Question # 01describe the importance to develop traditional

instructional materials to teach English in Pakistani English

language teaching class rooms. Give your answer with references
from the existing literature and data from latest research

Traditional instructional materials

we can define teaching aids as tools which the teachers or tutors or whoever
is involved in the field of teaching including laboratory assistants in the
science labs of schools to help the learners in a way that can make them easily
understand and comprehend what is taught to them. The teaching aids can
improve the reading, writing and speaking skills of the students. In an easy
illustrative way, the teaching aids can reinforce whatever the ideas, facts or
skills have already been learnt by the students. The user friendly and
interactive teaching aids help to remove the anxiety, fear, boredom or any
other complex feeling which the students may develop while learning their
subjects of study. Modern teaching aids are very helpful in this respect
because they use the play way method and make teaching like playing some
games especially in the case of very young learners. The use of graphics, audio
and visuals in the modern training aids makes them very impressive as they
leave an imagery of the lessons in the minds of the students.
Blackboards and chalks

• Blackboard is one of the very old and most used teaching aids in the schools
along with the text books. Recently blackboards have been changed to green
boards, but the basic function of the board remains the same by whatever
colour one may name it. Even the material used for making the blackboards is
changed from the ordinary wood to the most sophisticated plastic, fibre and
glass materials of today. In some classrooms, the blackboards are
permanently made of cement and mortar. But the functions of all these are the
same. The blackboard has been the most handy and useful tool of a teacher in
the classroom. The teacher has to take a white chalk to describe the things on
the blackboard or for writing the notes of lesson on it for the children to copy.

Text books

• The prescribed texts books of studies for particular classes in a school have
been the other very useful tool in the hands of the teacher for centuries
whereby a teacher uses the text book to read and explain to the students
everything contained in the text book lessons. The teacher asks the students
to mark or underline important ideas appearing in the lessons and the difficult
words or the concepts which the students may fail to grasp easily. While using
the textbook, sometimes the teachers move away from the subject to tell the
students anecdotes, stories or personal experiences concerned with the topic
in the textbook that is being taught to the students.

Charts, pictures and posters

• For easy understanding of the lessons, the teachers use teaching aids like the
charts, pictures and posters which they display in the walls of the classrooms.

Importance of Instructional Materials in Teaching English

 One of the innovations in the educational system is the introduction of
several new teaching strategies at different levels of education. English
language is a study connected with all other subjects and all aspects of human
life to enable people live a fulfilled, free interaction and achievement in life. It
involves a study of people in relation to the social, academic, economic,
cultural, physical and psychological lives. It has to do with all round
development of human beings to enable them become useful citizens in the
society. Kochhar saw Economics as a portion of the Social Sciences selected
for instructional purposes applied to include anything pertinent to the
immediate purpose of learning and adapted to the level of comprehension of
the students. Therefore, the importance of instructional materials cannot be
underestimated in developing students‟ skills in English as a second language.
Since instructional materials are the devices developed to assist teachers in
transmitting, organized knowledge and attitudes toward learners within an
instructional situation. Instructional materials are essential and significant
tools needed for teaching and learning in order to promote teachers‟
efficiency and improve students’‟ performance.

References from the existing literature

This study aimed to determine the teachers’ choices of instructional materials
in teaching English at elementary schools. The reasons behind preferring or
not preferring some certain instructional materials specified within the
research were analysed. To this end, during the course of School Experience,
20 prospective English teachers observed 10 teachers of English working at
5elementary schools on a weekly basis, and they completed a questionnaire. A
semi-structured interview was also conducted with five randomly selected
teachers to identify their reasons for choosing certain instructional materials.
The descriptive results revealed that most of the teachers were reluctant to
use many of the highly beneficial materials due to reasons including
overcrowded classes, limited technological knowledge, lack of time for
 preparation, curricular time constraints, heavy work load, burnout etc. The
study suggests that apart from course-books teachers should be encouraged
to use other instructional materials to motivate learners and offer an
interactive foreign language teaching atmosphere.

Queation# 0 3 How the subjectivity might be minimized while evaluating

a speech contest? Give your reflections with logical reasoning and
evidence?

ans
In speech processing applications where humans are the end-users, there humans are also
the ultimate measure of performance and quality. Subjective evaluation refers to evaluation
setups where human subjects measure or quantify performance and quality. From a top-
level perspective the task is simple; subjects are asked to evaluate questions such as

 Does X sound good?

 How good does X sound?
 Does X or Y sound better?
 How intelligible is X?

However like always, the devil is in the details. Subjective evaluation must be designed
carefully such that questions address information which is useful for measuring
performance and such that information extracted is reliable and accurate
Aspects of quality
Observe that the appropriate evaluation questions are tightly linked to the application and
context. For example, when designing a teleconferencing system for business applications,
we are interested in entirely different types and aspects of quality than in design of
hearing-aids.
From a top-level perspective, we discuss quality for example, with respect to

 sound or speech quality, relating to an intrinsic property of the audio signal,

 interaction and communication quality, as the experience of quality in terms of
dynamic interaction,
 service quality and user experience, which is usually meant to include beyond sound
and interaction quality, the whole experience of using a service or device, including
responsiveness of system, network coverage, user interface, visual and tactual design of
devices etc.

Sound and speech quality

The acoustic quality of the signal can be further described, for example, through concepts
such as
 noisiness or the amount of noise the speech signal is perceived to have (perceptually
uncorrelated noise)
 distortion describes how much parts of the speech signal are destroyed (perceptually
correlated noise), though often also uncorrelated noises are referred to as distortions
 intelligibility is the level to which the meaning of the speech signal can be
understood
 listening effort refers to the amount of work a listener has to use in listening to the
signal and how much listening fatigue and annoyance a user experiences
 pleasantness describes how much the speech signal annoys the listener
 resemblance describes how close the speech signal is to the original signal
 naturalness describes how natural an artificial speech source sounds, often used as a
last resort, when no other adjective feels suitable, then we can see that "It sounds
aunnatural".
 acoustic distance or how near or far the far-end speaker is perceived to be, which is
closely related to the amount of reverberation the signal has (and how much delay the
communication path has)
Choosing subjects - Naïve or expert?
When designing a subjective listening test, one of the first important choices is whether
listeners are naïve or expert listeners. With naïve we refer to listeners who do not have
prior experience in analytic listening nor do they have other related expertise. Expert
listeners are then, obviously, subjects who are trained in the art of listening and have the
ability to analytically evaluate small differences in sounds samples. Good expert listeners
are typically researchers in the field who have years of experience in developing speech
and audio processing and listening to sound samples. Some research labs even have their
own training for expert listeners.

Experimental design
To get accurate results from an experiment, we have to design the experiment such that it
matches the performance qualities we want to quantify. For example, in an extreme case,
an evaluation of the performance of noise reduction can be hampered, if a sound sample
features a speaker whose voice is annoying to the listeners. The practical questions are
however more nuanced. We need to consider for example:
 To which extent does the language of speech samples affects listening test results?
Can naïve listeners grade accurately speech samples in a foreign language? Does the text-
content of speech samples affect grading: for example, if the spoken text is politically
loaded, would the grades of politically left- and right-leaning subjects give different scores?

QUESTION # 02
GIVE THE DETAIL OF A LESSON PLAN FOR TEACING GRAMMAR TENSES among
Pakistani language learners elaborate your answer with developing at least two
lesson plan on the same topic using two different teaching methods?

ans
I. OBJECTIVES
At the end of the class the students will be able to:
A. Identify the parts of speech and simple tense in a sentence.
B. Use tense of a sentence correctly.
C. Explain and discuss the importance of the parts of speech and tenses
D use of narrations
E use of active and passive voice.

II. SUBJECT MATTER

Topic: part of speech

Reference: Integrated English for Effective Communication by Martine
Materials: manila paper, white board marker or chalk, timer
III. PROCEDURE
 Teacher’s Activities Student’s Activities
A. Preparation
 Prayer
- Let us all stand for the prayer
 Greetings
- Good morning class!
- How are you today?
- Before you sit down, kindly pick up the pieces of
papers on the floor and arrange your chairs.
 Checking of attendance
- is there anybody absent today?
- student will stand and recite the prayer
- Good morning ma’am!
- we are fine
- student will respond if nobody or someone
is absent
B. Pre-activities
 Review
- last time we discuss about “sentence and its kind”
- Who can tell me the meaning of sentence?
- What are the 2 types of sentences?
- What is imperative sentence?
- Can you give me an example simple sentence?
- Very good!
- What is an compound sentence?
- A compound sentence is a sentence that has at least two independent clauses joined by
a comma, semicolon or conjunction. An independent clause is a clause that has a subject
and verb and forms a complete thought. An example of a compound sentence is, 'This
house is too expensive, and that house is too small
-
- Can you give me an example of phrase?
 - He was waiting for the rain to stop.
 She was upset when it didn't boil.
 You have been sleeping for a long time.
 You might enjoy a massage.
 He was eager to eat dinner

C. Motivation
- before we move on to our new lesson let us have a
game
- this game is called “Charades”

Mechanics of the game:

- The class will be divided into 2 groups
- On the board there are numbers. Each number
contain a word that they should act.
- Each group must have a representative who will
choose a number from 1-10
- While someone is acting the word, the rest of the members should guess the act.
- Each will be given 30 second to guess the correct word.
- The group who got the higher score will be the winner.
Words to guess:
Ali waited for the train
Ali waited for the train, but the train was late

because Saima and Sana arrived at the bus station before noon

D. Lesson Proper
- What did you noticed about the game?
- Yes correct those are examples of types of sentences.
-What kind of sentences are they?
- Very good!
- Action verb and linking verb can be used in simple
present tense.
- so today we are going to discuss about “Simple
Present Tense of Verb”
- Simple Present Tense – expresses habitual action,
present state or a condition, future action and
general truths or facts.
- In simple present tense all we have to do is to add
an “s” or “es” to the verb
- but we also have to make sure that the subject
should agree with the verb
- the words are examples of verb
- action verb
- If the subject is singular, verb should be singular
also or with “s”, but if the subject is plural, verb
should be plural or without “s” or the base form
- Did you understand?
- let’s discuss it one by one
1. Habitual action - uses to refer to the repeated or
Regular actions, and it is usually used with adverbs
(Always, usually, often, normally, sometimes,
Occasionally, seldom or rarely, never) and time
expression (all the time or at all time, every, most
of the time, every now and then, once a while,
generally, once or twice a week).
Examples:
 The pupils of 5-Elijah pray (pray) every day.
- What is said in the sentence?
- Why must we pray every day?
- Very good!
- according to :
1 Thessalonians 5:17 “In everything give
thanks: for this is the will of God in Christ Jesus
concerning you”
 Dad always cooks (cook) the dinner.
 She usually goes (go) to bed at 8 o’clock in the
evening.
- did you understand?
- give the correct simple present tense of the verb
inside the parenthesis to complete the sentence.
 John always _____ (ride) a bus to school every
morning.
 Helen generally______ (review) her lessons in
the morning.
 She ____ (brush) her teeth twice a day.
2. Present state or conditions - we use verb to
express the present condition or state of the subject.
Examples:
 The Lord hears (hear) our prayer.
 The weather today is (be) cool.
 She belongs (belong) to the first group.
- did you understand?
- give the correct simple present tense of the verb
inside the parenthesis to complete the sentence.
 We ______ (want) a new car.
 She ______ (live) in Philippines.
 They _____ (be) very noisy.
- yes teacher!
- The grade 5 Elijah pray everyday
- to thank God for all his blessings
- yes teacher!
- John always rides a bus to school every
morning.
- Helen generally reviews her lessons in the
morning.
- She brushes her teeth twice a day.
- yes teacher!
-We want a new car.
- She lives in Philippines.
- They are very noisy.
3. Future Action – we use verb to express the
action that is happening in the near future.
Examples:
 The train leaves (leave) at 8:30 a.m.
 The plane arrives (arrive) at 10 p.m.
 The party starts (start) at 6 o’clock in the
evening.
- did you understand?
- give the correct simple present tense of the verb
inside the parenthesis to complete the sentence.
 The party ______ (start) in few minutes.
 The exam ______ (finish) at 10:30 a.m.
 My friends ______ (arrive) at 3 p.m.
4. General Truth or Facts – we use verb to express
the truth or fact information about the subject.
Examples:
 God loves (love) us with all his heart.
 We speak (speak) Filipino and English.
 The moon shines (shine) at night.
- did you understand?
- give the correct simple present tense of the verb
inside the parenthesis to complete the sentence.
 The earth______ (go) around the sun.
 The sun ______ (rise) in the east.
 The water ______ (be) clear.
- did you understand?
- Why do you think knowing the simple present
tense of the verb is important to us?
- It is important for us to know the simple present
tense of the verbs so that we will be able to
compose correct grammar in speaking or writing.
- yes teacher!
- The party starts in few minutes
- The exam finishes at 10:30 a.m.
- My friends arrive at 3 p.m.
- yes teacher!
- The earth goes around the sun.
- The sun rises in the east.
- The water is clear.
- yes teacher!
- answers may vary
E. Generalization
- What are the 4 uses of simple present tense?
- can you give an example of sentence using
habitual action?
- How about a sentence using present state or
condition?
- How about a sentence using future action?
- Lastly, a sentence using general truth or fact
- For habitual action, present state or
condition, future action and for general
truths or fact.
- answer may vary
- answer may vary
- answer may vary
- answer may vary
IV. APPLICATION
Select the correct simple present tense of verb inside the parenthesis to complete the
sentence:
1. My brother ________ (watches, watch) TV every day.
2. The class ________ (starts, start) at 8o’cloack in the morning.
3. Stones ________ (is, are) hard.
4. It ________ (is, are) very cold outside.
5. Cats ________(catches, catch) mice
V. EVALUATION
Read the following sentences. Select the correct simple present form of the verb to
complete each
sentence.
1. I usually ________ to school at 7 o’clock in the morning. go goes
2. The school principal ________ our classroom often. visit visits
3. My P.E coaches ________ my favorite teachers. is are
4. They always ________ funny stories during classes. tell tells
5. Franco and Alec ________ for sepak thrice a week. train trains
6. There ________ an annual sepak takraw interschool completion. is are
7. Several schools ________ in the games that promote Filipino culture. participate
participates
8. The game of sepak or sipa________good kicking skills. require requires
9. My playmates and I ________ to spend the afternoon playing love loves
patentero and piko.
10. Sometimes Miko________ sipa with a rattan ball. play plays

I. OBJECTIVES
At the end of 45 minutes, the pupils would be able to:
-describe what is noun
-differentiate the kinds of noun
II. SUBJECT MATTER
Topic: Noun and kinds of noun
Reference: -Learning Grammar (hand book for elementary pupils)
-Webster: Spelling, Grammar and Language Usage
Materials:
Values: appreciation and understanding
Strategy:
III. PROCEDURE
Teachers Activity Pupils Activity
A. Preparation
1. Prayer
-Can we all stand for a prayer, may I ask -Pupils stand and pray
_________to lead us the opening prayer
2. Greetings
-Good afternoon class -Good afternoon teacher
-how is your day? -Fine and good teacher
-did you already eat your lunch? -Yes teacher
3. Checking of attendance
-Who’s absent today? -None teacher
4. Setting of Arrangement
-Class, if someone talking in front, what will you -listen teacher
do? -Avoid talking with the seatmate
5. Passing of Assignment
-Class, did I give you an assignments? -Yes teacher
-Okay, pass your assignment in front.
B. Motivation
-Okay class, I have a letters here, when I show to you the letter, all you have to do is to
say a name of a person,animal,place, thing or ideas that begin with that letter. For
example, when I show the letter “B” you can say “boy”, “bat” “butter”, “baby” “Bernardo
Carpio” or “boring”. -The pupils do the activity -the right side will be the group one and
this side will be the group two.
-Mechanics of the game:
1. Each group will form a straight line
2. Be quick to answer.
3. Raise the flag if you know the answer
4. The one who got the correct answer will move To the end of the line.
5. The one who didn’t get the right answer will remain Until he/she give the right answer.
[Link] fastest group will declare as a winner, so be quick and give the right answer as
fast as you can.
C. Presentation
-Place this word to this column (person ,place, animals, thing ,and ideas).
If you believe that this word is a name of a person, then, place this in the column
person. And do the same with other.
-Who wants to volunteer? -The pupils raising their hands.
Person Place Animal Thing Ideas girl cat ball pen hungry father Philippines St. Bernard
dog book love Ms. Maheen Nile river Cat fish chair peace boy Bohol dog flower glorious
Nicolas Sparks town squirrel Morning glory courage
Words:
cat Ms. Chonna Lewis girl courage hungry St. Bernard dog ball pen
book Midsayap father love Cat fish dog Nicolas Sparks boy squirrel Philippines chair
peace Nile river Bohol flowerTown Morning glory glorious
D. Analysis/Discussion
I. Objective/s:
1. Use nouns: singular, plural
2. Use the simple present form of the verb with singular and plural nouns / pronouns as
a subject
3. Copy sentences
II. Subject matter:
A. Using Nouns: Singular and Plural Using the Simple Present Form of the
Verb with the Singular and Plural Nouns/ Pronouns It/ They as Subject
B. Integration; Character Education: Avoid Talkativeness
Materials/ References:
. English Handbook, A. Charts, pictures of animals; tape, tape recorder for animal sound
(if any)
Procedure:
. Lead in-imitating animal sounds-an animal pictures shown to a group Who
make it sounds.
N. Which sentences tell the about one animal? Which ones tell about more
than one animal?
What are the action words/verbs in column A? In column B?
O. Generalization:
An action word/ verb that tells what one person or animals does generally
end in -s or -es,
P. Oral Practice :
1. Make the names of persons and objects mean more than one:
2. farmer actresses janitor
3. waitress gardener lady
4. cross chair story
5. table watch book
6. pigeon turkey octopus
7. Choose the correct form of the verb in these sentences.
1. A farmer (work, works) with his carabao.
2. A fisherman (catch, catches) fishes.
3. Two ladies (go, goes) to a pet shop.
4. The story (tell, tells) about animals.
5. Three little pigs (cries, cry) 'wee, wee, wee'.
8. Use the vocabulary words / sounds of animals to complete these
Sentences.
1. A hen_____
2. a rooster_____
3. Puppies _____
4. A horse____
5. Bees ______
9. Use the sentences in activity 7. Make the sentences more than one
Ex.
10. It quacks. They quack.
11. It hisses. They hiss.
12. Reading: ( Recognizing High Frequency Words)
Look at the picture. Read the sentences about it.
13. Writing:
Let the children copy the sentences about the animals they read.
Evaluation:
Choose the correct form of the verb
0. A rat (squeak, squeaks)
1. Cocks (crow, neighs).
2. A horse ( neigh, neighs)
3. Pigs ( grunts, grunt)
4. A bird (twitter, twitters).
Assignment:
Draw, or cut-out and paste pictures of 5 living things and

Age Level: 19-32

Ability Level: Level 2A (First half of level 2)

Type of Lesson: New

Objectives- By the end of this lesson, students will be able to:

 Define and provide examples of nouns

 Identify various objects (e.g., door, ceiling, desk)
 Use correct pronunciation when defining nouns
 Use listening skills and subtle clues to solve answers
 Use nouns (words) in sentences while upholding grammatical integrity

Materials Needed:

 Cards (provided by the teacher)

 Tape
 Computer
 YouTube
 Classroom

Preparation: Before the class, the teacher will have written all of the nouns he wishes to
use on index cards.

Location: Regular Classroom

It is the teacher’s hope that the students recognize the teacher’s over-exaggeration of
certain words. By extension, the teacher hopes that at least one student will inquire as to
why such stress has been placed on certain words; if this is not the case, the teacher will
simply say, “There are way too many nouns in this room!”

Review (10 minutes): Because this is a level 2A class, it is assumed that the students have
acquired at least some knowledge as to what nouns are. The teacher will ask the students,
“What are some nouns in here?” (Pause). “Remember, a noun is a person, place, physical
“thing” or an idea.” Most likely, the students will begin saying, “Oh, Gustavo is a noun—he’s
a person!; I’m a noun I think; my book is  a noun!” The teacher will accept all of these
answers and will ask the students to expand on their knowledge by asking, “What other
“things” do you see in this room? It is assumed that the students will point to items and
either 1) say the word in their native language (which will not be permitted) or 2) will
point and make the teacher aware that he or she does not know the word in English.

Presentation of New Material/Procedure (15 minutes): The teacher will commend the
students for their abilities to identify the common nouns they uttered, but will express that
he wants the entire classroom “noun-den-tified”—meaning, he wants all of the nouns in the
room to be considered. To do this, the teacher will ask one student to volunteer to be the
first to “noun-den-tify” one physical thing in the room