Atiq

USE OF REALIA KIT IN TEACHING OF ENGLISH
LANGUAGE AT SECONDARYLEVEL
RESEARCHER
Muhammad Atiq ur Rehman
ROLL NUMBER
AP523874
SUPERVISOR
SaeedAhmad
Allama Iqbal Open University Department of English and Applied Linguistics
Islamabad

Content Page
Acknowledgements ………………………………………………………. i
Abstract ………………………………………….……………………….. ii
Chapter 1
1. Introduction……………………………………………………………..7
1.1. EFL in Pakistani classroom……………………………………………8
1.2. Realia in an EFL classroom……………………………………………9
1.3. Statement of the problem………………………...……………………10
1.6. Objectives of the study…………………………………………………10
1.5. ResearchQuestion …………………………………………….……….11
1.6. Specific Questions ……………………………………………..………..11
1.7. Delimitation of the study……………………………………..…………11
Chapter 2
2. Acquisition of a language ………………………………………………..13
2.1. English as a foreign language ………………………………………… 15
2.2. Audio visual aids ……………………………………………………. 15
2.3.The textbook…………………………………………………………….. 17
2.4. Human being’s sensory system…………………………………………18
2.5. Realia ……………………………………………………………………..19
2.6. Realia and human sensory system………………………………………20
2.7. Why realia should be used ………………………………………..……..21
2.8. Collection of realia kit material …………………………………………23
2.9. Comparison of realia and audio visual aids …………………………....24
2.10. Use of realia in an EFL classroom……………………………………..25
2.11. Teaching vocabulary with use of realia………………………………,.26
2.11.1. Identification………………………………………………………...….27
2.11.2. Elaboration……………………………………………………………..27
2.11.3. Contextualization………………………………………………………27
2.11.4. Comparison…………………………………………………………….28
2.11.5. Cultural Competence…………………………………………...……...28
Chapter 3
3. Realia as Subject of Study ……………………………………….…………...30
3.1. Population …………………………………………………….…………......31
3.2. Sample………………………………………………………………………..31
3.3. Researchinstrument………………………………………………………....31
3.4. Data Collection ………………………………………………………………31
3.5. Data Analysis…………………………………………………………………31
Chapter 4

4. Analysis of the results …………………………………………………………33
Chapter 5
5. Summary…………………………………..………………………………..62
5.1 Conclusion ……………………………….………………………………..64
5.2. Findings…………. ………………………..…………………………….. 65
5.3. Recommendations..………………………………………………………66
5.3.1 Recommendations for teachers………………….……………………..67
5.3.2. Recommendations for department……………………………………68
5.3.3. Recommendation for fututre researcher.…………………………… 70
Bibliography ……………………………………….…………………………..71
Appendixes …………………………………………………………………... 72

ACKNOWLEDGEMENT
First of all I am thankful to Allah who gave me opportunity to work on this hot issue.
Then I am thankful to my Loving mother who encouraged me and my wife who inspired me to
work day and night. My uncle Mr. Alamgir played his affectionate role also. With the help of all
my noted relatives and friends Dr. Muhammad Qasim Ali Ph. D (scholar) and Mr. Muhammad
Asif M.Phil (Scholar), I was able to complete this task.
From drafting synopsis to this final stage, my sincere thanks go to my Supervisor, Mr.
Saeed Ahmad Ph. D Linguistics (scholar) for his sound advice and constant encouragement.
I would also like to thank the owner of Sardar Jhandeer Library, Mr. Ghulam Ahmad
Jhandeer for his cooperation in completing this project.

ABSTRACT
This research was carried out in order to determine in what ways Realia contributes to
teaching English language at high school level. Opinions of the teachers on the issue of Realia
will be collected and be analyzed if realia is effective technique with respect to existing
techniques. The research shows Realia as an effective technique that can be applied when
teaching newly presented vocabulary or other language skills. It is, therefore, necessary for
teachers to consider Realia when teaching since it offers a comprehensible input to high school
students, and at the same time it is an effective mechanical tool to teach with the use of realia.
For the long period of time different kinds of audio-video aids are being used
advantageously, for teaching purposes. Realia is one of them. Description presents the
appearance of an object, a place, or a person. It ows its experiencs to the observation of
something concrete. A grown up learner has enough memory to retain his observation and also
he has a storing imagination power to visualize his imaginary observtion before writing a
description. But he can not deal easilywith abstract concepts.realia, on other hand will provide
him with concrete experience. Although it has certain limitations, yet teaching with realia is the
most natural way of teaching.
Though it is true that certain objects cannot be brought into the classroom or they even do
not exist, but we can use it, whenever the concerning object is available and possible to use.
secondary school is a stage , where a student enters in youth. This is the most crucial and
dynamic stage of life. The basic perception and modes of behavior start talking shape and
problems of medication with the new roles in life assume decisive significance. Secondary
education is of vital importance in any system of education. The position of secondary education
in a society all over the world is generally paradoxical. It is expected to play a transitional and

dynamic and interpretive role between primary education and higher education, as well to play a
terminal role by providing necessary manpower for enhancing and promoting the developing of
the area and country, it is the stage when boys and girls are experiencing the most demanding
experience of their lives both physically and emotionally , the output of the secondary schools
primarilly comprises those who want to enter in life by availing in future employment
opportunities (Banny, 1990). Secondary school education provides direction and dimension
towards future career. The students need more variety and awareness of different aspects of
education at secondary level in order to determine their future life.
The researcher decided to work on use of realia in a secondary level language class for
the teaching of a foreign language. Because, Pakistan is a multilingual country. Urdu is its
national language. But English is medium of instruction. And most of the institutions use it as
medium of instruction. It is the language of science and technology. So students must learn
English and be able use it for the purposes of their fields. There are many problems for the
teachers and students of a foreign language learner and instructor. But the researcher picked up
the topic of teaching vocabulary at secondary level. The basic objectives of my study are given
as following.
The objectives of study
1. To explore that if vocabulary teaching and learning is really a problem for both teachers
and students.
2. To find out the effectiveness or realia for the teaching of vocabulary at secondary level.
3. To explore the reality whether the use of realia helps to increase the iterest of students for
the teaching of vocabulary.
4. To get information that whether Urdu medium teachers facing more difficulties in

teaching English language than English medium teachers.
5. To assess that if five senses may play a role for the teaching of a foreign language or not.
6. To find out that if realia may relate classroom to outer world.
Population
The population of the study consists of all secondary school teachers of District Vehari.
Sample
The researcher will select 100 teachers randomly for the purpose of collecting data of the present
study.
Researchinstrument
The most well-known, questionnaire will be used as research instrument to collect the
data, however the researcher will attempt to modify some of the items include in this study with
the help of supervisor.
Data collection
Essential data collection is most suitable for this kind of descriptive survey study. The essential
data will be collected from secondary school teachers. Survey data are collected by asking
members of a population. The researcher will personally visit the schools and collect data from
the respondents. The data will be in quantitative form.
Data analysis
The data will be tabulated, analyzed and interpreted category-wise. The data will be analyzed by
using Statistical Package for Social Sciences (SPSS) and appropriate statistical technique will be
applied.

CHAPTER 1
INTRODUCTION
In education realia are objects from real life used in classroom instruction by educators to
improve students understanding of other cultures and real life situations. A teacher of a foreign
language often employs realia to strengthen students associations between words for everyday
objects themselves. In many cases, these objects are part of an instructional kit which includes a
manual and is thus considered as being part of a documentary whole by librarian. Realia are also
used to connect learners with the key focal point of a lesson by allowing tactile and
multidimensional connection between learned material and the object of the lesson. They are best
utilized for simple objects lending themselves to classroom settings and ease of control with
minimum risk of accident throughout the student object interaction.
For many years philosophers and experts in education had the belief that the teaching of
vocabulary was based only on the study of grammatical structures and rules rather than the
acquisition of new lexical items. Clearly, vocabulary learning was omitted and suppressed by
predominant and out-of-date approaches, which were influenced by grammar and translation
procedures solely.
Regardless the fact that the teaching of vocabulary can seem a very daunting process
especially when talking about a foreign language , many linguists and methodologists have
attempted to give emphasis on how it should be taught and learned. The main reason of the latter
is that the ways in which words are presented by the teacher, could have a great impact on
students’ motivation to learn a foreign language. Evidently, these days, the real concern has to do

more with the function of a language and its practical and everyday use for communication. In
other words, the techniques used to present vocabulary should contribute to make learning more
enduring and long-lasting. Along with that, no word should be taught isolated, but in a context
Where students can understand the real use of the word and make connections with other words
belonging to the same group or inserted in the same situation.
Essentially, the context and frequency of words in a language is what teachers should
consider at the time they present a new word or group of words.
1.1. EFL IN PAKISTANI CLASSROOMS
English language teaching situation is no more satisfactory in Pakistan. In Thailand, English
language is taught mainly by Thai native teachers and English appears to be taught through the
Thai language as the medium of instructions. The lessons are limited to grammatical points and
comprehension reading which require heavy explanations in Thai. The same situation is in
Pakistan. Moreover, many language teachers have been used to the traditional style of language
teaching since the time they themselves were school students and found it too difficult to change.
Due to the fact that the students only study English to pass examinations, they are not well-
motivated and are deprived of the opportunities to practice English in real life situations. They
are not able to communicate effectively in English due to numerous factors. It is taught as
Literature oriented subject. And mostly its linguistic aspects are ignored. Examinations are
designed not to assess linguistics ability of students but to assess their memory status of few
Specific essays, stories, letters and other contents of already prepared books. And they are
awarded marks, divisions and grades on their memory status not on their linguistic ability.
Teachers mostly focus on to teach literature, grammar and parts of speech while comprehension
and practice of language is ignored. They always force students to mug up some specific essays

and translation of paragraphs and other contents. So students rely on helping books and text
books and never try to attempt some creative work. So students always prepare for exams and
never learn language for future use. So standard of language remains always unsatisfactory.
Another notable thing is that student’s vocabulary level is very weak. This situation is noted by
researcher even at secondary level. So researcher’s whole focus will be on the improvement of
vocabulary with the use of realia. And research will be made about the effectiveness of use of
realia in teaching of vocabulary at secondary level.
1.2. RELIA IN AN EFL/ESLCLASSROOM
The use of realia is a commonplace in the EFL/ESL classroom and is widely considered
to have great value in fostering an active teaching-learning environment. By presenting
information through diverse media, realia helps to make English language input as
comprehensive possible and to build “ an associative bridge between the classroom and world”
(Heaton, 1979). As Berwald (1987) notes, realia “are not only a series of artifacts that describe
the customs and traditions of culture, but they are also a set of teaching aids that facilitates the
simulation of experience in the target culture”. Realia provides language learners with multi-
sensory impression of the language which, as Rivers (1983) notes is “learned partly at least
through seeing, hearing, touching, and manipulating” items. And interaction with authentic
materials aids in contextually grounding instruction by bringing students into contact with
language as it is used in the target culture in order to meet actual communication needs. The use
of realia, then, can enhance linguistic and cultural comprehensibility, which are both
prerequisites for real language learning.
1.3. STATEMENT OF THE PROBLEM

Relaia kits for the learning provide students with life like replicas of everyday items ideal
for teaching various languages and life like competencies. Abstract concepts come to life as
students participate in “hands-on” activities by using Realia. Each kit had been designed to target
a specific life skill competency for all language levels. Items in the kits have been carefully
selected to provide a variety of activities and are durable for lengthy classroom handling. All kits
come with easy to carry tote bags and suggested activities for instruction. This research will be
conducted to assess the effectiveness of use of realia for the teaching of vocabulary at secondary
level.
1.4. OBJECTIVES OF THE STUDY
The present study is with following objectives:
• Determine in what ways realia contribute to language learning among secondary school
students.
• Determine the impact of realia on secondary school learners’ motivation
• Determine the effectiveness of realia as a technique for language skills teaching
• State the ways where realia could be applied as a methodological tool
• Identify the relationship between the five senses and the language learning process by
the use of realia.
1.5. RESEARCHQUESTION
• In what ways does realia contribute to language teaching at secondary school level?
1.6. SPECIFIC QUESTIONS
• How effective can the use of realia prove to be a good technique?

• In what ways can realia be used as an effective methodology?
• How closely are the senses related to vocabulary learning by means of realia?
1.7. DELIMITATION OF THE STUDY
 This study is delimited to 100 teachers of District Vehari and both male and female
teachers will be included for the study.
 This research will be specified for vocabulary teaching and both female and male
teachers of secondary classes will be participated

CHAPTER 2
LITERATURE REVIEW
2. ACQUIRING OF A LANGUAGE
Human being is the only animal who can speak and is able to convey information with
use of tongue, while other animals make use of their tongue in limited way. Process of learning
of language starts as for as child grows more than six months of his age. In accordance with
Lewis (2007), “learning” is the “cognitive process of acquiring skill or knowledge”. Under
this statement, learning is alleged as the action of gaining information not only from the
classroom realm, but also from practical events in everyday life. By doing this, the new
information becomes part of the way individuals think or behave.
Teachers are the ones who have the possibility to identify observable behaviors from
learners when teaching. This viewpoint is supported by Robert Gagne (1965), a well-known
American teacher, who held that conditions of learning are the various sets of observable
conditions that can be set up for learning to occur. Furthermore, Gagne distinguishes between
two types of conditions, “internal and external”. However, when talking about teaching, the
internal conditions are associated with learners’ own " states", in which attention, motivation and
recall are included.
According to Gagne, “learning is progressive, and in that it occurs progressively it does
so by way of a learning hierarchy”. As a progressive process, learning is developed steadily
through a series of states that can be arranged into different stages. In order to illustrate what has

been mentioned previously, Gagne proposed the phases of learning, which are presented as
follows:
• Phase I: Receiving the stimulus situation
• Phase II: Stage of acquisition
• Phase III: Storage
• Phase IV: Retrieval
From the list of phases shown above, it can be contingent that learning occurs starting
with the first reactions to the motivation, which is a response to something new. Being the
stimulus received primarily, individuals get the knowledge, skills, etc. from what has been
introduced. In order to make clear the concept of storage, Gains (1986) suggested that some
insights must be considered so as to get an understanding of how the learning process works:
“It seems that learning new items involve storing them first in our short-16 term memory,
and afterwards in long-term memory. First, retention in short-term memory is not effective if the
number of chunks of information exceeds seven. Therefore, this suggests that in a given class we
should not aim at teaching more than this number. However, our long-term memory can hold any
amount of information”. From the statement indicated formerly, the new skill or knowledge
should be put into practice, due to the fact that by doing this, the new information is incorporated
into the long-term memory, otherwise it may be lost. When learning is accomplished, learners
are capable of accessing information in memory.
Bearing in mind Piaget’s Stages of Development (1936), emerges the idea of
restructuring the teaching methodologies and techniques towards a teaching aimed at the method
something is taught rather than what is taught. This premise is supported by Piaget as the
cognitive development of human beings, in which individuals learn through memorable

experiences by interacting with the environment. The ways in which these experiences are
encountered or presented to the individuals are essential in their cognitive and learning process.
2.1. ENGLISH AS A FOREIGN LANGUAGE
When talking about foreign language learning, the Natural Approach was developed by
Krashen and Terrell (1983). They maintained that this approach emphasized “Comprehensible
Input”, and at the same time, it made a distinction between ‘acquisition’ and ‘learning’. Being
the former regarded as “a natural subconscious process and the latter a conscious process”. On
top of that, these theorists argued that the language learning process could not result in
acquisition. The Natural approach whose basis was on meaning, not form, emphasizes the idea
that the more visualization and recreational activities are applied in the language classroom, the
better learners acquire a foreign language on the basis of a natural evolution.
Due to the fact that the students only study English to pass examinations, they are not
well-motivated and are deprived of the opportunities to practice English in real life situations.
They are not able to communicate effectively in English due to numerous factors.
2.2. AUDIO VISUAL AIDS
Audio visual is the term made up of two words audio means related to sounds and visuals
are related to watchable things. Any material other than printed books used for educational
purposes are considered audio visual aids. Many experts defined it in their own ways.
Visual aids are used to increase the effectiveness of classroom teaching-learning process
(Joshi, 1995). Three reports by George; Sheth; and Sonar (all cited in Vissa, 1994) reported that
the use of audio-visual aids enhances learning. From the survey of Bharadwaj (cited in Vissa,
1994), it was clear that the availability of teaching aids is a pre-requisite for their use in teaching.

In a study by Vissa (1994), it was found that the use of visual aids helped better teaching; and a
variety of teaching aids brought about stimulus variation that is essential to sustain students'
attention.
Different experts define audio visual aids in different ways. Some of them are given as
for example. Kinder S. James narrates Audio visual aids are any device which can be used to
make the learning experience more concrete, more realistic and more dynamic. Burton explains
audio visual aids are those sensory objects or images which initiate or stimulate and reinforce
learning. Carter.v.Good says that audio visual aids are those aids which help in completing the
triangular process of learning that is motivation, classification and stimulation. Good’s dictionary
of education defines that audio visual aids are anything by means of which learning process may
be encouraged or carried on through the sense of hearing or sense of sight. Edger Dale: audio
visual aids are those devices by the use of which communication of ideas between persons and
groups in various teaching and training situations is helped. These are also termed as multi
sensory materials.
McKean and Roberts says that audio visual aids are supplementary devices by which the
teacher, through the utilization of more than one sensory channel is able to clarify, establish and
correlate concepts, interpretations and appreciations. KP. Neeraja says that an audio visual aid is
an instructional device in which the message can be heard as well as seen.
But brief definition of Audio visual aids is present in the Anna Curtis chalinder, Ej D and
Irene F cipher’s book AUDIO VISUAL TECHNIQUES FOR THE ENRICHMENT OF
CURRICULUM. The authors' conception of audio-visual enrichment is not a narrow-minded
attitude, but "entails a grasp of the inter- relationship of various areas in the curriculum and the
care- full selection of these aids which are so potent in enriching them.

2.3. THE TEXTBOOKS
Text books are not good source of visual aids. Because it contains limited information
about the subject. Penny Ur (1996: 184-5) gives some reasons for and against the use of a
textbook. In favor of using a textbook she mentions the sense of structure and progress, its use as
a syllabus, its being ready-made, its price (which sometimes is not so reasonable or affordable),
its convenience as a package, its guidance help for teachers and that it gives the learner some
degree of autonomy. Against using a textbook, she mentions its homogeneity and inadequacy for
individual needs and objectives, its irrelevance and lack of interest in many occasions, its
limitation of initiative and creativity, its homogeneity and its over-easiness.
2.4. HUMAN BEING’S SENSORY SYSTEM
Aristotle (384 BC - 322 BC) is credited with the traditional classification of the five sense
organs: sight, smell, taste, touch, and hearing. As far back as the 1760's, the famous philosopher
Immanuel Kant proposed that our knowledge of the outside world depends on our modes of
perception. In order to define what is "extrasensory" we need to define what is "sensory". Each
of the 5 senses consists of organs with specialized cellular structures that have receptors for
specific stimuli. These cells have links to the nervous system and thus to the brain. Sensing is
done at primitive levels in the cells and integrated into sensations in the nervous system. Sight is
probably the most developed sense in humans, followed closely by hearing.

Senses are physiological capacities of organisms that provide data for perception. As
Punta Arenas suggests “The senses and their operation, classification, and theory are overlapping
topics studied by a variety of fields, most notably neuroscience, cognitive
psychology (or cognitive science)”. The nervous system has a specific sensory system or organ,
dedicated to each sense.
Humans have a multitude of senses. Sight (ophthalmoception), hearing (audioception),
taste (gustaoception), smell (olfacoception or olfacception), and touch (tactioception) are the five
traditionally recognized. While the ability to detect other stimuli beyond those governed by the
traditional senses exists, including temperature (thermoception), kinesthetic sense
(proprioception), pain (nociception), balance (equilibrioception), and various internal stimuli
(e.g. the different chemoreceptors for detecting salt and carbon dioxide concentrations in the
blood), only a small number of these can safely be classified as separate senses in and of
themselves. What constitutes a sense is a matter of some debate, leading to difficulties in
defining what exactly a sense is.
These senses have been divided into two types functionally.
1. Mechanical sensory organs
2. Chemical sensory organs
First three senses are mechanical functionally and two others are chemical ones. These
senses are directly connected with mind and information is transported through ions (sodium
ions, calcium ions) which occur in neurons. Sight is connected with eyes. This is the most
powerful and important part of body. Most of learning and acquisition depends on sight. Ears are
the organ which is used to hear the sounds. This is another organ which receives information
related to sounds. Most of information is received through ears after sight. Touch is another way

to receive information from outside environment. The most part of this organ lies in skin. The
example is that when we test if something is hard or soft we feel it by touching. Similarly
pressure and temperature stimulation is also on the part of touch.
Chemical sensory devices are taste and smell. When we want to know that whether
something is delicious or not we get this information by taste. Moreover the taste of different
things is known for information by tongue. Another chemical sense is smell. It is another source
of getting important information available in human body. This is found in nose. Someone may
feel that fragrance of flower is worth smelling and smell of decay of an animal is unpleasant to
mind.
This research may include use all these senses for teaching of English in an EFL
classroom.
2.5. REALIA
Nunan (1999) defines Realia as “objects and teaching props from the world outside
the classroom that are used for teaching and learning”. Under this statement, realia is
considered as real objects, which are used to aid in practicing a new language, as a way to
present meaningful examples from the real world. Along with this idea, the British Council
site states that “realia refers to any real objects we use in the classroom to bring the class to
life.
Richards and Platt (1998) regards realia as “actual objects and items which are
brought into a classroom as examples or as aids to be talked or written about and used in
language teaching such as: articles of clothing, kitchen utensils, items of food, etc.” , while
Zukowsky and Faust (1997) contemplate it as “concrete objects and the paraphernalia of
everyday life” .

According to Wikipedia “In education, realia (pronunciation reel-ee-ah) are objects from
real life used in classroom instruction by educators to improve students' understanding of other
cultures and real life situations. A teacher of a foreign language often employs realia to
strengthen students' associations between words for everyday objects and the objects
themselves.”
While Saima Abid (2007) narrates that realia are three dimensional things and other
things like flash cards, charts, and photos etc are two dimensional ones.
Examples of realia are models and mockups which are three dimensional things.
Realia materials offer a reality of experience, which are not easily obtained through other
materials and contribute to the efficiency, depth and variety of learning, which stimulate self-
activity on the part of pupils (Ibe-Bassey, 2000).
Realia are concrete objects and the paraphernalia of everyday life. (Zukowski-Faust,
1997
2.6. REALIA AND HUMAN SENSORY SYSTEM
In language learning process human being depends on these five senses. As mobshom
(1997) indicates that “our sensory systems are like little scientists that generates hypothesis about
the world”. Sight will function when your eyes open and they take in what’s around you. Then it
is sent to your brain, therefore you are able to see. As you breathe, anything that is in the air that
you take in enters your nasal cavity: hydrogen, oxygen, nitrogen, dust, pollen, chemicals. You
don’t “smell” air or dust or pollen, but you can smell chemicals. The olfactory cells are
chemoreceptor’s, which means the olfactory cells have protein receptors that can detect subtle
differences in chemicals.

The senses of smell and taste work closely together. If you cannot smell something, you
cannot taste it, either. Taste buds on your tongue contain chemoreceptors that work in a similar
fashion to the chemoreceptors in the nasal cavity. However, the chemoreceptors in the nose will
detect any kind of smell, whereas there are four different types of taste buds, and each detects
different types of tastes: sweet, sour, bitter, and salty. The ear not only is the organ of hearing,
but it also is responsible for maintaining equilibrium — or balance. To maintain equilibrium, the
ear must detect movement. To hear, the ear must respond to mechanical stimulation by sound
waves. The skin contains general receptors. These receptors can detect touch, pain, pressure, and
temperature. Throughout your skin, you have all four of these receptors interspersed. Skin
receptors gain an impulse when activated, which is carried to the spinal cord and then to the
brain.
The best relationship is narrated by Stice(1987). He says that “students retains 10 percent
of what they read, 26 percent of what they hear, 30 percent of what they see and hear 70 percent
of what they say, and 90 percent of what they say as they do something”..
2.7. WHY REALIA SHOULD BE USED?
“You don't understand anything until you learn it more than one way”. Marvin Minsky ,
(1987).The main advantage of using realia objects into classroom is to make the learning
experience more memorable for the learner. They can also serve as a springboard for a
discussion of underlying cultural values , beliefs, and behavior as well as provide an often non-
lanuage-dependent means of introducing student to the lesson topoc (Short 1991). Further, there
is evidence that through the use of realia teachers may increase the number of student resposes
(Waltz, 1986) and, therefore, overall participation and iterest in learning activities.

To give a couple of simple examples, if you are going to teach vocabulary of fruit and
vegetables it can be much more affective for students if they can touch, smell and see the objects
at the same time as daring the new word. This would appeal to a wider range of learner styles
than a simple flashcard Picture if the piece of fruit of vegetable.(with very young learners,
classroom management can become trickier if you bring in real objects as excitement levels tend
to rise. Last time one of my students bit into an onion we were passing round. I am sure he hasn't
forgotten that class!)
By presenting information through diverse media, realia helps to make English language
input as comprehensible as possible and to build “an associative bridge between the classroom
and the world”(Heaten,1979). As Berwald (1987) notes, realia “are not only a series of artifacts
that describe the coxtoms and traditions of a culture, but they are also a set of teaching aids that
facilitates the simultation of experience in the target culture”. Realia provides language learners
with multisensory impressions of the language which, as Rivers (1983) notes is “learned partly
at least through seeing, hearing, touching, and manipulateing” items.
A second example would be if you are going to teach some functional language for
asking for the timetable for a train. You could use a fictitious timetable or you could use a real
one from the local train station, one from the Internet, of if you’re really organized, some you
brought back from your last trip to the Vehari. In this way you expose students to more language
than simply the times and destinations. They will see information’s about prices and discounts,
bank holidays etc.
2.8. COLLECTING REALIA KIT MATERIAL

Many children in today’s classrooms struggle with the English language. Some come
from homes where a foreign language is spoken; others simply have not developed a large
enough academic vocabulary to thrive in the classroom. In either case, many children are at risk
because of their limited English vocabularies. Realia—miniature objects that resemble their real-
world counterparts provide an excellent tool to help these children develop essential English
vocabulary. Realia enhance meaning and make vocabulary more concrete and, therefore, more
comprehensible. Primary Concepts grants teachers’ permission to project, print or copy the
reproducible pages from this Realia kit for classroom use only. Permission is limited to the
teacher for whom the eBook was purchased. One copy may be stored on a hard drive or retrieval
system, but no other part of this publication may be reproduced or transmitted in any form or by
any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior
written consent of the publisher. Primary Concepts has been collecting miniature objects for use
in the classroom since 1984. At that time, its founders, Ruth Ingram and Ilsa Perse, mailed their
first catalog of treasures for the classroom under the name Concepts to Go. Over the years, the
Primary Concepts warehouse has grown to house over 5,000 objects. Teachers have learned to
depend on Primary Concepts to provide the most appealing, realistic miniatures for language
development, phonics concepts, and number work in both Spanish and English. Keeping supplies
of these small miniatures is no easy task, requiring the efforts of a full staff of specialists. We
feel it is worth the effort, however, to provide teachers with these highly motivating, hands-on
learning tools. When the company was in its first year of business, a teacher who saw our early
math activity, Count-a-Dog, said, “These dogs make children want to count!” Just as the dogs
motivate children to count, the thousands of other adorable objects (realia) make children want to
talk, read, and spell. Teachers use realia for a variety of oral language and vocabulary

development activities: sorting, acting out stories and songs, and so on. With this guidebook, we
have compiled our favorite language lessons for use with miniatures. If you are new to the
wonderful world of realia, this guidebook will offer our best tips for keeping your objects
organized and ready for use in your lessons. Once you see how rich your daily language lessons
become when you incorporate miniatures, you will wonder how you lived without them. You
may wish to purchase a collection of miniatures for language development from Primary
Concepts or begin collecting your own. Good places to look are party stores, toy stores; craft
supply stores, and fabric stores. Supplement the bought items with objects you can find around
the house, such as a rock or a stone, a piece of wood, a nail, a screw, a paper clip, a button, a
snap, and so on. The best objects are realistic and three-dimensional and they need to be safe for
classroom use (e.g., no sharp edges). Try to collect a variety of objects from these categories:
a. Animals
b. kitchen play sets
c. Dolls sports equipment
d. Doll clothing accessories tools
e. Doll house furniture toys
f. Foods
g. vehicles

For a few activities, you will want to have a set of objects—such as frogs, cats, dogs,
horses, snakes, or fish—in which each member of the set is slightly different. A set of fish, for
example, could have different colors, shapes, sizes, textures, or patterns. These sets are good for
language lessons in which children describe the differences among the individuals in the set.
Collecting realia can be a continuous pursuit. Once you have a basic collection, you may want to
keep looking for more obscure items that would be useful in your teaching.
2.9. COMPARISON OF REALIA AND AUDIO VISUAL AIDS
Audio visual aids are related to first two mechanical senses. When something is
introduced other than text books and that is watched e.g. film, flash cards, charts etc. or audio
cassettes and other audio aids are used to teach something than students use sight to watch and
ears to hear. These two things are said to be audio visual aids. They put students to use maximum
extent of sight and hearing. So audio visual aids is useful to teach language and helpful to both
teachers and students. Audio Visual AIDS are materials using sight or sound to present
informing. To use Audio/Visual Aids in teaching we have to bridge the gap between the different
types of learners by adding audio/visual aides to your teaching techniques. Implement 'show and
tell' sessions to promote student involvement. Provide audio/visual aides to demonstrate
mathematical concepts to students because this will help students learn to think of complicated
material in a practical way. Watch videos and movies that reinforce lesson plans. Invite guest
speakers to help students learn concepts.
Realia allows students to use their senses (sight, hearing, smell, taste, touch) to connect
words with their meaning, thus making them more memorable. For young learners in particular
it's a very useful tool to make real in their mind what, at the beginning, might come across as
abstract. For example, as a teacher you can stand at the front of the class and explain the

word beetle to your class for ten minutes. The students will listen and then slowly being to
understand what you mean. Hopefully. Many will then translate it into their mother tongue and
write down the English and the translation in their exercise book.
2.10. USE OF REALIA IN EFL CLASS ROOM
Oxford R. L. held that teachers may balance their teaching methods, somehow structuring
the class so that all learning styles are at a time accommodated, so as to achieve effective foreign
language learning. Realia may be used to teach vocabulary in different ways. Paredes Oyarzo
(2008) gives a comparative chart which shows the activities of student teacher interaction in
classroom. “This comparative chart shows some of the most common techniques that can be
used with realia”. This chart involves interaction between student and teacher and material used
in such interaction.
Realia in the classroom
Technique What do learners do? What does tacher do? Material used
Role play
Learner perform a
situation
Teacher creates a
scenario. In which
learners have to perform
accordingly.
Materials promote and
encourage
communication in a
real-like setting.
Concentration
Learners,instead of
saying their own names,
of an object, which is
given them.
Teacher gives an object
to learners and waits for
their answers.
Any object ‘
{such as classroom
objects or items of
clothing.}
Sitting in a circle,

Drilling
learners pass on object
to their classmates on
their left. They say the
names of the object, and
then they pass the object
to the next learner.
Teacher monitors how
the students work on the
activity.
Objects from everyday
life, such as fruit,
utensils or articles of
clothing.
2.11. TEACHING VOCABULARY BY USING REALIA KIT
Without any doubt, in foreign language teaching learners and teachers are continually in
contact with vocabulary.
As stated by Hatch and Brown (1995), vocabulary is defined as “the list of words that
speakers of a particular language use”. This means that the use of vocabulary plays a
predominant role in or to make communication successful no matter what language is being
referred to. Whether you are a teacher or a student, the images in the realia project can serve as
an excellent resource. Within you will find digitized realia, pictures of everyday items and
situations familiar to a given culture, that can enhance the teaching and learning experience at all
language levels, in culture courses or in preparation for travel abroad. Brown (2001: 143) writes
that “realia are probably the oldest form of classroom aid, but their effectiveness in helping
students connect language to reality cannot be underestimated.” Salaberri (1995) highlights
the value of realia to teach vocabulary or as prompts in oral or written interactions and she
suggests some activities to do with realia: follow instructions, guess the objects, classify
objects, “odd one out” or “find someone who”. Many types of activities can be designed around
or enhanced by images. The suggestions below can serve as a facilitator for a variety of activities

be they instructor-led, student driven or extracurricular. Many can be done orally or as written
assignments.
2.10.1.IDENTIFICATION
Describe the objects, persons, places, and actions depicted in the photograph. What colors
and spatial relations are evident?
2.10.2. ELABORATION
What questions do the photos encourage you to ask? Do the photos relate to historical or
current events? To cultural or social issues.
2.10.3.CONTEXTUALIZATION
Focus on comparisons of places through time, especially photos of objects or buildings of
historical significance, e.g., a photo of the Dehli Gate Multan for a discussion of old and new
Multan or the Cold War. Even a photo of a more common object such as a candy wrapper or
cereal box can demonstrate that every culture is in flux.
2.10.4. COMPARISON
Use our Compare Viewer in the “My Favorites” sections to illustrate a pair of photos.
Devise descriptions or comparisons that go beyond those included with the photos. What new
dimensions could you add?
2.10.5.CULTURAL COMPETENCE
Use images to dismiss stereotypes and to balance the images available in traditional
textbooks. Increase knowledge with the look and feel of a region, so promoting more informed
cultural talent. Spark enthusiasm among students to experience first-hand the culture(s) they are

studying.
CHAPTER 3
STUDY
3.1REAIA AS A SUBJECT OF STUDY
At the beginning of the research, bibliography was needed in order to develop general
understanding of the topic. Primarily the search was focused on finding a research in which
realia has been subjected to study so as to verify its effectiveness. During my search I found the
research of Miss Saima Abid (2007) . This study was similar to present study as major tool
A questionnaire was developed for the collection of raw data. The main characteristics of this
study are as under.
Teachers of secondary school were selected from district Vehari and were chosen to
perform this study. As this study was conducted to know the effectiveness of realia for the
teaching of vocabulary. The level was secondary. As in our rural and urban areas the problems
are different for the teachers. So teachers were selected from both such areas. The research of
Miss Saima Abid was carried out in Rawalpindi the civilized and better educated area of
Pakistan. While this study will be conducted in district Vehari. Which is relatively backward and
with fewer facilities. And teachers would be less facilitated during their training then earlier
research. The earlier research was conducted on primary school teachers while the present will
be on secondary school teachers.
Moreover another characteristic of the study is that female and male teachers from whole
district were participated. So that more better results would be achieved. All the teachers were

briefed about the subject so that they would have awareness of the topic and give their honest
and reliable response.
3.1. POPULATION
The population for this study will be all secondary school teachers of District Vehari.
There was no specification of govt. semi govt. or private schools. Every available teacher was
engaged in this study.
3.2. SAMPLE
Researcher selected 100 most experienced teachers for the study and collected data for
present study.
3.3.RESEARCH INSTRUMENT
The most well-known instrument, questionnaire will be used as research instrument to
collect the data, however researcher will attempt to modify some of the items include the studies
with the help of supervisor.
3.4. DATA COLLECTION
Essential data collection is most suitable for this kind of descriptive survey study. The
essential data will be collected from secondary school teachers of District Vehari. Survey data
are collected by asking members of a population. The researcher will personally visit the schools
and collect data from the respondents. The data will be in quantitative form.
3.5.DATAANALYSIS
The data will be analyses and interpreted category-wise. The data will be analyzed by
using Statistical Package for Social Sciences (SPSS) and appropriate statistical techniques will

be applied.
CHAPTER 4
RESULTS
4.1. REVIEW OF QUESTIONNAIRE
The researcher designed a questionnaire for collection of data. The questionnaire was for
the teachers of secondary school teachers.
The questionnaire consisted of two sections. The first section consists of general
information of teachers, about their education, experience and their professional qualification.
The second section was about main aim of the study. It was meant for the collection of
information about view and opinions of the responding teachers. This section consists of twenty
five questions. The questions were close ended. Only two options were to select. Yes and No.
The researcher distributed this questionnaire among 100 teachers of secondary schools. These
teachers were from three Tehsils of District Vehari. They were from rural and urban, private and
govt. schools to have better results. Two types of medium of instruction are lying in this locality,
English and Urdu. So researcher enjoyed both languages during his study.
The raw data is in the form of teacher’s response. Response for all of the categories is
grouped together and total numbers of responses for each category are counted. There percentage
is also calculated. This information is presented, first in tabulated form, then in graphical form
and is used finally, for the interpretation of the data.
Every question is analyzed in the following way.

Table 1. Academic Qualification
Qualification No. of teachers Percentage
M.Phil 6 6%
M.A 57 57%
B.A 27 27%
Others 10 10%
Qualification of the teachers.
Explanation: the graph and bar chart shows that high qualified teachers are sharing their
knowledge with secondary school students. Six M.Phil teachers are working in different schools
0
10
20
30
40
50
60
M.Phil M.A B.A Others

in Dist. Vehari. 57 teachers are M.A. A remarkable no. of bachelors is also teaching secondary
school students. It was 27. While 10 teachers were others degree holders i.e. M.Se or Med etc.
Table 2. Professional Qualification
Qualification No. of teachers Percentage
M.ed 13 13%
B.ed 82 82%
PTC/CT - -
Others 5 5%
Professional Qualification.
Explanation:
The chart and bar graph shows that most of the teachers were B.Ed and were suitably qualified
and trained for teaching of high school students. Few teachers were M.Ed and some were M.A.
TEFL or have Dip. of TEFL. So all the respondents were enoughly trained. While there was not
0
10
20
30
40
50
60
70
80
90
M.ed B.ed PTC/CT others

a single teacher PTC or CT.
Table. 3. Your experience .
Years No. of teachers Percentage
1>5 20 20%
5>10 35 35%
10>20 26 26%
More than 20 19 19%
Experience of the respondents.
Explanation:
The chart and bar graph shows that most of the teachers are 5 to 10 years service. They
are leading with 35%. It means that many young teachers are working in secondary schools.
They are followed by 10 to 20 years service. 26% teachers are 10 to 20 years service. While 19%
experienced teachers are also working in secondary schools. Most of them are promoted from
EST’s. 20% teachers were very young and their service was 1 to 5 years. It shows that all type of
0
5
10
15
20
25
30
35
40
1>5 5>10 10>20 More than 20

teachers was available in this research. The researcher met them personally to collect data.
Table.4. Medium of instruction.
Medium No. of teachers Percentage
English 57 57%
Urdu 43 43%
Medium of instruction
.
Explanation:
Since there are two type of medium of instruction are lying in Pakistan Urdu and English.
So It was also necessary to know that whether you are teaching in English medium or Urdu
medium school. So 57% teachers responded that they were teaching at English medium schools
because most of govt. schools are English medium. While some private schools and semi govt.
schools are Urdu medium. 43% schools teachers were from Urdu medium schools. It is notable
that approximately both medium school teachers were equally included. So better results were
0
10
20
30
40
50
60
English Urdu

expected.
Table.5.Which type of your institution is?
Options No. of respondents Percentage
Govt. 67 67%
Semi Govt. 25 25%
Private 8 8%
Institution Type of Respondents
Explanation:
Since all type of teachers were participated so it was also necessary to collect data that where
they were teaching. So most of the teachers were from Govt. schools. 67% teachers were from
Govt. schools while 25% were from semi govt. schools. 8 teachers who participated in this
research were from private schools. So very high number of teachers was included from Govt.
0
10
20
30
40
50
60
70
80
Govt. Semi Govt. Private

schools who are trained by very experienced and whole research will be lead by them. While
semi govt. school teachers will also be decision making.
Table.6. Is vocabulary a great problem ?
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 53 40 93 93%
No 4 3 7 7%
Is vocabulary a great problem?
Explanation:
A large number of teachers responded that yes. It is really a great problem. Many
students seem to be confused when vocabulary is taught to them. The chart and bar graph shows
that most of the teachers were agreeing. While no is the answer of very small number of
teachers. 53 English medium teachers and 40 Urdu medium were agree. Some teachers were
Yes
No
0
20
40
60
80
100
English medium
teachers Urdu medium
teachers Total

not agreeing. They thought that it is not a problem. The number is shown in bar graph and chart.
Table.7. Vocbulary of English in a Pakistani school?
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total Percentage
Yes 45 39 84 84%
No 12 4 16 16%
Vocbulary of English in a Pakistani school?
Explanation:
Here again a large number of teachers told that students also feel confusion when
vocabulary is taught to them. 84% teachers were agree. While 16% teachers were not agree.
Most of them were less experienced. Moreover some of them were not following researcher and
they answered very quickly. So it can be expected that more than 90% teachers were agree that
students really feel difficulty when vocabulary. The above statistics show that 14 teachers from
Yes
No
0
20
40
60
80
100
English Medium
Teachers Urdu Medium
teachers Total

English medium disagree and 4 out of 43 Urdu medium teachers were not agree. It means that
mostly English medium teachers feel difficulty. But overall it is problem of mostly teachers.
Table. 8. Description of a thing when it is presented directly.
options Response from
English medium
teachers
Response from
Urdu medium
teachers
Total percentage
Yes 32 19 51 51%
No 25 24 49 49%
Description of a thing when it is presented directly.
Explanation:
Teachers gave almost fifty fifty percent response when it was asked that whether a
student can describe a thing when it is produced physically. Mostly English medium teachers
told that yes they can describe while 25 out of 57 told that no. they are not able. While 24 out of
43 told that no they are not able to describe. The ratio of yes and no was 51 agree and 49
disagree which means that teachers never care that whether observation ability of students is up
to the mark or not.
Yes
No
0
10
20
30
40
50
60
English medium
teachers Total

Table. 9. Realia in student life of teachers.
Options Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 29 24 53 53%
No 28 19 47 47%
Realia in student life of teachers.
Explanation:
The chart and bar graph shows that almost half of the teachers responded positively while
half of the teachers answered no. It means that in our backward areas teachers do not use real
things as teaching aids. So when they become teachers they are also not familiar with such
things. 29 out of 57 teachers told that they were taught with use of realia. Most of them got their
in big cities. While 28 out of 57 tick the no. who was half of the English medium teachers.
Moreover 24 teachers from Urdu medium tick the Yes which is more than 5 times greater than
that of No. Most of Urdu medium teachers were native and get their education in same area. But
over all teachers who remarked positively were more than other ones.
Yes
No
0
10
20
30
40
50
60
English medium
teachers Total

Table. 10. Use of realia to teach vocabulary
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 49 39 87 87%
No 8 4 13 13%
Use of realia to teach vocabulary
Explanation:
The chart and bar graph show that most of the teachers agree with the statement. 87% teachers
were agreeing with the statement. While 13% were not agree. Moreover 49 out of 57 English
medium teachers gave the answer Yes and 39 out of 43 Urdu medium teachers also agreed with
the statement. The teachers who were not agreeing were overall not confident and seems to be
confused. As a whole the majority of teachers told that they will use realia for the teaching of
vocabulary.
Yes
No0
20
40
60
80
100
English
Medium
Teachers
Urdu medium
teachers
Total

Table.11. Realia as an effective techniqu
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 52 40 92 92%
No 5 3 8 8%
Realia as an effective techniqu
Explanation:
The result of the above question is also in favor of realia. Most of teachers were recommending
strongly the use of realia. 92% teachers accepted that it is a good and an effective technique.
While 8% teachers denied. Most of them new and they were not familiar with these techniques.
Moreover 52 out of 57 were agreeing that use of realia is a good technique while 40 out of 43
also agreed with the technique. Overall majority of teachers agreed with the statement.
Yes
No0
20
40
60
80
100
English medium
teachers
Total

Table.12. Need of realia to an EFL classroom
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 42 40 82 82%
No 15 3 18 18%
Need of realia to an EFL classroom
Explanation:
The chart and bar graph declare that mostly teachers agreed that an EFL classroom needs realia
for the teaching of vocabulary. 82% teachers agreed. While 18% were not satisfied. They
thought that it is not necessary. 42 out 57 English medium teachers said Yes and 40 out 43 were
also agreed. So 82 out of 100 teachers agreed that realia is helpful for the teaching of vocabulary
in an EFL classroom. While number of disagreeing teachers is also remarkable. 18 teachers were
Yes
No0
20
40
60
80
100
English medium
teachers
Total

not agreeing. It may be that they know better techniques or may apply different teaching aids.
Table.13. Inclusion of realia into courses instead of pictures
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 38 36 74 74%
No 19 7 26 26%
Inclusion of realia into courses instead of pictures
Explanation:
According to chart and bar graph majority of teachers accepted that it was necessary to
add into courses instead of pictures. 74% agree with the opinion of the researcher. While 26%
teachers was not agreeing. They thought that it will be difficult to manage in short time of period
of 40 minutes. 38 out of 57 teachers agreed from English medium while 36 out of 43 from urdu
medium were also. 19 teachers out of 57 teachers did not agree. It means that English medium
Yes
No0
10
20
30
40
50
60
70
80
English medium
teachersa Total

teachers are satisfied with current technique. While ratio of urdu medium teachers is very low.
But as a whole mostly teachers agreed.
`
Table.14. Realia breathes new life into vocabulary
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 51 40 91 91%
No 6 3 9 9%
Realia breathes new life into vocabulary.
Explanation:
The chart and bar graph showed that more than 90% teachers agreed that definitely realia
play very important role in vocabulary teaching. 91% teachers said Yes when this question was
asked. And only 9 teachers disagreed. On the other hand they were not following the researcher.
Otherwise the result may be 100%. While the ratio of English and urdu medium teachers is no
more different. 6 out of 57 english medium and 3 out of 43 urdu medium teachers disagreed. But
as a whole majority of teachers were agreed.
Yes
No0
20
40
60
80
100
English
medium
teachers
Urdu medium
teachers
Total

Table.15. Stimulation of mind through realia
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 49 38 87 87%
No 8 5 13 13%
Stimulation of mind through realia
Explanation:
The chart and bar graph showed that most of the teachers think that realia is a good
teaching aid. 87% teachers think that above statement is right. While 13% teachers think
different. They say no it is not right. 49 out of 57 English medium teachers and 38 out of 43
teachers agree with the statement. So ratio of both medium of teachers is approximately equal.
The teachers who did not agree is at the same ratio. But overall mostly teachers are agree.
Yes
No0
20
40
60
80
100
English medium
teachers
Total

Table.16. Improvement of observation ability through realia?
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 50 39 89 89%
No 7 4 11 11%
Improvement of observation ability through realia
Explanation:
It is clear from bar and chart that observation ability of students is enhanced by the use of realia.
The use of realia is improves ability of students to interact with their environment in better way.
89% teachers agreed with the statement. While 11% teachers disagreed. On the other hand 59 out
of 57 English medium teachers and 39 out of 43 teachers agreed with this opinion of researcher
and teachers who were not agreeing were at same ratio.
Yes
No0
20
40
60
80
100
English medium
teachers
Total

Table.17. Realia as an associative bridge
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 48 36 84 84%
No 9 7 16 16%
Realia as an associative bridge
Explanation:
84% teachers thought that yes it is right that realia works as and associative bridge between
classroom and outer world. While the opinion of the 16% teachers was against the statement.
They did not think so. While the chart and bar graph showed that 48 out of 57 english medium
teachers and 36 out of 43 teachers give their answer in favor of statement. And 9 out 57 of
English medium teachers and 7 out of 43 Urdu medium teachers gave their opinion against the
statement. But overall the majority is satisfied with the statement.
Yes
No0
20
40
60
80
100
English medium
teachers
Total

Table.18. Realia in the professional training courses
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 42 33 75 75%
No 15 10 25 25%
Realia in the professional training courses
Explanation:
The chart and bar graph showed that most of the teachers accepted that they learnt about realia in
their professional training courses.75% teachers responded that they have been familiar with
realia in their professional training courses. While 25% teachers were not agreeing. The r
researcher noticed that respondent who were not agreeing were not familiar with the term
“realia”. And the number of Urdu medium teachers who were agree was 33 out of 43 and
English medium teachers were 42 out 57. So the ratio was approximately equal. Moreover the
ratio of negative respondents is same.
Yes
No0
10
20
30
40
50
60
70
80
English medium
teachers
Total

Table.19. Real object in the classroom
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 33 28 61 61%
No 24 15 39 39%
Real object in the classroom
Explanation:5
It is clear from the chart and bar graph that 61% said yes it is convenient to bring realia into
classroom. While 39% denied that no it is not convenient. 33 out of 57 English medium teachers
and 28 out of 43 Urdu medium teachers gave their positive remarks. On the other hand 24 out of
57 English medium teachers and 15 out of 43 teachers denied that no it is not possible. The
deniers secure 39% percentage which is remarkable but not enough to reject the statement.
Yes
No
0
10
20
30
40
50
60
70
English medium
teachers Total

Table.20. Realia in the classroom
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 38 32 70 70%
No 19 11 30 30%
Realia in the classroom
Explanation:
The chart and bar graph declare that mostly teachers accepted that it is easy to handle
realia in the classroom. But a number of teachers denied that it is not possible. Some teachers
told that of realia are not affordable at the time of need. While some things are too large and
some too small to avail at the time of need. 38 out of 57 teachers from English medium and 32
out of 43 gave their remarks in the favor of statement while 19 out of 57 and 11 out of 43 went
against the statement. But overall 70% remained positive which is majority of teachers.
Yes
NO
0
10
20
30
40
50
60
70
English medium
teachers Total

Table.21. Manipulation of realia by students
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 51 40 91 91%
No 6 3 9 9%
Manipulation of realia by students
Explanation:
The majority of teachers again responded positively in favor of statement. They showed that they
were taking interest in this research. 91% teachers were agreeing with the statement. Moreover
51 out of 57 English medium teachers and 40 out of 43 urdu medium teachers said yes and
agreed with the statement. While 6 out of 57 and 3 out 43 teachers denied that it would not be
possible for the students. But it is not enough to reject the statement. But majority of the teachers
is favoring the statement.
Yes
No
0
20
40
60
80
100
English medium
teachers Total

Q.22. Enhancement of interest of lesson by use of realia
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 53 42 95 95%
No 4 1 5 5%
Enhancement of interest of lesson by use of realia
Explanation:
It is clear from chart and bar graph that most of teachers agreed with the statement. 95% teachers
accepted that the lesson would be interesting and comprehensive if realia is used. 53 out of 57
English medium teachers and 42 Urdu medium teachers out of 43 were agreeing. They remarked
positively and told interesting stories of their career. On the other hand 4 out of 57 and 1 out of
43 teachers denied. Researcher noted that they were not following the researcher; otherwise the
result would be 100%.
Yes
No
0
20
40
60
80
100
English medium
teaches Urdu medium
teachers Total

Table..23. Realia instead of pictures.
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 53 42 95 95%
No 4 1 5 5%
Realia instead of pictures
Explanation:
The most of teachers again agreed with the statement. The chart and bar graph shows that 95%
teachers were agree. Which strengthen the research hypotheses. When researcher briefed the
teachers about realia they told that really pictures play very limited role with respect to realia.
53 out of 57 English medium teachers and 42 out of 43 teachers were agreeing with the
statement. Only 5 respondents were disagree. They seemed confused at this question. They were
4 out 57 English medium and 1 out of 43 Urdu medium teachers.
Yes
No
0
20
40
60
80
100
English medium
teaches Urdu medium
teachers Total

Table.24. Departmental instruction to use realia
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 47 32 79 79%
No 10 11 21 21%
Departmental instruction to use realia
Explanation:
The chart and bar graph showed that most of the teachers accepted that their department directed
them to use realia in the classroom. But a number of teachers denied that no their department did
not directed them. It seems that they were not able to understand the point of researcher or not
familiar with the term “realia”. 79% teachers accepted while 21% teachers denied. 47 out of 57
english medium teachers and 11 out of 43 Urdu medium teachers accepted that their department
Yes
No
0
20
40
60
80
English medium
teachers Total

have directed them. Moreover 10 out of 57 English medium teachers and 11 out of Urdu medium
teachers denied that no their department did not directed them.
Q.25. Realia as a subject
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 54 41 95 95%
No 3 2 5 5%
Realia as a subject
Explanation:
The chart and bar graph showed that almost all teachers were agree that realia would be a regular
subject. 95% teachers were agreeing. Which is almost all teachers. This shows that they taking
interest in the research. 54 out of 57 English medium teachers and 41 out of 43 Urdu medium
teachers agreed with the statement and strengthened the hypotheses. While only 5 teachers
Yes
No
0
20
40
60
80
100
English medium
teachers Urfu medium teachers
Total

denied. They also seemed to be confused. Otherwise the result would be 100%.
Table.26. Realia kit
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 51 37 88 88%
No 6 6 12 12%
Realia kit
Explanation:
88% teachers were agree that every school should have a realia kit. This is the majority of
teachers. While 12% were not agree. They seems to be satisfied with the formal or old way of
teaching vocabulary. 52 out of 57 English medium teachers and 37 out of 43 Urdu medium
teachers agreed with statement. Which strengthen the statement. But participants who went
against the statement were 6 each from urdu medium and English medium. But they have too
less to weaken the reliability of statement.
Yes
No
0
20
40
60
80
100
English medium
teachers Total

Q.27. Field trips as realia
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 56 37 93 93%
No 1 6 7 7%
Field trips as realia
Explanation:
Here again most of the teachers were agree. They told that it will be very funny but costly
also. But due to all its drawbacks it will be very informative. 93% teachers take the statement as
acceptable. While only 7 teachers denied due to their dry mood. They were not agree. Because
they think that it is not to manage the students at such low level. Moreover 56 out of 57 teachers
from rdu medium and 37 out 43 Urdu medium accepted. It is notable that 6 teachers from Urdu
medium denied while only one out 57 English medium teachers was not agree. IT may be that
Yes
No
0
20
40
60
80
100
English medium
teachers
Total
Yes
No

Urdu medium teachers may be native and do not like travelling.
Table.28. Five Senses and realia
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 54 42 96 96%
No 3 1 4 4%
Five senses and realia
Explanation:
The chart and bar graph showed that 96% teachers accepted that realia stimulates the all five
senses . it is due to that realia relates to all five senses instead of other aids. 54 out of 57 English
medium teachers and 42 out of 43 Urdu medium teachers were agreeing. It shows that almost all
teachers agreed. Only four teachers were not agreeing. Researcher noted that they were confused
and uninterested. 3 out of 57 English medium teachers and 1 out of 43 teachers did not agree.
Yes
No
0
20
40
60
80
100
English medium
teachers Total

Table.29. Realia enhance learning capability of vocabulary
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 53 40 93 93%
No 4 3 7 7%
Realia enhance learning capability of vocabulary
Explanation:
This time a large no. of teachers were agreeing. 93 % teachers accepted that definitely it
is correct. While 7% who denied were less experienced. 53 out of 57 English medium teachers
and 40 out of 3 Urdu medium teachers accepted the statement. On the other hand 4 out of 57
English medium teachers and 3 out of 43 teachers denied. But overall every teacher to whom
researcher met accepted the statement and strengthened the hypotheses.
Yes
No
0
20
40
60
80
100
English medium
teachers Total

Table.30. Realia empowers imagination capacity
options
Response from
English medium
teachers
Response from
Urdu medium
teachers
total percentage
Yes 51 38 89 89%
No 6 5 11 11%
Realia empowers imagination capacity
Explanation:
89% teachers responded positively on this statement. They were very agree when this
question was presented before them. They were following the researchers very well. While 11%
who were not agree with the statement did not sure about their answer. 51 out of 57 English
medium teachers and 38 out of 43 Urdu medium teachers accepted the statement. And 6 out of
57 English medium teachers and 5 out of 43 Urdu medium teachers denied. This was the last
Yes
No
0
20
40
60
80
100
English medium
teachers Urdu medium teachers
Total

question of my research.
CHAPTER 5
5. SUMMARY
A teacher of a foreign language often employs realia to strengthen students association
between words for everyday objects and the objects themselves in many cases, these objects are
the part of an instructional kit which includes a manual and is thus considered as being part of a
documentary whole by librarians. Realia are also used to connect learners with the key focal
point of a lesson by allowing tactile and multidimensional connection between learned materail
and the object of the lesson. They are best utilized for simple objects lending themselves to
classroom setting and ease of control with minimum risk of accident throughout the student
object interaction.
Realizing the importance of realia in an EFL classroom the researcher decided to work on
this very hot issue that whether realia may play any role in teaching of vocabulary at secondary
level. The researcher designed a questionnaire and distributed it among very competent teachers
of his population of District Vehari. The researcher during his research visited these teachers and
briefed them about the topic. He also attended refresher courses and training courses conducted
by education department. Moreover workshops of B.Ed conducted by AIOU at Government
Model High School Tehsil Mailsi were also visited by researcher. Researcher noted that realia
was used in these training courses but the importance of realia is not highlighted,
This study is highly useful for the teachers who are teaching English in secondary schools
by traditional methods. Moreover this study is very informational for the new teachers who have

aims to be good and efficient teachers the results of this study would specially facilitate the
policy makes and planners in devising suitable strategies for the future plan of action, for getting
better quality of English speaking as the foundation of education system and enable the country
to stand side by side with the advanced countries of the world. As far as the significance of the
study is concerned, it would definitely invoke a spirit in the authorities running these schools to
work in much better way, hence improving especially the academic quality of the students
through this system of English speaking.
This study is completed now and its conclusions are as follows.
5.1. CONCLUSION
The task has successfully been completed. The problem was discussed in detail. Data was
collected and analyzed in order to justify the problem. When data was analyzed it was noted that
realia is helpful for the teaching of vocabulary. Moreover, the researcher has drawn certain other
conclusion also. From all above data collection and analysis the following findings have been
noted in following detail.
5.2. FINDINGS
1. Since there are many problems with the teachers of second language but vocabulary is very
serious problem. Teachers were seemed confused when it was questioned. Mostly students
always remain confused during their student life. So vocabulary teaching must be
revolutionalarized and the best strategies be like use of realia be adopted.
2. Another thing that was noted during the research was that student does not have ability to
describe a thing like football in their own words. It is the problem which is lying even in Urdu

medium schools. So realia will be helpful to solve this problem.
3. A noteworthy thing that was noted during research that realia is a good and effective
technique. And EFL classroom needs realia for the teaching of vocabulary. Almost all teachers
give their opinion that it would be easy to work effectively with realia.
4. Another thing that was noted that most of the teachers were very qualified. Most of the
teachers were M.A. While six M.Phil teachers were also working in different schools of Dist.
Vehari. But when it was asked that if they use realia, they give negative remarks. Which seems
lack of professionalism? Most of the teachers were even not familiar with term “realia”. The
researcher was shocked.
5. It is the need of the every school to build up a realia library. It will be useful for teachers. And
most of the problems with vocabulary teaching will be solved.
6. Realia is easy to handle, it was the answer of mostly teachers. While some told that it is not
possible. Some realia are too big and some are too small to overcome. But their models are
affordable.
7. Realia helps to make lessons interesting and long lasting.
8. Realia trips will be also helpful and informative for students if they are arranged. But few
teachers did not agree because they are time taking and costly.
9. Most of the teachers told that they have learnt about realia in their professional training
courses. But most of them were not naming these things as “realia”. Realia is already used in
most of private schools, some semi govt. schools. Govt. schools teachers are not using it
regularly. But some teachers use it.
10. Another noteworthy thing come forward that most of teachers accepted that realia enhances
learning capability of students and flourishes memory of students. Moreover it also stimulates

the mind of students to work better.
11. It was another fact that was noted realia may be better than audio visual aids. Because the
scope of audio visual aids is too much limited. And it is difficult to provide every school of the
district, while realia are very easily available and every teacher can provide it. Because most of
realia is available everywhere in the environment.
12. Realia inspires the students to use their five senses to learn something. So it is need of the
hour to use realia and it should be included in language teaching courses like sceince and
technology.
13. During the research the researcher visited refresher courses and training cousrses of primary
and secondary school teachers. Researcher was pleased that most of the trainer was using realia
but this practice was in very limited way. But in the class room this practice is not entertained
which is not reasonable.
14. Realia is essential part of science subjects of secondary level but it is disappointing that it is
given no importance in language courses.
15. Some teachers told interesting occasions of their long services in education department but
they told that their officers and executives did not seems to be pleased with their such activities
in the classroom.
16. Realia plays the role of bridge between classroom and outer world. Its usage in the
classroom gives the impression of a beautiful garden, a village, or a populated city. So realia
would be highly useful to teach in real life situation.
17. Heads of the department’s institutions are mostly older and orthodox persons. Their way of
thinking and approach is very weak. They are not active in school activities. They are mostly
promoted and seem not interested in modern approaches.

18. During the research, the researcher interacted with the students. Some were very active,
intelligent and highly genius, while some students were very weak. But realia appealed both type
of students.
19. The problems with vocabulary teaching are same whether you are teaching in English
medium schools or Urdu medium schools. The teachers of both medium seem to confused and
mostly their answers were same.
20. During the research researcher visited female schools. The female teachers were telling their
problems that it is not possible for them to visit girls to factories and fields. So realia should be in
concise form.
5.3. RECOMMENDATIONS
5.3.1. Recommendation for the teachers
Most of the teachers seem to be confused during the research. Firstly they should
improve their confidence level. They should be professional as most of the teachers accepted that
their department directed them to use realia. But in most of schools researcher did not noted the
practice of use of realia. They should pay more attention to their duties and responsibilities. They
should realize that they are the builders of nation.
Teachers should try to make their lesson more interesting and comprehensive. They
should inspire the learners by using proper audio visual aids. It is relevant to say that in the light
of the facts mentioned above, realia has not been given the importance it should have as an
effective technique. Indeed, realia cannot simply be regarded as one or more techniques, but it
should be recognized as a valid and efficacious means for the students to store the words easily
in their minds.

Language teaching will become interesting if realia is used. And if teachers want to make
their lessons better, more comprehensive and long lasting they should make use of realia. It is not
necessary that department should take interest for field trips, teachers may arrange such trips at
local places, factories, agricultural forms, dairy forms and shopping malls. Such small field trips
may be seasonal and off and on. The head of institution should also be interested for such trips.
The teachers who are recently entering in the field of teaching they should adopt realia as
an effective technique. it will be extremely fruit ful to them. Because it is the technique which
they can adopt at their own risk and students would help og them and they may help the teacher
in providing realia. In this way an environment of activity of activity will be created. The teacher
should convince the head of institution to provide him required assisstance.
The teacher who are experienced should add realia into their traditional methods. They
should leave their orthodox approach and should adopt new and active methods. Realia is one of
them. Similarly they should teach students with modren and approaching techniques, as with the
passing time students wants more knowledge in short time. Realia is the technique by which you
can teach different language skills including vocabulary.
Urdu is considered as hurdle in teaching vocabulary of English. But researcher noted that
it is rumour which some people issued and published. English is an international language and it
has its own reliability and no one can deny the importance of it. So it would not be heard and
students and teachers should give equal importance to teaching and learning it.
In the last researcher would suggest that teachers should leave old approaches and should
try new and advanced approaches, realia is one of them. Most of teachers use grammar
translation method which is too much orthodox and is no more in use any where. But our
teachers still use it.

5.3.2 Recommendation for Departmental authorities
First of all researcher will recommend that department would arrange the training courses
in which language teachers should be inspired to make use of realia. They should be realized to
perform their duties more honestly and not to pass time.
Secondly realia libraries should be built up in every school while if it is not possible a
realia kit should be provided so that teachers may use it and their lessons should be more
interesting and effective.
Thirdly field trips as realia should be arranged. These trips may be of local level and
national level also. For example a teacher who is teaching about police station, he may visit his
students to police station or if a factory is their subject then their trip would lead to factory. The
teachers and head of the schools should be encouraged and facilitated.
Teachers should be provided with such material that would contain activities and skills
that use realia in natural way. And books and articles regarding realia should be provided.
Teachers should be trained in such way that they should realize realia as the part of their subject.
Department should advise teachers to provide realia in the class. The realia in the
environment may be provided easily, like house hold things, toys, doll’s house contents and
other things like vegetables and grains may be provided physically at any time. So teachers an
students may help eachother to run process of teaching effctively. So department should inspire
teachers to use realia in such way. More over department may add it as extracurricular activities.
The researcher would also tell about realia that in holy Quran Allah Taala asks people
again and again to contemplate into sun, moon, and moutains and other parts of universe. These

all things are examples of realia. So today we should not ignore it.
5.3.3. Recommendation for the future Researchers

References
Banny, M.A. Adams. T. (1995). What Makes Materials Authentic. Eric Bocument 391389
Berwald, J. (1987). Teaching Foreign Language with Realia and Other Authentic Materials. Q
&As. Washigton, DC.: ERIC Clearing house on Languages 1-6.
Heaton, J. (1979). An Audiovisual Method for ESL. In M. Celce-Murcia & L. McIntosh
(Eds.),Teaching English as a Second or Foreign Language. Rowley, MA: Newbury
House.
Walz, J. (1986). Increasing Student Talk Time in the Foreign Language Classroom. The
Canadian Modern Language Review. 42 (5), 952-967.
Rivers, W, (1983) Speaking in Many Tounges. New York: Cambridge Uni. Press Third edition
Gagne, R, (1985) “the condition of learning and theory of instruction, New YRok.,C.B.S.
College Publishing
Nunan, D., (1999), ‘Second Language Teaching and Learning”, Boston Heinle and heinle.
Richerds, J. & Platt, J., (1992) “Longman Dictionary of Langauge Teaching & Applied
Linguistics – Third edition”, England, Longman
Mobshom(www.google.com.pk/#q=Mobshom1997)
Krashen, Stephen D. and Tracy D. Terrell. 1983. The natural approach: Language acquisition in
the classroom.Hayward, CA: Alemany Press. 183pp.
Marwin minskey (1987) (http://www.goodreads.com/quotes/19520-)
Hatch, E. and Brown, C., (1985), “Vocabulary, Semantics and Language Education”,
Cambridge, Cambridge University Press.
Nunan , D., (1999), Second language Teaching and Learning ,” Boston ,”Heinle and Heinle

Joshi, B. (1995). The role of visual communication in teaching English. The Progress of
Education, 9, 266-268.
Oyarzo, P. (2008) Realia and Vocabulary learning among young learners, Punta Arenas.
Chilli December 2008
Abid, S. (2008). Use of realia for the teaching of descriptive writing at primary level. Aiou,
Islamabad.
Dickens, M., Robertson, I., & Hofmann, E. (1995). Realia: Bringing the Real World into the
Classroom [Online]. Available: http://www.wlc.com/oxus/realia.htm [1997, June 1].
Stice. J .,(1987), “Using Kolb’s Learning Cycle to improve student learning”, California,
Engineering Education,
Ur, P. (1996) A Course in Language Teaching. Cambridge: Cambridge University Press.
Zukowski-faust, J.*1997).What is Meant by Realia? AZ-TESOL. Newsletter. 18(1).9.

APPENDIXES
Questionnaire
Q no.1.
Is vocabulary a great problem for the students of high school?
Q no.2.
Do you think that students can describe a thing when it is presented directly?
Q no.3.
Had you learnt ever with the use of realia in your student life?
Q no.4.
Would you like to teach vocabulary with the use of realia?
Q no.5.
Is use of realia a very good and an effective technique?
Q no.6.
Do you think that an EFL classroom needs realia for teaching of vocabulary?
Q n.7.
Realia must be included into courses instead of pictures and other visual aids, is it necessary?
Q no.8.
Realia breaths new life into vcabulary, do you agree?
Q no.9.
Use of realia stimulates the mind and makes vocabulary more memorable than the pictures

would. agree ir not?
Q no.10.
Do you think that use of realia improves observation ability with their environment?
Q no.11.
Do you agree with Heaton(1979) Realia are associative bridge between classroom and the
world?
Q no.12.
Have you learnt about realia in your professional training courses?
Q no.13.
Do you think is it convenient to bring a real abject in the classroom to handle it?
Q no.14.
Would it be easy for the teachers to handle it?
Q no.15.
Would it be easy for the students to manupulate it?
Q no.16.
Do you think that a teacher can make his/her lesson more comprehensive and interesting by
using realia?
Q no.17.
Do you think that if situation permits realia will prove to be better than pictures for the teaching
vocabulary?
Q no.18
Have your department instructed you to use realia in your classroom?
Q no.19.
Would you ask to your department to add realia as a subject?
Q no,20.
Do you think that every school should have a realia library ?
Q no.21.
Would you ask your higher authorities of the department to arrange field trips as realia?
Q no.22.
Realia stimulates students to make use of all five senses?
Q no.23.
Realia enhances the learning capability of vocabulary of the students.

Q no. 24
Use of realia empowers the imagination capacity of students at this high level( secondary level)?
Teachers to whom researcher met.
Sr.no. Name ofthe teacher Qualification Name of institution
1 Mahr M. Haneef M.A. M.ed Govt. H/s Mailsi
2 M. Saeed Javed M.A M.ed Govt. H/S Mailsi
3 Mr. Gulab Ali M.A M.ed Govt. H/S Colony Road Mailsi
4 Shaukat Ali Rind Msc. B.ed F.G H/S Mailsi
5 M. Yaseen M.A M.ed F.G H/S Mailsi
6 M. Arshad M.A B.ed F.G H/S Mailsi
7 Mr. Ishaq Ghauri M.A M.ed Govt. H/S Mailsi
8 Rana M. Ishaq M.A M.ed Govt. H/S Mailsi
9 Mr. Haneef Bhatti M.A M.ed Govt. H/S Mailsi
10 Mr. Ashfaq Ahmad M.Phil. Dip.
TEFL. M.ed
Govt H/S Mailsi
11 Mrs. Shabnam Majid M.A M.ed Govt. G/H/S Mailsi
12 Mrs. Rukhsana Shah M.A M.ed Govt. G/H/S Mailsi
13 Ghulam Shabbir M.A M.ed Govt. Model H/S Mailsi
14 Ghulam S Anjum M.A M.ed Govt. Model H/S Mailsi
15 Khalid Saeed Faiz M.A B.ed Rehan Public H/S Mailsi
16 Aabid Saeed M.A B.ed Govt. H/S Jallah Jeem Tehsil Mailsi
17 Zawar Hussain M.A B.ed Govt. H/S 55wb Vehari
18 Mr. Qasim Ali M.Phil M.ed Govt. H/S Taimur Shaheed Colony Vehari
19 M. Asif M.Phil B.ed Superior School System Vehari
20 Mumtaz Ahmad M.A B.ed Govt. H/S Dokota Tehsil Mailsi
21 Ijaz Ahmad M.A B.ed Govt. H/S Dokota Tehsil Mailsi
22 Altaf Hussain M.A B.ed Govt. H/S Kot Muzzaffar Tehsil Mailsi
23 Anees Javed M.A B.ed Govt. G/H/S 198EB Vehari
24 Sumaira Rasheed M.A B.ed Govt. G/H/S 24WB Vehari
25 Rukhsana Anwar M.A B.ed Govt. G/H/S 65WB Vehari
26 Tasneem Akhter M.A B.ed Govt. G/H/S Chak No. 166 Eb Vehari
27 Sarwat Yasmeen M.A M.ed Govt. G/H/S Chak No. 33Wb Vehari
28 Surria G. Sarwar M.A B.ed Govt. G/H/S Chak No. 41Wb Vehari
29 Allah Ditta M.A B.ed Govt. Islamia H/S Vehari

30 Riaz Hussain M.A M.ed Govt. 88WB Garha More Vehari
31 M. Azeem Khan M.A B.ed Govt. H/S 211WB Tehsil Mailsi
32 Ali Murtaza M.A M.ed Govt. H/S/S Karampur Mailsi
33 Akbar Mughal M.A M.ed Govt. H/S Buland pur Tehsil Mailsi
34 Amzat Jameel M.A M.ed Moon Light School Khanpur Tehsil Mailsi
35 Muhammad Tariq M.A M.ed Govt. H/S/S Sahooka Tehsil Burewala
36 Anees Javed M.A B.ed Govt. H/S/S Tibba Sultan Pur Tehsil Mailsi
37 Sumair Rasheed M.A B.ed Govt. G/H/S 177EB Burewala
38 Rukhsana Anwar M.A B.ed Govt. G/H/S 173EB Burewala
39 Tasleem Akhter M.A B.ed Govt. G/H/S 255EB Burewala
40 Mr. Arshad Munir M.A M.ed Govt. H/S Madina Colony Burewala
41 Asif Ali M.A M.ed Govt. H/S 505EB Burewala
42 M. Ramzan M.A M.ed Govt. H/S 215EB Burewala
43 Nadeem Iqbal M.A M.ed Govt. H/S Mailsi
44 M. Amin B.A B.ed Govt. Model H/S Mailsi
45 Khizar Hussain M.A B.ed Govt. Model H/S Vehari
46 Inayat Ul Allah M.A B.ed Govt. Islamia H/S Vehari
47 Liaqat Ali M.A B.ed Govt. MC H/S Vehari
48 Khalid Masood M.A M.ed Govt. H/S Taimur Shaheed Colony Vehari
49 Abdul Razzaq M.A B.ed Govt. H/S 261WB Tehsil Mailsi
50 Ghulam Zahid Abidi M. A B.ed Govt. H/S 55WB Vehari
51 Shams Ud Din M.A B.ed Govt. H/S 79WB Vehari
52 Zaher Sajid M.A B,ed Govt. H/S 477 EB Vehari
53 Muhammad Amjad M.A B.ed Govt. H/S/S Mitroo Vehai
54 Shaukat Dogar M.A B.ed Govt. H/S/S Mitroo Vehari
55 Basheer Ahmad B.A B.ed City Public H/S Mailsi
56 Tasudduq Mahmood B.A B.ed Mailsi Public H/S Mailsi
57 Sajjad Bin Sardar M.A M.ed Qasim Public H/S Mailsi
58 M. Irshad Khan M.A M.ed G/H/S 3M Maisli
59 M Tayyab Khan M.A B.ed Govt. H/S Luddan
60 Liaqat Ali M.A B.ed Govt. H/S Versi Wahin Mailsi
61 M. Ramzan M.A B.ed Govt. H/S Versi Wahin Mailsi
62 Liaqat Hussain M.A B.ed Govt. H/S Sargana Mailsi
63 Zahid Chouhdri M.A B.ed Hawks Pre Cadet School Mailsi
64 Sumaira Rasheed M.A B.ed Govt. Girls MC H/S Vehari
65 Saima Amin M.A B.ed Suffa Model H/S Vehari
66 Hira Arshad M.A B.ed Bilal G/H/S/S Vehari
67 Zahida TAbassum M.A M.ed Afaq G/H/S Q Block Vehari
68 Asifa Ali M.A M.ed Misali Science Girls H/S Ludden Vehari
69 Javed Akhter B.A B.ed Hamza Model H/S Mailsi
70 Jameel Hussain M.A M.ed Islamia Public H/S Luddan Vehari
71 Kamran Khalid M.A M.ed Army Public School Mailsi Cantt
72 Akhter Basheer M.A B.ed F.G H/S Mailsi
73 Shafiq Tahir B.A B.ed Hawks Pre Cadet School Mailsi
74 Farzana Kousar M.A M.ed Army Public School Mailsi Cantt
75 Sarwat Yasmin M.A M.ed Govt. G/H/S/S Tibba Sultan Pur
76 Mehnaz Shafqat M.A M.ed Dawn H/S Mailsi
77 Rabia Maqsood M.A M.ed Dawn H/S Mailsi
78 Mr. M Nawaz M.A M.ed Govt. H/S Colony Road Mailsi

79 Sidra Anwar M.A B.ed Govt. H/S 222 Eb Vehari
80 Sadia Sarwar M.A B.ed Girls H/S Dad Jamlera Vehari
81 Asima Manzoor M.A B.ed Qasim Public H/S Mailsi
82 Salma Naheed M.A B.ed Superior School System Vehari
83 Shumaila Tabussum M.A B.ed City School Vehari
84 Rashida Iqbal M.A M.ed Punjab Group Of Shools Mailsi
85 Mamoona Fazal M.A M.ed Govt. G/H/S BTM Burewala
86 Mian Arshad M.A M.ed Govt. H/S Jhandeer Wah
87 Abdul Rasheed M.A M.ed Govt. H/S Jhandeer Wah
88 Zffarul Allah M.A M.ed Govt H/S Jhandeer Wah
89 M. Tariq Aziz M.A M.ed Islamia H/S Hari minor Mailsi
90 Akbar Mujahid M.A B.ed Islamia H/S Hari minor Mailsi
91 Ali Murtaza M.A B.ed New Anwar E Madina H/S Mailsi
92 M. Azeem Khan M.A M.ed Govt. H/S 111Wb Vehari
93 Riaz Hussain M.A M.ed Govt. H/S 211WB Mailsi
94 Jameel Ahmad M.A B.ed Ideal Public H/S Mailsi
95 Mrs. Madeha Bano M.A B.ed Govt. G/H/S Sardarpur Jhander Maillsi
96 Mr. Shahid Nadeem M.A B.ed Govt. H/S Kot Muzzaffar Mailsi
97 Mr. Sarfraz Ahmad M.Phil M.ed Superior Academy Of English Mailsi
98 Mr. Shaukat Aslam M.Phil M.ed English Academy of Excelence Mailsi
99 M. Shahid M.A B.ed Shahid English Academy Mailsi
100 Professor Qamar Ul
Hassan
M. Phil M.ed Global Academy of Sceinces Thana Bazar Mailsi

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Atiq