valley
in general, and the women and children in particular, suffer from chronic health
problems due to inadequate nutrition, unsafe drinking water and unhygienic living
conditions. These include anemia, diarrhea, infections of the respiratory tract and
tuberculosis. Only 8 per cent of the population has access to sanitation but that too
is of low standard. The problem is compounded by lack of medical and paramedical
staff and non-availability of medicines. Primary schools in the Valley are few and far
between while there are no opportunities for higher education. Without access to
quality education, children who live here have little chance of improving their future or
earning a livelihood.
4. The electricity supply is erratic due to which the residents cut trees for fuel,
cooking and heating, and use the Valley resources in an unsustainable manner.
To add to their woes, the access road is in a poor condition and the high cost of
transportation means that even basic utility items such as oil, sugar and tea are very
expensive.
5. “It is a pity that a place with prime tourism opportunities is on the brink of poverty’
says Dr Anis ur Rahman, who represents the Himalayan Wildlife Foundation (HWF) for
conservation of natural resources and community uplift in the Neelum Valley. ‘There
are three ‘A’s important for tourism,’ he explains. ‘These are Access to the site, the
presence of Attractions and suitable Amenities for the visitors. As far as the Neelum
Valley is concerned the natural beauty of the area is sufficient enough to attract
tourists from all around the world. What is missing, however, is a good quality access
road and decent hotels. ’
6. The Himalayan Wildlife Foundation has successfully executed a number of
developmental projects in the Neelum Valley. Their present venture titled ‘Sustainable
Rural Development in the Upper Neelum Valley’ has been initiated with support from
the Pakistan Poverty Alleviation Fund (PPAF), a non-profit company with extensive
experience in human and institutional development, health, education, livelihood
management and disaster management.
7. In partnership, the project supports the Azad Jammu Kashmir Fisheries and Wildlife
Department in conserving the dwindling forests in the valley and developing an
integrated approach that will support the local communities of the Neelum Valley
by providing important facilities such as clean drinking water, sanitation facilities,
link roads, irrigation channels, checking dams for erosion control, fruit orchards as
well as support for hydro-power generation in hybrid projects. Special attention
is being given to social mobilisation which is the foundation of success for nature
conservation, capacity building and community infrastructure development.
8. The word ‘Neelum’ in Sanskrit means a blue sapphire, a valuable precious stone.
The Neelum Valley, too is like a precious gem that we need to treasure and protect.
Poverty alleviation measures and natural resource management are essential to
conserve the resources of this gem of Kashmir.
Source: Neelum Valley: A gem to treasure by Fareeha Irfan Ovais
article from 1 January 2012, in paper magazine
Copyright © 2012 DAWN.COM

Activity 4: Reading closely
First read the whole text.

Then, read the statements in the table below and check whether they match with the
information given in the reading passage, if not, then give a true version.
Statement True version, if false

1. The residents of Neelum Valley have adequate
health and education facilities.
2. Children who live there have little chance of

earning a livelihood.
3. The literacy rate among the residents is above

90%.
4. There is a motorway which connects Neelum

Valley with the rest of the country.
5. Three A’s are important for tourism, according to

Anis ur Rahman
6. The tourists flock around the area because there

are amazing hotels there.
7. The name ‘Neelum’ is taken from the folk lore of

Kashmir
Home task: Words in context

For each of the words below two meanings are given. Choose the one that is correct
according to the context in the Neelum Valley: A gem to treasure text. (The numbers
in brackets refer to paragraphs)
1. pristine (1) perfect spoiled
2. enchanting (1) impolite charming
3. sandwiched (1) grip in squeeze in
4. potable (2) clean spotless
5. deprived (3) underprivileged privileged
6. chronic (3) irregular constant
7. amenities (5) facilities inconveniences
Session 2
Activity 1: Warm-up
Look at the collage and try to guess what part of Pakistan the pictures in the collage
represent
Source: http://commons.wikimedia.org/wiki/File:Minar_e_Pakistan.jpg; http://commons.

wikimedia.org/wiki/File:Mazar_-eQuaid_Karachi_.jpeg; http://commons.wikimedia.org/wiki/
File:Multan.jpg;; http://commons.wikimedia.org/wiki/File:Shah_Faisal_Masjid,_Islamabad.JPG;
http://commons.wikimedia.org/wiki/File:Khyber_pass.jpeg; http://commons.wikimedia.org/wiki/
File:Hanna_Lake_Quetta_P1140271.jpg
Activity 2: Adjectives hunt
a) While working in pairs once again go through the reading text and make a list
of as many describing words/adjectives as you can find from the text.
b) Think of your home town and write 5-7 sentences about it, using at least 5 of
the adjectives from your Adjective hunt list
Activity 3: Unity in diversity
In groups discuss what you have written about your home town. Look for things/
features that are specific to your home town and other things/features which are
general to several people’s home towns. Make a list.
Activity 4: Different but same
Re-read paragraphs 1-4 in the reading text and find the similarities (or near-
similarities) and differences, if any, between your home town and Neelum Valley. Make
a list of all the similarities and differences that you can find.
Session 3
Activity 1: Different adjectives
Fill the blanks with adjectives/describing words other than the ones used in the
reading passage in these paragraphs.
The Neelum Valley in Azad Kashmir is undoubtedly one of the most _________
places in the sub-continent with its _____________forests, _______________
streams and the ____________Neelum River. It is situated in the north and north-
East of Muzaffarabad, Azad Jammu and Kashmir, sandwiched between the Kaghan
Valley on the west and the valley of Occupied Kashmir on the East, the valleys being
separated by _________ mountain ranges.
Unfortunately, the area of the Neelum Valley remains largely _____________and
most of the residents live in ______________ poverty barely making both
ends meet. There are little or no health and education facilities and most of the
communities do not have access to ______________ water, electricity and gas.
Activity 2: Making an interesting description
One way to make a description interesting is to use more, and varied, adjectives.
Example: I study English
Interesting description: I study English which is a fascinating and puzzling subject
Look at the wordcloud on the next page. Make a list of at least five different subjects
for study mentioned in the wordcloud. Now choose the adjective that best describes
each subject and make sentences about these subjects, using at least two adjectives
for each subject. Try and use at least five new additional adjectives of your own
choice while describing.
Activity 3: Generalizing
In unit 1 you read the Star Signs text. Go back to it and think and discuss among
yourselves which academic subjects will be suitable for a particular star sign.
For example you can make generalized statements like this and say,
‘Sociology is a subject that will suit a Virgo because they want to do the right thing.’
Critical reflection
experience.
Unit 3 Obtaining and Giving Information Session 1
Brainstorming session
Work in small groups. Look at the following phrases and discuss with each other what
comes to your mind. You may agree or disagree but give reasons for your opinion.
1. “I-Phone with portable internet access is fantastic”
2. “Facebook is simply amazing”
3. “On-line banking is incredibly helpful”
Listening and Speaking Skills
You will hear a conversation between Ayesha and Fatima. The transcript is below.
Cover the transcript while you are listening and do the exercises below the transcript.
Staying up late for a good reason
Fatima: Hey Ayesha, why didn’t you come to college yesterday?
Ayesha: Oh Fatima!! I was up late the night before so I could not come. Actually my
mother had to talk to my sister in America on Skype. You know it’s almost ten hours
time difference. So I could not sleep well. That’s why I did not come.
Fatima: Oh right. Isn’t the internet great? But my mother doesn’t like it. She says
people waste a lot of time on the internet. That is why I don’t have it at home.
Ayesha: Fatima. I think you should talk to your mother about having it at home. She is
right that people waste time on the internet. But it depends on how you use it.
Fatima: Yes I know. But she says that young people now keep chatting on-line with
their friends all the time.
Ayesha: Not all the time. And anyway apart from chatting on-line I use it for so many
other reasons too. You know, I search on the internet and find a lot of related e-books
and articles on subjects we are studying. There is so much information there on many
websites.
Fatima: That’s great. What else do you use it for?
Ayesha: Well! I use internet for watching TV serials, sports and news. And Facebook
and Twitter are wonderful ways of connecting with friends all over the world.
Fatima: Amazing. Could you use it to give me some help in doing an assignment?
Ayesha: Of course. What do you need?
Fatima: Some material for that assignment on Psychology.
Ayesha: Don’t worry at all. I’ve already found a lot of stuff on that topic. We can study
together this evening.
Fatima: Ok. Thanks a lot.
Activity 1: Listening
Work in groups. Listen to the conversation and write in your own words what is the
topic being discussed between Ayesha and Fatima. Details are not required.
1. Ayesha is talking about
____________________________________________________________
____________________________________________________________
2. Fatima is talking about
____________________________________________________________
____________________________________________________________
Activity 2: Intensive listening
Work in groups. Listen again to the conversation. Circle the name of the person who
spoke each of the words given below.
1. Skype (Fatima/Ayesha/Both)
2. Internet (Fatima/Ayesha/Both)
3. Chatting on-line (Fatima/Ayesha/Both)
4. E-books (Fatima/Ayesha/Both)
5. Websites (Fatima/Ayesha/Both)
6. Facebook (Fatima/Ayesha/Both)
7. Twitter (Fatima/Ayesha/Both)
8. Assignment (Fatima/Ayesha/Both)
Activity 3: Close listening
Work in groups. Listen again to the conversation carefully and answer the following
questions.
1. Why didn’t Ayesha come to the college?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Why does Fatima’s mother dislike internet?
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Apart from chatting, Ayesha talks about what other uses of internet?
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. What are two ways mentioned by Ayesha for connecting with friends all over the
world?
______________________________________________________________
______________________________________________________________
______________________________________________________________
5. What does Fatima ask Ayesha to do towards the end of the conversation and what
is Ayesha’s response?
______________________________________________________________
______________________________________________________________
______________________________________________________________
Activity 4: Other advantages of the internet
Work in small groups. Discuss other advantages of the internet that come to your
mind and make a list below.
1. _________________________________________
2. _________________________________________
3. _________________________________________
4. _________________________________________
Pre-Reading
Look at the following picture and guess what it is about.
Source:http://commons.wikimedia.org/wiki/File:Exquisite-network.png
Activity 1: Pre-reading
Work in small groups and discuss with each other the following questions. Do you
have similar views or are they different from one another.
1. What do you understand by the term “Global Village”?
2. What do you use internet for?
Activity 2: While-reading
Work in small groups. Skim through one paragraph (assigned by your teacher) and
discuss with each other what it is about. Write the main idea of the paragraph in one
sentence.
______________________________________________________________
______________________________________________________________
Reading Text 1
Paragraph 1: Information and Communication Technology has revolutionized many
aspects of our daily lives. Enormous developments in the field of technology occurred
at the end of the twentieth century and the beginning of the twenty-first century.
Mobile phones, computers and internet are some of the countless technologies that
have completely transformed the world we are living in. Our life style has altogether
changed on account of these technologies. It was rather impossible for people to
envisage such technological advancement in the past but now domestic technologies
such as refrigerators, microwaves and washing machines are found in almost every
home in our country.
Paragraph 2: Probably about 20 years ago, no one could visualize such an increase
in the use of mobile phones in Pakistan. Everyone from babies to the very old seems
to be acquainted with a cell phone. New mobile phones with added features seem
to appear every month and many people find it incredibly hard to resist buying the
latest version. The SMS/text messaging service on mobile phones is the most popular
among the younger generation particularly. Originally this was just a minor feature
and manufacturers did not anticipate it to be used by phone owners at all. But it
developed a whole new method of communication and introduced different ways of
interacting with radio and television. Well, we have a new language form – texting.
Paragraph 3: The Internet has had an enormous impact on all aspects of life.
While there are still people in many parts of the world who do not have access to
an internet connection, the majority of people in the developed world and many
developing countries now have access either at home or at work, and have the
opportunity to use online information resources, or communicate with others using
email, instant messaging or discussion groups. Amazingly the internet has become
a major factor in enabling information- sharing and has had a huge impact on the
availability of information of all kinds. Electronic mail (email), digital broadcasting,
electronic books (e-books), online banking, job seeking and applications, hotel
reservation and online shopping are only a few of the countless advantages internet
has. Nevertheless these changes have led to the need for increased security
procedures to combat new types of fraud.
Paragraph 4: The world of entertainment is constantly developing with the advent
of new technologies. Digital broadcasting has completely altered the way we
experience television, with more interactive programming and participation. Digital
cameras, printers and scanners have enabled more people to experiment with image
production. Technology has brought tremendous change in the production and
distribution of music, as well as in the ways in which people can access and listen to
music effortlessly.
Source: http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397557&printable=1
Activity 3: What the paragraphs are about
Discuss with other groups what their paragraph is about and complete the following
diagram. Do not write more than a few words.
Activity 4: Close reading
Work in groups. Read the passage carefully and answer the following questions in
your own words. Then compare your answers with each other. Have you got the same
answers as each other? Have you got the same words as each other? Why?
Q1. How has information and communication technology transformed our lives?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Q2. What is the new language called “Texting”?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Q3. What main advantages of the internet have been listed in the passage?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Q4. What is the impact of Information technology on the world of entertainment?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Activity 5: Grammar: Adverbs
Use these adverbs to complete the paragraph below.

completely probably
incredibly amazingly
originally nevertheless
constantly effortlessly
I think Rubia Akram has been working as a teacher in a local university for over
thirty years________________. _______________it was not very easy for
her to manage her home along with her professional responsibilities. She says her
life has changed __________________ and now it is ___________________
comfortable because of so many domestic technologies that have enabled her
to manage things _______________ well. Earlier she says I used to worry
_______________ about different tasks I had to do at home like cooking and
washing etc. But now I do all this work ____________________ without getting
tired.
Activity 6: Instruction sequence
Work in small groups. Read the following instructions written on a bank cash machine.
They are not in the correct order. Sequence the instructions in the correct order by
writing a number next to each sentence. Write the adverbs listed below in the gaps.
Firstly Then Finally However Nevertheless
Instructions
( ) ____________ Enter the pin-code
( ) ____________ After processing, your card will be ejected and the required
amount will come out of the machine
( ) ____________ Insert your ATM card in the machine
( ) ____________ In case the machine takes longer time, press the button on your
right and take the card out.
( ) ____________ Wait for the machine to process
( ) ____________ If the problem persists please call our service centre through the
phone available in the booth
( ) ____________ Insert the card again and repeat the procedure described above
( ) ____________ Press the amount on screen you want to withdraw or enter your
desired amount
Home Task: Disadvantages of Technology

Do some research on this topic. You may get information from the internet,
newspapers, books or any other source available. Make a list of the disadvantages in
your own words from the information you have been able to find. This information is
required to carry out a task in the next session.
Your research should be centered on the following kinds of technology.
Domestic technologies such as refrigerators, microwaves and washing
machines
Mobile phones
Electronic mail (email), digital broadcasting, electronic books (e-books),
online banking, job seeking and applications, hotel reservation and online
shopping
Digital cameras, printers and scanners
Activity 1: Survey on the disadvantages of technology
Work in small groups and make a list of at least 5 -7 questions that you will ask
another group in the class about the disadvantages of different kinds of technology.
Examples:
1. What in your opinion is the biggest drawback of internet?
2. Can you think of some disadvantages of mobile phones?
Activity 1(a)
Ask another group and take notes about their opinion. Use the table below to help you.
But you can write any other kinds of sentences.
(name) is of the view internet can have Such as

that
has many For example

thinks that
harmful effects Because

believes that on children
(name) is of the view mobile phones can have Such as

that
has many For example

thinks that
harmful effects Because

believes that on children
Activity 1(b)
Discuss with your group members and fill in the information you have
gathered from the other group in the following table.
Disadvantages of Technology
Group Domestic Mobile Phones Internet Any other

Members’ views Technologies Digital cameras/
printers
A’s views
B’s views
C’s views
Activity 2: Summary
From your notes, write a brief summary of the other group’s views about the
disadvantages of technology.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Activity 3: Discussion Session
Look at the following paragraph about the role of technology in the “Arab Spring”
in 2011. Discuss with your group members and comment on the issue. What is your
opinion? Do you think information technology can be used in our country for a similar
purpose? Following questions may be helpful in your discussion.
Questions
1. How does information technology help in spreading information?
2. What is the situation of information technology in Pakistan?
The role of technology in the “Arab Spring”
Many people are of the view that the information technology and digital social media
tools and networks like Facebook and Twitter etc played a vital role in the huge
protests that swept through the Middle East in the early 2011. Research on the issue
clearly indicates that protests in Egypt and Tunisia were a direct follow-up of initial
mobilizing effects of the information technology and digital social media tools and
networks. The campaign was started on Facebook that generated tens of thousands
of positive responses against the policies of the state making the protests such a big
success. So, information technology is the newest way of reviving protest campaigns.
Critical reflection
experience.
Unit 4 Recounting past events Session 1
Activity 1: Pre-Reading
Work in pairs. Interview your partner. Find out the following information:
1. What subject they disliked most at school and why
2. Whether they can recall and recount any memorable incident between them and a
teacher at school
3. Whether they think having a home tutor is a good idea; the reasons why they think
that.
Report back to the class what you find out.
Activity 2: What is it about?
Work in groups of 5. Each person will read one paragraph. Decide who will read each
paragraph.
a) Choose the most suitable heading below for your paragraph.
b) After everyone has chosen their heading, explain to the other members of your
group why you chose your heading.
Headings
Why I didn’t report him
What happened eventually
How my maths tutor taught me
My attitude towards maths
A Maths tutor teaching cricket
Please note: you do not need to read and understand everything in your paragraph to
do this activity.
Reading text 1: A painful memory?
1. _____________________________________
While looking through some old boxes I came across an old photograph- I was
proudly holding a cricket bat and a sombre looking gentleman was trying to help me
with my batting technique. If my memory serves me right, he was coaching me how
to play with a straight bat- one of the basic techniques in the coaching manual. The
gentleman was Mr. Qadoos, my Maths tutor. A maths tutor coaching me cricket- in
those days it never appeared as a paradox to me and I loved every bit of it.
2. ______________________________________
Mathematics was a subject that I detested from the very core of my heart. The
formulas, equations, algebra annoyed me. It was a nightmare, that’s the politest
expression I could think of. The concepts were too hard to be understood by an 8th
grader like me who wanted to spend his time on the playground rather than confusing
himself with dry formulas of maths. One of the reasons to despise this subject was
my maths teacher at school, who never liked being asked questions. She was a firm
believer that her teaching method was so profound and self-explanatory that asking
questions was a sign of student’s inattentive attitude in the class. Asking questions
was interpreted as an insult by her. Once I was able to build up courage, I dared
to ask her a question- the answer was a resounding slap, which was heard even by
the people in the corridors. I never made the same mistake again! Soon my parents
realized the seriousness of my situation and decided that hiring a maths’ tutor would
help me out of this complicated situation.
3. ______________________________________
The man in the picture-Mr Qadoos - was appointed as my tutor because an
acquaintance of my father spoke very highly of him. My new tutor made quite an
impression on my parents in his first meeting and made grand claims that I would
soon be transformed into a mathematician. I still remember his first lecture that
highlighted the virtues of hard work. The first week passed quietly, we only managed
to do one exercise. His argument was that he was deliberately going slow with a
weak student and didn’t want to scare me away- a psychological strategy I guess! In
the following weeks, I learnt everything under the sun but mathematics. The tutoring
time was reduced to half on the days my parents weren’t around. He was also shrewd
enough to judge my tastes and would alter his conversation accordingly. We started
having intellectual discussions on movies, cricket, video games etc. I must confess
that he helped me a lot to gather information about showbiz and sports in a short
time.
4. ______________________________________
He used to enter my house at around 4 pm, with a cigarette between his fingers. Then
he would slowly sip a hot cup of tea and usually left not later than 4:30 pm. Once I
had a thought of reporting these facts to my father but decided against it. I didn’t
want to betray Mr Qadoos; by then he had helped me a lot with my batting technique
and I became a prolific run getter in my school team. I didn’t want to spoil all his hard
work and let it go by a mere slip of the tongue! He had even started teaching me the
subtle art of reverse swinging the cricket ball, I was indeed indebted to him.
5. ______________________________________
Time flew and with every passing day our friendship cemented; I did not have any idea
what misfortunes were waiting round the corner. My exams approached and I had to
face the bitter reality- I had successfully flunked mathematics along with a couple of
other subjects. Instead of telling my parents about his unusual tutoring techniques, Mr
Qadoos shifted the whole responsibility onto my frail shoulders. It was a rude shock.
This fickleness was too much for me and I finally revealed everything to my parents. I
wasn’t allowed out for a week and my honourable tutor turned friend had to lose his job.
The dream of becoming a top batsman did not become a reality.
Source: “My Honourable Tutor” by Syed Razzi ul Husnain
Adapted with the author’s permission. Published in Pakistan Observer, 15/12/2003
Activity 3: Reading for comprehension
a) In your group, look at the following questions together. First discuss the answers
without looking back at the article.
b) Then on your own, read through the article again to find the answers. Write the
answers, trying to use your own words and not the same words as in the article.
c) When everyone has finished, compare the different answers in your group. If there
are differences in the answers or in the words that you have used decide which
answer and which words you are going to tell the rest of the class.
d) Tell the rest of the class your answers.
1. What was the author reminded of after looking at the picture of his tutor?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. In paragraph 2, what reasons have been listed for why the author disliked the maths?
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. What method of teaching was adopted by the teacher in the first week?
______________________________________________________________
______________________________________________________________
______________________________________________________________
4.How did the author develop a friendly relationship with his tutor?
______________________________________________________________
______________________________________________________________
______________________________________________________________
5. Suggest a different title for the article.
______________________________________________________________
______________________________________________________________
______________________________________________________________
Activity 4: Understanding difficult words
Work in pairs. Discuss with your partner what these words mean in the article. Be
prepared to provide reasons for why you chose each definition.
1. a sombre looking gentleman was trying to help me with my batting technique.
The word sombre means:
a. dull and not talkative
b. serious and sober
2. A maths tutor coaching me cricket- in those days it never appeared as a paradox
to me and I loved every bit of it.
The word paradox means:
a. opposite and contradictory
b. not understandable
3. her teaching method was so profound and self-explanatory
The word profound means:
a. interesting and pleasing:
b. perfect and did not need explanation
4. the answer was a resounding slap
The word resounding means:
a. hard and clear
b. loud
5. because an acquaintance of my father spoke very highly of him
The word acquaintance means:
a. relative
b. family friend
6. he was deliberately going slow with a weak student
The word deliberately means:
a. on purpose
b. serious
7. I was indeed indebted to him
The word indebted means:
a. obliged and thankful
b. admired
8. ‘This fickleness was too much for me’
The word fickleness means:
a. unreliable
b. laziness
Activity 1: Achievements
Work in groups. Look at the photograph below. Discuss the following questions.
Report back to the class what you have found out about the person in the
photograph.
1. Do you know who the person in the photograph is?
2. How old is she?
3. What do you know about her achievements?
Image Source: http://dawn.com/2012/01/14/arfa-karim-passes-away-in-lahore/
Activity 2: Life skills
Here is a list of some practical skills. Discuss with a partner and decide which three
skills you think will be most important for your success in life. You can suggest other
skills which are not on the list. Be prepared to provide reasons for choosing the skills
you choose and not others. You will discuss your choice with the whole class.
Language competence Driving a car
Flying an aircraft Computer skills
Study skills Communication skills
Expertise in science and technology
Activity 3: Listen for the skill
Listen to the story of Arfa Karim Randhawa. Look at the list of skills in Activity 2 again
and number them in the order you hear them mentioned in the listening. Not all are
mentioned.
Activity 4: Recounting actions in the past
Work in a group. The text below recounts the story of Arfa. Read the text filling in the
blanks by providing the correct form of the verbs in brackets. Compare your answers
with other people in your group to see if you have the same verb forms.
Reading text 1: Success
Arfa Karim Randhawa became the world’s youngest Microsoft Certified Professional
MCP at the age of 9 years old. She was born on 2nd February 1995 in a village of the
Punjab Chak 4JB Ram Dewali, Faisalabad, Pakistan. She ___________ (join) Grammar
School Paragon Campus Lahore and ________ (complete) only the first year of
A-level. She _____ (be) still studying in the 2nd year of the A-Level when she _____
(have)a cardiac arrest. Amjad Karim, her father, _________ (request) everyone to
pray for her health. But ‘we belong to Allah and to Him shall we return’ (Q.2:156)
The young Arfa _______ (die) at 9:50 PM at Combined Military Hospital (CMH)
Lahore on January 14, 2012, leaving millions crestfallen; the outpouring of emotions
at her demise was unprecedented. For instance, Bill Gates, the chairman of Microsoft,
______ (say)’Today is the black day of my life and same for Pakistan because I
_______ (lose) my princess colleague and Pakistan _______ (lose) her Pakistani.
However, her legacy will live forever.
Arfa _________ (live) a meaningful life. Her continuous struggle _________

(bring) her the reward she _______ (deserve). The list of her achievements and
the accreditations ___________ (surpass) the number of years she lived. After
winning the World’s youngest MCP title she ___________ (receive) a tremendous
applause from almost all over the world especially from her homeland Pakistan.
Bill Gates ___________ (invite) her to visit the Microsoft Headquarters in USA.
She subsequently ___________ (receive) Fatime Jinnah Gold-Medal in the field
of science and technology in August 2005. Meanwhile, the president of Pakistan
___________ (bestow) upon her the Salam Pakistan Youth Award. The nation had
already ___________ (acknowledge) her great efforts in the field of science and
technology and ___________ (award) her President’s Award of Pride of Performance
granted only to those who exhibit their excellence in their respective fields.
Since the day she ___________ (become) MCP at the age of only nine she has
___________ (represent) Pakistan in international forums. At the age of ten she
received the first flight certificate from a flying club in Dubai. In November 2006, Arfa
___________ (represent) Pakistan in the key note session in Tech-Ed Developers
conference in Barcelona. Last but not least, Arfa ___________ (become) the brand
ambassador of PTCL 3G wireless broadband Internet service EVO service in Pakistan
in 2010.
The youngest certified IT expert Arfa ___________ (receive) equally tremendous
tributes even after her death. For instance, the Department of Computer Science,
University of Karachi ___________ (decide) to conduct an annual IT lecture after
her name on January 14. Similarly, the Chief Minister ___________ (announce) to
change the name of The Lahore Technology Park to Arfa Software Technology Park.
Likewise, the Sindh government announced to rename the IT Media City in Karachi
in the honour of Pakistan’s brightest brain. The journalist, Shahab Ansari rightly
___________ (write):
‘… she did for Pakistan in just seven years since she came on the world scene what all
the ambassadors, sports men and women, intellectuals, artists and statesmen could
not do in the last 67 years: She made us all stand tall in the world with this little girl
holding our hand and saying: I am from Pakistan , a great country!’
However, her legacy will live forever. The dream that she made us see will keep on
inspiring fresh vigor and hope; something we need at this critical juncture of our
history.
Source: “Arfa Karim a wonder child of Pakistan” by Shahab Ansari
16 January 2012, The News
http://www.thenews.com.pk/Todays-News-5-87734-Arfa-Karim-a-wonder-child-of-
Pakistan
Activity 5: Discussing your views
Discuss in your group the following questions and note down the group’s ideas and
points of view. Be prepared to share these with the whole class.
1. Do you think Arfa Karim’s story is a story of success? Why?
2. Do you think Arfa Karim’s story is inspirational? Why?
3. Do you think achieving excellence in any field depends on natural talent? Why?
4. What was the basis of Arfa Karim’s success in her field?
5. What would you prefer for yourself?
a. A long comfortable life spent only for you
b. A short but meaningful life spent for others
Why?
6. Do you think you can contribute to the development of your country? How?
Prepare to present your ideas and your points of view to the class.
Home Task
This is preparation for the next session.

1. Make a table like the one below. Fill in information about yourself.
Personal details
Academic achievements Other achievements
Skills
Interests
2. Find out what a curriculum vitae (CV) is and how it is organised (from the
internet, books, friends or relatives)
Activity 1: Brainstorming
Work in groups. Discuss with each other the following questions. Use your ‘Home
Task’ to help you.
1. What is a Curriculum Vitae (CV)?
2. How are they organized?
3. Have you ever written one before?
Activity 2: Filling in a personal recount table
In a later module (English for Employment) you will practise writing CVs. In this module
you are going to write a personal recount like the one you have read about Arfa
Karim.
Read through the following extract from the recount of Arfa Karim’s life and complete
Arfa’s personal recount table on the following page.
Arfa Karim Randhawa became the world’s youngest Microsoft Certified Professional
MCP at the age of 9 years old. She was born on 2nd February 1995 in a village of
the Punjab Chak 4JB Ram Dewali, Faisalabad, Pakistan. She joined Grammar School
Paragon Campus Lahore
After winning the World’s youngest MCP title she received a tremendous applause
from almost all over the world especially from her homeland Pakistan. Bill Gates
invited her to visit the Microsoft Headquarters in USA. She subsequently received
Fatime Jinnah Gold-Medal in the field of science and technology in August 2005.
Meanwhile, the president of Pakistan bestowed upon her the Salam Pakistan Youth
Award. The nation had already acknowledged her great efforts in the field of science
and technology and awarded her President’s Award of Pride of Performance granted
only to those who exhibit their excellence in their respective fields.
Since the day she became MCP at the age of only nine she represented Pakistan in
international forums. At the age of ten she received the first flight certificate from a
flying club in Dubai. In November 2006, Arfa represented Pakistan in the key note
session in Tech-Ed Developers conference in Barcelona. Last but not least, Arfa became
the brand ambassador of PTCL 3G wireless broadband Internet service EVO service in
Pakistan in 2010.
Source: Adapted extract from “Arfa Karim a wonder child of Pakistan” by Shahab
Ansari
16 January 2012, The News
http://www.thenews.com.pk/Todays-News-5-87734-Arfa-Karim-a-wonder-child-of-
Pakistan
Personal details
Academic achievements Other achievements
Skills
Interests
Activity 3: Interviewing your partner
Work in pairs
Draw another personal recount table.
Interview your partner and fill in the recount table with information about your partner.
Activity 4: Writing a personal recount
Using the recount of Arfa Karim’s life which you read in Activity 2 to help you, write two
or three paragraphs about your partner’s life.
Activity 5: Time connectors
a) Read through the text, Success, again and underline all the connecting words that
tell you when things happened.
b) Compare your answer with your partner.
c) Look through the personal recount you have written about your partner and
underline the connecting words you have used. Do you think the recount needs any
more? If so, add them in.
Critical reflection
experience.
Unit 5 Gender discrimination in the work place in
Pakistan
Session 1
Activity 1: Gender
Do you think being a male or a female helps one in our society in situations like a job
interview; getting on the bus and finding a seat; housework; the work place?
Activity 2: Expressing opinion
Below are some statements about the two genders. Discuss them in pairs and express
your opinion about them. Give justification of your opinion with examples.
1. Behind every successful man there is a woman
2. Where woman is silence is not
3. Women can compete with men in every field
4. Women are the root cause of many problems
5. Men are more practical than women
Activity 3: Gender discrimination
Reading a text to obtain information for further discussion (Skim-reading, Scan-

reading and Close reading)
3a. You are going to read a text with the title: Gender discrimination in the work
place in Pakistan.
What do you think this text will tell you?
Write down 3 questions which you think the text will answer.
3b. Work in a small group. Below are notes summarizing the text. They are in mixed
up order. Skim read the text quite quickly and put the notes into the right order by
writing numbers next to each one (first, second and so on) (you do not need to
understand everything in the text to do this activity)
a) Reasons for women’s absence from the workplace
b) Changes in family values about working women
c) Mens responsibilities
d) Constitutional reality and actual reality
e) Gender discrimination and Pakistan’s development
f) Women’s absence from the workplace
g) The term ‘gender’
h) Working women and marriage
i) Gender bias
j) General inequalities between women and men
k) An example of women’s difficulties in the workplace
Talk to the other people in your group to see if they have the same order. If you have
a different order, decide which one of you is correct and explain why.
Reading Text 1: Gender discrimination in the work place in Pakistan

Gender! The word is quite in vogue now a days. As far as the mushrooming NGOs are
concerned, most of the organizations have adopted the agenda as a fashion rather
than passion. There is a misconception regarding the use of the term ‘gender’. In the
social context, gender is often the cause of bias.
Gender bias is a thorn in the flesh of more or less every social system, in one way or
the other. It has often been realized that women have been the victims of exploitation
whether they get jobs or not. People generally believe that after getting a job most of
the financial and social problems are solved. However, this has been exactly opposite
in the case of women. When men get jobs, their problems are solved but, when
women get jobs their problems can be multiplied.
The constitution of Islamic Republic of Pakistan gives equal rights to both men and
women. However, in practice men are considered superior to women. The reality
shows a situation where women rarely appear in positions of power. According to
the UNDP Human Development Report (1999), the Gender Empowerment Measure
(GEM), among 185 countries that are registered with UN, Pakistan ranks at 100.
The GEM quantitatively measures the empowerment of women on a country basis.
The indicators include the measure of inequality in control over earned economic
resources, participation in political decision-making and economic decision-making.
In Pakistan there is social environment that never allows Pakistani women to come
out and face the society bravely; women remain restricted to the home. It has been
revealed through various surveys that there is a significant ratio of working women in
Pakistan, who either do not prefer to work or do not have access to the opportunity
to work. It was discovered in the region of Gujranwala, a city of Punjab province that
25% of the seats allocated to women are vacant in the district. The situation is the
same in the rest of the country. There is a serious need to ponder why these women
do not want to work, and play a vital role in the country’s economic growth and why
half of Pakistan’s population is sitting idle at home.
After informal interviews with Pakistani women who are serving in national and multi-
national organizations, it was discovered that often women have to face gender
discrimination in the work place. A woman sales agent of an insurance company shared
her observation that women themselves are scared of coming out of their homes.
She mentioned that she was divorced because the nature of her job is such that
she has to interact with people, while her husband never wanted this kind of social
mixing. She further added that women need to cast away their fears to gain economic
independence, and face the hurdles coming their way whatever they are. This is the
only way to remove disparity.
Another woman, working as the Relationship Manager, Bank of Punjab supported

the opinion expressed by the sales agent that the hardships of working women are
multiplied, they are expected to work more than men to prove themselves. She
shared her view stating that financial independence had attracted her, so she had
decided to work.
One of the female executives of an NGO commented that men do not respect working
women and therefore many working women face real problems in getting marriage
proposals. She expressed the view that the family institutions should be made
stronger so that women could get support from their families to face the world.
In contrast, the comments of a female Advocate from Gujranwala Bar throw light on
the changing values of Pakistani society. She commented that the tolerance level in
middle class families has increased. Besides this, the limited resources and increased
financial demands of families have compelled male members of many families to
encourage women to work.
In the diverse environment of Pakistani society, female empowerment has different
meanings for women from different parts of the country. However, the woman’s status
is always lower than the male partner. She is underprivileged in getting education,
food, and health care, and in her freedom to choose her life partner, number of
children and other essentials of life. No wonder Pakistan is among those countries
where women live shorter lives than men do. According to the Pakistan Demographic
and Health Survey (DHS) (1992), there are 108 men for every 100 women; this
however is an improvement compared to the 1950 figure of 117:100.
The unfavorable ratio is mainly a consequence of the excess mortality of young girls
and young women of childbearing age. Mortality rates for women in their twenties are
twice as high as those for men of the same age.
I want to give more facts and figures revealing the state and lamenting the status of
women in Pakistan. But I will refrain myself from doing so, as I do not wish to promote
the common mistaken notion of equating gender with women’s deprivations only. Of
course, gender includes and encompasses men too. Men as the masters of women’s
destiny in a patriarchal society assume a critical role and heavy responsibility for
changing the face of this miserable situation. Not only in Pakistan but in most parts of
the world men are social gatekeepers and are entitled to certain privileges by virtue
of their ‘superior’ duties. It is incumbent on them to identify, understand and analyze
the socially determined discriminatory rules and roles of both women and men.
The need of the hour is to define, interpret and apply ‘gender’ in a purely Pakistani
context. Only then will we be able to reduce the disparities and the losses in major
areas of national development, such as education, economy and health. Converting
the gaps into gains in such areas would take us as a nation on the path to development.
Source: Gender in Pakistan authored by Dr Rakhshinda Perveen, published in local
newspapers (Dawn and Pakistan Observer) in 2000. Downloaded from the website in
2012 http://www.sachet.org.pk/web/page.asp?id=352
3c. Read the text again and find out what the author’s views are on the following
statements or questions.
1. Non–Governmental Organisations claim that they support gender equality but
really this is a superficial impression and not a reality
2. What are some of the problems faced by working women in our society?
3. Pakistan is a male-dominated society.
4. What steps can be taken in order to minimize the effects of gender
discrimination in Pakistan?
3d. Scan-read the text to find examples of facts and opinions
Underline them and write F (fact) or O (opinion) in the margin next to the fact
oropinion. Afterwards list them in the appropriate column below (write notes not
full sentences. Try to use your own words, not the exact words from the text).
Facts Opinions
Pakistan
Session 2
Activity 1: Justifying facts and opinions
This is an extension of the last activity in session 1 in which you located examples of
facts and opinions from the text. Justify why you treated certain statements as facts
or opinions.
Activity 2: Use of reporting verbs
Scan the text and make a list of all the reporting verbs used in the text for expressing
opinion.
Home task
In groups of four or five select one of the following statements and seek people’s
opinion. You are required to share the findings using reporting verbs in the next
session.
1. Women are more prone to jealousy than men
2. Men love to dominate women.
3. Women are more emotional than men.
4. Men are less caring than women
5. Women are more spend-thrift than men.
6. Men do not fight over petty issues, but women do.
7. Women are more intelligent than men
8. Men are less conscious of their age as compared to women.
Pakistan
Session 3
Activity 1: Writing to report opinions
Share the findings (based on the home task assigned in the last session) with your
group members. Take notes while sharing the findings and then based on those
notes, write a paragraph summarizing opinions using reporting verbs.
Activity 2: Functions of modal verbs (Grammar in context)
The verbs in bold italics in Reading Text 1 are called modal verbs. From what you can
see in the text, what are modal verbs used for? Discuss this in class.
Activity 3: Practice of modal verbs through an imaginary situation
Imagine you have been recently employed as the Manager of a multinational

company where you have observed gender bias. Brainstorm and jot down the
problems that might arise (using appropriate modals). Based on these problems,
devise a list of rules to be followed. Use modal verbs.
Critical reflection
experience.
Unit 6 Will climate change lead to conflict or
cooperation?
Session 1
Activity 1: Pre-reading
Work in pairs. Think about the following questions. Prepare to share your responses
with the rest of the class.
Which season do you enjoy most and why?
Which season do you dislike most and why?
Have you noticed any change(s) in the weather of your area?
Has climate change affected your area in any way?
Can you think of any ways climate change could cause any social conflict?
Activity 2: Active Reading/surveying the text
Work in pairs.
Survey Reading text 1, Will climate change lead to conflict or cooperation?
Look at the title
Read the first and last paragraphs in full and the first sentence of the
remaining paragraphs.
Write two or three questions that you want the text to answer.
Reading Text 1: Will climate change lead to conflict or cooperation?
Para 1] “Climate change is the biggest threat to Pakistan’s economy,” stated Malik
Amin Aslam, the former Minister of State for Environment at the Pakistan-India Track
II dialogue on climate change held in Islamabad recently. “We will face losses of
between Rs6 to 14 billion dollars each year. During the 2010 floods we lost between 9
to 10 billion dollars”. He was speaking at the session on climate change and security,
which is an emerging issue that has not been debated widely enough.
Para 2] The Track II dialogue was jointly hosted by the Heinrich Boll Foundation and
the Sustainable Development Policy Institute (SDPI) based in Islamabad. Shakeel
Ramay, who works for the SDPI, spoke next about climate change being a “non-
traditional security threat”. In his view, scarcity of water, food and energy due
to climate change would lead to the lowering of living standards and increased
competition over resources. “The danger for conflicts would increase… climate
change would act as a multiplier in the context of a security threat.”
Para 3] He pointed that water issues between India and Pakistan would become more
complicated in the coming days and that climate change would multiply the existing
challenges.
Para 4] Certainly, the potential security risks of climate change have great relevance
to the troubled South Asian region. But will conflict or cooperation increase in the
years to come as the climate changes and the planet becomes warmer? This was the
question posed by Dr Jürgen Scheffran, a professor in climate change and security
at the Institute of Geography, at the Klima Campus of Hamburg University in Germany
who had also been invited to speak at the Track II dialogue.
Para 5] So far there has been a global temperature rise of about 0.8 degrees Celsius
since the early 20th century. Scientists are predicting a further warming between two
and six degrees Celsius. The best possible option is two degrees Celsius, which is the
agreed goal in the international climate negotiations. According to Professor Jurgen,
“If climate change is not stopped, we are looking at increased droughts in the African
and Mediterranean regions and food security problems in the South Asian region”.
Para 6] Professor Jurgen explained that “Since a few years researchers have studied
the possible security risks of climate change. Several reports on this topic in the
United States, by the European Commission and the German Advisory Council see it
as a ‘threat multiplier’ that causes spillover effects across regions. In his Nobel Peace
Prize speech in 2007, Dr Pachauri, the head of the UN’s Intergovernmental Panel on
Climate Change also highlighted the risks of climate change, as did President Obama
during his 2009 Nobel Peace Prize speech, suggesting that there is no more scientific
dispute on these questions; but indeed, there is a scientific dispute on these issues in
the scientific community”.
Para 7] According to Professor Jurgen, there has been a controversy in scientific
studies whether climate change will contribute to conflict in Africa. “While one paper
states that ‘climate increases conflict in African civil wars’, another argues that ‘climate
is not to blame for African civil wars’. Africa is already a conflict prone region, which in
addition will be severely affected by climate change”.
Para 8] In his view, climate change is in fact a very complicated issue, that can under
certain circumstances contribute to conflict but it could also lead to cooperation. He
pointed out that “Both responses are linked and can even happen at the same time.
The more conflict, the more negative impacts on cooperation could occur. Conflict
and climate change impacts are also a two-way interaction — war could affect natural
resources and conflict can make solving problems difficult”.
Para 9] Looking to the future, will there be more instability? In the South Asian
region, scientists say there is going to be climate-induced degradation of the water
resources, due to a growing population and shrinking glaciers. According to Professor
Jurgen, “The good news is that the decline of the Himalayan glaciers has been slower
than expected in the past years, as Nature magazine recently reported. However,
the melting of polar ice caps continues and contributes to global sea-level rise. This
demonstrates that climate change is a complex phenomenon that precludes simple
predictions”.
Para 10] Then there is the debate on climate-induced migration. Professor Jurgen
explained that “Some like Norman Myers were predicting millions of climate refugees,
while others question this as an exaggeration and alarmist argument. It is the people
themselves who ultimately decide to move. There is still no internationally agreed
definition of climate refugees. The most poor and vulnerable often have a low
capacity to move and are usually trapped. Should adaptation measures be taken to
prevent migration? Or is migration itself adaptation? Finally, foreign workers can send
substantial remittances back home, which can be used as a resource and increase
wealth in a country that can make societies more resilient to climate change”.
Para 11] According to Professor Jurgen, policies are not always perfect and the
future is uncertain but we can influence it. “There seems to be no clear picture of
a direct linkage between climate change and violent conflict — at least in the near
past. Environmental factors do not themselves cause conflict. There are multi-causal
complex networks of factors that may increase and multiply risk and conflict. Adaptive
capacity and cooperation can help to diminish the conflict potential”.
Source:
Will Climate Change Lead to Conflict or Cooperation? By Rina Saeed Khan
The Daily Dawn, March 18, 2012
Activity 3: Getting a general impression
The following sentences are a summary of the text. They are in mixed up order.
Read the text so that you can put the sentences in the correct order. You do
not need to understand all the text to do this.
Compare your answers with another person’s answers
Work out the reasons for any differences if there are any.
Summary sentences
a In fact the whole of South Asia is facing this potential risk.
b This was discussed in the Pak-India Track II Dialogue that was held in
Islamabad.
c Climate change is reported to be a great threat to a number of sectors in
Pakistan.
d Thus there are multi-causal networks of factors that may possibly multiply
adverse effects.
e The adverse consequences may cause Pakistan losses of 6 to 14 Billion
Dollars.
f Professor Jurgen who studies risk issues calls climate change a very
complicated matter.
g In wake of drastic climate changes, mass level migration can also take place.
Activity 4: Summary
Work with a partner to fill in the blanks in the paragraph below to make a summary of
the text
Climate change which is considered a _______________may cause _____ 6 to 14
billion dollars. Heinrich Boll Foundation and SDPI hosted ____________________
South Asia faces a number of risks and one of them is ______________________
Professor Jurgen has been studying climate and _______ risks. According to him
climate change is a very ________ issue. Climate change can also cause _______
at mass level. Professor Jurgen concludes that there are _______________
complex networks that may cause conflicts.
Activity 5: Words in context
Find the following words in the text. For each one, use the surrounding text to help
you choose the word with the closest meaning from the options below. The numbers
in brackets show the paragraph in which the word is used.
environment (1) competition (2)

surrounding countryside friendship complete
context location contest agitation
potential (4) drought (5)
protest likely food shortage water shortage
challenge active doubt abundance
spillover (6) controversy (7)
over flow scarcity disagreement risk
worn out floating competition danger
degradation (9) phenomenon (9)
regeneration clarification expression common
certification ruin environment occurrence
ultimately (10) remittance (10)
finally rarely emission destruction
surely certainly explosion payment
vulnerable (10) resilient (10)
defenseless pathetic tough brilliant
powerful adaptable pliant tedious
cooperation?
Session 2
Activity 1: Opinions about climate change and conflict
Work in pairs to find the answer to these questions in the reading text. Make notes on
the answers. Be prepared to discuss them with the class.
1. Why was Track II dialogue between Pakistan and India held in Islamabad?
2. How can climate change be beneficial?
3. What was President Obama’s stance on the issue of climate change as mentioned
in his 2009 Nobel Prize Speech?
4. Do environmental factors have direct relations with conflicts?
5. Are the threats of climate change exaggerated?
6. The passage says that the water issues between India and Pakistan could become
more complicated in the coming days. Are there any other similar issues between
India and Pakistan?
Activity 2: Agreeing/Disagreeing
Work with a partner. Decide if you agree or disagree with the following statements.
Work out the reasons for your opinion.
Be prepared to express your opinions and justify them to another pair.
Example
Statement: As well as an environmental threat, climate change is a security issue
Reason: Scarcity of water may cause conflicts which ultimately may pose security risks.
a. As well as an environmental threat, climate change is a security issue
b. Water issues between India and Pakistan could become more complicated in the
future.
c. Africa is already a conflict prone region, and will become even more so as a result
of climate change.
d. Climate change is a complex phenomenon without simple solutions.
e. Climate change will cause migration at a mass level in future.
f. Migration caused by climate change can have positive effects as well as negative
ones.
g. Climate change can cause conflicts especially in Pakistan.
Grammar: Uncertainty of opinion
Sometimes it is not possible to agree or disagree completely. Your opinion may be in
the middle. In these cases you need words that show uncertainty.
One example is could.
The statement War could affect natural resources is less certain than War affects
natural resources.
With the help of verbs like could should, might, may, we can show how certain our
opinion is. In the following list, the first sentence expresses the opinion very certainly.
Each succeeding sentence expresses the opinion slightly less certainly. The final
sentence expresses the opposite opinion certainly.
Climate change is a reason for emerging conflicts.
Climate change must be a reason for emerging conflicts.
Climate change can be a reason for emerging conflicts.
Climate change may be a reason for emerging conflicts.
Climate change could be a reason for emerging conflicts.
Climate change might be a reason for emerging conflicts.
Climate change is not a reason for emerging conflicts.
Activity 3 Using certainty verbs
Work in pairs. Go back to the opinions you expressed in Activity 2. Are there any
opinions or reasons where you would like to use a modal verb because you are not
certain about the opinion or reason.
Example: The change in climate may be causing conflicts in the world.
There is some evidence which might support this.

With your partner work out what your responses to the questions below are. Would it
be a good idea to use these certainty verbs in expressing any of your opinions?
a. Are multi-causal complex networks of factors increasing and multiplying risks?
b. Are the dangers for conflicts increasing?
c. Is climate change acting as a multiplier in the context of a security threat?
d. Looking to the future, will there be more instability?
e. Are the changes in climate also leading to cooperation?
Home task
In Unit 6 Session 3 you are going to develop an argument about whether climate
change is more likely to lead to conflict or to cooperation. Reading text 2, States
facing extreme risks from climate change, gives reasons to support the argument that
climate change will lead to cooperation. Skim-read this article looking for reasons why
climate change will lead to cooperation. Make notes that you can use in Session 3.
This is a long article and may be difficult in places. It is not necessary to understand
it all. Remember you are only looking for reasons why climate change will lead to
cooperation.
Reading text 2: States facing extreme risks from climate change

Paragraph 1. BANGLADESH happens to be the world`s most climate-vulnerable nation,
according to a British-based global risks advisory firm, Maplecroft, whose survey of
170 nations released on October 20 lists 16 countries being at “extreme risk” from
climate change during the next 30 years and that their economies will suffer most if
adaptation not undertaken.
Paragraph 2. Of the 16 countries, five are from South Asia, with Bangladesh and India
in first and second places, Nepal in fourth, Afghanistan in eighth and Pakistan at 16th
place. Bangladesh is rated the worst because of a double whammy. It has the highest
risk of drought and the highest risk of flooding. Only this month (October 2010)
500,000 people were driven from their homes by flood waters created by storms.
Paragraph 3. On September 21, Prime Minister Sheikh Hasina expressed fears of

displacement of about 30 million people in her country because of climate change
effects. They would be moving north in a region with the highest density of population
in the world, leading to formidable social and even cross-border problems, according
to her. But what is so surprising is the fact that despite the country`s plethora of
problems, its economy is forecast to grow 5.4 per cent in 2010 by the IMF
Source Image:
http://archives.dawn.com/dawnat/wp-content/uploads/2010/Magzn%20
EconomicsBusiness/6522.jpg
India, ranked 2nd, is already one of the world`s emerging economies, but climate
vulnerability could still adversely affect the country`s appeal as a destination for
foreign investment in coming decades. Almost all regions in India are extremely prone
to climate change effects. Then, unbearable population pressure, acute poverty, poor
health and dependence on agriculture make India highly unpredictable in terms of
consequences.
Paragraph 4. Meanwhile, speaking at the Asia Society on September 25 in New York,

Foreign Minister Shah Mahmood Qureshi said that India and Pakistan were the most
natural partners on issues of climate change. “We share water…the Himalayan glaciers.
If they (India) get affected…we both get affected,” he added. He advocated the
need for overcoming the “trust deficit” so that the region could benefit from mutual
cooperation in combating climate change, terrorism and poverty.
Paragraph 5. Pakistan`s national policy on climate change which will include
incentives for increasing forest acreage is in final stage of its preparation. The
government has involved all the stakeholders including farmers, foresters and
the private sector in its formulation. President Zardari, while informing Pakistan`s
position to chairman of UN Intergovernmental Panel on Climate Change (IPPCC)
Dr R. K. Pachauri, who was here last week in connection with a climate conference
in Islamabad, suggested cooperative relationship between institutions in Pakistan
and Tata Energy Research Institute (TERI) for combating climate change in the two
countries.
Paragraph 6. Climate change is often seen as a development issue, Zardari says,

but for developing countries like Pakistan, it is a matter of survival because extreme
weather pattern threatens availability of food, water, energy and health. It poses
a direct and serious threat to sustainable development in our part of the world.
Although Pakistan contributes too little to global emissions, yet it faces severe climate
change impacts such as sea level rise, melting of glaciers and droughts and floods
besides stress on agriculture. The rise of deadly monsoons this year was a new but
terrible development for Pakistan.
Paragraph 7. Prime Minister Gilani ,while speaking at the climate conference on
October 21, said climate change, with all its severity and unpredictability, has become
a hard reality to live with for Pakistani population. The massive devastation caused
by the recent floods reconfirms the country`s extreme vulnerability to the adverse
impact of climate change.
Paragraph 8. Pakistan, hence, has set eyes on a substantive outcome at United Nation
Climate Change Conference (COP16), being held in Cancun in December. It should
pave the way for a consensus that covers an overall commitment to reduce emissions
by the developed countries, support for developing countries for mitigation actions,
improving the governance and creation of a new global climate change fund.
Paragraph 9. Among the regions likely to suffer most, South Asia is the most
vulnerable because of changes in weather patterns that resulted in natural calamities
such as floods in Pakistan and Bangladesh this year. Maplecroft`s Climate Change
Vulnerability Index is seen as a guide for strategic investment and policymaking. Its
findings are in consonance with the contents of the UN`s Intergovernmental Panel on
Climate Changes (IPCC) Fourth Assessment Report which also identified South Asia as
the most vulnerable region.
Paragraph 10. Sir Nicholas Stern, the eminent climatologist, had advised South Asian
countries in 2007 to brace for combating the effects of global warming, even as they
work to combat the human causes of climate change. He had warned South Asians
that they would get torrents during the wet season and dry rivers in the dry season.
So they would get a combination of flood and drought.
Paragraph 11. The barometer of Maplecroft`s Climate Change Vulnerability Index

(CCVI) is based on 42 social, economic and environmental factors to assess a nation`s
vulnerabilities across three core areas. These are firstly, exposure to climate-related
natural disasters and sea-level rise; secondly, human sensitivity in terms of population
patterns, development, dependence on agricultural; thirdly, future vulnerability by
considering the adaptive capacity of a country`s government and infrastructure to
combat climate change.
Paragraph 12. The index rates 16 countries as “extreme risk,” with five from South
Asia and the sixth, Sri Lanka (34), is rated “high risk.” Other “extreme risk” include
Madagascar (3), Mozambique (5), Philippines (6), Haiti (7), Zimbabwe (9), Myanmar
(10), Ethiopia (11), Cambodia (12), Vietnam (13), Thailand (14) and Malawi (15). Africa is
home to 12 out of the 25 countries most at risk.
Paragraph 13. There are 11 countries considered “low risk”, with Norway (170), Finland
(169), Iceland (168), Ireland (167), Sweden (166) and Denmark (165) performing the
best. However, Russia (117), the US (129), Germany (131), France (133) and the UK
(138) are all rated as `medium risk` countries, whilst China (49), Brazil (81) and Japan
(86) feature in the “high risk” category.
Paragraph 14. The urgency of addressing Pakistan`s environmental problems has

probably never been greater. Conservative estimates suggest that environmental
degradation costs the country at least six per cent of GDP, or about Rs365 billion
per year. The most significant causes identified and cost estimated in a 2006 World
Bank report on Pakistan are (1) illness and premature mortality caused by air pollution
(almost 50 per cent of the total damage cost); (2) diarrhoeal diseases and typhoid
due to inadequate water supply, sanitation and hygiene (about 30 per cent), and (3)
reduced agricultural productivity due to soil degradation (about 20 per cent).
Source: States facing extreme risks from climate change. By Ashfak Bokhari
November 1, 2010. http://archives.dawn.com/archives/25422

cooperation?
Session 3
Activity 1: What is a summary?
Sometimes we need to rewrite a long passage into a shorter one retaining all the main
points of the original passage- this is a summary. Look at the following steps and see
how paragraph 2 of the passage has been made into a summary.
1. A summary is not a paraphrase, which merely says in different and simpler words
exactly what the passage being paraphrased has to say. A paraphrase may be as
long as the passage itself. A summary can be much shorter.
2. A summary gives only the “heart” of a passage. It omits repetition and details such
as examples or illustrations.
3. A summary is written mainly in the words of the person writing it, not in the words
of the original selection. Do not borrow long phrases and whole sentences from
the original.
A model summary of paragraph 2 of the text
In the Track II Dialogue, climate change was seen as a potential security risk.
In the event of a shortage of commodity items, life may suffer a lot. This may
lead to conflicts as people and regions try to take hold of these items. The
water crisis between India and Pakistan may also cause more complications in
future.
Activity 2: Summary writing
Now, read paragraphs 5 and 9 of the text and summarise them to about one third of
their original length separately focusing on the central idea of each paragraph.
Some more useful hints about précis writing:
In writing a précis proceed as follows
1. Read carefully, sentence by sentence, the passage to be summarized. Try to
grasp the writer’s main point. Spotting the topic sentence will help. Look up in the
dictionary any words whose meaning is not absolutely clear. As you read, take brief
notes to be used in your writing.
2. When you have finally decided what the author’s main point is, write it out in your
own words. Do not use the wording of the original except for certain key words which
you may find indispensable. If you cannot translate the idea into language of your
own, you do not understand them very well. Be especially careful not to rely too much
on the topic sentence. Do not add any opinions or ideas of your own.
3. Revise your writing until you are sure that you have given an accurate summary.
4. Usually you will find your précis is too long, if it is more than one-third the length
of the original, it is too long, continue your revision until you have reduced the précis
to the proper length.
Activity 3: Writing a discussion
Work in pairs
Compare your notes from the home task reading.
You are each now going to write a discussion about whether climate change will
cause conflict or cooperation. One of you will argue that climate change will cause
conflict. Decide who is who.
1. Work out what each of you is going to write by making some notes on your own.
2. Now each of you writes one paragraph - the introductory one. Person A writes an
introduction to a text which argues that climate change will cause conflict. Person
B writes an introduction which argues that climate change will cause cooperation.
3. Swap over your papers, and then write a second paragraph on your partners’
paper which argues against their first paragraph.
4. Swap over papers again and write a third paragraph which argues against your
partner’s second paragraph.
5. Write a conclusion paragraph.
6. Would it be a good idea to change the introduction now? How?
Critical reflection
experience.
Unit 7 Similarities and differences: East and West
Session 1
Activity 1: Pre reading (1)
Work in a small group.

Thinking about the world, what similarities and differences between ‘the East’
and ‘the West’ can you think of?
Is it possible to put the similarities and differences into groups or categories?
Activity 2: Pre reading (2)
What ideas come to your mind when you see a/an

Owl
Rose
Moon
Cow
Lizard
Activity 3: Predicting the topic by looking at the title
Predict the theme of the text by looking at the title. Consider the following
questions:
1. Why do you think the owl is referred to as both silly and wise in the title?
2. What do you associate it with, foolishness or wisdom or anything else? Why is
that so?
Reading text 1: The Silly Wise Owl

‘East is East and West is West, and never the twain shall meet.’ Rudyard Kipling.
The global village cliché makes its way into just about everything these days, doesn’t
it? Though western attire may be the ultimate style statement in the East, and
eastern cuisine may be the new delicacy in the west, we are essentially, as divided
as ever could be. What is surprising to note is not just the division of lifestyles or
even mindsets, it’s something far less consequential and yet not to be missed - our
different perceptions. How we see the world is in stark contrast with how the people
in the West see it. As in, we see white what they see black, and we see blue what
they see red. It is this very difference in perception that sets apart the East from
the West, and guarantees that, in the words of Rudyard Kipling, ‘never the twain
shall meet.’ If all of this sounds like hogwash, just take the owl, as an example. A
perfectly harmless, wise old bird in the West, it symbolizes wisdom, knowledge, and
foresight. A number of institutions choose to incorporate the owl in their logos, due
to theses very characteristics. Toys and kids-wear manufacturers find it irresistibly
cute with its big innocent eyes. We in the East, however, would find it unbelievable
that any bird, least of all an owl, should be held in such high esteem because in our
part of the world, the owl is actually agreed upon, hands down, to be a symbol of
foolishness. Anyone committing an act of stupidity is given the label of ‘owl’. Also,
an owl perched near someone’s residence is considered an ill omen. For those who
swear by the so called ‘fusion of culture’ may we present the ‘silly wise owl!’ Weather,
too, holds different meanings for dwellers of the East and the West, primarily owing
to geographical separation. While rains are generally welcomed in the East with
much fervor and joy, heralding freshness, fertility and a new start on life, they hold
quite a different meaning in the West. There, rainy weather is generally described in
Literature as ‘cold’, ‘dark’, ‘bleak’, ‘grey’, ‘dull’, etc., and is used to symbolize these very
things. Quite a lot of their songs and poetry use rain as a metaphor for melancholy.
The sun and consequently summer in our part of the world mostly stand for hot,
humid weather, and stuffy, sweaty conditions, but signify life and vitality in the West.
This duly explains why the sunny weather forecast is met with apprehension here
and zeal in the West. Similarly, autumn is much glorified in western Literature due to
the brilliant colours it lends to the atmosphere, whereas, in the east it is very much a
symbol of sorrow, decay, and old age. Winter in the west is long, dark and dreary, but
we who are the victims of the sweltering summer sun welcome it with much relief and
respite and readily associate it with the pleasure of munching on nuts. The case of
the full moon is no different. We usually associate positive things with the full moon,
sing songs, and compose couplets in its praise and correlate it with beauty, while
on the other side of the world, the full moon is mostly seen as a sign of foreboding
and imminent evil. Colours hold their own different meanings. White is the accepted
colour of mourning in the east, but it is the very colour that western brides wear on
their wedding. So much for the fusion of culture. Another odd perception is the colour
of the eye. Black eyes are traditionally associated with feminine beauty and mystery
in the east. In the wet, however, black eyes signify evil. Of course, if one were to carry
out even a perfunctory search on the net, for the different symbolic undertones that
animals, seasons, and colours hold for mankind in the eastern and western halves
of the world, one would surely come across a dozen more examples of the great
divide. Nevertheless, these should do for the time being to convince us that Rudyard
Kipling’s statement does hold true.
Source: The silly wise owl by Asra Ahmed
http://dawn.com/2011/08/21/east-west-the-silly-wise-owl/
Activity 4: Reading for understanding
Read the text and find out the differences between the East and the West
mentioned in the article. Focus on the following questions
1. What categories are used for comparison between the East and the West in
the article? (The paragraphs of this version of the text have been removed)
2. Why do you think seasons have a different impact on the mood of people in
the East and the West?
3. Can the difference in the interpretation of colours, seasons, and other
categories be attributed to the geographical location of the East and the West?
If yes, how? If no, what else can it be attributed to?
Activity 5: Paragraph division
Refer back to the text and divide it into six paragraphs based on the categories used
in the text.
Session 2
Activity 1: Vocabulary building
Underline the words that you are not familiar with. Compare them with the words
underlined by the person sitting next to you to help out each other in understanding
their meaning
Activity 2: Making use of context to decode the meaning of unfamiliar

words
This is an extension of the last activity where you exchanged the meaning of the
words with the person sitting next to you. Now use context cues to identify the
meaning of the remaining words.
Activity 3: Identification and use of connecting words
Scan the text to locate the connecting words that are used to show comparison and
contrast in the text (for example, while, similarly). Now select two students and write a
few points focusing on the similarities and differences between them. Do not disclose
the names of the students selected for the comparison and contrast as your class
mates will identify them on the basis of the comparison made.
Activity 4: Cultural differences
Work in pairs and discuss different symbolic meanings of certain items (other than the
ones used in the text) in the East and the West.
Home task: Research
In groups of four or five, select one of the following categories

colours; animals; body gestures; facial expressions; numbers
Or choose a category of your own
Search on internet for the different symbolic value assigned to these
categories in the East and the West.
Summarize the information and share it with your group members and other
classmates in the next session.
Session 3
Activity 1: Information sharing
Share the information that you gathered through internet with your group members.
Select a group representative to share the information with the rest of the class.
Activity 2: Paragraph writing based on comparison and contrast
Write three points of differences between the East and the West. Now connect the
points with the help of contrastive devices to write a coherent paragraph with a
proper topic sentence, supporting details and a concluding sentence.
Critical reflection
experience.
Unit 8 Literature and Science – the benefits
Session 1
Activity 1: Preparing to read
Discuss these questions with a partner. Prepare to share your thoughts with the whole
class.
1. Other than your own subject, what kind of books do you read?
2. What categories of books can be found in book shops?
3. What is meant by ‘literature’?
4. Have you ever read any books of literature?
5. What is the purpose of literature?
6. If you have read any, what interests you most in books of literature?
7. Do you like literature written in your own language or in a foreign language?
8. What literary writers can you name - foreign or Pakistani?
Activity 2a: Close reading
Work in pairs or small groups and read through the first three paragraphs of the text.
Discuss what you have read. If necessary, help each other to understand anything
which is not clear. Do these three paragraphs contain any of the ideas you discussed
in the last activity? Which new or different ideas do they contain? Prepare to tell the
class.
Reading Text 1a: Enriching Knowledge
1] Literature plays an inevitable role in the development of a reasonable mind and
emotionally-balanced personality. It enriches one’s knowledge through all genres
whether poetry, satire or humour. An individual forms ideas through reading. These
ideas further develop values, world view and shape ideologies in people which underlie
one’s motivation, actions and reactions. Otherwise history would never have seen
events such as the French Revolution.
2] Authors write not only to communicate feelings and provide entertainment but also
to pass on history. Similarly readers read not only to validate their own feelings but to
grasp new ideas, too. In short, Literature has two obvious roles; one active role that is
to engage the reader and the other a passive, reflective role.
3] The reflective role is a product of Literature’s potential to picture society. It
reconnoitres what people thought at a particular point of time, the way they
thought about it and how they reached the present status. It helps us in analysing
important issues of life. In case of a foreign setting, it enlightens the situations that we
cannot experience. It mirrors the complexities of the human condition and impels us
to ask questions such as how and why do we and people behave in a certain way. It
introduces the reader to a range of aspects such as culture, social class and heritage
and the amazing fact is that Literature performs this function not through photographic
realism but through devices like questions, symbols, metaphors, futuristic images, etc.
Hence developing analytical and critical thinking and fostering the understanding of
self and others.
Source: Enriching Knowledge by Nimrah Waseem
18thMarch, 2012,The Daily Dawn
http://dawn.com/2012/03/18/literature-enriching-knowledge/
Activity 2b: Close reading

For the rest of Activity 2, work in pairs or small groups and read the following
paragraphs of the text. Discuss what you have read. If necessary, help each other to
understand anything which is not clear. Make notes so you can report back to the
class what you think.
What is the problem described in this next paragraph?
Make notes
Reading Text 1b
4] Literature nurtures insight, a sense of identity and community in people; no other
discipline serves this purpose, not even History and Philosophy. However, a question
arises: if Literature is such a useful discipline then why does our education system and
society in general neglect it? There are three obvious reasons. First of all we are a non-
reading nation. Second, is the low financial status of Literature in our society. And third
is the inaccessibility of Literature to the common man.
Activity 2c: Close reading

What is ‘the first reason’?
What causes this reason?
What is ‘the second reason’?
Make notes
Reading Text 1c
5] The first reason is a general trend in the society. Educated people also do not
spend much of their time in reading. The second reason is self-explanatory. The
unavailability of good jobs for people studying literature has pushed students towards
scientific disciplines. People do not understand that the ultimate goal of life that is “joy
and happiness” cannot be gauged in metres and kilobytes. It can only be expressed
through words and gestures.
Activity 2d: Close reading

What is ‘the third reason’?
Make notes
Reading Text 1d
6] The third reason has multiple dimensions. The first issue is the quality and quantity
of Literature written, published and available to the common man. Whether it is in
Urdu, English or any other language, not much Literature is being composed that
really caters to the local needs. Most Pakistanis who write in English are alien to their
own society. If not all then certainly most of them have failed to present localised
views of the society. They portray the society from the point of view of a foreign eye.
Hence the image of our society is contorted and the reader is unable to see and
develop connections.
7] The Second issue is the cost of new books. They are simply more expensive than
the middle class can bear especially in a country that does not have enough public
libraries. The lack of libraries in our country nowadays has also contributed to the
trend of less reading.
8] The third issue is rather weird. Some private schools are teaching only English
classics (mostly abridged versions) but this has failed to produce the desired results.
Children are unable to connect to English Classical Literature in the social conditions
of the present times. Some of the novels are really gloomy and make the young ones
go into depression because we also lack qualified and trained teachers required to
handle that kind of Literature.
Activity 2e: Close reading

Do you agree with this next paragraph 9? Make some notes on your opinions.
Reading Text 1e
9] The aim of education should be the development of morals and emotional stability
at this stage. The media is already bombarding their tender minds with wild images
and when these novels especially those by Dickens introduce the harsh realities of life
to children of ages nine to 10, they lose their trust in the goodness of relationships.
Source Image: http://commons.wikimedia.org

Activity 2f: Close reading
Have you read any of the literature mentioned in the next paragraph 10?
So do you agree with paragraph 10?
Do you agree with paragraph 11?
Reading Text 1f
10] On the other hand, we have failed to introduce Eastern Classical Literature to our
children. Urdu Literature is neither a part of our Urdu syllabus at the primary level
especially in the O’ Level schools nor are any of its translations being taught here as a
part of the English syllabus even though there is no visible hurdle in this happening, at
least till class eight. And the situation remains so despite the availability of the original
text, good and abridged translations from Urdu, Persian and Arabic, e.g., Arabian
Nights, Stories from Sheikh Saadi, Rumi and Bhittai. Exposure to multiple kinds of
Literature serves various purposes.
11] The study of indigenous Literature develops a sense of identity and community in
the readers. On the other hand, an awareness of foreign Literature widens the vision,
promotes tolerance and inseminates the skill of comparative study in children.
Activity 2g: Close reading
Do you agree with the next two paragraphs 12 and 13?
Reading Text 1g
12] On the whole, it is obvious that if we subtract literature from education or restrict
its role, it will result in further ignorance and frustration in our society. Literature works
as a catalyst in creative thinking. It should be a part of our syllabus from the primary
level.
13] C.S. Lewis rightly said, “Literature just adds to reality, it does not simply describe it.
It enriches the necessary competencies that daily life requires and provides; and in this
respect, it irrigates the deserts that our lives have already become”.
Source: Enriching Knowledge by Nimrah Waseem
18thMarch, 2012,The Daily Dawn
http://dawn.com/2012/03/18/literature-enriching-knowledge/
Activity 3: Group and class discussion
Use your notes to take part in a small group discussion.

In your group reach a decision on the majority views in your group.
Report back to the class and discuss the views of other groups in the class.
Activity 4: Matching paraphrases
Following are the jumbled up paraphrases of the topic sentences of paragraphs 4 to

8; go through these paragraphs carefully and match the following paraphrases with
the correct paragraphs
a) There are many reasons why ordinary people are not able to read literature
b) One of the reasons why people do not read is a strange one
c) Literature builds identity and community more than other subjects
d) Books are expensive
e) People do not read much
Activity 5 (a): Words in Context
Find words in the passage with the meanings given below. The numbers in brackets
refer to paragraphs.
1. a set of strong beliefs in something (1)
2. to provide a purpose for doing something (1)
3. thoughtful (2)
4. very careful observation (3)
5. to cultivate (4)
6. the basic and fundamental aspect (5)
7. something that is twisted, knotted and very complex (6)
8. an obstacle (10)
Activity 5 (b): Choosing right word
Choose the option with closest meaning for the given words/phrases the number in
brackets refer to the paragraph in which the given word is used.
1. emotionally-balanced (1)
a) intelligent b) properly mature
c) very funny d) always fit
2. grasp (2)
a) understand b) communicate
c) cater d) clap
3. reflective (3)
a) selective a) imaginative
c) remembering d) contemplative
4. heritage (3)
a) property b) system
c) tradition d) advantage
5. gloomy (8)
a) depressing b) terrible
c) never ending d) devastating
6. indigenous (11)
a) real b) dangerous
c) original d) genius
Activity 6: Think about it
Answer the following questions in your own words. Work in pairs and then share your
work with the class.
1. What does the writer mean by the active role of literature?
2. The writer says that a person who is exposed to literature will meet new ideas,
images and new forms of writing, how?
3. What do you think should be the aim of education?
4. The writer quotes C.S. Lewis who says, ‘Literature just adds to reality, it does not
simply describe it.’ What does he mean by this?
5. Do you think the prices of books in our country are fair enough?
Unit 8 Literature and Science – the benefits Session
2
Activity 1: Pre-reading questions
1. Which electronic appliances are there in your home?

2. What other items in your home are the result of scientific research?
3. Looking outside your home, what else can you see which is the result of
scientific research?
4. What do you think about the invention of lethal weapons, of surveillance tools
and of cloning research?
5. Which area of activity makes our lives safer and happier- Science or
Literature?
Activity 2: Reading comprehension
Read Text 2 and match the following one line summaries with the respective
paragraphs.
1. Through the application of scientific knowledge, our lives can be safer,
healthier, happier and more economical
2. New possibilities to discover more energy resources will diminish energy

crises.
3. New technology has reduced distances and increased connectivity.
4. We expect to get answers to so many mysteries only by adopting scientific

methods of enquiry.
5. Vaccines have done wonders especially to save children’s life.
Reading Text 2: Science and Society

1] Science has got no less importance than any other subject. We can enumerate
a number of advantages that we can enjoy only because of science. Especially
in today’s world, it is quite necessary to equip oneself and one’s children with the
adequate knowledge of science in order to live a safe and better life.
2] Nowadays fewer children die of curable diseases because of vaccination
programmes introduced by global agencies. The vaccines were developed following
intensive, carefully managed scientific activities. By educating parents about the
importance of preventative actions such as inoculations their children will be
protected from diseases that would previously have caused sickness and disability
thus adding pressure and reducing productivity on communities.
3] Through active scientific research there have been numerous advances in technology
that help to make our lives easier. Development of satellite communications has enabled
individuals to speak to their loved ones around the world. Just think how much more
can be achieved with improved contact between business partners, doctors, engineers
and transport agencies.
4] With the world’s energy demand rising and yet fossil fuel supplies slowly dwindling
new approaches in finding alternative sources of renewable energy are leading the
way towards energy sustainability. Scientists and technologists are finding solutions to
problems such as rising fuel costs and are also taking measures to reduce the harmful
impact that some new sources of energy can have upon the local environment.
5] An understanding of science can also be a thing of wonder. It feeds the inquisitive
mind and it can provide answers to those questions that often only small children are
unafraid to ask. Why do birds sing? If I throw a ball in the air when I’m running will it
fly faster? Why do some metals rust and others do not? Some of these questions are
interesting just for their own sake but others have very real applications to modern life.
Surely it is good that children should ask such questions and it is a pity their parents
cannot always answer them!
6] If we are to become knowledgeable, well informed citizens able to live productive,
healthy and satisfying lives we should all have an understanding of the benefits of
science to society. With an appreciation of scientific and technological advances
communities can lead happier, healthier lives because there will be more effective
use of resources, less wastage and life is made generally easier and more enjoyable
for the population within it.
Source: Michael Bird, personal communication.
Activity 3: Critical thinking
Having read Text 2, write the answers to the following questions, after discussion with
your partner, in your own words
a. What is inoculation? What do you know about its importance?
b. How have the distances between people and places been shortened?
c. What are scientists’ views about ever increasing demands of energy?
d. Are there any questions in your mind that you would like a scientist to
answer?
e. How do you compare the benefits of the two areas of activity, Science and
Literature?
Activity 4: Words in context
Choose the option with closest meaning for the given words/phrases the number in
brackets refer to the paragraphs of Text 2 in which the given word has been used.
1 Adequate (1)
a) adjacent b) sufficient
c) numerous d) skilful
2 Curable (2)
a) eatable b) that which can be done
c) what can be healed d) uncontrollable
3 Vaccination (2)
a) injection to produce antibodies b) costly medicine
c) curing patients d) first injection
4 Preventative (2)
a) personal b) defensive
c) previous d) punitive
5 Inoculation (2)
a) innocent b) contemplation
b) vaccination d) insertion
6 Dwindling (4)
a) dangerous b) stopping
c) breaking d) decreasing
7 Sustainability (4)
a) Maintainability b) suspicion
c) economically d) developmental
8 Inquisitive (5)
a) selective b) questioning
c) answering d) conquering
Home task: Language practice: Cause and effect and comparative
adjectives
Before the next session in this unit, complete these cause and effect and comparative
adjectives language activities
Cause and effect

The articles you have read in this unit are arguing for the importance of literature
or science. The writers do this by focusing on how literature or science impact on
society and the individual. So the writers are dealing with causes and effects.
For example,
Text 1, paragraph 4 says: Therefore it is obvious that if a person is exposed to literature
in school life, he will be well equipped to encounter new ideas.
And paragraph 8 says: They portray the society from the point of view of a foreign eye.
Hence the image of our society is contorted and the reader is unable to see and develop
connections.
In these two examples, the second part expresses the result or consequence of what
is said in the first part. The writer makes this clear by using the words therefore and
hence. Other words or phrases which can be used to show the similar relationship
between sentences or parts of sentences are as a result, consequently, so. These are
causal connecting words.
Activity 1 (a): Cause and effect

Read the pair of sentences below. In all the pairs, the second sentence expresses the
result or consequence of what is said in the first sentence. Write in a suitable causal
connecting word for each pair.
1. Literature plays an inevitable role in the development of a reasonable mind.

The behaviour of people gets better.
2. It helps us in analysing important issues of life.

Life becomes more comfortable and progressive.
3. Most Pakistanis who write in English are alien to their own society.
The realistic picture of Pakistani life is not found in their works.
4. We have failed to introduce Eastern Classical literature to our children.
They are completely unaware of our own literary art and excellence.
5. Private schools are teaching only English classics (mostly abridged versions).
No desirable results are expected.
Activity 1(b): Provide the sentence of effect/result
Now write down a second sentence for each one of the following sentences
expressing result of what is said in the first sentence. You may use information from
the passage if you wish.
1. Depending only upon foreign literature cannot help us a lot.
Therefore …………………………………………………………
2. Most of the books on literature are very costly.
Hence …………………………………………………………….
3. Some novels present a very gloomy picture of life.
As a result………………………………………………………….
4. The study of local literature develops a sense of identity and community in
the readers.
Consequently………………………………………………………
Activity 2: More about cause and effect

Complete these sentences by adding a sentence or part of a sentence in front of
them.
1. As a result people can talk to their loved ones around the world so easily.
2. Consequently, sometimes, they ask their parents very interesting questions.
3. As a result, communities will be able to live a better life in future.
4. Hence, we should equip ourselves with adequate knowledge of science.
5. Therefore very few children die of curable disease.
Language Practice Use of comparative adjectives
In Text 2, you read phrases/sentences like Science has got no less importance than
any other subject. Nowadays fewer children die of curable diseases…, …advances
in technology that help to make our lives easier. And there will be more effective
use of resources. In these phrases/sentences words like less, fewer, easier and
more effective express comparison of the given number, quality or any other
characteristics. There are different ways of forming comparative adjectives; they are
as follows
Monosyllable adjectives In the following adjective words, we add ‘er’/’ier’ in the end to
form their comparative form
Words (Positive) Comparative

Few Fewer
Safe Safer
New Newer
Easy Easier
Much More
Costly Costlier
Happy Happier
Healthy Healthier
Multi syllable adjectives Adjectives which contain more than one syllable take ‘more’
after them to form their comparative degree

Necessary More necessary
Curable More curable
Harmful More harmful
Interesting More interesting
Modern More modern
Effective More effective
Potential More potential
Meaningful More meaningful
Irregular adjectives There are certain words in adjectives that do not follow any
specific rule to form their comparative degree. Such words have entirely different
words as their comparative forms

Good Better
Bad/evil Worse
Little Less
Activity 3: Comparative Adjective

Fill in the blanks in the following passage with the comparative form of the appropriate
adjective given below using the preposition ‘than’ where necessary.
Wise, safe, little, much, fast, important, curable, good, knowledgeable,
Some people regard literature _______ science subjects. They think that by studying
literature, a person becomes ________. Hence they can live _____life _______
before. Those who study tales and stories happen to be _________ those who
are away from literary books. However, there are others who opine that the study of
science is ________that of literature. With the introduction of advanced technology
life appears to be________ and ________.The ways of communication are much
________ before. Today the diseases are________ they were in past. Thus, the two
sides keep claiming an edge over each other. In fact these two subjects have relative
importance; neither is ________the other.
Unit 8 Literature and Science – the benefits Session 3
Activity 1: Critical thinking
Below is a list of some benefits of studying literature. Discuss with a partner and
decide if you agree that literature can have these effects. How does it do it?
The study of literature makes people:
a) Wise and mature
b) Knowledgeable
c) Entertained
d) Able to analyse issues in life
e) Aware of culture, social class and heritage.
f) Well equipped to encounter new ideas
g) Aware of not only their own society but people in a global context
h) More creative than before.
Activity 2: Identifying ideas/items
Science and literature may have overlapping aspects/benefits for human beings
but there are other aspects/benefits which may be attained only by the study of
science and some others by the study of literature only. Following are some aspects/
benefits of science and literature mixed up. Identify which item belongs to science or
literature.
Beside the number, write L for literature, S for science and LS if, you think, an item has
common characteristics.
1. Experiment 11. Observation 21. Formula
2. Culture 12. Enjoyment 22. Fantasy
3. Characterisation 13. Music 23. Analysis
4. Hygiene 14. Safety 24. Criticism
5. Innovation 15. Identification 25. Suspense
6. Communication 16. Relations 26. Emotions
7. Decoration 17. Modernism 27. Reason
8. Income 18. Stories 28. Love
9. Instruments 19. Cooperation 29. Social issues
10. Hypothesis 20. Imagination 30. Inventions
Activity 3: Written discussion
Work in pairs. On the basis of the last two activities and the work you did in the
previous two sessions:
Person A writes two paragraphs on ‘The impact of literature on an individual and a
society’
Person B writes two paragraphs on ‘The impact of science on an individual and a
society’
Choose 3 or 4 most important aspects of Literature and Science, as identified in
Activity 2, as the main points of your paragraphs.
Show each other what you have written. Decide whether you think science or
literature has the biggest impact. Put the four paragraphs together to make a
discussion. Person A then writes an introduction paragraph to the discussion. Person
B writes a conclusion paragraph to the discussion.
Critical reflection
experience.
Unit 9 Education in Pakistan Session 1
Activity 1: A story
Listen to the story carefully and answer the following questions:

Have you ever lost your way?
How did you find it?
How do you think the boy should have tried to find his way to his parents?
Do you think the story would be changed if the boy could read?
What would you do if you were in his place?
How would you end the story?
Activity 2a: Opinions about the content of the text before reading it
Discuss the following questions in pairs and note down the responses.
What do you think the author means by ‘Pakistan’s education emergency’?
What might the author be referring to when he says that Pakistan is ‘failing
its future’?
What might be some of the other organizations working with HEC to help
improve education in Pakistan?
Do you think Pakistan is providing free primary education to all children?
Activity 2b: Scan-reading
Scan the text to locate the answers to the questions given in the previous task to find
out if your responses match with the information given in the text. You do not have to
read the text carefully for this activity.
Reading Text 1: Pakistan’s Education Emergency: Failing its future
In 1947, Quaid-i-Azam Mohammad Ali Jinnah said: “Education is a matter of life or
death for Pakistan. The world is progressing so rapidly that without the requisite
advance in education, not only shall we be left behind others but we may be wiped
out altogether.” And yet, if the global knowledge economy were a school and Pakistan
its student, Pakistan would currently get a failing grade.
The global average primary school enrolment is a shockingly low 87 per cent and
yet Pakistan’s is even lower at 56 per cent. The economic opportunity cost of not
educating Pakistan’s children is the same as suffering a 2010 flood every single year.
The nation’s health and its stability are affected too. For every 10 kids out of school
around the world, one is Pakistani. This is an education emergency.
Progress has been made. Under the 18th Amendment, for the first time, education is
no longer a privilege, but a fundamental right for all children. Article 25-A says: “The
State shall provide free and compulsory education to all children of the age of 5 to 16
years.” But this progress has not been fast enough. Still barely one child in four makes
it into secondary education. Children are a country’s future and Pakistan is failing its
future. No country can follow the path to a happy future if it cannot read the road
signs. Nothing short of an education transformation is required.
The UK is already working with Pakistan to assist in this necessary transformation
in Pakistan’s education. The UK has more to offer Pakistan on education than
any other country. UK and Pakistan are linked by more than just our history and
language. More Pakistanis still take English exams than any other nationality outside
a formal government education sector. UKAid and the British Council are engaged in
vocational education in Pakistan, and UKAid is investing nearly the equivalent of Rs
100 billion over four years into primary education. We are aiming to train 90,000
teachers, fund six million textbook sets, and rebuild schools in Khyber Pakhtunkhwa
destroyed by militants or floods.
Imagine the future of Pakistan if primary school enrolment across Pakistan is lifted to
the world average of 87 per cent within five years. It is entirely possible. Imagine the
social and political partnerships that would have accomplished this - between media,
civil society, the private sector and politicians. With parents mobilised to demand, and
political leaders galvanised to deliver, better education for children.
Imagine how good the nation would feel about its achievement and how much it
would want to complete the easier rest of the journey to 100 per cent if the above
mentioned goal was accomplished. All it needs is leadership.
The Pakistan and the UK are connected, joined at the hip. We cannot flourish if you
do not flourish. You cannot flourish if your population is uneducated. The Quaid-i-
Azam recognised the importance of education in 1947. Sixty-five years on, the UK is
working in partnership across the country to tackle the current education emergency
and to help to secure a prosperous future for Pakistan.
Source: Pakistan’s Education Emergency: Failing its future By Adam Thomson http://www.
nation.com.pk/pakistan-news-newspaper-daily-english-online/columns/22-Mar-2012/pakistan-
s-education-emergency-failing-its-future
Activity 2c: Discussing what you scan-read
Team up with another pair. Discuss what you have found out about the questions in
Activity 2b.
Activity 3: Claims in the text
Read the text more closely to find out why the writer makes the following claims.
Make some notes and prepare to discuss with a group
If the global knowledge economy were a school and Pakistan its student,
Pakistan would currently get a failing grade.
Children are a country’s future and Pakistan is failing its future.
The UK has more to offer Pakistan on education than any other country
We cannot flourish if you do not flourish. You cannot flourish if your
population is uneducated
In groups of four or five, comment on the claims above made by the author
concerning education in Pakistan.
Activity 1: Active reading (vocabulary building)
Read the list of words/phrases given below and find out if they have negative or
positive associations in Reading Text 1. Then tick the relevant box below. Also, decide
if they have been used to talk about problems or the initiatives that are being taken to
tackle them.
Words/phrases Problems Initiatives New words

(negative (positive
associations) associations)
Left behind
Wiped out
Shockingly
Failing
Progress
Barely
Suffering
Achievement
Possible
Accomplished
Now, think of some alternative words that are close in meaning to the words given
above and write them down in the last column.
Activity 2: Real and unreal conditionals
Read the conditional sentences given in the grid and specify the function of each
conditional in the next column. Also, identify whether the conditional is real or unreal.
Conditionals Function Type
If the global knowledge economy were a school and
Pakistan its student, Pakistan would currently get a failing
grade
No country can follow the path to a happy future if it cannot
read the road signs
Imagine the future of Pakistan if primary school enrolment
across Pakistan is lifted to the world average of 87 per cent
within five years
Imagine how good the nation would feel about its
achievement and how much it would want to complete
the easier rest of the journey to 100 per cent if the above
mentioned goal was accomplished
We cannot flourish if you do not flourish. You cannot flourish
if your population is uneducated
Activity 3: Use of conditionals

Individual work
Read the following clauses and complete them with at least three different ideas.
If every single child in Pakistan was getting education…
If every school (public and private) in Pakistan was disseminating standard
education…
If Pakistani youth is not prepared for future… responsibility…
If Pakistani youth is not aware of political and international events…
If we are not given technical and scientific education…
If every school, college and university in Pakistan had a well-equipped
library…
If other international organizations like UKAid and British Council were not
helping HEC…
Group work
Decide together which is your top idea for each of the clauses and decide why you
think it is your top idea. Prepare to tell the class what you decided and why.
Home task
Search on internet about the literacy rate of Pakistan, problems faced by students in
getting education and various projects undertaken by HEC and UK in order to improve
the present educational situation in Pakistan. Take notes and bring them in the next
session.
Activity 1: Television debate
Work in groups of 4. Choose one of the roles to engage in a television debate,

politicians, educationists, British ambassadors and students.
In your group, discuss the topic of the debate together with your group members
UK cannot flourish if Pakistan does not flourish.
Pakistan cannot flourish if its population is uneducated
Decide what the opinions of each of the participants is likely to be (politician,
educationist, British ambassador and student). Write down the points they would like
to put forward.
After the discussion, engage in a debate to share your point of view about the given
topic with proper justification.
Three students have to play the role of a politician, four educationists, two British
ambassadors and the rest of the class will act as students.
Activity 2: Practice of unreal conditionals through an imaginary

situation
Keeping in mind the previous discussion and debate, write one or two paragraphs on
the following topic.
What according to you are the three most serious problems faced by Pakistan as far
as education is concerned? What necessary measures would you take in order to
tackle those problems if you were the education minister of Pakistan?
Critical reflection
experience.
Unit 10 Report Writing Session1
Activity 1: Pakistani heritage
Look at these pictures carefully and answer the following questions. Discuss with each
other and be prepared to share with the whole class.
1. Where in Pakistan are these places in the pictures.
2. How much would you like to visit each of them?
3. What do you learn about the history and heritage of Pakistan through these
pictures?
Picture 1
Picture 2
Picture 3

Picture 4

Picture 5

Picture 6
Sources:
Picture1 http://dawn.com/2011/10/05/pakistans-cultural-heritage-not-for-sale/
Picture 2 http://dawn.com/2011/06/09/maklis-aura-revisited/
Picture 3 http://dawn.com/2011/08/08/the-timeless-appeal-of-fort-kot-diji/
Picture 4 http://archives.dawn.com/weekly/yworld/archive/081101/yworld11.htm
Picture 5 http://dawn.com/2012/02/24/indian-team-visits-taxila-museum-parliamentary-diplomacy-to-help-bridge-
gaps/
Picture 6 http://archives.dawn.com/weekly/yworld/archive/080802/yworld11.htm
Activity 2: Young people and art in Pakistan
You are going to read a report about what students think about studying the heritage
of Pakistani art.
Work in a pair or small group:
1. What do you think the heritage of Pakistani art is?
2. What do you predict that students think about it?
3. How do you think the authors of the report obtained information about
students’ views?
4. Why do you think the authors obtained this information and wrote the report?
Activity 3: Introduction to the report
1. Read the first paragraph of the report and find out if there are any answers to
the questions in Activity 2. Discuss this with your group.
In the 21st century, higher order thinking skills are considered essential for university
students. Education needs to keep pace with the speed of information flow, to
develop human abilities for coping with the ever changing surroundings and
complicated issues of modern life, and to enable students to find innovative solutions
for their problems. The Heritage of Pakistani art is potentially creative and can be
used as an effective tool to develop creative thinking among young students but
unfortunately in Pakistan students’ interest in studying the Heritage of Pakistani art is
declining.
2. This is the first section of the report. What heading would you give this
section?
3. This section has three stages. In mixed up order they are: SOLUTION,
PROBLEM, NEED. Decide which order they come in the paragraph. Write S, P,
or N at the beginning of each stage.
4. As far as you can tell, which of these report titles is most suitable for this
report? Decide what your reasons are for choosing.
i) 21st century higher order thinking skills.

ii) An investigation into the decline of students’ interest in studying the
Heritage of Pakistani art.
iii) A study of creative thinking among Pakistani students
Activity 4: Experience of report writing
Discuss in groups the following questions and report back to the class what you find
out.
1. Have you ever written a report?
2. Have you ever conducted a survey or helped someone do so?
3. Have you ever filled in a questionnaire? If yes what was it about?
4. What is a report?
Activity 5: What is a report?
Work in groups.
1. Read the information box below and discuss further what a report is.
2. Look back at the suggested titles in Activity 3. What kind of report do you
think the paragraph in Activity 3 comes from?
3. Write down some example titles for different kinds of reports. Use the titles of
reports you have read or written or make up some possible titles yourself.
Information box
A report contains facts, observations and information for some specific readers. It has to be
objective and systematic. A report can be of several types:
Progress report, feasibility report, justification and recommendation report, and research
report.
Activity 6: Doing research and writing a report
Thinking back on this lesson:

1. How would you carry out this research into the decline of interest among
students in the Heritage and History of Pakistani Art?
2. How would you organize the report? Which sections would you have?
Unit 10 Report Writing Session 2
Activity 1: English in higher education in Pakistan
There have been a number of investigations into English in higher education in

Pakistan.
1. Why do you think that is?
2. What sort of things do you think have been investigated?
3. How do you think the investigations have been carried out?
4. How do you think the reports have been organized? What sections do you
think they have?
Activity 2: The sections of reports
You are going to study the design of the report on the decline of students’ interest in
studying the Heritage of Pakistani art. Over the next few activities you will work out
what sections are used to write the report. You have already read the Background and
Rationale section (in the previous session).
1. What were the stages in the Background and Rationale section?
2. Read the second section of the report below. What is this section about?
3. What heading would you give this section?
A survey was conducted to trace the reasons for this decline of students’ interest
in studying the Heritage of Pakistani art. A questionnaire comprising 10 statements
with a three points rating scale (agree, uncertain, disagree) was designed and
photocopied. 100 students studying at the X university campus were given the
questionnaire to be filled in during their leisure time. The filled in copies were
collected the next day. The data was tabulated and scores were obtained. The
following section presents the results.
4. What statements do you think the investigator put into the questionnaire?
Write four example statements.
Activity 3: Third section
1. Read the next section of the report.

2. Which statements did the researcher include in the questionnaire? Write out
the statements.
3. Did the researcher include the statements you wrote in Activity 2
4. What heading would you give this section of the report?
The results of the survey reveal that students do not learn History and Heritage of
Pakistan for the sake of employment. This is shown by the fact that 79% of those
questioned disagreed with the view that they are learning this subject because it
is job oriented. The majority of the students, 53%, said that they are studying the
Heritage of Pakistani art because it gives them a personal satisfaction. A majority of
the students, 70%, agreed with the view that learning the History and Heritage of
Pakistan can be used as a tool to develop creative thinking among students.
The survey also shows the fact that the students of the History and Heritage of
Pakistan find the subject uninteresting. This is revealed by the fact that 52 % of the
students who were surveyed find the History of European Art more interesting than
the History and Heritage of Pakistan and 55 % did not accept that the History and
Heritage of Pakistan is interesting. Only 30 % of those questioned find it interesting.
The survey reveals the fact that the main reason for students’ lack of interest in this
subject is ineffective teaching methods and lack of information about the subject. A
significant number of the students 57% think that their teachers do not provide them
with all required information about the subject. Moreover the subject is not taught in
an interesting way. 55 % of the respondents find that the subject has been taught in
an uninteresting where as only 15% find the teaching methods interesting with 29%
uncertain about the issue.
It was also observed that the subject is not related to the practical world. A
significantly large proportion of the students, 67%, indicated that their classroom
lectures and the practical world are unrelated. 75% respondents find their classrooms
boring and ineffective because of the non-availability of digital technology. 60% of
those questioned pointed out the fact that the scope for further research is very
limited.
Activity 4: The fourth section
1. What are the two main reasons for the decline in student interest?
2. List the other reasons for the decline in student interest.
3. What is this section about? What heading would you give it?
4. Do you agree with this section?
The survey reveals that students of the History and Heritage of Pakistan lack interest
and motivation in this subject. The survey thus points out a very important fact that
the main reasons for the decline of students’ interest in the History and Heritage of
Pakistan is because the syllabus does not cater for the students’ future prospects and
the teachers do not attempt to make it interesting by relating it to the practical world.
So the students have neither any motivation nor any interest in it. Even those who
started the course out of their personal interest lost this interest. During the survey a
number of students informed the researcher that teachers use lecture methods and
many times these lectures are so boring that some students practically nod off in their
classes. Another reason for this decline is that the lessons do not present the heritage
of Pakistan as relevant to the real world. In addition, students do not develop an all-
round knowledge of the subject; they learn about only parts of the subject. Lack of
the resources and the limited scope for future research are also important factors in
diminishing their interest in the subject.
Activity 5: The final section
1. What is the purpose of this section?

2. What heading would you give it?
3. Do you agree with this section?
These findings suggest that the departments of Art in Pakistan with the help of HEC
should revise their curriculum and design a new syllabus to make the History and
Heritage of Pakistan futuristic and job oriented. There is an urgent need to arrange for
on-the-job training and refresher courses for faculty members so that the objectives
of the course are achieved. Last but not least the departments should be provided
with enough funds to equip their classrooms with digital technology to make the
teaching-learning environment better, healthy, goal oriented and innovative. These
remedial measures will ultimately inculcate interest among the students in the History
and Heritage of Pakistan.
Source: Report prepared by Ms Farhat Meher
Activity 6: The design of a report
Write down the headings of the 5 sections of a report
Home Task
On the following pages are data from an investigation into students’ attitudes towards
English language in higher education in Pakistan. The first set of data comes from a
questionnaire that was given to 400 students at different universities to fill out. The
second set of data is notes from a focus group of 27 students. Because these are
notes, the grammar, punctuation and layout are not like a report or an essay.
Read through both sets of data and identify what sort of things could be discussed in
the Discussion section of a report called: Students attitudes towards English in Higher
Education in Pakistan.
Make some notes and bring them to the next session.
English Language in Higher Education in Pakistan
Questionnaire for Students in Higher Education
Thank you for your time and cooperation.
DEMOGRAPHIC DATA
Gender Age
74.1% Female 61.3% - 17-20
25.9% Male 36.9% - 21-24
1.9% - 25+
EDUCATIONAL BACKGROUND
Which system of education did you study Which university are you studying
through? at?
_____________________________
56.7% O/A level
43.3% SSC/Intermediate Which subject are you majoring in?
_____________________________
What was the medium of instruction in What is the level of your
your secondary school? programme?
33.7% English 87.5% undergraduate

63.9% Urdu 12.5% postgraduate
2.4% Other (Please specify):
_____________________________ Which year of study are you in?
15.1% Year 1 64% Year 2
12.8% Year 3 8.1% Year 4

ENGLISH LANGUAGE SKILLS
Please rate yourself on your ability to do the following tasks in English:

Search for new information using library
14.8% 51.9% 29.6% 3.7%
resources in English.
Search for new information using the
42.9% 44.7% 8.7% 3.7%
internet in English
Write a brief report in English 12.5% 61.3% 25.6% 0.6%
Write an essay in English 11.7% 70.6% 17.2% 0.6%

Make an oral presentation to your class in
19.9% 50.3% 26.7% 3.1%
English.
Take part in an academic discussion in
14.8% 48.8% 34.6% 1.9%
English.
Read prescribed text books in English with
31.3% 47.2% 19.6% 1.8%
comprehension.
Read other academic texts in English with
27.0% 49.1% 18.9% 5.0%
comprehension
Listen to an academic lecture in English with
38.1% 50.0% 10.6% 1.3%
comprehension
Take notes in English from an academic
37.3% 50.0% 12.0% 0.6%
lecture
Write a formal letter in English (e.g. for a job
20.6% 56.9% 21.9% 0.6%
application)
Take part in an interview in English (e.g. a
14.3% 57.8% 26.1% 1.9%
job interview)
Please estimate how much you use English when you carry out these tasks in real life.
Tick the final box if you never do this task.
Mainly in Not
Usually in Sometimes I don’t
English often in
English in English do this
English
(>90%) task
(51-90%) (11-50%)
(0-10%)
Search for new
information using library 40.9% 40.9% 14.9% 3.2% 0%
resources
Search for new
information using the 71.1% 20.1% 6.3% 2.5% 0%
internet
Write a brief report 40.1% 41.4% 16.6% 1.3% 0.6%
Write an essay 46.0% 44.7% 8.7% 0.6% 0%

Make an oral presentation
45.0% 38.8% 13.8% 2.5% 0%
to your class
Take part in an academic
31.3% 45.0% 20.0% 3.8% 0%
discussion.
Read prescribed text
60.0% 29.4% 8.8% 1.9% 0%
books
Mainly in Not
Usually in Sometimes I don’t
English often in
English in English do this
English
(>90%) task
(51-90%) (11-50%)
(0-10%)
Read other academic
43.1% 38.1% 14.4% 4.4% 0%
texts
Listen to an academic
49.7% 37.3% 10.6% 1.9% 0.6%
lecture
Take notes from an
56.4% 32.5% 9.8% 1.2% 0%
academic lecture
Write a formal letter (e.g.
53.8% 30.8% 10.9% 3.2% 1.3%
for a job application)
Take part in an interview
42.5% 36.3% 11.6% 4.8% 4.8%
(e.g. a job interview)
Are there any other important tasks that you do at university (e.g. lab work, seminars)?
If so, please write these tasks in the spaces below, and tick a box to show how much
English you use for each one.
Mainly in Not
Usually in Sometimes
English often in
English in English
English
(>90%)
(51-90%) (11-50%)
(0-10%)
q q q q
q q q q
q q q q
STUDY RESOURCES
Which resources do you regularly use in studying your major?
61.1% Textbooks 57.4% Handouts/Worksheets prepared by the

teacher
67.9% Notes given by teacher 11.7% Notes from senior students
17.9% Guide books 38.9% Other (Please specify)
______________________
Which technology resources do you have access to on your campus?
7.4% Tape recorder 5.6% CD player
10.5% Television 2.5% DVD
8% Language lab 24.1% Science lab
80.9% Computer 45.7% Computer printer
84.6% Internet connection 35.2% E-mail
13.0% Video conferencing 5.6% Smartphone
6.2% Other (Please specify) __________________________________________
______________________________________________________________
______________________________________________________________
ROLE OF ENGLISH IN WORK AND STUDY
Please indicate how far you agree or disagree with the following statements about the role of
English:
Agree
Agree Disagree Disagreestrongly
strongly
It is essential that a
university graduate can
communicate in English 66.7% 29.6% 2.5% 1.3%
about their academic
subject.
In my future working life, I
expect to use English very 55.6% 43.1% 1.3% 0%
frequently.
When I first came to
university, my English was
20.1% 65.4% 13.2% 1.3%
already good enough for
my academic study.
In my final year, I would like
extra English classes to
42.6% 39.6% 14.8% 3.0%
improve the language skills I
need for employment.
In my major, the lecturers
help us by using very clear
38.2% 52.2% 8.3% 1.3%
English that is easy to
understand.
I am too busy with my major
to spend time on English 12.3% 53.5% 30.3% 3.9%
language classes.
47.4% 41.6% 9.7% 1.3%
are very good at English.
I would like to have more
English classes to improve
38.6% 47.5% 12.0% 1.9%
the language skills I need
for academic study.
In my major, exams would
be fairer if we could
19.9% 37.2% 34.0% 9.0%
write answers in our own
language.
To get a good job, I need to
72.5% 25.0% 1.9% 0.6%
be fluent in English.
In my future working
life, I will need English
68.6% 29.6% 1.9% 0%
to communicate with
westerners.
With fellow students, I prefer
to discuss my major in our 19.6% 57.0% 20.3% 3.2%
own language.
I would learn better if I
could study my major
5.7% 23.3% 48.4% 22.6%
through the medium of
Urdu.
In my major, trying to
express my ideas in English
7.7% 34.0% 48.1% 10.3%
makes me very slow at
writing assignments.
help us by explaining the
19.5% 62.9% 14.5% 3.1%
main points in our own
language.
The university provides
English language classes
which develop the skills 14.9% 48.1% 29.9% 7.1%
I need for my academic
study.
My English is good enough
14.6% 61.1% 22.3% 1.9%
for me to get a good job.
help us by providing
8.4% 27.7% 45.2% 18.7%
handouts/study notes in our
own language.
In my future working
life, I will need English to
41.7% 53.8% 4.5% 0%
communicate with people
from Asia/the Middle East.
My English skills have
improved a lot since I first 25.5% 54.2% 15.7% 4.6%
started university.
In my major, I often need to
43.5% 40.4% 14.3% 1.9%
speak English in class.
What do you think the university could do that would help you study your major more
effectively through the medium of English?
Notes from a student focus group
All female
2 MS students
25 BS (ie. UG, mixed subjects: English, Botany, Political Science; Other sciences)
1. Think about the range of activities you carry out in your course. Do
you carry out all these study activities 100% in English?
Not 100% in English. Use Urdu anything from 50-50 to 70-50
All lectures in English. Discussion after lecture in Urdu, for 10-15 minutes (30-40
students in class).
Presentations in English. E.g. Mass Communication on Foreign policy of PK. ‘I tried
to do it in English’.
Can be discouraged by teachers or peer group criticism. Example of teacher in
Matric school who told a student that she should not write her creative writing
herself but copy it from the essay book. No examples of peer criticism were given.
A difficulty is we can write in English but don’t have the environment to speak in
English.
Wants English for everday purposes ‘we have the vocabulary for studying our
subjects’
Varied opinions about whether they do have the vocabulary of their subjects –
possibly they do have for their majors.
English is taught as a theoretical subject not practical skill. We mostly have to do
rote learning for our subjects (including English). Especially for exams. We are
not expected to express our ideas but to transfer the ideas from the books to the
exam. We have to remember the books. We don’t want to but we have to to get
good marks. Same for all students. Our teachers teach us good cramming.
2. How important is it for you to learn English?
It is a sign of educated people.
We could study better if our English was better
3. What kind of help do you need to cope better with your studies?
Subject lecturers should speak in simple English.
Not all find the lecturers difficult to understand.
Some can understand the books and some can’t.
English Lit books are tougher than others (old English, Victorian English)
It would be good to have teachers trained to communicate in English. In matric
teachers don’t communicate well in English. They are better in college
Written assignments: make assignments from topic given by teacher. Assignment
topics should not be based on our syllabus. E.g in Education Philosophy, we have
to write about traditional research; we have no idea about modern research. We
don’t know about the recent contributors to education philosophy
The assigned topics [that we have to write on] are from our syllabus. We want
assignments from outside our syllabus. We are bound in a boundary. We want to
have fresh broad modern knowledge.
The topics are from research – we want topics on which we can create something.
We just have to copy and paste from the internet. We should use our own minds.
This is not a question of language: We should be creative in English and Urdu.
Curriculum should be based on future oriented thinking. It can be done as easily
in English as in Urdu.
We have to study the history of research and this is necessary. But we don’t want
to be restricted in the boundaries of history. We don’t know 21st Century writers.
The anthology of poems we read in intermediate level is called a New Anthology
of Poems but it is 20 or 30 years old and our teacher said that she read the same
course when she was in college
My teacher said her father learned Goodbye Mr Chips, and she learned Mr Chips.
And now we are learning Mr Chips
They don’t like detailed lectures, followed by detailed reading and then the
assignment is just on this detailed input. Monotony.
The biggest problem is we are working towards the marks and not trying to get
knowledge.
The examination system should be improved. Often we don’t know why we got the
marks we get.
4. What are the best ways to study English for academic study?
Not quite clear whether they are really interested in more creative ways of
discussing their academic subjects or whether discussion implies something
outside academia - ‘talking in the kitchen’. I can’t speak Shakespearean English
with other people. Would be interested in social English.
An English course for study purposes would be a good idea. It would help us.
Not theoretical. More practical.
Student centred, students should be able to speak. The teacher should give the
students a topic and the students should talk about the topic. And ideas should
come from the students. And after that the teacher should give the lecture. It
should be a speaking class. Students don’t like to speak
It should be both. For example I don’t know how to use the right tense so I should
learn through writing.
Our writing skills are better than our speaking skills. We have writing from class 1
but we have not been speaking from class 1.
They are happy about the idea that it would be study speaking – about politics, or
science or other subjects
It should not be about tenses etc but about the functions, how to use the tenses.
We know the grammatical theory but not how to use it.
Teachers should encourage students to do things by themselves. And then show
them what they do wrong. Then we can polish and go away and correct our
mistakes.
Topics: character building. We have no type of manners. We don’t want to be
degree holders we want to be educated. Citizenship is very good. How can we be
a good citizen.
Critical thinking is good. Critical thinking is not to agree to a sentence as it is. We
can reject it and weigh its pros and cons.
There should be grammar and vocabulary in the course that is practical.
Some think they should be in a general course not in different subject Englishes.
Some think they should be different. Basic English is same for all. The vocabulary
we use in the subject can be learned in the botany books. They need the basic
structure of writing.
How can an English teacher help a botany student? You don’t know botany.
We should do much reading. Creativity does not mean ignoring what has been
written in books. A writer is always a reader first
But we are still learning what is a noun, pronoun. We should stop doing that and
start using the language
5. Do you think an English course should all be taught face to face or
should it include online learning/ self-access material?
It would be interesting for us but not all students have access to the computer
and we aren’t allowed to have mobile phones on campus
6. How important is English in getting a job and doing well in it?
English is very good for employment especially in international jobs.
In recruitment, to be educated is not as good as to be a good English speaker
People prefer people who can speak English
Our base is not good enough – at higher education level we are forced to speak
English but in school no courses.
Presentations in the workplace are in English
All office work is in English – to customers and clients
Writing is less needed. Mostly speaking.
Maybe business letters, reports,
We already have a Communications class which teaches us CVs, cover letters etc.
And this seems to be generally well regarded.
7. What would you like to do in a module of English for employment?
It must be practical.
We must have face to face interview skills.
CV and cover letter was quite practical.
Must not be too big the class – 50 is too many
Unit 10 Report Writing Session 3
Activity 1: Reviewing the findings
Discuss your reading of the research data on Students’ attitudes to English in Higher
Education
Activity 2: Writing a report
Work in a small group to write a report on Students’ attitudes to English in Higher

Education with the report sections you identified in Session 2:
Introduction, Background/Rationale for the research, Methodology, Findings,
Discussion, Future Prospects/Recommendations
Critical reflection
experience.
Unit 11 Argument Session 1
Activity 1: Semester system versus annual system
Work in pairs or small groups

1. Do you know what the semester system and annual system are? If not find
someone who can explain.
2. Do you know why they replaced the annual system with the semester system?
3. Which do you think is better, the semester system or the annual system?
4. What problems do you think there may be with the annual system?
5. What problems do you think there may be with the semester system?
Activity 2: Reading an argument about the semester system and the

annual system.
Reading Text 1 presents the debate about the semester system and the annual
system.
Read the first paragraph and fill in the information about the two systems in the table
below.
Use information from the list below
Examination centered
Focus on skills
Focus on cramming
Feedback
Passive classes
Assignments, quizzes, presentations
Dynamic system
Passive system
Throughout the session activity
Delayed results
Builds confidence
Focuses on all the skills
Student centered
No feedback
Interactive classes
End of the session activity
Immediate results
Produces shy students
Focuses only on the written skill
Semester system Annual system
Reading Text 1: The debate about the semester system

1] The semester system has recently replaced the annual system in Pakistani
universities and is working smoothly. However, the debate regarding the merits and
demerits of the semester continues and there are critics of the semester system
who contend that it is not working well and has many gaps in it. They believe that the
semester system does not develop deeper understanding of the courses studied and
students study less in the semester system. It is claimed that teachers are subjective
in their approach and go by personal whims while teaching and awarding marks to
the students. On the other hand, the supporters of the semester system have their
own opinions. They are of the view that the semester system develops necessary
skills and makes students confident. Furthermore, greater interaction with the
teachers gives students greater chances of learning. Although there is some criticism
of the functioning of the semester system, the viability of the semester system itself
remains unquestioned. At the same time, there is little support for the annual system
which is considered examination centered and not beneficial for students in terms of
developing skills and building their confidence.
Activity 3a: The design of the argument
You have read the first paragraph of the argument. There are four more paragraphs.
1. Do you expect these paragraphs will give an argument for both the semester
system and the annual system. (Where there is an argument for more than one
viewpoint, this is called a discussion argument)
2. Or do you think the argument will only give one viewpoint? (This is called an
exposition argument)
3. Is there any sentence in the first paragraph which shows you the viewpoint of
the writer? Underline it. This is called the thesis statement. It tells you what the
essay will argue.
4. To have an argument, you have to have an ISSUE. This is usually presented at
the beginning of the argument. What is the ISSUE in this argument text?
5. Now read the second paragraph of the argument. What is it about?
6. Insert some more information from the list into the table in Activity 2
2] The semester system is very dynamic as it keeps both the teachers and students
engaged throughout the semester. The teachers set objectives for the work for the
semester and plan their lessons and class room activities accordingly. They know
what they want to achieve in a semester. The students remain busy throughout the
semester. They have to study daily to keep pace with the teachers and class fellows.
Quizzes, assignments and presentations keep the students on their toes. All these
activities develop confidence in the students. Prompt feedback by the teachers
makes learning an active activity. The focus in the semester system is on learning and
developing skills rather than preparation for examination. There is very little room for
cramming in semester system.
7. Does the first sentence of the paragraph tell you what the paragraph is
about?
Activity 3b: The design of the argument
1. Is paragraph 3 arguing for the semester system? If not, what is it arguing? How
do you know?
3] The semester system is sometimes criticized for not giving enough time to
students for mastering knowledge thoroughly. Students have to study at a quick pace
as teachers rush through the courses rapidly. It is claimed that there is no room for
extensive study unless students themselves choose to do this for themselves. The
semester system has a quick pace and there is no room for recovery if a student once
falls behind in their studies. On the other hand, some critics say that the semester
system is too easy because the syllabus is short and students don’t have to cover
a lengthy syllabus. The teacher’s role in the semester system is crucial. Sometimes
teachers are accused of favoritism. It is suggested that since teachers enjoy much
freedom, they use it to manipulate the students. In fact such criticism of teachers can
also be motivated by other motives and not genuine. Interestingly students with good
results never complain against the teachers.
2. Does the first sentence of the paragraph tell you what the paragraph is about?
Activity 3c: The design of the argument
1. Is paragraph 4 arguing for the semester system? If not, what is it arguing? How
do you know?
4] In contrast with the semester system, it is said that the annual system is
examination centered. It is argued that the teachers prepare students only for
the examination. The teachers do not focus on developing different skills in the
students because the major thrust is on showing better results. Both the teachers
and students show indifference to class room activity because it has no impact on
the final outcome. The students remain inactive through the year and keep piling up
the course work for the year end preparation. The examination system in the annual
system is also regarded with suspicion. The examiners have to mark a large number of
scripts in a very limited time and they generally do it in a hurry. There are no definite
parameters for markers. An examiner’s marking of different scripts can vary greatly
and variations among the different examiners cannot be even measured. Everyone
marks answer sheets subjectively in the absence of any mechanism of ensuring
standardization. It is also claimed that the annual system also encourages the private
tuition system which favors only the rich. Finally, whereas in the semester system,
students generally get their results in a week, in the annual system they have to wait
for many months, sometimes for a whole year.
Activity 3d: The design of the argument
1. Is paragraph 5 arguing for the semester system? How do you know?
5] So it can be concluded that the semester system is working successfully all over
the world. It develops critical thinking among the students and makes them proactive
learners. It is both teacher and student centered and makes learning interactive. On
the other hand, the annual system develops the art of cramming only. The students
rely only on memory work. They are judged on the basis of their written work and are
never tested for other skills. In short, the semester system is a better system; if there
are any problems in it they can be addressed through proper management.
Source: Article prepared by Mr Muhammad Asif
3. Is there any more information to insert into the table in Activity 2?
4. Does the author wind up the argument forcefully or leave it open ended?
Activity 4: Argument mapping
There are two basic kinds of argument which can be seen as argument maps:
A discussion argument (more than one point of view):
Stage 1: Issue
Stage 2: Arguments for
Stage 3: Arguments against
Stage 4: Own position
(It is possible for Own Position (stage 4) to be included in the Issue stage (stage 1) or
before it. But it can also be held back until after the arguments for and against, as in
this diagram)
An exposition argument (only one point of view):
Stage 1: Thesis
Stage 2: Arguments for
Stage 3: (Recognition of arguments against)
Stage 4: Reinforcement of thesis
(Recognition of other points of view in stage 3 is optional and may not happen. If
arguments against are recognized, they are not given very much weight compared to
the arguments for)
The important thing is to write a convincing argument not to follow the argument
map. So writers play around with the mapping. They can mix up the stages. They
can, for example, in the Discussion argument have all the arguments for together
and all the arguments against together. Or they may have one argument for and then
one argument against, and then another argument for and an argument against and
so on. And writers can even mix up the maps so that they combine discussion and
exposition in the same essay.
1. Using the information you gathered in the last activity to help you, map the
argument in The Semester Debate. (A clue is that it is a mixed up map)
Home task
In the next session you will write an essay called:
The debate about English in higher education: Student learning in university would be
much more successful if all interaction in the university was carried out in English
In preparation, read Reading Text 2 Issues and themes emerging through an analysis
of the use of English in higher education in Pakistan.
This is a long text. You may not have time to read it all. This will not matter. It is more
important to find some ideas for your essay than to understand everything in this
reading text. Section 1.1 is more important than 1.2.
Make notes as you read. Remember you are looking for arguments for and against
making English compulsory in all interaction in university.
Reading Text 2: Issues and themes emerging through an analysis
of the use of English in higher education in Pakistan
Considering the diverse nature of the universities involved and the complex
multilingual environment of Pakistan, it is not surprising that the Needs Analysis
revealed a wide range of perspectives on the use of English in higher education.
However, what was striking was that everyone welcomed the opportunity to
discuss the subject of English language use in Higher Education and that nearly
everyone expressed the desire to support initiatives which would contribute to the
transformation of its use in university teaching and learning.
In the diverse focus group discussions and questionnaire responses, a number of
common themes reverberated again and again. These themes included the desire for
teaching and learning to be interactive, creative, critical, student-centred and active,
the need for English to be taught as a skill rather than a subject, the recognition of
the challenges and the achievements of teaching large classes both in English and in
other subjects, the key role English plays in employment, and the need for resources.
In this section, these themes and others will be used to organize the information
that was gathered through the interviews, the core programme workshop, the
questionnaire and focus group responses, and the lesson observations.
1.1 Multilingualism/Plurilingualism
Of the twenty-four or more languages which are used in Pakistan (Mansoor, Meraj and
Tahir (2004: 55), three were identified as a medium of instruction in the universities
which were visited: English, Urdu and Sindhi. (Other languages may also be used as a
medium of instruction, but were not explicitly mentioned by our respondents.) Punjabi
was reported to play certain roles in some university contexts (e.g. for joking and
disciplining students) but not usually in formal teaching and learning situations.
This report is not the place to engage in the educational language policy debates
which have been ongoing in Pakistan for many years. However, it is necessary to
recognize them as constituting part of the context in which the Transforming English
Language skills in Higher Education Project will operate. Arguably, also, themes
associated with Pakistan’s multilingualism could constitute part of the syllabus for
the EAP and lecturer professional development modules. It was noticeable how
motivated students and lecturers were to discuss these themes in the focus groups,
with students appearing to value the discussion as if it were a kind of English lesson,
and lecturers referring to the focus group as if it was a workshop in which they were
polishing their understanding of their teaching practice.
Four sub themes emerged:
i) the necessity for and desirability of a ‘flexi-approach’ to English, Urdu and Sindhi,
and questions about whether codeswitching is a positive or a negative practice.
ii) the previous educational – and consequently, language - experience of students,
and the significant impact that either a matriculation or an O/A Level-based
educational background had on study – and therefore on teaching - in higher
education.
iii) the very high stakes associated with English language ability, and the consequent
anxiety that accompanies English language use.
iv) the different status that Sindhi appeared to have in Sindh province compared
with Punjabi in Punjab province and the stronger sense of ‘language politics’ that
appeared to be associated with this in some parts of Sindh.
Codeswitching
The notion of a ‘flexi-approach’ (Mansoor, p354) to English, Urdu, and Sindhi is used
here to mean something more than the term ‘code switching’, which typically refers
to switching between languages within a particular communicative event. A flexi-
approach recognizes that students or lecturers may also use different languages in
different educational contexts. The most commonly reported situations where Urdu
was used (or in some cases Sindhi) were when lecturers used local examples in
lectures, discussed questions at the end of lectures, gave advice or held one to one
discussions with students, when students were talking with other students out of class,
and when lecturers were talking with colleagues. There was also a tendency for Urdu
to be used more frequently in laboratory sessions; one lecturer commented on the
risk of damage to expensive equipment if students misunderstood instructions.
Another tendency was that English was overwhelmingly the language of writing. Most
students reported that their reading, writing and assessment were in English, with the
exception of Islamic studies and Arabic departments where texts were in Arabic or
Urdu. A striking example of this tendency was a lecture in Petrochemical engineering
which was delivered entirely through the medium of Urdu, with all student and lecturer
interaction also in Urdu, yet with the written part (on the whiteboard) all in English.
The most commonly reported situations where lecturers spoke in English and where
students listened to English were in lectures. However, respondents commented that
there was a range of practices in lectures, and this was evident in the observations.
At one extreme was the Petrochemical engineering lecture noted above, while at
the opposite end of the spectrum were lectures where the presentation, the board
work, the interaction between students and lecturer, and the student notetaking
were all done through the medium of English. Between those two extremes, focus
groups reported lectures with various mixes of English and Urdu. While the majority
of observed lectures were delivered mainly in the medium of English, sometimes
lecturers were observed switching to Urdu in ways reported in the focus groups: to
clarify a concept, explain something that was more complex or delicate, or reinforce
an explanation already given in English. Focus groups and observations suggested
that this mixing of languages decreased as students progressed through the
university years (although the Petrochemical class which was delivered in Urdu was a
final year class).
As reported by focus groups, the use of Urdu in classes was far more common among
students than lecturers. Younger students, particularly, were often seen responding
in Urdu to prompts by the lecturer in English. On the occasions this was observed,
the switch to Urdu was accepted and not challenged or discouraged by the lecturer.
This was in accord with the comments in lecturer and student focus groups that it
was important to accommodate the diversity of English language knowledge among
the student body – usually attributed to different previous educational experience
(whether from rural, madrassah, or matriculation schools).
The question this raised among some focus group commentators was whether code
switching, language mixing or a flexi-approach was being implemented for positive
or negative motives and with positive or negative effects. Positive code switching
was perceived as the exercise of professional judgement by a lecturer in response
to the diversity in their student body. Code switching was perceived as negative
when it arose from a lecturer’s own insecurities with English and also when it failed
to recognize that switching from English to Urdu would not accommodate students
who were not fluent in Urdu. Participants in focus groups expressed a number
of responses to codeswitching and other forms of language mixing: either it was
regarded as a genuine, effective and necessary pedagogic response to student need;
or it was regarded as a fundamental cause of the continuing underdevelopment
of students’ English language skills. Those who held the latter view sometimes
proposed that English should be made compulsory in all university situations. For
others, codeswitching was seen as the natural condition for language use in Pakistan:
one English specialist said he could not speak Urdu without codeswitching, and
that this reflected the fact that people’s language use was in a permanent state of
development and flux. However, attitudes towards code switching need to be put in
the context of the second of the subthemes related to multilingualism.
Educational Background
Students (and lecturers’) plurilingual abilities were clearly related to previous
educational experience, and associated social class and economic status. This
relationship between knowledge of English and primary and secondary schooling
and the associated significance of English proficiency as a social marker meant that
students’ and lecturers’ use of English and other languages carried serious emotional
and social implications. One student explained “If we come from the government
schools we are shy; people mock us for our English is weak” and another student
admitted in response “I was one of those students. I found it very difficult to talk or
to understand lectures”. The combination of social stigma and inability to participate
in English medium teaching and learning activities appears to represent a potentially
enormous barrier to many students’ educational success. It is not surprising that
lecturers respond by a language mixing approach, although in some people’s eyes
this simply exacerbates the linguistic and educational disadvantage that has been
created by the inequality of the school system. As one sociology student in put it “I
cannot be selfish and go only for English. There are 70 students in my class and they
come from matriculation schools and they don’t know English enough”. Many students
and lecturers spoke about the problem lying in the ‘foundations’ of the education
system. But regardless of this, its impact is felt in the HE sector and the TELS HEP
response can only focus on the situation as it is in the HE sector.
Language anxiety
One aspect of this situation in the HE sector was constantly referred to: students’
shyness and hesitation to speak in English. The complex multilingual situation and the
inequitable educational backgrounds exacerbated the natural shyness that speaking
in public can generate in any speaker. For many students, this resulted in both a
profound fear of presentations and to a lesser extent, discussions, and a profound
desire to overcome the fear by being given the opportunity to do more presentations
and discussion. So in many students’ suggestions for the EAP and English for
Employment modules, presentations and discussions played an important role.
Associated with this wish to practise speaking skills that are underdeveloped was
a constant request for teachers who would encourage, support, accept and ‘be
kind’ to students as they attempted to speak in English. Clearly some lecturers were
successfully providing this, and students spoke about valuable lecturer feedback
which focused, for example, on the content, the organization and the language of
their presentation. This seemed particularly to be the case in some areas of Business
Studies, especially Commerce. However there were students who reported having
been set back, either in school or in university, by unsympathetic responses by
teachers and other students to their attempts to speak in English. Both lecturers
and students spoke of poor English speakers being the target of mockery in the
classroom, and we ourselves observed a few cases in which this appeared to
be happening. One lecturer spoke of a tradition in which English was seen as a
sacrosanct language in which no student could ever be expected to excel and could
therefore never be given top marks; this attitude, it was suggested, underlay an inbuilt
propensity to criticize other people’s use of English.
Language Politics
The ‘language politics’ of multilingualism was brought up by some students and
lecturers, although generally, the assumption that improved English language skills
was an unquestionably good thing seemed to predominate. However, we found some
strong expressions of suspicion about the need for and the role of English in Pakistani
life. In another, there were negative comments about the type of English promoted
in English classes, and the cultural characteristics associated with it; a preference
was expressed for an English grounded in Pakistani cultural realities rather than one
identified with western contexts. In general, summing up the paradoxes and dilemmas
faced by students studying in the circumstances referred to above, one student made
the point that: “Pakistani students want to speak English and they don’t want to speak
English. They can’t speak Urdu properly; they can’t speak English properly. They are
confused.” This comment received murmurs of endorsement around the focus group.
But it was then balanced by another student who made the point: “The strength of
students in Pakistan is their multilingualism”
These contradictions are reflected in the questionnaire responses presented below.
While a majority of subject teachers believe that students would be more successful
in their study if they studied through the medium of Urdu, these same subject
lecturers recognized that English was crucial for success in academic study. Students
also saw English as crucial to their educational (and vocational) success but, in
contrast, did not agree that they would be more successful if studying through the
medium of Urdu.
Subject lecturers Agree Disagree
Agree Disagree
strongly strongly
It is essential that a university graduate
can communicate in English about their 74.1% 25.9% 0% 0%
academic subject.
My students would learn better if they
could study through the medium of 11.1% 50.0% 29.6% 9.3%
Urdu.
Students
It is essential that a university graduate can
communicate in English about their academic 66.7% 29.6% 2.5% 1.3%
subject.
I would learn better if I could study my major
5.7% 23.3% 48.4% 22.6%
through the medium of Urdu.
Interactivity/Participation
Associated with students’ desire to develop their speaking skills in English was their
desire for participatory, student-centred learning. Many English lecturers expressed
the same wish, making the point that English is not a subject but a skill. In such
circumstances, they said, it was crucial that students were encouraged to participate
actively and practically in using English. Some English lecturers were clearly achieving
much success in this direction. In one university a task-based English language
learning project was underway in collaboration with a UK based university. Students
were being asked to move outside the classroom and go into English speaking
environments where their abilities to communicate in English were developed. In the
same university, an effective communications lesson was observed in which students
were reflecting on their ability to communicate in English, working in pairs and small
groups to draw up some key areas they wanted to develop. In another university,
students in the English lesson were not interacting with each other but were working
individually with worksheets that required them to respond creatively to a text.
However, a number of factors were reported that limited the opportunities for
interaction. These included large class sizes (up to 140 in some cases), extreme
differences in students’ language abilities and shyness to speak (as discussed in the
previous section), lack of physical resources (print based and multimedia) as well
as absence of the kinds of resources that would foster interaction, the pressure of
the assessment system which encouraged fact based rote learning and memory
testing, and the lack of opportunities for professional skill development among English
teachers. As a result of these constraints, student to student interaction was difficult
to establish.
Nevertheless, in several universities English teachers emphasized that despite the
limitations it was possible to foster student to student interaction, to set up group
work, presentations and class discussions. In cases where class sizes are very large,
the techniques that these English lecturers have developed to encourage student-
to-student interaction need to be treated as best practice and disseminated as
part of the TELS HEP programme. And the practices of all English teachers who are
attempting to teach English as a communicative skill rather than as a subject provide
a resource that can inform the development of the TELS HEP modules.
A more common pattern observed in subject lectures, and to a certain extent in
English classes, was a teacher-led presentation with various levels of teacher-to-
student, or student-to-teacher interaction. To a certain extent the different purposes
of subject and English teachers justified the different forms of interaction that were
valued in each context. As subject teachers frequently said, unlike language teachers,
they are teaching a subject, a body of knowledge, a set of concepts. In the lectures
they are providing foundations for students’ more active engagement with the
subject, often later in their university careers. The contrast between first year and
older students was noticeable in this respect. As students progressed towards years 3
and 4 and Postgraduate level their participation in lectures appeared to increase.
This participation could be situated along a continuum. At one end are various forms
of listening, ranging from what appeared to be not listening at all to very attentive
listening. We saw little clear evidence of real disconnection, and students were
often surprisingly able to recount lecture content even after what looked like rather
passive listening. Attentive listening was signaled by body language, and by various,
often chorused, contributions to the lecture. Most common among these were gap
filling and sentence completion, where lecturers whether deliberately or not left
a gap in what they were saying and students took this as an invitation to input the
missing information in chorus. Lecturers used various techniques to prompt this
participation including intonation, pausing, physical actions, pointing to key words on
the whiteboard, or using prompts (like – yes?).
More active forms of interaction were prompted by lecturers’ questioning techniques,
with various question types being used: closed questions, checking questions, open
questions, unspoken questions, questions targeted at an individual student: the range
of these question types needs codifying and sharing amongst TELS HEP participants
through the Lecturing in English professional development module, in order to
ensure their dissemination. In the higher levels, students also asked various kinds of
unprompted questions. One example of lecturer-to-student interaction we did not
observe was lecturers inviting students in the class to comment on the responses
or questions of other students. This may be one example of how students can be
further engaged in the lecture room. A commonly reported and observed practice
was to ask students to summarise or comment on key points after the lecture. This
was sometimes described as discussion, although it was also close to extemporized
presentation on the part of students. Again, techniques for promoting discussion and
debate among students might be welcomed by lecturers and students.
It should be noted that some English classes shared the transmission model of
teaching and learning which underlies the approach outlined above for subject
lecturers. In fact, some subject lectures were more interactive than some English
classes which we observed, or which were described in focus groups. Over and again,
English and Subject lecturers and students complained about the negative effect that
teaching English as a subject had on students’ mastery of the language. Students
complained about English classes being ‘theoretical’ and not ‘practical’, based on
outdated English literature texts rather than contemporary texts (“My teacher told us
that she read Mr Chips, her father read Mr Chips, and now we are reading Mr Chips”),
and grammatical analysis rather than functional communicative language use (“All
through school we learned, this is a pronoun, this is a noun, and now in college we are
learning this is a pronoun, and this is a noun. We know this. We want to know how to
use them”).
Associated with this almost ritualistic practice of literary textual and grammatical
analysis was the practice of ‘cramming’. As English was treated as a subject rather
than a communicative skill and was assessed on those terms, students and lecturers
reported that for many students there was no motivation to do much more than
learn by heart the lists of grammatical analyses, text commentaries, and idiomatic
expressions which could be obtained from commercially available Guide Books. As
a result, students could pass the English exams without attending English classes. As
one English teacher put it: “The only communicative English they learn throughout
school is “May I come in?’”. Universities were clearly trying to work against this culture
but by the time students came to university, it was strongly entrenched, and the limits
on teachers’ resources, large and highly differentiated classes, and the assessment
system all conspired to undermine their efforts.
In both English and Subject classrooms we saw examples of best practice in
interactive participatory learning, working against the limitations which have been
outlined in this report. English lecturers were often seen to be clearly seeking to
teach English as a skill and not as a subject. Sometimes they commented on how
the Compulsory English curriculum introduced within the last decade has helped to
move them away from a rote learning approach towards a more communicative one.
One university which was not using the Compulsory curriculum, however, attributed
their more interactive ethos to the freedom this allowed them. It seemed that the
Compulsory English curriculum may have been experienced as a mixed blessing:
good in its intention but difficult to implement without more appropriate resources,
and challenging in its compulsoriness.
Source: A report on the Needs Analysis carried out by the Open University in February
2012 on behalf of the Higher Education Commission and the British Council as phase
1 of the Transforming English Language Skills in Higher Education Programme (TELS/
HEP) in Pakistan, The Open University, 2012
Activity 1: The arguments for and against having English as the only
language for all interaction in the university in order to improve the
quality of learning
Work with a pair or a small group.

Talk together about Reading Text 2 and make a list of ideas to go into the table below.
You can include ideas of your own that are not in the Reading Text.
Arguments for Arguments against
What is your position in The debate about English in higher education: Student learning
in university would be much more successful if all interaction in the university was
carried out in English?
Activity 2: Planning, drafting and editing an essay
Read the information below

Process writing
Writing is a process that is carried out step by step. If we follow steps of process
writing it becomes easier to write on a topic. The systematic approach to writing has
some clear-cut strategies and principles. Process writing means following the steps
given below:
1. Brain Storming
Brain storm what you can think about the topic and how you will write it. Prepare a
map or list of ideas and try to connect them.
2. Organize
The ideas gathered need to be organized logically to make a sense. Decide about the
sequencing of the ideas.
3. Write
Write an essay according to the plan concentrating on how you map the argument.
4. Review and revise structure and content
It is very important to review and revise the structure and content of your writing.
Make improvements and adjustments where you find them necessary. A peer review
at this stage can be helpful.
5. Proofread
Proofreading is important as it helps avoid grammar and spelling mistakes. You can
also replace some words which make you feel uneasy.
6. Make final corrections
Make sure you have corrected all the grammar, spelling and vocabulary mistakes.
Make sure that there is nothing in the paragraph or essay that you did not want to say.
Activity 3: Types of essay
Match the type of essay with what it does.

Type of Essay What it does
1 Narrative Explains ideas and viewpoints; facilitates the reader
2 Descriptive Argues an opinion, favors or negates an opinion
3 Expository Gives a definition of concept or describes event, place or

phenomenon. It describes size, colour, sound etc.
4 Discussion Discusses both sides of the argument and makes a case for one
of them or leaves the argument open ended
5 Critical Tells what happened and gives an account of events in

chronological order as in history, stories and biographies
Activity 4: Mapping your essay
Work in a pair or small group

Look back at the two argument maps at the end of session 1 (Activity 4)
Now write an outline or map of the essay you are going to write:
Base it on the maps in session 1. Include some more detail about the points you will
make in each stage.
Activity 5: Writing an argumentative essay
Using your essay map to help you, write the first draft of your essay.
Look back at the design of the essay in session 1: The debate about the semester and
the annual system.
Write an introduction which says what your essay is about, what the ISSUE is, and has
a thesis statement (you can change the introduction to make it fit better after you
have written the full essay)
Then write three or four paragraphs which give arguments for and against the thesis.
Use some of the words from Activity 6
Activity 6: Argument words
Use some of the following words and phrases to build the arguments for and against
using English for all interactions in university.
Though yet
However nevertheless
Also, too likewise
On the other hand on the contrary
As well as in the same way
In contrast in comparison
But despite
Beyond that instead of
Because of this as a matter of fact
For instance bearing that in mind
Having said this Perhaps
Activity 7: Writing the conclusion
Write a conclusion which winds up your main points and says what your position is.
Discuss your writing with your group.

Activity 8: Review own essay
Use this Essay Check List to review your essay

Statement Yes/No
1 Does the opening paragraph attract the attention of the reader?
2 Does the opening paragraph contain a topic sentence?
3 Does the opening paragraph contain a thesis statement?
4 Do the rest of the paragraphs support the thesis statement?
5 Does the concluding paragraph summarise the argument properly?
6 Does the concluding paragraph raise new issues that hasn’t been
covered earlier?
7 Are the figures, facts, quotations used in the essay taken from
authentic sources?
8 Is the language used appropriate?
9 Are there any grammar mistakes in the essay?
10 Are there any punctuation mistakes?
Activity 9: Review someone’s essay
Exchange your essay with someone in a different group.

Review the other person’s essay using the checklist in Activity 8. Write some feedback
on the other person’s essay which will help them to improve the essay when they
write a second draft.
Get your essay back from the other person.
Read the feedback at home.
Activity 1: Revising your essay
The main purpose of this session is to produce a finished draft of your essay:
There are other activities in the session which are designed to reinforce your essay
writing skills. You will need to decide how much time you have to do these activities
as well as complete your essay
Activity 2: Paragraph structure
Review in pairs the definition and structure of a paragraph. Write down points in a
notebook.
Activity 3: Identifying paragraphs
Which of the following extracts is a paragraph? Give the reason(s).

1) Apart from having a reputation for ajraks, pottery, leatherwork, carpets, textiles,
Sindh is also known for its silver thread embroidery. The handmade galas, with
extensive mirror work, are also popular form of embroidery used in Sindh. It’s
a technique in which a small, flat and round piece of mirror is encased on a
fabric using a series of chain stitches. Apart from galas, this popular technique
is used on all fabrics and all types of clothing, accessories and items.
_________________________________________________________
_________________________________________________________
_________________________________________________________
2) Apart from having a reputation for ajraks, pottery, leatherwork, carpets, textiles,
Sindh is also known for its silver thread embroidery. Sindh is also known for its
agriculture. Sindhi people are famous for their hospitality. Shah Abdul Lateef
Bhattai is a popular Sindhi sufi. Apart from galas, this popular technique is used
on all fabrics and all types of clothing, accessories and items.
_________________________________________________________
_________________________________________________________
_________________________________________________________
3) Apart from having a reputation for ajraks pottery leatherwork carpets textiles
sindh is also known for its silver thread embroidery the handmade galas with
extensive mirror work are also popular forms of embroidery used in Sindh.
It’s a technique in which flat and round piece of mirror is encased on a fabric
using a series of chain stitches. Apart from galas, this popular technique is
used on all fabrics and all types of clothing, accessories and items.
_________________________________________________________
_________________________________________________________
_________________________________________________________
Source: Ethnic Embroidery, The Express Tribune: Sunday, March 25, 2012. Lahore
page 20
Activity 4: Reviewing thesis statements
What is a thesis statement and what is its significance in an essay. What should a
thesis statement do? Discuss in pairs.
Activity 5: Evaluating thesis statements
Read the following thesis statements and decide whether they are strong or weak
thesis statements.
1) Pakistan is a poor country.
Strong thesis statement/Weak thesis statement

Why? __________________________________________________
2) Poverty in Pakistan is a growing concern as number of people living below

poverty line is increasing day by day.
Why? __________________________________________________
3) Democracy in Pakistan has failed.

Why? __________________________________________________
4) Democracy in Pakistan is not stable because no democratic government

has completed its full tenure so far.
Why?
__________________________________________________
5) The government of Pakistan needs to take drastic steps to improve the

literacy rate in Pakistan.
Why?
__________________________________________________
6) Failure of law and order has resulted in an increase in street crimes in
Faisalabad.
Why?
__________________________________________________
7) Climate change is both good and bad for human beings.

Why?
__________________________________________________
Activity 6: Identifying topic sentences and thesis statements
Read the following paragraphs and identify the topic sentences and thesis statements
and write them down in the space given below.
i) Each year on the 8th of March the world gets together to celebrate and
highlight the achievements of women in economics, political and social
fields. It is said that that human rights status of a society is measured
by the value they place on their women. A woman is the mighty
engine that fuels the human workforce. Her work and efforts are not
recognized for its economic and social value, as there is a direct
connection between raising a child and eventually his or her role in
society as a productive adult. Do you know that women make 66% of
the world’s work force, produce 50% of the world’s food and yet own
only 1 % of the world’s property?
Topic Sentence ________________________________________

____________________________________________________
____________________________________________________
____________________________________________________
Thesis statement _______________________________________

____________________________________________________
____________________________________________________
ii) The purpose of this day is to focus attention on the importance of

fresh water and sustainable management of fresh water resources. The
UN designated March 22, 1993 as the first World Water Day. Do you
know that only 12% of the world population uses 85% of its water?
884 million people lack access to clean water which is almost one in
the eighth people. Millions of women spend several hours a day just
collecting water sometimes from many miles away. Providing access
to clean water close to home can reduce a women’s workload, giving
her free time for educating her children and increasing her economic
opportunities. 3,575 million people die each year from water related
diseases, which is many times more than those killed in wars. These
are just as few shocking facts; you come across many more as you do
more research on this subject. It is our social responsibility to conserve
water and raise awareness about this critical issue. We all know that
water is a finite resource and our lives depend on it. Once it is gone,
this water will be gone forever.
Topic Sentence ________________________________________

____________________________________________________
____________________________________________________
____________________________________________________

____________________________________________________
____________________________________________________
iii) March 21, 2012 marked the 7th anniversary of the World Down
Syndrome Day and for the first time this year the day was officially
observed by the United Nations. About 600 million people in the
world experience disabilities of various types and degrees. Down
syndrome is one such disability. It’s important to understand that
people with learning disability such as these are individuals with
unique personalities having individual likes and dislikes, goals as well
as aspirations almost like yours and this disability, most of the time,
does not prevent some one from learning and achieving in life, if given
a supportive environment. International rules as the UN Convention
on the Rights of Persons with Disabilities makes it obligatory on
signatory states to promote, protect and ensure the rights of persons
with disabilities. Pakistan became a signatory of this Convention on
September 25, 2008 and ratified it on August 5, 2011. In a socially
responsible society differently-abled persons should enjoy the same
rights as others and not viewed as object of pity and charity. It is the
duty of everyone to create an environment that helps to enhance their
quality of life and help them to become valued members of the society.
Topic Sentence ________________________________________

____________________________________________________
____________________________________________________
____________________________________________________

____________________________________________________
____________________________________________________
Source: ‘Are You Socially Responsible?’ From Dawn Young World, March 31/2012,p.11
Activity 7: Use of full stop
Put the full stop where required in the sentences below.

1) The idea that citizens are able to vote outside their original country is
generally based on the worldwide principle acceptance of an individual’s
right to suffrage this is enabled through legislation endorsed by the
Parliament
2) These are just as few shocking facts; you come across many more as you
do more research on this subject it is our social responsibility to conserve
water and raise awareness about this critical issue we all know that water
is a finite resource and our lives depend on it once it is gone, this water
will be gone forever
Activity 8: Use of commas
Put the commas where required in the following sentences.

1) Apart from having a reputation for ajraks pottery leatherwork carpets
textiles Sindh is also known for its silver thread embroidery.
2) The embroidery is used to embellish dresses shawls blankets bed sheets
pillows table cloths veils head scarves handkerchiefs caps etc.
3) In the Mughal era zardozi was used to adorn the costumes of king’s
wall hangings scabbards regal side walls of tents and rich trappings of
elephants and hoses.
4) The most common designs in this category are lotus ghobi chinar leaf flora
and fauna birds and trees.
Activity 9: Use of the question mark
Put the question mark where required in the following sentences.

1) Do you know that women make 66% of the world’s work force, produce
50% of the world’s food and yet own only 1 % of the world’s property
2) Do you know that only 12% of the world population uses 85% of its water
Activity 10: Use of capital letters
1) apart from having a reputation for ajraks, pottery, leatherwork, carpets,

textiles, sindh is also known for its silver thread embroidery.
2) shah abdul lateef bhattai is a popular sindhi sufi.
3) zardozi is a type of embroidery in iran, india and pakistan. the ancient
ersian art dating back before the mughal era, is not restricted to one
particular region or ethnic group and is used all over pakistan.
4) seventy-nine countries allow voting in person, 47 by postal ballet, australia
and new zealand through fax, estonia and the netherlands via internet and
16 via proxy (where a person is authorized by elector as a stand-in voter).
5) The ecp secretariat stipulates that just like voters with a national identity
card (nic) residing in pakistan, a migrant over 18 years of age with nicop is
entitled to be enrolled as a voter
6) The un designated March 22, 1993 as the first world water day.
Activity 11: Subject –Verb Agreement
Correct the Subject-Verb agreement mistakes in the following sentences

1) It’s usually the women and girls of the artistic valley of Swat who is
employed in the embroidery industry.
2) The handmade galas, with extensive mirror work, is also popular form of
embroidery used in Sindh.
3) Sindhi people is famous for their hospitality.
4) The ancient Persian art dating back before the Mughal era, are not
restricted to one particular region or ethnic group and is used all over
Pakistan.
5) About 600 million people in the world experiences disabilities of various
types and degrees.
6) It is the duty of everyone to create an environment that help to enhance
their quality of life and help them to become valued members of the
society.
Activity 12: Critical reflection
experience.
Unit 12 Presentation skills Session 1
Presentation can be a short or a long talk by one or more than one person to a group
of people introducing and describing a particular subject. The way you present your
ideas to an audience is extremely important. You may know your subject extremely
well but if you do not present it clearly and logically, your audience will doubt that
you do. This Unit builds on your existing skills as a presenter; it aims to polish your
technique so that your presentations help you to meet your academic goals.
Activity 1: Warm-up
Discuss in pairs/groups.
Think about some of the good and poor presentations you have seen. This may have
been at school/college or university, or at private functions. Use the worksheet below
to record what made them good and poor.
Things that made presentations good Things that made presentations poor
Essential steps for preparing presentations effectively
Careful planning is essential for successful presentations, short or long. The better
you prepare in advance, the more confidence you will have while presenting.
Preparation usually requires the following seven steps. Most of them are principles
which are similar to those writing successful memos, letters and reports.
1. Determine the purpose.
2. Analyze the audience and the situation.
3. Choose the main ideas for your message.
4. Research your topic thoroughly.
5. Organize the data and write your draft.
6. Plan visual aids if desirable.
7. Rehearse the talk and revise where necessary
The following diagram summarizes these principles in practice
©Akifa Imtiaz
Activity 2: True/false
In pairs discuss whether each statement is true or false. If it is false then provide the
correct alternative.
Statement Correct version, if false

1. A good presentation has four parts;
introduction, body, summary and
conclusion
2. Audience attention and interest can
be gained by using humour, question,
quotation or a personal story
3. Speak to the Powerpoint slide/visual and
not to the audience
4. Speak in low tones, using jargon and long
sentences
5. Time limit during a long presentation can
be ignored
6. Stand behind the podium during the
presentation.
7. Use hand gestures excessively and keep
an unsmiling face
8. Research well on the topic of your
presentation
Activity 3: Mock-presentation role play
Now that you are familiar with what makes a presentation good and what makes a
presentation poor, work in groups and give an impromptu presentation (2-3 minutes)
on a topic of your own choice (or on the topic My Future Life), using all or some of the
ways that make a presentation poor, inappropriate and uninteresting to the audience.
(Audience on the other hand will show hostility and ask negative questions).
Home task
(a) Watch the first 12 minutes of the following video

http://pak-media.com/PlayLecture.php?LectID=1081
and make a list of:

i. all the elements (visual aids, body language, speech etc) that the
speaker is using to make his presentation interesting.
ii. all that is making the presentation uninteresting
(b) Please bring to the next session, the discussion you prepared in Unit 6 on
climate change, conflict or cooperation, the report you wrote in Unit 10 on
students’ attitudes towards English in university, and the argument essay
you wrote in Unit 11 on the debate about English in university.
Unit 12 Presentation skills Session 2
The short presentations in this session will be peer-assessed keeping in view
the checklist prepared as homework. Additionally, you will also use the following
assessment criteria checklist while assessing presentations.
Assessment criteria Yes No Any comments
1 Presentation has a proper introduction
2 Presentation has a proper conclusion
3 The contents are relevant to the topic
4 The language is simple
5 The style is informal
6 The voice is audible
7 Eye contact
8 Proper gestures and facial expressions
9 Use of visual aids (charts, posters, handouts,
Powerpoint, etc)
10 Questions are dealt with properly
11 Follows the time limit
Activity 1: Climate change
(In this activity one group will present in front of another group and vice versa, in this
way 2-3 presentations will be going on simultaneously)
In Unit 6 (session 3) you wrote a discussion about climate change leading to conflict
or cooperation. Prepare a short presentation on the discussion and present it in the
class.
Activity 2: Feedback on peer-assessment
Share the peer-assessment that you have done, with the other groups.
Activity 3: The debate about language in university
(In this activity one group will present in front of another group and vice versa, in this
way 2-3 presentations will be going on simultaneously)
Using either the report you wrote in Unit 10 on students’ attitudes towards English in
university or the argument essay you wrote in Unit 11 on the debate about English in
university, prepare a group presentation:
English in university education – a problem, a solution or neither?
While presenting each member of the group will have his/her share to say. They will
make use of some/all of the following linking sentences during the presentation.
Introducing the first point Referring to what you will say
-To start with, I would like to consider… -I’ll comment on this in my conclusion…
-First of all I would like to look at… -I’ll come to this later…
Finishing a point Summarising
-That’s all I have to say about… -In brief, we have looked at…
-Those are the main points on… -In a nutshell it can be said…
-I would like to summarise the main points…

Starting a new point
-Next we come to… Conclusion
-Now let’s move on to… -That’s all I have to say for now.
-The next point I would like to make is… -That concludes my talk.
-Thank you for your attention

Referring to what you have said
-As I have already said… Inviting questions
-As mentioned earlier… -Any questions?
-As I said in the beginning… -Does anyone have any questions?
Home task
1. Think and make a list of the different roles that Pakistani men have to play
in the society, e.g. you can mention their roles as a bread winner, protector,
macho man etc.
2. Read the Supplementary information section at the end of this unit.
Project Credits:
Module Writing Team
Sadiqa Ramzan Ali
Shumaila Shafket Ali
Muhammad Asif
Saira Bano
Mamuna Ghani
Syed Razzi-ul-Hussnain
Akifa Imtiaz
Aalia Sohail Khan
Imdadullah Khan
Samia Tufail Lone
Farhat Meher
Hurma Pervez
Muhammad Khan Sangi
Fatima Seerat
Sofia Hussain Waqqas
Open University Module Co-ordination Team

Santosh Aidi
Lina Adinolfi
Mike Bird
Jim Donohue
Helen Peters
Alison Robinson
British Council Project Manager

Syed Khawar Abbas
Project Adviser
Saaeda Asadullah
Universities participating in pilot phase:
Balochistan University of Information Technology, Engineering
and Management Science, Quetta
Government College University, Faisalabad
Government Postgraduate College for Women, Rawalpindi
International Islamic University, Islamabad
Islamia University, Bahawalpur,
Lasbela University of Agriculture, Water and Marine Sciences, Balochistan
Shaheed Benazir Bhutto University, Sheringal
University of Azad Jammu & Kashmir, Muzaffarabad
University of Karachi
University of Malakand
University of Sindh, Jamshoro
148
www.britishcouncil.org.pk
© British Council 2012

We are the United Kingdom's international organisation for educational opportunities and cultural
relations and are represented in more than 100 countries worldwide. Founded in 1934, we have
been operating for over 75 years. In Pakistan, we are active since 1948.
A registered charity: 209131 (England and Wales) SC037733 (Scotland)

EAP Student Module

Uploaded by

Copyright:

Available Formats

EAP Student Module

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

EAP Student Module

Uploaded by

Copyright:

Available Formats

TELS

Transforming English Language Skills

Transforming English Language Skills

The Pride of Pakistan

Time connectors Modal verbs

Used persuasive language

Written a coherent paragraph based on an

Paragraph division Problem solving

Summarization Sharing and justifying opinions

Paragraph writing based on contrast

Revised their own argument essay

[Depending on timing: Reinforced knowledge

Report Writing Essay writing

English language and higher education Plurilingualism

Assessment Writing for portfolio Writing for portfolio Peer-assessed checklist

ENGLISH LANGUAGE SKILLS

Excellent Good Fair Poor

Q 8. Write an essay in English q q q q

Mainly in Usually in Sometimes in Not often

(>90%) (51-90%) (11-50%) (0-10%)

(>90%) (51-90%) (11-50%) (0-10%)

 Tape recorder q CD player

ROLE OF ENGLISH IN WORK AND STUDY

Work in pairs and draw a flower with five petals

Your element: Air Your element: Water

Your ruling planet: Uranus Your ruling planet: Neptune

Symbol: The Water Bearer Symbol: The Fish

Your stone: Amethyst Your stone: Bloodstone

ARIES (March 21 - April 19) TAURUS (April 20 - May 20)

Your element: Fire Your element: Earth

Your ruling planet: Mars Your ruling planet: Venus

Symbol: The Ram Symbol: The Bull

Your stone: Ruby Your stone: Emerald

GEMINI (May 21 - June 20) CANCER (June 21 - July 22)

Your element: Air Your element: Water

Your ruling planet: Mercury Your ruling planet: The Moon

Symbol: The Twins Symbol: The Crab

Your stone: Aquamarine Your stone: Moonstone

Your element: Fire Your element: Earth

Your ruling planet: The Sun Your ruling planet: Mercury

Symbol: The Lion Symbol: The Virgin

Your stone: Peridot Your stone: Sapphire

LIBRA (September 23 - October 22) SCORPIO (October 23 - November 21)

Your element: Air Your element: Water

Your ruling planet: Venus Your ruling planet: Pluto

Symbol: The Scales Symbol: The Scorpion

Your stone: Opals Your stone: Topaz

Aim in Life: To be consistent Aim in Life: To survive against all opposition

SAGITTARIUS (November 22 - December CAPRICORN (December 22 - January 19

File Photo -Dawn http://dawn.com/2011/08/14/aisam-ul-haq-qureshi-tennis-player/

Abdul Namira Naseem Ali Moeen Mohsin Jahangir

Name Age Date of birth

Home town Description of house

Pets Favourite subjects

Hobbies (including sport)

What you would like to be when you are older

Activity 2: Agents of change

Look at picture 1 and picture 2 and answer the questions below.

Picture 2: A title given to Murree

Activity 3: Organizing and predicting

Tape recorder q CD player

Arfa _ (live) a meaningful life. Her continuous struggle _