1

1.1 Privileged of English in Pakistan, its Political, Social

Library, Cultural and Economic Importance

Pakistani English or Paklish is the group of English language varieties spoken and
written in Pakistan. It was first so recognized and designated in the 1970s and
1980s. Pakistani English (PE) is slightly different in respect to vocabulary, syntax,
accent, spellings of some words and other features. Less than 8% of the Pakistani
population can speak English as a first language. However, over 49% can speak it
as a second language, making it home to the third-largest number of English
speakers in the world.

History:

Although British rule in India lasted for almost two hundred years, the areas
which lie in what is now Pakistan were amongst the last to be annexed: Sindh in
1843, Punjab (which initially included the North-West Frontier Province) in 1849,
and parts of Baluchistan, including Quetta and the outer regions in 1879, while
the rest of the Baluchistan region became a princely state within the British Indian
Empire. As a result, English had less time to become part of local culture though it
did become part of elite culture as it was used in elite schools and in higher
education, as in the rest of British India.[4] The colonial policies which made
English a marker of elite status and the language of power—being used in such
domains of power as the civil service, the officer corps of the armed forces, the
higher judiciary, universities, prestigious newspapers, radio and entertainment—
was due to British policies and the continuation of these policies by Pakistani
governments. In 1947 upon Pakistan's establishment, English became the de
facto official language, a position which was formalized in the Constitution of
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Pakistan of 1973. Together with Urdu, the two languages are concurrently the
official languages of the country. English language continues as the language of
power and is also the language with the maximum cultural capital of any language
used in Pakistan. It remains much in demand in higher education in Pakistan.

Relationship with Indian English

Pakistani English (PE) shares many similarities with Indian English, but since
the independence of Pakistan, there have been some very obvious differences.
Rahman argues that PE is an interference variety of English created by the use of
the features of Urdu, Punjabi, Pashto, Sindhi and other languages spoken in
Pakistan. He further divides PE into Anglicized English, which is very similar to the
speech and writing of the speakers of British Standard English (BSE), acrolith PE,
which is used by Pakistanis educated in English-medium schools, mesolectal PE,
which is used by ordinary, Urdu-educated Pakistanis and basilect PE, which is used
by people of little formal education, such as guides and waiters.

Words and expressions of PE have been noted by a number of scholars, including

unique idioms and colloquial expressions as well as accents. Foreign companies
find accent neutralisation easier in Pakistan than in India. However, like Indian
English, Pakistani English has preserved many phrases that are now considered
antiquated in Britain.

Use in Pakistan

Urdu and English are Pakistan's official languages. But all government documents,
street signs, many shop signs, business contracts and other activities use English.
The language of the courts is also English.
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English is taught to all school-level Pakistani students, and in many cases the
medium of instruction is also in English. Although there are also many Pakistani
medium local schools, either with an emphasis of English as a second language or
bilingually medium Pakistani Urdu which are all taught in both Pakistani Urdu and
English on across all subjects and courses especially in standardised tests.[13] At
college and university level, all instructions are in English and also bilingual as
well.

Pakistan boasts a large English language press and (more recently) media. All of
Pakistan's major dailies are published in or have an edition in English,
while DAWN News was a major English Language News Channel, before 15 May
2010 when it switched to its language to Urdu, Express 24/7 was another
important English news channel, now defunct. Code-switching (the concurrent
use of more than one language, or language variety, in conversation) is common
in Pakistan and almost all conversations in whatever language have a significant
English component. The language of pleading in all courts of Pakistan is also
English. The tutorial language in all universities is English and also bilingually (both
Urdu and English together and sometimes both of medium of instructions are
mixed and combined due to the importance of bilingualism )

Literature Grammar

The role of English within the complex multilingual society of Pakistan is far from
straightforward: it is used across the country by speakers with various degrees of
proficiency; the grammar and phraseology may mimic that of the speaker's first
language. While Pakistani speakers of English use idioms peculiar to their
homeland (often literal translations of words and phrases from their native
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languages), this is far less common in proficient speakers, and grammar tends to
be quite close to that of Standard English but exhibiting some features
of American English.

Phonology

Pakistani English phonology follows that of British English. It may be rhotic or non-
rhotic. Rahman provides a broad introduction to the phonology of Pakistani
English.

Influences

Pakistani English is heavily influenced by Pakistan's languages as well as the

English of other nations. Many words or terms from Urdu, such as 'cummerbund',
have entered the global language and are also found in Pakistan. In addition the
area which is now Pakistan was home to the largest garrisons of the British Indian
Army (such as Rawalpindi and Peshawar) and this, combined with the post-
partition influence of the Pakistan Military, has ensured that many military terms
have entered the local jargon.

The type of English taught (and preferred) is British English. The heavy influence
and penetration of American culture through television, films and other media
has brought in great influences of American English.

Vocabulary and colloquialisms

Pakistani English contains many unique terms, as well as terms which are utilised
somewhat differently in Pakistan. For instance, "chips" is used for potato chips as
well as for French fries and "lemon" is used for both lime and lemon.[8]:69–71
 5

 "Uncle / Aunty" – Respectful way of addressing anyone who is significantly

older than oneself: "Uncle, please give way"
 Use of double and triple for numbers occurring twice or three times in
succession, especially for a phone number: for example, a phone number
2233344 would be pronounced as double two, triple three, double four;
however the phone number 2222555 would be pronounced as double two
double two triple five
 Shopper means a shopping bag, rather than a person who is shopping, the
latter is referred to as a customer
 Opening/closing an object refers to turning something on or off; this is due
to the verbs for to open and to close being the same as the verbs for to turn
on and to turn off in Urduand other Pakistani languages.
 Light Gone— This refers to the electric power outage from the electric
supply company.
 Number — Often used in place of "marks" in an exam (used as both singular
and plural without s while speaking in mixed English-Urdu).
 His/her meter has turned or -is high means that the person has lost his/her
temper. Usually used for a sudden outburst, one which is construed as
unreasonable.
 Got no lift—received no attention or assistance from someone.
 In-Charge— a casual as well as formal title given to unit, group or division
heads.
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1.3 Taxonomy of instructional objectives

One of the most widely used ways of organizing levels of expertise is according to
Bloom's Taxonomy of Educational Objectives. (Bloom et al., 1994; Gronlund,
1991; Krathwohl et al., 1956.) Bloom's Taxonomy (Tables 1-3) uses a multi-tiered
scale to express the level of expertise required to achieve each measurable
student outcome. Organizing measurable student outcomes in this way will allow
us to select appropriate classroom assessment techniques for the course.

There are three taxonomies. Which of the three to use for a given measurable
student outcome depends upon the original goal to which the measurable
student outcome is connected. There are knowledge-based goals, skills-based
goals, and affective goals (affective: values, attitudes, and interests); accordingly,
there is a taxonomy for each. Within each taxonomy, levels of expertise are listed
in order of increasing complexity. Measurable student outcomes that require the
higher levels of expertise will require more sophisticated classroom assessment
techniques.

The course goal in Figure 2--"student understands proper dental hygiene"--is an

example of a knowledge-based goal. It is knowledge-based because it requires
that the student learn certain facts and concepts. An example of a skills-based
goal for this course might be "student flosses teeth properly." This is a skills-based
goal because it requires that the student learn how to do something. Finally, an
affective goal for this course might be "student cares about proper oral hygiene."
This is an affective goal because it requires that the student's values, attitudes, or
interests be affected by the course.
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Table 1: Bloom's Taxonomy of Educational Objectives for Knowledge-Based Goals

EXAMPLE OF
LEVEL OF
DESCRIPTION OF LEVEL MEASURABLE
EXPERTISE
STUDENT OUTCOME

Recall, or recognition of terms, ideas, When is the first day of

1. KNOWLEDGE
procedure, theories, etc. Spring?

Translate, interpret, extrapolate, but not see

2. What does the summer
full implications or transfer to other situations,
COMPREHENSION solstice represent?
closer to literal translation.

What would Earth's

Apply abstractions, general principles, or seasons be like in specific
3. APPLICATION
methods to specific concrete situations. regions with a different
axis tilt?

Separation of a complex idea into its

constituent parts and an understanding of
Why are seasons reversed
organization and relationship between the
4. ANALYSIS in the southern
parts. Includes realizing the distinction
hemisphere?
between hypothesis and fact as well as
between relevant and extraneous variables.

Creative, mental construction of ideas and

If the longest day of the
concepts from multiple sources to form
year is in June, why is the
5. SYNTHESIS complex ideas into a new, integrated, and
northern hemisphere hottest
meaningful pattern subject to given
in August?
constraints.

To make a judgment of ideas or methods using What would be the

external evidence or self-selected criteria important variables for
6. EVALUATION
substantiated by observations or informed predicting seasons on a
rationalizations. newly discovered planet?
 8

Table 2: Bloom's Taxonomy of Educational Objectives for Skills-Based Goals

LEVEL OF DESCRIPTION OF EXAMPLE OF MEASURABLE

EXPERTISE LEVEL STUDENT OUTCOME

Uses sensory cues to guide Some of the colored samples you see will need
actions dilution before you take their spectra. Using
PERCEPTION
only observation, how will you decide which
solutions might need to be diluted?

Demonstrates a readiness to Describe how you would go about taking the

SET take action to perform the absorbance spectra of a sample of pigments?
task or objective

Knows steps required to Determine the density of a group of sample

GUIDED
complete the task or metals with regular and irregular shapes.
RESPONSE
objective

Performs task or objective Using the procedure described below,

in a somewhat confident, determine the quantity of copper in your
MECHANISM
proficient, and habitual unknown ore. Report its mean value and
manner standard deviation.

COMPLEX Performs task or objective Use titration to determine the Ka for an

OVERT in a confident, proficient, unknown weak acid.
RESPONSE and habitual manner

Performs task or objective You are performing titrations on a series of

as above, but can also unknown acids and find a variety of problems
modify actions to account with the resulting curves, e.g., only 3.0 ml of
ADAPTATION
for new or problematic base is required for one acid while 75.0 ml is
situations required in another. What can you do to get
valid data for all the unknown acids?

Creates new tasks or Recall your plating and etching experiences

ORGANIZATION objectives incorporating with an aluminum substrate. Choose a different
learned ones metal substrate and design a process to plate,
 9

Table 2: Bloom's Taxonomy of Educational Objectives for Skills-Based Goals

LEVEL OF DESCRIPTION OF EXAMPLE OF MEASURABLE

EXPERTISE LEVEL STUDENT OUTCOME
mask, and etch so that a pattern of 4 different
metals is created.

Table 3: Bloom's Taxonomy of Educational Objectives for Affective Goals

EXAMPLE OF
LEVEL OF EXPERTISE DESCRIPTION OF LEVEL MEASURABLE
STUDENT OUTCOME

Demonstrates a willingness to When I'm in class I am

participate in the activity attentive to the instructor, take
RECEIVING
notes, etc. I do not read the
newspaper instead.

Shows interest in the objects, I complete my homework and

phenomena, or activity by participate in class discussions.
RESPONDING
seeking it out or pursuing it for
pleasure

Internalizes an appreciation for I seek out information in

VALUING (values) the objectives, popular media related to my
phenomena, or activity class.

Begins to compare different Some of the ideas I've learned

values, and resolves conflicts in my class differ from my
ORGANIZATION between them to form an previous beliefs. How do I
internally consistent system of resolve this?
values

CHARACTERIZATION BY Adopts a long-term value system I've decided to take my family

A VALUE OR VALUE that is "pervasive, consistent, and on a vacation to visit some of
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Table 3: Bloom's Taxonomy of Educational Objectives for Affective Goals

EXAMPLE OF
LEVEL OF EXPERTISE DESCRIPTION OF LEVEL MEASURABLE
STUDENT OUTCOME
COMPLEX predictable" the places I learned about in
my class.
To determine the level of expertise required for each measurable student
outcome, first decide which of these three broad categories (knowledge-based,
skills-based, and affective) the corresponding course goal belongs to. Then, using
the appropriate Bloom's Taxonomy, look over the descriptions of the various
levels of expertise. Determine which description most closely matches that
measurable student outcome. As can be seen from the examples given in the
three Tables, there are different ways of representing measurable student
outcomes, e.g., as statements about students (Figure 2), as questions to be asked
of students (Tables 1 and 2), or as statements from the student's perspective
(Table 3). You may find additional ways of representing measurable student
outcomes; those listed in Figure 2 and in Tables 1-3 are just examples.

Bloom's Taxonomy is a convenient way to describe the degree to which we want

our students to understand and use concepts, to demonstrate particular skills,
and to have their values, attitudes, and interests affected. It is critical that we
determine the levels of student expertise that we are expecting our students to
achieve because this will determine which classroom assessment techniques are
most appropriate for the course. Though the most common form of classroom
assessment used in introductory college courses--multiple choice tests--might be
quite adequate for assessing knowledge and comprehension (levels 1 and 2, Table
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1), this type of assessment often falls short when we want to assess our students
knowledge at the higher levels of synthesis and evaluation (levels 5 and 6).4

Multiple-choice tests also rarely provide information about achievement of skills-

based goals. Similarly, traditional course evaluations, a technique commonly used
for affective assessment, do not generally provide useful information about
changes in student values, attitudes, and interests.
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2.1-2.2 Difference Between Grammar- Translation

method & Direct method
Direct Method and Grammar Translation Method are the two oldest methods for
teaching foreign languages. Grammar Translation Method first appeared in the
18th century and was originally used for teaching old languages like Greek, Latin
then failed in teaching communication skills. After that, Direct Method was built
with the attempts to overcome the weakness of the Grammar Translation
Method. As a result of that, there are many differences in the principles of these
two methods which will be summarized into three following main ones.

The first and foremost difference between the Direct Method and The Grammar
Translation method is the goals of the teachers using them. In Grammar
translation Method, the teachers’ fundamental purpose is to help the students
read and appreciate literature written in the target language. To be able to do this
students have to learn a lot about the grammar rules and vocabularies. On the
contrary, the teachers who use the Direct Method intend that the students learn
how to communicate in the target language.

It is very important that the students are believed to think in the target language.
In addition, due to the different teaching goals, there is a great disparity in
teaching and learning process of the Grammar Translation Method and the Direct
Method. In a typical Grammar Translation Method class, students are taught to
translate from one language to another. They are also asked to memorize the
native language equivalents for the target language vocabulary words. In contrast,
the native language should not be used in the classroom.
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The students need to associate the meaning and the target language directly. To
help the students to do this, the teacher demonstrates the meanings through
pictures, realia, or pantomime. In other words, translation is never used in this
type of class. Another obvious difference between the two methods is the dealing
with grammar. Whereas grammar is taught deductively in the Grammar
Translation Method, the Direct method uses an inductively way so the students
are given examples and they figure out the rules or generalization from those
examples.

It might happen that the explicit grammar rule is never given. In Grammar
Translation method, grammar rules are presented with examples. The students
are asked to memorize those rules and then apply to other examples and
exercises. To conclude, I can rightly say that both methods have advantages and
disadvantages. It’s up to the teachers to choose or combine the methods
according to their teaching situation so that their students will get the most
benefit.

In my own teaching context, I use the principles of the Direct Method more due
to the needs of my students. I am teaching a class of international students who
come from different countries and their native languages are different from mine.
Therefore, translation is impossible. To make the meaning clear, I usually use
pictures, realia, or pantomime. The target language is the mean of every
communication taking place in the classroom. I believe that this very good
environment for their language learning.
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3.1 Teaching of listening ability

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

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

Listening Strategies

Listening strategies are techniques or activities that contribute directly to the

comprehension and recall of listening input. Listening strategies can be classified
by how the listener processes the input.

Top-down strategies are listener based; the listener taps into background
knowledge of the topic, the situation or context, the type of text, and the
language. This background knowledge activates a set of expectations that help
the listener to interpret what is heard and anticipate what will come next.

Top-down strategies include

1) listening for the main idea

2) predicting
3) drawing inferences
4) summarizing
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Bottom-up strategies are text based; the listener relies on the language in the
message, that is, the combination of sounds, words, and grammar that creates
meaning. Bottom-up strategies include

1) listening for specific details

2) recognizing cognates
3) recognizing word-order patterns

Strategic listeners also use metacognitive strategies to plan, monitor, and

evaluate their listening.

1) They plan by deciding which listening strategies will serve best in a

particular situation.
2) They monitor their comprehension and the effectiveness of the selected
strategies.
3) They evaluate by determining whether they have achieved their listening
comprehension goals and whether the combination of listening strategies
selected was an effective one.

Listening for Meaning

To extract meaning from a listening text, students need to follow four basic
steps:

1) Figure out the purpose for listening. Activate background knowledge of the

topic in order to predict or anticipate content and identify appropriate

listening strategies.
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2) Attend to the parts of the listening input that are relevant to the identified

purpose and ignore the rest. This selectivity enables students to focus on

specific items in the input and reduces the amount of information they

have to hold in short-term memory in order to recognize it.

3) Select top-down and bottom-up strategies that are appropriate to the

listening task and use them flexibly and interactively. Students'

comprehension improves and their confidence increases when they use

top-down and bottom-up strategies simultaneously to construct meaning.

4) Check comprehension while listening and when the listening task is over.

Monitoring comprehension helps students detect inconsistencies and

comprehension failures, directing them to use alternate strategies.

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3.4.1 Techniques of Good Handwriting

You've been writing since you were a little kid. It started with scribbles and

crayons and now it's pens, pencils, and cursive with all those swooping, swirling

letters. Some kids love handwriting and others hate when it's time to put pencil to

paper. Why?

Maybe a parent or teacher has complained about your handwriting: "Be neater!"

"Too messy!" "I can't read this!" Oh, dear, that's no fun. You're trying to get it

right, but you can't get your thoughts down neatly.

The good news is that just about everyone can improve their handwriting. But

first, let's take a moment to think about just how complicated writing really is. It's

not like sneezing or breathing, which your body does for you without you even

thinking about it.

How Handwriting Works

With handwriting, your body and mind need to do many different things all

together and in the right order. Your shoulder needs to stay steady while your

wrist and elbow move in just the right way. Did we mention your eyes have to

follow what your hand is doing? And that's not all. You need the brainpower to
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know how words and letters are supposed to look and make decisions about what

you want to write — Is the answer to Question 4 "flipper" or "flapper"?

So with all that going on, you can imagine that different kids have different

problems when it comes to handwriting. Sometimes a medical problem is a

reason that kids struggle with writing. For example, kids who have attention

deficit disorder (ADD or ADHD)find it hard to sit still and focus on what they need

to do. They might write too fast or start answering a question and forget to finish

it. Kids who have trouble with their muscles, like those with Down syndrome or

cerebral palsy, also could have difficulty writing.

But lots of other kids have writing woes, too. Are you one of them? Or maybe you

would just like to make your already-OK handwriting a little bit better.
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4.0 Techniques for Teaching English

1) The Direct Method

In this method the teaching is done entirely in the target language. The learner is
not allowed to use his or her mother tongue. Grammar rules are avoided and
there is emphasis on good pronunciation.

2) Grammar-translation

Learning is largely by translation to and from the target language. Grammar rules
are to be memorized and long lists of vocabulary learned by heart. There is little
or no emphasis placed on developing oral ability.

3) Audio-lingual

The theory behind this method is that learning a language means acquiring habits.
There is much practice of dialogues of every situations. New language is first
heard and extensively drilled before being seen in its written form.

4) The structural approach

This method sees language as a complex of grammatical rules which are to be

learned one at a time in a set order. So for example the verb "to be" is introduced
and practised before the present continuous tense which uses "to be" as an
auxiliary.
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5) Suggestopedia

The theory underlying this method is that a language can be acquired only when
the learner is receptive and has no mental blocks. By various methods it is
suggested to the student that the language is easy - and in this way the mental
blocks to learning are removed. [More]

6) Total Physical Response (TPR)

TPR works by having the learner respond to simple commands such as "Stand up",
"Close your book", "Go to the window and open it." The method stresses the
importance of aural comprehension. [More]

7) Communicative language teaching (CLT)

The focus of this method is to enable the learner to communicate effectively and
appropriately in the various situations she would be likely to find herself in. The
content of CLT courses are functions such as inviting, suggesting, complaining or
notions such as the expression of time, quantity, location. [More]

8) The Silent Way

This is so called because the aim of the teacher is to say as little as possible in
order that the learner can be in control of what he wants to say. No use is made
of the mother tongue. [More]

9) Community Language Learning

In this method attempts are made to build strong personal links between the
teacher and student so that there are no blocks to learning. There is much talk in
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the mother tongue which is translated by the teacher for repetition by the
student. [More]

10) Immersion

This corresponds to a great extent to the situation we have at our school. ESL
students are immersed in the English language for the whole of the school day
and expected to learn math, science, humanities etc. through the medium of the
target language, English.

Immigrant students who attend local schools find themselves in an immersion

situation; for example refugee children from Bosnia attending German schools, or
Puerto Ricans in American schools. Click here for many links to information
about bilingual/immersion programs.

11) Task-based language learning

The focus of the teaching is on the completion of a task which in itself is

interesting to the learners. Learners use the language they already have to
complete the task and there is little correction of errors.

(This is the predominant method in middle school ESL teaching at Frankfurt

International School. The tasks are subsumed in a major topic that is studied for a
number of weeks. In the topic of ecology, for example, students are engaged in a
number of tasks culminating in a poster presentation to the rest of the class. The
tasks include reading, searching the internet, listening to taped material, selecting
important vocabulary to teach other students etc.)
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12) The Natural Approach

This approach, propounded by Professor S. Krashen, stresses the similarities

between learning the first and second languages. There is no correction of
mistakes. Learning takes place by the students being exposed to language that is
comprehensible or made comprehensible to them. [More]

13) The Lexical Syllabus

This approach is based on a computer analysis of language which identifies the

most common (and hence most useful) words in the language and their various
uses. The syllabus teaches these words in broadly the order of their frequency,
and great emphasis is placed on the use of authentic materials.
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5.1 Need & Importance of A.V aids in Teaching of English?

People learn in different ways. You can talk all day and some students simply won’t
understand. But show them a picture or a video, and then suddenly it clicks! In fact,
most learners would be considered visual learners.
Another example is trying to explain to a student what a shark is. You can talk about the
fins, the sharp teeth, the long body, that it swims in the ocean, etc. or you can show
them a picture of a shark. Remember, more often than not, students have the
knowledge in their own language, it’s just a matter of unlocking that knowledge and
translating into English.
Audio visual ads are really so effective in teaching English. When taught the English to
any small children then shown him a picture about that word. It is very panacea way to
learn about any thing. Audio is an effective thing. Audios are recognized in every field.
Audio songs are very fabulous example of audios. We hear the songs without see them.
We enjoy them very much. So is a very unique step in Songs field. We can record any
type of interactions in audio file. We can hear the voice very clearly by audios of any
person or persons. So audio is very effective step of science. Many types of audio about
mythology, study and for that subject which is very useful for you. Radio is also very
good example of audio. We can hear the radio but not can see because radio is not able
to see. We hear the songs, aids of many companies and many public interest related
things. So audio is also very helpful technique. When we go at any place for travel then
we play the songs in the car on the way. So audio is also very important source for
entertainment. If you are buff of songs then many website are available on the Internet
by which you can download the many melodious songs in very easy way and in short
time.
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6.1 Lesson Planning Important in All Activities of Lesson

Many of our teacher friends refer to lesson planning in their reflections, and each
offers a unique reaction to the process of lesson planning. Jin, for instance, has
observed that his teacher is able to move effortlessly through his lesson with
natural transitions and no sign of a lesson plan. Lily expresses that although she
has done her planning, she does not seem to be making progress due to
classroom disruptions. Planning is a complex yet essential part of the teaching
process that changes over time as teachers gain more hands-on experience..

How can beginner teachers best prepare themselves for the complex task of
planning? Is planning in the language classroom different from that in other
classrooms? What might be different? In this section we will discuss the
importance of planning and explore some strategies that can be used when lesson
planning.

So many things to think about! In this tip I aim to answer these questions and give
you some ideas for making the planning of the lesson as simple and painless as
possible. Remember that as you start teaching not everything will go to plan. In
fact, using your lesson plan in a flexible way is part of the skill involved in giving a
good lesson. If a task is going well and students are engaged in it and making good
use of the time you should probably let it carry on for longer than planned.
Likewise, if an activity in your plan isn’t going down so well you may decide to cut
your losses and move on. So, please don’t think the plan is to be stuck to
whatever happens. React to your students and adapt on the spot whenever
possible. Consider the plan to be a tool to guide you, but always use it flexibly.
 25

Where do you start?

There are many different ways of planning a lesson. As you start teaching, plans
tend to be written in great detail and as you get more practice and more tried and
tested techniques and activities under your belt, your plan may look more like a
shopping list or you may just hold your plan in your head. There are no rules
about how detailed your plan should be, unless you are on a teacher training
course or are being observed, so experiment with the layout and find out what
works best for you.

A simple way to start is to plan your lesson in a table format. Here’s an example.
Tasks are taken from the Essential UK lesson plan on News. This plan shows how
you could use the first three tasks only.

Interaction
pattern
Activity / Task Aim (T = teacher Mins Notes
Ss =
students)

1) Ask students questions To get students

in task one about news and into the topic of T - Ss 10 Chairs in circle for intro.
media. news.

2) Draw the media

advantages and
disadvantages chart (task Set up next task
Remember to ask Ss who
two in ESSUK lesson and support T - Ss 5
normally don’t offer ideas.
plan) on board. Ask weaker students.
students for a few
examples.
 26

3) Students to copy chart

Students practise
into notebooks and Feed in new language when
media related S – S 10
complete with their own necessary.
language.
ideas in pairs.

Students to share
and compare ideas
4) Pair up the pairs to in groups. Monitor carefully and listen
Ss – Ss 10
make groups of 4. Students explain out for common errors.
their ideas to
another pair.

5) Group feedback.
Get one of the Ss to write
Compare answers and find Share Ss’ ideas
T - Ss 10 some advantages and
areas of common and round up task.
disadvantages on the board.
agreement

Download and print off some

6) Show students a couple
of real headlines from Introduce
British newspapers. Get task about news T – Ss
students to guess the story headlines.
behind the headline.
headlines from on-line papers.
next
Try to find some funny ones.
5
Show a tabloid and a
broadsheet paper so Ss can see
the difference in style.

7) Students in groups think Monitor and feed in language

Students practise
up stories behind Ss - Ss 15 when needed. Offer correction
narrative tenses.
headlines in task three. when appropriate.

Don’t correct as students are

8) Ask groups to feedback Students re-tell
speaking in front of whole
their ideas for the stories stories to group –
Ss – T + Ss. class. Make a note of
behind the headlines and repeating task is
important errors in my
tell the whole group. good practice.
notebook to correct next class.
 27

This is just one example of how you could write out a lesson plan. There are many
ways to do it.
How do you choose a topic?
You may be asked to cover certain topics in which case you won’t have to think
about the topics. If you have free choice think about what you and your students
are interested in. If you don’t know your students very well yet, ask them what
they would like to talk about in your classes. You could give them a questionnaire
or just ask them informally. If you are going to use the Essential UK lesson plans as
a starting point then you could pick ten or twenty topics you think they may like
and hold a class vote to get the top three or four for the next few months.
Which order do you do the tasks in?
First of all, select the tasks you can use with your class. Then think about any extra
activities you would like to add. You may want to add some visual materials and
find some photos on the internet which you could use to enhance the
presentation part, or you may be able to localise the topic by finding newspaper
articles from your country. Once you have selected all the tasks think about how
they can work together. Start with the easiest tasks and the ones that work on the
vocabulary for the topic. This will give them the lexical resources they need to
follow the class. Then build up the lesson plan by slotting in the other tasks.
 28

8.3 Ode to Autumn by John Keats

Autumn joins with the maturing sun to load the vines with grapes, to ripen apples

and other fruit, "swell the gourd," fill up the hazel shells, and set budding more

and more flowers. Autumn may be seen sitting on a threshing floor, sound asleep

in a grain field filled with poppies, carrying a load of grain across a brook, or

watching the juice oozing from a cider press. The sounds of autumn are the

wailing of gnats, the bleating of lambs, the singing of hedge crickets, the whistling

of robins, and the twittering of swallows.

Analysis
"To Autumn" is one of the last poems written by Keats. His method of developing

the poem is to heap up imagery typical of autumn. His autumn is early autumn,

when all the products of nature have reached a state of perfect maturity. Autumn

is personified and is perceived in a state of activity. In the first stanza, autumn is a

friendly conspirator working with the sun to bring fruits to a state of perfect

fullness and ripeness. In the second stanza, autumn is a thresher sitting on a

granary floor, a reaper asleep in a grain field, a gleaner crossing a brook, and,

lastly, a cider maker. In the final stanza, autumn is seen as a musician, and the
 29

music which autumn produces is as pleasant as the music of spring — the sounds

of gnats, lambs, crickets, robins and swallows.

In the first stanza, Keats concentrates on the sights of autumn, ripening grapes

and apples, swelling gourds and hazel nuts, and blooming flowers. In the second

stanza, the emphasis is on the characteristic activities of autumn, threshing,

reaping, gleaning, and cider making. In the concluding stanza, the poet puts the

emphasis on the sounds of autumn, produced by insects, animals, and birds. To

his ears, this music is just as sweet as the music of spring.

The ending of the poem is artistically made to correspond with the ending of a

day: "And gathering swallows twitter in the skies." In the evening, swallows

gather in flocks preparatory to returning to their nests for the night.

"To Autumn" is sometimes called an ode, but Keats does not call it one. However,

its structure and rhyme scheme are similar to those of his odes of the spring of

1819, and, like those odes, it is remarkable for its richness of imagery. It is a feast

of sights and sounds.

 30

9.3 The Pakhtuns by Peter Mayne

The author of The Alleys of Marrakesh (see August 1, 1953 Bulletin, p. 516) who

so enjoyed the company of the Moroccans, returns to another, more remote

scene of his wanderings. The home of the Pakhtun tribes- since partition- is

Pakistan bordering on Afghanistan, but the tribesmen are fierce individualists

ruled only by their own laws. Visiting Peshawar, Karachi, traveling to Kabul, the

author met old friends and heard how they had fared with the British withdrawn;

he became embroiled in a blood feud and involved with a political fanatic who

from Afghanistan advocated the existence of Pakhtunistan. The style is always

personal and conversational, centered about personalities and incidents with a

clever infusion of history and private knowledge of the people, the Mahsud, the

Wazir, etc. While less shaped and finished than the earlier book, this too is

unusual and often engaging.

(THE END)