course guide - USAID Teacher Education Project

CURRICULUM OF EDUCATIONB. Ed (Hons.) ElementaryAssociate Degree in EducationSyllabus:ENGLISH-II(Revised 2012)HIGHER EDUCATION COMMISSIONISLAMABAD – PAKISTAN

This product has been made possible by the support of the American People through the United StatesAgency for International Development (USAID). The contents of this report are the sole responsibility ofthe authors, and do not necessarily reflect the views of USAID or the United States Government.Technical Support: Education Development Centre (EDC); Teachers College, Columbia University

How this course guide was developedAs part of nation-wide reforms to improve the quality of teacher education, the Higher EducationCommission (HEC) with technical assistance from the USAID Teacher Education Project engaged facultyacross the nation to develop detailed syllabi and course guides for the four-year B.Ed. (Hons) Elementaryand two-year Associate Degree in Education (ADE).The process of designing the syllabi and course guides began with a curriculum design workshop (oneworkshop for each subject) with faculty from universities and colleges and officials from provincialteacher education apex institutions. With guidance from national and international subject experts, theyreviewed the HEC scheme of studies, organized course content across the semester, developed detailedunit descriptions and prepared the course syllabi. Although the course syllabi are designed primarily forstudent teachers, they are useful resource for teacher educators too.In addition, participants in the workshops developed elements of a course guide. The course guide isdesigned for faculty teaching the B.Ed. (Hons) Elementary and the ADE. It provides suggestions for how toteach the content of each course and identifies potential resource materials. In designing both the syllabiand the course guides, faculty and subject experts were guided by the National Professional Standards forTeachers in Pakistan 2009 and the National Curriculum 2006. The subject experts for each coursecompleted the initial drafts of syllabi and course guides. Faculty and student teachers started using draftsof syllabi and course guides and they provided their feedback and suggestions for improvement. Finaldrafts were reviewed and approved by the National Curriculum Review Committee (NCRC).The following faculty were involved in designing this course guide: Sardar Nasim Akhtar Khan, GCET (M)Rawalakot; Safina Rouf, GCET (F) Muzaffarabad; Humaira Abbasi, University of AJK; Shumaila Azmat, BoCBalochistan; Talat Jahan Ara, GCE Quetta; Ghulam Mustafa, GCE Uthal; Asima Idrees, Sardar BahadurKhan Women University, Quetta; Syed Muhammad Aamir, RITE (M) Peshawar; Shehla Sheikh, GomalUniversity, DI Khan; Tarranum Kehkasan, RITE (F) Kohat; Uzma Dayan, IER University of Peshawar; IazazAli, IER University of Peshawar; Habib Elahi Sahibzada, Hazara University, Mansehra; Maria Bint Shahid,Fatima Jinnah Women University, Rawalpindi; Sajid ul Islam, Allama Iqbal Open University, Islamabad;Sadia Mubeen, GECE (F) Hussainabad, Karachi; Muhammad Hasil Pato, GECE Mirpurkhas; MaqsoodAhmed Sahito, GECE (M)Mithi; Rasheed Channa, GECE (M) Hyderabad; Syed Saleha Shah, BoC Sindh;Ayaz Ali Mughal, University of Sindh, Hyderabad; Abdul Sattar Gopang, University of Sindh, Hyderabad;Imtiaz Ahmed, University of Karachi; Dr. Mussaret A. Sheikh, Fatima Jinnah Women University,Rawalpindi.Subject experts guiding course design: Dr. Hina Ashraf, AIR University, Islamabad; Dr. Graeme Cane andShaista Bano, Aga Khan University, Centre of English Language, Karachi.Date of NCRC review: 3 March 2012NCRC Reviewers: Ms. Qaisera Sheikh, Beacon House University; Mr. Allah Noor Khan, Gomal University.

COURSE GUIDEContents:COURSE SYLLABUSABOUT THE PLANNING GUIDETHE PLANNING GUIDEUnit 1 Effective CommunicationOverviewDetailed Planning GuideSample assignmentUnit 2 Oral PresentationsOverviewPlanning GuideUnit 3 Sound Pattern, Tone & PurposeOverviewPlanning GuideUnit 4 Persuading AudienceOverviewPlanning GuideOption detailsUnit 5 Functioning in EnglishOverviewPlanning Guide3

COURSE GUIDE.SYLLABUS: ENGLISH II (COMMUNICATION SKILLS)YEAR/SEMESTER: Year 2/Semester 3DURATION: 3 credits, 48 class hoursPREREQUISITES: successful completion of semester 1 and 2COURSE DESCRIPTIONThis is the second English course for Student Teachers in ADE/B.Ed. (Hons) programs. Itaims to develop skills for effective communication and presentation using clear andappropriate English. The course comprises five units which focus on developing effectivecommunication strategies, making oral presentations, understanding intonation patterns andtheir role in determining the meaning of a message or text, and how to present information inspeech and writing. The first five weeks are devoted to developing the Student Teachers’language confidence and interpersonal skills. This is followed by task-based projects whichincorporate all four language skills in order to develop the Student Teachers’ proficiency inEnglish language.COURSE OUTCOMESAfter completing this course, Student Teachers will be able to:• use English confidently and independently• discriminate between formal and informal language use• communicate effectively in speech and writing with different audiences for a varietyof purposes• communicate their own ideas clearly by applying their knowledge of grammar andusage in written and oral presentations• identify the main stylistic features of descriptive, narrative, persuasive andargumentative textsLEARNING AND TEACHING APPROACHESTo make the Student Teachers independent users of language, it is essential to involve themin the learning process. The course requires an integrated approach to language teachingwhich enables learning of all the four skills of language (i.e. listening, speaking, reading andwriting) in natural settings. The learning and teaching approach should be balanced so thatthe Student Teachers do not only learn about language, but also how to use English indifferent contexts. The teachers and students are encouraged to respond through group andpair work, active learning strategies such as role plays, debates, presentations, brainstorming,etc.Although the Student Teachers may lack the necessary background at the beginning of thecourse to communicate in English, instructors will use English as the language of instruction.Instead of switching to Urdu or other languages when there is a problem, instructors will use4

alternative strategies such as slowing down, repeating a text, asking others to explain, orusing simpler vocabulary.SEMESTER OUTLINEUNIT 1 – EFFECTIVE COMMUNICATION (3 weeks/9 hours)The first unit aims at building PT’s confidence and understanding the factors that lead tocommunicating a thought, an idea or a message clearly and effectively. From a sender toreceiver, encoding to decoding a message, the communication cycle comprises various verbaland non-verbal elements as well as calling on the interpersonal skills of individuals.However, various factors may lead to the creation of a gap in oral and writtencommunication. These factors are explored in depth in this unit.Week 1Week 2Week 3Effective communication• Communicating effectively• The communication cycle and process• Communication barriersLanguage Development of English Language Teachers (ELT)• Understanding group dynamics• Understanding ELT as a self directed learner• Developing language skills through CLT activitiesOrganizing a message• Grammatical accuracy in speech and writing• Coherence and clarity• Opening statement/topic sentence & key wordsUNIT 2 – MAKING ORAL PRESENTATIONS (2 weeks/6 hours)This unit draws the Student Teachers’ attention to the design and delivery of an effectivepresentation by giving essential tips and allocating sufficient time for practice sessions. Agood presentation requires organized planning and preparation, careful selection of languageand vocabulary, the correct body language and rapport with the audience. With anunderstanding of these requirements, the Student Teachers should be able to developsufficient confidence to handle the various tasks required to make a clear and cogent oralpresentation.Week 4Week 5Effective presentations• The ingredients of a successful presentations• Structuring a presentation – the key stages• Using visual displays to present key facts and figuresPresenting in a logically organized and interesting manner• Using PowerPoint or overhead transparencies for presentations that describea process/phenomenon• Tips to hold your audience’s attention• Preparing for a presentation• Delivering a five-minute presentation5

UNIT 3 – SOUND PATTERNS, TONE AND PURPOSE (4 weeks/12 hours)In this unit, students will be given a one-week refresher to re-learn and articulate basic sounds(consonants &vowels) and sound patterns of English language through practical activities.The unit, furthermore, suggests some critical awareness of intonation patterns in listening andreading texts and how the meaning changes with variation in toneWeek 6Week 7Week 8Week 9Sound patterns and tone• Vowel and consonant sounds and clusters• Phonemes and syllables• Stress and intonationModes of communication• Audience and purpose - Visual texts: pictures and video clips• Identifying purpose and audience in different texts• The language of media – differentiating between audience and purposeAudience specific• Writing for different audience• Presenting informally vs. formally• Communicating through different mediumsUnderstanding the purpose• Reading for meanings• Reports/Descriptive vs. narrative texts• Argumentative vs. persuasive texts• Writing/Presenting persuasivelyUNIT 4 – PERSUADING AUDIENCE (3 weeks/9 hours)Once the purpose and goal of a message have been identified, the major task is to ensure theaudience follow the thought presented. By giving practice through various modes ofcommunication like formal speeches, public announcements, news broadcast andpresentation of a CV, this unit offers opportunities for the Student Teachers to becomefamiliar with the needs of modifications in language and structure according to therequirements of the audience. It also incorporates a section on writing persuasively to makerequests and compose applications or lettersWeek 10Week 11Week 12Public speaking• Speech/presentation: extemporary and prepared• Public announcements• News broadcastBeing interviewed• Résumé/CV• Interview skills• Interviewing for a job/internshipPersuasive writing• Writing persuasively• Applications• Letters of advice/direct request6

UNIT 5 – COLLECTING & PRESENTING INFORMATION (4 weeks/12 hours)Students will examine learning differences, both normal variation in learning styles anddisabilities and disorders. Students will consider the role of the school and the instructor inmanaging and accommodating learning difference in classroom practice in addition to theperspectives on national educational policy in Pakistan on accommodating diversedevelopmental needsWeek 13Week 14Week 15Week 16Collecting information• Power reading/study skills• Note-taking; summarizing• Synthesizing informationGraphical information• Reading graphical information: data presented through charts, graphs, etc.• Converting a report to a chart/graph• Summary and outlineCollecting and presenting data objectively• Small scale research project• Developing a questionnaire• Gathering data and presenting findings• Reporting resultsProject presentationRevisionsTEXTBOOKS AND REFERENCESEastwood, J. (2005) Oxford Practice Grammar, Karachi: Oxford University Press.Swan, J. Practical English Usage (3 rd editions) Oxford University PressThomson and Martinet, A practical English Grammar (Intermediate) Oxford UniversityPressHowe, D.H. & Kilpatrick, L. (2008) English for Undergraduates, Oxford: Oxford University PressWrite better, Speak better (2005) Editors of Readers Digest. Readers’ Digest Associationhttp://www.bbc.co.uk/worldservice/learningenglish/http://learnenglish.britishcouncil.org/en/http://www.teachingenglish.org.uk/Grammar software free downloadhttp://freesoftwarepc.biz/educational-software/download-free-software-3d-grammar-englishportable/GRADING POLICYA variety of assessments should be used to assess student learning. It is recommended thatcourse work count towards at least 50% of the final grade. Instructors should advise Student7

Teachers about which pieces of course work (assignments) will be graded. The remainder ofthe grade will be determined by mid and end of semester exams.8

ABOUT THE PLANNING GUIDEThe Planning Guide provides examples of what can be done with the course content. Thewriters have tried to provide alternatives because there is rarely one best way to plan andteach. Also, many faculty will prefer to create their own plans and will use the Guide as anadditional resource.We encourage all faculty to accept the challenge of teaching in ways that promote activelearning. For those who have not used active learning strategies, begin by experimentingwith one or two ideas. Try a small change, such as asking students to read something inadvance and talk about it in small groups at the beginning of a session. See how it works.The course is divided into five units to be taught during a 16 week semester.Session plans are suggested for content in Unit 1 and Unit 2.For Units 2 to 5, an overview and ideas for teaching and learning are provided.9

PLANNING GUIDEUNIT 1 OVERVIEWUNIT 1 – EFFECTIVE COMMUNICATION (3 weeks/9 hours)Note for the InstructorThe first unit aims at building the Student Teachers’ confidence and understanding of thefactors that lead to communicating a thought, an idea or a message clearly and effectively.From a sender to receiver, encoding to decoding a message, the communication cyclecomprises various verbal and non-verbal elements and interpersonal skills. This unit is aimedat developing effective communication skills in prospective educators who will be teachingEnglish EFL/ESL students in diverse situations and at diverse levels. In English I, the focuswas on introducing the Student Teachers to classroom language functions (but not in therather rigid sense of functional/notional English syllabuses). Classroom Language Routines(CLRs) were considered more essential language tools for the Student Teachers than giving amore general functional language approach which looks at functions such as ‘asking for andgiving directions’, etc. It is assumed that the EFL/ ESL teachers will develop this broaderrange of language functions during their teaching years or s during the course of otherlanguage proficiency development opportunities.Unit 1 of English II has adopted an approach which is intended to provide Student Teachers(Student Teachers) with opportunities to develop their communication skills in the fourlanguage areas: reading, listening, speaking and writing.To provide opportunities for meaningful communication and enhanced language proficiency,the Student Teachers of English may be given exposure to suitable materials by using crosscurricularthemes. The basic aim within this view is to improve ELTs’ (English LanguageTeachers’) knowledge of the world in a broad communicative context. The hope is that, withlanguage seen as a vehicle and not an end in itself, there will be more meaningfulcomprehension, enhanced communication skills and insights into correct vocabulary andgrammatical usage.The tasks in these materials are intended to be interactive and communicative in nature. TheInstructor’s role is crucial in developing the communicative language skills of the StudentTeachers. As language facilitators they should thus provide Student Teachers with someadditional language learning opportunities, such as reading a newspaper on a daily basis anddiscussing interesting news items every day. The Instructors may choose to use some otherideas for language enhancement throughout this course as long as the ideas and activities arein line with the course objectives.Week 1: Effective communication• Communicating effectively• The communication cycle and process• Types of Communication & Communication barriers10

Week 2: Language Development of English Language Teachers (ELT)• Understanding group dynamics• Understanding ELT as a self directed learner• Developing Language awareness by using CLT activitiesWeek 3: Organizing a message• Grammatical accuracy in speech and writing• Coherence and clarity• Opening statement/topic sentence & key wordsLearning Outcomes:At the end of the unit, Student Teachers will be able to:• Recognize elements that make oral and written communication meaningful and effective• Clarify, rephrase, explain, expand and restate information and ideas for effectivecommunication• Explore differences in messages conveyed by various resources and channels ofinformation (e.g. in Urdu or English; radio or television or newspapers, etc.)• Use improved interpersonal communication skillsEssential Questions• What elements cause gaps and barriers in effective communication of a message?• How can restating, rephrasing and expanding a message resolve conflict?• What are the differences in messages conveyed through different mediums?Enduring Understandings• A clear connection between the sender and receiver of a message can help overcome gapsand barriers in communication.• In the two-way communication process, conflicts can sometimes be resolved by givingclear details and rewording the message.• Various modes of communication require variations in sending the sameinformation/message, e.g., as linguistic elements, audience requirements, transmissionchannels.• Connection between the interlocutors, listening carefully, and contextual understanding ofa situation help grasp the essence of a message.Practical Grammar• First and second person pronouns• Simple and continuous present tense• Use of modals and auxiliaries while giving suggestions• Conditional structures• Concise structures for preparing lists• Compare and contrast structuresSuggested Assessments:Active learning strategies• Drawing comparisons• Presentations• Doing a SWOT analysis – strengths, weaknesses, opportunities, threats11

• Writing and enacting dialoguesResources for teachers & students:Eastwood, J. (2005) Oxford Practice Grammar, Karachi: Oxford University Press.Chapter Four in Communication Skills by Rod Windle and Suzanne Warrenhttp://www.directionservice.org/cadre/section4.cfmList of interpersonal skills - - http://www.myinterpersonal.com/list-of-skills.htmlListening comprehension skills - http://www.how-to-study.com/study-skills/en/goodlistening-in-class.aspSentence structure http://faculty.washington.edu/ezent/imsc.htmThe communication cycle - http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdfForms of communication - http://notesdesk.com/notes/business-communications/types-ofcommunication/Resources for Developing Additional Topics in the UnitEffective communication. Also accessible onhttp://www.directionservice.org/cadre/section4.cfmInterpersonal communication processhttp://www.myinterpersonal.com/communication-process.htmlPractice online quiz on the communication process:http://wps.prenhall.com/chet_quible_adminofficemgt_8/0,9618,1580085-content,00.utf8.htmlMiscommunication - Cartoons can be pulled out from NewspapersCommon language errorshttp://www.vaughns-1-pagers.com/language/english-usage-errors.htmSpot the mistakehttp://downloads.bbc.co.uk/worldservice/learningenglish/teachingenglish/funkyphrasals/te_funky_phrasals_party_2.pdfJumbled sentenceshttp://downloads.bbc.co.uk/worldservice/learningenglish/teachingenglish/funkyphrasals/te_funky_phrasals_travel_4.pdfBringing clarity to writinghttp://thinksimplenow.com/clarity/pen-zen-bring-clarity-to-writing/Quiz on paragraphinghttp://juni.osfc.ac.uk/Extension/level_2_extension/English/lesson4/paragraphing_quiz.asp12

Unit 1 Week 1: Session 1 Communicating EffectivelyIntroductions (10 minutes)Instructor greets and introduces him/herself to the Student Teachers and asks for their quickintroductions.Instructor and Student Teachers discuss the syllabus of the current semester. They willdiscuss what communication is and what effective communication skills are.Warm up (10 min)It is said that “Laughter is the best medicine”. Bringing humour in your classroom will reduceany anxiety Student Teachers might have at the start of the course. Here is an interestingvideo about asking for and giving information/directions. Click on the link below and watchthis video and enjoy the functional language communication.http://www.youtube.com/watch?feature=player_embedded&v=JBcwcejNrY0After watching the video. Ask Student Teachers to discuss these questions in small groups(three or four members):Do you think that the boys in the video were serious?How would you have reacted to their response as a stranger in a new place asking fordirections?• In the same way as the lady.• Different from the lady. In what way?Invite groups to share their responses.What are communications skills? (35 minutes)In advance of the session, go tohttp://www.helpguide.org/mental/effective_communication_skills.htm and print thefollowing articles:• What is effective communication?• Listening• Nonverbal communication• Managing stress• Emotional awarenessAsk Student Teachers for examples of ineffective communication and their consequences.Now ask Student Teachers for examples of effective communication and their consequences.Discuss their ideas and use their responses to explain the concept of communication skills.Divide students into five groups for jigsaw reading. Assign one article to one group and askthem to read it. Allow 15 minutes for this task. Encourage Student Teachers to help eachother understand the article.Now reform the groups with one person from each group in the new group (so that in the newgroup there are five people and each person has read one article).Ask members of each group to share their understanding of the article they read with others.13

(You will need to adjust this task according to the numbers in your class.)Plenary discussion (5 minutes)Discuss: what have Student Teachers learned about effective communication from thearticles?Unit 1 Week 1 Session 2: The communication cycle and processChinese Whispers (5 minutes)Arrange Student Teachers in a circle (standing or sitting). Ask one person to whisper a shortphrase or instruction (in English) to the next Student Teacher. That Student Teacher thenpasses the message they heard to the next person and so on until it reaches the last person inthe circle. Invite the last person in the circle to say the message they heard and then compareit with the message the first person share.Whole-class discussion (10 minutes)Discuss the following questions:• What happened? Did everyone listen carefully and thus communicated the messagecorrectly?• To what extent do messages and information change in real life? When is thisacceptable and when it is it not acceptable?Discuss the sender and receiver’s role in conveying and receiving the message clearly.Explain that feedback is an essential part of effective and meaningful communication as itreconfirms and reassures that the message has been received and clearly deciphered. Explainthat as teachers, we need to be aware of communications. We need to be active and involvedlisteners and we need to pay attention to what our words mean.The communication cycle (5 minutes)Share the following diagram of the communication cycle to Student Teachers and relate it todiscussion in the previous activity. How does the sender know that her message has beenreceived?14

Giving/Following Instructions (30 minutes)Ask Student Teachers to work in pairs as A & B. Ask them to sit with their back to each otheron chairs or desks. Explain that A is a speaker and B is a listener. Teacher distributes sketchA sheet to student A and a blank sheet to student B. Ask the speaker to draw a picture and asshe is drawing, she should give instructions to the listener to make the same drawing. Thespeaker should describe or gives instructions to the listener using imperatives. For anexample:• Draw a circle at the right top corner of your page• Draw another circle in the centre of the page and join it with the dotted lines from theleft bottom corner of the page.• Carry on drawing the dotted lines, going across the centre of the middle circle andtouching the bottom of the top right circle.Explain that the listener cannot talk or ask questions, but should concentrates on listening ascarefully as possible to the speaker’s instructions. Neither the speaker nor the listener shouldlook at each other’s sketch.When each sketch is completed, ask Student Teachers to compare their drawing with theoriginal. Have the partners exchange roles. Try the exercise again with different sketches onsheet B.Whole-class Discussion (10 minutes)Invite Student Teachers to evaluate their efforts as speakers and listeners.Did you give effective instructions? How do you know your instructions were effective?Did you follow the instructions easily? If not, why not?Unit 1 Week 1 Session 3: Types of CommunicationIntroduction (5 minutes)Ask Student Teachers discuss what they know about different types of communication inpairs for a couple of minutes then invite a few of the pairs to share points from theirdiscussion.Explain that communications can take three forms: verbal, non-verbal, written.Invite Student Teachers to share examples of all three types of communication.Select one of the following activities. (If time allows, you could do the other activity later.)Practicing written communication (45 minutes)Ask to work individually and to select one or two of the following tasksYou are planning to attend an education seminar in another city. Write a brief note topersuade her to allow you to take a week off from college to attend.You are a Teacher. Your class is going on a picnic. Write a note to inform parents.You are a Hotel Manager. You need to tell guests what to do in the event of an emergency.Write a brief set of instructions to explain.Circulate among student teachers to give feedback and advice as needed.When Student Teachers have completed the task, invite them to share their notes with eachother for review and feedback.15

Practice verbal communication information (45 minutes)Explain the Student Teachers that they will perform a role play. A role play is a short skit thatis prepared quickly by a small group of people.Divide Student Teachers into groups of four five.Share the scenario for the role play:Your school has decided to organize its annual sports day. Your role is to welcomeand give directions to the guests on how to reach the gymnasium/sports ground.Before going to the event venue, the guests have to register as well. Prepare yourverbal welcome and directions by working in pairs.Invite Student Teachers to prepare their role play. Explain that they have 5-10 minutes toprepare a 2-3 minute role play. Move from group to group to help them prepare.When groups are ready, ask them to share their role play with the rest of the class.Whole-class discussion (10 minutes)Ask Student Teachers think about the type of communication they were engaged in – writtenor verbal. Ask: What barriers to communication might be encountered communicating thatway? For example: in a brief note, there is a limit to how much explanation can be provided;in verbal communication, there is often more chance of miscommunication.Unit 1 Week 2 Session 2: Understanding ELT as a self-directed learnerIn advance of this session:Prepare copies of the short article ‘What is Self-Directed Learning?’ by Dana Skiff (2009)available at http://www.selfdirectedlearning.org/what-is-self-directed-learning Or you couldselect another article on the same topic that better suits the Student Teachers you work with.Identify new or difficult vocabulary in the article.Reading (15 minutes)Introduce the article.Write new or difficult vocabulary on the board and discuss the meaning of the words.Divide Student Teachers into pairs and give each pair a copy of the article ‘What is Self-Directed Learning? by Dana Skiff (2009).Ask them to read the article. While they are reading, move around the class to assist andcheck understanding of the article.Generating questions (40 minutes)Ask Student Teachers to work with their partner to generate a set of questions about thearticle. For example, ‘What are the key features of Self Directed Learning?Once they have generated five questions, ask them to exchange their questions with anotherpair.Ask them to try to answer each other’s questions.Ask them also to suggest ways to improve each other’s questions.Move between pairs and groups to assist with this activity.Whole-class discussion (5 minutes)Ask Student Teachers what they think about self-directed learning (SDL)? Do they enjoy it?What types of SDL might Student Teachers engage in for this course?16

Unit 1 Week 2 Session 3: Developing Language Awareness using CLTactivitiesNote for instructorsCommunicative Language Teaching (CLT) emphasizes interaction as both the means and theultimate goal of study. You can read more about CLT in an article ‘CommunicativeLanguage Teaching: An Introduction And Sample Activities’ by Ann Galloway June 1993available at: http://www.cal.org/resources/digest/gallow01.html You could also share thislink with Student Teachers so that they can read about CLT.The two activities that follow illustrate aspects of Communicative Language Teaching. Try tocomplete both activities because they both illustrate a different feature of CLT: the first taskis an enhancement of the learner’s own personal experiences as important contributingelements to classroom learning; the second task provides opportunities for learners to focusnot only on language but also on the learning process itself.Sharing stories (45 minutes)Explain that Student Teachers are going to work in pairs.One Student Teacher will interview their partner about something interesting that happenedto them. Explain that the interviewer should ask questions and the interviewee should respondto the question. The interviewer must collect enough information to write a short account ofwhat happened. Then they swap roles.When the interviews are finished, they should write up their accounts and then share themwith another pair for review and feedback.Discussion (5 minutes)Ask Student Teachers: What was the motivation to interact and communicate – for theinterviewer and the interviewee? How does motivation and the need to interact help developlanguage skills?KWL: Know/ Want to know/ Learned (45 minutes)In advance of this activity, select a news story or article that you think will interest StudentTeachers. Prepared a 5-10 minute lecture/presentation based on the content.Introduce the topic of your story.Working in pairs, ask Student to discuss:• What they already know about the topic• What would they like to know about that topicGive the lecture or presentation.Now ask pairs to discuss:• What they you learned about the topic?If needed, pairs can record their responses to the three questions in a table as follows:What do you knowalready?What do you want toknow?What have you learned?17

Whole-class Discussion (5 minutes)Ask Student Teachers: How did the structure of this task help (or hinder) communication anddevelop language skills? How would this task have been different if you hadn’t used the threequestions?Unit 1 Week 3 Session 1: Grammatical accuracy in speech and writingThis session is intended to increase the Student Teachers’ awareness of English structuresand to give them practice in using some of the more problematic grammatical structures. Theaim is to increase the Student Teachers’ control of grammar and their level of accuracy inspeech and writing. The instructor will need to support the Student Teachers and encouragethem to use English as accurately as possible.Joining Sentences (25 minutes)In this activity, Student Teachers consider the conjunctions and, or, but.Ask Student Teachers to look at the three conjunctions in these sentences (you can write themon the board):Faridah is intelligent and talented.Would you like tea or coffee?He’s a good player but he’s not fully fit.Explain that we can use a conjunction to join two simple sentences together to make onelonger sentence. The result is called a compound sentence.Share the following examples (you could prepare these in advance in a PowerPoint slide oron charts or on the board):I was watching television. (Simple sentence)The programmes weren’t very interesting. (Simple sentence)I was watching television but the programmes weren’t very interesting. (Compoundsentence)You can feel sorry for yourself. (Simple sentence)You can transform your life. (Simple sentence)You can feel sorry for yourself or you can transform your life. (Compound sentence)You are a person with a bright future. (Simple sentence)You will go far in life. (Simple sentence)You are a person with a bright future and you will go far in life. (Compoundsentence)Explain that the three conjunctions are called coordinating conjunctions because they jointogether two main clauses.18

Ask Student Teachers to look at these sentences (again, these should be prepared on aPowerPoint slide or on a chart or board):If you play the guitar, I’ll sing.When we lived in Clifton, we used to go to the beach every weekend.I like sailing because it’s full of surprises.Explain that in each of the above sentences, we have two parts (or clauses). Draw attention tothe fact that clauses beginning with if, when or because cannot stand on their own as asentence.If you play the guitar, ……When we lived in Clifton, ……Because it’s full of surprises, ………Explain that a clause which cannot stand on its own as a sentence is called a subordinateclause and that we have to join a subordinate clause to a main (or independent) clause inorder to make a complete sentence. Subordinate clauses begin with words such as if, when,because, as, while, although, etc. These words are also conjunctions. However, because theydo not join together the same type of words such as two adjectives, two nouns or two simplesentences (as coordinating conjunctions do), we call them subordinating conjunctions.Show Student Teachers the examples below (on a pre-prepared chart or PowerPoint slide).Note that the subordinating conjunctions are in bold.I always sing loudlymain clauseIf you go to the beach,sub. clausewhen I take a shower.sub. clausetake some sunblock with you.main clauseWhen the going gets tough,sub. clauseThat teacher treats usmain clausethe tough get going.main clauseas if we were aliens from Mars.sub. clauseExplain to students that they should not use two conjunctions when joining two clauses. Forexample:Although we tried hard but we didn’t win.Even though I wasn’t feeling well, but I still went to school.Explain that only one conjunction is required in these sentences.Although we tried hard, we didn’t win. OR We tried hard but we didn’t win.Even though I wasn’t feeling well, I still went to school. OR I wasn’t feeling wellbut I still went to school.19

Assign the following two exercises for practice out of class. Or find similar exercises in thebooks you use for English language teaching.Exercise 1: Add your own original words to create compound sentences using and, or, but.The first one has been done for you as an example.Did you go out last night or …did you stay at home?I enjoy playing cricket but …………………………………………………………Shall we go to the shopping mall or ………………………………………………?Ali dived into the river and …………………………………………………………I’d like to buy you a big box of chocolates but …………………………………Islamabad is a fine city but ………………………………………………………Send me an e-mail or …………………………………………………………Asmah likes baking cakes but ……………………………………………………Exercise 2: Use one of the following subordinating conjunctions (if, although, since, as, as if,when, while, after, even though, because) to join these pairs of sentences together. The firstanswer has been done for you.Khadijah went to bed early. She was feeling tired.Khadijah went to bed early because she was feeling tired.Maqsood has lived in Lahore for ten years. He doesn’t speak a word of Punjabi.Sara has lots of friends. She takes a real interest in everyone she meets.You don’t brush your teeth regularly. You will have lots of cavities.Saima was waiting at the bus stop. A thought came into her head.We lived in Gilgit. We enjoyed walking in the mountains.Osman bought a drum kit. His neighbours started complaining.Yasmeen and Ibrahim don’t have much money. They are happy.The lecturer knows a lot about teaching methodology. She has many years of experience.Ayesha is quite pretty. She doesn’t have much acting talent.Strange Signs (30 minutes)Share the following signs written in English. You can do this on pre-prepared PowerPointslides or charts.20

Ask Student Teachers to re-write each text so that it communicates the message correctly andeffectively.Ask Student Teachers to share the re-written signs with each other and to given feedback onwhether or not their version communicates the message more correctly and effectively.Circulate among students while they are doing this task to provide guidance and feedback.In a Hotel:Is forbidden to steal hotel towels please. If you are not a person to do such thing is please notto read this notice.In an office:The lift is being fixed for the next day. During that time we regret that you will beunbearable.In a zoo:Please do not feed the animals. If you have any suitable food, give it to the guard on duty.At a railway station:Passengers are expected to complain at the office between the hours of 9 and 11 a.m. daily.On a sign at a tailor’s shop:Ladies may have a fit upstairs.Also on a sign in a tailor’s shop:Order your summer suit now. In big rush we will execute customers in strict rotation.Week 3 Session 2: Coherence and ClarityGuide for InstructorsThis session deals with a variety of activities to help the Student Teachers improve theirunderstanding and control of written discourse, especially with regard to enhancing theclarity and connectedness of their written texts. Instructors may need to provide the StudentTeachers with more exercises than are given in the materials to ensure they understand theneed for clear thinking in their reading and clear organization in their writing. Severalactivities are suggested. Depending on the abilities of Student Teachers, you may not getthrough all of them.Making sense of text (10 minutes)Show the following text on a PowerPoint slide or chart to Student Teachers. Ask them to readthe text.Can you raed tihs? Olny srmat poelpe can. I cdnuolt blveiee taht I cluod aulacltyuesdnatnrd waht I was raednig.The phaonmneal pweor of the hmuan mnid! Aoccdrnigto rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in awrod are; the olny iprmoatnt tihng is taht the frist and lsat ltteer souhld be in the rghitpclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs isbcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.Amzanig huh? Yaeh and I awlyas tghuhot slpeling was ipmorantt! If you can raedtihs psas it on.21

Ask Student Teachers to discuss with a partner why they can make sense of the text theninvite their responses. Explain that we can make sense of the text because of our knowledgeor language and how it is structured.Making sense of text – what’s the title? (10-15 minutes)Share the following text (without a title) with Student Teachers.Ask Student Teachers to read the following text.The procedure is actually quite simple. First, you arrange things into different groups.Of course, one pile may be sufficient depending on how much there is to do. The nextstep is to simply put those things into a suitably sized machine. It is important not tooverdo things. That is, it is better to do a few things at once than too many. In theshort run, this may not seem important, but complications can easily arise. A mistakecan be expensive as well. At first, the whole procedure will seem complicated. Soon,however, it will become just another routine thing that you do every day. It is difficultto predict any end to the necessity for this task in the immediate future, but then onecan never tell. After the procedure is completed, one arranges the materials intodifferent groups again. Then they can be put in their appropriate places. Eventuallythey will be used once more and the whole cycle will have to be repeated.Ask Student Teachers to suggest a title for the text. What do they think is being describedhere? Invite their ideas.After discussing their ideas, share the following suggested titles is ‘Washing Clothes’ or‘Doing the laundry’. Discuss how this exercise shows us how having a title before readingcan help the reader develop a schema (i.e. draw on our background knowledge to construct arelevant context) which in turn will help make meaning from the text.Re-ordering sentences in a written text (10 minutes)Show students the following sentences on a pre-prepared PowerPoint slide or chart.Ask them to place the sentences below in the most coherent order.1. After shouting at my boss, I walked out the door and went home, fully expecting to befired for it.2. At the end, I was simply ready to quit – and I blew up.3. Several years ago, I spent the better part of a year involved in a team project that was filledwith almost every flavor of poison you can imagine in a workplace.4. To put it frankly, every single day in that environment was a nightmare.5. Gossip, tension, missed deadlines, sucking up to supervisors, secret meetings that onlyincluded some of the group.Once again, ask Student Teachers: Why were you able to successfully re-organize thesentences? Discuss the way we bring our own prior experience to making meaning from text,in addition to knowledge about language itself.Cohesion in a Text (10 minutes)Explain that this task follows on from what Student Teachers did last week. Ask StudentTeachers to read the text below (show it on a pre-prepared PowerPoint slide or chart).My father once bought a beautiful Swiss-made clock. He did it by saving every pennyhe could. It was a really fabulous clock with a cuckoo that popped out every hour.22

That clock would be worth a fortune nowadays. However, he sold it to help pay formy education. Sometimes I think I’d rather have the clock.Now ask Student Teachers to look at the words in bold in the same text below and identifythe links (cohesive ties) between these words. Check Student Teachers work as they completethe task.Examples:1. He (sentence 2) and my father (sentence 1) refer to the same person.2. It (sentence 2) = buying the clock in sentence 13. Nowadays (sentence 3) contrasts with once (sentence 1).4. ……………………………………………………………………5. ……………………………………………………………………6. …………………………………………………………………..My father once bought a beautiful Swiss-made clock. He did it by saving everypenny he could. It was a really fabulous clock with a cuckoo that popped out everyhour. That clock would be worth a fortune nowadays. However, he sold it to helppay for my education. Sometimes I think I’d rather have the clock.Coherence (10 minutes)Explain to Student Teachers that some spoken texts do not have any cohesive ties but we canstill understand them by using our knowledge of the world. We can call these texts coherentbut not formally cohesive.Show the following example:A: That’s the phone.B: I’m cooking.A: OK.Explain that we can understand this text in the following way:A: That’s the phone. (The phone is ringing. Please answer it.)B: I’m cooking. (I can’t answer the phone because I am cooking.)A: OK. (Since you can’t answer the phone, I will.)Conclude by giving the following exercise to Student Teachers to complete out of class.The following texts have no cohesive ties, but we can understand them because theyare coherent. Explain the meaning of each dialogue by filling in the missing semanticlinks in each one.A: Have you seen Jim?B: There’s a blue Toyota outside Mary’s house.A: I have a bad headache.B: There’s a supermarket round the corner.A: Are you going to the party tonight?B: I have an exam tomorrow.23

.Week 3 Session 3: Constructing effective opening statement/topic sentencesin written texts. Writing an effective paragraphGuide for InstructorsThis session is aimed at developing the Student Teachers’ formal writing skill. In goingthrough the suggested materials, it is essential to take the Student Teachers through theprocess of how to write effective topic sentences at the beginning of each paragraph. It isimportant for Student Teachers to become aware of their purpose in writing and the intendedaudience.Explain that writing is not an easy thing to do in one’s own language, let alone in a foreignlanguage. This session is intended to help you Student Teachers get started in writingmeaningful, accurate and effective paragraphs.Brainstorming, listing, clustering and forming questions (30 minutes)Ask Student Teachers work in pairs.Ask them to think of an interesting topic and brainstorm ideas to include in a writtenparagraph about the topic. For example:The benefits of travelling by trainFollowing the latest fashions is a waste of time and moneyMobile phones have destroyed family communicationTaking regular exercise is over-rated and can be harmfulBrainstorms should be quick so after a few minutes, when Student Teachers have generatedenough ideas about their chosen topic, ask them to cluster or organize the ideas they listed inthe brainstorm. Encourage them to identify the big ideas and the sub-ideas.Demonstrate another way of generating ideas. Ask Students Teachers to keep the same topic.They should write a topic or subject at the top of the page and list the following questionsdown the left margin of the page, leaving room for responses.Who? What? Where? When? Why? How?Ask Students to think about their topic and respond to the five questions.Planning to write your first paragraph (30 minutes)Discuss these writing devices with Student Teachers.Topic sentenceSupporting sentencesConcluding sentenceGrammatical accuracyCohesion and clarityFor further detailed information about writing a paragraph, visit the following links.http://lrs.ed.uiuc.edu/students/fwalters/para.html#formalhttp://adultliteracytutor4.blogspot.sg/24

Provide Student Teachers with examples of various text types, such as texts from differentsections of a newspaper, a magazine, etc and help them identify the opening or topic sentenceand key words/theme of a paragraph.Out of class assignmentAsk Student Teachers to use their notes on the topic they selected, to write a paragraph ontheir own. When they have finished, they should swap their work with a partner and givecomments on each other’s paragraph. You should plan to collect and review the paragraphsthey wrote and to give feedback.25

UNIT 2UNIT 2 MAKING ORAL PRESENTATIONS (2 weeks/6 hours)This unit draws the Student Teachers’ attention to the design and delivery of an effectivepresentation by giving essential tips and allocating sufficient time for practice sessions. Agood presentation requires organized planning and preparation, careful selection of languageand vocabulary, the correct body language and rapport with the audience. With anunderstanding of these requirements, the Student Teachers should be able to developsufficient confidence to handle the various tasks required in giving a clear and cogent oralpresentation.Week 4Week 5Effective presentations• The ingredients of a successful presentations• Structuring a presentation – the key stages• Using visual displays to present key facts and figuresPresenting in a logically organized and interesting manner• Using PowerPoint or overhead transparencies for presentations that describe aprocess/phenomenon• Tips to hold your audience’s attention• Preparing for a presentation• Delivering a five-minute presentationLearning Outcomes:By the end of Unit 2, Student Teachers will:• be aware of the ingredients needed for a successful presentation• know how to use graphs and charts to present information• have an understanding of how to use Microsoft PowerPoint when giving apresentation• be aware of how to design and plan an interesting talk• have had practice in giving short presentations to their colleagues and lecturer• will have had practice in giving feedback on an oral presentationEssential Questions:• What are the most important features of an effective presentation?• How much groundwork is necessary before making successful presentations?• How can MS PowerPoint be used for attracting and creating audience interest?Enduring Understandings:• Features that contribute to an effective presentation involve the presenter’sconfidence, grasp of subject and sufficient planning and practice.• Having a sound knowledge of the topic and sufficient practice with the presentationmaterial give the presenter confidence and help her/him when addressing an audience.• Various features of MS PowerPoint can make a presentation attractive and inspiring.• Establishing eye contact (and rapport) with the audience is significant in puttingacross one’s point of view.Practical Grammar26

Present, past and future tensesExplanatory language for presenting facts, figures and related visual aidsThe language of humourSuggested Assessments:Individual, pair and group presentationsResources for instructors & Student Teachers:Five presentation tips - http://www.roadtogrammar.com/dl/R2Gpres_tips.pdfPresentation tips accompanied with listening textshttp://www.bbc.co.uk/worldservice/learningenglish/business/talkingbusiness/unit3presentations/1opening.shtmlListening to people about presentation tipshttp://www.bbc.co.uk/worldservice/learningenglish/business/talkingbusiness/unit3presentations/4tips.shtmlTips for using MS PowerPointhttp://www.thinkoutsidetheslide.com/articles/ten_secrets_for_using_powerpoint.htmPowerPoint tutorhttp://www.actden.com/pp/Create your first PowerPointhttp://office.microsoft.com/en-us/powerpoint-help/create-your-first-presentation-RZ001129842.aspxPowerPoint tutorialshttp://www.actden.com/pp/print.htmUNIT 2 SUGGESTED ACTIVITIESWeek 4 Session 1: Giving Effective PresentationsThis session aims at getting the Student Teachers to think carefully about the ingredients of agood presentation and to focus on the differences between an unsuccessful presentation and asuccessful one. After discussing some tips for presenters, the Student Teachers are asked togive one-minute presentations on one of the topics in a given list, and to give feedback ontheir classmates’ presentations. Instructors will need to help students by motivating them todo their best and through supplying useful language expressions. Explain to Student Teachersthat with sufficient preparation and practice, almost anyone can give a successful presentationand this unit aims to help them present ideas effectively in public.Week 4 Session 1: Getting Started with Presentations27

What makes a good presentation (30 minutes)Ask Student Teachers to think about the presentations that they’ve attended. Ask them towrite down on piece of paper what they consider to be the most important piece of advicethey could give a teacher to help him/her give a good presentation.Ask them to pin their ideas on a wall or board when they have finished (so remind them towrite in large letters).Show the following suggestions for giving effective presentations on a pre-prepared slide orchart. How does their list compare with this list?1. A big smile and warm body language will give you a good start.2. Work hard to win over the audience early on.3. Connect with the audience physically.4. Involve the audience with activities.5. Create interest early.6. Be expressive.7. Make it personal.8. Speak from the heart.9. Put high points into your presentation.10. Don't make the audience work too hard.11. Leave space for your personality to shine through.One-Minute Presentations (30 minutes for the complete activity)Ask Student Teachers to prepare a one minute presentation – this is an individual activity.Explain that they should plan to speak for only one minute. They should make sure theyintroduce the topic clearly and then make two or three points about the topic. They shouldend with a few summary sentences.Divide Student Teachers into groups of six.Ask group members to present to each other. (You might want to ask groups to go to differentrooms or outside to do this.)Ask group members to make notes about what they like about the presentations and to makesuggestions for improvements.Bring the whole group back to class for a discussion after they’ve shared their presentations.Discuss: What were features of the presentations they liked? Was this task easy? Why? Whatwould have helped them make a better presentation?Most probably Student Teachers will say that more preparation and time to plan would havehelped. Explain that in the next few sessions, they’ll be learning how to make goodpresentations.Week 4 Session 2: Using facts, figures, charts and graphs in yourpresentationIn this session, the Student Teachers use language items they need to discuss charts andgraphs when giving a presentation. They think about the advantages of using graphs and howto present facts and figures.Dealing with facts and figures in your presentation (20 minutes)Explain to Student Teachers that presentations often involve numbers. They have to be ableto quickly read and use numerical information in their presentations.Ask them to work with a partner to read the following. They should do it as quickly and asaccurately as possible. (You can present them on a pre-prepared slide or chart.)28

½¼¾2/35/65 + 7 = 1235 – 217 x 38 ÷ 4A>B = A is greater than BA

Ask Student Teachers work in small groups (three or four) to think about how they wouldpresent this rise in the world population if they were asked to give a presentation on thistopic. They should think of FOUR headings they would use for the different parts of thepresentation and write one sentence explaining what you would say under each heading.End the session by inviting groups to share their ideas for the presentation.Week 4 Session 3: Stages in giving a successful presentationThis session discusses the stages a presenter goes through if he/she wishes to give asuccessful presentation.Short lecture on three steps in preparing for a presentation (5-10 minutes)Give a short lecture on the three parts of preparing for a presentationInclude the following informationStep 1: PlanningBefore a presentation, Student Teachers will need to consider:• The purpose (Why are you making the presentation? What do you hope to achieve?• The type (Is it an informative presentation? A persuasive presentation? Aninspirational presentation?)• The length (You will need to plan the presentation within the time limit you havebeen given)• The audience (Who will you be speaking to? People you know? People you don’tknow? Children or adults? A general audience or a specific specialized group?)• The place (A large hall or a small room? Is there a microphone? Will there be aprojector?)Step 2: Researching your Information – where will you get information from?30

Step 3: Brainstorming and Focusing Your IdeasBrainstorming and focusing ideas (20 minutes)Explain to Student Teachers that they are going to practice the third step together usingseveral common topics.Share six topics. Here are some examples but choose what you think will interest StudentTeachers:How to Stay Fit and HealthyTeaching in a rural schoolThe food of PakistanSchool Management CommitteesCricket in South AsiaThe perils of ‘fast food’Divide Students into six equal groups. Assign one topic per group.Ask Student Teachers to work individually. Ask them to take several pieces of scrap paperand write down all the ideas that come into your head about their topic, however silly theymight seem. They should write one idea on one piece of paper.Ask them to stop after 5-10 minutes and see what you have written.Explain that know they are going to organize their ideas. They should organize the ideas theyjotted down in the brainstorm into clusters or groups of similar or linked ideas. For example,if they selected How to stay fit and healthy, these two ideas go together:• Take regular exercise• Take the stairs instead of the liftThey should move the ideas around until they are satisfied with the grouping.Short lecture and discussion on the use of PowerPoint in presentations (15 minutes)Ask Student Teachers about using PowerPoint presentations. What are the pros and cons forthe presenter and the audience?Present and discuss the following information with Student Teachers.If they wish to use PowerPoint a presentation, they should keep the following advice in mind:• Don’t put too much text on each slide.• Use an easily readable size of font for your text.• Don’t have too many slides in a short presentation.• Do not just read the text on the slides. (If you do that you could simply have giveneveryone a handout to read!) Keep the big ideas for slides and add the detail as youspeak.• Face the audience, NOT the screen.Week 5 Session 1: Developing your PresentationPreparing to give a Presentation (10 minutes)Present and discuss the following stages of a presentation on a pre-prepared slide or chart.The introduction31

How will you grab the audience’s attention? How will you introduce the topic and give itfocus in an interesting way?The main bodyHow will you present and support your argument? What data will you use? What visualaids will you use?The conclusionWhat do you want to leave the audience thinking about?Designing a way to evaluate a presentation (50 minutes)Explain to Student Teachers that they are going to design a tool to evaluate presentations.Divide the Student Teachers into groups. There were six presentation topics so arrange groups of six,with one member presenting on each topic.Now set the task.Student Teachers should try to recall what they said about the features of a good presentation lastweek. Using those and other ideas, ask them to design a form to record observations and score apresentation. They will use it in the next session to judge each other’s presentations.Explain that they should think about:• What will they judge?• How will it be scored? (Out of 10, on a scale of 1-4, with smiley faces?)• Will there be space for comments?• Will there be a final score?• Can it be filled in easily and quickly?An example is given on the following pages but avoid showing this to Student Teachers. This is foryour information and you can use it to share ideas.Student Teachers should draw up their tool on chart paper so that it can be presented in the nextsession.Week 5 Session 3: Preparing to presentPresenting tools for evaluating presentations (20 to 30 minutes)Ask groups of Student Teachers to present the evaluations they designed and to give eachother feedback to make improvements.Ask the team to prepare the document in Word or Excel or to make it by hand on a piece ofA4 paper and to make 36 copies before the next lesson.Preparing presentations (the remainder of the lesson)Invite Student Teachers to begin preparing their presentations. Remind them that thepresentation is for five minutes only.Ask them to finish preparations out of class. They will need to come to the next session readyto give their presentation.Week 5 Session 3: Delivering and Evaluating five-minute presentationsExplain to Student Teachers that in this session, they will be giving their five-minutepresentations, and they will be asked to evaluate the presentations by other classmates usingan evaluation form.32

Note: If lots of students have designed PowerPoint slides to use with their presentation andyou only have one projector, you will need to change the way this activity is organized.Divide Student Teachers into their mixed topic groups (six Student Teachers, each presentingon a different topic).Remind them to distribute the evaluation forms they designed among group members.Remind Student Teachers to balance their comments when they evaluate each other; try to bepositive and supportive as well as offering suggestions for improvement.Avoid having more than one group in one room: arrange for other groups to present to eachother in other spaces.After all six group members have presented, they should discuss each other’s presentationsusing the data they recorded on the evaluation form.33

Example Presentation Evaluation FormName of presenter:Topic:Scoring: 4 = excellent, 3 = good, 2 = fair, 1 = poorContent 1 2 3 4Effective opening and closingPresentation supports introduction; main ideas are effectivelysupported with facts, vivid details, examples, research andsourcesThe content is interesting and meaningfulPresenter speaks effectively.Presenter has clear pronunciation; excellent control of volume,speaking rate and pausesSpeaker is able to engage the audience successfullyPresenter maintains eye contact with audience and uses facialexpressions and gestures effectively.Presenter communicates interest in topic with energy and skill.Presenter answers questions confidently and completely.Visual aids effectively enhance the presentation.34

Example AssignmentYou have been asked to give a presentation on ‘The Value of Music / Art / Literature (chooseone of the three) in Today’s World’. Think of three different dynamic ways of introducingthe topic that will grab the audience’s attention. Design 2-3 PowerPoint slides for each ofyour audience-grabbing introductions.35

UNIT 3 – SOUND PATTERNS, TONE AND PURPOSE (4 weeks/12 hours)In this unit, Student Teachers will be given a one-week refresher course to re-learn andarticulate the basic sounds (consonants & vowels) and intonation patterns of English through practicalactivities. The unit, furthermore, suggests raising the Student Teachers’ critical awareness ofintonation patterns in listening and reading texts and how meaning can be changed through variationin tone.Week 6Week 7Week 8Week 9Sound patterns and tone• Vowel and consonant sounds and clusters• Phonemes and the structure of the syllable• Stress and intonationModes of communication• Audience and purpose - Visual texts: pictures and video clips• Identifying purpose and audience in different texts• The language of the media – differentiating between purpose and audienceAudience-specific communication• Writing for different audiences• Presenting informally vs. formally• Communicating through different modesUnderstanding the purpose• Reading for meaning• Reports / descriptive vs. narrative texts• Argumentative vs. persuasive texts• Writing / Persuasive communicationLearning Outcomes:At the end of the unit, students will:• Be aware of the sound system of English, syllable structure, and how stress andintonation contribute to the meaning-making process.• Know how to draw on a large range of skills and strategies when reading andcomprehending a text.• Understand that texts are constructed for different audiences and purposes, andidentify ways in which texts differ according to their purpose, audience and subjectmatter.• Recognize how the grammatical features work to influence readers’ and viewers’understanding of texts.Essential Questions:• How do stress and intonation patterns vary according to purpose and audience?• How can the underlying purpose of a text be identified?• How do the grammatical features and structure of a text vary according to the writer’spurpose?Enduring Understandings:• A knowledge of sound patterns contributes to an understanding of intonation patterns.• The meaning and style of a text can be identified and modified .through the use ofdifferent discourse features36

• Being familiar with various features of MS PowerPoint can make a presentation moreattractive and inspiring.• Establishing contact and rapport with the audience can be significant incommunicating one’s point of view.Practical Grammar• Verb phrases in the present tense• Adjectives and adjective clauses (i.e. relative clauses)• Adverbial clauses• Grammatical features of compare and contrasts• Signal words• Conjunctions• Features of a persuasive styleSuggested Assessments:• Individual, pair and group presentations• Assessments can be based on extemporized, read or memorized presentationsResources for Developing Additional Topics in the Unit:Learning to pronouncehttp://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/http://www.learnenglish.de/pronunciation/phoneticpage.htmOnline quizhttp://juni.osfc.ac.uk/Extension/level_2_extension/English/lesson1/audience_quiz.aspPresentation and layouthttp://juni.osfc.ac.uk/Extension/level_2_extension/english/lesson2/paragraph_comparing.aspReading for meaninghttp://www.saskschools.ca/curr_content/onlineteach/instructionalstrategies/indirectinstruction/readingformeaning.htmMeaningful reading, teacher strategies and purposehttp://eces.stvrain.k12.co.us/read_for_meaning.html37

UNIT 3 Teaching IdeasWeek 6 Sessions 1, 2 & 3: Sound patterns and toneSuggested activitiesPractice of sounds following CD/cassette/teacher articulating sounds in the classroomGive out a list of mispronounced words and sentences. Student Teachers work out correctpronunciation, correct stress and intonation patterns.With the use of dictionary-based activities, Student Teachers can learn how to find out aboutcorrect pronunciation patterns.The instructor can show a transcribed list of everyday words to the Student Teachers, and askthem to articulate the words.From different video clips or stories, students could be asked to point out the type ofintonation used by the speakers in an utterance, and its effect on the meaning of the utterance.Week 7 Session 1: Audience & PurposeSuggested activitiesThrough various visual texts (e.g. pictures or video clips), the teacher elicits a discussion onhow the purpose of a talk and the audience type will affect the speaker’s preparation for apresentationWeek 7 Session 2: Identifying purpose and audience in different textsSuggested activitiesThe teacher could bring in some advertisement clips or pictures from print media and askStudent Teachers to comment on the language structure, on the picture and colours and thegeneral tone of the advertisement to point out the advertisement’s purpose and intendedaudienceEncourage the Student Teachers to critically evaluate the advertisements and make themaware of any features that have not been included by the Student TeachersThe instructor could also bring in junior class textbooks and help the Student Teachersevaluate how the text style, fonts, colour, paper type, size, etc., change as the academic levelincreases.Week 7 Session 3: The language of media: differentiating purpose and audienceSuggested activitiesWrite a paragraph comparing the presentation and layout of the given texts. Try to identify atleast two presentational devices in each text and remember to comment on why they areeffective. Use given posters for comparison or the teacher could bring in some new posters.SUGGESTION: When comparing two texts, it is better to discuss them both at the same timerather than looking at one and then the other. You may find the following phrases helpfulwhen doing this.When comparing (looking at similarities)/When contrasting (looking at differences)SimilarlyWhereasBothWhileJust as inHoweverOn the other handIn contrast to38

Week 8, Session 1: Writing for different audiencesSuggested activitiesStudent Teachers imagine they work for an advertising agency and have been assigned thetask of marketing a new fruit drink. They decide on a name and slogan for the drink for atarget audience of:• teenage boys• girls between the ages of 5 and 10Now imagine you are a journalist who has to write the headline for an article about how thesame drink has an extremely high sugar content. The article will appear in a magazine aimedat:• men in their thirties• health professionals (e.g. school nurses or health visitors)How did your language and style change to suit your different audiences and purposes in thedifferent activities above?Week 8 Session 2: Presentation layoutsSuggested activitiesHave Student Teachers look at a range of different non-fiction texts (posters, magazines,newspapers and adverts) and consider their presentation and layout. Choose a text which youthink is presented in a striking way and discuss how its presentation style helps to convey itsmessage.Student Teachers will need to give examples of particular words, phrases or sentences whichare interesting or persuasive and to explore the techniques writers have used to create theseeffects.Week 8 Session 3: Communication stylesSuggested activitiesStudent Teachers imagine you are about to write an application for a job or a place in acollege. Make a list of eight statements about yourself which show you in a positive light.Two should be factual e.g. I will be taking exams this year, two should be your opinions e.g. Iam the best runner in my year group and two should be opinions presented as facts e.g. myteachers consider me to be well-organised.Week 9 Session 1: Reading for meaningSuggested activitiesBrings in one-page stories and using the worksheets attached on vocabulary and fictionreading, to help Student Teachers uncover the different layers of meaning in the texts.Week 9 Session 2: Descriptive vs. narrative textsSuggested activitiesBrings in different kinds of reports, e.g. narrative account of a victim, of a patient, narrationof a drama, description of what the heart is, an adventure story, a vacation trip, a crime reportin the newspaper.In groups, have Student Teachers go through the various documents and identify the textdifferences.Student Teachers write two paragraphs from two different perspectives.• one, as a student writing about borrowing books from the library (narrative)• second, as the librarian who looks after the college library (descriptive)39

Week 9 Session 3: Argumentative vs. Persuasive Texts & Writing/PresentingpersuasivelySuggested activitiesAsk Student Teachers to convert an argumentative text into a persuasive one.Example assignment:You work for an advertising agency and have been asked to develop an advertising campaignto sell a new type of mobile phone. Although the selling price of the phone is lower thanother phones and it comes in many attractive colours, it can operate only within an area of tenmiles. That means that if you want to call someone eleven miles away, it won’t work. Clearlythis is a major disadvantage but it is your job to create a marketing campaign to sell thephone. You will have to think of ways of marketing this phone to try to make it seemattractive to customers. Design a full-page advertisement outlining the advantages in order toconvince customers that the new phone is a good buy.40

UNIT 4 – PERSUADING AN AUDIENCE (3 weeks/9 hours)Once the purpose and goal of a message have been identified, the major task is to ensure theaudience follow the argument that is being presented. By giving practice through variousmodes of communication such as formal speeches, public announcements, news broadcastand presentation of a CV, this unit offers opportunities for the Student Teachers to becomefamiliar with how the type and needs of an audience determine the choice of language andstructure. The unit also incorporates a section on writing persuasive requests and composingletters of application.Week 10Public speaking• Speech/presentation: extemporized and prepared• Public announcements• News broadcastsWeek 11Being interviewed• Resumé/CV• Interview skills• Interviewing for a job/internshipWeek 12Persuasive writing• Writing persuasively• Applications• Letters of advice/direct requestLearning Outcomes:At the end of the unit, students will be able to:• Vary rate and level of their speech to aid the listener’s understanding• Use correct intonation when asking questions or making statements• Use a range of strategies to participate cooperatively in small-group discussions, e.g.taking turns, asking questions to gain more information, adding to the group’s ideas.• Exchange information in writing and in conversation on a variety of common topicsEssential Questions:• What knowledge helps persuade an audience to support a given topic?• How can good spoken interaction be developed with minimal language errors?• How can direct requests be made persuasively in writing?Enduring Understandings:• Thorough understanding of the content gives confidence as it helps to vary intonation andexpand information while presenting.• To participate in an interview or transaction, having sound knowledge of tense usagehelps the speaker to switch rapidly between ideas during the transaction.• Persuading a reader to agree to one’s request requires a particular style and format in theapplication.41

Practical Grammar• Present, past and future tenses• Use of connectors• Concise and factual information presentation• Appropriate, accurate sentence structures in writingSuggested Assessments:Active learning strategies• Individual, pair and group presentations• The Student Teachers can be asked to give extemporized, read or memorizedpresentationsResources for teachers & students:Lesson plan for interview skillswww.wqsb.qc.ca/.../Lesson%20Plans/Lesson%20Plans%2011Job interview skillshttp://iteslj.org/Lessons/Blake-JobInterview.htmlUNIT 4 - SUGGESTED ACTIVITIESWeek 10 Session 1: Speech/presentation: extemporized & preparedSuggested activitiesPrepare a brief speech on a given topic and presenting it before the class individually (3-5minutes). The teacher should be able to decide on the format of presentation.Student Teachers can be asked to give talks with or without preparation timeWeek 10 Session 2: Pubic announcementSuggested activitiesAsk Student Teachers to arrange a seminar/talk show/ some event, etc., and makeannouncements for the various events in the programme.Arrange a talk show on current affairs, celebrations, social issues, etc. Give each StudentTeacher an opportunity to speak.Week 10 Session 3: News broadcastSuggested activitiesAssign news items to Student Teachers and ask them to read out the item to a larger audienceas if they were professional news readers.This could also be treated as a project, where students act as news reporters and collectdifferent news items from the college about latest updates, student achievements, some newconstruction, change of teachers, transfer of a teacher, etc. They then prepare the news andbroadcast the items to the college through the PA system.Week 11 Session 1: Resumé/CVSuggested activitiesUsing a word processor, compose a document. using different fonts and style, formatting adocument, etc.42

Preparing a one-page CV that includes Name, Address, Date of birth, Father’s Name,Education background, Accomplishment, Achievements, Projects, Interests, Hobbies, etc.Presenting the CV before the class.Follow-up game: Each student is then give one sheet of paper. One student sits at the front ofa room. He/she describes a person and the rest of the class draws the person being described.o It is more interesting if the person being described is known by everyone.Once the student has finished describing that person then he/she reveals who itis and each student shows his/her drawing.o It is a good idea to encourage questions to the Student Teacher about who theyare describing.Week 11 Session 2: Interview skillsSuggested activitiesTell Student Teachers that they are the owners of a café and they have to choose a newwaiter/waitress from a list of four applicants for the job.The teacher's preparation involves thinking of four personality adjectives for each applicant.Give the applicants a name and a colour. One applicant should be ideal for the job, twoneutral and the other totally unsuitable. After preparing the list, the teacher writes eachadjective on a separate card using a different coloured pen for each applicant. Fourapplicants, four colours, sixteen adjectives altogether.The next step is to arrive at work early before the Student Teachers and hide the cards insixteen different places around the classroom.When the class starts, you explain the activity by telling the Student Teachers their aim is todecide which applicant is best for the job. There are four applicants, each with their owncolour coding and a total of sixteen words. The pair that finds all the words and chooses thebest applicant first are the winners. But first they have to find the cards!Pair the students off. Student A stays put while student B searches for the hidden words.When a word is found B must read it, (without alerting the other searchers) return to A andquietly say the word. A then writes down the word, keeping words of the same colourtogether. If B forgets the word or the correct spelling, he /she has to return to the word. A andB should swap roles after a number of words have been found.At the end of the activity stick all the words on the board, in their colour groups, under thecorrect name. All the students can then discuss why the applicants are/are not suitable for thejob.The job could be changed depending on what sort of adjectives you would like to focus on ascould the number and difficulty of the adjectives.For more information about this game go to: http://iteslj.org/games/Week 11 Session 6: Interviewing for a job/internshipSuggested activitiesStudent teachers are divided into groups of 4, with three interviewers and one interviewee.This should be done in such a manner that all students get a chance to be interviewed. Itcould take extra time, which the teacher would have to arrange.Each student presents his/her CV on a slide or PowerPoint, and introduces him/herself.The panel of interviewers asks one question each to find out the applicant’s suitability for thejob.Week 12 Sessions 1, 2 & 3: Persuasive writingSuggested activities43

Using the following format, Student Teachers are assigned different letters in the directrequestformat during each class in the week. The last class could be used for some form ofassessment.Direct plan for invitations, giving good news, job applications, placing orders, etc.Para 1: Begin with the request directly. Give a reason why are you writing this.Para 2: Give details of the news/request, etc. If it is a request letter, details of the things/inforequired could preferably be given in the form of bullets/points.Para 3: State by when you want this information and give the Student Teachers your contactdetails.Example assignment:Write a letter of application to the principal for a vacant teaching position at an academicallyrenowned school in your area. Give three good reasons why you would be an excellentcandidate for the vacant post. Include a copy of your CV with the application letter44

UNIT 5 – COLLECTING & PRESENTING INFORMATION (4 weeks/12 hours)The Student Teachers will examine learning differences, both normal variation in learningstyles and certain disabilities and disorders. The Student Teachers will consider the role ofthe school and the instructor in managing and accommodating learning differences inclassroom practice, in addition to the perspectives on the national educational policy inPakistan with regard to accommodating diverse developmental needs.Week 13Collecting information• Power reading/study skills• Note-taking; summarizing• Synthesizing informationWeek 14Graphical information• Reading graphical information: data presented through charts, graphs, etc.• Converting a report to a chart/graph• Summary and outlineWeek 15Collecting and presenting data objectively• Small-scale research project• Developing a questionnaire• Gathering data and presenting findings• Reporting resultsWeek 16Project presentationRevisionsLearning Outcomes:At the end of the unit, students will be able to:• Use different parts of a text to access information• Use different reading strategies to comprehend different texts and different purposes• Interpret and comprehend maps, charts, graphs, diagrams, photographs and other still andmoving graphics• Collect information through questionnaires and report findings.Practical Grammar & Usage• Present and past tenses• Conciseness• WH questions• Concise, objective writing• ConnectorsSuggested Assessments:Active learning strategies• Individual, pair and group presentations45

• Based on extemporized, read or memorized presentations• Worksheets• Project evaluationResources for this Unit:Study skillshttp://www.nwlincs.org/mtlincs/pilotproject/studyskills/stress.htmUNIT 5 – SUGGESTED ACTIVITIESWeek 13Week 13 Session 1: Power reading/Study skillsSuggested activitiesFrom a passage, ask Student Teachers to identify key ideas, key figures, key issues orconflicts.General discussion on how students take lectures; comparison of different methods of lecturetaking, and how they contribute to the Student Teachers’ understanding.Review of one-page text to be written by the Student Teachers. This could be an article/letterto the editor/story/ film review, etc.Week 13 Session 2: Note-taking & SummarizingSuggested activitiesUse note-taking slides attached in the folder for Student Teachers’ guidance.Share handouts on note-taking with the Student Teachers.Ask Student Teachers to take notes as the teacher shows a short documentary video in theclass.Student Teachers to take notes of some speech/debate event, or of some interview/talk showor some group discussion/guest speech, etc., and present them to the class at the end.Week 13 Session 3: Synthesizing informationSynthesizing information is closely connected to determining the importance of a piece ofinformation. After a reader identifies what is important in the text, he/she must go throughthe process of organizing, recalling, and recreating the information and fitting it in with whatis already known.Share examples of synthesizing information. You could take some newspaper articles and askthe Student Teachers to summarize the content of each article in 2 or 3 sentences.Practice synthesizing information with the whole class: give everyone the same text, identifyimportant ideas as a class, invite students to share their synthesis with a partnerGive the whole class a second text to synthesize. Ask them to work individually to identifyimportant ideas. Listen to the Student Teachers sharing their syntheses.Note that we don’t all identify the same important ideas.Discuss when it is useful to synthesize a written text46

Week 14Week 14 Session 1 & 2: Reading graphical information & converting a report to achart/graphSuggested activitiesUsing graphs, e.g.a bar graph, ask students to describe in two paragraphs the meaning of thegraphBegin with what the graph is about; what information it is representing; the general trends itdenotesAdvise students not to give extra information but to focus on the data.The main points should be cohesive and clear; the organization of ideas should be consistent.For converting a report into a graph, give some specific information, for example, number ofadmissions in the college over 5 years, the most popular subjects, chosen by students since2008, etc., and ask students to convert the report into a graph.Week 14 Session 3: Summary & OutlineSuggested activitiesBring in articles from various sources and ask students to give their outline and thensummarize the information.The summary could be task-based, e.g., asking students to write the summary in threesentences, or in 50 words or 75 words.Week 15 Sessions 7, 8 & 9: Collecting and Presenting DataSuggested activitiesTreat this as a small-scale project, in which the Student Teachers in groups collectinformation through a questionnaire. Possible topics: asking fellow students about theirchoice of future profession, their views about social issues, their favourite types ofentertainment, favourite sports, etc.Ask the Student Teachers to develop a questionnaire with some factual and some opinionquestions. Encourage them to keep the questionnaire limited to close-ended responses. Theyshould collect data from their class/college fellows or other suitable respondents.Ask them to calculate percentage responses and present their findings in the form ofcharts/tables/graphs, etc.Week 16, Project presentationsGive the Student Teachers about a week to collect all the necessary data, and in the last weekof the course ask them to present the project.Teachers may wish to evaluate the Student Teachers using the format suggested above.Example assignmentDesign an eight-item questionnaire seeking at least 10 people’s views on some interestingtopic (e.g. a social issue, an educational issue, sport, television, music, etc.) Responses toyour questions should be based on a four-point Likert scale (e.g. strongly agree, agree,disagree, strongly disagree). Use family members, relatives, friends, and colleagues as your10 informants. After you have collected the completed questionnaires, summarize yourfindings in a report – with recommendations if appropriate.47