K KHAN English

Induction Program for Teachers Phase-II
All rights reserved with Provincial Institute for Teacher Education (PITE), Peshawar.
Approved by: Directorate of Curriculum and Teacher Education Khyber Pakhtunkhwa, Abbottabad Vide
Letter No. 3965-67/Vol-1/SS-MD/CPD-NOC/2019 dated: 17-09-2020
English Session Plans Developed by:
1. Sarmast Khan, Instructor PITE, PESHAWAR

2. Aneesa Bibi, Instructor PITE, PESHAWAR
Developed under Supervision of:

Dr. Tariq Mehmood, Director, Provincial Institute for Teacher Education (PITE),
Peshawar
Reviewed by:
1. Jamila Tahira, Principal RITE (F), Abbottabad

2. Zai-Ud-Din, Sr. Instructor PITE, Peshawar
3. Rafia Naz, Subject Expert. DCTE, Abbottabad
4. Tariq Ali, Subject Specialist PITE, Peshawar
Review Supervision:
Mr. Gohar Ali Khan, Director, Curriculum & Teacher Education (DCTE),
Khyber Pakhtunkhwa, Abbotabad
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Contents
Preface .............................................................................................................................................................................. 5
Course Description: ........................................................................................................................................................... 6
Objectives of the course: .................................................................................................................................................. 6
Session 1: .......................................................................................................................................................................... 7
Handout 1.1 .................................................................................................................................................................... 10
Factors affecting the acquisition of a second language .................................................................................................. 10
Handout 1.2 .................................................................................................................................................................... 13
The Grammar-Translation Method ................................................................................................................................. 13
Session 2: ........................................................................................................................................................................ 17
Handouts ......................................................................................................................................................................... 24
Handout 2.1 : Listening Skills .......................................................................................................................................... 24
Handout 2.2: Five ways to improve your listening skills ................................................................................................. 26
Session 3: ........................................................................................................................................................................ 28
Handout 3.1 .................................................................................................................................................................... 31
Handout 3.2 .................................................................................................................................................................... 33
Basic strategies for teaching reading with comprehension............................................................................................ 33
Handout 3.3 .................................................................................................................................................................... 35
Instructional strategies for developing fluency in reading ............................................................................................. 35
Handout 3.4 .................................................................................................................................................................... 36
Answers ........................................................................................................................................................................... 36
Session 4: ........................................................................................................................................................................ 37
Handout 4.1 .................................................................................................................................................................... 40
Why is it important that my child develops a good pen grip? ........................................................................................ 40
Handout: 4.2 ................................................................................................................................................................... 42
Types of writing:.............................................................................................................................................................. 42
Handout: 4.3 ................................................................................................................................................................... 45
Personal Experience writing Tips: ................................................................................................................................... 45
Handout 4.4 .................................................................................................................................................................... 46
Tips for describing a person/Landscape ......................................................................................................................... 46
Handout 4.5 .................................................................................................................................................................... 47
Tips for writing dialogues. ............................................................................................................................................... 47
Handout: 4.6 ................................................................................................................................................................... 47
Conventions of Essay writing: ......................................................................................................................................... 47
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List of Abbreviations
DCTE Directorate of Curriculum & Teacher Education
DFP District Focal Person
E&SED Elementary and Secondary Education Department
IP Induction Program
KESP Khyber Pakhtunkhwa Education Sector Program
LMS Learning Management System
LMTs Lead Master Trainers
NC National Curriculum 2006
PCK Pedagogical Content Knowledge
PITE Provincial Institute for Teacher Education
PST Primary School Teacher
SLO Student learning outcome
SoS Scheme of Studies
SS Subject Specialist
SEs Subject Experts
TNA Teacher Need Assessment
TA Technical Assistance
CRQ Constructed Response Question
ERQ Extended Response Question
RRQ Restricted Response Question
ESL English as second language
EFL English as foreign language
SSR Sustained Silent Reading
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Preface
The government of Khyber Pakhtunkhwa Elementary and Secondary Education Department (E&SED)
successfully launched and completed Phase-1 of the Induction Programme in 2018-19 for newly recruited
teachers. Positive feedback from the stakeholders encouraged E&SED to continue the practice of offering
induction programme to newly hired teachers.
The quality education issues that were identified before IP-phase-1 and the assumption that the beginning
teachers were likely to lack significant professional competencies and content knowledge were confirmed
in pre-test. Moreover, after completion it was evident in the results of the trainee teachers that the identified
gaps were, to a greater extent, bridged. Hence, it was safely concluded that the Induction Program proved
instrumental in addressing the newly recruited teachers’ challenges in terms of their content clarity and
pedagogical skills.
In depth analyses of the data from IP-Phase-1 highlighted that trainee teachers still lacked pedagogical
underpinnings of the teaching and learning process. The learning from phase-1 were incorporated in
designing IP-Phase-2. Consequently, content and design were amended to adapt to the emerged
requirements. One of them was insertion of a 50-day face-to-face sessions of Foundational Courses including
Curriculum and Instructions, Educational Psychology, Classroom Assessment, Classroom Management and
Assessment, School Organization, Use of ICT in Education, and Teaching of subjects. These courses are
selected due to their importance and proximity to teaching and learning.
This course will help you to learn different teaching learning techniques and strategies to teach better in
your classroom. This course module has been designed for you to understand various teaching concepts to
create conducive learning environment for young children. Through reflective practice and variety of
teaching strategies, it is hoped that you will be in better position to apply these teaching skills with fidelity.
This course module consists of 4 session plans of 3 hours each. So, in total there will be 12 hours of instruction
time.
I truly appreciate the content developers whose untiring efforts resulted in a quality document, which
certainly will prove to be a stepping-stone towards the improvement in the training of teachers.
Furthermore, I would like to thank Director DCTE and his review teams for their valuable input in helping us
improve and finalize this important resource for your professional development.
This document has been made possible with the support of Department of International Development –
DFID through Technical Assistance from Khyber Pakhtunkhwa Education Sector Program (KESP) managed by
Adam Smith International (ASI).
I sincerely hope that this module will give you required skills and knowledge necessary to teach effectively.
I wish you good luck!
Tariq Mehmood
Director, PITE,
Peshawar.
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Course Description:
This course has been designed to enable you to teach English using an interactive and communicative
approach. The course aims to be comprehensive in its depth and coverage so that, upon its completion, you
will have gained both a theoretical understanding of the basic principles of second language acquisition and
the practical knowledge of how to apply these principles effectively in the language classroom.
Objectives of the course:
After this course you will be able to:
• Explain and use various methods of teaching of English according to different situations.
• Teach listening, speaking, reading and writing skills using various approaches e.g. communicative,
interactive etc.
• Design suitable teaching activities, lesson plans and material to help learners acquire a basic level of
communicative competence.
• Assess learners’ language performance and progress using self-designed activities.
• Help learners to develop basic grammatical competence.
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Session 1: Teaching of English Time: 180 Minutes
Date
Unit
Introduction to Second Language Acquisition
Sub Topics
1. Introduction to Second Language Acquisition:
1.1 Factors affecting Second Language Learning
1.2 Common methods of Teaching English
o Grammar - Translation method and its limitation
o Audio-lingual approach and its limitation
o The Natural Approach and its limitation
o Communicative approach and its limitation
o The Inter actionist approach and its limitation
Objectives of the Session
After this session the trainee teachers will be able to understand:
• Factors affecting second language learning
• Different methods of teaching English
AV-AIDS
Writing board, markers, dusters, pictures, flip charts, color markers, handouts and worksheet (already
prepared).
Introduction of the Session 05 minutes

Explain to the trainee teachers that the following topics will be discussed in this session:
• Factors affecting Second Language Learning
• Common methods of Teaching English
Instructions/Activities
Activity 1 65 minutes
Factors affecting Second Language Learning
• Write the following questions and ask the trainee teachers to note their answers in their notepads.
I. How many languages you know? (make a list)
II. Was it easy or difficult to learn languages other than mother language?
(If yes then answer Q.3)
III. Why was it difficult to learn the other languages?
IV. How could teaching and learning of that language be made more effective?
V. What are the factors that affect second language learning?
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• Randomly take 3-4 responses against each question and then make five groups of the trainee
teachers and provide each group with one of the following topics and ask them to discuss that how
these factors affect second language learning.
o Teacher
o Environment
o Motivation
o Curriculum
o Age
• Allow them to work for ten minutes and then take responses from each group.
• Now ask them to read Handout 1.1 in groups and note down new points not covered in last
discussion about the assigned topic.
• Randomly take few responses and then conclude the activity with your input and feedback.
• Now make four groups of the trainee teachers.
• Write the following topics on the writing board and assign one topic to each group.
o Classroom Instructions
o Greetings and courtesies
o Apologies
o Requests
• Ask each group to prepare a role paly where these topics are taught by using English as Medium of
instruction.
• Invite each group to perform the role play.
• After each role play ask the sitting trainee teachers to give their input and feedback that how this
role play could be made more effective.
• Conclude the activity with your input and feedback.
Common Methods of Teaching English
• Display the prepared flashcards of the following in different corners of the training room.
• Grammar - Translation method
• Direct approach
• Audio-Lingual approach
• The Natural approach
• Communicative approach
• Ask trainee teachers to go around the room and note their understanding about each of the topic
in their notepads.
• Ask them to make pairs and share with each other, their understanding of the topics.
• Now make five groups of the trainee teachers and ask them to read handout-1.2
o Group-1:Grammar - Translation method
o Group-2: Direct approach
o Group-3: Audio-Lingual approach
o Group-4:The Natural approach
o Group-5: Communicative approach
• After each group has read and discussed the handout ask them to prepare a presentation on the
same.
• Ask each group to present their work.
• Give your feedback at the end for bringing more clarity if required.
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• Ask the trainee teachers to remain in same group and think about how to teach the story “Camel
and Jackal” to the students by using the already assigned approach i.e
• Group-1 will use Grammar - Translation method
• Group-2 will use Direct approach and so on.
• Each group will be asked to deliver the same in front of the class considering the trainee
teachers as students.
Assessment 10 minutes
Conclude your session by asking the following questions from the trainee teachers:
• What are the factors that affect learning of English as second language?
• What are different methods of teaching English as second language?
• What is the most applicable method of teaching English in the classroom at secondary level?
Recap 05 minutes
Recap the session by asking the following question:
• What different teaching methods have been discussed in the session.
Home Assignment: 05 minutes
• Ask the trainee teachers to select any one method of teaching English and think about its
advantages over other methods of teaching.
Teaching Strategies/ Tips for the Trainee teachers

• Tell the trainee teachers that today we have used following teaching strategies:
1. Plenary discussion,
2. Individual work
3. Pair work
4. Role Play
5. Gallery walk
6. Presentation
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HANDOUTS
Handout 1.1
Factors affecting the acquisition of a second language
Introduction
Some students learn a new language more quickly and easily than others. This simple fact is known by all
who have themselves learned a second language or taught those who are using their second language in
school. Clearly, some language learners are successful by virtue of their sheer determination, hard work and
persistence. However, there are other crucial factors influencing success that are largely beyond the control
of the learner. These factors can be broadly categorized as internal and external. It is their complex interplay
that determines the speed and facility with which the new language is learned.
Internal factors
Internal factors are those that the individual language learner brings with him or her to the particular
learning situation.
• Age:
Second language acquisition is influenced by the age of the learner. Children, who already have solid
literacy skills in their own language, seem to be in the best position to acquire a new language efficiently.
Motivated, older learners can be very successful too, but usually struggle to achieve native-speaker-
equivalent pronunciation and intonation.
• Personality:
Introverted or anxious learners usually make slower progress, particularly in the development of oral
skills. They are less likely to take advantage of opportunities to speak, or to seek out such opportunities.
More outgoing students will not worry about the inevitability of making mistakes. They will take risks,
and thus will give themselves much more practice.
• Motivation (intrinsic):
Intrinsic motivation has been found to correlate strongly with educational achievement. Clearly, students
who enjoy language learning and take pride in their progress will do better than those who don't.
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• Experiences:
Learners who have acquired general knowledge and experience are in a stronger position to develop a
new language than those who haven't. The student, for example, who has already lived in 3 different
countries and been exposed to various languages and cultures has a stronger base for learning a further
language than the student who hasn't had such experiences.
• Cognition:
In general, it seems that students with greater cognitive abilities (intelligence) will make the faster
progress. Some linguists believe that there is a specific, innate language learning ability that is stronger
in some students than in others.
• Native language:
Students who are learning a second language which is from the same language family as their first
language have, in general, a much easier task than those who aren't. So, for example, a Dutch child will
learn English more quickly than a Japanese child.
External factors
External factors are those that characterize the particular language learning situation.
• Curriculum:
For ESL students in particular it is important that the totality of their educational experience is
appropriate for their needs. Language learning is less likely to place if students are fully submersed into
the mainstream program without any extra assistance or, conversely, not allowed to be part of the
mainstream until they have reached a certain level of language proficiency.
• Instruction:
Clearly, some language teachers are better than others at providing appropriate and effective learning
experiences for the students in their classrooms. These students will make faster progress. The same
applies to mainstream teachers in second language situations. The science teacher, for example, who is
aware that he/she too is responsible for the students' English language development, and makes certain
accommodations, will contribute to their linguistic development.
• Culture and status:
There is some evidence that students in situations where their own culture has a lower status than that
of the culture in which they are learning the language make slower progress.
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• Motivation (extrinsic):
Extrinsic motivation is also a significant factor. Students who are given continuing, appropriate
encouragement to learn by their teachers and parents will generally perform far better than those who
aren't. For example, students from families that place little importance on language learning are likely to
progress less quickly.
• Access to native speakers:
The opportunity to interact with native speakers both within and outside of the classroom is a significant
advantage. Native speakers are linguistic models and can provide appropriate feedback. Clearly, second-
language learners who have no extensive access to native speakers are likely to make slower progress,
particularly in the oral/aural aspects of language acquisition.
Lightbown, Patsy M., and Nina Spada. How Languages Are Learned. Oxford: Oxford University Press,
2013. Print.
Macaro, Ernesto. Continuum Companion to Second Language Acquisition. London: Continuum, 2010.
Print.
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Handout 1.2
The Grammar-Translation Method
This method was historically used in teaching Greek and Latin. The method was generalized to teaching
modern languages.
Classes are taught in the students' mother tongue, with little active use of the target language. Vocabulary
is taught in the form of isolated word lists. Elaborated explanations of grammar are always
provided. Grammar instruction provides the rules for putting words together; instruction often focuses on
the form and inflection of words. Reading of difficult texts is begun early in the course of study. Little
attention is paid to the content of texts, which are treated as exercises in grammatical analysis. Often the
only drills are exercises in translating disconnected sentences from the target language into the mother
tongue, and vice versa. Little or no attention is given to pronunciation.
The Direct approach
This approach was developed initially as a reaction to the grammar-translation approach in an attempt to
integrate more use of the target language in instruction.
Lessons begin with a dialogue using a modern conversational style in the target language. Material is first
presented orally with actions or pictures. The mother tongue is NEVER, NEVER used. There is no
translation. The preferred type of exercise is a series of questions in the target language based on the
dialogue or an anecdotal narrative. Questions are answered in the target language. Grammar is taught
inductively–rules are generalized from the practice and experience with the target language. Verbs are used
first and systematically conjugated only much later after some oral mastery of the target language. Advanced
students read literature for comprehension and pleasure. Literary texts are not analyzed grammatically. The
culture associated with the target language is also taught inductively. Culture is considered an important
aspect of learning the language.
The Audio-Lingual approach
This approach is based on the principles of behavior psychology. It adapted many of the principles and
procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach.
New material is presented in the form of a dialogue. Based on the principle that language learning is habit
formation, the method fosters dependence on mimicry, memorization of set phrases and over-
learning. Structures are sequenced and taught one at a time. Structural patterns are taught using repetitive
drills. Little or no grammatical explanations are provided; grammar is taught inductively. Skills are
sequenced: Listening, speaking, reading and writing are developed in order. Vocabulary is strictly limited and
learned in context. Teaching points are determined by contrastive analysis between L1 and L2. There is
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abundant use of language laboratories, tapes and visual aids. There is an extended pre-reading period at the
beginning of the course. Great importance is given to precise native-like pronunciation. Use of the mother
tongue by the teacher is permitted, but discouraged among and by the students. Successful responses are
reinforced; great care is taken to prevent learner errors. There is a tendency to focus on manipulation of the
target language and to disregard content and meaning.
The Communicative approach
What is communicative competence?
• Communicative competence is the progressive acquisition of the ability to use a language to achieve
one's communicative purpose.
• Communicative competence applies to both spoken and written language.
• Communicative competence is context specific based on the situation, the role of the participants and
the appropriate choices of register and style. For example: The variation of language used by persons
in different jobs or professions can be either formal or informal. The use of jargon or slang may or may
not be appropriate.
• Communicative competence requires the mastery of the production and comprehension of
communicative acts or speech acts that are relevant to the needs of the L2 learner.
Characteristics of the Communicative Classroom
• The classroom is devoted primarily to activities that foster acquisition of L2. Learning activities involving
practice and drill are assigned as homework.
• The instructor does not correct speech errors directly.
• Students are allowed to respond in the target language, their native language, or a mixture of the two.
• The focus of all learning and speaking activities is on the interchange of a message that the acquirer
understands and wishes to transmit, i.e. meaningful communication.
Stages of language acquisition in the communicative approach
1. Comprehension or pre-production
a) Total physical response
b) Answer with names–objects, students, pictures
2. Early speech production
a) Yes-no questions
b) Either-or questions
c) Single/two-word answers
d) Open-ended questions
e) Open dialogues
f) Interviews
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3. Speech emerges
a) Games and recreational activities
b) Content activities
c) Humanistic-affective activities
d) Information-problem-solving activities
The Natural approach
The Natural approach and the Communicative approach share a common theoretical and philosophical base.
The Natural approach to L2 teaching is based on the following hypotheses:
1. The acquisition-learning distinction hypothesis
Adults can "get" a second language much as they learn their first language, through informal, implicit,
subconscious learning. The conscious, explicit, formal linguistic knowledge of a language is a different and
often non-essential process.
2. The natural order of acquisition hypothesis
L2 learners acquire forms in a predictable order. This order very closely parallels the acquisition of
grammatical and syntactic structures in the first language.
3. The monitor hypothesis
Fluency in L2 comes from the acquisition process. Learning produces a "monitoring" or editor of
performance. The application of the monitor function requires time, focus on form and knowledge of the
rule.
4. The input hypothesis
Language is acquired through comprehensible input. If an L2 learner is at a certain stage in language
acquisition and he/she understands something that includes a structure at the next stage, this helps him/her
to acquire that structure. Thus, the i+1 concept, where i= the stage of acquisition.
5. The affective hypothesis
People with certain personalities and certain motivations perform better in L2 acquisition. Learners with
high self-esteem and high levels of self-confidence acquire L2 faster. Also, certain low-anxiety pleasant
situations are more conducive to L2 acquisition.
6. The filter hypothesis
There exists an affective filter or "mental block" that can prevent input from "getting in." Pedagogically, the
more that is done to lower the filter, the more acquisition can take place. A low filter is achieved through
low-anxiety, relaxation, non-defensiveness.
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7. The aptitude hypothesis

There is such a thing as a language learning aptitude. This aptitude can be measured and is highly correlated
with general learning aptitude. However, aptitude relates more to learning while attitude relates more
to acquisition.
8. The first language hypothesis
The L2 learner will naturally substitute competence in L1 for competence in L2. Learners should not be
forced to use the L1 to generate L2 performance. A silent period and insertion of L1 into L2 utterances
should be expected and tolerated.
9. The textuality hypothesis
The event-structures of experience are textual in nature and will be easier to produce, understand, and recall
to the extent that discourse or text is motivated and structured episodically. Consequently, L2 teaching
materials are more successful when they incorporate principles of good story writing along with sound
linguistic analysis.
10. The expectancy hypothesis
Discourse has a type of "cognitive momentum." The activation of correct expectancies will enhance the
processing of textual structures. Consequently, L2 learners must be guided to develop the sort of native-
speaker "intuitions" that make discourse predictable.
1. Zhou, G. & Niu, X. (2015). Approaches to language teaching and learning. Journal of Language Teaching and
Research, 6(4), p. 798
2. ^ Bonilla Carvajal 2013, p. 247.
3. ^ Hatfield, Gary (1997). Easton, Patricia (ed.). Logic and the Workings of the Mind: The Logic of Ideas and Faculty
Psychology in Early Modern Philosophy. Ridgeview Publishing Co. pp. 21–45.
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Date
Unit
Listening and Speaking / Oral communication skills
Sub Topics
• Definition and meaning of listening
• Theories on Listening and the Teaching of Listening
• Stages of listening and their Importance
The strategies used for listening with comprehension
• Pre listening
o Prediction
• While listening
o Listening for gist and specific information
o Listening for identifying relevant information
o Guessing words from context
• Post listening
o Listening for detail and identifying the organization of a text
• Listening and the challenges faced by EFL and ESL learners
• Instructional strategies to help learners listen to and comprehend a variety of words and phrases
read by others
• Use various conversations and audio-visual resources for improving listening skills
• Introduction to Speaking and Teaching of Oral Skills in Context
• Conceptualizing speaking skills
• Using inter actionist and communicative approach for teaching speaking skills
• Designing and developing activities for improving fluency, pronunciation. Accuracy,
automaticity and appropriate expressions in speaking Designing, conducting and
assessing speaking activities :
o Practicing dialogues
o Using rhymes
o Using role play and presentations
o Using pictures
o Organizing debate and speech contents to encourage speaking
o assessing speaking skills and giving constructive feedback
o Practicing Micro teaching of speaking skills in classroom
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After this session the trainee teachers will be able to understand:
• Importance of listening and speaking skills
• Strategies for improving listening skills
• Listening challenges for English language learners
A.V.AIDS
Writing board, markers, dusters, pictures,flip charts, colour markers, handouts and worksheet (already
prepared).

After formal greeting explain to the trainee teachers that the following topics will be discussed in this
session:
• Definition and meaning of listening
• Theories on listening and the teaching of listening
• Stages of listening and their importance
The strategies used for listening with comprehension:
• Pre listening
o Prediction
• While listening
o Listening for gist and specific information
o Listening for identifying relevant information
o Guessing words from context
• Post listening
o Listening for detail and identifying the organization of a text
✓ Listening and the challenges faced by EFL and ESL learners
✓ Instructional strategies to help learners listen to and comprehend a variety of words and
phrases read by others
• Introduction to speaking and teaching of oral skills in context
o Conceptualizing speaking skills
o Using inter actionist and communicative approach for teaching speaking skills
o Designing and developing activities for improving fluency, pronunciation. Accuracy,
automaticity and appropriate expressions in speaking
o Designing, conducting and assessing speaking activities :
✓ Practicing dialogues
✓ Using rhymes
✓ Using role play and presentations
✓ Using pictures
• Organizing debate and speech contents to encourage speaking
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Listening and Speaking / Oral Communication Skills
Topics to be discussed
o Definition and meaning of listening
o Stages of listening and their Importance
• Write the word “Listening” in middle of the writing board.
• Randomly ask the trainee teachers to define listening.
• Note their responses around the word “Listening”.
• Now share with them the following description of what is listening
Listening is receiving language through the ears. Listening involves

identifying the sounds of speech and processing them into words and
sentences. When we listen, we use our ears to receive individual sounds
(letters, stress, rhythm and pauses) and we use our brain to convert these
into messages that mean something to us.
https://www.englishclub.com/listening/what.htm
• Now make pairs of the trainee teachers and ask them to identify three strategies for improving
listening skills of the students.
• Randomly take few responses and give your input and feedback with the help of following.
Strategies for improving listening skills:

Before you listen
• Think about the topic of the text you are going to listen to. What do
you already know about it? What could possibly be the content of
the text? Which words come to mind that you already know?
Which words would you want to look up?
• If you have to do a task on the listening text, check whether you
have understood the task correctly.
• Think about what type of text you are going to listen to. What do
you know about this type of text?
• Relax and make yourself ready to pay attention to the listening
text.
While you are listening
• It is not necessary to understand every single word. Try to ignore
those words that you think are less important anyway.
• If there are words or issues that you don't understand, use your
general knowledge as well as the context to find out the meaning.
• If you still don't understand something, use a dictionary to look up
the words or ask someone else for help.
• Focus on key words and facts.
• Take notes to support your memory.
• Intonation and stress of the speakers can help you to understand
what you hear.
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• Try to think ahead. What might happen next? What might the
speakers say, which words might they use?
After listening
• Think about the text again. Have you understood the main points?
• Remember the speculations you made before you listened. Did
they come true?
• Review your notes.
• Check whether you have completed your task correctly.
• Have you had any problems while listening? Do you have any
problems now to complete your task? Identify your problems and
ask someone for help.
• Listen again to difficult passages.
Activity-2: 3o minutes
Listening and the challenges faced by EFL and ESL learners.
• Write “Challenges in Listening English” in middle of the board.
• Randomly take 4-5 responses and note them on the board.
• Now make 05 groups of the trainee teachers and assign one topic from handout 2.1 to each group
• Ask them to present the main points of handout 2.1 after reading and discussion in their
respective groups.
Activity 3: Listening Skills 30 minutes
Tips for improving listening skills
• Make groups of the trainee teachers and ask them to handout 2.2.
• Ask each group member to note important points about the topic.
• Ask them to prepare presentations and share their understanding of the assigned task with rest of
groups.
• Conclude the activity by providing your input and feedback.
Activity 4 Use of Resources Listening Skills 30 minutes
• Introduction to Speaking and Teaching of Oral Skills in Context
Read aloud the following poem or download and play this poem to the trainee teachers.
THE PARK
The park is very great and green
And full of many things unseen
Swings that come swinging and knock off your head
Germs in the fountain that kill you quite dead
And lots of wild children who like to throw sand
And sometimes there's even a musical band!
(Anonymous)
Now ask them the following questions.

I. How is the park?
II. What are the things in the park?
III. What are the children doing in the park?
After taking their responses read aloud/play the poem again and ask them to answer the same
questions.
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Note: There will be more specific and correct responses as compared to the first time.
• Now ask the following questions from the trainee teachers.
o Why was it difficult to comprehend the poem for the first time?
o Why were they able to answer those questions better than the first time?
• Now assign the following paragraphs to three different trainee teachers at the end of session-1
and ask them to read, comprehend the paragraph and also develop questions to be asked from
the trainee teachers.
• Ask them to loudly read the paragraph to the class.
• After reading the paragraph ask the developed questions.
• Tell the trainee teachers that by using such strategies they can improve speaking and listening
skills of the students.
Paragraph-1:
There are three reasons why I prefer jogging to other sports. One reason is that jogging is a cheap sport. I
can practise it anywhere at any time with no need for a ball or any other equipment. Another reason why
I prefer jogging is that it is friendly to my heart. I don’t have to exhaust myself or do excessive efforts while
jogging. Finally, I prefer this sport because it is safe. It isn’t as risky as other sports like gymnastics, racing
or horseback riding. For all these reasons, I consider jogging the best sport of all.
Paragraph-2:
There are three reasons why Canada is one of the best countries in the world. First, Canada has an excellent
health care system. All Canadians have access to medical services at a reasonable price. Second, Canada
has a high standard of education. Students are taught by well-trained teachers and are encouraged to
continue studying at university. Finally, Canada's cities are clean and efficiently managed. Canadian cities
have many parks and lots of space for people to live. As a result, Canada is a desirable place to live.
Paragraph-3:
Aspirin can be a fatal poison. People are used to taking aspirin whenever they feel pain. It is true that aspirin
is an efficacious pain-killer for example in headache cases. However, aspirin is like any other medicine can
be dangerously harmful. Any unregulated use of it may result into the damage to the lining of the stomach,
prolonged bleeding time, nausea, vomiting, ulcers, liver damage, and hepatitis. It is scientifically proven
that excessive use of aspirin turns it into a toxin. Its toxic effects are Kidney Damage, severe metabolic
derangements, respiratory and central nervous system effects, strokes, fatal hemorrhages of the brain,
intestines & lungs and eventually death. Thus, the careful and regulated use of aspirin is most advisable so
as not to turn into a deadly poison.
Introduction to Speaking and Teaching of Oral Skills in Context
• Conceptualizing speaking skills
• Using inter-actionist and communicative approach for teaching speaking skills
• Designing and developing activities for improving fluency, pronunciation. Accuracy, automaticity
and appropriate expressions in speaking.
• Designing, conducting and assessing speaking activities:
o Practicing dialogues
o Using rhymes
o Using role play and presentations
o Using pictures
o Organizing debate and speech contents to encourage speaking
o Assessing speaking skills and giving constructive feedback
o Practicing Micro teaching of speaking skills in classroom
21 | P a g e
• Make pairs of the participants.

• Ask them to think for five minutes and develop and oral discussion in the form of role play in
English language.
o Topic-1: Dialogue between two friends about use and misuse of mobile phones
o Topic-2:Dialogue between a doctor and a patient who is suffering from flu
• Randomly invite 04 pairs for presentations/dialogues
• When they have performed then ask the trainee teachers that how this dialogue could have been
improved and what other points could be added
• Now make five groups of the trainee teachers and assign one topic to each of the groups.
• Ask each group to discuss and come out with a strategy to practice teaching speaking skills to the
students. Also they will have to practically demonstrate that strategy in front of the class.
• Provide your feedback where required.
• Conclude the activity by sharing that following are few strategies to be used for improving
speaking skills.
• Reading aloud
• Students give their thoughts on topic assigned by teacher
• Students listen to classmates’ thoughts and respond
• Oral diary; oral weekly report
• Group presentations on a completed project
• Oral book report
• Picture description
• Storytelling
• Chained storytelling
• Creating riddles
• Role play
• Debates
• Dramatic monologues
• Radio drama
Conclude your session by asking the following questions from the trainee teachers:
• How can we improve listening skills of the students?
• What are the difficulties faced by students in speaking English as second language?
• What are the different strategies used for improving speaking skills of the students?
• Ask them to practice these activities in their classroom to teach effectively and engage students
for improved learning.
Recap 05 minutes
• Ask the trainee teachers to list down the topics discussed today and the new things learnt in the
session.
• Randomly take few responses
Ask the trainee teachers to come up with two strategies to improve speaking skills of the students
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1. Plenary discussion
2. Individual work
3. Pair work
4. Mini lecture
5. Role Play
6. Presentation
Reflection on the Session 05 minutes
Ask the trainee teachers to write their reflection on the learned strategies of today’s session by answering
the following questions:
• Which strategies are applicable in real classroom?
• How much effective the session was to develop their capacity?
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Handouts
Handout 2.1 : Listening Skills
Suggestions for improving listening skills and Listening challenges for English language learners
There are many difficulties an individual may face in understanding a talk, lecture or conversation in a second
language (and sometimes even in their first language). The speaker, the situation and the listener can all be
the cause of these difficulties.
Contributing factors include the speaker talking quickly, background noise, a lack of visual clues (such as on
the telephone), the listener’s limited vocabulary, a lack of knowledge of the topic, and an inability to
distinguish individual sounds.
While the challenges posed by the speaker or the situation may be out of the listener’s hands, there are a
few skills or 'strategies' that English learners can use to help them along.
1. Predicting content
Imagine you've just turned on your TV. You see a man in a suit standing in front of a large map with the
symbols of a sun, clouds and thunder. What do you imagine he is about to tell you? Most likely, this is going
to be a weather forecast. You can expect to hear words like 'sunny', 'windy' and 'overcast'. You'll probably
hear the use of the future tense: 'It'll be a cold start to the day'; 'there'll be showers in the afternoon', etc.
Depending on the context – a news report, a university lecture, an exchange in a supermarket – you can
often predict the kind of words and style of language the speaker will use. Our knowledge of the world helps
us anticipate the kind of information we are likely to hear. Moreover, when we predict the topic of a talk or
a conversation, all the related vocabulary stored in our brains is 'activated' to help us better understand
what we're listening to.
Practise predicting content:
Watch or listen to a recorded TV programme or clip from YouTube. Pause after every few sentences. Try to
predict what is going to happen or what the speaker might say next.
Tip:
If you are taking a listening test, skim through the questions first and try to predict what kind of information
you need to listen out for. A question beginning 'How many..?', for example, will probably require you to
listen for a specific number or quantity of something.
2. Listening for gist
Imagine you are a superhero flying in the sky. From that height, it is possible to see what the entire area is
like, how densely populated it is, the kind of houses in each area.
When listening, it is also possible to get the ‘whole picture’ but with one crucial difference: information
comes in a sequence. And in that sequence of information, there are content words (the nouns, adjectives
and verbs) that can help you form that picture. We often call this listening for gist.
For example, the words 'food', 'friends', 'fun', 'park' and 'sunny day' have their own meanings, but when you
hear the words in sequence, they help form the context of a picnic.
Practise listening for gist:
Find a short video with subtitles on a topic that interests you. Use the title to help you predict the content
and then listen out for the content words. Go back, and listen again with the subtitles. How much did you
understand the first time? Return to the video a week later and try again.
Tip:
When you learn new words, try to group them with other words used in a similar context. Mind maps are
good for this.
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3. Detecting signposts
Just like the traffic lights on roads, there are signposts in language that help us follow what we're listening
to. These words, which link ideas, help us to understand what the speaker is talking about and where they
are taking us. They're particularly important in presentations and lectures.
For example, if a university lecturer says: 'I am going to talk about three factors affecting global warming…'
then later on you might hear the phrases 'first of all', 'moving on to' and 'in summary' to indicate the next
part of the talk. Other words and phrases can function in a similar way. For instance, to clarify ('in other
words', 'to put it another way'); to give examples ('to illustrate this', 'for example'), and so on. Take a look at
this list of phrases for more examples.
Practice detecting signpost language:
Most course books for learners of English come with a CD and audio script. Find an example of a business
presentation or lecture and see how many signpost phrases you can identify (listen more than once, if
necessary). Then check your notes with the audio script.
Tip:
In your notebook, group signpost phrases according to their functions, and continue to add new expressions
as you come across them.
4. Listening for details
Imagine you are a detective taking a closer look at those buildings you saw earlier on as a superhero. This
time, rather than taking in the big picture, you're looking for something specific and rejecting anything that
does not match what's on your list.
Similarly, when listening for details, you are interested in a specific kind of information – perhaps a number,
name or object. You can ignore anything that does not sound relevant. In this way, you are able to narrow
down your search and get the detail you need.
In a listening test, if you are asked to write down the age of a person, listen for the words related to age
('old', 'young', 'years', 'date of birth', etc.) or a number that could represent that person's age. If it is a
conversation, you might wait to hear someone beginning a question with 'How old…?'
Practise listening for details:
Decide on a type of detailed information you want to practise listening for and watch programmes where
you would expect to get that information. For example, you could listen to a weather report to get details
about the weather, or you could follow the sports news to find out the latest results.
Tip:
If you are taking a test, as soon as you get the question paper, skim through the questions, underline the
important words and decide what kind of detail you need to identify in the listening text.
5. Inferring meaning
Imagine you are a tourist in a country whose language you do not speak. In a restaurant, you hand over a
credit card to pay for the bill, but the server seems to say something apologetic in response. Even though
you don't understand his words, you can probably conclude that the restaurant doesn't take credit cards,
and you need to pay with cash instead.
This is the technique of inferring meaning: using clues and prior knowledge about a situation to work out
the meaning of what we hear.
Similarly, we can infer the relationship between people from the words they use, without having to find
out directly. Take the following conversation:
A: Tom, did you do your homework?
B: I did, sir, but the dog ate it.
A: That's a terrible excuse. You'll never pass your exams if you don't work harder.
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We can infer from the use of the words 'homework' and 'exams' that this is a conversation between a student
and his teacher. By using contextual clues and our knowledge of the world, we can work out what's being
said, who is speaking and what's taking place.
Practise inferring meaning:
Find a YouTube clip from a popular television show, for example Friends. Now, rather than watch it, just
listen to the dialogue. How much can you infer about what is taking place, who is talking and what their
relationship is? Now listen to the clip a second time but watch it too. Were your conclusions correct?
Tip:
The next time you hear a word you don't understand, try to guess its meaning using the context or
situation to help you. But don't worry if you don't get it the first time. As with everything in life, the more
you practise, the better you will get.
https://www.britishcouncil.org/voices-magazine/five-essential-listening-skills-english-learners
Handout 2.2: Five ways to improve your listening skills

1. Face the speaker and give them your attention
It is difficult to talk to someone who is constantly looking around. Make sure to face the speaker,
maintain eye contact, and give them your undivided attention. Eye contact is necessary for
effective communication. Although shyness, uncertainty, or cultural taboos may inhibit eye
contact, try your best to make sure the speaker knows that they have your full attention.
2. Keep an open mind
Do not judge or mentally criticize what the speaker is telling you. Doing so can compromise your
ability to take in what is being said. Never exhibit judgmental behavior, as it compromises your
effectiveness as a listener. You can evaluate what was said after the speaker is finished talking,
but don’t do so while you are still listening to them.
Let the speaker finish what they are saying and don’t be a sentence-grabber. Interrupting the
speaker or prohibiting them from finishing what they are saying can indicate disrespect to the
speaker. Often, interrupting the speaker mid-sentence interrupts their train of thought and can
easily destroy a productive conversation.
3. Active listening
Active listening shows the speaker that you’re interested and is an important business
communication skill. Using active listening techniques helps to ensure that you correctly
understand what is said.
Active listening techniques:
• Paraphrasing back to the speaker what was said, to show understanding

• Nonverbal cues (nodding, eye contact, etc.)
• Verbal affirmations (“I understand,” “I know,” “Thank you,” etc.)
• Demonstrating concern and establishing rapport
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4. Just listen!
Create a mental model of the information, whether it be a picture or an arrangement of abstract

concepts. Listen to keywords and phrases and do not rehearse what you are going to say after
the speaker is done talking. Think about what the other person is saying rather than what you
are going to respond with. It is difficult to think of what you are going to say while also listening
to the speaker. Be attentive and relaxed – don’t get distracted by your own thoughts and
feelings.
The Importance of Listening
Effective listening is a skill that is frequently undervalued in our society. Good communication
skills require both effective speaking and listening. By being an attentive listener, you can
understand more and improve relationships.
Make sure to:
• Maintain eye contact and face the speaker to give them your attention
• Don’t be judgmental while listening
• Don’t interrupt the speaker
• Employ active listening techniques
• Think about what the other person is saying and not what you should respond with
https://corporatefinanceinstitute.com/resources/careers/soft-skills/improve-your-listening-skills/
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Date
Unit
Reading and thinking skills
Sub Topics
Reading and thinking skills
• Theories on reading
o What is meant by reading?
o Difference between reading aloud and silent reading
o Basic strategies for teaching reading with comprehension
• Reading Fluency
o Instructional strategies for developing fluency in reading
o Designing and developing instructional and assessment activities and resource Material for
Teaching and assessing fluency in reading
• Vocabulary development
o Techniques for teaching vocabulary and spellings
o Designing and developing instructional and assessment activities and resource Material for
Teaching vocabulary
o Assessing vocabulary with high and low frequency words
• Reading comprehension
o Reading comprehension skills for different stages of reading(intensive practice of reading)
• After this session the trainee teachers will be able to:
o Identify difference between loud and silent reading
o Understand and apply basic strategies for reading comprehension
A.V.AIDS
prepared).

• Theories on reading
• Reading Fluency
• Vocabulary development
• Reading comprehension
28 | P a g e
Brainstorming
• Ask the trainee teachers “What is meant by reading?
• Take 6-7 responses from them.
• Give your input where necessary.
Difference between reading aloud and silent reading
• Divide trainee teachers in four groups.
• Tell them to read handout 3.1 and each group make their presentation considering the following
questions.
i. What is the difference between reading aloud and silent reading?
ii. Which reading is more beneficial for students in your opinion?
iii. Write merits and demerits of both readings.
• Take presentations one by one.
• Give your feedback where necessary.
Basic strategies for teaching reading comprehension
• Ask the trainee teachers “what is comprehension?”
• Take 3-4 responses from them and note them on writing board.
• Give your feedback through following definition.
Comprehension definition:
An ability to understand the meaning or importance of something (or the knowledge acquired as a result)
https://www.vocabulary.com/dictionary/comprehension
• Now tell them to read handout 3.2 and make a presentation on it.
• After they have done their task tell them to display their work on different corners of the training
room.
• Tell the trainee teachers to visit the work of their classmates and comment where necessary.
• Conclude the activity by giving your feedback.
Reading Fluency
• Ask the trainee teachers “what will you do for developing fluency in reading of your students?”
• Take 3-4 responses.
• Ask them to make pairs.
• Now tell them to read handout 3.3 individually and take notes in their note books.
• After they have read tell them to share it in pairs.
• Now take 5-6 responses from them.
• Conclude the activity by delivering a mini lecture on “Instructional strategies for reading fluency”.
29 | P a g e
Vocabulary development.
• Draw the following template on writing board.
Word Meaning Parts of speech Sentence
• Now ask the trainee teachers to think about any two words they want to share with their classmates
and fill the above table accordingly.
• After they have done their work take 6-7 responses from them.
• Conclude the activity by giving your feedback.
Reading comprehension
• Prepare a chart of the following and display it.
• Now ask the trainee teachers to read passage and answer the given questions
King Robert Bruce ruled over Scotland. He had been defeated many times by the English. He ran for
his life and hid himself in a cave. He had lost all hope to win. As he lay there, thinking if he should give
up his struggle or not, he saw a spider trying to reach its cobweb in the ceiling of the cave. It fell down
again and again but did not give up its effort. At last, the little insect reached its home in its ninth
attempt. This gave courage to King Bruce. He made up his mind to fight and this time he won the battle.
1. Who defeated Robert Bruce many times?
2. Where did he hide himself?
3. What did he see in the cave?
4. After how many attempts did the spider succeed?
5. What lesson did King Bruce learn from the spider?
• After they have done their work ,randomly take few responses against each question.
• Give your feedback where necessary in light of Handout 3.4.
Ask the trainee teachers the following questions for assessment.
• What is reading?
• What is the difference between silent and loud reading?
• What are the basic strategies for teaching reading with comprehension?
• How will you design vocabulary development activity in your classroom while teaching to
students?
Recap 05 minutes
• Ask the trainee teachers to list down the topics discussed today and the new things learnt in the
session.
• Ask the trainee teachers to come up with some strategies, they use, other than discussed today,
for improving reading comprehension of the students.

1. Individual work 2. Group work 3. Presentation
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HANDOUTS
Handout 3.1
1. Reading Aloud
Reading aloud means just that-reading aloud. When we read to students, we take advantage of the fact that
until about the eighth grade, young people have a "listening level" that significantly surpasses their reading
level. When we read aloud to students, we engage them in texts that they might not be able to read. In the
process, we expand their imaginations, provide new knowledge, support language acquisition, build
vocabulary, and promote reading as a worthwhile, enjoyable activity. All students, from pre-school through
high school, can benefit from being read to. Listening to a fluent, expressive, and animated reader can help
students make connections between written and spoken language.
• The single most important activity you can do to build the knowledge students require for eventual
success in reading is to read aloud to them.
• Students can listen on a higher language level than they can read, so reading aloud makes complex
ideas more accessible to students and exposes them to vocabulary and language patterns that are
not part of their everyday speech. This, in turn, helps students understand the structure of books
when they read independently.
• Reading aloud is the foundation for literacy development. It is the single most important activity for
reading success.
• The reader's pauses and emphasis allow students to better understand the phrasing and fluency of
the language and to hear new vocabulary and the way the words are used.
• Listening to others read helps students develop key understanding and skills, such as an appreciation
for how a story is written and familiarity with book conventions, such as "once upon a time" and
"happily ever after".
• Reading aloud to students, regardless of their reading ability, provides them with the understanding
that print has meaning and can tell a story. Young students can become familiar with the phrasing,
expression, and flow of sentences in stories or texts that are read aloud to them.
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2. Silent Reading
The ability to sit and silently read a text is a skill that all students will need as they move through secondary
education and into college. Similar to learning an active reading strategy, students must have multiple
opportunities each day to practice reading silently. And like all explicit instruction, we must make it clear to
our students why this skill is important to them.
Readers don't have to pay as much attention to the pronunciation of every single word when they read
silently, so they can concentrate on reading for understanding. As vocabulary, fluency and motivation
increase, so does comprehension. Children read books at their own level and their own pace. They can
visualize and interpret the words in their own way. Some teachers provide time after Silent reading for
students to share their thoughts on the books they're reading. This helps them recall, and it reinforces
comprehension. Students are required to read silently for standardized tests, and sustained silent reading
provides effective practice.
Silent reading provides the opportunity to learn the meanings of many new words in context. Kids are able
to discover word definitions in an interesting way without any direct instruction. They tend to be more open
to this method of learning new words than they would be if they were involved in intensive, forced
vocabulary instruction. Children will apply the word attack skills they've learned to figure out new words on
their own.
There is a well-established link between reading and writing. When children are engrossed in silent reading,
they observe a variety of writing styles and sentence structures that influence their own writing styles. Since
they are able to concentrate on the words they're reading, grammar and spelling typically improve.
Consistent, independent reading inspires a creative thought process that transfers to the written word. Some
teachers combine sustained silent writing with SSR. After the students read silently, they write in dialogue
journals to reflect on what they've just read. The teacher doesn't correct the writing, he/she simply responds,
using corrected spelling words and grammar structures in his/her response.
However if you are beginning to learn and improve your speaking skills reading aloud is preferable and if you
have to improve your interpretation skills and read faster, reading silently will be preferable.
https://www.teachervision.com/reading-aloud-0
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Handout 3.2
Basic strategies for teaching reading with comprehension
1. Activating and Using Background Knowledge
Understand what they are reading. Background knowledge is made up of a person's experiences with the
world (including what he or she has read), along with his/her concepts for how written text works, including
word identification, print concepts, word meaning, and how text is organized. Research has established that
readers' existing knowledge is critical in determining their ability to comprehend what they read. This
strategy requires readers to activate their background knowledge and to use that knowledge to help them.
2. Generating and Asking Questions
This strategy involves readers asking themselves questions throughout the reading of a text. The ability of
readers to ask themselves relevant questions as they read is especially valuable in helping them to integrate
information, identify main ideas, and summarize information. Asking the right questions allows good readers
to focus on the most important information in a text.
Generating good questions may also lead readers to focus on problems with comprehension and to take
actions to deal with these problems.
3. Making Inferences
This strategy requires readers to evaluate or draw conclusions from information in a text. Authors do not
always provide complete descriptions of, or explicit information about a topic, setting, character, or event.
However, they often provide clues that readers can use to "read between the lines"-by making inferences
that combine information in the text with their background knowledge.
It has been shown that when readers are taught how to make inferences, they improve their abilities to
construct meaning. Indeed, research indicates that the ability to make inferences is crucial to successful
reading.
4. Predicting
This strategy involves the ability of readers to get meaning from a text by making informed predictions. Good
readers use predicting as a way to connect their existing knowledge to new information from a text to get
meaning from what they read. Before reading, they may use what they know about an author to predict
what a text will be about. The title of a text may trigger memories of texts with similar content, allowing
them to predict the content of the new text.
During reading, good readers may make predictions about what is going to happen next, or what ideas or
evidence the author will present to support an argument. They tend to evaluate these predictions
continuously, and revise any prediction that is not confirmed by the reading.
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5. Summarizing
This strategy involves the ability of readers to pull together, or synthesize information in a text so as to
explain in their own words what the text is about. Summarizing is an important strategy because it can enable
readers to recall text quickly. It also can make readers more aware of text organization, of what is important
in a text and of how ideas are related.
Effective summarizing of expository text may involve such things as condensing the steps in a scientific
process, the stages of development of an art movement, or the episodes that led to some major historical
event.
Effective summarizing of narrative text can involve such things as connecting and synthesizing events in a
story line or identifying the factors that motivate a character's actions and behavior.
6. Visualizing
This involves the ability of readers to make mental images of a text as a way to understand processes or
events they encounter during reading. This ability can be an indication that a reader understands a text.
Some research suggests that readers who visualize as they read are better able to recall what they have read
than are those who do not visualize.
Visualizing is especially valuable when it is applied to narrative texts. In reading narratives, readers often can
develop a clear understanding of what is happening by visualizing the setting, characters, or actions in the
plot. However, visualizing can also be applied to the reading of expository texts, with readers visualizing
steps in a process or stages in an event or creating an image to help them remember some abstract concept
or important name.
Texas Educational Agency. (2002). Comprehension Instruction, 9-12. Retrieved from
http://www.netxv.net/pm_attach/67/TRI-Comprehension_Instr.pdf.
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Handout 3.3
Instructional strategies for developing fluency in reading
1. Record students reading aloud on their own.

If certain sound-letter combinations or words are causing problems, teachers will benefit from listening to
the child read out loud. However, this activity can be extremely stressful in front of a classroom of kids,
particularly for a student who struggles with fluency. It is best to avoid calling on struggling readers during
group reading and instead have them work through a paragraph on their own. Make a recording that can be
analysed later on by a teacher or tutor in order to provide targeted help.
2. Ask kids to use a ruler or finger to follow along.
Decoding is easier when students don’t lose their place as they move across a page. It’s up to the individual
student how they go about this. Some may want to use a pen or pencil, others a piece of paper that they
move down to cover the bottom of the page and stay focused on the sentence in front of them. This is also
a good strategy for readers with ADHD because it involves a kinesthetic element.
3. Have them read the same thing several times.
When you’re trying to improve fluency, it helps to see the same text multiple times. Each reading becomes
easier and motivation goes up as students experience enhanced fluency, thanks to repeat exposure to words
and phrases. It can also help when it comes to developing comprehension skills as readers have more
opportunities to notice contextual cues.
4. Pre-teach vocabulary.
Prime the words a student is going to see in a text and practice reading them in isolation or in phrases. You
might do this via an interactive classroom based activity. Get students to use the words and then practice
reading them from the board or on a piece of paper. Crossword puzzles can be an effective teaching tool or
playing a spelling game. It’s much easier to read a word if it is fresh in memory.
5. Drill sight words.
Some words are more common than others and students who have a hard time with fluency will find it is
much easier to read when they are familiar with 90% of the vocabulary in a text. Around 50% of all books
and classroom based materials for young readers are composed of words from the Dolch List. Learn more in
our post on teaching sight words.
6. Make use of a variety of books and materials.
If a student has difficulty with reading it can be even more of a struggle to practice with material that is not
of interest to them. Sometimes all it takes is getting readers excited about a topic to help them lose
themselves in the activity. Try chapter books, comics and poems. Even picture books can work as long as the
35 | P a g e
student doesn’t perceive the material as being below their level. Experiment with texts of different lengths
starting with shorter material and gradually working up to longer pieces.
TOP TIP: Where fluency is concerned the emphasis is on the quality of the student’s reading, not the quantity
of pages or speed at which they read them.
7. Try different font and text sizes.
If there’s a visual impairment that is causing some of the difficulty, reading larger text or text printed on
colour tinted paper can sometimes make things easier. If you’re accessing this article on your computer
check the top right corner of the screen for an “Accessibility Me” button which will allow you to experiment
with different colour, font and size combinations while you finish reading this list. There are specific fonts
which are more appropriate for anyone with learning difficulties, including dyslexia, because they help with
discerning letters and decoding language.
8. Create a stress free environment.
When students are enjoying a book, anxiety and stress are reduced and fluency is enhanced. It’s also possible
to foster a relaxing environment by removing any deadlines, time-limits or assessment related goals and just
focusing on classroom reading for reading’s sake.
9. Guide students to help them establish a steady pace.
One of the hallmarks of fluent reading is establishing a consistent rhythm and pace that guides students
through a text. This doesn’t need to be fast and in the beginning new readers should have the option to start
slow and increase their pace as they become more comfortable.
https://www.readandspell.com/fluency-strategies-for-struggling-readers
Handout 3.4
Answers
1. King Robert Bruce had been defeated by the English army many times.
2. He hid himself in a cave.
3. He saw a spider trying to reach its cobweb up in the ceiling of the cave.
4. The spider succeeded after making nine attempts.
5. King Bruce learnt the lesson, “Try, try again till you succeed.”
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Date
Unit
Writing Skills
Sub Topics
Writing skills
• Defining writing
• Techniques of good handwriting
• Key concepts in teaching writing
o Free writing
o Controlled writing
o Guided writing
o Creative writing
• Teaching writing through communicative approach
o Writing about personal experiences
o Describing a person/ landscape/ view/ place
o Writing dialogues
o Write a composition of three or more paragraphs following conventions of essay writing
After this session the trainee teachers will be able to:
• Understand different techniques of good handwriting
• Writing about personal experiences
• Write dialogue
A.V.AIDS
prepared).

• Defining writing
• Techniques of good handwriting
• Key concepts in teaching writing
• Teaching writing through communicative approach
37 | P a g e
Brainstorming
• Ask the trainee teachers “What is writing?”
• Note their responses on writing board.
• Conclude the activity by your input through following sentences.
“Writing is not simply orthographic (in spelling from) symbolization of sound but something more
than this. It is purposeful selection and organization of experience. Good writing must be accurate,
idiomatic and graceful.”
Techniques of good handwriting
• Tell the trainee teachers to read handout 4.1 carefully.
• Give them five minutes for reading.
• Now ask the following questions.
o What is the technique for holding a pen correctly?
o What to do if student is left-handed?
o What type of pencil or pen should student use?
• Conclude the activity by giving your input through handout 4.1.
Key concepts in teaching writing
• Tell the trainee teachers that there are following key concepts in teaching writing.
o Free writing
o Controlled writing
o Guided writing
o Creative writing
• Divide trainee teachers in four groups.
• Assign one topic to each group.
• Tell them read Handout 4.2and make presentations on it.
• Take presentations from all groups and conclude the activity by giving your input.
Activity 4
Teaching writing through communicative approach
Activity 4.1 25 minutes
Writing about personal experiences
• Ask the trainee teachers to write about any personal experience.
• Give them ten minutes for this activity.
• After they have done their task take 2-3 responses from trainee teachers.
• Now give your input through Handout 4.3, that how to write personal experiences.
Describing a person/ landscape
• Tell the trainee teachers to read Handout 4.4.
• Take 4-5 responses from them.
• Now divide trainee teachers in two group.
• Assign “Describing a person” to one group and “Describing a landscape” to other group.
• Give them ten minutes for this activity.
• Tell them to make presentations on it
• Conclude activity by giving your input.
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Writing dialogues
• Ask the trainee teachers to make pairs.
• Now ask them to write dialogues between two friends in pair on a topic of their choice.
• Now invite pairs one by one and tell them to present their work as role play.
• Conclude the activity by giving your input through Handout 4.5.
Conventions of essay writing
• Ask the trainee teachers what are the conventions of essay writing?
• Take 2-3 responses from trainee teachers.
• Now tell them read Handout 4.6.
• Summarize the session by giving your input through Handout 4.6.
Ask the trainee teachers the following assessment questions.
• What are the techniques of good hand writing?
• What is open writing?
• How will you describe a person?
• What tips will you keep in mind while writing dialogues?
• What are the conventions of essay writing?
Recap 05 minutes
• Ask the trainee teachers to make pairs
• Let them share with each other the most interesting topics of the day
• Ask the trainee teachers to write a dialogue between a teacher and a parent who’s child has
shown poor result in the monthly test

• Tell the trainee teachers that today we have used following teaching methods:
1. Individual work
2. Pair work
3. Role Play
4. Group work
5. Presentation
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HANDOUTS
Handout 4.1
Why is it important that my child develops a good pen grip?
We ensure that children have regular opportunities to practise holding a pen correctly and to develop letter
formation and joins between letters, in order that they can develop their own individual fluent style of
handwriting.
The way a child grips the pencil will affect the quality, speed and flow of the handwriting and it is very
important that every child is able to write neatly and legibly across a range of different genres or formats.
We believe that with regular practise in school and at home, this skill can be effectively developed by
children.
What is the correct technique for holding a pen correctly?
If you have difficulty in reading your child’s handwriting, the following steps can be taught to ensure the 3
finger grip is used for holding a pen or pencil correctly:
• The pen or pencil should be held with the middle finger resting underneath the pencil and the first
finger and thumb on top – this is called a “tripod grasp”. (See picture below)
• The pen or pencil should be held about one to three centimetres from the writing tip, so that there
is control over its movement.
• The grip should be relaxed, without pressing too hard on the page.
• Ideally, your child should be sitting upright, not hunched over the paper. It is also helpful to angle the
piece of paper to the right or left, depending on which hand your child is using.
• The hand should be holding the pencil at an angle of about 60 degrees.
• The ‘non-writing’ hand should be used to hold the paper still, so the writing arm is free to move.
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What type of pencil or pen should my child use?

As children start in Year 3, they continue to use pencil so that they can easily correct their mistakes in their
work. As a teacher, you may like to encourage your child to experiment with using different pencils that they
feel comfortable with. We try to discourage the use of biros to start with because young children’s hands
are still too small to hold a biro at the correct angle – biros force them to hold the pen upright in order to
get the ink flowing properly.
What if my child is left-handed?
If your child is left-handed they may require a little extra support to develop the techniques needed to
compensate for the fact that they must push the pencil rather than pull it (like a right-handed person). Also,
if the hand covers what has been written, the left-handed writer will have to stop more frequently to review
the content of what they have written, whereas a right-handed writer can maintain the flow of writing whilst
reviewing what has been written.
Parents of children who are left-handed must not try to correct their handwriting style by forcing them to
use their right hand instead. The following steps can provide a guide for developing writing with the left-
hand:
• Ideally, the 3 finger grip is still used (see picture below), and the wrist should be straight, not bent in
an attempt to mimic the style of right-handed people. Other writing grips such as ‘the hook’ can also
be used.
• Be aware of your child’s body position. Ideally light coming from the right-hand side is best to avoid
the child working in the shadow of their hand.
• Ensure the best possible space to avoid clashing of elbows with other children using their right hand.
• Position the paper at an angle, in the opposite direction of that used by a right-handed writer.
http://www.bushy-hill.surrey.sch.uk/download_file/73/201
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Handout: 4.2
Types of writing:
Free writing
Free writing is a prewriting technique in which a person writes continuously for a set period of time without
regard to spelling, grammar, or topic. It produces raw, often unusable material, but helps writers overcome
blocks of apathy and self-criticism. It is used mainly by prose writers and writing teachers.
It is the practice of writing down all your thoughts without stopping, and without regard for spelling,
grammar, or any of the usual rules for writing. It might include a topic as a general guide, or it might not. The
purpose of the exercise varies, but it can be used to generate ideas and to clear out distracting thoughts.
There are various possible forms of free writing, such as journals, essays, and fiction writing.
When you free write, you write down anything that comes to mind. You might decide to set a limit, such as
the number of pages or a time limit. Free writing in a journal is different from reflecting and working through
a problem. When you free write in a journal, every random idea and impulse goes on the page, and you
should write without stopping. You might encounter an idea that you want to explore during the free write,
and this is an impulse that you should follow. The main thing is to not begin the free write with any topic in
mind.
Free writing is also a pre-writing or discovery activity. For example, your instructor might ask you to write
down your topic at the top of an empty page, and write for five or ten minutes without stopping. This process
helps silence the inner critic that stifles the flow of ideas and creativity. Writing instructors often begin each
class with a free writing activity, to help students remain focused.
If you write fiction, the free writing process can help you break free of perfectionism and writer's block. Free
writing helps do away with judgments about good or bad writing. Anything is allowed, but you might want
to tear up some of it later for privacy reasons! You can begin with a prompt, or imagine the best and worst
things that could happen to your protagonist as a way to get started.
Controlled writing:
It is also known as guided writing, has been a tradition for a long time in English as second/foreign language
classrooms. It is still considered an effective tool in helping learners put words down on paper.
Controlled writing is seen as a useful tool for teaching composition to English language learners (ELLs) at
different levels of English proficiency especially beginner learners of English who are totally new to the
language. Controlled writing is a practical process of “reinforcing grammar, vocabulary, and syntax in
context. In addition, as the students write the passages, they are using the conventions of written English,
such as indentation, punctuation, and connecting words, and spelling”. There are several advantages of using
controlled writing. One of these potential advantages is that it can be used with different levels. It also
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provides learners with plenty of writing practice using correct grammar forms as opposed to free
composition writing. In addition, it allows learners to watch their progress within certain limits. Another
benefit to using controlled writing comes from the fact that it can be prepared and corrected quickly which
reduces the burden on the teacher. Moreover, it helps to systematically and gradually cover different
teaching points, and it fulfills certain teaching objectives. It also helps learners to practice writing for
different purposes such as writing letters, messages, memos, notes, invitations, directions, and filling in
application forms. In terms of teachers’ reaction to utilizing controlled writing.
Guided writing:
Guided writing is a small group approach, involving the teacher meeting with a group of students with
similar writing needs. It can be thought of as a group conference or small group mini-lesson, undertaken
strategically in response to an identified challenge faced by the selected students. Guided writing involves a
teacher working with a group of learners on a writing task. The aims of the task are based on what they have
previously been learning about the writing process. Guided writing aims to support learners in this
psychologically and cognitively difficult activity.
For example
The learners have been looking at how conjunctions are used to contrast and compare ideas. They are now
writing a short discursive essay on the subject of animal experimentation. The teacher is working with the
groups to guide them in the correct use of the target language
In guided writing classroom students write about things that interest them for a variety of purposes and
audiences. Students talk to each other about what they are going to write, what they are writing and what
they have written. Based on ongoing assessment the teacher meets the needs of the students during whole
group and small group lesson
A guided writing classroom begins with a writing warm up. Students write in their notebooks on a topic of
choice. Occasionally teachers might want to give a prompt. Students should keep writing the whole 5-10
minutes. This helps get the ideas flowing. The teacher then teaches a whole group mini lesson on an aspect
of writing depending on the needs of the class. The whole group lesson might be introducing or reviewing
procedures or skills, reading literature to demonstrate quality writing techniques or the teacher could model
good writing. The bulk of the workshop is spent with the students writing and conferencing with the teacher
and with each other. The teacher may conference with single students or a small group of students chosen
each day depending on where they are in the writing process. Writing conferences are a time for the teacher
to have conversations with students about their writing. The teacher guides the students in ways that
encourages them to take on new and challenging strategies. It is not necessary to locate and correct every
error a student makes. It is important to give encouragement and guidance as often as possible.
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Creative writing:
Creative writing is any writing that goes outside the bounds of normal professional, journalistic, academic,
or technical forms of literature, typically identified by an emphasis on narrative craft, character
development, and the use of literary tropes or with various traditions of poetry and poetics. Due to the
looseness of the definition, it is possible for writing such as feature stories to be considered creative writing,
even though they fall under journalism, because the content of features is specifically focused on narrative
and character development. Both fictional and non-fictional works fall into this category, including such
forms as novels, biographies, short stories, and poems. In the academic setting, creative writing is typically
separated into fiction and poetry classes, with a focus on writing in an original style, as opposed to imitating
pre-existing genres such as crime or horror. Writing for the screen and stage—screen-writing and play-
writing—are often taught separately, but fit under the creative writing category as well.
Creative Writing Techniques:
1. Read: How can you create what you don't know? The more you read fiction and creative nonfiction, the
more you'll naturally adopt its natural rhythm and flow.
2. Write with Abandon: Don't sit down and try to edit every word you write. Rather, if you have an idea
for a story, sit down and start typing. Type until your fingers ache and don't look back, not even once.
After the story is out of your mind and onto the screen, then you can consider the next tip.
3. Read Your Work: Even after you've gotten it all out, it's still not time to edit. Rather, it's time to read
your mental meanderings once and see what you like. See which scenes jump out at you. Remember
which bits of dialogue are particularly powerful.
4. Create a Scene List: This sounds odd, but you'll want to outline your scenes after you've written that
first draft of your story. Organize the plot line and make sure it flows. Then, you can check any facts that
need to be corroborated and make sure you like the direction you've taken.
5. Proof-read and Edit: Finally, once you've written your creative writing piece, read it, analyzed its flow,
and researched your facts, it's time to proof-read and edit. Feel free to tighten up any "fluffy" parts of
the story. Check your punctuation around quotation marks, as well as other grammatical concerns.
https://www.definitions.net/definition/free+writing
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Handout: 4.3
Personal Experience writing Tips:
Personal experience of a human being is the moment-to-moment experience and sensory awareness of
internal and external events or a sum of experiences forming an empirical unity such as a period of life.
The following tips can be followed while writing personal experience.
• Write in the first person. Since it’s your story, use "I" to start your sentences.
• Include vivid imagery and lots of sensory details. You want the reader to experience the event with
you.
• Try to use dialogue, which can help you to engage the reader and add realism.
• Weave your emotions into your narrative. The reader should know how you felt as the events
unfolded.
• Use transitory words to connect sentences like: therefore, however, or for example.
• Vary the structure of your sentences to make the writing more interesting. Try adding some
compound, complex, or interrogative sentences.
• Make the words lively, descriptive, exciting, active, emotional, and precise.
• Proof read your document because mistakes in grammar, spelling and punctuation can distract
readers.
https://grammar.yourdictionary.com/tips-for-writing-a-personal-narrative-essay.html
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Handout 4.4
Tips for describing a person/Landscape
Tips for describing a person
• You don't always have to be specific.
• Use figurative language.
• Describe facial expressions.
• Make the descriptions match the tone.
• Scatter physical descriptions throughout the prose.
• Describe actions that reveal physical characteristics.
• A first person narrator can give biased opinions about appearances.
• Describe clothing and accessories.
Tips for describing a landscape:

• Consider what character is regarding the scenery. Different attitudes, histories, lifestyles, etc., can
cause a person to see something that another does not.
• Think about the time of day - dawn, dust, noon, midnight.
• Think about the time of year, the weather - snow, ice storm, blazing sun, breezy, spring (and other
seasons), falling leaves, wind, stillness, budding trees, thunderstorm, spitting rain.
• Think about nature - be sure you’ve researched what grows in your story’s part of the world (if it’s
a made-up world, that’s your call). Like trees that “touch the sky”, bold snow-capped mountains.
You get it.
• Think about man-made influences - buildings, complete towns, parts of towns, a city skyline, a lone
outhouse, fences, the building materials or the idea that they are in shadows, covered with snow,
tumbling in, rising up, etc.
• Think about your overall story, its theme, its major influences, and find something about an
important scenery description that ties in with that. Does the character have some emotional
connection that you might hint about in your description?
• Think about the sounds: any animal sounds that would create a mood, a scream through the night
(or day), a jet flying overhead, footsteps “somewhere”, the rustling of leaves, the wind howling
and whistling.
https://www.carvezine.com/from-the-editor/10-tips-for-writing-physical-descriptions-of-your-
characters.html
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Handout 4.5
Tips for writing dialogues.
• Cut small talk when writing dialogue.
• Keep your dialogue brief and impactful.
• Give each character a unique voice.
• Add world-appropriate slang.
• Be consistent with the characters’ voices.
• Remember who they’re speaking to.
• Avoid long dialogue paragraphs.
• Cut out greetings.
• Show who your character is.
https://self-publishingschool.com/how-to-write-dialogue/
Handout: 4.6
Conventions of Essay writing:
We can define conventions as a set of generally accepted standards for written English. We use conventions
to make our writing more readable. In other words, we do things in a certain way so the reader can figure
out what we’re trying to say.
Conventions include spelling, punctuation, capitalization, grammar, and sentence structure. Students
should:
• Apply spelling rules correctly.
• Use correct punctuation to smoothly guide the reader through the paper.
• Use verb tenses correctly.
• Write sentences that express complete thoughts.
• Demonstrate paragraph organization and use smooth transitions.
In addition, each kind of writing has its own conventions. For instance:
• Narrative writing must have characters, setting, and plot.
• Descriptive writing must appeal to the senses through use of vivid, colorful, precise vocabulary.
• Expository writing must inform, clarify, explain, define, or instruct.
• Persuasive writing must present an argument based on facts and logic, and attempt to sway the reader’s
opinion.
Gledhill, P.W., Camperdown Churchyard, Church Street Newtown: An Appeal for the Restoration and
Upkeep of the Historic Cemetery, The Board of Trustees, Camperdown Cemetery, Newtown, 1927.
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Induction Program for Teachers Phase-II

English Session Plans Developed by:

1. Sarmast Khan, Instructor PITE, PESHAWAR

Developed under Supervision of:

1. Jamila Tahira, Principal RITE (F), Abbottabad

DCTE Directorate of Curriculum & Teacher Education

DFP District Focal Person

E&SED Elementary and Secondary Education Department

KESP Khyber Pakhtunkhwa Education Sector Program

LMS Learning Management System

LMTs Lead Master Trainers

NC National Curriculum 2006

PCK Pedagogical Content Knowledge

PITE Provincial Institute for Teacher Education

PST Primary School Teacher

SLO Student learning outcome

SoS Scheme of Studies

SEs Subject Experts

TNA Teacher Need Assessment

CRQ Constructed Response Question

ERQ Extended Response Question

RRQ Restricted Response Question

ESL English as second language

EFL English as foreign language

SSR Sustained Silent Reading

I wish you good luck!

Session 1: Teaching of English Time: 180 Minutes

Introduction of the Session 05 minutes

Teaching Strategies/ Tips for the Trainee teachers

7. The aptitude hypothesis

Session 2: Teaching of English Time: 180 Minutes

The strategies used for listening with comprehension

Objectives of the Session

Introduction of the Session 10 minutes

Listening is receiving language through the ears. Listening involves

Strategies for improving listening skills:

Now ask them the following questions.

• Make pairs of the participants.

Teaching Strategies/ Tips for the Trainee teachers

Handout 2.2: Five ways to improve your listening skills

2. Keep an open mind

Active listening techniques:

• Paraphrasing back to the speaker what was said, to show understanding

Create a mental model of the information, whether it be a picture or an arrangement of abstract

The Importance of Listening

Make sure to:

Session 3: Teaching of English Time: 180 Minutes

Introduction of the Session 05 minutes

Teaching Strategies/ Tips for the Trainee teachers

1. Record students reading aloud on their own.

Session 4: Teaching of English Time: 180 Minutes

Introduction of the Session 05 minutes

Activity 4.3 30 minutes

Teaching Strategies/ Tips for the Trainee teachers

What type of pencil or pen should my child use?

Tips for describing a landscape:

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