Here are some suggestions for activities authors could include in English language textbooks: - Comprehension activities like identifying topic sentences, main ideas, supporting details, conclusions, etc. based on reading passages - Writing activities like writing topic sentences, outlines, summaries, paragraphs with a given topic or controlling idea - Grammar activities like identifying parts of speech, sentence structures, tenses, punctuation etc. in given sentences and paragraphs - Vocabulary activities like matching words with definitions, using words in sentences, alphabetical ordering, classifying words etc. - Listening activities with comprehension questions about audio passages - Speaking activities like role plays, debates, oral presentations, interviews etc. on given topics - Projects incorporating

1. By: Mrs. Asma Hassan
Subject Specialist English
PTB

2.  In the current scenario, English is the language
of international communication, higher
learning and better career options. It should,
therefore, reach the masses so that there is no
discrimination amongst the rich and the poor in
Pakistan in terms of opportunities for personal,
professional and economic development.
 The new curriculum aims to provide holistic
opportunities to the students for language
development and to equip them with
competencies in using the English language for
communication in different academic and
social contexts than on acquiring knowledge
about the language for its own sake.

3.  It acknowledges, on one hand, the
importance of teaching the knowledge
about the language system ; on the
other , it moves a step forward to
emphasize the appropriate use of that
knowledge so that students’ ability to
communicate in real life situations is
improved and made effective for
various purposes.

4. Curriculum Development
Process
Identifying Defining Developing
Developing
Competencies & Benchmarks at Student Learning
Learning
selecting developmental Outcomes at
Standards
Competencies levels each grade level

5. The Organization of the Curriculum Framework

6. Codes for Competencies,
Standards & Benchmarks
C Competency
C1…C5 Subsequent number of competencies
S Standard
Subsequent number of standards in
S1…S3
each competency
BM Benchmark
Subsequent number of benchmarks at
BM1…BM4
each developmental level
Example of Coding: Competency 1, Standard 2, Benchmark
C1S2BM3 3

7. Competencies in English Language
 The curriculum identifies five competencies and a total of
eight standards for key learning areas of the English
language. The fifth competency specifies the appropriate
ethical and social development and is to be developed and
incorporated across the other four competencies through
selection of appropriate text and activities.
 Competencies and their standards:
 Competency 1: Reading and Thinking SkillsStandard 1,2
 Competency 2: Writing Skills Standard 1
 Competency 3: Oral Communication Skills Standard 1
 Competency 4: Formal and Lexical Aspects of
Language
Standard 1,2,3
 Competency 5: Appropriate Ethical and Social Development
Standard 1
The order in which the standards are listed does not indicate the
relative importance of the standard. All are equally important.

8. An Example of Appropriate Ethical &
Social Development (Competency 5)
 Competency 5: Appropriate Ethical and
Social Development

9. General guidelines for submission of
manuscript
 Initial review of the manuscript at Textbook
Board’s level should take into consideration
curriculum objectives, contents and SLO
(Student Learning Outcomes) and its alignment
with the National Curriculum.
1.The text should fully cover illustrations,
activities and graphics. It should be:
a. coherent, cohesive and easily
comprehensible. And
b. clear, logical, systematic and
progressive.
2.The graphics in the textbooks should be
according to scale, appropriate, stimulating and
illustrations to support the text.

10. 3. Each chapter / unit in a manuscript
should clearly cover appropriate
combinations of:
a. Themes and topics
b. Learning outcomes.
c. Suggested activities
4. The exercise and activities should be
planned and organized for effective
learning and be in line with the required
SLOs. The exercises and activities should
also engage learners to participate
actively, productively and creatively at
all levels of learning.
5. No anonymous materials, poems, stories,
etc. should be included in the textbooks.

11. 6. There should be no controversial topics /
materials in the manuscripts, especially
in languages, Islamiyat and Ethics.
7. There should be no materials repugnant
to Islam as well as the ideology of
Pakistan.
8. The materials in the language
manuscripts should lead students to
learn and master the language skills
outlined in SLOs/ learning outcomes. The
approach chosen in presenting the
materials must be clear and age
appropriate.
9. The materials in the manuscripts should
be dynamic, challenging, stimulating and
user friendly.

12. 11. Manuscripts should have glossary of
terms and an index at the end of
manuscript.
12. Reference to textbooks, materials, other
resource material, etc. should be
acknowledged and mentioned in the
manuscript.
13. Instructions to authors as included in the
subject curriculum should be strictly
adhered to.
14. At the end of the textbook a small
paragraph about the author should be
given.

13. Specific guidelines for English
Language Authors
In the material writing stage:
 Select a range of authentic reading texts in a
variety of styles. If required, adapt these texts
to match the age and grade level of the
students. Give complete reference details for
the selected texts.
 Write the texts, where necessary, to match the
age and grade level of the students.
 Develop activities on selected skills, sub-skills,
vocabulary, grammar, etc. Make sure the
activities a) are in line with the SLOs for a
particular grade; b) provide sufficient
independent and integrated language practice of
listening, speaking, reading and writing.

14.  Include sufficient review exercises.
 Write a summary of the knowledge and skills
focused on in the unit, and grammar and
spelling rules(if any) at end of each unit.
 Provide a progress test after two or three
units to assess the SLOs focused upon in
these units
 Decide which illustrations are to be used and
prepare an art brief with instructions for the
illustrator and designer.

15. Examples of Suggested Activities for
English Language Authors

19.  Study the paragraph about cigarette smoking. In
the space provided, write the topic sentence,
circle the controlling idea and outline the
support given in the paragraph. Write the
concluding sentence if there is one.
Topic Sentence: ________________________
_______________________________________
_______________________________________
Support: (1) ______________________________
(2)______________________________________
(3)______________________________________
(4) _____________________________________
Conclusion: ______________________________
_________________________________________