English - Manual

ENGLISH – PRIMARY
Trainer Manual
FY 2022-23
Subject Based Training

Subject: ENGLISH
Punjab Education Foundation

ENGLISH – PRIMARY
Preface
The Punjab Education Foundation was established under the Punjab Education Foundation
Act of 1991 as an autonomous statutory body to encourage and promote education on non-
commercial/ non-profit basis. Since then, it has come a long way to arrange free quality
education for the deserving children at their doorsteps.
The Punjab Education Foundation has been restructured under the Punjab Education
Foundation Act-XII of 2004 for the promotion of education, especially encouraging and
supporting the efforts of the private sector in providing education to the poor, through
public private partnership.
Continuous Professional Development Program (CPDP) was established in 2005 to
contribute towards the aim of PEF to promote quality education by providing technical
assistance in the form of trainings to PEF partner schools. CPDP merged into QAID in March,
2021. QAID has played a major role towards the successful teacher development in
different PEF programs. QAID provides technical & professional assistance to FAS, EVS, NSP
and other desirous partners.
QAID is working tireless to make partner schools teachers more effective and technically
strong. For this purpose, QAID has provided trainings like School Mentoring Program (SMP),
Early Childhood Education (ECE), WASH, Inclusive Education and School leadership Program
(SLP) for Head Teachers. Modern society demands high quality teaching and learning from
teachers. Teachers have to possess a great deal of knowledge and skills with regard to both
teaching and assessment practices in order to meet those demands and standards of quality
education.
This training manual of Subject Based Trainings focuses on revised English Curriculum 2021
(SNC). It’s a fact that there is a dire need of enhancing the content knowledge of teachers
and also reading or literacy skills of learners. It is observed that most of the teachers need
to know their subjects well at the primary and elementary levels which are the foundation
of lifelong learning
The sections labeled Handouts are included in the handbook for trainees. The handouts/
activity sheets are cross-referenced to each session guide. The training manual consists of
instructions for trainer under trainer activity.
I wish good luck for the success of these trainings and expect that PEF teachers will eagerly
participate in these trainings.
Director QAID2022
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ENGLISH – PRIMARY
ALL RIGHTS RESERVED
This content is the intellectual legal property of PEF and PEF has all rights reserved. No part
of this manual may be reproduced, stored in a retrieval system or transmitted in any former
by means mechanical, electronic, photocopying, recording or otherwise by any other
organization or individual, otherwise legal action may be taken against them.
COPYRIGHT © 2022 PUNJAB EDUCATION FOUNDATION
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ENGLISH – PRIMARY
Expectations from the Trainer:
1. You are requested to familiarize yourself with the training manual & handbook before
the training.
2. If you need further clarity on any topic, please get in touch with the QAID.
3. You are requested to make the training participative and interactive so that everyone
gets an opportunity to express themselves and keep the discussion focused and relevant
for the topic. You must ensure that everyone gets a chance to speak.
4. All the activities have been ideally designed for 25 participants however the trainer is
requested to make adjustments with activities, methodology & timings according to the
actual number of participants.
5. The language of the manual is English however the delivery medium may be English or
Urdu.
6. All the activities in this manual are designed and incorporated with the aim to make the
sessions interactive and stimulating. You have to ensure that the agenda is not
compromised.
7. Along with all other documents related to the training, the trainer is requested to get
the attendance sheet filled with additional care making sure that there is no cutting or
overwriting and all the columns are properly filled. Moreover, please follow the
guidelines given by QAID.
8. Please do not consider the training duration extensive and stretched because the
contents of the training couldn’t be delivered in lesser duration.
9. Especially reduction of tea &lunch/prayer break, you must understand that a learner
needs these breaks.
10. You are requested to arrange stationary (other than prescribed from QAID) on your own.
The significance of comfortable, spacious and disturbance-free training venue can’t be
denied however, the trainer is requested to accommodate and adjust accordingly if the
training venue is not up to the mark.
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11. Trainer is requested to impart all the topics with zeal and commitment but at the same
time adherence to socio-cultural norms is imperative. So, the trainer is requested to be
pro-active during certain activities especially during group work in order to ensure
desirable discipline.
12. Your Training Report and introspective feedback is central to enhance the excellence of
this training program, thus, you are requested to reflect on the training activity with
utmost precision and deliberation.
13. You are requested to keep yourself organized, composed and equipped with training
groundwork and relevant material remember, “Leadership and Learning are
indispensable for each other”. John F Kennedy.
14. The attendance sheet and requisite data is critical for payment. Ensure that you have
conveyed the same message to the participants and the CNIC number, telephone
number, date of birth; name is clearly & accurately filled out.
15. This training activity is sure to leave a trickle-down impact and students of PEF schools
are going to be indirect beneficiaries eventually. Therefore, you are requested to apply
your full potential to achieve the ambitious objective of provision of free and best
quality education to under privileged community.
Thanking you in anticipation!
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ENGLISH – PRIMARY
Convey the following to Participants:
As a teacher, you are an invaluable asset as a nation builder and indeed you not only play an
instrumental role in maintaining and improving the quality of education but also pave the
way for a bright and prosperous future of our nation.
Punjab Education Foundation has arranged this training for you because training plays a
crucial role in creating an awareness of designed knowledge, skills and attitude. However,
the true objectives of this training cannot be achieved as long as you don’t believe in the
need and significance of this training.
You are requested to be punctual and regular as it is the most obvious gesture of
commitment and professional aptitude. Your active participation is definitely going to
maximize the utility of this training workshop so you are requested to be as much
participatory as you possibly can. However, you are requested to stick to the topic during
the discussion. When one person speaks, the others listen that is how we give respect to
each other. You are requested to listen to and respect the opinions of your fellow
participants irrespective of their age, qualification, and experience. This is what you will
practice here and reciprocate the same in your class. Your convenience in terms of approach
and access to the training venue has been prioritized during cluster formation however
inconvenience in very few cases is not intentional but a result of certain limitations. Seating
arrangement and provision of basic facilities such as drinking water and washroom have
been arranged for you as per available resources.
You are requested to take extra care during form filling and particularly while signing the
attendance sheet. Overwriting and cutting must be avoided under all circumstances and
similar signatures must be used on daily basis.
You are requested to provide your correct and functional contact number and submit a
photocopy of your CNIC to the trainer. It’s pertinent to mention that payment of travel and
sustenance cost entirely depends upon the provision of accurate required credentials.
You must try and attend all 5 days of training for maximum benefit. Any participant present
less than 4 days and absent on last day shall not be eligible for travel and sustenance cost.
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‫‪ENGLISH – PRIMARY‬‬
‫ٓاگاہی برائے ماحولیاتی ٓالودگی‬

‫سموگ ٓالودگی‬
‫ن کن‬ ‫صن ت‬ ‫سمو گ ز ادہ ت ر ڑے ش ہری عالقوں م ں سموگ ا ک سن گ ن تس ئ‬
‫ش‬
‫ے واال‬ ‫ل‬ ‫سے‬ ‫وں‬ ‫ع ن‬ ‫اور‬ ‫وں‬ ‫ی‬ ‫گاڑ‬ ‫ے۔‬ ‫لہ‬
‫ی م ہن‬ ‫ی‬ ‫ی‬ ‫ئ‬ ‫نی ل ب‬ ‫خ‬
‫ے ‪،‬ای ن دھن اور ب عض موسمی حاالت تکی ک ی نل ب ی ا دی سب ب ہ ی نں پ جت اب می تں ہ ر‬ ‫کڑی اور کو ل‬‫راج‪ ،‬ی ز ف‬‫ا ن‬
‫ے۔ اہ م‪،‬‬ ‫موگک کا سام ا ہ وج ا ہ‬ ‫سے ‪ 25‬دن ک ندھ د‪ ،‬اور س ن‬ ‫سال ومب ر اور روری کے درم ی ان اوخس ًاط ‪ 10‬ت‬
‫ے کی و کہ اس سے آ ھوں می ں لن اور ب دب و‬ ‫ہ‬
‫ن ب رسوں می ں‪ ،‬تصورت حا ل مزی د راب ہ و ی ج ا ر ی ہ‬ ‫حالی ہ‬
‫ے‬ ‫‪-‬آے کا احساس ہ و ا ہ‬
‫ات‬ ‫سموگ کی اہ م وج وہ‬
‫ن‬ ‫ت‬ ‫ئ‬
‫ے کو ب طور ای ن ندھن اس عمال کر ا۔‬ ‫‪ ‬کو ل‬
‫ت خ‬
‫‪ ‬گاڑیوں اور ص ع ی ا راج۔‬
‫ض‬
‫‪ ‬آب ادی اور رورت سے زی ادہ کھپ ت۔‬
‫ف‬ ‫ض‬
‫‪ ‬ت رورت سے زی ادہ ض لہ کی پ ی داوار۔‬
‫‪ ‬آ ش ب ازی۔‬
‫ن‬
‫‪ ‬زرعی مواد کو ج ال ا۔‬
‫ث‬ ‫ن ن‬
‫کے ا سا وں پر ا رات‬ ‫س‬
‫ن ن‬ ‫خ‬ ‫ن ن‬ ‫شت‬ ‫موگ ف ئ‬
‫ے۔ ا سا ی‬ ‫ہ‬ ‫ڈال سکت ا‬ ‫ف‬ ‫ے ج و ا سا ی ص ٹحت کو طرے می ں ن‬
‫ئ‬ ‫ہ‬ ‫سموگ ض ا ی خآلودگی کے مرکب پر م مل‬
‫ن‬ ‫یش‬ ‫پ‬ ‫ن ئ‬ ‫ف‬ ‫ئ‬
‫س‬ ‫ی‬ ‫ک‬ ‫ک‬ ‫پ‬ ‫ھ‬
‫ی‬
‫ے ا سی ما‪ ،‬دمہ‪ ،‬دا می ب رو کا س‪ ،‬ن ھڑوں کے ا ن‪ ،‬اور سر موگ‬ ‫ی‬ ‫م‬ ‫ی‬ ‫ج‬
‫صحت کے م ت لف مسا ل س‬
‫ن ن‬ ‫ن‬ ‫ت‬ ‫ی ت‬
‫ے‪ ،‬اک اور‬ ‫س‬ ‫ھوں‪،‬‬ ‫کے اث رات کی و ہ سے پ دا ہ وے ہ ی ں ا ب ڑھ ج اے ہ ی ں۔ کھا سی‪ ،‬الرج ی اور آ ک‬
‫ی ن‬ ‫ن‬ ‫ن‬ ‫ت‬ ‫ی‬ ‫ی ن‬ ‫ج‬
‫ے اوزون کی او چ ی س طح سا س کے ظ ام کو‬ ‫ے کی ج لن جس کی وج ہ سے کھا سی اور گھب راہ ٹ ہ و ی ہ‬ ‫گل‬
‫ت‬ ‫ش‬
‫ے۔‬ ‫پری ان کر سک ی ہ‬
‫سموگ اور ماحولیاتی آلودگی حل کرنے کے لئے لیے عملی اقدام‬
‫فضائی آلودگی سب سے زیادہ سموگ کا باعث بنتی ہے۔ فضائی آلودگی کو کم کرنے کے‬
‫‪:‬لئے درج ذیل اقدام کرنے کی فوری ضرورت ہے‬
‫فصلوں کی باقیات کو نہ جالیا جائے۔‬
‫کوڑا کرکٹ کوآگ نہ لگائی جائے۔‬
‫فیکٹریوں سے نکلنے والے دھوئیں کا اخراج کم کیا جائے۔‬
‫گاڑیوں سے نکلنے والے دھوئیں کوبھی کم کیا‬
‫جائے۔‬
‫زمینی آلودگی‬
‫اس لئے لیے کوڑا کرکٹ کومناسب طریقے سے تلف کیا جائے۔‬
‫گندے پانی کی نکاسی کا بندوبست کیا جائے۔‬
‫بچوں کو آگاہی دی جائے کہ گھروں میں بجلی اور پانی کا بے جااستعمال نہ کیا جائے۔‬
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‫‪ENGLISH – PRIMARY‬‬
‫پانی کے نل وغیرہ کو کھال نہ چھوڑیں ۔‬

‫پالسٹک کی اشیاء کو کوڑا دان میں ڈالیں تا کہ ان کی بھی سائیکلنگ ہو سکے۔‬
‫گھروں میں دھواں پیدا کرنے والے اشیاء کو جالنے سے گریز کریں۔‬
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Table of Contents
DAY - 1
Introduction to the Subject Based Training & Objectives 12
Non-Verbal Cues 15
Articles 19
Nouns 24
Adjectives 30
Topic Sentence and Supporting Detail 34
DAY – 2
Syllables 41
Silent Letters, Digraphs and Trigraphs 47
Demonstrative Pronouns – This/That, These/Those 53
Greeting Cards 59
Reading Comprehension 62
DAY – 3
Homophones & Homonyms 68
Verb 73
Sentence Structure & S-V Agreement 80
Consonant Clusters 85
Greetings and Routine Social Courtesies 90
DAY – 4
Three Sounds of ‘ed’ 96
Adverb of Time & Place 96
Words with Ending ‘S’ And ‘Z’ And ‘Iz’ Sounds in The Plural 100
Punctuation 103
Creative Writing 111
Presentation & Observation 114
DAY – 5
Presentations & Trainees Feedback 117
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Objectives of Day-1
Participants will be able to:
 get introduced to the subject based training& objectives

 practice and use an appropriate tone and non-verbal cues for different
communicative expressions to seek attention
 recall, identify and use the definite article ‘the’. Differentiate between the
use of definite and indefinite article
 apply spelling change in plural form of regular and irregular nouns and in regular
verb forms
 articulate, identify and use degrees of regular adjectives
 topic sentence and supporting detail
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Day: One
Session 1: Introduction to the Subject Based Training
Session Time: 9:00 - 9:45
Session-1: Introduction to the Subject Based Training

Activity-1: Welcome 10 minutes
Activity-2: Icebreaker: Interviewing 15 minutes
Activity-3: Setting Ground Rules 10 minutes
Activity-4: Objectives of training 10 minutes
Materials Required:
 Blackboard  Flip Chart
 Chalk  Marker
 Attendance Sheet
Activity-1
Welcome
The trainer will begin the first session by welcoming and greeting the teachers.
Trainer Activity
One of the participants will recite some verses from the Holy Quran. Trainer will introduce
briefly to the participants. The trainer will share the schedule and aim behind introducing
subject based trainings.
Participant Activity
The participants will listen to the instructions of trainer.
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Activity-2
Icebreaker:
Trainer Activity
The trainer will ask all the participants to make a big circle and ask everyone to
imagine that they all are going on a picnic. Every person needs to think of an item
he/she will take along on a picnic that matches the first letter of his/her name. For
example,
My name is Alia and I will take apples.
The trainer will start the activity by throwing a paper ball towards a participant who
will tell his/her name and the item he will bring to a picnic. When all the participants
have finished then the trainer will ask the last participant to throw the ball towards
the participants whose name and item, he/she remembered and the game carried
on by throwing the ball to the person they remember. (name &I item)
Trainer Notes:
This activity gives participant an opportunity to introduce themselves in a fun way

and builds Rapport quickly.
The participants will try their best to remember the names and items of others. The
participant telling more names and items correct will be announced as “The super
star of the day.”
Wrap up
This activity will enable the participants to know about each other.
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Activity-3
Setting Ground Rules
Trainer Activity
The trainer will write the word rules on the writing board and take input from participants
in forming rules e.g.
 Arrive on time.
 Turn off cell phones.
 Raise your hand before sharing your views with the class.
 Listen while others speak.
The trainer will paste the chart paper on the wall for the whole 5-days training, so that the
participants can be reminded about the rules throughout.
The participants will listen to the rules carefully. They can ask questions related to any
misconceptions.
Participants can also add in a few more rules on the flipchart, if they wish.
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Day: One
Session 2: Non-Verbal cues
Session-1: Non-Verbal Cues

Activity-1: Charades 15 minutes
Activity-2: Demonstration 15 minutes
Activity-3: Emoji chart 15 minutes
Activity-4: Role play 10 minutes
Materials Required:
 Blackboard  Flip Chart
 Chalk  Marker
 Picture Card
Activity-1
Non-Verbal Cues
Trainer Activity: (Charades)
Cut small strips and write most basic emotions, given below in the table, like anger, pride,
relaxation, nervousness, impatience, happiness, sadness, anger, fear, disgust, surprise,
boredom etc. Put these strips in a basket. Make two teams of participants. Ask one member
from the team to come and pick one strip. He will read strip himself and handover to the
trainer. Then the participant with strip will perform silently and his team will guess what
feelings he is trying to present. Give marks if the team guesses correctly. Team scoring
higher will be winner. Help participants in knowing how different gestures convey
meanings:
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Gesture Meaning
erect walk confidence
standing with hands on hips anger
sitting with legs stretched relax
walking with hands in pocket casual
walk with shoulders bent sad
biting nails nervousness
head resting in hands boredom
walking to and fro impatience
leaning forward someone showing interest
walk erect with hands at back pride
Activity-2
Demonstration
Trainer Notes:
Non-verbal clues include facial expressions and body gestures. It is a very important aspect
of communication that does not involve words. This adds emphasis or shades of meaning to
what people say. It involves body language, gestures, facial expressions, tone and pitch of
voice, etc.
Trainer may draw the following web chart to elaborate the concept:
Activity-3
Role Play
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Trainer Activity
Ask some of the participants to perform silently any action of his/her favorite cartoon
character. Ask rest of the class to guess what she is presenting.
A few volunteer participants will actively perform the role and rest of them will guess the
character.
Activity-4
Emoji Chart
Trainer Activity
Trainer will ask participants to make a chart of emoji with different feelings and mood.
Participants will prepare charts and share with the rest of the members.
Wrap up
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The trainer will reinforce the non-verbal cues by making them realize its significance in
making communication effective.
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Day: One
Session 3: Articles
Session Time: 10:40 -11:30
Session-3: Articles
Activity-1: Definite and indefinite articles 30 minutes
Activity-2: Use of articles 20 minutes
Materials Required:
 Blackboard/Chalk  Handout-1A, 1B, 1C
 Picture card
Activity-1
Definite and Indefinite Article
Trainer Activity
Trainer will paste the below given picture cards on the board and ask the
participants which fruit is on the card-1 and card-2.
Card-1 Card-2
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The answer will be:

 a mango
 an orange
Ask them why they have used ‘a’ with mango and ‘an’ with orange.
Now trainer will ask participants to fill the gaps given in Handout-1A. Once the groups are
done with the task their responses will be shared with the rest of the participants.
Handout: 1A
Fill in the gaps with best option.
1. __________man and __________woman were sitting opposite to me

__________man was American but I think __________woman was British.
2. Miss Ayesha lives with two friends in __________flat near __________college where
she is studying. __________flat is small but she likes it.
3. Rukhsana has got two children, __________boy and __________girl __________boy
is ten years old and __________girl is three
Keys: 1. (a, a, the, the) 2. (a, a, the) 3. (a, a, the, the)
Now trainer will share the role and function of articles with the help of trainer notes.
Trainer Notes:
Articles:
The definite article (the) is used before a noun to indicate that the identity of the noun is
known to the reader. The indefinite article (a, an) is used before a noun that is general or
when its identity is not known.
Definite article
 the (before a singular or plural noun)
Indefinite article
 a (before a singular noun beginning with a consonant sound)
 an (before a singular noun beginning with a vowel sound)
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Examples
 a unit (‘u’ gives consonant sound)

 an umbrella (‘u’ gives vowel sound)
 a horse (‘h’ consonant sound)
 an honest person (‘h’ is not pronounced)
 I do not want a gun in my house (any gun).
The gun is in his closet (implies there is a specific gun).
I am afraid of guns (all guns in general).
 She sent me a postcard from Italy (an unspecific postcard - not a letter, not an e-
mail).
It's the postcard that I have in my office (one specific postcard).
Getting postcards makes me want to travel (any postcard in general).
 I have a dog (one dog).
The dog is very friendly (the dog that I have already mentioned).
Omission of Article:
Trainer will further share that we do not use articles before uncountable, plural countable,
proper and abstract nouns used in a general sense. For example:
 Children usually rush about. Paris is the capital of France. (NOT The Paris)
 Sugar is bad for your teeth.
 Wisdom is better than riches.
 Can you speak English? (NOT the English?
Participants will listen to the instructions carefully and work on Handout: 1A.
Activity-2
Use of Articles:
Trainer Activity
Trainer will ask the groups to work on Handout: 1B. Generate correct sentences using
appropriate articles and share their work with the whole class.
Participants Activity
Participants will solve the handout-1B and share their response with the rest of the class.
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Handout: 1B
Rewrite these sentences using the correct articles. (PCTB English-5 (22)
1. Indus is longest river in Pakistan.

2. Egg has oval shape.
3. He lives in house next to ours.
4. His father likes to read Daily News.
5. You can go anywhere in world.
Key
Handout: 1B
Rewrite these sentences using the correct articles. (PCTB English-5 (22)
1. The Indus is the longest river in Pakistan.

2. An Egg has oval shape.
3. He lives in the house next to ours.
4. His father likes to read the Daily News.
5. You can go anywhere in the world.
Wrap Up
Trainer will ask some concept checking questions to reinforce the topic like:
“Indefinite article is used with plural nouns, yes, or no?”
Activity-3
Teaching Tips
Trainer Activity
The trainees are divided into different groups. The trainer will ask them to think and share
their ‘strategies to teach article’ which they use in their classrooms. The trainer will write all
the responses on the board. Moreover, the trainer will ask the trainees to readout and
discuss ‘Participants Handout-1C’.
Participants will listen, read and discuss ‘Handout-1C’ and will seek trainer’s help if they find
any confusion.
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Handout: 1C
Tips to Teach Articles
1. Tell students those consonants at the beginning of the words which are not
pronounced e.g. “h” hour are called mute consonants. Recall the concept use of ‘a’
and ‘an’ with mute consonant.
2. Visual examples from the surroundings of daily life work as a great motivation for
the students to teach articles.
3. Be creative but simple. Develop such activities which are interesting and
productive. e.g. Board Race using ‘a’, ‘an’ and ‘the’.
4. Make pair and group of mixed abilities students. Ensure every student participates and
share his understanding of the concept.
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Day: One
Session 4: Noun - Regular and Irregular Nouns
Session-4: Noun- Regular and Irregular Nouns

Activity-1: Noun 15 minutes
Activity-2: Regular and irregular noun 10 minutes
Activity-3: Noun play 10 minutes
Activity-4: Participant’s activity 10 minutes
Materials Required:
 Blackboard  Handout-1D
 Chalk
Activity-1
Noun
Trainer Activity
In order to make the participants understand about the functions of noun, ask them to bring
you items which you refer as only the ‘thing’.
‘Ahmad, please bring me a thing from your bag… No, no, no. I want the other thing.’
This will create confusion in them and they will ask you questions. Here’s the trainer has an
opportunity to tell them the importance and the function of noun in our daily life.
Trainer will ask questions about ‘noun’, different types of nouns’ and ‘their functions’ from
the trainees. Afterwards, the trainer will elaborate and discuss the concept of ‘noun’ by
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‘Trainer Notes’ on the writing board.
Trainer’s Notes-
Noun
1. Nouns are the names of things around us. Nouns that are used to name general
things (rather than particular things) are called common noun.
Examples: school, city, boy, day
2. Some names are the names of the special or particular person, place or thing. These
nouns are called proper nouns and are written with a capital letter at the beginning.
Examples: Fatima Jinnah School, Bhalwal, Wahaj, Monday
3. Some nouns are the names we use for collection of things. These are called collective
nouns.
Examples: bunch of bananas, crowd of people, pack of thieves, team of
players
4. Nouns can be singular or plural. The relevant plural constructions at this level are the
following:
• Many plurals are made by simply adding -s.
Examples: dog/dogs, girl/girls
• If the noun ends in -s, -sh, -ch, or -x, make the plural by adding -es.
Examples: bus/buses bush/bushes church/churches fox/foxes
• If the noun ends in a -y before which there is a consonant, make the plural
by changing -y to -I and adding -as.
Examples: fairy/fairies city/cities
• If the noun ends in -y before which there is a vowel (a, e, i, o, u), make the
plural by simply adding -s.
Examples: monkey/monkeys, toy/toys
• If the noun ends in -f, change the -f to -v and add -es.

Examples: loaf/loaves leaf/leaves
• However, some simply add -s.
Examples: roof/roofs chief/chiefs
• Some nouns have an irregular plural.
Examples: foot/feet goose/geese man/men child/children
Activity-1
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Activity-2
Regular and Irregular Noun:
Trainer Activity
Write the following poem on the chart / board and ask the participants to read the poem.
I have a rabbit.
I like to crunch and chew
On celery logs and carrot sticks,
And apples, too.
I have a rabbit habit.
I like to chomp and munch
On crispy greens and juicy grapes.
Mmm… rabbit food for lunch!
Ask participants to find out nouns from the poem and point out whether they are singular or
plural. The trainer will explain regular and irregular noun with the help of following notes:
Trainer Notes:
Regular and Irregular nouns: the key difference between regular and irregular nouns is that
regular nouns can be converted into plurals by adding ‘s’ and ‘es’ whereas irregular nouns
do not follow a standard rule in converting plurals.
Plural of Regular Nouns: the plural of nouns is usually formed by adding ‘s’ to a singular
noun. For example, book/books, flower/flowers, cat/cats, pen/pens and shop/shops.
 Similarly, nouns ending with ‘s’, ‘x’, ‘z’, ‘o’, ‘ch’ and ‘sh’ form the plurals by adding
‘es’. For example, box/boxes, match/matches, dish/dishes and potato/potatoes.
 Nouns ending in ‘y’ preceded by a vowel, plurals will be made by adding ‘s’. For
example, day/days, toy/toys and key/keys, etc.
 Nouns ending ‘y’ preceded by a consonant, plurals will be made by replacing ‘Y’ with
‘ies’. For example, city/cities, baby/babies and lady/ladies, etc.
 Nouns ending in ‘f’ plurals will be made by replacing ‘f’ with ‘ves’. For example,
leaf/leaves and wolf/wolves. However certain just take ‘s’ only like roof/roofs and
cuff/cuffs.
Formation of plural of irregular nouns do not follow above mentioned rules.
 For example, ox/oxen, foot/feet, child/children, man/men, tooth/teeth and

mouse/mice.
 Spellings do not change Plural of Some of Irregular Nouns for example sheep/sheep,
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hair/hair, deer/deer and fish/fish etc.
Regular nouns Irregular nouns
Singular Plural Singular Plural
plant plants child children
chair chairs goose geese
potato potatoes man men
watch watches deer deer
Trainer will ask the participants to go through the above table and share their
understanding.
Activity-3
Noun Play
Trainer Activity:
 Divide participants in two teams: A and B.

 Draw two columns on the board.
 Write some singular nouns in the first column giving a blank in the plural column.
Similarly write some Plural giving blank in the singular column.
 Trainer will ask one participant from team ‘A’ to come and write its plural. If he
writes correct, the team scores a point. Similarly, one member from ‘B’ Team will
write its singular in the singular column.
 The team with high scores will win.
Participants will follow the instructions and listen carefully to the information shared with
them.
Activity-4
Participant Activity:
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Participants will work in groups and share their responses to solve handout-1D.
Handout: 1D
Read the following sentences. Change the underlined singular nouns to plural nouns, and
tell whether this noun is regular or irregular and also edit any other part of the sentence
to make it correct.
1. The bird flew from the tree to its nest.
2. Please put this match on the table.
3. Can you ask the child to come in for dinner?
4. I have a piece of food stuck in my tooth.
5. Please tell me the story of this mouse.
6. My brother is going to summer camp.
7. Look at the cute little fox!
8. Which country did you visit?
9. How many half make a whole?
10. The ground was so hot that I burned my foot.
Handout: 1D
Answer Key
Read the following sentences. Change the underlined singular nouns to plural nouns, and
tell whether this noun is regular or irregular and also edit any other part of the sentence
to make it correct.
1. The birds flew from the tree to their nest. (Regular)

2. Please put these matches on the table. (Regular)
3. Can you ask the children to come in for dinner? (Irregular)
4. I have a piece of food stuck in my teeth. (Irregular)
5. Please tell me the story of these mice. (Irregular)
6. My brothers are going to summer camp. (Regular)
7. Look at the cute little foxes! (Regular)
8. Which countries did you visit? (Regular)
9. How many halves make a whole? (Irregular)
10. The ground was so hot that I burned my feet. (Irregular)
Wrap up
Reinforce the concept taught by asking the participants the following concept checking
questions:
 The nouns made plural by adding ‘s’ or ‘es’ are regular or irregular nouns?
 The nouns whose spelling remain the same for singular and plural like deer/deer are
regular or irregular nouns?
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Day: One
Session 5: Adjective and Degrees of Regular Adjectives
Session-5: Adjective and Degrees of Regular Adjectives

Activity-1: Adjectives 15 minutes
Activity-2: Adjectives play 10 minutes
Activity-3: Degrees of regular adjectives 10 minutes
Activity-4: Participants’ activity 10 minutes
Materials Required:
 Writing board  Handout-1E,
 Chalk
Activity-1
Adjective
Trainer Activity:
The trainer writes a word ‘Baba’ on the board and asks the participants to tell some
‘qualities’ of ‘Baba’. The trainer writes all the qualities-shared by them.
Similarly, the trainer writes a word ‘book’ on the board and asks the participants to answer
the questions by telling their colour, size and quality i.e.
Colour
Book
Size Quality
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They may be prompt to answer

like:
red
Wrap Up:
This may easily compel the

students to share qualities of
noun. Moreover, the trainer will
tell the participants to share ‘only Book
one’ type of quality to the class. big good
So, the class may have grip on
each of the type with better
understanding.
Activity-2
Adjective Play
Trainer Activity
Ask all the trainees to stand in a circle. Each trainee will tell his/her name by selecting any
quality staring with the first letter of his/her name i.e.
Happy Hassan
Stylish Saud
All the trainees will tell their names with a quality.
Activity-3
Degrees of Regular Adjectives
Trainer Activity:
The trainer will call the two participants in the front and ask the question who is taller out
of the two; afterwards ask another participant to come forward and again ask the class
who is the tallest out of three. Later on, the trainer will explain that comparative degree
compares two things and superlative degree is used for more than two.
Write the following degrees of Regular adjectives on the board and ask the participants
why we use sometimes ‘er’, ‘est’ and sometimes ‘more’, ‘most’ for comparative.
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POSITIVE COMPARATIVE SUPERLATIVE

Big bigger biggest
Tall taller tallest
Beautiful more beautiful most beautiful
Intelligent more intelligent most intelligent
After taking the response of the participants of the trainer explain the
following comparative and superlative rules for regular adjectives.
Trainer Notes:
Regular adjectives are those adjectives which take ‘er’, ‘est’ or ‘more’, ‘most’ for
comparative and superlative degrees as given above.
While Irregular are those adjectives which do not follow this pattern. e.g.
 good better best

 bad worse worst
Comparative and Superlative Rules
 With regular one syllable adjectives, to make the comparative form we simply add -
er, and to make the superlative form we add -est.
(Syllable is a unit of pronunciation having one vowel sound)
For example, fast – faster – fastest.

sad – sadder – saddest.
 With one and two syllable adjectives that end in -y, it is slightly different. To make
the comparative form the y is dropped and -ier is added. To make the superlative
form, the y is dropped and -iest is added.
For example, happy – happier – happiest.
 With adjectives that end with a single vowel followed by a single consonant, then the
consonant is doubled and -er / -est is added.
For example, big – bigger – biggest.
 With 2 syllable adjectives that don’t end in -y, and all 3 or more syllable adjectives,
we add more to make the comparative form, and most to make the superlative
form.
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For example, beautiful – more beautiful – the most beautiful.

It is important to note that there are irregular adjectives that do not follow these rules and
so students need to memorize the comparative and superlative forms of irregular
adjectives.
Activity-4
The participants will give a few examples of comparative and superlative degrees of
regular adjectives by solving them in handout-1E.
Handout-1E
Write the comparative and superlative forms of the adjectives below.
Soft
Expensive
Pretty
Attractive
Difficult
Boring
Short
Happy
Delicious
Ugly
Convenient
Safe
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Handout-1E
Answer Key
Write the comparative and superlative forms of the adjectives below.

Soft Softer Softest
Expensive More expensive Most expensive
Pretty Prettier Prettiest
Attractive More attractive Most attractive
Difficult More difficult Most difficult
Boring More boring Most boring
Short Shorter Shortest
Happy Happier Happiest
Delicious More delicious Most delicious
Ugly Uglier Ugliest
Convenient More convenient Most convenient
Safe Safer Safest
Wrap up
Reinforce the concept taught by asking the participants the following concept checking
question:
 To make comparative and superlative degrees of three syllable adjectives, Do we use
‘er’, ‘est’ or ‘more’, ‘most’?
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Day: One
Session 6: Topic Sentence and Supporting Details
Session-6: Topic Sentence and Supporting Details

Activity-1: Topic sentence and supporting details 20 minutes
Activity-2: Group activity 25 minutes
Materials Required:
 Blackboard  Handout-1F, 1G, 1H
 Chalk
Activity-1
What a topic sentence and supporting detail?
Trainer Activity
Trainer will write the following word in a bubble on writing board:
Paragraph
Then trainer will ask the participants the following questions:
What comes to your mind when you read the word paragraph?
Trainer will encourage participants’ response. Their views will be appreciated and written
on the board.
Now trainer will share the following information:
A paragraph is a series of different sentences organized coherently on a single theme or

topic.
Trainer will form groups of the participants and show them burger paragraph template
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(Handout-1F). Trainer will share the formation of a paragraph with the help of the burger.
Trainer will further share that a topic sentence is actually the main idea of a paragraph,
other sentences support the topic sentence and are called supporting sentences. Whereas
the last sentence is called the concluding sentence.
Trainer will guide the participants to rearrange the jumbled sentences given in Handout-1F
and fill the blank burger paragraph.
Once the activity is done trainer will ask the trainees as how they will teach body of a
paragraph to their students.
Handout: 1F
https://www.readingrockets.org/strategies/paragraph_hamburger
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Activity-2
Group Activity
Participants will follow the instructions and work accordingly. They will work in groups to
complete the task and share their work done with rest of the members for further clarity.
Handout-1G
Rearrange the following sentences and write in the blank paragraph burger accordingly.
1. Animals, insects and birds also get food and shelter from
nature.
2. Nature is a blessing and a gift from Allah.
3. Nature is very important for us in everyday life.
4. Nature is made of everything around us.
5. Flowers, trees, insects, the sun, the moon, hills, rivers etc.
are part of nature because they help us a lot in our daily
life.
Punjab Curriculum and Textbook Board-English-4 (21
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Key: 4, 1,5,2,3
Wrap Up
A paragraph is always consisting of three heads, topic sentence, supporting sentence/s and
concluding sentence.
Activity-3
Teaching Tips
Trainer Activity
their ‘strategies to teach paragraph writing’ which they use in their classrooms. The trainer
will write all the responses on the board. Moreover, the trainer will ask the trainees to
readout and discuss ‘Participants Handout-1H’.
Participants will listen, read and discuss ‘Handout-1H’ and will seek trainer’s help if they find
any confusion.
Handout: 1H
Tips to Teach Writing Paragraph
1. Bring a paragraph having a poor or no topic sentence. Ask students to read that
paragraph and create topic sentence at their own.
2. Give paragraphs from the textbook. Ask students to read and discuss the main
idea of the paragraph and underline the topic sentence. Then explain to the rest
of the class what makes that underline sentence a topic sentence and how others
sentences are supporting details
3. Bring different topic sentences in the class. Assign one topic to the pairs/group
and ask them to write supporting details at their own.
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Objectives of Day-2
 find out how many syllables a word has

 articulate, practice and syllabify words containing silent letters, digraphs and
trigraphs.
 make simple greeting cards: draw illustrations to make greeting cards using cursive
writing
 recognize and use words that point to something: this, that, these, those
comprehend a simple story read aloud in class
 reading comprehension
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Day: Two
Session 1: Recap of Day-1
Activity-1: Recitation, Welcome 15 minutes

Activity-2: Recap of Day 1 30 minutes
Materials Required:
 Blackboard/Chalk  Flip Chart
 Attendance Sheet
Activity-1
Activity-1
Welcome
Trainer Activity
One of the participants will recite some verses from the Holy Quran. The trainer will ask the
participants to share their understanding about the verses.
Recap Activity
Activity-2
The trainer will ask the trainees to work in pairs and revise and recap the contents of Day-1.
The trainer will ask the trainees to share the basic ‘content information’ which they have
had learnt a day before. The trainer will write their responses on the board.
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Day: Two
Session-1: Syllables
Activity-1: Hand chin (Brain Storming) 5 minutes
Activity-2: Clap name
Session 2: Syllables 10 minutes
Activity-3: Word basket 10 minutes
Activity-4: Demonstration 10 minutes
Activity-5: Think and share 10 minutes
Session
Activity-6: Time:
Teaching 9:45 – 10:40
methods 10 minutes
Activity-1
Materials Required:

 Word strips  Handout-2A-2B
Hand-Chin Activity
Trainer Activity:
Ask participants to place their fist just below their chin but do not touch it.
 Pronounce the word “cat”
 Ask the participants to repeat the word after you, counting how
many times their chin touches their hand. For “cat” it will touch
once. For the word “Sunshine” it will touch twice. For “September” it will touch
thrice.
 Explain that the parts of the words they are touching on chin is number of
syllables.
 Write these words with slashes as per number of syllables. e.g.
1. /cat/ 2. Sun/shine 3. sep/tem/ber
The participants will participate actively and follow the trainer’s instruction.
Activity-2
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Clap-Name Activity
Trainer Activity:
 Make a big circle. First speak your name with number of claps with beats it
contains.
 e.g. Na/ dir (two times), Mu/ ja/ hid (three times)
 Now ask participants to speak out their names with clap with beats of their
names.
Now explain the concept that each beat of their name is a syllable.
Activity-3
Word Basket Activity
Trainer Activity
Hold the basket of word strips. Ask each participant to pick one strip; pronounce the word
and write on the board number of syllables it contains e.g. pre/ty (2), Sa/ki/na (3), /Tall/ (1)
etc.
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Activity-4
Demonstration
Trainer Activity
Trainer will explain the concept of syllables with the help of following training notes.
Trainer Notes:
Definition:
Syllable is a group of letters that has one vowel sound in it. One syllable may contain more
than one vowel letter but it should give one vowel sound, e.g. cream contains two vowel
letters but gives one vowel sound.
Ask the participants to copy the definition and write examples on their note books.
Activity-5
Think, Pair, Share
Trainer Activity
The trainer asks the participants to work in pairs and read handout-2A to complete the chart.
The first one is done for them
Participants will work in groups in solving the handout and share their work with others.
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Handout-2 A
Complete the table in pairs. The first one has been done.
Words Vowels Seen Vowels Heard Number of Syllables
Ride i, e 1 1
Cream
Tablet
Umbrella
October
Rabbit
Water
Monkey
Remember
Calendar
Big
Holiday
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Answer Key
Handout-2 A
Words Vowels Seen Vowels Heard Number of Syllables
Ride i, e 1 1
Cream e, a 1 1
Tablet a, e 2 2
Umbrella u, e, a 3 3
October O, o, e 3 3
Rabbit a, i 2 2
Water a, e 2 2
Monkey o, e 2 2
Remember e, e, e 3 3
Calendar a, e, a 3 3
Big I 1 1
Holiday O, I, a 3 3
Wrap up:
Reinforce the concept by asking concept checking questions from the participants.
Activity-6
Teaching Methods for Syllables
Trainer Activity
their ‘strategies to teach syllables’ which they use in their classrooms. The trainer will write
all the responses on the board. Moreover, the trainer will ask the trainees to readout and
discuss ‘Handout-2B’.
Participants will discuss ‘Handout-2B’ and will seek trainer’s help if they find any confusion.
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Handout-2 B
Teaching Methods for Syllables
1. Ask participants to bring an interesting reading material of their choice. Guide them to
hunt and mark syllables in the words. Ask them to enlist and share with their class fellows.
2. Prepare flash cards of syllables. Arrange a big group, distribute syllable cards, and ask
them to make as many words as they can by joining syllable cards
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Day: Two
Session 3: Silent Letters, Digraphs and Trigraphs
Session-3: Silent Letters, Digraphs and Trigraphs

Activity-1: Board race 10 minutes
Activity-2: Name the picture 10 minutes
Activity-3: Digraph 10 minutes
Activity-4: Colour the words 10 minutes
Activity-5: Teaching tips 10 minutes
Material Required:
 Flashcards of graphs,  Textbook class-5
 Chart or poster of words with  Handouts-2C & 2D
digraphs, trigraph.
Activity-1
Silent Letters
Trainer Activity: BOARD RACE
Prepare a chart of words containing Silent Letters.

Thumb Chalk Knife Sword
Often Honest Autumn Lamb
Comb Design Scene Edge
Wednesday White Palm Autumn
Make two or three teams of participants. Ask them to stand in rows in front of the board. Ask
the participants to come forward one by one from each row to identify and underline the
silent letter in each word. One participant will underline one silent letter. After underling
silent letter that participant will go back at the end of his queue. And next participant will
come forward. The team completing the task first will be the winner.
(They can do this exercise either in pairs, groups or you take responses one by one)
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Activity-2
Name the Picture
Trainer Activity:
Paste the following picture card on the board.
Card-1
Card-2
Card-3 Card-4
 Ask the participants to speak out their names. They will try to pronounce both ‘m’
and ‘b’.
 Tell the participants that words having ‘mb’ are pronounced as ‘m’ where ‘b’ is
silent.
 Picture card 1: lamb pronounced as lam
 Picture card 2: comb pronounced as com
 Picture card 3: bomb pronounced as bom
 Picture card 4: thumb pronounced as thum
Trainer Notes:
Silent Letter
A Silent Letter is a letter or combination of letters that is usually not pronounced in a

word although written. Examples: the ‘b’ in doubt, the ‘c’ in scissors, the ‘g’ in design,
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the ‘t’ in listen, and the ‘gh’ in thought.
Silent letters can be tricky to grasp. Tell the participants that those letters aren’t
always silent. They can be heard in similar words. For example, the ‘b’ may be silent
in debt, but it’s heard in debit. Similarly, the ‘g’ in sign is silent, but it is not in signal.
Other examples include, crumb and crumble, column and columnist and resign and
resignation.
 b: dumb, thumb
 c: indict
 ch: yacht
 d: bridge, ledge, edge
 g: foreign, sign, design, assign
 h: rhinoceros, spaghetti
 k: knee, knit, knob, know, knuckle
 l: calf, talk, could, should, would
 m: mnemonic
 n: autumn, column
 p: raspberry, receipt
 t: castle, listen, whistles -
GRAPH:
Graph is a single letter that makes a single sound.

e.g. b, t, g, n etc.
Activity-3
Tongue Twister
Trainer Activity:
Write this Tongue Twister on the board
“She sells sea-shells on the sea shore”.
Challenge the participants to try to say it correctly at a fast speed, for fun. Tell the
participants that phonemes “s” and “h” each have two separate sounds but we join them
together to get a single /ʃ/ (sh) sound as in the ‘shell’, ‘she’ and ‘shore’. Tell the participants
that a single sound is made by the combination of two letters that is called digraph.
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Trainer Notes:
Digraph- A digraph is a single sound made by the combination of two letters. Digraph can be
used at the beginning, middle or end of a word.
e.g.
“Ch” chair, richer, much etc.
Ch Sh Th Ph
chain shade than phoenix
chair fish that phone
touch shake breath phonetic
much bush truth phonic
cheap share father phonology
cheek sheep they photography
chess shell these photograph
Participants’ Activity:
Call the participants one by one to the blackboard to pronounce words and also underline
the digraph used in those words.
Note: Difference between Digraphs and Diphthong:
Diphthong is a sound formed by the combination of two vowels in a single syllable, in which
the sound begins as one vowel and moves towards another (as in coin, loud, and ear). The
tongue moves during the pronunciation of the vowel. While in digraph two letters make one
sound as in the above table.
Trigraph:
A trigraph is ‘a single sound’ made by the combination of three letters. It is a group of three
letters that together form a single specific sound. Trigraphs may consist solely of consonants
or vowels, or they may be a combination of both.
For example:
igh in night and fight, tch in batch
SCH SCR SHR SPL SPR TCH THR

Scheme Scratch Shred Splash Spread Match Thread
School Scream Shrine Splendid Spray Scratch Through
Scholar Script Shrink Split Spring Catch Threat
Schedule Describe Shriek Spleen Sprinkle wretch Throw
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Activity-4
Colour the Words
All participants read the handout-2B and then work in small groups on the exercise:
Hand Out-2 C
Read the given text. Circle the digraphs in red, trigraphs in green and silent letters in
blue.
“It was a Wednesday morning. We all got up early. We had to gather in

the ground for the cricket match. Every one reached the playground at 8
o’clock. We were very excited and took photographs.”
Key:
Silent Letters Digraph: Trigraph:

‘d’ in Wednesday ‘ea’ in early Tch in match
‘r’ in morning ‘th’ in gather
‘ck’ in cricket and clock
“Ph’ in photograph
Wrap Up:
Trainer will recap all the sessions of the day by asking “CONCEPT CECKING QUESTIONS”
to concept clarity of silent letters, digraphs and trigraphs.
 In trigraph how many letters merged to give single sound, two letters or three
letters?
Activity-5
Teaching Methods
Trainer Activity
their ‘strategies to teach silent letters, digraphs and trigraphs’ which they use in their
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classrooms. The trainer will write all the responses on the board. Moreover, the trainer will
ask the trainees to readout and discuss ‘Handout-2D’.
Participants will listen, read and discuss ‘Handout-2D’ and will seek trainer’s help if they find
any confusion.
Handout-2D
Tips to Teach Silent Letters, Digraphs and Trigraphs
 Create an effective learning and communicative environment. Always bring

visual materials for teaching.
 Introduce one new digraph or trigraph at a time and keep the sessions fairly
short.
 Use visual picture cues and actions while introducing new digraphs and
trigraphs
 Give children opportunities to use and apply their knowledge of the new
digraphs and trigraphs you teach them.
 Do daily reviews of digraphs and trigraphs that have been taught in previous
sessions.
 Get children to read decodable books that focus on specific digraphs and
trigraphs.
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DAY: TWO
Session 2: Demonstrative Pronouns – This/That, These/Those
Session-2: Demonstrative Pronouns – This/That, These/Those

Activity-1: Words activity 15 minutes
Activity-2: Demonstrative pronouns 10 minutes
Activity-3: Teaching tips (of participants) 10 minutes
Activity-4: Teaching tips for demonstrative pronouns 10 minutes
Materials Required:
 Blackboard /white board  Handout-2E

 Chalk/marker  Chits – some actions written on them
Activity-1
Words Activity
Trainer Activity:
The trainer asks the participants to write some words which start with letter “A” & “S” on
small pieces of papers. The trainer collects all the words and mixes them in a vessel. Now ask
the participants to take few ‘word chits’ from the vessel and read them aloud.
Wrap up:
This activity may encourage the learners to revisit their vocabulary bank. This activity can
easily be used in every class. Discuss the utility of this activity with the participants.
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Activity-2
Demonstrative Pronouns
Trainer Activity:
Start the session by standing at the front of the class. Tell everyone to stand up and come up
to the front of the class, standing behind you. This will result in a bit of mayhem. Make sure
you make enough space between you and the wall for everyone to fit comfortably in.
You will now have any empty classroom of desks and chairs in front of you. Take out one of
your objects (you may use marker, pencils, books etc.) and place it on the desk in front of you.
Point to it and ask the class “What?” and elicit “A pencil”.
Next place a book on a table in the middle of the classroom and again elicit what it is simply
by saying “What?” and pointing.
Finally, place an eraser on the table at the far end of the classroom and elicit what it is.
Now, take out the 3 “What is” cards from your demonstrative pronouns card set and put each
one next to each of the 3 objects. Then go back to the front of the class and show the three
cards for “this?”, “that?”, “that over there?
Give each card to a participant and ask them to place the cards where they think they belong
to complete the questions. You can give help if necessary.
By this point you should have the cards laid out in the classroom as follows:
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Next take out the “This is a/an”, “That is a/an” and “That over there is a/an” cards and ask
three different participants to place them next to the questions on the desks. You should end
up as follows:
Now test participants by asking questions and pointing, such as:
Teacher: Nusrat, what is that? (pointing at the book)

Student: That is a book.
Teacher: Good! Aftab, what is this? (pointing at the pencil)
Student: This is a pencil.
etc.
Put participants in pairs and give them a couple of minutes asking and answering the
questions for the objects on the desks.
Now you’ll introduce plurals. Take out two of the same objects (e.g. two books) and place
them on the nearest table. Elicit the object (“What?”, “Books.”). Then do the same for the
other two desks (e.g. 2 pencils and 2 markers) until you have two pairs of objects on each
desk.
Take out the three “What are” cards and also the cards “these?”, “those?” and “those over
there”. Ask three students to place the cards on the correct tables.
Finally, ask three more students to place the “These are”, “Those are” and “Those over there
are” cards on the correct desks.
End by modeling some conversations, for example:
Teacher: Lubna, what is this? (pointing at the cat)

Student: This is a cat.
Teacher: Good job! Sara, what are those over there? (pointing at the 2 books)
Student: Those over there are books.
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etc.
Then put participants into pairs to practice asking and answering the questions.
Wrap Up:
Ask about the utility and usage of this activity with the participants.
Activity-3
Trainer Activity
The participants are divided into groups and they are asked to share their ‘teaching strategies
for teaching demonstrative pronouns to their classes’. Each group will share some of their
‘teaching tips’ to the other participants of the session.
Activity-4
Teaching Tips for Demonstrative Pronouns
Trainer Activity:
The participants are asked to sit in pairs and read the ‘Handout-2E’ carefully. This handout
includes some teaching tips for ‘demonstrative pronoun’ which can easily be used in any
class. The participants have to share their learning with their pair fellows.
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Handout-2E
Teaching Tips for Demonstrative Pronouns
1. This that these those run and touch
The teacher will write descriptions of things that are more than one in the classroom, e.g.
“These are tables” to mean the ones closest to the teacher and “That is a curtain” to mean the
one furthest away. Students compete to be first to run and touch those things then sit back
down in their places. If that would be too chaotic, students can be limited to walking quickly
and/or one representative from each team can do the running. The game can also be played
with flashcards on a group of desks or around the room. To make it more fun, students could
also be asked to stretch to touch both objects for “these” and “those” sentences at the same
time (probably only possible with strategically placed flashcards).
2. This that these those stations
This is another running game, but one in which students try to touch cards representing “this”,
“these” etc. instead of objects or cards representing things. For example, if four cards saying
“this”, “that”, “these” and “those” are put on the four walls of the room, students could run
and touch the “that” wall if the teacher says “bin” and there is only one in the classroom and
it is at the far side of the room. To add speaking, students could also be told to shout out the
relevant sentence when they touch the appropriate wall. The prompts could also be flashcards
showing distant and close objects, pointing at particular objects in the classroom, etc. It is also
possible to play this game without running around by students holding up cards that they are
given which say “those” etc.
3. More this that these those touching games
As well as running and touching, if you put a mix of singular and plural flashcards in two rows
on the floor, students can try and hit the closer flashcards for “this” and “these” and the
further away flashcards for “that” and “those” with a sticky ball, fly swat, plastic hammer, etc.
They could also push toy cars etc. along the floor to try to make them stop on the card that
the teacher said.
4. This that these those Pictionary
Students try to identify pictures of “This is a cat”, “Those are flies” etc., with the “this” and
“these” ones being drawn huge (perhaps so large that only a detail of them fits on the board
or paper) and the “that” and “those” ones being drawn tiny. To make this even clearer, you
could draw a cone shape diagonally across the board, with the “this” and “these” ones being
draw in the huge circle at one end of the cone and the “that” and “those” ones being drawn at
the sharp end.
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5. Spot this that these those
The teacher sticks a selection of singular and plural flashcards of several categories on both
the whiteboard and the far wall. The teacher gives one category, e.g. “Stationery”, and
students must put up their hands and shout out correct whole sentences about flashcards in
the classroom representing those things like “Those are scissors” (for a flashcard on the far
wall) and “This is a pen” (for a flashcard on the whiteboard). Something similar is also possible
with two detailed pictures (like Where’s Wally) on a single page or projected onto the board,
with the one representing that/those being small and in the top right corner and the one for
this/these being bigger and in the bottom left corner.
6. This that these those memory game
Set out a column of mixed singular and plural flashcards face down on tables or on the floor so
that it stretches away from the students. Students must try to remember and identify the
whole column, but starting at both ends and working their way towards the middle saying
“That is a banana”, “These are trousers”, “That is a curtain”, “This is a bed”, etc.
7. This that these those Pelmanism
Pelmanism is a well-known card game in which students use guesswork and memory to try
and find two of a set of face-down cards that are the same. This kind of language is already
fairly natural if students say “This is a dog” for the first card that they pick up, “That is a dog”
for the second card and “These are dogs” to show that they have found a match. You can add
the “here” and “there” meanings of these words by asking students to always take a card near
to them first and then a card further away for their second pick. “These” and “those” can be
added by also having flashcards with plurals on, e.g. things that are always plural like “glasses”
and “jeans”.
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Day: Two
Session 5: Greeting Cards
Session-5: Greeting Cards

Activity-1: Greeting Cards 30 minutes
Activity-2: Group Activity 20 minutes
Materials Required:
 Chart  Markers
 Pencil/ poster Colours
Activity-1
Greeting Cards:
Trainer Activity:
 Make a large greeting card of “GOOD DAY” for the class, (12 inches by 6 inches)
 Make it pretty and colourful by using sticker, glitter pen, etc.
 Display this greeting card on the board.
 Make pairs and ask “what it is?”
 Brainstorm with students about the greeting cards and the occasions on which they
are sent.
 Ask the participants about any greeting cards they have seen.
 Show them some greeting cards; let them observe the cards and talk about them.
 Ask the participants to share their response with their partner.
 Show them samples greeting cards
 Write different greetings on the board, from which students may choose one.
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 Give directions to participants to cut 6” x 6” inches card.

 Ask them to draw illustrations on the card.
 Guide them in writing appropriate words for greetings.
 Allow the participants to decide the occasion for which they are sending the card.
 Remind them that all cultures have their separate special occasions, and that we need
to respect all of them, such as Christmas.
Participant’s Activity: Group Activity
 Encourage the participants to prepare cards for their friends and family members.
 Display their cards in the classroom.
 Participants will take home these cards and give them for whom they have made
for.
 Ask them to come back and tell what their response was on receiving card.
 Encourage them to prepare more greeting cards on their own for other special
occasion like birthdays of family members.
Wrap up:
Display their greeting cards in the class and have a gallery walk. Ask the participants to give
positive feedback to their fellows.
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Day: Two
Session 6: Reading Comprehension
Session-6: Topic Sentence and Supporting Details

Activity-1: Story comprehension 30 minutes
 Materials Required:
 Chart  Textbook class-5
 Pencil/ poster Colours  Markers
 Scissors  Handout-2F-2G
Activity-1
Story Comprehension
Trainer Activity:
 Ask participants to sit in circle.

 Ask them to see the pictures in the story in handout-2F and guess what story
might be about.
 Now introduce the characters of the story.
 Read the story from the handout-2F, tell them about the pictures in the story
and the event the pictures are depicting.
 Try to use intonation and expression with pauses and emotions.
 Ask one participant from each group to select one character and describe him
to the whole class. Ask some questions: i.e. “What the monkey does in the
story? How does the elephant feel about his behaviour?
 You can also add description of the characters which were missed out by the
participants.
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Follow up:
 Ask a volunteer to retell the story in his own words. Ask the class to listen carefully.
 Make it a chain story. The participants will keep on sitting in a circle. You might start
retelling the story and stop at point and ask the next participant to continue the
story. Ensure you monitor the pace so that every participant gets an opportunity.
 Ask them what part of the story they would like to change. If yes how and why?
Encourage critical thinking.
 Now ask the participant to conclude story by inferring the moral or lesson they have
learnt from the story.
Handout:2-F
(Story-1)
The Elephant and His Friends:
A lone and sad elephant walked through the forest, looking for friends. She soon saw a monkey and
proceeded to ask, ‘Can we be friends, monkey?’
The monkey quickly replied, ‘You are big and can’t swing on trees like I do, so I cannot be your
friend.’
Depressed, the elephant continued to search when it stumbled across a rabbit. She proceeded to ask
him, ‘Can we be friends, rabbit?’
The rabbit looked at the elephant and replied, “You are too
big to fit inside my burrow. You cannot be my friend.”
The elephant continued to ask the animals she met on her

way, but always received the same reply.
The following day, the elephant saw all the forest animals
run in fear. She stopped a bear to ask what was happening
and was told the tiger was attacking all the small animals.
The elephant wanted to save the other animals, so she went to the
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tiger and said, “Please, sir, leave my friends alone. Do not eat them.”
The tiger didn’t listen. He merely told the elephant to mind her own business.
Seeing no other way, the elephant kicked the tiger and scared him away. Upon hearing of the brave
tale, the other animals agreed and said, “You are just the right size to be our friend.”
The Moral
 Friends come in every shape and size.

Respect the diversity.
Activity-2
Teaching Tips to Create Memorable Stories:
Trainer Activity
their ‘strategies to teach story’ which they use in their classrooms. The trainer will write all
the responses on the board. Moreover, the trainer will ask the trainees to readout and discuss
‘Handout-2G’.
Participants will listen readout and discuss ‘Handout-2G’ and will seek trainer’s help if they
find any confusion.
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Handout:2-G
Teaching Tips to Create Memorable Stories:
 Commit yourself to the story and to your audience.

 Use voice modulation and dramatize.
 Tell your stories with gestures, body language and movement.
 Create mental images through descriptions made with all the senses.
 Use metaphors.
 Make eye contact with each of your students to emphasize what is important.
 Encourage interaction through questions.
 Keep a journal and write down all the stories that come your way.
 Integrate with other teachers to make constructive criticism.
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Objectives of Day-3
 Locate, identify, differentiate between, and use some simple pairs of words including
homophones and homonyms
 Identify and use common action words.
 Recognise and use simple SVO-Pattern sentences with direct and indirect objects.
 Pronounce and practice with reasonable accuracy common two and three-
consonant clusters initial and final positions.
 Recognize, articulate and use some formulaic expressions to offer and respond
to basic routine greetings, express and offer a few basic social courtesies
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DAY: THREE

Activity-2: Recap of day 2 30 minutes
Materials Required:

 Attendance Sheet  Marker
Activity-1
Welcome
Trainer Activity
Activity-2
Recap Activity
The trainer will ask the trainees to share the basic ‘content information’ which they have had
learnt a day before. The trainer will write their responses on the board.
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SESSION 2: Homophones and Homonyms
Session Time: 9:45 to 10:40
Activity-1: Fun activity of homophones: (Brainstorming) 15 Minute

Activity-2: Fun activity of homophones: (B) 10 Minute
Activity-3: Homonyms 10 Minute
Activity-4: Pair activity – Homophones / Homonyms 10 Minute
Activity-5: Teaching tips 10 Minute
Materials Required:
 Handout-3A – 3B  Red, blue and green pen
Activity-1
Homophones
Trainer Activity:
Fun Activity of Homophones: (Brainstorming)
Write these words on the board horizontal by leaving a space for pasting a homophone word.
air, eye, bare, buy, cell, dam, die,

knot, one, pair, pray, profit, shore, their,
hour, hole, idle, hair, wear, flour, two,
Cut small strips of paper and write homophones given in the list below. Put these strips of
homophone in a basket.
heir, I, bear, by, sell, damn, dye,

won, pear, prey, prophet, sure, there, two,
our, idol, whole, night, not, flower, where,
 Ask the participants to pass the basket to the next on their right while music or ABC song
is being sung.
 With “stop” the participant having basket will pick one chit from the basket and paste it
on the board with words having same sound.
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Activity-2
Homophones Activity: (B)
Write the following sentence on the board.
“Speaking aloud is not allowed in the training.”
Ask one of the participants to read out the sentence. Ask participants what is odd or funny about
the statement. The possible answer will be same sounding words:
“aloud/allowed”
Tell them that there are many words in English that sound the same but have different spelling.
Introduce homophones and homonyms to students with the help of the following notes:
Trainer Notes:
‘Homo’ means same and ‘phones’ are sounds. So, homophones are words with same sound
but different meanings and spellings. They are generally called pair of words.
For example:
pear/pair, air/heir, tale/tail, flower/flour,

accept/except, son/sun, right/write, etc.
Ask participants in groups to think and make a list of 10 pairs of homophones.
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Activity-3
Homonyms:
Homonyms are spelled the same, like “bark” (the sound dog makes) and “bark” (the outer
layer of a tree trunk) but meaning differently. Homonyms are simultaneously
homographs and homophones that is to say they have identical spelling and pronunciation,
whilst maintaining different meanings. Examples are “left” (past tense of leave)
and “left” (opposite of right).
 bow – to bend forward at the waist in respect (e.g. "bow down")

 bow – the front of the ship (e.g. "bow and stern")
 bow – a kind of tied ribbon (e.g. a bowtie)
 bow – a weapon to shoot projectiles with (e.g. a bow and arrow)
Ask the participants to discuss and write the meaning of the following homonyms and display
in the room.
watch/watch, fly/fly, bat/bat, fine/fine, park/park
Each group will display their list of ‘Homophones’ and ‘Homonyms’. All the participants will
have a gallery walk reading others’ work.
Activity-4
Pair Activity – Homophones / Homonyms
Trainer Activity:
The trainer will ask the participants to work in pairs to solve handout-3A(i), (ii) after discussing
possible answers. The trainer will facilitate them if the participants have any difficulty.
The participants will work in pairs.
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Handout-3A(i)
The participants will read the sentence and mark the correct option.
1. Is this computer for -------------- (sail/sale)

2. Did the architect visit the -------------- (site, sight)
3. How does your -------------- work? (maid, made)
4. Let’s -------------- candies for the canteen. (by, buy)
5. Does it -------------- in summer? (rain, rein)
6. Do the Muslim women wear -------------- ?(veil, vale)
7. My aunt has two daughters and a -------------- .(son, sun)
8. Amina has beautiful long black -------------- .(hare, hair)
Answer Key-A(i): 1. Sale 2. Site 3. Maid 4. Buy 5. Rain 6. Veil 7. Son 8. Hair
Handout-3A(ii)
Circle the correct homophone.
1. I can’t (wait / weight) to receive your letter in the (male /mail).

2. We(ate/eight) lots of(meat/meet) for dinner.
3. We watched an eagle (soar / sore) through the sky.
4. Tomorrow, we’re going to the (beach/beech).
5. My uncle always has a good (tale/tail) to tell.
6. Make sure the (brake / break) works on your bike.
7. What is the (some /sum) of 2+ 2?
Answer Key: 3A(ii)
1. I can’t (wait) to receive your letter in the (mail).

2. We(ate) lots of(meat) for dinner.
3. We watched an eagle (soar) through the sky.
4. Tomorrow, we’re going to the (beach).
5. My uncle always has a good(tale)to tell.
6. Make sure the (brake) works on your bike.
7. What is the (sum)of2+2?
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Activity-5
Teaching Tips
Trainer Activity
their ‘strategies to teach homophones and homonyms’ which they use in their classrooms.
The trainer will write all the responses on the board. Moreover, the trainer will ask the
trainees to readout and discuss ‘Handout-3B’.
Participants will listen, read and discuss ‘Handout-3B’ and will seek trainer’s help if they find
any confusion.
Handout-3B
Strategies to Teach Homophones and Homonyms
1. Ask students to search five homophones in a dictionary in 5 minutes. Teacher may also
give students words and ask them to guess how their homophones might be spelt.
Teacher will check their findings. This practice will make their spellings better and
enhance use of dictionary
2. Teacher will put pictures or written words around the room. Then he/she will ask the
students to race to find and touch the homophones of the words, already written and
pasted by the teacher. Once hunt is done, students will write those words on the
board for discussion.
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Session 3: Verb
Session Time: 10:40- 11:30
Session-3: Verb
Activity-1: Guess the action 10minutes
Activity-2: What is verb? 10 minutes
Activity-3: Methods to teach verb 20 minutes
Activity-4: Hot seat 10 minutes
Materials Required:
 Blackboard  Handout:3C
 Chalk  Chits (Different action words are written
on each piece of chit)
Activity-1
Guess the Action
Trainer Activity:
The trainer will start writing on the board and, while writing, he/she will ask:
What am I doing right now?
The participants will answer:
 You are _________________ (writing)
Now the trainer will perform certain actions (without saying any word) and ask the
participants to guess and name the ‘action’ he/she is performing.
Now ask any volunteer to come and take out any ‘chit’ from the table and perform ‘certain
action’ which is written on it. Rest of the participants will guess/name the ‘action’.
Think Sleep Eat Drink Run Sing Smell
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ENGLISH – PRIMARY
Wrap Up:
The trainer will ask the participants:
 What the session is about?
Write all of their responses on the board.
Activity-2
What is Verb?
Trainer Activity
Trainer will ask questions about ‘verb, different types of verbs and their functions’ from the
trainees. Afterwards, the trainer will elaborate and discuss the concept of ‘verb’ by ‘trainer’s
notes’ on the writing board.
Participants will listen carefully and discuss the topics to clarify their confusion if there will
be any.
Trainer’s Notes:
Verb
Verb is a word that expresses an action.

(a) Action verbs are words that express a concrete action.
Examples: work run sit eat jump
(b) Saying verbs express a spoken action.

Examples: talk tell said suggested yelled
(c) Some verbs do not express a concrete action—they express actions that happen mentally
such as feelings, ideas, thoughts, or attitudes. These can be called thinking and feeling verbs.
They are common in arguments, narratives, and descriptions (but not scientific descriptions,
which are objective).
Examples: I like Ali. I understand.
Kishwar believed the story. I see the rabbit.
I think people should recycle.
(d) Some verbs tell us about what things are and what they have. These are being and
having verbs. They are common in all kinds of descriptions.
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Examples: Mehmood is a good swimmer.

Ali has the answer.
They are here.
(Is, are, has, and have can also act as auxiliaries (or helping verbs) for doing, thinking, and
feeling verbs. Example: Ben is swimming.)
(e) Modal verb: A modal verb is a type of verb that joins up with another verb to create a
mood or situation. Also known as a “modal auxiliary verb,” a modal verb expresses
uncertainty, necessity, permission, or ability. Unlike auxiliary verbs, a modal verb never
changes its form; therefore, it does not use “-ing,” “-en,” “-s,” or infinitive forms. There are
ten basic modal verbs:
Can Could Should Would Will

Shall Ought May Might Must
However, as these verbs show, a modal verb does not have its own meaning; it must be
accompanied by a base verb, such as “play,” “eat,” “drink,” “think,” etc. On the other hand,
a modal verb never joins up with auxiliary verbs, like “do,” “does,” and “did.”
(f) Transitive verb: A transitive verb is a type of action verb that links the subject with the
object (a person or a thing) of a sentence, which is receiving the action.
It has two prominent features:
1. It acts as an action verb, expressing an activity.

2. It uses a direct object that receives an action.
For instance, in the sentence, “We lost match but won the trophy”, “lost” is a transitive
verb, as it has an object “match.” The same is the case of “won,” which has the object
“trophy”.
(g) Intransitive verb: It is the opposite of a transitive verb: it does not require an object to
act upon.
 They jumped.
 The dog ran.
 She sang.
 A light was shining.
None of these verbs require an object for the sentence to make sense, and all of them can
end a sentence. Some imperative forms of verbs can even make comprehensible one-word
sentences.
 Run!
 Sing!
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A number of English verbs can only be intransitive; that is, they will never make sense paired
with an object. Two examples of intransitive-only verbs are arrive and die. You
can’t arrive something, and you certainly can’t die something; it is impossible for an object
to follow these verbs.
Verbs have tenses. The tenses tell time and also can indicate continuation or completion.
The three basic forms for every verb are the present tense, past tense, and past participle.
(a) Present tense indicates a certain action is going on now or that a certain state of
condition is occurring in the present time.
You walk a mile every day. They walk a mile every day.
Aaisha walks with your friend. You walk to the store.
He/she/it walks alone. She walks everywhere.
(b) Past tense indicates the action occurred yesterday or in some past time.
You walked a mile every day. They walked a mile every day.
Aaisha walked with your friend. You walked to the store.
He/she/it walked alone. She walked everywhere.
(c) Past participle is a verb form that is used with have, has, or had to form the perfect
tenses. It is always combined with an auxiliary (helper) to make a verb phrase. The following
is the present perfect tense of the verb to walk.
I have walked a mile. We have walked a mile.

You have walked with me. You have walked daily.
He/she/it has walked alone. They have walked home.
Children at this level should be able to talk about subject-verb agreement in sentence. They
are generally quick to identify times when the verb does not agree with the subject in
number. If the subject is plural (more than one), a plural verb is required.
Examples: The boys are down the road.

The girls like ice cream.
If a subject is singular, a singular verb is required.

Examples: The man is down the road.
The girl likes singing.
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Activity-3
Teaching Methods for Verb
Trainer Activity
their ‘strategies to teach verb’ which they use in their classrooms. The trainer will write all
the responses on the board. Moreover, the trainer will ask the trainees to readout and
discuss ‘Participants Handout-3C’.
Participants will listen, read and discuss ‘Handout-3C’ and will seek trainer’s help if they find
any confusion.
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Handout-3C
Methods to Teach Verb
Role-Play
Call a volunteer to perform a certain action and then describe the action he is doing.
Write complete sentences on the board mentioning the actions in it and ask the whole
class to underline the verbs from these sentences.
 He is writing on the note-book.

 She is drinking water.
Miming
Allow children to mime chosen activities and challenge classmates to guess what they are
doing. Encourage classmates to answer in sentence form.
 Tania is washing the dishes.

 Sajjad is milking a cow.
Add a verb
Write a subject on the board and ask for volunteers to add suitable verbs.
Frogs ___________ and __________ . (croak hop)

Dogs ___________ and ___________ . (growl bite)
Verb match
Prepare two sets of cards—one set with the names of a particular class of things (e.g.
animals) written on them and one set with verbs to match written on them. Jumble the
cards and challenge children to sort and match them.
cats fly
dogs purr
birds bark
Puzzle verbs
On the chalkboard write the first letter of a verb and then a dash for each remaining
letter. Tell the class what the verb means. Have volunteers add the missing letters.
g _ _ _ _ _ to run like a horse
w _ _ _ to cry
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Activity-4
Hot Seat
Trainer Activity
Have a list of vocabulary words prepared. Bring a chair to the front of the classroom. Split
the class into two teams and have one trainee from the first team sit in the chair (the “hot
seat”) facing the class. Make sure he/she cannot see behind them. Start a timer (one
minute) and write the first word on the board.
The team must say things (only in English language) related to that word in order to elicit
that word from their teammate sitting in the hot seat. Once the participant guesses
correctly, write the next word. Continue until time runs out. The team with the most correct
guesses at the end is the winner!
Words:
Swimming, Excitement, Recreation, Vocation, Vacation, Cooking
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SESSION 4: Sentence Structure & Subject Verb Agreement
Session Time: 11:45 to 12:30
SESSION 4: Sentence Structure & Subject Verb Agreement

Activity-1: Direct & indirect object 10 minutes
Activity-2: Searching the findings 10 minutes
Activity-3: Subject verb agreement 15 minutes
Materials Required:

 Handout- 3D-3E  Red, blue and green pen
Activity-1
Direct & Indirect Object:
Trainer Activity:
Write these two sentences on the board.
 Nasir gave him a pen.

 She gave some flowers to Faiza.
Ask participants to find out ‘Subject’, ‘Verb’ ‘Direct Object’ and ‘Indirect Object’. After taking
their response, explain the following concept.
Trainer Notes:
SUBJECT:
Subject is doer of action.
e.g. “Nasir”, “She” in the above sentences.
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A Direct Object:
A Direct Object is a noun or pronoun that directly receives the action or effects of the
verb. It answers the questions “whom” e.g. “a pen” and “some flowers” are direct object.
Indirect Object:
An indirect object is a noun or pronoun for whom the action is done e.g. “him” and
“Faiza” are indirect object.
Activity-2
Searching the Findings
Trainer Activity:
The trainer will ask the participants to work individually and complete handout- 3D. Each of
the participants have to underline/rewrite the sentences for ‘subject, verb, indirect object
and direct object.’
Participants Activity:
All participants will complete the table given in the handout – 3D. If they have any
confusion, the trainer will facilitate them by explaining the sentences.
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Handout-3D
Rewrite the sentences under S (subject), V (Verb), IO (Indirect Object) , DO (Direct Object)
S V IO DO
 Hira gave Anum a biscuit.

 Ali left her bag in the train.
 Hasan gave mother a big hug.
 I sent her a birthday present.
S V IO DO
 He writes a letter to cousins.

 Mother gave me some gifts.
 I gave an application to the principal.
 The doctor gave medicine to a patient.
Activity-3
Subject-Verb Agreement
Trainer Activity:
Write the following sentences on the board and ask the students which one is correct. Do
ask for the reasons why one is right or wrong.
 We like swimming.
 We likes swimming.
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Trainer Note:
For Present Tense use the following ‘Subject-Verb Agreement’:
SUBJECT VERB
He,Activity-4
She, it (Present Indefinite Tense) Verb+ ‘s’ or ‘es’
I/you/we/they (Present Indefinite Tense) Verb (base form)
I Am
He/she/it Is
You/we/they Are
He/she/it Has
I/we/you/they Have
Teaching Tips
Trainer Activity
their ‘strategies to teach subject-verb agreement, direct object & Indirect object’ which they
use in their classrooms. The trainer will write all the responses on the board. Moreover, the
trainer will ask the trainees to readout and discuss ‘Participants Handout-3E’.
Participants will listen, read and discuss ‘Handout-3E’ and will seek trainer’s help if they find
any confusion.
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Handout-3E
1. Explain the use of pronoun as subject, object and expressing possession in

sentences.
2. Involve students to share their sentences with subject-verb agreement.
3. Use visual picture cues and actions while introducing new Subject-Verb, Direct
Object & Indirect Object.
4. Create an effective learning and communicative environment. Always bring

visual materials for teaching.
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Session 5: Consonant Cluster
Session – 5: Consonant Clusters

Activity-1: Consonant cluster 10 minutes
Activity-2: Word formation 10 minutes
Activity-3: Tongue twister 10 minutes
Materials Required:
 Blackboard  Handout:3F
 Chalk  Textbook
Activity-1
Consonant Cluster
Trainer Activity
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Card-1
Hold a bottle of sprite in your hand and ask which bottle is it?
The response will be: “Sprite”
Card-2
Write these two words on the board and ask participants to tell what is similar in these two
words. After taking their response tell them that “spr” is cluster of three consonants. And
then explain consonant cluster with help of the following trainer notes:
Trainer Note:
All the letters of English language besides vowel are called consonants. A consonant cluster
is a group of two or three consonants with no vowels between them. Each consonant keeps
its own sound in the word. Consonant cluster may occur in the initial and final position of a
word.
Two consonant Cluster Three Consonant Cluster
Br- branch, bread, brand, brown Str-straw, strong, string

Sp- sparrow, special, speed, speech Spr-spread, spring, spray
Sk- desk, risk, ask, brisk Rst-first, worst, burst
Fl- flower, fly, flute, flat Fts- gifts, drafts, crafts
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Activity-2
Word Formation
Trainer Activity
The trainer will ask the participants to work in groups to form new words from the given
consonants’ clusters. 1 example should be written by the trainer on the board so the
participants have clear understanding of this task. The participants have to write and paste
their completed task on the wall. Rest of the participants have to walk around the class to
look and read the words.
Pl Pr Tr Thr Spr
Pleasure Praise Treasure Threat Sprout
Key- Examples
Pl Pr Tr Thr Spr
Please Praise Tray Throw Spray

People Pray Tree Three Spring
Wrap up:
It is important to distinguish between clusters and digraphs and trigraps. In cluster each
letter maintains its sound but in digraph and trigraph one sound is produced by merging two
or three letters.
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Activity-3
Tongue Twister:
Trainer Activity
Trainer will write the following tongue twisters on the board and ask the participants to
read them aloud:
“Black background, brown background.”
“Through three these trees free flea flew. While these fleas flew, freezy breeze blew.”
After repeated reading aloud trainer will ask the participants to point out the repeated
sounds like the sound of bl, br, fl, respectively.
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Activity-4
Teaching Tips
Trainer Activity
their ‘strategies to teach consonant clusters which they use in their classrooms. The trainer
will write all the responses on the board. Moreover, the trainer will ask the trainees to
readout and discuss ‘Participants Handout-3F’.
Participants will listen readout and discuss ‘Handout-3F’ and will seek trainer’s help if they
find any confusion.
Handout-3F
Tips to Teach Consonant Clusters
Bingo
 Create bingo game sheets with a consonant blend in each square and corresponding cards
containing the full word.
 The caller will pull out a card and read the word, and players will find the consonant blend
that matches and cover it with a coin. The first player to get five squares in a row covered
wins the game.
 Example: For the consonant blends bl-, br-, and dr-, the words might be block, branch, and
dragon.
Picture Match
 Create consonant blend flashcards and separate picture cards to match.

 Example: bl- bless, br- brite, ch- cheese
 Students can practice matching each flashcard with the corresponding picture, or play
memory where they flip the cards over and find matches by taking turns and flipping the
cards one at a time.
Letter Tiles
 Put letter tiles in a bag. Students take turns pulling one tile out at a time, putting them in
their own pile, until someone can come up with a consonant blend using the tiles they've
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collected.
 Once they say the consonant blend, they say as many words using that blend that they can
think of in ten seconds.
 Each word equals one point. The game ends when all of the tiles are gone. Whoever has the
most points at the end of the game wins.
Picture Flash
 A teacher or student holds a pile of picture cards in their hand and all players have a pencil
and paper.
 The teacher will show each picture card one at a time and players will write down the
consonant blend for each card on their paper. The faster the teacher goes, the more
challenging the game will be.
 When all the cards have been shown, go back and review to see who was able to write all of
the blends down.
Word Search
 Create a word search containing consonant blend words.

 Have students find and highlight as many words as they can.
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Session 6: Greetings and Routine Social Courtesies
Session-6: Greetings and Routine Social Courtesies

Activity-1: Introduction 10 minutes
Activity-2: Motivating students to speak 20 minutes
Activity-3: Teaching tips for greeting& formulaic expressions 15 minutes
Materials Required:
 Blackboard  Handout:3G
 Chalk  Textbook
Activity-1
Introduction
Trainer Activity
After the greetings, the trainer will draw 3 objects (Book, Hills, and TV or can be any) on the
board by putting his signatures on it and will introduce himself by saying that:
Hello! I’m Mr./Ms. ___________________________.

I love to read books so I have drawn book on the board.
I love to visit hilly places so I have shown hills on the board.
I love to watch movies so I displayed my hobby by drawing TV.
The trainer will divide paper chits among the trainees and ask them to draw at least 3
objects which must show their interests/likings and hold this paper chit in their hands or clip
it on the front so the other may easily see this paper chit.
All the participants are divided into 2 groups. One group stands in a circle facing outwards,
the other stands in a larger circle around them facing inwards. Each trainee should be
opposite another trainee. They have 2-3 minutes for sharing their introduction according to
the objects on the paper chits. On the clap of the trainer, the inner circle will move 1 step to
the right and the outer circle will move 1 step to the left. It means on every clap; each
trainee will have some new partner. The trainer will clap for 4-5 times so the trainees may
have many chances to introduce themselves.
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Note: - This activity can easily be used in the classes for any topic. This activity encourages
the pupils to speak confidently with their peers.
Activity-2
Motivating Students to Speak
Trainer Activity
The trainer will ask the participants to share “some of the ideas by which they can motivate
students to speak some of the short sentences in their daily life and how to establish idea of
good manners in them? Pen down all of their ideas on chart and share the following
‘trainer’s notes’ with them.
Trainer Notes:
One of the first steps to teach students to greet people politely can’t be achieved in few
days. It’s a gradual and long process which demands time and teacher’s complete dedication
by adopting good moral behavior with others. Moreover, it also sets a foundation for good
communication skills in the future. Starting the class by greeting your students at the door
helps set a positive tone for the rest of the day, when greeting students at the classroom
door:
 Say the student's name

 Make eye contact
 Use a friendly nonverbal greeting, such as a handshake
 Give a few words of encouragement
 Ask how the day is going
 Provide phrases for students to learn, practice and reproduce appropriately while
teaching the students greetings and courtesies. However, give them multiple
options, for example “Assalam-o-Aliakum” “Good morning”, “Good evening”, “Good
afternoon”, “Good night”, “Allah Hafiz” and “Good bye”.
 Create opportunities for students to have real conversations with each other, not
just role play in class. This will help develop the student's interpersonal skills.
 Greeting each other is not a one-time activity, it is routine. Be an example to the
students model the correct way to use greetings for the students. Greet the students
when you meet them and use appropriate parting comments when you leave.
 Formulaic expression is a linguistic term for verbal expressions that are fixed in form,
often non-literal in meaning with attitudinal tones, and closely related to
communicative skills. A wide range of formulaic expressions are used daily. These
may consist of a single word or of several words acting as a unit. Here are some
examples:
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Hi Bye Good morning Thanks Thank you Assalam-o-Aliakum

Sorry Good day Allah Hafiz Pardon! Farewell! Walaik-um-Asalam
 Articulation is the act of expressing something in a clear verbal form. To articulate is

to say something very clearly, so that each word or syllable can be heard.
Activity-3
Trainer Activity
The participants are asked to sit in groups of 3 members and read the ‘Handout-3G’
carefully. This handout includes some teaching tips for instilling concept of greeting and
some of the formulaic expressions. These teaching tips/activities must be practical and can
easily be used in any class. The participants have to share the details by giving a 2–3-minute
presentation in which they can add some more teaching tips if they want to.
Handout-3G
Activity – 1
The Teacher will:
 Tell the students that when you meet someone they often ask “How are you?”
 Ask the students to repeat after him/her “How are you?” (Articulate the sentence
with proper pause so that the students hear and understand each word correctly).
Repeat the sentence 6-7 times.
 Now tell the students that when someone says “How are you?” we say “I am fine,
thank you.”
 Ask the students to repeat after him/her “I am fine, thank you.” (Articulate the
sentence with proper pause so that the students hear and understand each word
correctly). Repeat the sentence 6-7 times.
Role Play:
 Call a student to come in front of the class for role-play. The teacher will say “Good
morning” to the student. Ensure that the student responds by saying “Good
morning”.
 Ask the student “How are you?” the student responds by saying “I am fine, thank
you”.
 Make eye contact with the student while greeting him/her and encourage the
student to look at the teacher directly when they reply.
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 Tell the students that when you talk to someone, it is polite to pay attention to
them and make eye contact with them.
 Repeat the activity 5-6 times with other students of the class.
 Display the basic routine greeting chart in class and ask the students to observe
formulaic expressions in speech bubbles.
Activity – 2
The teacher will:
 Tell the students that when we part/leave we say “Allah Hafiz” or “Good Bye” as
parting greeting.
 Ask the students to repeat after him/her “Good Bye” (Articulate the greeting with
proper pause so that the students hear and understand each word correctly).
Repeat “Good Bye” 6-7 times.
 Tell the students that they should say the parting greeting when they leave the
house. Encourage the students to use this greeting with each other at home.
 Tell them to say “Allah Hafiz” or “Good bye” at the end of the day/class (say it
cheerfully and by making eye contact).
 Display the basic routine greeting chart in class and ask the students to observe
formulaic expressions in speech bubbles.
The participants will listen to the trainer and can ask for more information if required.
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Objectives of Day-4
 recognise and practice that ‘ed’ has three sounds, i.e., /d/, /t/, /id/
 identify and use adverbs of time and place
 identify punctuation mark in a sentence (e.g. capitalization, comma, full stop,
question mark, etc.)
 creative writing
 presentation
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Day: Four

Activity-2: Recap of Day 3 30 minutes
Materials Required:

 Attendance Sheet  Marker
Activity-1
Welcome
Trainer Activity
Activity-2
Recap Activity
The trainer will ask the trainees to share the basic ‘content information’ which they have
had learnt a day before. The trainer will write their responses on the board.
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Day: Four
Session 2: Three Sounds of ‘ed’
Session Time: 9:45 – 10:20
Session-2: Three sounds of ‘ed’

Activity-1: Three sounds of ‘ed’ 10 minutes
Activity-2: Read & pronounce 10 minutes
Activity-3: Think & share 10 minutes
Materials Required:
 Picture Card  Handout-4A
Activity-1
Three Sounds of ‘ed’
Trainer Activity:
Write the following words in three rows on the board and ask the participants to
read aloud words line wise. Remind them all these are the past form of verb taking
“ed”.
ROW:1Watched, linked, baked, stopped, kicked, scraped, helped, walked

ROW:2Rained, waved, played, lived, chained, saved, showed, cleaned
ROW:3Melted, quilted, planted, wanted, haunted, faded, started, ended
Ask the participant what change they have noticed in “ed” sound in the three rows.
Is there any change of sound “ed” in these rows? Then explain that “ed” gives three
different sounds i.e. /d/, /t/, /id/
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Trainer Notes:
There are three different ways to pronounce the letter ‘s’ ending in regular verbs and plural
nouns.
1. The “ed” sound is pronounced /t/ if it is followed by k, s, ch, sh, f, p sounds (not
necessary letters) as in ‘laughed’ and in the above row-1
2. The “ed” sound is pronounced /d/ if it is followed by b, g, i, j, l, m, n, m, u, v, z sound
as in rugged and above row-2
3. The “ed” sound is pronounced /id/ if it is followed by t, or d as in visited and row-3
Activity-2
Think & Share
Trainer Activity
The trainer asks the participants to read handout-4A and put the given words in the relevant
columns.
The participants will think, discuss and write the words in the columns.
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Handout-4A
Rested, yelled, filmed, mixed, filled, added, melted, smelled, kicked,

dumped, rusted, finished, bluffed, shelled, grilled, kissed, loaded, rained
/d/ /id/ /t/
Key
Handout-4A
/d/ /id/ /t/
Yelled Rested Mixed

Filmed Added Kicked
Filled Melted Dumped
Smelled Rusted Finished
Shelled loaded Bluffed
Grilled kissed
rained
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Activity-3
Read & Pronounce
The participants are divided into groups of 3-4 members. In groups, ask the participants to
think and write 10 verbs whose past form is made by adding “ed”. One participant will
pronounce the past forms and other members will listen carefully and point out whether he
has pronounced correct sound of “ed” or not. Ask them to revise the concept of three
sounds of ‘ed’.
Wrap up
The trainer will reinforce the concept of three sounds ‘ed’ by taking the input from the
participants.
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Day: Four
Session 3: Words with Ending ‘S’ And ‘Z’ And ‘Iz’ Sounds in The Plural
Session-3: ‘Z’ and ‘IZ’ Sounds

Activity-1: Words with Ending ‘S’ and ‘Z’ and ‘IZ’ Sounds in the Plural 15 minutes
Activity-2: Participants’ Activity 20 minutes
Materials Required:
 Blackboard/Chalk  Handout-4B
 Picture card
Activity-1
Pronunciation /S/, /Z/, /IZ/
Trainer Activity:
Plural Hot Potato
 Make the participants stand in a standard hot potato circle.

 Have them pass a paper ball (the “potato”) around the circle.
 Call out a regular noun
 The participants holding the ball will make its plural version of the noun by adding ‘s’
or ‘es’
 Ask the participants to note and speak out the sound of ‘s’ whether it is ‘s’, ‘z’ or ‘iz’.
 Ask whether the addition of ‘s’ has given same sound or different sound in different
words.
OR
Version 2:
Give each pair of students facing each other a ball or something else to toss back and forth.
One line is the “singular” line. These students name a singular noun when they have the
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ball.
When they pass it, their partner in the “plural” line names the plural version of that noun.
Ask the other participants speak out the voice whether it is ‘s’, ‘z’, ‘iz’. Have the pairs switch
lines, or mix up partners periodically, so everyone gets a chance to think of both singular
and plural nouns.
Trainer’s Notes
There are three different ways to pronounce the letter ‘s’ ending in regular verbs and plural
nouns.
When the final ‘s’ sounds When the final ‘s’ sounds like When the final ‘s’ sounds
like gas escaping from a the sound a bee makes. /Z/ like the verb ‘to be’ third
pipe. /S/ person form ‘is’. /IZ/
Unvoiced consonant Voiced consonant sound ending Add a syllable with this
sound ending in; /f/, in; /b/, /d/, /g/, /l/, /m/, /n/, sound ending in; /s/, /t∫/,
/k/ /p/, /t/, /θ/, /ŋ/, /r/, /D/, /ò/, /v/ /dʒ/, /z/, / ∫ /, /ʒ/
Coughs Grabs Chances
Parks Rods Watches
Stops Stings Judges
Blasts Fails Chooses
Rats Comes Wishes
Lights Earns Misses
Shops Things Fixes
NOTE: When a word ends in the consonant ‘y’, the pronunciation of final ‘y’ is /ee/ and in
the plural it has the /IZ/sound. However, we don’t add an extra syllable.
e.g. ‘study’ /stud ee/ (2 syllables), ‘studies’ /stud iz/ (also has 2 syllables).
Activity-2
The trainer asks the participants to work in pairs/groups and try to write and read the
handout-4B.
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Handout-4B
Make plural and select the correct pronunciation of ‘s’, ‘z’ or ‘iz’.
Words Plural /s/ /z/ /iz/
Parrot
Door
Book
Watch
Bat
Window
Dish
Chair
Bus
Table
Box
Fan
Keys
Handout-4B
Make plural and select the correct pronunciation of ‘s’, ‘z’ or ‘iz’.
Words Plural /s/ /z/ /iz/

Parrot Parrots parrots
Door Doors doors
Book Book books
Watch Watches watches
Bat Bat bats
Window Window windows
Dish Dishes dishes
Chair Chair chairs
Bus Bus buses
Table Tables tables
Box Box boxes
Fan Fan fans
Wrap Up:
Reinforce the concept of pronunciation of ‘s’, ‘z’ or ‘iz’ sound by encouraging the
participants to share their own examples from the text book.
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Day: Four
Session 4: Adverbs of Time & Place
Session-4: Adverbs of Time & Place

Activity-1: Adverbs of time & place 20 minutes
Activity-2: Pair & share 20 minutes
Activity-3: Teaching tips 15Minutes
Activity-4: Draw & guess 15Minutes
Materials Required:
 Blackboard/Chalk  Handout-4C (a & b), 4D
 Picture card
Activity-1
Adverb of Time & Place
Trainer Activity:
 Write a sentence on the board with no modifiers (e.g. The boy walks.)
 Ask a participant to come and act out the sentence.
 Add an adverb to the sentence (e.g. The boy walks slowly), and have the student act
it out again.
 Change the adverb and, once more, have the participant act it out.
 Underline the adverb in the sentence and label it as an adverb
Trainer Notes:
Adverb is a word that adds to the meaning of a verb, adjectives and another adverb.
i) She walks slowly.

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Verb Adverb
In this sentence adverb is modifying verb ‘walks’.
ii) She is a very nice girl.

Adverb Adjective Noun
In this sentence adverb is modifying adjective ‘nice’.
i) She walks very slowly.

VERBADVERB adverb
In this sentence adverb is modifying another adverb.
Adverbs of Time:
Adverbs of time not only tell us when an action happened but also for how long action took
place.
i) She will call you later.

ii) He will come tomorrow.
Adverbs of Place:
Adverbs of place tell us where the action is done. Usually, adverb of place comes after the
verb. Adverb of place can be of following types:
 Directions such as east, west, north, south, left, right

 Distance such as near, nearby, far, far away, ahead
 Movement/Position such as indoors, outside, abroad, away, over
 Unspecified such as anywhere, nowhere, somewhere,
e.g.
i) Please sit here.
ii) He lives near the school.
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Activity-2
Pair & Share
Trainer Activity:
The trainer asks the participants to work in pairs and read out handout-4C a & b’ to solve
them after having a brief discussion.
The participants will think, discuss and write the appropriate adverbs in the given blanks.
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Handout-4C(i)
Complete each sentence with an appropriate adverb of time.
1. My uncle will come by train ________________________.
2. Nadia hasn't left for the party________________________.
3. I cleaned the attic ________________________.
4. Tahir works as a teacher ________________________.
5. Ali will be back ________________________.
6. She pays her car insurance ________________________.
7. Sundas is going to Lahore ________________________.
8. We stayed at a beach resort ________________________.
9. I have never seen him ________________________.
10. Ahmed volunteered at the local library __________________.
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Handout-4C (i)
Answer Key:
Note: Answer May Vary.
1. My uncle will come by train tomorrow.
2. Nadia hasn't left for the party yet.
3. I cleaned the attic last week.
4. Tahir works as a teacher now.
5. Ali will be back later.
6. She pays her car insurance yearly.
7. Sundas is going to Lahore today.
8. We stayed at a beach resort last month.
9. I have never seen him before.
10. Ahmed volunteered at the local library yesterday.
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Handout-4C (ii)
Underline the adverb of place: Answer Key: 4b (ii)
1. He likes to play basketball outside with his friends. 1. outside

2. She stepped backward after seeing the snake. 2. backward
3. She’s from a small town in Maine, where everyone knows 3. where
each other. 4. under
4. I slept under the stars. 5. here
5. He’s been here for hours. 6. far
6. The journey was far too long. 7. anywhere
7. I’ll put the book away anywhere. 8. upstairs
8. I can hear footsteps upstairs. 9. there
9. Can you hear that noise there? 10. near
10. The ship was near the coast when it sunk. 11. abroad
11. I’m going to study abroad next year. 12. behind
12. The little girl is hiding behind the door.
Activity-3
Teaching Methods for Adverb
Trainer Activity
their ‘strategies to teach adverb’ which they use in their classrooms. The trainer will write
all the responses on the board. Moreover, the trainer will ask the trainees to readout and
discuss ‘Handout-3D’.
Participants will listen readout and discuss ‘Handout-3C’ and will seek trainer’s help if they
find any confusion.
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Handout-4D
Methods to Teach Adverb
Add an adverb
Write a sentence on the board and ask students to add an adverb in it. Encourage them to think of
‘how, when and where’ for each sentence.
I ran ______ today (when), here (where), quickly (how).
How, When or Where
Ask students to decide what a particular adverb tells us.

The boy sang sweetly. Sweetly tells us how the boy sang.
Give me one
Have children provide one adverb to replace a group of words in a sentence that is written on the
board.
Sehrish always drives in a fast way.
Sehrish always drives quickly.
Adverb list
Have children list suitable adverbs to complete a sentence.
I can walk …………………………………….

quickly slowly rapidly proudly lazily awkwardly
Other suitable verbs to use for this exercise include swim, speak, creep, sleep, fight, wait, eat,
laugh, dance, read, etc.
How game
Have sets of adverbs written on cards and distribute them to children. Now read out part of a
sentence and have children hold up an appropriate card.
quickly slowly loudly carefully
Synonyms and antonyms
Call out an adverb or write an adverb on the board. Have children provide an adverb of similar
meaning or one of opposite meaning.
rapidly quickly slowly
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Activity-4
Draw and Guess
Trainer Activity
 Split the class into 2 teams.

 Have one trainee from each team come to the board.
 Assign them one vocabulary word to draw.
 The trainees’ teams should try to guess what vocabulary word is being drawn, within
a certain time limit—whichever team guesses correctly first gets a point.
 Repeat with different members of each team coming to board until all the
vocabulary words have been drawn, then tally the points, and declare a winning
team!
WORDS:-Think, Exercise, Build, Pollution, Wash, Gift, Enjoy, Spring
(Trainer may add/change words according to the level of trainees)
 Note: Ask trainees how they can use this activity in their classrooms.
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Day: Four
Four
Session 5: Punctuation
Session-5: Punctuation
Activity-1: Punctuation 15 Minutes
Activity-2: Punctuation brigade 15 Minutes
Activity-3: Think, pair & share 15 Minutes
Materials Required:
 Blackboard  Textbook Class-5

 Chalk  Handout-4E
Activity-1
Punctuations
Trainer Activity:
 Divide the class into pairs.

 Select a passage from the textbook containing commas, full stop and question
marks.
 Write these sentences on the board.
1. There are pink blue yellow and red flowers in the garden
2. Nadir likes to run jump and walk in the garden
3. Have you bought bangles shoes and clips
 Call the participants individually to the blackboard and ask them to insert punctuation
marks.
 Let the class clap for every correct entry.
 Ask another participant to do the correction if mistake is made.
 Draw a comma on the board and tell the participants that it is used to separate
things.
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Trainer Notes:
 Punctuation marks are signs such as periods, commas and question marks.
 Punctuation assists accuracy and fluency in reading.
 Always use capital letter in the beginning of the sentence.
Commas (,) Full stop (.) Question Mark (?)

Commas is used to The full stop is used at Question mark (?) is
separate things. It used the end of a sentence. used to ask questions.
for brief pause in the
sentence
Activity-2
Punctuation Brigade
Trainer Activity:
 Divide the class into three groups and name them as ‘comma’, ‘full stop’ and
‘Question Mark’.
 Ask each group to find 5 sentences from the text book with the assigned
punctuation mark.
 Each group will read out those sentences to the whole class and tell the reason of
using the punctuation mark.
 Appreciate those participants who give correct answers. Do not discourage those
who give wrong answers.
Activity-3
Think, Pair & Share
Trainer Activity:
The trainer will ask the participants to work in pairs to read and complete the given
sentences in ‘handout-4E. They have to think, pair and share to complete this task. The
trainer will facilitate the participant, if anyone have any difficulty.
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Handout-4E
Write the following sentences using correct punctuations mark.
1. Ali likes to play cricket hockey football and base ball

2. No you are wrong
3. What is your birthday
4. Yes I will help him
5. It is big round red and juicy apple
6. Are you going to play hide and seek
7. Mangoes bananas and grapes are healthy fruit
Answer Key
Handout-4E
Write the following sentences using correct punctuations mark.
1. Ali likes to play cricket hockey football and baseball.

2. No, you are wrong.
3. What is your birthday?
4. Yes, I will help him.
5. It is big round, red and juicy apple.
6. Are you going to play hide and seek?
7. Mangoes, apples, bananas and grapes are healthy fruit.
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Day: Four
Four
Session-6: Creative Writing

Activity-1: Picture description 25 minutes
Activity-2: Chain story 20 minutes
Materials Required:
 Blackboard  Charts
 Chalk
Activity-1
Trainer Activity
1. Cut out a picture of a person, place or an animal from a magazine, or bring in

some pictures for the teachers to choose from.
2. Have them tape, paste or staple their picture onto five pieces of paper.
3. Make participants seat into a circle.
4. Ask the teachers a question. Their job is to write only the answer. This probably
needs to be modeled. A good question to start with is: What is this person’s name.
5. After they have written the answer (e.g. Her name is Maryam), they should pass
their paper to the next person. In this way, each student now has a different paper.
6. Now, you should ask them another question, such as, “Where is this person
from?” Once again, teachers should write only the answer.
7. After they have written the answer, they should pass their papers again to the
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next person.
8. Continue this until you have finished asking questions. In some cases, you can
allow your teachers to come up with some of the questions.
9. When this activity has finished, have each student hold up his/her picture for all to
see and then read his/her story to the rest of the class. Here are two examples:
Examples for Writing Prompt-1
Key Questions:
1. Where is this lake situated in
Pakistan? Nultar Lake
2. When would you like to visit this
beautiful lake? In summer
3. How would you feel travelling along
here alone or with your family?
With family and friend
4. What luggage you should carry
along? Warm clothes
5. How much time you would like to
spend? At least, 1 week
Examples For Writing Prompt-2

Questions:
1. Whose picture is this?

2. How old he seems to be?
3. Why he is wearing turban?
4. What is he doing?
5. Where will he sell his crop?
6. What will he do with the money
he get from selling crop?
7. How important his work is for us?
Possible Answers:
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 This is the picture of a farmer.  He is harvesting wheat crop.

 He seems to be 60 years old.  He will sell his crop in the
 He is wearing turban to save market.
himself from the hot sun.  He will use the money to marry
his daughter.
Activity-2
Chain Story
Participants Activity:
 Put participants into groups of three and have them sit in small circles if possible or
just one big circle of the whole class.
 Have each participants begin writing a story. It could be a true story, a fairytale, or
anything else they would like to write about. It’s also possible to show them the
beginning of a story (see below)
 Give them time to write at least a few sentences (though at least 3 to 4 would be
ideal) to get the story going,
 When they’ve written a bit, tell them to stop and pass their paper to the next person
so that everyone now has a new story. Tell them to continue writing the story in
their own way and after writing a few sentences fold the in the way that only their
own sentences should be visible and previous portion should not be read.
 After that, tell them to pass their paper to the next person so that everyone has a
new story and carry on the process.
 Tell them to read the sentences that are visible, and then to continue and finish the
story.
 When they have finished, have them pass their papers one more time, so that
everyone should now have their original stories.
 In their groups, have them take turns reading the stories.
 Ask the participants to display their complete stories on the walls. Have a gallery
walk of participants reading each other’s stories.
Trainer Notes:
Sample Beginnings
Once there was a poor boy. He sold newspapers to pay for school. One day, as he was
walking, he started feeling low and weak. He was hungry and thirsty. He asked for food but
was denied
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
…………………………………………………………….……………………….………………………………………………………
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DAY: Four
Session 7: Presentation & Observation
Session-7: Presentation & Observation

Activity-1: What is presentation? 10 minutes
Activity-2: Steps of presentation 10 minutes
Activity-3: Giving & receiving feedback 10 minutes
Activity-4: Observation form 15 minutes
Materials Required:
 Writing board  Handout-4F

 Chalk/Marker  Markers
 Flip Charts  Tape
Activity-1
What is Presentation?
Trainer Activity
The trainer will ask the participants that “What is presentation?” and “Why we use it?”
After taking responses, the trainer will explain presentation and its importance.
Trainer’s Note
Presentation is an organized practice teaching for a short period of time i.e. from 10-15
minutes. It involves teaching any topic with conciseness by choosing any part of the lesson.
Presentation is an excellent way to build up skills and confidence, to experience a range of
lecturing/tutoring styles and to learn and practice giving constructive feedback. The
presentation gives instructors an opportunity to safely put themselves "under the
microscope” of a small group audience, but also to observe and comment on other people's
performances.
As a tool for teacher preparation, presentation trains teaching behaviour and skill in small
group settings. In a protected environment of friends and colleagues, teachers can try out a
short piece of what they usually do with their students, and receive well-intended friendly
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feedback.
A presentation session is a chance to adopt new teaching and learning strategies and,
through assuming the student role, to get an insight into students' needs and expectations.
It is a good time to learn from others and enrich one's own repertoire of teaching methods.
[Journal of Education and Practice, Vol.6, No.26, 2015]
The participants will answer the questions asked by the trainer. They will also listen to
trainer’s explanation and ask questions.
Activity-2
Steps of Presentation
Trainer Activity
The trainer will explain the steps involved in presentation and cycle of presentation.
Trainer’s Note
Cycle of Presentation
Plan
Feedback Presentation
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Steps of Presentation
Preparation
Each participant of the session prepares a teaching segment. The presenter gives a brief
statement of the general objectives of his/her presentation to be addressed. The group may
be asked to focus their attention to particular elements of the lesson or of the teaching
style. This may include pace, clarity of explanation, voice and body language, level of group
interaction.
Presentation and Observation
Each participant presents his/her 10-minutes teaching segment. He/she is allowed to use
the resources available. During the presentation, other participants serve as observers and
take notes for the group feedback. Assessment forms may be helpful in standardizing the
observation and feedback process. Although the lesson is short, objective and procedures
should be clear to generate useful discussions.
Note: At this step, the trainer will introduce and explain the ‘teacher’s observation form’.
Identifying Strengths and Weaknesses
The presenting teacher makes a list of strength, weaknesses and suggestions for personal
improvement. Then he/she again joins the observers. In the meantime the observers will
also discuss and make conclusions about the teacher’s lecturing.
Note: At this step, the trainer will introduce and explain the self-assessment/reflection form.
Discussion and Analysis
Objectives of the lesson plan are also examined to determine if they were met. Suggestions
for improvement and alternative methods for presenting the lesson are formulated. Finally,
one observer volunteers to be the speaker in giving the collected group feedback.
Giving and Receiving Feedback
The presenter is first asked to present self-feedback of his mini lesson. The trainer as well as
the class gives their suggestions for improvement. The way in which feedback is given and
received contributes to the learning process. Feedback should be honest and direct,
constructive, focusing on the ways the presenter can improve, and containing personal
observations can enhance their teaching skills.
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Activity-3
Giving & Receiving Feedback
Trainer Activity
The trainer will use the board and give instructions about giving and receiving feedback.
Explain the Sandwich Model of feedback and the CORBS technique of feedback.
Trainer’s Note
Giving Feedback
Sandwich Model
 Praise
 Critique
 Praise
[Tim Harford, 2011]

CORBS Feedback Model
C - Clear (provide clear description of observed behavior rather than being judgmental)
O - Owned (Use “I” statements to describe how that behavior made you feel. For example:
“I felt” or “I find”...I noticed, I saw, I heard.)
R – Regular (Give immediately or as close to the event as possible. Never delay)
B - Balanced (Balance negative and positive feedback)
S - Specific (Comment on observable behavior, not your interpretations of that behavior)
[Peter Hawkins & Robin Shohet, 2000]

Receiving Feedback
When you are receiving feedback, try not to respond to each point, rather listen quietly:
 Be open to what you are hearing.

 Take notes, if possible.
 Ask for specific examples if you need to.
The participants will listen to the trainer’s explanation carefully and ask questions.
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Activity-4
Teacher Observation Form
Trainer Activity
The trainer will share the rubric of presentation in detail by handout-4E. S/He will guide
them how will the participants be observed during the presentation.
The participants will read and discuss the handout-4E. Their queries will be entertained and
responded by the trainer.
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Handout-4F
Participant Observation Form

Participant Name
Participant Details Subject: ____________________ Class: ____________________
Name: _______________________________________________ Code:

Participant School ____________________
Details
District: ______________ Tehsil:_____________________
Observer/MT
Name
Marks Pattern Outstanding  Very good Good  Poor 
Sr. # Indicators Labels Description Yes/No Marks

1.1 Poses a question and Infers
1. Process of inquiry from reply
1.2 Asks about key aspects
2. Concise 2.1 To the point and relevant
Content
1 3.1 Listens to questions
Knowledge 3.Responds to
carefully
questions and satisfies
3.2 Attentive and satisfactory
the participants
reply
Total Marks/Percentage
1.1 Shares outline of current
Teaching 1. Lecture
lecture
Methodolo 2.1 Self explanatory
2 2. Use of Examples
gy 2.2 Elaborative
1.1 Simple , clear and easily
1. Language understandable
1.2 At level of teacher
2.Clarity 2.1 Clear expression
Communic 3.1 Audible
3
ation 3.2 Eye contact
3. Tone & Body
3.3 Posture
Language
3.4 Movement
3.5 Gesture
4 Interaction1. 1.Teacher Interaction 1.1 Teacher comes close to
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participants
1.2 Participants discuss
problems freely
2.1 Work in pairs
2.Participants Interaction
2.2 Discussion
1.1 Blackboard
Teaching with
Teaching 1.2 Flash cards
5 equipments
AID 1.3 Flip charts etc.
Concerned Teacher’s Sign ------------------------------------Observer’s Sign ---------------------------------------
Marks Secured ------------------------------------------ Total Marks -----------------------------------------
%age ----------------------------------------
Remarks:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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DAY: FIVE
Presentations & Trainee's Feedback
Session Time: 9 AM - 2 PM
Activity-1: Welcome & attendance 10 minutes

Activity-2: Presentations by participants 4 hours 10 minutes
Activity-3: Discussion on Observation Forms 20 minutes
Activity-4: Post Test 10 minutes
Activity-5: Trainee’s feedback on the training 10 minutes
Total Time: 5 hours
Materials Required:
 White Board  Flip Chart
 Board Marker  Chart Marker
 Washing line and pegs  Gum Stick
 Craft paper  Glue
Activity-1
Welcome (10 minutes)
Trainer’s Activity:
 After the recitation of the Holy Quran, the trainer will welcome and greet the
participants.
 Hand over the attendance sheet to the participants for their attendance.
Participants mark their attendance and return the attendance sheet to the trainer.
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Activity-2
Presentations by Participants (4 hours 10 minutes)
After greeting, the trainer will work as follows:

 The trainer will call the first pair formed previously on Day - 4 for presentation
before the class.
 After the first pair finishes, the trainer will call the second pair and so on until the
last pair for presentations.
 The trainer will observe all the pairs and record his/her observations.
The participants will present according to their turn.

The participants who are not presenting will be observing the presenting pair and record
their own observations.
Activity-3
Discussion on Observation Forms (20 minutes)
 The trainer will share and discuss his/her observations with the participants.
 The participants will listen carefully by jotting down the important points about their
presentations.
 Participants will also be allowed to share their opinions/observations.
The participants will listen to the comments and recommendations given by the trainer
carefully and with open heart.
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Activity-4
Post Test (10 minutes)
The trainer will provide a post-test to the participants and the participants will solve that.
Participants will mark solve the post-test.
Activity-5
Trainee’s Feedback on the Training (10 minutes)
 The trainer will distribute the Trainee’s Feedback Form to the participants.
 The participants will return the Feedback Form to the trainer after filling it.
 The trainer will end the session with farewell words and prayers.
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Punjab Education Foundation

Training Feedback Form
Name of Participant: ________________________ Date: ________________
School Name: ________________________________ School Program:
________________
School Code: ________________ Trainer Name: _________________
Training Model Name: _________________________ Training #: __________
Training Type/Subject: _________________ Level: ______________
Dear participants, please give us feedback about the training sessions.

Factors to give feedback Very
Excellent Good Fair Poor
Good
How do you rate the training overall? 5 4 3 2 1
Do you think training is beneficial? 5 4 3 2 1
Did the training content meet your
5 4 3 2 1
expectations?
Time allocated for the training was
5 4 3 2 1
sufficient.
How knowledgeable was the trainer on the
5 4 3 2 1
training topics?
Did the trainer explain the concepts clearly
5 4 3 2 1
and in an understandable way?
How did the trainer handle questions that
5 4 3 2 1
were asked?
Q: How will you be able to implement the topics learnt in your school?
_________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
Suggestions for improvement:

_________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Participant Signature: ________________ Participant Designation: ___________________
Participant ID card No.:________________ Participant Contact No.: ___________________
128 | P a g e

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ENGLISH – PRIMARY

Subject Based Training

Punjab Education Foundation

ALL RIGHTS RESERVED

COPYRIGHT © 2022 PUNJAB EDUCATION FOUNDATION

Expectations from the Trainer:

Thanking you in anticipation!

Convey the following to Participants:

‫ٓاگاہی برائے ماحولیاتی ٓالودگی‬

‫پانی کے نل وغیرہ کو کھال نہ چھوڑیں ۔‬

Participants will be able to:

 get introduced to the subject based training& objectives

Session 1: Introduction to the Subject Based Training

Session Time: 9:00 - 9:45

Session-1: Introduction to the Subject Based Training

My name is Alia and I will take apples.

This activity gives participant an opportunity to introduce themselves in a fun way

Setting Ground Rules

Session 2: Non-Verbal cues

Session Time: 9:45 - 10:40

Session-1: Non-Verbal Cues

Trainer Activity: (Charades)

Session Time: 10:40 -11:30

Definite and Indefinite Article

The answer will be:

1. __________man and __________woman were sitting opposite to me

Keys: 1. (a, a, the, the) 2. (a, a, the) 3. (a, a, the, the)

 a unit (‘u’ gives consonant sound)

1. Indus is longest river in Pakistan.

1. The Indus is the longest river in Pakistan.

“Indefinite article is used with plural nouns, yes, or no?”

Tips to Teach Articles

Session 4: Noun - Regular and Irregular Nouns

Session Time: 11:45 -12:30

Session-4: Noun- Regular and Irregular Nouns

‘Trainer Notes’ on the writing board.

• If the noun ends in -f, change the -f to -v and add -es.

Regular and Irregular Noun:

Formation of plural of irregular nouns do not follow above mentioned rules.

 For example, ox/oxen, foot/feet, child/children, man/men, tooth/teeth and

hair/hair, deer/deer and fish/fish etc.

Regular nouns Irregular nouns

Singular Plural Singular Plural

plant plants child children

chair chairs goose geese

potato potatoes man men

watch watches deer deer

 Divide participants in two teams: A and B.

1. The birds flew from the tree to their nest. (Regular)

Session 5: Adjective and Degrees of Regular Adjectives

Session Time: 12:30 - 1:15

Session-5: Adjective and Degrees of Regular Adjectives

They may be prompt to answer

This may easily compel the

All the trainees will tell their names with a quality.

Degrees of Regular Adjectives

POSITIVE COMPARATIVE SUPERLATIVE

 good better best

Comparative and Superlative Rules

(Syllable is a unit of pronunciation having one vowel sound)

For example, fast – faster – fastest.

For example, happy – happier – happiest.

For example, big – bigger – biggest.

1. man and woman were sitting opposite to me