Exglish XI

English
XI
Teacher Resource
Contents
Topic-1............................................................................................................................................................... 2
Competency 1: Reading and Thinking Skills ........................................................................................................ 2
TEACHING TIPS ............................................................................................................... 3

RESOURCES FOR TEACHERS ..................................................................................... 11
DIGITAL RESOURCES FOR TEACHERS .................................................................... 14
Competency 2: Writing Skills ..........................................................................................................................14
TEACHING TIPS ............................................................................................................. 16

DIGITAL RESOURCES FOR STUDENTS .................................................................... 36
Competency 3: Oral Communication Skills .........................................................................................................38
TEACHING TIPS ............................................................................................................. 39

Competency 4: Formal and Lexical Aspects of Language ..................................................................................53
TEACHING TIPS ............................................................................................................. 54

Topic-1
Competency 1: Reading and Thinking Skills
Standard: Students will search for, discover, and understand a variety of text types, both
fiction and non-fiction, through tasks and activities that require multiple reading
and thinking strategies for comprehension, seeking information, relating read texts
to real life situations, fluency, and enjoyment.
Students will develop ethical and social attributes and values relevant in a
multicultural, civilized society.
S. No. Benchmarks
Analyse patterns of text organization, and function of various devices used within and
1.1
beyond a paragraph in a text.
Analyse, synthesize and evaluate events, issues, ideas and viewpoints, applying reading
1.2
comprehension and critical thinking strategies.
1.3 Analyse and synthesize information from a visual cue or a graphic organizer
Gather, analyse, evaluate and synthesize information to use for variety of purposes
1.4
including a research project using various aids and study skills.
Analyze and evaluate short stories, poems, essays, biographies, plays, and novelettes and
1.5
relate how texts affect learners‘ life across cultures.
TEACHING TIPS
Reading being a receptive (input) skill provides opportunities for language acquisition. Through
exposure to a variety of texts, i.e. narrative, descriptive, process, classification, illustrative,
persuasive and analytic, teachers can enhance language competency of students.
A basic reading lesson comprises of three stages.
1. Pre-reading:
The purpose of this stage is to prepare learners for the language they would be exposed to in the
text at hand.
At this stage of the reading lesson, possible activities can be brainstorming, asking survey
question, general questions pertaining to the text and those based on previous knowledge to
enable students to activate their mental schemas.
Brainstorming
Using realia to Survey

stimulate Questions
Prereading Activities
General General
questions Questions to
related to the activate
theme schema
For example:
The teacher gets the students to predict the content of a text by using previewing strategies e.g.
by looking at:
 the title and illustrations of the text or
 the title and some words from the text
After the oral discussion the teacher gets students to read / skim through the text to check if their
predictions were correct or not.
The new words that are important for comprehension and cannot be guessed from the context
should also be introduced at this stage along with correct pronunciation.
Varied reading activities like SQ3R (Survey, Question, Read, Recall and Review) should be used
to enhance skills. Prediction is also useful at this stage.
2. While Reading: A cloze test is a way of testing

comprehension by removing
This is the main stage where scanning, guessing the meaning
from the context, true/false, MCQs, answering questions and words (usually every 5th word or
most of the sub-skills are practiced. so) from a passage or sentence
and then asking the
The teacher may:
reader/learner to supply the
 devise literal and inferential questions to develop missing elements.
the understanding of the text.
 ask for guessing the meanings of new words with https://www.clozemaster.com/blog/
the help of prefixes, suffixes and contextual clues. cloze-test/ Accessed on 12-3-20
 can provide the students with cloze passage (every
The C-test is an integrative testing instrument that measures overall language competence, very much like
the cloze test. It consists of four to six short, preferably authentic, texts in the target language, to which “the
rule of two” has been applied: the second half of every second word has been deleted, beginning with the
second word of the second sentence; the first and last sentences are left intact. If a word has an odd number
of letters, the “bigger” part is omitted, e.g., proud becomes pr-. One-letter words, such as I, are ignored in
the counting. The students’ task is to restore the missing parts. In a typical C-test there are 100 gaps-that is,
missing parts. Only entirely correct restorations are accepted.
https://effortlessacquisition.blogspot.com/2004/10/what-c-test-is.html Accessed on 6-1-2020
nth word deleted) and get them to predict the missing word/s.
 C-test may be prepared from the text for students to complete.
 jigsaw reading, a cooperative learning strategy, enables learners to practise reading,
speaking and summarizing skills at the same time.
While practicing the sub-skills of reading teacher should take every opportunity to introduce the
text genre, the language, tone, register, style & vocabulary being used. The organization pattern
of the text and the use of transitional devices for cohesion and coherence must be deliberated.
Introduction of a variety of graphic organizers and getting the students to analyse and decide
what the pattern of organization of the text is and what graphic organizer can best represent the
text is a beneficial activity.
3. Post-Reading:
At this stage of the reading lesson, students can be involved in paraphrasing, summary writing
and writing a critical analysis of the text. They may also write compare and contrast texts around
two texts written on the same issue or two different character sketches. Learners may also write a
personal response connecting the text to their own life experiences. Meaningful connections not
only broaden students‘ world view but also enhances
Furthermore, for extending learners‘ comprehension beyond the text, they may also be assigned
topics/projects to exercise the sub-skill of ‗searching and selecting‘. This helps them to access
different print and visual resources to gather and select information for their assignments.
Learners should be enabled to analyse the generic stages or elements of various texts with the
help of analysing sample texts. They must go over the generic stages of all the reading texts they
are exposed to.
As the learners get involved in intensive and extensive reading, enable them to make connection
of three types with the text; namely: ‗text to text, text to self and text to world‘ [Keene and
Zimmerman, 1997]. Post reading is the most suitable stage of the reading lesson for this purpose.
How to Teach Expository Text Structure to Facilitate Reading

Comprehension
Over the past 60 years, reading comprehension has changed its emphasis from the mastery of
skills and subskills that are learned by rote and automatized to a focus on learning strategies,
which are adaptable, flexible, and, most important, in the control of the reader (Dole, Duffy,
Roehler, & Pearson, 1991). One of the most efficient strategies for which there is an influx of
research and practice is training students on text structure knowledge to facilitate their
comprehension of the expository texts.
Readers of all ages must be aware of text structures if they are to be most successful (Meyer,
2003). The structure or organization of the text is the arrangement of ideas and the relationships
among the ideas (Armbruster, 2004). Readers who are unaware of the text structures are at a
disadvantage because they do not approach reading with any type of reading plan (Meyer,
Brandt, &Bluth, 1980). However, readers who are familiar with text structures expect the
information to unfold in certain ways (RAND Reading Study Group, 2002).
Why teach expository text structures?
Most expository texts are structured to facilitate the study process for prospective readers. These
texts contain structural elements that help guide students through their reading. Authors of
expository texts use these structures to arrange and connect ideas. Students who understand the
idea of text structure and how to analyze it are likely to learn more than students who lack this
understanding (RAND Reading Study Group, 2002). The research literature in this field reveals
that students' reading comprehension skills improve when they acquire knowledge of texts'
structural development and use them properly.
Carrell (1985) argued that instruction on text structure indeed has a positive effect on the
students' recall protocols. Meyer (1985) stated that knowledge of the rhetorical relationship of
the ideas-main idea, major ideas, and supporting details-helps readers with their comprehension
of the expository texts. Reading researchers have argued that knowledge of text organization or
structure is an important factor for text comprehension (see Aebersold& Field, 1997; Fletcher,
2006; Grabe, 1991, 2004, 2008; Hall, Sabey, & McClellan, 2005; Horiba, 2000; Kendeou& van
den Broek, 2007; Meyer, 2003; Meyer & Poon, 2001; Snyder, 2010).
Text features can help readers locate and organize information in the text. For example, headings
help introduce students to specific bits of information. Presenting information in this manner
helps students hold each bit of information in their short-term memory. Students then can
process it or connect it to background knowledge and store it in their long term memory. Without
headings, information would be overwhelming, making it difficult to be processed effectively.
Structural elements in expository texts vary; therefore, it is important to introduce students to the
components of various texts. It is also important to teach and model the use of these components
properly at the beginning of the year. The recognition and use of text organization are essential
processes underlying comprehension and retention. At college students are expected to recognize
expository text structures. Meyer (1985) classified these text structures as follows:
 Description: The author describes a topic.

 Sequence: The author uses numerical or chronological order to list items or events.
 Compare/contrast: The author compares and contrasts two or more similar events, topics, or
objects.
 Cause/effect: The author delineates one or more causes and then describes the ensuing effects.
 Problem/solution: The author poses a problem or question and then gives the answer.
The ability to identify and analyze these text structures in expository texts helps readers to
comprehend the text more easily and retain it longer. To achieve better results, it is highly
recommended to introduce and work on text structures in the order prescribed in what follows.
Another powerful and effective method is to begin with the comparison text structure, followed
by problem and solution, and cause and effect. Sequence and description are left to the end.
How to teach expository text structure

Tompkins (1998) suggested the following three steps to teach expository text structures:
 Introduce an organizational pattern: The teacher introduces the signal words and phrases that
identify each text structure and gives students a graphic organizer for each pattern.
 Give students opportunities to work on the text: The teacher provides the students with
chances to analyze the text structures in informational books, not stories. At this stage, students
learn the signal words and phrases in the text that identify each text pattern. They also may use
graphic organizers to illustrate these patterns.
 Invite students to write paragraphs using each text structure pattern: The students' first
writing activity should be a whole-class activity, followed by small-group, partner, and
independent writing activities. This involves selecting a topic and using a graphic organizer to
plan the paragraphs. Finally, the students write a rough draft using signal words and phrases for
the text structure, revise, and edit the paragraph to produce the final product. The teacher can then
repeat these steps for each of the five text structures to ensure a comprehensive text structure
coverage.
Having applied the procedure recommended by Tompkins (1998), we would like to share our
own experience in teaching expository text structure and shed more light on the practical aspects
of teaching text structure in reading classes. The first and most important thing for you as a
teacher is to be well informed about different text structures for expository texts, the signal
words and phrases for each text structure, and the appropriate graphic organizer specific to each
text structure.
Before you prepare any instructional plan to start training students and embark on reading
activities, you must model all the procedures. Meanwhile, the students watch you focusing on the
steps you have mentioned, from recognizing the signal words and phrases to applying the
graphic organizers to each text. After you have practiced for the first few sessions and students
have collected enough background on what they are going to do, it is time to use the following
recommended procedure:
 Introduce the text structures in order, starting with description and finishing with
compare/contrast. This order is followed in most textbook readings.
 Introduce and work on a single text structure in each lesson. Do not combine them. Work
on one text structure for three or four sessions, then proceed to the next one.
 Prepare short passages (about six to eight lines) for the text structure you are going to
work on in that session. As the texts are short, you can work on at least four texts
according to the time allocated for each session.
 Try to highlight and emphasize the signal words and phrases in each text and elaborate on
a series of signal words for each text structure (see Figure 1). Tell students that authors of
informational texts use specific signal words and phrases for each rhetorical structure.
 After students are familiar with signal words and phrases, ask them to find these clues in
structure of each text through signal words and phrases. Then, invite them to write some
short paragraphs and use some of the signal words and phrases appropriate to each text
structure.
 Working with graphic organizers is the next step after teaching signal words and phrases.
For the first few sessions of working with graphic organizers, prepare for your students a
completed graphic organizer before they start working on the text. This will help them
create a better image of the hierarchy of ideas and their interrelationships discussed in the
passage. Graphic organizers help students list major ideas under the main idea of the text
and put the supporting details under the related major idea. Having a graphic
representation of the text's ideas helps readers comprehend and retain the content.
 Once students are comfortable with different kinds of graphic organizers, you can give
them an incomplete graphic organizer after they have finished reading the passage. Let
them complete it on their own.
 At this stage, the students would be able to work on a blank graphic organizer
independently, elicit the ideas from the text, and demonstrate the hierarchy of the ideas in
a graphic organizer. These activities may vary from partially blank graphic organizers to
totally blank schematic representations. Variables like the text length and text difficulty
will determine how much of the text may appear in this schematic diagram.
Figure 1: Graphic organizers and signal words/phrases

Note. Online sources for graphic organizers include
www.sdcoe.k12.ca.us/SCORE/actbank/sorganiz.htm and www.u-
46.org/dbs/roadmap/files/comprehension/3expostext.pdf.
As the students progress to the final stage, they are able to use the signal words and phrases as a
clue to recognize the rhetorical structure of the text and create the appropriate graphic organizer
for each text structure. They are capable of identifying the main idea, other major ideas, and
supporting details of the text and put them in the graphic organizer to illustrate the subordination
of the details to the main and major ideas.
References
Structure to Facilitate Reading Comprehension. The Reading Teacher, 64: 368-372. doi:
10.1598/RT.64.5.9Akhondi, M., Malayeri, F. A. and Samad, A. A. (2011), How to Teach
Expository Text
https://www.readingrockets.org/article/how-teach-expository-text-structure-facilitate-reading-
comprehension Accessed on 11-1-2020
TEXT TYPES
Texts are organized in a variety of different ways. Learners should be exposed to different texts
i.e. narrative, descriptive, process, classification, illustrative, persuasive and analytic. With each
kind of text learners are to be encouraged to analyse the tone, theme, register and the
organizational pattern. With each text that is read in class, activities must be designed around the
text structure to enhance the input. This will help learners understand the structure and use it
when they write a certain kind of text.
For example, the teacher can ask learners to identify the main idea of the text. In order to
increase their skills in identifying the main idea, the students can be asked to:
 give headings to different paragraphs,
 underline the topic sentence with one colour and the supporting details with a different
colour,
 supply missing topic sentences to different paragraphs etc.
 identify the type of text by looking at the relationship between topic sentences and
supporting details.
 identify the main ideas of a specific paragraph in the text and supporting details and make
suitable graphic organizers.
 use different graphic organizers to identify and discuss supporting details of the text.
 a list of transition words may also be given to identify the type of text
Exposure to a variety of text with suitable tasks, allows to develop the language needed for a
variety of purposes. It will help learners appreciate and understand that different types of
contexts require a variety of vocabulary and structures, and style and expression for effective
delivery. Hence, such exposure and understanding will provide them the needed support in the
production of language.
RESOURCES FOR TEACHERS
The following table illustrates some of the text types, the range of purpose or intentions, the
examples of writing of each text type and related graphic organisers that a reader might use.
However, the text types, purposes and examples given below are by no means exhaustive; the
purpose of listing them here is to set the mental-ball rolling.
The following resource may be shared with students when a particular kind of text is introduced.
S. Text Types Purpose Examples Possible Graphic
No. Organisers
Descriptive To describe a Articles in

1. person, object, magazines/
place etc. newspapers/ on the
internet
Brochures Spider Web
Narrative To entertain, Stories
2. imagine, Play scripts
enlighten, share Anecdotes
experiences Autobiographies
Media accounts of
incidents Flow Chart
Timeline
Expository To provide Informative
3. information or articles
explanation Reports
Reviews
Tree Chart
Process To explain steps Recipes
4. in an orderly Manuals
manner for
carrying doing/
making
something Flow Chart
Compare and To show the Articles showing
5. Contrast similarities and advantages/
differences disadvantages,
harms/benefits
Advertisements
showing the above
Venn Diagram
Cause and Effect To show how Articles showing
6. actions affect the impact of
consequences certain things
Medical articles
ISHIKAWA
Fishbone Diagram
Interpersonal and To communicate Dialogues
7. Transactional and share ideas, Formal and
Communication feelings, informal notes, e-
information mails, letters
Forms
A List of Transitional Words and Phrases

This resource is for the teachers. It can be used with any one kind of text and suitable transition
words used in the text. Learners may be asked to identify the transition words used in the text
they are reading.
Thus, for example, for instance, namely, to illustrate, in other words, in

Illustration
particular, specifically, such as.
For example, for instance, to illustrate, thus, in other words, as an illustration,
Examples
in particular.
On the contrary, contrarily, notwithstanding, but, however, nevertheless, in
Contrast spite of, in contrast, yet, on the one hand, on the other hand, rather, or, nor,
conversely, at the same time, while this may be true.
And, in addition to, furthermore, moreover, besides, than, too, also, both-and,
another, equally important, first, second, etc., again, further, last, finally, not
Addition only-but also, as well as, in the second place, next, likewise, similarly, in fact,
as a result, consequently, in the same way, for example, for instance, however,
thus, therefore, otherwise.
After, afterward, before, then, once, next, last, at last, at length, first, second,
etc., at first, formerly, rarely, usually, another, finally, soon, meanwhile, at the
same time, for a minute, hour, day, etc., during the morning, day, week, etc.,
Time
most important, later, ordinarily, to begin with, afterwards, generally, in order
to, subsequently, previously, in the meantime, immediately, eventually,
concurrently, simultaneously.
At the left, at the right, in the centre, on the side, along the edge, on top, below,
beneath, under, around, above, over, straight ahead, at the top, at the bottom,
Space surrounding, opposite, at the rear, at the front, in front of, beside, behind, next
to, nearby, in the distance, beyond, in the forefront, in the foreground, within
sight, out of sight, across, under, nearer, adjacent, in the background.
Although, at any rate, at least, still, though, even though, granted that, while it
may be true, in spite of, of course.
but even so, nevertheless, even though, on the other hand, admittedly,
Concession however, nonetheless, despite (this), notwithstanding (this), albeit,
(and) still, although, in spite of (this), regardless (of this),(and)
yet, though, granted (this), be that as it may
https://msu.edu/~jdowell/135/transw.html 15-2-2020
Similarities or
Similarly, likewise, analogous to, in the same way,
Comparison
Above all, indeed, truly, of course, certainly, surely, in fact, really, in truth,
Emphasis
again, besides, also, furthermore, in addition.
Specifically, especially, in particular, to explain, to list, to enumerate, in detail,
Details
namely, including.
So that, with the result that, thus, consequently, hence, accordingly, for this
Consequence
reason, therefore, so, because, since, due to, as a result, in other words, then.
Therefore, finally, consequently, thus, in short, in conclusion, in brief, as a
Summary
result, accordingly.
For this purpose, to this end, with this in mind, with this purpose in mind,
Suggestion
therefore.
DIGITAL RESOURCES FOR TEACHERS
1. Teaching Reading:
https://www.bing.com/videos/search?q=teaching+reading+comprehension+to+advanced
+learners&&view=detail&mid=6ACF7A54BA86EACBD3136ACF7A54BA86EACBD3
13&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3Dteaching%2Breading%2
Bcomprehension%2Bto%2Badvanced%2Blearners%26FORM%3DHDRSC3 Accessed
on 11-1-2020
https://www.youtube.com/watch?v=iu-yLD8qQM0 Accessed on 11-1-2020
2. Teaching Vocabulary:
https://www.youtube.com/watch?v=AbRxBPY1vsc Accessed on 11-1-2020
3. How to introduce text structures: (Text)
http://www.adlit.org/strategies/23336/
https://www.youtube.com/watch?v=x2I_6SrOMes
Internal Text Structures:
https://www.youtube.com/watch?v=XUdlca9Ww9s
4. Helpful resource to teach organization patterns:
https://www.ereadingworksheets.com/text-structure/patterns-of-organization/
https://www.ereadingworksheets.com/text-structure/text-structure-worksheets/
https://www.youtube.com/watch?v=J0yEAE5owWw
https://www.youtube.com/watch?v=q324tc3hoWI
https://www.skillsworkshop.org/sites/skillsworkshop.org/files/resources/e3l2haun
tedportsmouth.pdf
Competency 2: Writing Skills
Standard: Students will produce, with developing fluency and accuracy, academic,
transactional and creative writing, which is focused, purposeful, and shows an
insight into the writing process.
S. No. Benchmarks
2.1 Analyse and evaluate to write their own composition using various techniques of effective
text organization which influence reader.
2.2 Write expository, persuasive, analytical essays, research reports, and extended
narrativesfor multiple purposes and audiences.
2.3 Write a variety of interpersonal and transactional texts e.g. letters / applications / job
advertisements, forms and emails for a range of purposes in real life situations, using
vocabulary, tone, styleof expression, conventions appropriate to the communicative
purpose and context.
2.4 Revise and edit their writing for appropriate organizational patterns, as per the
requirements of different text genres. Also edit for correct punctuation, grammar, spellings
and transitional devices.
TEACHING TIPS
Before the learners write any type of text, they must have an opportunity to read and analyse a
few samples thoroughly. They must identify the author‘s purpose, the generic stages
(organizational pattern) of the text and the key grammatical features. For example the key
elements in a story are introduction of a setting and character, a plot consisting of a problem and
a resolution/solution to the problem which has a timeline. In an expository text such as a
scientific text, there will be an introduction of the topic, supporting details such as causes and
effects; a descriptive text evokes sights, smells, texture, sounds and tastes. These descriptive
details may move from general to specific or vice versa.
In essays, learners must write appropriate topic
sentences for each paragraph using key words,
vivid verbs, modifiers etc. They must write
supporting details using example/s, illustration,
definition, evidence, comparison, contrast, cause
and effect, clarification, explanation etc. They
must end each paragraph linking it with the next
paragraph.
Free writing should be a regular part of learners‘
routine. Free writing not only enhances fluency
but also helps generate ideas for writing.
Each writing lesson should have three stages: ‗Pre-writing, Drafting, Redrafting (revising the
content), and Editing (polishing the mechanics like spelling, grammar, punctuation etc)‘ [Hedge,
T, 2005]
Before writing any composition, learners should use a suitable pre-writing strategy or tool (such
as: webbing, listing, filling in a form or writing frame etc.) to generate and organise their
thoughts.
In the drafting stage, learners may work in groups or individually to write the first draft. After
writing, peers assess each other‘s work using a suitable rubric.
Finally, the learners must redraft the second draft incorporating the suggestions of their peers. In
the end, they edit for mechanics i.e. grammar, spellings, punctuation etc.
After the editing stage the teacher assesses learners‘ work. The teacher must meet learners
individually (conference) to give individual feedback on their work.
Learners must be taught the process of giving feedback. They must respect each other and must
be taught how to disagree in agreeable ways. Students may be taught to give feedback using PCI:
Praise, Confusion and Improvement. They write a line or two praising the good aspects of their
peer‘s writing piece and a few lines explaining the confusions and why they thought it was
confusing and finally a few lines suggesting required improvements.
It is advisable to encourage authors to read out their final publishable pieces of writing to their
classmates. A discussion on what is good and why should generate ideas for improvement. This
higher order linguistic activity provides an opportunity to enhance the learners‘ understanding of
the written text.
Organisation of a Cause and Effect Text
A cause and effect expository essay may be organized in different ways depending upon the
cause and effect relationship. If their several causes for one effect, after the introductory
paragraph the causes are discussed separately in different paragraphs and the last paragraph
concludes. It there are different effects of one cause, the effects are given in separate paragraphs
between the introductory paragraph and the concluding paragraph.
Learners should be encouraged to read extensively outside the classroom and discuss about their
readings with each other. They must be assigned different novels, articles, newsreports etc. to
read, analyse and discuss. They must write summaries after reading the assigned texts.
Graffiti to generate ideas:
Different topics may be selected for students to work on. Sheets are made for each group having
a different topic. Groups spend 3 to 5 minutes writing their ideas on the topic. After the assigned
time, the groups pass the sheet to the next group. The new group reads the already written ideas
and add their own ideas in 5 minutes. This continues till the sheet reaches back to the original
authors. Then the group studies and discusses all the ideas and summarizes or writes a text
incorporating all the ideas. [Gaikwad, 2011]
Formal Letters:
After analysing samples, learners must write several business letters for varied purposes using
the correct register and tone. The tone should match the audience and purpose.
Learners can be given the classified section of newspapers and told to select the job/s they would
like to apply for and then write suitable resume, application and cover letter.
Also enable learners to write official emails for varied purposes like
A good writing piece has certain traits (Culham, Ruth, 2003) which are:
1. Ideas: well developed interesting ideas
2. Organisation: The ideas are organized in a sound organizational pattern with approriate
cohesive devices (transitional words and refrence words).
3. Voice: Tone and register is well chosen according to the purpose and audience.
4. word choice: Selecting the most appropriate action words, specific nouns, catchy phrases
the convey the right meaning.
5. sentence fluency: Well structured sentences of varied length that flow smoothly.
6. Conventions: This includes spelling, capitalisation, punctuation and grammar
7. Presentation: The final product is neat and tidy, written in good handwriting using
appropriate format.
Learners should be able to assess their own work and their peers‘ using the above framework or
a rubric (see annexure)
A Guide to Text Types:
https://www.thomastallisschool.com/uploads/2/2/8/7/2287089/guide_to_text_types_final-1.pdf
Rubrics
An essay rubric
Traits 4 3 2 1
The introduction has a
The introduction
thesis statement that The introduction is
The essay‘s introduction contains a lacklustre
contains all the points unclear and
has a good thesis thesis statement. The
presented in the body. ineffective. The
statement that includes conclusion is present
The paragraphs are well conclusion or
most of the points listed with a substantial
written with attention introduction is
in the article. Body closing argument.
grabbing topic sentences absent. Paragraphs
paragraphs are well Paragraphs have topic
Organisation and excellent transitions do not have topic
written with good sentences, but the
that ensure seamless sentences nor any
transitions that align sentence structure does
reading. The body‘s sentence structure.
sentence structure and not ensure smooth
structure is excellently No clear structure
solid topic sentences. The reading with little to no
presented. The used with point by
structure used is easily transitions. The body is
conclusion contains an point mixed with
defined. mostly written using one
articulate closing whole to whole.
structure.
argument.
There is no
The thesis statement is information
There is a detailed thesis Includes a vague thesis
very conclusive with a presented in the
statement with a lot of statement. Minimal
lot of information thesis. The thesis
background information. information is presented,
Thesis presented. The writer‘s statement is non-
The opinion of the writer and there is some
opinion is eloquently existent. The
is clear and reference to the points to
presented and could not writer‘s opinion
understandable. be submitted.
be any clearer. cannot be
understood.
The points only
either contrast or
The points to support The points are compared
The illustrations used to compare but not
comparisons and and contrasted well
support the points are both. Examples are
Reasons and contrasts are definitive enough. Examples are
generic. The provided not there, and
support with clear and relevant irrelevant and supporting
points, however, are clear neither is supporting
and specific examples information
and reasonable. information to
presented. insubstantial.
reinforce the points
presented.
The reader is given The writer has a clear The writer has a vague The author of the
priority by the writer. understanding of what the understanding of what essay pays no mind
Attention to Points are well audience expect to gain readers expect from him to the readers with
audience supported to give the from reading his essay. or her. The points and comparison and
audience as much clarity The presentation and their supporting contrasts not clear or
as possible. The author support of his or her information do help helpful at all to the
anticipates their points, however, do not clarify the argument to audience.
expectations perfectly comprehensively deal some extent.
with vivid work to meet with the argument.
them.
The writer uses The writer has a
appropriate vocabulary very limited
The author‘s word choice The word choice is not
which shows a thorough vocabulary.
is creative and very wide. They are
understanding of the Transitions are
understands the subject appropriate but do not
argument. The unclear or may not
Word choice fairly well. Transitions stand out. Some
transitions smoothly be there at all. There
are well used but lack transitions are ill-applied
move the reader from exists no
variety which makes the making the relationship
point to point clearly relationship between
essay monotonous. between points unclear.
defining contrasts and points in the essay‘s
comparisons. body.
Delivery is below par
with room for
Delivery is excellent Delivery is poor
The author‘s language is improvement. The
with the writer using with a lot of
fluent and despite some audience cannot
eloquent language breakages in speech.
mishaps still manages to continuously follow the
Delivery which engages and The reader can
keep the audience argument. The speech
hooks the reader to the barely comprehend
interested and the points makes the readers have a
essay from start to the subject let alone
clear. difficult time remaining
finish. follow the argument.
engaged with the
subject.
The one or two errors in The author has many
The author has no The writer has three or
grammar do not disrupt grammatical and
grammatical shortfalls four errors in grammar
Grammar the audience‘s reading of spelling errors that
whatsoever. The essay is and spelling, but the
mechanics and the essay. The errors are disrupt the reader‘s
extremely well written essay is still quite
spelling very advanced, and the attention. More than
with immaculate understandable and has
majority of readers would four errors in an
spelling therein. flowing speech.
miss them. essay make it poor.
Rubric for Summary and Paraphrasing Writing
Excellent Good Below Average Ineffective
Clear Main Idea Clear Main Idea Main idea is unclear- The main idea is not
not specifically stated present.
in the writing.
All important details Important details are Some critical Contains only some
are included included but some information is missing details
might be missing
Has captured the Has missed the main Has totally missed the
literal and connotative Has missed some message in the implied meanings in
(implied) meanings implied meanings implied meanings the poem
Details are in logical Ideas are in logical Ideas are in random Ideas are not in a
order order order and not logical logical order
Demonstrates clear Demonstrates Demonstrates basic Demonstrates little or

understanding of adequate understanding of no understanding
information in the understanding information in text
text.
Is characterized by Is characterized by Is characterized by the Is characterized by the

paraphrasing of the paraphrasing of the substantial copying of substantial copying of
main idea and main idea and key phrases and indiscriminately
significant details in significant details minimal paraphrasing selected phrases or
own words sentences.
Text Types and their Features
Readers of all ages must be aware of different text structures if they are to be successful readers
and writers (Meyer, 2003). The structure or organization of the text is the arrangement of ideas
and the relationships among the ideas (Armbruster, 2004). Readers who are unaware of the text
structures are at a disadvantage because they do not approach reading with any type of reading
plan (Meyer, Brandt, &Bluth, 1980). However, readers who are familiar with text structures
expect the information to unfold in certain ways. In addition, they know how to write their own
compositions following the organizational patters or generic stages of the type of text they wish
to write.
There are two basic types of texts: Fiction and Non-fiction. Both of these basic types have
subtypes. For example fiction includes stories, novels, myths, etc. on the other hand non-fiction
texts may include descriptive texts, instructions, argumentative texts etc.
Fiction – Narrative Text
Purpose: Entertain
The essential purpose of narrative is to tell a story for entertainment.
Generic Stages Common Language Features

The most common structure is: Stories may be
an opening that establishes setting and augmented/supplemented/partly presented
introduces characters; using images (such as illustrations) or
a complication and resulting events; interactive/multimedia elements (such as
a resolution/ending. hypertext/ images/ video/ audio);
told/written in first or third person (I, we, she,
Effective writers are not constrained by it, they); told/written mostly in past tense
predictable (sometimes in present tense);
narrative structure. Authors and storytellers chronological (plot or content have a
often modify or adapt a generic structure, chronology of events that happened in a
e.g. changing chronology by not telling the particular order);
events in order (time shifts, flashbacks, main participants are characters with
backtracking). Children can add these less recognisable qualities, often stereotypical and
predictable narrative structures to their own contrasting (hero/villain);
writing repertoires. connectives are widely used to move the
narrative along and to affect the
reader/listener:
to signal time (later that day, once);
to move the setting (meanwhile back at
the cave, on the other side of the
forest);
to surprise or create suspense (suddenly,
without warning)
Direct quotes are sometimes used in which
present tense may be used
An Example of a Narrative Text
Once there were two little mice. One of the mice was a very hard worker. Every
morning she would go outside and fill her basket with beans and nuts. She would store
them in her pantry, and then head out to find food for the day. If it was raining, she
gathered food. If the sun was blazing, she gathered food. If she was feeling sick, she still
gathered food. The cousin of the hard working little mouse was the exact opposite. She
stayed out late partying and slept half the day. When she woke up, she played video games
and talked on the phone with her friends. While she relaxed, she snacked on her beans and
nuts. Soon she ran out of food and realized she would not have anything to last her through
the winter. The lazy mouse went to her hardworking cousin and asked if she could have
some of her food to get her through the winter. "Why don't you have any food," the
hardworking mouse asked. "I've been too busy partying and playing video games," the
lazy mouse said. "Well, I don't see why I should help you because of that," said the
hardworking mouse. "You are going to have to face the consequences for your actions."
"Can't you just help me out a little," pleaded the lazy mouse. "Here's a basket," said the
hardworking mouse. "Winter is a few days away. Stop being lazy and gather some food for
yourself." While the lazy mouse was out gathering food, she came across a grasshopper
singing in the field. "Hey mouse," said the grasshopper. "Come and talk with me instead of
wasting your time gathering food!" "I only have a few days to collect food," said the lazy
mouse. "You should be gathering some too." "Oh please," said the grasshopper. "I have
plenty of food right now. I'd rather have fun." The lazy mouse said goodbye to the
grasshopper and continued to gather her own food. A few weeks later, the lazy mouse
stepped out of her house to go visit some friends. On the way she came across the
grasshopper looking weak and hungry. "Bet you wish you had gathered some food now,"
said the lazy mouse. Then she went on her way, glad her cousin had helped her before she
made the same mistake.
http://softschools.com/language_arts/reading_comprehension/6th_grade_reading_comprehension/the_litti
le_mice/reading.xml Accessed on 25 - 5 – 19
Non-fiction – Expository Text
Purpose: Inform
Expository text is a type of informational text that provides factual information about a topic
using a clear, non-narrative organizational structure with a major topic and supporting
information.
These texts may have varied structures The following signal words may be used in
depending on the type of expository text. each type of expository text.
The types may be: Description:
‘Description: The author describes a topic. For example, characteristic, for instance, such
Sequence: The author uses numerical or as, is like, including, to illustrate
chronological order to list items or events. Sequence:
Compare/contrast: The author compares and First, second, third, later, next, before, then,
contrasts two or more similar events, topics, or finally, after, when, later, since, now,
objects. previously
Cause/effect: The author delineates one or Compare/ Contrast:
more causes and then describes the ensuing However, nevertheless, on the other hand, but,
effects. similarly, although, also, in contrast, different,
Problem/solution: The author poses a problem alike, same as, either/or, in the same way, just
or question and then gives the answer.‘ like, just as, likewise, in comparison, where as,
[Meyer, 1985] yet
Cause and Effect:
If-then, reasons why, as a result, therefore,
because, consequently, since, so that, for,
hence, due to, thus, this led to
Problem – Solution:
Problem is, dilemma ism if – then. Because, so
that, question/answer, puzzle is solved
An Example of a Descriptive Paragraph:
Sunset is the time of day when our sky meets the outer space solar winds. There are blue, pink,
and purple swirls, spinning and twisting, like clouds of balloons caught in a whirlwind. The sun
moves slowly to hide behind the line of horizon, while the moon races to take its place in
prominence atop the night sky. People slow to a crawl, entranced, fully forgetting the deeds that
must still be done. There is a coolness, a calmness, when the sun does set.
Language Features:
Simple present tense is used

Adjectives
Example of a Chronological expository text

On July 16, 1969, the Apollo 11 spacecraft launched from the Kennedy Space Center in Florida.
Its mission was to go where no human being had gone before—the moon! The crew consisted of
Neil Armstrong, Michael Collins, and Buzz Aldrin. The spacecraft landed on the moon in the
Sea of Tranquility, a basaltic flood plain, on July 20, 1969. The moonwalk took place the
following day. On July 21, 1969, at precisely 10:56 EDT, Commander Neil Armstrong emerged
from the Lunar Module and took his famous first step onto the moon‘s surface. He declared,
―That‘s one small step for man, one giant leap for mankind.‖ It was a monumental moment in
human history!
Non-fiction – Instructional/procedural texts
The main purpose is to teach how to do something. They may be visual only (e.g. a series of
diagrams with an image for each step in the process) or a combination of words and images.
Instructional/procedural texts include rules for games, recipes, instructions for making something
and directions.

Begins by defining the goal or desired Use of imperative verbs (commands), e.g. Cut
outcome. (How to make a board game.) the
List any material or equipment needed, in card ... Paint your design ...
order. Instructions may include negative commands.
Provide simple, clear instructions. If a process (Do not use any glue at this stage.)
is to be undertaken, keep to the order in which Additional advice (It‘s a good idea to leave it
the steps need to be followed to achieve the overnight if you have time. If the mixture
stated goal. separates ...) or suggested alternatives (If you
Diagrams or illustrations are often integral and would like to make a bigger decoration, you
may even take the place of some text. could
(Diagram B shows you how to connect the either double the dimensions of the base or just
wires.) draw bigger flowers.).
An example of a procedural text:
Recipe for Banana Cake
Stephanie Alexander and Ella Walsh
Ingredients
125g butter, softened
1 1/2 cup castor sugar
2 eggs (60g), beaten
1 cup (approx. 2 large) ripe bananas, mashed
5 drops vanilla
250g plain flour
1 tsp bi-carb soda
1 tsp salt
1/2 tsp cinnamon
1/8 tsp allspice
1/2 cup milk
1 tsp lemon juice
Method:
1. Preheat oven to 180 degrees C. Butter and line a

square cake tin.
2. Cream butter and sugar until light and fluffy.
3. Beat in eggs, bananas and vanilla.
4. Sift the dry ingredients together.
5. Mix together the milk and lemon juice.
6. Alternating, add the dry ingredients and the milk,
beating between each addition
7. Bake in the oven for approximately 45 mins or until
a skewer comes out clean.
8. Rest in the tin for 5 minutes before turning out onto a wire
rack to cool.
Non-fiction – Argumentative/ Persuasion texts
An argumentative or persuasive text has two purposes. It is used to change people‘s

points of view or persuade them to accept new points of view persuade people to a
particular action or new behavior.

An opening statement (thesis) that Written in simple present tense.
sums up the viewpoint being presented.
(This Novel is the best novel ever Often refers to generic rather than
written. School uniform is a good idea.) specific nouns (participants) (Vegetables
are good for you. They ...).
Strategically organized information
presents and then elaborates on the Uses logical rather than temporal
desired viewpoint. This can be two to connectives (This proves that ... So it‘s
three paragraph long. (Vote for me clear ... Therefore ...).
because I am experienced. I have been a
school councilor three times and I have Tends to move from general to
...) specific when key points are being
presented. (The hotel is comfortable. The
beds are soft, the chairs are specially
made to support your back and all rooms
A closing statement repeats and have thick carpet.)
reinforces the original thesis. (All the
evidence shows that ... It‘s quite clear Use of rhetorical questions. (Do you
that ... Having seen all that we offer you, want to get left behind in the race to be
there can be no doubt that we are the fashionable? Want to be the most relaxed
best.) person in town? So what do you have to
do to?)
Text is often combined with other

media to emotively enhance an aspect of
the argument, e.g. a photo of a secluded
beach, the sound of birds in a forest
glade or a picture of a cute kitten.
An Example of an Argumentative Essay
Many young people see going to school as a chore and only go because they
absolutely have to, while some will even skip school because they see it as boring and
unnecessary. However, going to school is incredibly important for your career, future
education you may wish to pursue, and social and communication skills.
Teenagers are forever being told that they need a good education so that they can have
the career they want, but many do not listen. However, it is important to remember that
your schooling, no matter how long it may feel, lasts for just a few short years compared to
the rest of your life ahead of you. Therefore, it is better to sacrifice a little bit of fun now
so that you can find happiness in later life, as you will be happier if you can do a job that
you enjoy and afford to do the things you want.
Integrally linked to your career is the fact that you will only be able to achieve a
higher level of education later on if you work hard in school now. Although at the age of
fourteen and fifteen many young people may not think they want to go to college or
university, you don‘t know how this may change as you get older. And with
unemployment among young people at its highest these days, you may find that you need a
college degree to secure a good job because there is so much competition for so few jobs.
Many people also decide that they want to study further when they get a bit older, because
they want a career change as they are not happy, or just to prove to themselves and others
that they can do it. Those that don‘t succeed in compulsory education will not have the
opportunity to even start many courses because there will be plenty of better-qualified
candidates that also want a place.
Finally, school is the place where you learn a great deal of very important life skills:
from communicating and empathizing with people of different ages, to listening to
instructions and following orders, and developing leadership skills. It is not a coincidence
that there is a negative correlation between criminal offences and level of education, in all
races, ages and genders all over the world, and one of the main reasons for this is that the
lessons that are learnt in school are so much more than just academic. So, although most of
us only consider our career when we think about what school may do for us, the life skills
we learn are equally important.
What is a Personal Account?
A personal account is a description of an event that was experienced by the person giving the
account. A writer‘s vivid retelling of an experience can create something like a movie in the
reader‘s mind, allowing him or her to imagine every detail and action.
How to Write a Personal Account?
1. Choosing an Experience
Brainstorm a list of events you have experienced. For example: sports events such as a football
game or track meet; school events such as a science fair or art exhibition; natural events such as a
flood or sunset.
2. Decide the event you most want to write about
Choose an event which you remember clearly; you were thoroughly involved in and which is
interesting enough to be told .
3. Gather Event’s Details
A personal account gives plenty of specific information to create a complete picture of the event
for the reader. You can bring the event to life by asking yourself these four types of questions:
Ask questions about people, such as:
Who else took part in this event? Who caught my attention?
Ask questions that describe sensory details, such as:

What did I hear, see, smell, feel, or taste?
Ask questions about places, such as:

Where did this event take place?
Ask questions about feelings and thoughts, such as:
How How did I feel watching this event?

?
4. Organize Your Details
Order the details involved in your experience. The best order for a personal account is
chronological (or time) order. Tell the events in the order they happened—first, second, third,
and so on.
Conclusion
Conclude by telling what you learned from the experience.
5. Evaluate and Revise Content, Organization, and Style
Checking your account twice.

In the first reading, look at the content and organization of the account. It should be clear and
interesting. In the second reading, look for the style- how you say it. Focus to see that the nouns
and adjectives are precise and describe the account vividly.
Read the sample personal account of the occasion when the writer was home alone for the
first time.
The sky was pitch black, the house was creaking, and I still had four hours until my parents got
home. Locked in my parents‘ room, I turned on the TV full blast so I wouldn‘t hear the creaking
house.
I barely heard the phone ring. I picked it up but there was no response. I knew someone was on
the other end. Finally, I hung up. A minute later, the phone rang again; still no one was there. I
became more frightened as time passed; the same person called five more times.
At this point I didn‘t bother picking up, but the ringing continued. To get my mind off this prank
caller, I called my friend. She told me not to worry and to turn the phone off. As we talked, I
heard someone pull into the driveway. When I peeked out the window, I saw an unfamiliar car.
Thirty minutes passed and the car was still in my driveway. It drove up and down the drive as if
aware I was watching. My friend told me to call the cops, but I refused. Soon the phone calls
started again. I heard noises in the background, but I couldn‘t tell what they were. I really didn‘t
want that person to get out of the car and start toward the house. If they did, I did not know what
I would do. The only thing I could do was to hide, which wasn‘t a very good plan.
While I was considering calling the cops, my friend offered to drive by. By the time she arrived,
the car had left. At that point I was not as scared as curious. Since then I have not stayed home
alone and I probably never will.
Adapted from http://www.teenink.com/nonfiction/personal_experience/article/56175/Home-
Alone/ on 3rd May 2014
Writing Task:
Pretend that you are a reporter who has been assigned to conduct an interview with a person who
has experienced any natural disaster. Make a list of questions that you would ask that person.
Keep in mind that your goal is to not only to inform your readership, but to make your interview
interesting and informative.
Now, imagine that you are that catastrophe‘s survivour being interviewed and answer each
question properly. Based on the gathered information and the aforementioned guidelines, write a
personal account of the survivor.
Writing a Recipe:
Read the recipe carefully and discuss its key features.
Kneading Dough
Ingredients:
5 cups of flour
½ teaspoon (tsp) salt
½ cup oil
1 bowl water
Equipment:
A bowl for water

A spoon for measuring
A kneading trough
Method:
1. First of all, wash your hands with soap because kneading requires the working of dough
between your bare hands.
2. After that, put the flour in a kneading trough.
3. Make a little hole in the middle of the flour and pour some water in it carefully. Be careful not
to add too much water.
4. Now, mix lightly with the right hand.
5. With the left hand pour some more water.
6. Mix again. Keep removing the dough that gets stuck to the kneading trough.
7. Rub the dough over the loose flour sticking to the bottom and sides of the trough and mix well.
8. Once the flour turns into a sticky ball, it‘s ready to be kneaded.
9. Now, wet your hands with water so that the dough doesn‘t stick to your hands.
10. After that, punch the dough-ball flat with your knuckles and then reshape it. Repeat the process
till the dough is no longer sticky and can be shaped easily without the dough falling apart.
11. Finally, make it into a ball and keep it in a bowl with a tight lid to store in the refrigerator.
12. Wipe the counter and wash the utensils.
Write the recipe of any dish that you can cook.

Write the ingredients in the beginning after the title.
Enumerate the instructions.
Add precautions wherever required.
Explain the circumstances required to carry out your instructions.
Some useful cooking vocabulary is given below. Find out their meanings and use them in
your recipe.
bake blend deep fry peel simmer

barbecue boil garnish pinch sprinkle
beat broil grate pour stir
blanch chop grill shallow fry tenderize
What is a Précis?
A precise is like a miniature portrait of the passage: it retains the absolute essential points
accompanied with the mood and tone of the author of the passage. The one aspect one must be
careful about is that one should not add one‘s subjective interpretation or comments to the précis
and should try to retain the original author‘s voice and opinions. As far as the writing style is
concerned, one must ensure that one write clear and effective sentences (no rambling) and one‘s
diction is flawless. Ultimately, it the coherence of the views that you presented in the précis that
matter, and this can be achieved by making sure that one is precise and to the point in one‘s
approach. Unnecessarily long sentences or rambling thoughts are not required in précis writing,
and one should make sure that one sifts from one point to another in a smooth matter. At the end
of the day, the précis should make sense and be logical in its presentation.
While keeping the above in mind, you need to keep in mind what a precis is not. The following
are some of things that should not be a part of or a reflection of the precis:
 simply a summary of a passage.
 Do's in a précis:
o Start your précis by highlighting the main idea of the passage and you should
create contextual environment where you can place the necessary points. Once the
main idea is established in the précis, you can present the methods, points, facts
etc. used by the author of the passage.
o Compress and clarify a lengthy passage, article, or book, while retaining
important concepts, key words, and important data.
o Remove what is superfluous and retain the core essence of the work.
o Always remember that mentions about history/writing about history should be
advisably done in the past tense.
o State the purpose of the research or piece of writing (why was it important to
conduct this research or write on this topic?)
 Don'ts in a précis:
o Do not express your own opinion, wish, remark or criticism.
 Do not insert any question in your précis. Its significance, if essential, may be expressed
by a statement.
 Do not use abbreviations or contractions.
 Do not be jerky. This suggests that most probably, you have not understood the sense of
the passage properly.
Writing a Precis of a given passage.
Sample Passage:
There is an enemy beneath our feet - an enemy more deadly for his complete impartiality. He
recognizes no national boundaries, no political parties. Everyone in the world is threatened by
him. The enemy is the earth itself. When an earthquake strikes, the world trembles. The power of
a quake is greater than anything man himself can produce. But today scientists are directing a
great deal of their effort into finding some way of combating earthquakes, and it is possible that
at some time in the near future mankind will have discovered a means of protecting itself from
earthquakes.An earthquake strikes without warning. When it does, its power is immense. If it
strikes a modern city, the damage it causes is as great as if it has struck a primitive village. Gas
mains burst, explosions are caused and fires are started. Underground railways are wrecked.
Buildings collapse, bridges fall, dams burst, gaping crevices appear in busy streets.If the quake
strikes at sea, huge tidal waves sweep inland. If it strikes in mountain regions, avalanches roar
down into the valley. Consider the terrifying statistics from the past 1755: Lisbon, capital of
Portugal - the city destroyed entirely and 450 killed. 1970: Peru: 50,000 killed.In 1968 an
earthquake struck Alaska. As this is a relatively unpopulated part, only a few people were killed.
But it is likely that this was one of the most powerful quakes ever to have hit the world.
Geologists estimate that during the tremors, the whole of the
state moved over 80 feet farther west into the Pacific Ocean. Imagine the power of something
that can move an entire subcontinent! This is the problem that the scientists face. They are
dealing with forces so immense that man cannot hope to resist them. All that can be done is to try
to pinpoint just where the earthquake will strike and work from there. At least some
precautionary measures can then be taken to save lives and some of the property. (330 Words)'
Based on the above paragraph, we-arrive at the following theme sentences for the four
paragraphs:
 Earthquake - the deadly enemy of mankind.

 Damage caused by an earthquake in general.
 Damage caused by an earthquake-in particular,
 What can the scientists do?
The above four theme sentences can be developed into the following outline:
 Earthquake - the deadly enemy of mankind.

o Earthquake strikes all without a distinction of national boundary or political
affiliation.
o The power of a quake is greater than that of a man-made weapon of destruction.

o Scientists are trying to find out means to combat earthquakes; they will find some
way to protect themselves from earthquakes.
 Damage caused by an earthquake in general:

o Strikes without warning.
o Modern city when struck reduced to a primitive village.
 Damage caused by an earthquake in particular.

o Quake strikes plains, seas and mountains causing all round destruction.
o In 1755, Lisbon destroyed, 450 killed.
o In 1970, Peru struck, 50,000 killed.
 What can the scientists do?
o In 1968, Alaska hit, subcontinent moved 80 feet into the Pacific Ocean.
o Scientists cannot resist the powerful earthquake.
o They can predict the place of origin of the quake so that precaution can be
o taken to save man & property.
Based on the above outline, we can make the following rough draft:
 Earthquake- The Great Destroyer
Earthquake is the deadly enemy of mankind. Earthquake strikes all without a distinction of
nationality or political affiliation. The power of a quake is greater than that of any man-made
weapon of destruction. An earthquake strikes mankind without a warning. A modern city when
struck is reduced to a rubble. A quake strikes plains, seas and mountains causing all round
destruction. The quake struck Lisbon in 1755 killing 450; Peru in 1970 killing 50,000; Alaska in
1968 moving it 80 feet into the Pacific Ocean. Scientists are trying to find out means to combat
earthquakes and they are able to predict at least where the earthquake will hit so that precaution
can be taken to save man and property from destruction. As the number of words in the rough
draft is more than required we shall have to reduce it further without reducing the ideas.
The final draft would look as follows:
 Earthquake - The Great Destroyer
Earthquake is the mankind's deadly enemy. Earthquake strikes all without a distinction of
nationality or political affiliation. The power of a quake is greater than that of any man-made
weapon of destruction. An earthquake strikes mankind without a warning. A modern city when
struck is reduced -to a nibble. A quake strikes plains, seas and mountains causing all round
destruction. The quake struck Lisbon in 1755 killing 450; Peru in 1970 killing 50,000; Alaska in
1968 moving it 80 feet into the Pacific Ocean. Scientists are trying to find out means to combat
earthquakes, to predict the origin of the quake so that precaution can be taken to save man and
property from destruction.(115 words)
Sample Précis 2
It is physically impossible for a well-educated intellectual or brave man to make money the chief object
of his thoughts: Just as it is for him to make his dinner the principal object of them. All healthy people
like their dinner, but dinner is not the main object of their lives. So all healthy minded people like making
money, ought to like it. And enjoy the sensation of winning it; but the main object of their life is not
money; it is something better than money. A good soldier, for instance mainly wished to do his fighting
well. He is glad of his pay very properly so, and justly grumbles when you keep him ten years without it-
still, his main notion of life is doctors. They like fees no doubt, ought to like them; yet if they are brave
and well educated, the entire object of their lives is not the fees. They, on the whole, desire to cure the
sick, and if they are good doctors, and the choice were fairly put to them, they would rather cure their
patient, and lose the fee than kill him and get it. And so with all other brave and rightly trained men; their
work is first, their fee second-very important no doubt but still second. But in every notion, as I said, there
are vast numbers of people who are ill educated cowardly and more or less stupid. And with these people
just as certainly the fee is first and the work second.
Title: – Work more important than Money.
Précis: – It is impossible for a well-educated intellectual or braves many to make money the chief object
of his thought. It is true that money is very important. All healthy minded people like making money.
They ought to like it and enjoy the sensation of winning it. Yet, their main object is not money, but doing
their job well. Only with ill-educated, cowardly and foolish people, fee is more important than work. But
with brave and rightly trained men, their work is first, their fee second.

Sentence Types
https://www.youtube.com/watch?v=m9Avsw-kK-s Accessed on 11-1-2020
Text Types
https://www.youtube.com/watch?v=-LULx42tOA4 Accessed on 11-1-2020
https://www.youtube.com/watch?v=uZuDX3cNPBU Accessed on 11-1-2020
Teaching Argumentative Essays
https://www.youtube.com/watch?v=JYn8zygZSOU Accessed on 11-1-2020
Teaching Narrative Texts
https://www.youtube.com/watch?v=kPztzxVy-1o Accessed on 11-1-2020
Basic Essay
https://www.youtube.com/watch?v=IN6IOSMviS4 Accessed on 11-1-2020
DIGITAL RESOURCES FOR STUDENTS
Basic Essay
https://www.youtube.com/watch?v=GwjmMtTVO1g Accessed on 11-1-2020
https://learnenglishteens.britishcouncil.org/skills/writing/intermediate-b1-writing/against-essay
Accessed on 12-1-2020
Expository Texts
https://www.youtube.com/watch?v=OgtGyXeH3Fg Accessed on 11-1-2020
https://www.youtube.com/watch?v=GR4LunWz-jU Accessed on 11-1-2020
https://www.youtube.com/watch?v=HG-Xhdkjpsk Accessed on 11-1-2020
https://www.youtube.com/watch?v=c5IPrxafggQ Accessed on 11-1-2020
https://www.youtube.com/watch?v=Yy3EJBWIFaw Accessed on 11-1-2020
Narrative Texts
https://www.youtube.com/watch?v=zpdxXdbtGRo Accessed on 11-1-2020
https://www.youtube.com/watch?v=iWHc5Yar6Ps Accessed on 11-1-2020
Formal Letter
https://www.youtube.com/watch?v=28IMO3JGc0Y Accessed on 11-1-2020
https://www.youtube.com/watch?v=PgwmAUJx248 Accessed on 11-1-2020
Descriptive Texts
https://www.youtube.com/watch?v=vZXn0TbJrlw Accessed on 11-1-2020
https://www.youtube.com/watch?v=3Sse-pHepOs Accessed on 11-1-2020
https://www.youtube.com/watch?v=PCdPUkU-Wvo Accessed on 11-1-2020
Argumentative Texts
https://www.youtube.com/watch?v=oAUKxr946SI Accessed on 11-1-2020
https://www.youtube.com/watch?v=h2I6N5tsKhc Accessed on 11-1-2020
https://www.youtube.com/watch?v=_WknKWFdUs0 Accessed on 11-1-2020
Sentence Types (to make your writing interesting)
https://www.youtube.com/watch?v=urr55rAreWc Accessed on 11-1-2020
https://www.youtube.com/watch?v=smgyeUomfyA Accessed on 11-1-2020
https://www.youtube.com/watch?v=OR-VsLGytk4 Accessed on 11-1-2020
https://www.youtube.com/watch?v=hWmKnrtlTHU Accessed on 11-1-2020
Writing a Resume
https://www.youtube.com/watch?v=u75hUSShvnc Accessed on 11-1-2020
https://www.youtube.com/watch?v=bc0VAHE9CiU Accessed on 11-1-2020
Cover Letter
https://www.youtube.com/watch?v=jHg0b7Nai6c Accessed on 11-1-2020
https://www.youtube.com/watch?v=lhdfD2ena_k Accessed on 11-1-2020
https://learnenglishteens.britishcouncil.org/skills/writing/advanced-c1-writing/cover-letter
Competency 3: Oral Communication Skills
Standard: Students will use appropriate social and academic conventions of spoken discourse
for effective oral communication with individuals and in groups, in both formal
and informal settings.
S. No. Benchmarks
3.1 Use simple conventions of spoken discourse to communicate in various academic and
social settings, in formal and informal talks and individual/pair discussions.
3.2 Demonstrate use of appropriate conventions for giving a job interview
3.3 Create and deliver individual/group presentations on various themes, problems and issues
3.4 Evaluate the presentation of peers against a pre-developed criteria
TEACHING TIPS
Provide a lot of opportunities for students to work in groups where they have to present their
ideas and opinions, acknowledge the contributions of other group members, modify and extend
others ideas and politley negotiate to reach concensus.
An essential component and important prerequisite for academic learning is the teaching of
social skills. Social skills encompass communicating, building and maintaining trust, providing
leadership, and managing conflicts (Johnson, Johnson, &Holubec, 1993). In order to work
successfully with others in any setting social skills are a must. Moreover, collaboration,
cooperation, and problem solving are critical for the workplace of today and tomorrow; efforts
should be made to assist all students in developing and maintaining social skills.
After discussing one skill at a time a T-chart or Y-
chart may be developed and posted in the class for
reference. These charts become reminders for
practising the discussed social skills.
Different simulations, role plays, discussions and
negotiating activities should be designed for students
to practise communication and collaboration skills.
Learners should be taught formulaic expressions for
different functions like requesting repetition: can you
say that again please; Can you please say it in another
way? Etc. They must be taught how to stay positive
and use polite language.
Positive language focuses on what can be done, it suggests alternatives, sounds helpful and
firendly and generates more involvement because it is not hostile and it does not blame others for
mistakes.
Projects and presentations are opportunities for students to exhibit their learning and indepth
understanding of what they are learning. They should be a regular part of the class.
Feedback fuels learning, therefore learners should be taught to give and receive feedback to each
other with respect and positivity. Self assessment and reflection routines enhance the fact that
there is always room for improvement.
Use rubrics to elicit structured feedback from learners.
Scoring Rubric for Oral Presentations:
PRESENCE 5 4 3 2 1 0
-body language & eye contact
-contact with the public
-poise
-physical organization
LANGUAGE SKILLS 5 4 3 2 1 0
-correct usage
-appropriate vocabulary and grammar
-understandable (rhythm, intonation, accent)
-spoken loud enough to hear easily
ORGANIZATION 5 4 3 2 1 0
-clear objectives
-logical structure
-signposting
MASTERY OF THE SUBJECT 5 4 3 2 1 0
-pertinence
-depth of commentary
-spoken, not read
-able to answer questions
VISUAL AIDS 5 4 3 2 1 0
-transparencies, slides
-handouts
-audio, video, etc.
OVERALL IMPRESSION 5 4 3 2 1 0
-very interesting / very boring
-pleasant / unpleasant to listen to
-very good / poor communication
TOTAL SCORE _______ / 30
Rubric for Oral Presentation
Put a (√) in the column when students demonstrate the Student Name: Student Name: Student Name:
skills
Roll Number: Roll Number: Roll Number:
1. Introduction was short, clear and interesting
2. Topic was clearly explained
3. Used relevant information
4. Used facts and examples to support claims
5. Spoke clearly and distinctly
6. Was confident throughout the presentation

7. Maintained eye contact with the audience
8. Used visual aids (charts, OHP, slides) effectively
9. Handled questions and comments properly
Group Work Rubric

Criteria Apprentice Basic Learned Exemplary
Decision Making One person Some students Most students Students

dominates contribute to contribute to contribute to
decision-making. decision-making. decision-making. decision-making.
Social Interaction Students Students pay Body and/or Students respect
frequently attention to the verbal responses and encourage the
interrupt and/or group discussion. indicate active views of others.
put down the Some students ask listening. Most Students ask
views of others. questions and students ask questions or
Students do not build on others questions and clarification.
ask questions or comments. build on others Students build on
clarification. comments. others comments.
Contributing Students do not Some students Most students Students

contribute in any contribute contribute consistently
positive way to positively to the positively to the contribute in a
the group work. group work. group work. positive way to
the group work.
On Task Students exhibit Students exhibit Most students Students exhibit

Behaviour on-task behaviour on-task behaviour exhibit on-task on-task behaviour
inconsistently. some of the time. behaviour most of consistently.
the time.
Group Structure With assistance, With assistance, Students complete Students complete
and Functioning students have students are able a sequence of a clear and logical
difficulty to sequence steps. steps. Completes sequence of steps.
sequencing steps. Rushes to task on time. The Completes task
Task is not complete task. leader assigns with form and
completed on Division of tasks responsibilities reflection and
time. and and tasks. revision.
responsibilities if Members
inefficient and volunteer to take
wastes time. responsibilities
and roles.
http://www.nald.ca/CLR/Btg/ed/evaluation/groupwork.htm#groupwork Accessed on 5-1-2020
Group Participation Assessment Rubric
Apprentice Basic Learned Exemplary
-Rarely contributed to -Contributed good -Contributed great -Contributed

the group‘s project; effort to the group‘s effort to the group‘s exceptional effort to
often needed to be project. project. the group‘s project.
begged to focus and
produce; frequently off
task; distracted group. -Was helpful and -Did a good job of -Did a fantastic job in
cooperative in organizing group organizing group
completing his or her efforts and keeping efforts and keeping
-Rarely completed his share. people on track. people on track.
or her share; almost
always needed to be
prodded. -Completed his or her -Went above and
share with great effort. beyond the call of duty
to further group‘s
work.
http://www.readwritethink.org/class
room-resources/lesson-plans/pros-
cons-discussion-819.html
A Survey:
Prepare a questionnaire to interview students of another class. Include questions related to their
likes and dislikes. Use your questionnaire to interview 10 to 20 students of any other class during
recess.
Now tabulate the result of your survey. Make bar graphs or pie-charts to organise your data.
Use your graphs to present your report to the whole class.
Listening Tasks:
Listening Task #1
A) Listen carefully and encircle the correct answer.
1. Which type of speech event is it?
a) conversation b) description c) radio ad
2. What is the function of this type of writing?
a) to persuade b) to inform c) to request
B) Listen carefully and answer the following questions.
3. Where were ancient pyramids located?

4. When were these pyramids built?
5. Which river flows through this country?
C) Listen carefully and tick off the correct answer.

1. Which one of the following trees is found in Egypt‘s oases?
a) olive b) oak c) palm
2. Which one of the following is notincluded in the Seven

Ancient Wonders of the World?
a) Pyramids of Giza b) Sphinx c) Faisal Mosque
2. The Sphinx has a human head and the body of a :
a) bear b) lion c) elephant
3. Egypt is bordered by the Mediterranean Sea in the:

a) North b) South c) East
4. The surface of the rocks in the deserts is refined by :

a) wind b) air c) water
Listening Text
From iconic pyramids that rise from ancient sands and bustling medieval bazaars full of colour,
to the endless desert dotted with oases of palm trees, busy cities and modern coastal holiday
resorts offering some of the best diving in the world, Egypt is a living museum and a land packed
with amazing attractions.
Most of the country‘s astonishing monuments that can be visited today were built during the time
of the pharaohs. The Pyramids of Giza (the sole survivors of the Seven Ancient Wonders of the
World), the mighty Sphinx with its body of a lion and a human head, the lotus-columned temples
of Luxor and Karnak, the nearby Valley of the Kings and the Valley of the Queens, and
Hatshepsut‘s temple, the Deir el Bahri, have thrilled visitors to Egypt for centuries.
Egypt‘s natural assets are equally potent. The Nile Delta, with its intricate network of rivers that
fan out just north of Cairo to reach its rocky Mediterranean coastline around Alexandria, is lush
and green. In stark contrast is the sparsely populated desert with wind-polished rock formations
and oases. Splitting the desert in two from the Nile Delta to Egypt‘s southernmost border is the
spine-like Nile River, which has provided water for the country‘s population and its agriculture
for millennia. The iron-clad mountains of the Sinai and the gleaming underwater landscapes of
the Red Sea, complete the country‘s diverse landscape.
In a nutshell, Egypt is a land of contrasts, ancient and modern, green and barren.
Adapted from World Travel Guide
Listening Task # 2
Pre-listening:
What do you see in the picture below? Do you know the name of this bird?
It is a rare bird.
While Listening:
You will listen to a report about it. Listen carefully and complete the following tasks.
Exercise 1
Name of the bird:
Himalayan Quail, Long-billed Vulture, Great Indian Bustard
Where is the bird seen?
Who spotted the bird?
Who is Zahoor Ahmed?
What was the area of the surveyed place?
How many birds were seen?
How many more are expected to be there?
What is the estimated number of the Indian Bustard present in the world?
How many birds were seen in:
2011?
2009?
What is the bird called in the local language?
What is it called around the world?
What is happening to its population?
Exercise 2
Listen to the passage again and write answers for the following.
a. Who is an ‗Ornithologist‘?
b. What happened in 2005?
c. Which two reasons does the author give for the decline in its population?
d. What suggestion does the author give to save the bird?
Post-listening:
Find out about any other endangered animal of South-Asia and share the information with each
other.
Listening Text
BAHAWALPUR, Oct 12: A recent disclosure about the presence of ‗Great Indian Bustard‘ in
green areas of Cholistan is a source of satisfaction for the wildlife lovers.
A survey team found the bird near Bahawalpur and Bahawalnagar. The Houbara International
Foundation‘s Lt Col Shammas (retired), World Wide Fund for Nature (WWF) Ornithologist
Muhammad Jamshed and District Wildlife Officer MujahidKaleem (accompanied by WWf
cameraman Zahoor Ahmed) conducted the survey.
MujahidKaleem claimed that during a seven-day survey carried out in the desert areas stretching
over 350 kilometres in Nawankote, Bijnot, Ghorara and other areas along the Indo-Pakistan
border, the team sighted four birds and found evidence of the presence of six more of them.
According to him the total number of Indian Bustard in the world was no more than 200 and the
presence of 10 of them in Pakistan was a matter of pride. This was due to the natural habitat for
the bird, he said. He said the data had been provided by the international Union for the
conservation of Natural Resources (IUCN)
He said during 2012 survey, no such bird was spotted anywhere in the desert.
According to the Houbara Foundation International only 200 to 250 birds were seen 2011. It
carried regular surveys in Cholistan desert and found 15 birds in 2009. In 2005, it claimed, a
starving bird was rescued, treated, restored to excellent health and released back to the wild. The
‗Great Indian Bustard‘ is called ‗Bhukkar‘ in local parlance and ‗King of Grasslands‘ around the
globe. It is one of the endangered species which is mainly found in India and adjoining areas of
Pakistan along the border of Rajasthan.
The population of the bird is continuously declining due to hunting and greater use of pesticides
in the fields. The experts stress there is a need to improve its natural habitat not only to save this
vanishing species but also to increase its population.
Adapted from: http://epaper.dawn.com Accessed on 3 – 11 – 13
Listening Task # 3
Pre-listening:
1. Name the fruit that you see in picture 1. Picture 2

2. Do you know the name of the tree on
which it grows?
3. Name the animal you see in picture 2.
Picture 1
4. Find the meanings of the following words from a dictionary.

a. predators
b. rants
c. despite
1
While Listening:
Listen to the story carefully and choose the answers for the following questions while
listening.
1. Which two things did the oak tree give to the family?
i. shade and acorns to fight with
ii. food and protection from predators
iii. warmth and nests
2. What problem did the family have?
i. The tree was dying.
ii. Hawks, foxes and bears attacked them.
1
Tell the students to go through the exercises before listening. Read the text thrice at normal speed. Tell the
students to solve the exercises during the second listening and check their work while listening to it the third time.
iii. Uncle Nutty kept scolding everyone.
3. Who left the tree after the first meeting?
i. Uncle Nutty
ii. All family members
iii. Nifty
4. Who left the tree after the second meeting?
i. Nifty‘s friend
ii. Mother
iii. Nibbles
5. Who tried to stop them from going?
i. Old members of the family
ii. Uncle Nutty
iii. Aunt Naughty
6. Why did he stop them from leaving the old oak tree?
i. He feared that they would be attacked by hawks, bears and foxes.
ii. He thought that the tree would feel bad.
iii. He felt that the family would feel sad to leave.
7. Answer the following questions.
i. What did the rest of the family finally do?
ii. What happened to Uncle Nutty in the end?
2
Post Listening:
2
Use this chart to review the basic structure or the elements of all stories. Explain that all stories begin with the
orientation where the story characters and its setting are introduced. All stories have a problem that has a highest
point called climax. Problems are resolved towards the end of the story.
1. Fill in the following story chart for the story you listened to.
Title: Characters: Setting:
Orientation/Beginning: Problem: Problem Resolution:
Lesson/Moral:
2. Discuss how the message of the story is applicable to us. Think of some of the recent
changes and how we can adjust to them.
Listening Text
The Nervous Squirrel – [A Story about Dealing with Change]
There was once a family of squirrels who lived in a large oak tree.
They had lived in this tree for many generations and it gave them all that they needed to survive,
acorns to eat and protection from predators, so they never left its branches.
Then the tree started to die and it stopped producing new acorns, so the family of squirrels had a
meeting to decide what they should do next.
The oldest son, Nifty, said, ―We need to move trees, we won‘t survive if we stay here.‖
Uncle Nutty responded, ―We can‘t do that, we‘ll be killed for sure. The hawks, foxes and bears
are just waiting for us to leave this tree, we can‘t possibly leave.‖
After much debate, the entire family decided to stay in the old oak tree except for Nifty, who
decided that he needed to take the risk and change.
Nifty left the tree and was never heard from again.
―See?‖ Uncle Nutty said to the rest of the family, ―I told you that the hawks, foxes or bears
would get him!‖
However, the squirrels were starving, so after another family meeting it was decided that cousin
Nibbles would take the risk and leave, despite the dire warnings of Uncle Nutty.
Nibbles left the tree and was never heard from again.
Uncle Nutty continued his rants against leaving the tree despite the fact that they had no food.
One by one the other squirrels left with the words, ―The hawks, foxes or bears will get you, just
like the others,‖ ringing in their ears.
Eventually, only Uncle Nutty was left on the old oak tree. You could see his ribs showing
through his skin as it had been a long time since he had last eaten. He was rocking backwards
and forwards on a branch muttering to himself, ―Hawks, foxes, bears, hawks, foxes, bears…‖
Meanwhile, just 100 metres away in the same forest, the rest of the squirrel family was living
comfortably together in a lovely oak tree that was supplying all of their needs. They had avoided
the dreaded predators and were enjoying their new life.
Big brother Nifty felt bad about Uncle Nutty, so he told the rest of the family that he was going
back to see if he could convince him to join them.
He returned to the old oak tree and found his uncle in very bad shape. He told him about the new
tree and how they had escaped the hawks, foxes and bears.
But poor old Uncle Nutty just shook his head and said that it wasn‘t worth the risk to move.
He was never seen again.
The world that we‘re living in is constantly changing. We need to adjust to the changes
constantly.
Yet some people don‘t want to change their old ways, thinking that the risk to change is greater
than the risk to stay where they are.
They‘re wrong!
Don‘t be Uncle Nutty.
Change now before it‘s too late.
Adapted from: http://betterlifecoachingblog.com/2011/12/09/the-nervous-squirrel-a-story-about-

dealing-with-change/ Accessed on 6 – 2 – 14
SPEAKING
Work in trios. Study your individual role-cards carefully. Make notes if needed. Discuss on
the values of studying Science, Humanities or both. Try to reach a consensus.
Student A
You think that studying science is the need of the time for the following reasons:
science is the STUDY of the world around us
 learning how living things work helps you to understand your own body and your
health
 learning how living things survive helps you to understand why people act the way
they do
 learning how the universe works helps you to understand why things happen
 learning how the earth is made helps you to understand why the world is the way it is
Student B
You think that humanities are the key to success in this world because:
 The humanities prepare you to fulfil your civic and cultural responsibilities
 Studying the humanities allows you to become familiar with and use the creative
ideas from great minds outside of science.
 Humanities study strengthens your ability to communicate and work with others.
 You will gain knowledge of foreign languages and foreign cultures.
 Humanities study helps you understand the impact that science, technology, and
medicine has had on society and understand the future scientific needs of society.
Student C
You believe that Science and Humanities both are important and therefore the walls
between these disciplines should be lowered and students should be allowed to move
across them because:
 Integrating humanities with core subjects makes the students creative and inventive
thinkers.
 Professional students gain rich awareness of the social effects of the careers they are
about to undertake.
 Their attitudes are better than students who just specialize in STEM (Science,
Technology, Engineering, Mathematics) subjects.
You may use following structures to present your argument:

I would rather study _________ than __________ because…
I prefer studying ____________ to _____________ because…
___________ is more useful because…
You may use the following polite expressions to show your disagreement:
I disagree because. . .
The problem with that is. . .
The way I see it. . .
I'm against it because. . .
Instead, I think that. . .
I'm afraid I don't agree with you, because
Competency 4: Formal and Lexical Aspects of
Language
Standard: Students will understand and articulate widely acceptable pronunciation, stress and
intonation patterns of the English language for improved communication; enhance
vocabulary for effective communication; and understand and use grammatical
functions and the principles of grammar, punctuation, and sentence structure for
developing accuracy in their spoken and written communication.
S. No. Benchmarks
4.1 Pronounce (acceptably) new words, and use appropriate stress and intonation patterns in
sustained speech to communicate effectively.
4.2 Analyse simple narrative and expository texts, and poems to identify how lexical items are
used to convey different meanings, use lexical items in context and with correct spellings,
use lexical items to show different meanings in their own speech and writing, use the
dictionary to look for meanings of simple lexical items.
4.3 Recognize all previously taught grammatical functions and concepts of tenses and aspect,
transitional devices and modal verbs, and use them in their speech and writing.
4.4 Apply rules of earlier learnt punctuation marks and recognize the usage of punctuation
marks at an advance level.
4.5 Analyse sentence types and structure, recognize and apply the concept and function of
coordination and subordination in extended writing tasks.
TEACHING TIPS
 Introduction of lexical items are an essential part of reading lessons. Knowing a lexical item
requires learners to have a sound grip on its pronunciation, spelling, (multiple) meaning/s,
parts of speech, etymology and usage and collocations. In addition to etymology learners
may also be introduced to the root words and the derivatives. When dictionary skills are
incorporated in regular reading lessons, learners develop a better understanding of the lexical
items they are introduced to.
Deconstruct the following entry.

Learners must be encouraged to refer to dictionaries as and when required.
 Role plays should be used with reading texts to help learners practice intonation and stress.
Moreover, learners may write their own dramas and present to enhance their intonation,
stress and tone.
Online videos can be used to teach stress and intonation. Exposure to native speakers‘ accent
through videos and audios are recommended.
 Grammar should be taught in the context of reading and listening (receptive skills). It should
be assessed in writing and speaking (productive skills). For example: while reading a text
rich in adjectives, the teacher must teach the royal order of adjectives, degrees of adjectives
etc. Practice tasks must be given in context. Later, learners should be given a speaking or
writing task where they have to use the learnt concept.
 Teachers must teach grammar inductively guided by the Communicative Approach to

Language Teaching, as learners acquire grammar skills naturally through communicative
tasks.
For example:
Learners may sit in pairs. Both participants are given similar pictures with some differences.
They take turns to describe their picture one at a time and the listener spots the differences. This
should lead to rich descriptions of scenes and characters.
In reading comprehension tasks, carefully chosen grammar items are eliminated and learners
complete the passage by inserting suitable grammatical items (for example: prepositions,
adverbs, verbs etc.)
INSERT: Learners should be given any (authentic) text and told to insert, words phrases or
sentences in the text without compromising the message of the text. After the activity, learners
may share their insertions for peers to comment on.
The most effective way of teaching grammar is the inductive approach. It is taught indirectly
while teaching reading and writing. During writing lesson when learners provide feedback to
peers they practise the editing skills along with feedback on content.
The relevant grammatical rules must be taught with appropriate text types. For example: It would
be relevant to teach quotation marks and time expressions before story writing.
Punctuation can be taught during the reading lessons and should be assessed through writing. For
example, unpunctuated text for various grammatical items may be given to students, and learners
correct it collaboratively or independently.
Although, for the sake of explicit teaching, grammar items may be isolated but once they are
introduced and practiced, learners must be encouraged to use them in context e.g. using passive
voice in scientific texts or news items. Use quotation marks in stories.
Stress
Stress is the emphasis given to a specific syllable or word in speech, usually through a
combination of relatively greater loudness, higher pitch, and longer duration. Syllable is a part of
a word that is pronounced with one uninterrupted sound. It is also important to remember that we
stress the vowel sound of the word, not the consonant sound.
The stress placed on syllables in a word is called lexical stress or word stress. Stress placed on
some words within a sentence is called sentence stress or prosodic stress.
Word Stress
Take the word Garden for example. It has two syllables: ‗Gar‘ and ‗den‘. The stress is placed on
‗Gar‘. Similarly, given below are some examples. The stressed syllables are written in capital
letters.
Water: WAter
Station :STAtion
People: PEOple
Sentence Stress
Sentence stress is the way of highlighting the important words in a sentence. Unlike in word
stress, you can choose where you can place the stress. Selecting which words to stress depends
on the meaning and context. However, if the stress is not used correctly, the sentence might be
misinterpreted.
Examples:
CLOSE the DOOR.
WHAT did HE SAY to you in the GARDEN?
Have you SEEN the NEW SCHOOL ACROSS THE ROAD?
Intonation
Intonation is the variation of our pitch, in the spoken language. Intonation indicates our emotions
and attitudes, determine the difference between statements and questions and sometimes
highlight the importance of the verbal message we‘re giving out. In English, there are 3 basic
intonation patterns: Falling Intonation, Rising Intonation, and Partial/Fall-rise Intonation.
Falling intonation
Falling intonation describes how the voice falls on the final stressed syllable of a phrase or a
group of words. It is used in expressing a complete,definite thought, and asking wh-questions.
―Where is the nearest Police Station?‖
―She got a new dog‖
Rising intonation
Rising intonation describes how the voice rises at the end of a sentence. This is common in yes-
no questions or in expressing surprise.
―Your dog can speak?‖
―Are you hungry?‖
Partial Intonation
Partial Intonation describes how voice rises then falls. People use this intonation when they are
not sure, or they have more to add to a sentence. We also use this intonation pattern to ask
questions, as it sounds more polite.
―Would you like some coffee?‖
―I want to go to France, but…‖
Difference between Stress and Intonation
Definition
Intonation is the variation of our pitch, in the spoken language.
Stress is the emphasis given to a specific syllable or word in speech
Focus
Stress pays particular attention to syllables and words.
Intonation pays attention to pitch.
Emotions/Attitudes
Intonation helps you to detect the emotions and attitudes of the speaker.
Stress does not enable us to understand the attitudes of the speaker.
https://pediaa.com/difference-between-stress-and-intonation/ Accessed on 12-1-2020
A list of words with silent letters:
Here are the simple tips to remember the silent letters.
B is often silent after M (mb) and before T (bt): bomb, debt
C is silent after S (sc): muscle, scene
E is silent at the end of the words: name; hope
G is often silent before N (gn): gnarled, foreign
H is silent after W (wh): what, when
K is often silent before N (kn): knife, know
L is often silent before M, F, K, D, (lm, lf, lk, ld): calm, half, yolk, could
N is often silent after M (mn): autumn, column
P is silent in the suffix ―psych‖: psychology
T is often silent after S (st), and at the end of the words of French origin: castle, ballet
U is silent before I (uI) and E (ue): guilty, guess
W is often silent before R (wr) and H (wh): wrong , what
Here is a list of words with silent letters
 B: bomb – climb – crumb –lamb – limb – comb –numb – plumb – thumb – tomb – womb –
debt – doubt;
 C: ascent – fascinate – muscle – scene – scissors – crescent – descent – scenario – scent;
 Ch: yacht;
 D: handkerchief – handsome – Wednesday – sandwich;
 G: gnarled – gnash – gnat – gnaw – gnome – align – campaign – design – foreign – malign
– reign – sign – assign;
 H: haute cuisine – heir – honour – hour – ghost – what – when – where – why – while –
whether –white - rhythm;
 K: knack – knee – kneel – knife – knight – knit – knob – knot – know – knuckle;
 L: balm – calm – calf – half – yolk – palm – psalm – chalk – talk – walk – could – should –
would – colonel – almond – salmon;
 N: autumn – column – condemn – damn – hymn – solemn;
 P: psalm – psephology – psychic – ptarmigan – pterodactyl – psychology – receipt – corps
– coup;
 S: aisle – island – debris – Illinois
 T: bristle – fasten – listen – mortgage – soften – thistle – wrestle – castle – hustle –
chestnut - ballet –buffet – chalet – crochet – valet – debut - beret;
 U: biscuit – build – circuit – disguise – guilty – league – rogue – vague – guess – guest –
guide – guitar-antique – cheque;
 W: wrangle – wrap – wreath – wreck – wrench – wrestle – wriggle – wring – write – wrong
– answer – sword – towards – two – whole – who – whom – whose;
Tenses
In English, there are three basic tenses: present, past, and future. Each has a perfect form,
indicating completed action; each has a progressive form, indicating on-going action; and
each has a perfect progressive form, indicating on-going action that will be completed at
some definite time. Here is a list of examples of these tenses and their definitions:
Perfect
Simple Progressive Perfect
Progressive
Forms Forms Forms
Forms
am/is/are have/has have/has been
Present take/s
taking taken taking
was/were
Past took had taken had been taking
taking
will/shall will have will have been
Future will be taking
take taken taking
Simple Forms
Present Tense
Present tense expresses an unchanging, repeated, or reoccurring action or situation that exists
only now. It can also represent a widespread truth.
Example Meaning
The mountains are tall and Unchanging
white. action
Every year, the school Recurring
council elects new members. action
Pbis the chemical symbol Widespread
for lead. truth
Past Tense
Past tense expresses an action or situation that was started and finished in the past. Most past
tense verbs end in -ed. The irregular verbs have special past tense forms which must be
memorized.
Example Form
W.W.II ended in 1945. Regular -ed
past
Ernest Hemmingway wrote "The
Irregular form
Old Man and the Sea."
Future Tense
Future tense expresses an action or situation that will occur in the future. This tense is formed
by using will/shall with the simple form of the verb.
The speaker of the House will finish her term in May of 1998.
The future tense can also be expressed by using am, is, or are with going to.
The surgeon is going to perform the first bypass in Minnesota.
We can also use the present tense form with an adverb or adverbial phrase to show future
time.
The president speaks tomorrow. (Tomorrow is a future time adverb.)
Progressive Forms
Present Progressive Tense
Present progressive tense describes an ongoing action that is happening at the same time the
statement is written. This tense is formed by using am/is/are with the verb form ending in -
ing.
The sociologist is examining the effects that racial discrimination has on society.
Past Progressive Tense
Past progressive tense describes a past action which was happening when another action
occurred. This tense is formed by using was/were with the verb form ending in -ing.
The explorer was explaining the latest discovery in Egypt when protests began on the streets.
Future Progressive Tense

Future progressive tense describes an on-going or continuous action that will take place in the
future. This tense is formed by using will be or shall be with the verb form ending in -ing.
Dr. Jones will be presenting on-going research on sexist language next week.
Perfect Forms
Present Perfect Tense
Present perfect tense describes an action that happened at an indefinite time in the past or that
began in the past and continues in the present. This tense is formed by using has/have with
the past participle of the verb. Most past participles end in -ed. Irregular verbs have special
past participles that must be memorized.
Example Meaning
The researchers have travelled to many
At an indefinite
countries in order to collect more
time
significant data.
Women have voted in presidential Continues in
elections since 1921. the present
Past Perfect Tense

Past perfect tense describes an action that took place in the past before another past action. This
tense is formed by using had with the past participle of the verb.
By the time the troops arrived, the war had ended.
Future Perfect Tense

Future perfect tense describes an action that will occur in the future before some other action.
This tense is formed by using will have with the past participle of the verb.
By the time the troops arrive, the combat group will have spent several weeks waiting.
Perfect Progressive Forms

Present Perfect Progressive
Present perfect progressive tense describes an action that began in the past, continues in the
present, and may continue into the future. This tense is formed by using has/havebeen and the
present participle of the verb (the verb form ending in -ing).
The CEO has been considering a transfer to the Lahore where profits would be larger.
Past Perfect Progressive
Past perfect progressive tense describes a past, on-going action that was completed before
some other past action. This tense is formed by using had been and the present perfect of
the verb (the verb form ending in -ing).
Before the budget cuts, the students had been participating in many extracurricular activities.
Future Perfect Progressive
Future perfect progressive tense describes a future, ongoing action that will occur before
some specified future time. This tense is formed by using will have been and the present
participle of the verb (the verb form ending in -ing).
By the year 2020, linguists will have been studying and defining the Indo-European language
family for more than 200 years.
 https://leo.stcloudstate.edu/grammar/tenses.html Accessed on 12-1-2020
Direct & Indirect Speech

Direct Speech: the message of the speaker is conveyed or reported in his own actual words
without any change.
Indirect Speech: the message of the speaker is conveyed or reported in our own words.
Examples:
Direct: Rida said, ―I am very busy now.‖ Indirect: Rida said that she was very busy
then.
1. All inverted commas or quotation marks are omitted and the sentence ends with a full stop.
2. Conjunction ‗that‘ is added before the indirect statement.
3. The pronoun ‗I‘ is changed to ‗she‘.
4. The verb ‗am‘ is changed to ‗was‘. (Present Tense is changed to Past)
5. The adverb ‗now‘ is changed to ‗then‘.
When the reporting or principal verb is in the Past Tense, all Present tenses of the direct are
changed into the corresponding Past Tenses.
If the reporting verb is in the Present or Future Tense, the tenses of the Direct Speech do not
change.
The Tense in Indirect Speech is NOT CHANGED if the words within the quotation marks talk of
a universal truth or habitual action.
Simple Present Changes to Simple Past
Direct: "I am happy", she said. Indirect: She said that she was happy.
Present Continuous Changes to Past Continuous
Direct: "I am reading a book", he explained. Indirect: He explained that he was reading a book.
Present Perfect Changes to Past Perfect
Direct: She said, "He has finished his food―. Indirect: She said that he had finished his food.
Present Perfect Changes to Past Perfect
Direct: "I have been to Gujarat", he told me. Indirect: He told me that he had been to Gujarat.
Simple Past Changes to Past Perfect
Direct: He said, ―Ira arrived on Monday." Indirect: He said that Ira had arrived on Monday.
Past Continuous Changes to Past Perfect Continuous
Direct: "We were living in Germany", they told me.
Indirect: They told me that they had been living in Germany.
Future Changes to Present Conditional
Direct: He said, "I will be in Lahore tomorrow."
Indirect: He said that he would be in Lahore the next day.
Future Continuous Changes to Conditional Continuous
Direct: She said, "I'll be using the car next Friday.‖
Indirect: She said that she would be using the car next Friday.
CAN changes into COULD
Direct: He said, "I can swim." Indirect: He said that he could swim.
MAY changes into MIGHT
Direct: He said, "I may buy a house.‖ Indirect: He said that he might buy a house.
MUST changes into HAD TO/WOULD HAVE TO
Direct: He said, "I must work hard.‖ Indirect: He said that he had to work hard.
Modals that DO NOT Change: Would, Could, Might, Should, Ought to.
Direct: He said, "I should face the challenge.‖ Indirect: He said that he should face the
challenge.
Reporting Verb like ‘said/ said to’ changes to asked, enquired or demanded
Direct: He said to me, ―What are you doing?‖ Indirect: He asked me what I was
doing.
If sentence begins with auxiliary verb, the joining clause should be if or whether.
Direct: He said, ―Will you come for the meeting?‖
Indirect: He asked them whether they would come for the meeting.
If sentence begins with ‘wh’ questions then no conjunction is used as the "question-word"
itself act as a connector.
Direct: ―Where do you live?‖ asked the girl. Indirect: The girl enquired where I lived.
Commands and Requests
Indirect Speech is introduced by some verbs like ordered, requested, advised and suggested.
Forbid(s)/ forbade is used for the negative sentences. The imperative mood is changed into the
Infinitive.
Direct: Rafique said to Ahmed, ―Go away.‖ Indirect: Rafique ordered Ahmed to go away.
Direct: He said to her, ―Please wait.‖ Indirect: He requested her to wait.
Exclamations and Wishes
Indirect Speech is introduced by some words like grief, sorrow, happiness, applaud. Exclamatory
sentence changes into assertive sentence and Interjections are removed.
Direct: He said, ―Alas! I am undone.‖ Indirect: He exclaimed sadly that he was
broke.
The first person of the reported speech changes according to the subject of reporting
speech.
Direct: She said, ―I am in ninth class.‖ Indirect: She says that she was in ninth
class.
The second person of reported speech changes according to the object of reporting speech.
Direct: He says to them, "You have completed your job.‖
Indirect: He tells them that they have completed their job.
The third person of the reported speech doesn't change.
Direct: He says, "She is in tenth class.‖ Indirect: He says that she is in tenth class.
Words expressing nearness in time or place in Direct Speech are generally changed into words
expressing distance in Indirect Speech.
Now -- then
Here -- there
Ago -- before
Thus -- so
Today -- that day
Tomorrow -- the next day
This -- that
Yesterday -- the day before
These -- those
Hither-- thither
Come -- go
Hence -- thence
Next week/month -- following week/month
https://learningpundits.com/module-view/27-direct-&-indirect-speech/1-english-grammar-tips---
direct-&-indirect-speech/ Accessed on 7-1-2020
Royal Order of Adjectives
Determiner Observation Size Age Shape Colour Origin Material Qualifier Noun
a beautiful red velvety shawl
a shiny new black Chinese mobile
her short brown curly hair
four strong Sialkoti wooden bats
several stout young Pakistani cricket players
various embroidered maroon Sindhi caps
our painted big square Hala jewellery boxes
some delicious mutton biryani

RESOURCES FOR STUDENTS
SILENT LETTERS
Find the missing silent letter.
1. The wall was too high to clim__.
2. Fas__en your seat belt.
3. He is just learning to _rite.
4. 30% of houses in the town were __recked.
5. In autum__ the leaves turn yellow.
6. I need to sharpen this __nife.
7. The beaches were littered with debri__.
8. The military seized power in cou__.
9. Now let's forget the __hole thing.

10. They refused to si__n the treaty.
11. She __rapped herself in a warm shawl.
12. The king ordered the new __night to attack the neighbouring country.
1. Choose the group of words that has a silent G.

A) gnat, align, foreign, campaign
B) guess, guitar, rogue, guide
C) game, good, grind, group
D) glass, ground, gentleman, guilty
2. Choose the group of words that has a silent U.

A) accuse, fuse, amuse, reuse
B) unicorn, unit, utilize, uniform
C) tune, venue, you, lute
D) build, circuit, antique, league
3. Choose the group of words that has a silent C.

A) city, center, censor, century
B) class, cut, cat, cot
C) ascent, muscle, scene, scissors
D) accent, accuse, music, disc
4. Choose the group of words that has a silent P.

A) corps, coup, psalm, psychology
B) perspective, plug, profit, put
C) nappy, palm, rope, steep
5. Choose the group of words that has a silent L.
A) plate, pleasant, glade, glee
B) balm, could, salmon, walk
C) ball, quarrel, bill, camel
D) elder, election, necklace, glace
6. Choose the group of words that has a silent S.

A) sarcasm, witness, guess, advise
B) tense, pose, vise, raise
C) aisle, island, debris, chassis
D) resistance, ellipsis, crisis, excise
7. Choose the group of words that has a silent N.

A) broken, auction, stepson, moon
B) know, knot, ascent, foreign
C) now, not, recent, resign
D) autumn, column, hymn, solemn
8. Choose the group of words that has a silent W.

A) water, wake, warn, wage
B) answer, wrong, sword, whole
C) freeware, headway, swarm, wave
D) when, why, white, while
9. Choose the group of words that has a silent T.
A) fasten, hustle, debut, wrestle
B) timber, tight, title, tissue
C) fast, against, walnut, fetlock
D) appetite, quantity, constitute, title
10. Choose the group of words that has a silent K.

A) kidney, kitten, kitchen, kind
B) knife, knight, knit, knob
C) attack, sky, keyword, keen
D) keep, kile, think, strike
TRANSLATION
GRAMMAR PRACTISE
Verb Types:
followed by Ali bought a

Transitive
an object pen.
Verbs
not followed Ali snores at
Intransitive
by an object night.
Some verbs can be both. Read the following examples:
Ahmed washed in the morning.
(What did he wash? No answer. The verb ‗wash‘ is intransitive in this sentence)
Ahmed washed his clothes/his face in the morning.
(What did he wash? His clothes/face. The verb ‗wash‘ is transitive in this sentence)
Exercise
Identify the subject, verb and object in the following sentences. Look at the verbs carefully
and identify whether the sentences are ‘active’ or ‘passive’.
1. Time symbolizes the most valuable resource of our lives.
2. Students must manage their time efficiently.
3. A cluttered environment restricts our ability to focus.
4. Most students get intimidated by long assignments.
5. Calendars and diaries are used by most students to manage their time well.
Adverbial Phrases:
Phrases that function like adverbs are adverbial phrases. Study the following sentences:
When: I ate the ice-cream just before sunset. (time)
Where: I ate the ice-cream at school. (place)
How: I ate the ice-cream in a hurry. (manner)
Why: I ate the ice-cream to fight the heat. (reason)
Exercise
Locate the adverbial phrases in the following sentences.
1. Every morning after your Morning Prayer, make your day‘s ‗To do‘ list.
2. Give a gold star to yourself, on the calendar, when a task is accomplished.
3. Use your mission statement to analyze all your activities.
4. Keep a vigilant eye on your ‗to do‘ lists to gauge the time requirement.
5. In the rut of routine, many of us forget the "big picture".
6. Use available tools, such as the calendar, a diary or your cell phone to keep track of all
the important tasks.
Conditional sentences
Conditional sentences describe the result of something that might happen (in the present or
future) or might have happened, but didn‘t (in the past).
They are made using different English verb tenses with an ‗if clause‘. The ‗if clause‘ can go at
the beginning or at the end of the conditional sentence.
There are four main types of conditional sentences.
type condition
Zero condition always fulfilled
1st condition possible to fulfill
2nd condition in theory possible to fulfill
condition not possible to fulfill (in the

3rd
past)
1. Form
type if-clause main clause
Zero Present Simple Present Simple
1st Present Simple will + infinitive
2nd Past Simple would + infinitive *
3rd Past Perfect would + have + past participle *

2. Examples (if-clause at the beginning)
type if clause main clause
Zero If you heat ice, it melts.
1st If I study, I will pass the test.
2nd If I studied, I would pass the test.
3rd If I had studied, I would have passed the test.
3. Examples (if-clause at the end)
type main clause if-clause
Zero It melts If you heat ice.
1st I will pass the test if I study.
2nd I would pass the test if I studied.
3rd I would have passed the test if I had studied.
4. Examples (affirmative and negative sentences)

4. Examples (affirmative and negative sentences)
Type Examples
long forms short/contracted forms
+ If I study, I will pass the test. If I study, I‗ll pass the test.
1st
If I study, I will not fail the test. If I study, I won‘t fail the test.
–
If I do not study, I will fail the test. If I don‘t study, I‗ll fail the test.
Type Examples
long forms short/contracted forms
+ If I studied, I would pass the test. If I studied, I‗d pass the test.
2nd
If I studied, I would not fail the test. If I studied, I wouldn‘t fail the test.
–
If I did not study, I would fail the test. If I didn‘t study, I‗d fail the test.
If I had studied, I would have passed

+ If I‗d studied, I‗d have passed the test.
the test.
3rd If I had studied, I would not have failed If I‗d studied, I wouldn‘t have failed
the test. the test.
–
If I had not studied, I would have failed If I hadn‘t studied, I‗d have failed the
the test. test.
* We can substitute could or might for would (should, may or must are sometimes possible, too).
 I would pass the test.

 I can pass the test.
 I could pass the test.
 I might pass the test.
 I may pass the test.
 I should pass the test.
 I must pass the test.
Exercise
Complete the following conditional sentences.
1. If you manage your time well,
2. If the environment is clutter free,
3. If I had read this article earlier,
4. If a student meets all the deadlines,
5. If we have a clear personal mission statement,
6. If something unpredictable had happened,
7. If we are unable to revise thoroughly,
8. If I had postponed the small tasks,
Complete the conditional sentences with the help of the clues.

1. If you spoke louder, the audience____________________ (to hear) you.
2. Dad _____________________ (to arrive) safe if he drove slowly.
3. You _________________ (to have) no trouble at school if you had done your homework.
4. If you _________________ (to swim) in this lake, you'll get covered in mud.
5. The door will unlock if you _____________ (to press) the button.
6. If Sara ______________ (to ask) her teacher, she'd have answered her.
7. I _______________ (to call) the office if I were you.
8. If we meet at 9:30, we _______________ (to have) plenty of time.
9. You would find the milk if you _______________ (to look) in the fridge.
10. The judge would have sent him to prison if he _____________ (to lose) the case.
Dictionary Skills
The words on the top of a dictionary page are called guide words. These words list the first and
last words on a dictionary page. By looking at the guide words, you can tell which words will
appear on that page.
Look at the guide words and tick the words that will appear on these pages.
distracted 366 367 divestment
distress divinity direction diverse diverge
pressure cooker 1000 1001 prey
 persistently  proficient  perspective  prestigious  predict
quarantine 1154 1155 question
 quash  quantity  quick  quantum  querulous
limitation 830 831 linesman
 listener  linear  linchpin  limerick  lineage
examination 476 477 exchange
 excess  excavator  exalted  evolve  exclusive
Voice:
China is making headlines for its educational reforms.
Students‘ mind is enriched by studying diverse subjects.
Verbs can be active as well as passive. They are said to be active when the subject of the
sentence is the be-er or the do-er of the action. The first sentence above is an example of
an active verb sentence. When an action is done to the subject, the verb is said to be
passive. The second sentence above is an example of a passive verb sentence.
We use the passive voice for the following reasons:
1. We don‘t know the subject

2. The subject is not important or we don‘t want to mention it
3. We want to talk about the object and not the doer (subject) of the action
The structure of passive voice is very simple.

Subject + Auxiliary verb (be) + main verb (past participle)
The following table shows the structure of passive voice for all tenses.
infinitive to be washed
present It is washed.
simple past It was washed.
future It will be washed.
present It is being washed.

continuous
past It was being washed.
present It has been washed.
perfect simple past It had been washed.
future It will have been washed.

Identify the voice of the following sentences
1. They often watch television.
2. She is watching television now.
3. These phones are produced in China.
4. Jamil plays football.
5. German is spoken in Austria.
6. Lots of houses were destroyed due to the recent earthquake.
7. Alexander Bell invented the telephone.
8. Our postman was hurt yesterday.
9. You should put your pens down.
10. Plans have been made.
Rewrite the following sentences in passive voice

1. I watch cricket matches.
2. These people speak Arabic.
3. He reads books.
4. We play football.
5. They eat fish.
6. I paint pictures.
7. She does the housework.
8. The policemen help the old people.
9. He writes interesting stories.
10. The gardener waters the flowers.
Underline the main verbs in every sentence in the news items given below and state
whether they are active or passive. Also write the tense of each verb. Identify the doer
of each if it is stated. Guess the doer if it is not stated.
http://epaper.dawn.com
Change the following to reported
speech
1. Jamil: "I often have a big breakfast." Jamil says (that)

2. Samina: "They live in Bahawalpur." Samina said (that)
3. Sara: "Maheen doesn't like school." Sara told me (that)
4. Perveen: "She speaks Chinese." Perveen remarks (that)
5. Halima: "Tina doesn't like parties." Halima explains (that)
6. Ahmed: "Daood often plays computer games." Ahmed added (that)
7. Sarah: "Shamikh is out riding his new bike today." Sarah explained (that)
8. Maryam: "I don't know what to do." Maryam added (that)
9. Aisha: "Kiran is nice to Jabeen." Aisha thinks (that)
10. Jamil and Sameer: "We have to go now." Jamil and Sameer tell me (that)
Change to indirect speech.
1. She says, ―I read the holy Quran‘‘.

2. They say, ‗‘We love Pakistan‘‘.
3. He will say, ‗‘I do not mix with bad boys‗‘.
4. You say, ‗‘I respect my teacher ‗‘.
5. Faisal says, ‗‘I shall go to Karachi by the Khyber mail‘‘.
6. You say, ‗‘I speak the truth‘‘.
7. He will says, ‗‘I have sent him a telegram‘‘.
8. They will say, ‘‘We are going to Makkah‘‘.
9. She says, ‗‘I have visited Madina twice‘‘.
10. He says my father is a landlord‘‘
11. Your friend says, ‘‘We shall obey him‘‘.
12. They say, ‗‘We have done our duty‘‘.
13. You say, ‘‘I respect my elders‘‘.
14. She says ‗‘I was sitting beside them‘‘.
15. He says to me, ‗‘I live near your house‘‘.
16. They will say to him, ―We do not know you ‗‘.
17. You say to him ‗‘I was your class fellow‘‘.
18. She says to me, ‗‘My son gives you two apple every day‘‘.
19. He will say to you, ―I have come to you for help‘‘.
20. I shall say to him, ―You have broken the plate of this dinner set‘‘.
Change the narration.
1. He said, ―I take my medicine‖.

2. He said, ―I am taking my medicine‖.
3. He said, ―I have taken my medicine‖.
4. He said, ―I have already been taking my medicine‖.
5. She said, ―I took my medicine‖.
6. She said, ―I was taking my medicine‖.
7. She said, ―I had already taken my medicine‖.
8. She said, ―I had been taking my medicine since morning‘‘.
9. You said , ―I shall take my medicine‘‘.
10. They said, ―We shall be taking my medicine‖.
11. They said, ―We shall have taken my medicine‘‘.
12. They said, ―We shall have already been taking my medicine‘‘.
13. They said, ―The sun rises in the east‖.
14. You said to me, ―I was playing tennis with her‖.
15. He said to us, ―You played a match against my team‖.
Subject Verb Agreement:

The simple present (indefinite) tense is used for stating ongoing opinions, beliefs, habits, and
facts.
In the simple present tense the subject has to agree with the verb. The subject is the
person or thing we are talking about (the doer or the actor) and the predicate is the
information givenaboutthesubject.
Subject Predicate
A large man lives across the street.
Article adjective noun verb preposition article noun

Diagram any one sentence from the text.
In the above example the subject is singular and the singular verb ‗lives‘ has an ‗s‘ in the
end. A plural subject has a plural verb without an ‗s‘.
He/She/It/Ali/Sara verb + s
They/We/Ali and Sara verb without ‗s‘
Underline 5 present tense verbs in any text and encircle their subjects.
Direct and Indirect Objects:
The direct object answers the question ‗What?‘.
Sara eats an apple every day. What does she eat? ‗apple‘ (the receiver of the action)
The indirect object cannot be found by asking the question ‗What?‘. It is the person or
thing to whom or for whom the action of the verb takes place, that is, the person or thing
affected by that action.
Ali gave me the book. What did he give? ‗the book‘
The ‗book‘, therefore is the direct object; the person affected by the verb is ‗me‘,
therefore ‗me‘ is the indirect object.
Identify the direct and indirect objects in the following sentences.

1. This gives them the opportunity to gain knowledge.
2. The humanities show leaners the changes in human life patterns.
3. The degree gives them the needed skills and knowledge.
Transitive and Intransitive Verbs:

A transitive verb moves across to an object. An intransitive verb doesn‘t have an object.
We bought an ice-cream. (the verb bought has the object ‗ice-cream‘)
He snores. (the verb doesn‘t have an object)
Identify subjects, verbs and objects in the following sentences. Also state the types of verbs.
1. The liberal arts and social sciences are losing favour.

2. All regular fields require new employees.
3. The university costs are rising.
4. These countries have recognized the need for broad-based learning.
5. All regular fields are constantly changing.
6. The humanities studies attract people with a deep love of learning.
Adapt is a verb. Write its adjective and its adverb. ____________ ___________
Write the adjective of: progress ________________
prestige ________________
diverge ________________
aesthetics ________________
Write adverbs of: increase ________________

effective ________________
persistent ________________
conspicuous ________________
critical________________
direct ________________
Write the nouns of: close ________________
proficient ________________
persistent ________________
sensitive ________________
relevant ________________
necessary ________________
complex ________________
divine ________________
The following paragraph is taken from D.H. Lawrence's short story "The Horse Dealer's
Daughter." While reading, underline the adjectives and encircle the noun it’s describing. Then
mention the kind of those adjectives. First one is done for you.
And he hastened straight down, running over the wet, soddened fields, pushing through the hedges,
down into the depression of callous, wintry obscurity. It took him several minutes to come to the
pond. He stood on the bank, breathing heavily. He could see nothing. His eyes seemed to penetrate
the dead water. Yes, perhaps that was the dark shadow of her clothing beneath the surface of the
water.
i. wet, soddened [opinion- opinion]
ii. _______________________________________________________________________
iii. _______________________________________________________________________
iv. _______________________________________________________________________
v. ____________________________________________________________________
Adjective Phrases
An adjective phrase is a group of words in a sentence that acts like an adjective.It usually starts with
a preposition (e.g., of, in, on) or a participle (e.g., taken, leaving) and follows the noun it
is modifying.
For example, "Miss Tehmina is an experienced teacher."
In this sentence the word experienced is an adjective. It describes Miss Tehmina.The word
‗experienced’ can be replaced with a group of words:
For example, " MissTehmina is a teacher with a lot of experience.
In each of the following sentences identify the adjectives and replace them with an adjective
phrase of the same meaning. First one is done for you.
a. My grandfather is a wise man.

My grandfather is a man of great wisdom.
b. The Police have arrested a criminal.
c. He is a versatile novelist.
d. I admit that he is a sensible woman.
e. They walked through the muddy street.
f. This glass is fragile.
g. The man lived in a wooden house.
h. That was a brave act.
i. There was an earthen vessel on the table.
j. It was a horrible evening.
k. She wore a diamond ring.
l. Heroic acts are worthy of appreciation.
Construct a sentence for each of the following pictures, using Adjective Phrases. First one is
done for you.

1 2 3 4
5 6 7 8
G1: Rewrite the following sentences correcting the punctuation and capitalization errors.
(03)
a. yes the sahara desert is a lonely hot and dry place said faseeh
b. the pebbles show that the weather was first hot then cold then wet
c. hurrah the khans will invite us next year
d. mother told me dad ahmed and usman are planting a garden
e. im going to plant an apple tree. it will be fun said hannan
f. may I have lunch now
Write 2 sentences about your life using adverbs, at least one adverb in every sentence.
Fill in the blanks with the correct form of verb in any aspect of past tense.
Essa and Lubna are brother and sister. They (grow) _______ (i) up together in the city that used
to be known as West Berlin, in the former West Germany. Essa (move) _______ _______ (ii) to
the United States decades ago, before the eastern and western parts of both Berlin and Germany
were reunited in 1990. Lubna and family (visit) ___________ (iii) Essa last year. Lubna`s
Family (fly) ____________ (iv) from Berlin to Detroit for the visit. Although the children
(never, meet) _______ _______ _______ (v) before, except through e-mail, the family (have)
__________ (vi) a great time together.
Fill in the blanks using suitable prepositions.
Last day I was standing (i) _________ the bus stop, where I saw few people who were worried
about something. I went (ii) _________ them, and saw that a little boy was injured. I hurriedly
stopped a taxi (iii) _________ which the boy was taken to hospital. (iv) _________ the treatment
he was all fine.
Fill in the blanks using suitable conjunctions.
i. You can either have tea _________ coffee in the breakfast.

ii. I was absent yesterday _________ I was feeling ill.
iii. Junaid wanted to continue writing _________ his time was over.
iv. Let‘s collect donations _______ food items for the victims of the disaster.
Do as directed.
i. I clean my car on Sunday. (change into past tense)

ii. They stay in the same apartment for years. (change into past continuous tense)
iii. I study extremely hard before the exams. (change into present perfect tense)
iv. I was travelling to Peshawar but suddenly the flight was cancelled. (change into present
continuous tense)
Change the voice of the following sentences:
i. Algebra was taught to us by Sir Sadiq.

ii. Samina gave an impressive presentation.
iii. The job was done well.
iv. They have written the letter a second time.
Change the narration of the following.
i. ―Is that my bag?‘‘ asked Daniyal.

ii. Farhan said to me that he wanted to visit my house.
iii. ―I will need a new bicycle for the trip,‖ said Tasleem.
Complete the following conditional sentences.
i. If I were a Doctor ________________________________________.
ii. Seema would be sad _____________________________________.
iii. If I have enough money ___________________________________.
iv. We would come to lunch __________________________________.
v. If she passed the exam ____________________________________.
vi. Javed would buy a cell phone _______________________________.
Choose the correct word for each blank.

i. I ________ speak Urdu fluently when I was a child. (could, can).
ii. We have reached the Airport _________ (in time, on time).
iii. ___________ you write and application in English ? (can, should).
iv. _____________ the rain, we went out. (in spite of, instead of).
Dictionary Skills:
https://www.teachingenglish.org.uk/article/dictionary-skills-secondary-students Accessed on 25 - 5 – 19
at 2:05 pm.
Conditional Sentences
http://englishgrammarexercise.com/conditional-sentences-english-grammar-exercise/ Accessed on 12-1-
2020
Voice
http://englishgrammarexercise.com/english-grammar-exercises/ Accessed on 12-1-2020
Direct and Indirect Speech
http://englishgrammarexercise.com/reported-speech/ Accessed on 12-1-2020

Exglish XI

Uploaded by

Copyright:

Available Formats

Exglish XI

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Exglish XI

Uploaded by

Copyright:

Available Formats

English

Competency 1: Reading and Thinking Skills ........................................................................................................ 2

TEACHING TIPS ............................................................................................................... 3

Competency 2: Writing Skills ..........................................................................................................................14

TEACHING TIPS ............................................................................................................. 16

Competency 3: Oral Communication Skills .........................................................................................................38

TEACHING TIPS ............................................................................................................. 39

Competency 4: Formal and Lexical Aspects of Language ..................................................................................53

TEACHING TIPS ............................................................................................................. 54

Using realia to Survey

2. While Reading: A cloze test is a way of testing

https://effortlessacquisition.blogspot.com/2004/10/what-c-test-is.html Accessed on 6-1-2020

How to Teach Expository Text Structure to Facilitate Reading

Why teach expository text structures?

 Description: The author describes a topic.

How to teach expository text structure

Figure 1: Graphic organizers and signal words/phrases

Descriptive To describe a Articles in

A List of Transitional Words and Phrases

Thus, for example, for instance, namely, to illustrate, in other words, in

https://www.youtube.com/watch?v=iu-yLD8qQM0 Accessed on 11-1-2020

https://www.youtube.com/watch?v=AbRxBPY1vsc Accessed on 11-1-2020

3. How to introduce text structures: (Text)

Internal Text Structures:

4. Helpful resource to teach organization patterns:

Demonstrates clear Demonstrates Demonstrates basic Demonstrates little or

Is characterized by Is characterized by Is characterized by the Is characterized by the

Text Types and their Features

The essential purpose of narrative is to tell a story for entertainment.

Generic Stages Common Language Features

An Example of a Narrative Text

Non-fiction – Expository Text

Simple present tense is used

Example of a Chronological expository text

Generic Stages Common Language Features

Recipe for Banana Cake

Stephanie Alexander and Ella Walsh

125g butter, softened

1 1/2 cup castor sugar

2 eggs (60g), beaten

1 cup (approx. 2 large) ripe bananas, mashed

250g plain flour

1 tsp bi-carb soda

1/2 tsp cinnamon

1/8 tsp allspice

1/2 cup milk

1 tsp lemon juice

1. Preheat oven to 180 degrees C. Butter and line a

An argumentative or persuasive text has two purposes. It is used to change people‘s

Generic Stages Common Language Features

Text is often combined with other

3. Gather Event’s Details

Ask questions that describe sensory details, such as:

Ask questions about places, such as:

Ask questions about feelings and thoughts, such as:

How How did I feel watching this event?

Conclude by telling what you learned from the experience.

5. Evaluate and Revise Content, Organization, and Style

Checking your account twice.