1.
Ayesha Zubair (2014-901)
·
Phrasal Verbs
·
Idioms
·
Pairs of Words
“PHRASAL VERBS”
Definition:
An idiomatic phrase consisting of a
verb and another element, typically either an adverb, as in break down,
or a preposition, for example see to, or a combination of both,
such as look down on.
What are phrasal verbs, When do we
use them and How do we use them:
How to learn Phrasal Verbs?
·
Pick up a new phrasal verb every
day.
·
Check its meaning.
·
Write a sentence using it
·
Write a new sentence for all the
phrasal verbs you learned the previous days.
· That means that…
·
Day 1… You are going to write one
sentence.
·
Day 2… You are going to write two
sentences.
·
Day3… You are going to write three
sentences.
·
…and so on… until…
·
Day 30… You are going to write
thirty sentences!!!
· After 30 days you can stop and then start again from day 1
with new phrasal verbs.
“IDIOMS”
Definition:
A group of words established by usage as having a meaning not
deducible from those of the individual words (e.g. over the moon, see
the light).
How to learn
idioms:
·
If you see an idiom in context i.e., in a
magazine, newspaper or a book, try to understand the context and this will help
you with the idiom. For example: my boss was really angry: shouting and
screaming until he tripped and fell over the table. Everyone laughed and
I couldn’t keep a straight
face.
·
Keep an ‘Idioms’ diary. Every time you
hear an idiom or read one, write it down but then make sure that you can look
it up at home in a dictionary (English dictionary for learners) and to write it
in a sentence otherwise you will forget the meaning.
·
A lot of idioms can be found in songs. If
you can download the lyrics, have a look at the words and find the idioms – remember an idiom does not make
sense if you translate every word but more that you see it as a whole
expression.
·
Try to see the
idiom in your mind. Can you see the
image? Many idioms are made of images. Try to imagine them and this will
help you remember them by seeing the pictures in your mind.
·
Use the idioms you have learnt in everyday
life. Should you be in a certain situation then don’t be afraid to use
one either in writing or in speaking.
·
Don’t forget: SPEAK SPEAK SPEAK, WRITE WRITE
WRITE, READ READ READ!
Worksheets:
“Pair of
words”
Definition:
Pair
of words can be homophones homonyms and homographs.
Commonly confused pair
of words
What
is an Essay?
a. A
short literary composition on a single subject, usually presenting the personal
view of the author.
b. To
make an attempt at; try.
The term “essay” is
used in somewhat different ways in different contexts. The clearest definition
I have encountered is by Frederick Crews, professor of English at University of
California at Berkeley. He defines an essay as “a fairly brief piece of
nonfiction that tries to make a point in an interesting way.”
Here is a video telling what an Essay is:
Key points:
Writing essays is a very important part of
your studies because:
· It deepens your learning of the subject you
are studying.
· You learn to use ideas to argue a case.
· It enables you to enter into a dialogue with
your tutor through that you can extend and refine your thinking and writing
skills.
· It enables your tutor to assess your
progress.
Types of Essays:
Essentially there are four major types of
essays address these purposes:
Narrative Essays: (Telling a story)
In a narrative essay, the writer tells a
story about a real-life experience. When writing a narrative essay, writers
should try to involve the reader by making the story as vivid as possible.
Here is the link of video for writing a Narrative Essay:
A sample of Narrative Essay:
 |
| Narrative Essay |
Descriptive Essay (painting a picture):
To learn how to write a
Descriptive Essay, follow this link:A
cousin of the narrative essay, a descriptive essay paints a picture with words.
A writer might describe a person, object, or even some memory of special
significance. The best descriptive essays appeal to the reader’s emotions, with
a result that is highly evocative.
Here is a sample of Descriptive
Essay:
 |
| Descriptive Essay |
Expository Essay: (Just the Facts)
The expository essay is an informative piece
of writing that presents a balanced analysis of a topic. In an expository
essay, a writer defines a topic, using facts, statistics, and examples.
Expository writing encloses a wide range of essay variations, such as the
comparison and contrast essay, the cause and effect essay, and the “how to” or
process essay. Expository essays based on facts and not on personal feelings.
This video is going to
tell you how to write an Expository Essay:
A sample of an Expository Essay
for you is as follows:
 |
| Expository Essay |
Persuasive Essay: (Convince Me)
Like an expository essay in its presentation
of facts, the goal of the persuasive essay is to convince the reader to accept
the writer’s point of view or recommendation. The writer must build a case
using facts and logic, as well as examples, expert opinion, and sound reasoning.
Here is the link of
video for writing a Persuasive Essay:
The structure of Persuasive Essay
is:
 |
| Persuasive Essay |
How to write a good essay?
Ø Get started by brainstorming
Ø Let your first draft flow
Ø Develop three essay parts:
a.
Introduction: one paragraph that introduces your essay.
b.
Body:
several paragraphs explaining the main idea with examples.
a.
Conclusion:
one paragraph that summarizes and ends the essay.
Ø Be specific
Ø Find a creative angle
Ø Be honest
Ø Proofread and make corrections
Follow the link given below and you will get to know how to make your
essay as effective as possible:
Following is the link to a review of the book that contains instructions to write essays and
can support you in your essay writing tasks:
Dorothy Zemach, Lynn Stafford-Yilmaz -
2008
“Following on from Writers at Work: The
Paragraph and Writers at Work: the Short Composition, Writers at Work: The
Essay will teach the basics of academic essay writing to intermediate-level
students…”
Activities for you
(Practice writing essays on the following topics and then give them a read from the following websites)
A list of Important Essays for Intermediate level is given right below:
· Terrorism
· The
Importance of the English Language
· Cell
phone- advantages and disadvantages
· Unemployment
· The
problem of Electricity in Pakistan
http://ilm.com.pk/pakistan/pakistan-issues/electricity-crisis-in-pakistan/
http://ilm.com.pk/pakistan/pakistan-issues/electricity-crisis-in-pakistan/
· Street
Beggars in Pakistan
http://he.com.pk/pakistan/pakistan-info/essay-on-street-beggars-in-pakistan/
http://he.com.pk/pakistan/pakistan-info/essay-on-street-beggars-in-pakistan/
· Advantages
and disadvantages of Internet
http://www.importantindia.com/19771/essay-on-advantages-and-disadvantages-of-internet/
Ø Verbs
Activity #2
4. Rabia Khizar Hayat (2014-939)
http://www.importantindia.com/19771/essay-on-advantages-and-disadvantages-of-internet/
“STORY WRITING”
A story is:
Ø
An account of incidents or events.
Ø
An account of imaginary or real people
and events told for entertainment.
Ø The full sequence of events in
a work of fiction as we imagine them to have taken place, in the order in which
they would have occurred in life.
Why moral stories
are so important for students/generation?
Stories, because of their hold on
imagination, can create an attachment to goodness. The nature of stories
enables us to “rehearse” moral decisions, strengthening our solidarity with the
good. Telling stories has long been recognized as an important part of healing,
self-knowledge, and personal and spiritual vehicle for connecting us to other
people. Considering the importance of storytelling to a child’s development,
Psychologist have promoted the positive effects of reading and telling children
stories for decades. It is a particularly good way to teach students realistic
thinking, as stores can show students how people realistically solve their
problems. Here are some reasons which give importance to moral stories.
Ø First, stories can create emotional
attachment to goodness, a desire to do the right thing.
Ø Second, telling good moral stories to
students help impart important virtues and values to them.
Ø Third, stories familiarize students with the
codes of conduct they need to know.
Ø Finally, stories help to make sense out of
life.
Here is a list of stories for Intermediate
level:
A
bag of Gold:
The
wolf and the lamb:
The
here and the tortoise:
A
rolling stone gathers no moss:
The
dog and the wolf:
Honesty
is the best Policy:
A
friend in need is a friend indeed:
A
stitch in time saves nine:
The
camel and the Jackal:
The
foolish stag:
Haste
makes waste:
The
ant and the cricket:
The
Ass in Lion’s Skin:
Truth
always triumphs:
Who
will Bell the Cat:
Building
Castles in the Air:
The
Cap-sellers and the Monkeys:
3. Hifza Abbas (2014-935)
Relevant topics in parts of speech:
Ø Prepositions
Ø Verbs
“PREPOSITIONS”
Lesson Goal:
At the end of the lesson
students will learn how to use prepositions correctly and will be able to
recognize basic prepositions in contextualized speech and text as well.
Materials: Images, worksheets, tangible and visual aids.
Prepositions Lesson - Use the printable lesson
for your lesson plan, or as you like.
Prepositions Worksheets - Printable teaching
Prepositions worksheet exercises and images can be used.
Procedure:
Teachers -- introduce prepositions to the
students by asking them to think of two words that describe what they could do
with a box. You could even draw a box on the board or have a box to use as a
visual aid. Brainstorm these words and write them on the board. Most of the
words will be prepositions. (Examples: inside, into, under, by, over, beneath,
beside.)
Definition:
A preposition connects a
noun to other words and shows the relationship between them.
Importance:
These little words are so important when speaking English because the difference
between “He’ll go to Italy in March.” and “He’ll go to Italy at
March.” is the difference between an intermediate and an advanced student.
While English learners will not notice how incorrect their sentences sound, it
is so apparent to native speakers who most likely do not even know the rules
for when to use these words. Prepositions are uncountable but we must try to
teach them as many as you can.
Examples of Prepositions:
Teachers -- help students
identify the prepositions in each sentence:
Example 1: "We ran into the building."
(Into - shows relationship between ran and building)
(Into - shows relationship between ran and building)
Example
2: "The dog dug under
the bush by the house."
(Under - shows relationship between dug and bush)
(By - shows relationship between bush and house)
(Under - shows relationship between dug and bush)
(By - shows relationship between bush and house)
Example
3: "Tina jumped over the
bush while the cat slept beneath it."
(Over - shows relationship between jumped and bush)
(Beneath - shows relationship between slept and it)
(Over - shows relationship between jumped and bush)
(Beneath - shows relationship between slept and it)
Activity
#1
Teacher can
ask the students about Mr. Monkey to give the following preposition list to
pick up the appropriate one. It is really a fun loving activity and hopefully
they will perform it very actively and will enhance their knowledge in the fun
loving way.
List
of prepositions:
Activity #2
In this activity teacher may ask the students to fill in the blanks with
the appropriate preposition.
“VERBS”
Lesson Goal:
Students will know the basics of verbs and
will be able to apply their knowledge.
Materials:
Images,
Video clips, Mime, gestures.
What is a verb?
A
verb is one of the main parts of a sentence or question in English.
In fact, you can’t have a sentence or a question without a verb! That’s how important these “action” parts of speech are.
In fact, you can’t have a sentence or a question without a verb! That’s how important these “action” parts of speech are.
The
verb signals an action, an occurrence, or a state of being. Whether mental,
physical, or mechanical, verbs always express activity.
Physical Verbs – Definition and Examples:
Physical
verbs are action verbs. They describe specific physical actions. If you can
create a motion with your body or use a tool to complete an action, the word
you use to describe it is most likely a physical verb.
Examples:
The
physical verb examples in the following sentences are in bold for easy identification.
·
Let’s run to
the corner and back.
·
I hear the
train coming.
·
Call me when you’re finished with class.
Mental Verbs – Definition and Examples
Mental
verbs have meanings that are related to concepts such as discovering,
understanding, thinking, or planning. In general, a mental verb refers to a
cognitive state.
Examples:
The
mental verb examples in the following sentences are in bold for easy
identification.
·
I know the
answer.
·
She recognized me
from across the room.
·
Do
you believe everything people tell you?
States of Being Verbs – Definition and
Examples:
Also
known as linking verbs, state of being verbs describe conditions or situations
that exist. State of being verbs is inactive since no action is being
performed. These verbs are usually complemented by adjectives.
Examples:
The
state of being verbs in the following sentences is in bold for easy
identification.
·
I am a
student.
·
We are circus
performers.
·
Be quiet.
“Fluffy cat sneaky
mouse yummy cheese.”
After
telling some basics about verbs, you may ask your students what is missing from
that sentence.
Well verbs, of course!
Adding verbs between
“fluffy cat,” “sneaky mouse” and “yummy cheese “immediately lets us enjoy the colors and
energies of both language and imagination in full action: “A fluffy cat saw a
sneaky mouse eating some yummy cheese!”
For
our students to enjoy these perks of English as well, we need to get them more
comfortable with verbs.
Combining
the variety of English verbs (action, linking, auxiliary, modal, etc.) and
their complex usage, it is obvious that learning English verbs is a process
riddled with challenges for our students.
For us ESL instructors,
teaching students about English verbs requires creativity that may often take
us beyond conventional classroom activities, into the wonderful land of ESL games.
Why Teach ESL Verbs with Games?
Language learning is hard
work – especially learning English, with that tricky grammar! Using games to teach
English not only alleviates the pressure and stress of language learning, but
also encourages teachers and students to create a friendly environment in which
the language is both meaningful and useful.
Teaching verbs with ESL
games will also:
1.
Provide a welcome break from the usual routine of language
instruction.
2.
Encourage
students to interact and communicate in
meaningful manners.
3.
Model real-life context of language use.
4.
Create
opportunities for lesson review in a pressure-free environment.
5.
Make language come alive while helping students to
sustain the effort of learning.
When you integrate games – such as ESL verb
games – into your lessons, students are initiated to take part in personalizing
new English verbs by putting them in meaningful contexts. Through
experimentation, interaction and live communication, ESL verb games can provide
excellent opportunities for learners to learn, use and understand how English
verbs work in real-life situations.
If
you are looking for some creative ways to engage your students in the rules and
varieties of English verbs, here are two fun but powerful verb games to start
using in your classroom today.
Pantomime Verbs:
This is the perfect game
for all levels, but especially for shy
beginners.
The game is great for expanding verb vocabulary, while teaching students about
rhyming in English.
Directions:
Explain the meaning of
“rhyme” to your students and start practicing with nouns. After the students
get the hang of the game, start with verbs by dividing the class into two to
three teams (depending on your class size).
Begin
by saying, “I’m thinking of a verb that rhymes with ______.” (Try to
use single syllable words and verbs). Students will raise their hands when
they have a guess. The first student who asks, “Is it this?” and acts out the
right verb, earns a point for his/her team. Set the goal for points and the
team that reaches the threshold wins the game.
Alternative:
For
advanced classes, the student who first pantomimes the right verb can start the
game.
Verb Snip:
This
is a great activity for all ESL levels. Verb Snip is a perfect game to
challenge students to think creatively and expand their verb inventory. Because
of the nature of the game, you may also use Verb Snip as a game for spelling
practice!
Directions:
Arrange
the students in a circle with one student in the center. As the pointer, the
student in the center will count to five, point at someone, and ask him/her to
spell a three-letter word (For example, “Dog, D-O-G”).
Then
the student in the center will slowly count to ten, and then point at a different
student and say “Snip!” The selected student must name three verbs that start
with the letters spelled in the previous word. So for the dog example, D-O-G,
the student can say, “Draw, Order, Go.”
Then
the pointer will sit down and the student who just answered the pointer will
continue the game by choosing a new three-letter word for someone to spell.
Alternative:
In a more advanced class
setting, allow the pointer to choose words with four letters or more. However,
students are not allowed to repeat words. You also could ban words with certain
letters (like “x”, “y” and “z”).
To know whether the
students have sufficient knowledge of verbs or not you may ask them to identify
verbs in the following poem.
Here are the links video clips for more clarification
of the students.
At the end
of the lesson, teacher can show something that is the mixture of both prepositions
and verbs like this:
4. Rabia Khizar Hayat (2014-939)
- Letter writing
- Application Writing
“LETTER
WRITING”
What is a letter?
Distinctions are commonly drawn between personal letters (sent
between family members, friends, or acquaintances) and business letters (formal exchanges with businesses or
government organizations).
Letter writing occurs in many forms and
formats, including notes, letters, and postcards. Sometimes referred to as hard copy or snail mail, letter writing is often distinguished from
forms of computer-mediated communication (CMC), such as email and texting.
Types
of Letters:
·
Letters of
congratulation
·
Exchanging news
·
Writing to friends
·
Letters saying sorry for
doing something wrong
·
Making appointments
·
Asking for information
·
Dealing with banks or
stores
·
Letters to family
members who live somewhere away
·
Thank you letters
·
Letters showing how much
you appreciate someone
·
Letters responding to
someone who has had bad news — showing how much you care by trying to share
their sadness
·
Letters of complaint
·
Letters to newspapers
and magazines
·
Letters of
congratulation
·
Exchanging news
·
Writing to friends
How
to teach letters with different activities:
Letter writing is an
essential skill. Despite the prevalence of emails and text messages, everyone
has to write letters at some point. So here are some activities how the teacher
can do practice and teach letters in an easy way.
These are sometimes
known as business letters. They are written in a strictly formal style. Such
letters are always written on an A4 (8" x 11" sheet of paper. They
can be folded three times so that the address to which the letter is being sent
can appear in the window of a business envelope. The layout is always the same.
Formal Letters:
Structure:
·
The sender’s address is
put at the top right hand side
·
Include telephone number
and email if available
·
The address of the
person receiving the letter goes on the left hand side below the sender's
address
·
The date
·
Greeting — Dear Sir or
Madam. You can use the titles Miss, Mrs. or Mr. if you know the name of the
person to whom you are writing
·
The message
·
Complimentary close —
Yours faithfully or Yours sincerely
·
Signature
·
Write name in block
letters (this is to ensure that the person receiving the letter knows exactly
who has sent it. Signatures may not be very clear)
Typical layout of a formal letter
Informal letters:
These are letters to
friends and relations, or people you know well.
Structure:
·
The sender's address
should always appear on the top right hand corner of the page.
·
Include telephone number
and email if available
·
Greeting — There are
several variations that can be used depending on how well you know the person:
Dear Mary, Hi Mary, Greetings
·
Complimentary close —
short comment, for example Love, Lots of love, With thanks, See you soon
Typical layout of an informal letter:
Following are some
links for videos that will make you learn how to write formal and informal
letters:
And if you intend to teach someone how to write
these letters, you may plan lessons for them in a manner told in the videos
below:
Worksheets:
1. This worksheet can be useful in teaching
how to write informal letter.
This
is taken from the webpage given below:
2.
This is a good worksheet to learn
the difference between formal and informal letters. Here, you will learn the
different parts of letters, such as date, greeting, opening, closing, ending,
etc. In the end, you will write a letter to practice what you have learned.
The above given worksheet was taken
from:
3.
Here are two activities to help you
use formal English when writing letters.
"APPLICATION WRITING"
What
is an Application?
Applications
are addressed to the officers pointing out to them some problems of social life
in formal letters.
Objectives:
· Students
will be able to write application in an easy way.
· Students will be able to know the basic
principles of application.
Instruction
for Application Writing:
The instructions should be strictly followed,
especially in the examination .
ð Do
not write “to” at the right or left hand of the paper.
ð Write
down the rank of the officer at the left hand of the paper to whom the application
is addressed.
For example:
The Principal,
The S.S.P,
Etc.
ð The
letter “T” of “the” should be capital.
ð Insert
comma after the first line.
ð Write
down the official address of the officer in the second line.
For example:
Write Govt. college and then insert
a comma (,) after it.
The principal,
Government College,
Lahore.
ð Write
down the name of city in third line and put full stop (.) at its end.
ð If
the application is addressed to a high official, it should be finished within a
few lines.
For example:
The Governor,
Punjab.
Write down “sir” at the face of salutation
and put comma (,) after it. (Like, sir,)
Write down “yours sincerely” at subscription
and put comma (,) at the end.
Write down “A.B.C.” below the word
“Yours sincerely,”
(An application to the principal)
The principal,
Government College,
Lahore.
Subject………………………………………………………………………..
Sir,
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
(Body)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
Yours
sincerely,
………………..
Structure
of a job application:
The
position applied for: Give the title of the job as a heading,
or refer to it in the first sentence of your letter, using the reference code
if there is one. This will ensure that your application goes directly to the
right person in the organization. You should also mention where you saw the job
advertisement or where you heard about the vacancy. If you heard about it
through someone already working for the company, mention their name and
position.
Your
current situation: If you’re working, briefly outline your
current job. Pick up on the job requirements outlined in the advert and focus
on any of your current skills or responsibilities that correspond to those
requested. For example, if the advert states that management skills are
essential, and then state briefly what management experience you have. If
you’re still studying, focus on the relevant aspects or modules of your course.
Your
reasons for wanting the job: Be clear and positive
about why you want the job. You might feel that you are ready for greater
challenges, more responsibility, or a change of direction, for example. Outline
the qualities and skills that you believe you can bring to the job or
organization.
Closing
paragraph: In the final paragraph you could say when you’d be
available to start work, or suggest that the company keep your CV/résumé on
file if they decide you’re not suitable for the current job.
Signature:
If you are sending a letter rather than an email, always remember to sign it
and to type your name underneath your signature.
An Image of
application:
Links:
