The Challenges of Teaching English in Pakistan

This assignment delves into the challenges associated with teaching English as a second language (ESL) in Pakistan. It examines factors such as limited resources, diverse linguistic backgrounds of students, and societal attitudes towards English. The analysis draws on various sources like academic journals, textbooks, and real-world observations to provide a comprehensive understanding of the complexities involved in ESL instruction within the Pakistani context.

Running head: UNIT PLAN OF LANGUAGE LESSONS
Unit Plan of Language Lessons
Name
Institution

UNIT PLAN OF LANGUAGE LESSONS 2
Introduction
According to Shamim (2007), effective learning process is often accompanied by
strategic unit or lesson plans that are simple, clear, and focused to the learning objectives as well
as in line with the curriculum. The design adopted is essential in giving a sense of direction in
relation to effective learning of languages for the target group of learners. The direction of the
syllabus is clear and directed to the unit objective, an aspect that helps in boosting teaching
confidence during the lesson delivery. The simple structure adopted gives a useful basis of future
planning. In the learning process, learners often have different abilities and understanding skills
not only in English but other subjects as well. The structure adopted is hence an effective lesion
planning to meet the needs of every student with different abilities and learning skills. This paper
hence focuses on three main sections; a structural unit plan, sample lesson plan, and an essay that
addresses the primary importance of the structure adopted in the unit and lesson plan for teaching
intermediate English Language learners.
Section One: The Unit Plan
Brief profile of the group
In the previous studies, it was found that language is often adopted as a tool by learners
for their development, an aspect that depends on the medium of instruction. In Pakistan, it is only
in post-secondary institutions that English is adopted as a medium of instruction while the
available texts in the language are only used as study materials as pointed out by Muhammad
(2011). For this study, the profile of the group will focus on 30 intermediate students who are in

UNIT PLAN OF LANGUAGE LESSONS 3
preparation to join post-secondary institution. The primary aim is to help the learners to gain the
basic skills in speaking English language so as to prepare them for the studies ahead. These
learners are from different background. As others are purely green concerning the basics in
English language, others have had the opportunity of exposure to either learning the language or
having relatives in institutions of higher learning who speaks English.
Contextual factors
Foreign languages are critical to enable every individual to travel from one country to
another for different purposes such as work, holiday and other official and personal issues
(Harmer, 2015). The demographic composition of the class is diversified from those who have
the basic knowledge of different languages, working experiences with different cultural
backgrounds experience, and better background of the Italian to the amateurs that need the basic
linguistically introduction (Menghini, 2017). The difference in the skills and knowledge requires
me as a teacher to determine the best way of interaction all of them by involving in the
discussion of the best way to go about it taking into account of the amateurs. From my method, I
will use the instructional and participation methods to offer every one chance to show cast their
ability. The students will be required to fill out an informational form to that will be used to
know and recognize each student depending on their ability progress.
Equipment to facilitate the lesson-The inadequate number of linguistically books that can
be used will force the class to have to find a better way of acquiring more equipment to facilitate
the lesson. Students and the teacher need to have a laid strategy and to agree on the best ways of
obtaining the necessary material by choosing between the common purchase and individual
purchase as long as the required learning documents are made available. During the discussion,

UNIT PLAN OF LANGUAGE LESSONS 4
the students should take into account the price of each book. During the language learning
process will also have to be accommodative to the individuals with impaired learning process
who are so as they can be at the same par with the rest of the class.
Cultural backgrounds- The different cultural background and the limited knowledge
about the language forces the students to have basic lessons on the different types of languages
that will help them understand the deeper meaning of the basic terms in English while taking part
in the lessons. Each student should have the basic knowledge of English to facilitate their overall
learning process and interaction with other international students.
Objectives of the Unit
At the end of the learning, the class should be able to communicate in English effectively
with one another. The student s will learn about the underlying rules of the language and develop
structural sentence in the English at the end of the first week of the lesson.
The Expected Outcomes
At the end the course, each student should be able to draw the Basic English terms used
in communication by an amateur of the language. The students should be able to have the easy
time in communication and listening keenly to any discussion carried out in the English
language. The students should be able to write up a composition in English and present it the
class for analysis. The learners are also expected to have the confidence of speaking, listening,
reading, and writing using Basic English skills. The unit is also intended to encourage the

UNIT PLAN OF LANGUAGE LESSONS 5
learners to adopt English learning in early stages of their learning to reduce the gap of poor
English speaking skills among the citizens of Pakistan.
Motivational Factors
English is one of the common languages used globally in international communication, a
language that is adopted by most global industries line in businesses, tourism and hospitality
among others as pointed out by Shamim (2007). The students are motivated by my linguistically
ability to communicate in four different languages that are English, French, Germany, and
Italiano. The students are determined and highly gifted individuals with varied cultural
background characteristics. As the French teacher who dearly enjoys making writing stories and
socializing, my students get motivated to take the first initiative to learning and show their
enjoyment as from my ability to offer a safe, free environment where they socialize and entirely
get involved with their education. Learning from each student allows free flow of ideas and
interpretations. The student's competition moods help them to learn from others and upgrade
their abilities as they try to be better than one another
Indicators of success
At the end of every learning process, it is essential to evaluate and understand the success
of the learning process as pointed out by Oxford (1990). For this case, the progress of the
students will be indicated by their fluent communication ability, writing ability, and their class
assessment and examination performance. The learning process will be considered successful if
the learners are at the end able to speak, read, and write in a manner that expresses their basic
understanding in using English language.

UNIT PLAN OF LANGUAGE LESSONS 6
Overall aim(s) of Unit of Work: Ensuring the students gain the basic English language skills to perfectly boos
their performance in the post-secondary school.
No. of lessons: 4
Hours: 8
Learner profile: In the
previous studies, it was found
that language is often adopted
as a tool by learners for their
development, an aspect that
depends on the medium of
instruction. In Pakistan, it is
only in post-secondary
institutions that English is
adopted as a medium of
instruction while the available
texts in the language are only
used as study materials as
pointed out by Muhammad
(2011). For this study, the
profile of the group will focus
on 30 intermediate students
who are in preparation to join
post-secondary institution.
Context: Foreign languages are critical to
enable every individual to travel from one
country to another for different purposes such
as work, holiday and other official and personal
issues. I will use the instructional and
participation methods to offer every one chance
to show cast their ability. The students will be
required to fill out an informational form to that
will be used to know and recognize each
student depending on their ability progress. The
study will focus on three primary contextual
factors;
Equipment to facilitate the lesson
Language background
Cultural backgrounds
Target context: The primar
aim is to help the learners to
gain the basic skills in speak
English language so as to
prepare them for the studies
ahead. These learners are fro
different background. As ot
are purely green concerning
basics in English language,
others have had the opportu
of exposure to either learnin
the language or having relat
in institutions of higher lear
who speaks English.
Lesson Aims and Objectives Focus Activities Resource
s
Assessment
1 At the end of the
lesson, every student
will be;
-Equipped with the
knowledge on the
correct pattern of
English Language
-Able to analyze the
comparatives and
superlatives
sentences
-Able to show how
the comparatives and
superlatives bring
about the coherence
of paragraphs.
The use of
superlatives
and
comparatives
- Question and answers
- Class discussions
- Practical demonstrations
- Story telling
Charts,
books,
pens,
marker
pens
The lesson will
successful when
learner is able t
understand a cl
language patter
the basic Englis
language skills
understanding h
to make compa
between objects

UNIT PLAN OF LANGUAGE LESSONS 7
2 At the end of the
lesson, every student
should be able to
appreciate the natural
variations of
languages that occur
across the globe.
Importance
of
comparatives
and how it is
used in a
sentence.
Class teachings and discussions Charts,
books,
pens,
marker
pens
The lesson will
successful if the
students are abl
identify how
comparatives ar
used in a statem
3 At the end of the
lesson, the learner
should be able to;
-Identify and name
different objects in
English
-Speak the simple
greetings in English
-Easily read simple
stories in English
Read the common
stories, essays that
are in English
language and then
later retell the story
to the class in
vernacular.
What is a
superlative?
The class will also be required
to make a chart naming objects
and
Charts,
books,
pens,
marker
pens,
objects of
different
colors
and sizes
The lesson will
successful if the
learner is able t
correctly identi
different object
their names
4 The lesson will focus
on engaging the
students to the
listening of the audio
lessons and watching
related videos so as
to improve the
listening skills. The
student's lesson will
be based on the
listening and an
analysis of the use of
comparatives and
superlatives and
understanding on the
close English terms
and use of body
language during
communication.
What are the
differences
between
comparatives
and
superlatives?
The learner will listen to
different basic stories that will
be narrated in English. They
will then explain to each other
the content or meaning of the
stories
DVD,
laptop,
speakers,
charts
The lesson will
successful when
the end of the
lesson, the learn
will be able to u
comparatives an
superlatives
correctly in
sentences.

UNIT PLAN OF LANGUAGE LESSONS 8
Section Two: The lesson Plan
Name: Class: Intermediate Class
By the end of this lesson, the learner will
be able to;
- Use superlatives and
comparatives in a sentence both
literally and orally
- Use superlatives and comparative
used in a sentence
- Be able to give example
superlative and comparative
sentences constructed on their
own.
Learner group profile:
In Pakistan, it is only in post-secondary
institutions that English is adopted as a medium
of instruction while the available texts in the
language are only used as study materials. For
this study, the profile of the group will focus on
30 intermediate students who are in preparation
to join post-secondary institution.
When the lesson ends, the learners will be
able to;
- Orally mention and write at least
5 superlative and 5 comparative
forms of adjectives
- Write five three to five sentences
using the correct phrases or forms
of superlative and comparative
based on objects or pictures.
- Identify the use of superlative and
comparative adjectives in a
sentence
Anticipated challenges and their solutions:
 Students may get confused with naming
objects of different colors.
Solution: The teacher will show them
accurate naming of the objects as per the
colors of the objects.
 The learners may find remembering the
naming difficult.
Solution: Chats will be used to help
them master the content
 The learners may have challenges in
spelling work while doing the
comparative and superlative adjectives.
Solution: A recap will be done in the
three conservative lessons to help them
master the concepts.

UNIT PLAN OF LANGUAGE LESSONS 9
Date/Day 6th November 2017, Monday
Duration/Time 1 hour
Year Intermediate
Enrolment/No.
of students
30
Unit/ Topic/
Themes
Topic: Grammar- Comparatives and Superlatives
Theme: The world around us
Skills Distinguishing words that show comparison such as –er; er+ than; -est
Adjectives- superlative forms
Adjectives- Comparative forms
Objectives of
the lesson
By the end of this lesson, the learner will be able to;
- Use superlatives and comparatives in a sentence both literally and
orally
- Use superlatives and comparative used in a sentence
- Be able to give example superlative and comparative sentences
constructed on their own.
Learning
outcomes
When the lesson ends, the learners will be able to;
- Orally mention and write at least 5 superlative and 5 comparative
forms of adjectives
- Write five three to five sentences using the correct phrases or forms of
superlative and comparative based on objects or pictures.

UNIT PLAN OF LANGUAGE LESSONS 10
- Identify the use of superlative and comparative adjectives in a
sentence
Moral Values The success of the lesson will depend on two primary values from the
students;
- Cooperation
- Attentiveness
Materials Text books, objects of different color concentrations, charts
Methods of
teaching
- Giving practical examples using the objects
- Asking and answering of questions
- Group discussions
- Practical reading of a story from the text book
Comments … (The teacher will give the comments after summarizing the lesson and
asking the learners a few recap questions).
Assessment The success of the lesson will be assessed depending on the response of the
students towards the questions asked concerning what they have learned from
the lesson

UNIT PLAN OF LANGUAGE LESSONS 11
Section 3: Essay
Introduction
It is a dream of every academic institution to achieve its best results for its students, an
aspect that has promoted stiff competition in both private and public institutions globally
(Muhammad 2011). Like other countries, the private schools in Pakistan are as well focused in
English qualification not only as a basic language but a preferred international language. Rahman
(2002) points out that most students who are not native English speakers are good at speaking
their vernacular languages and effectively comprehend their basis structure, but fails to do so
when it comes to English language. For this reason, different academic institutions have resorted
to various means of achieving accreditation from different international chains. In teaching, it is
essential to have a unit plan not only for languages but other subjects as well. This essay focuses
on the importance of adopting a particular structure of a unit plan for teaching English language.
Reasons for the design adopted
According to Shamim (2007), effective learning process is often accompanied by
strategic unit or lesson plans that are simple, clear, and focused to the learning objectives as well
as in line with the curriculum. The design adopted is essential in giving a sense of direction in
relation to effective learning of languages for the target group of learners. The direction of the
syllabus is clear and directed to the unit objective, an aspect that helps in boosting teaching
confidence during the lesson delivery. The simple structure adopted gives a useful basis of future
planning. In the learning process, learners often have different abilities and understanding skills
not only in English but other subjects as well. The structure adopted is hence an effective lesion
planning to meet the needs of every student with different abilities and learning skills.

UNIT PLAN OF LANGUAGE LESSONS 12
A proof of the considerable time for preparation of the lesson, hence one can predict what
the students are likely to gain at the end of the lesson. According to Oxford (1990), a simple
lesson planning structure is an essential component of learning process. In other words, the
simple design adopted is a clear indication of the proper planning hence keeping the teacher in
track and organized while teaching. As a result, they are able to teach more and help students to
achieve the language objectives easily. Language learning is a complex exercise and other
concepts may be conceived as easy or difficult by learners depending on their ability (Nath,
2017). As a result, the better prepared the teacher is, the more likely he can handle any issue that
comes unexpectedly in the process of learning.
Selection of activities and exercises and modification
The goals in the plan are essential in setting the stage for the study hence has been
typically written in a broad statement. The introduction lesson is mainly aimed at grabbing the
attention of the students and stimulating them to want to learn more about English language
hence will be given extra attention. In a systematic study, Walker (2012) denotes that there are
various exciting ways of beginning a new unit. However, the conclusion of the lesson is as well
essential by helping the learners to synthesize and reflect upon the content that has been covered
in the lesson. At the end of the lesson, the learning activities adopted are expected to help the
students with their reading, writing, speaking, and listening skills with the aim of helping them to
understand the elements of language such as grammar and vocabulary acquisition.
Relation of various components to each other

UNIT PLAN OF LANGUAGE LESSONS 13
In his study, Wright (2004) points out that the activities and resources adopted in the
process of learning should be clear and effectively relates to one another. Therefore, identifying
the components that are related for learning effectiveness requires the tutors to ask themselves
some specific questions. For instance, how far should the unit is planned? What details need to
be covered in the planning? How will the components adopted help the class get a balance of
grammar activities, fluency oriented activities, and language skills? How to ensure a variety on
the unit components adopted (Saha & Mandal, 2017). Finding relevant answers to such
questions during planning is essential in adopting lesson planning components that are relevant
to the reaching process.
Class discussion for instance, should have a right tone with will help the teacher establish
a rapport with the students. The unit plan is also organized around the theme of listening,
speaking, writing, and reading English effectively (Cholin, Dell, & Levelt, 2011). The rational
for the thematic components adopted is that it demonstrates the interdisciplinary nature of
language learning. As a result, the components has to be relating to each other to ensure that it
increases the engagement of the students and capture their interest in wanting to learn more
about the language. It also ensures that the unit plan ends up being a more relevant and
compacting curriculum with simpler organization of the content and less content overlap. That
way, the unit plan expands the assessment options as well as assignment relevancy to the goals
of the unit. According to Nunan (1998), effective unit planning begins with the selection of an
appropriate theme that reflects the student interests, issues to be addressed, and the requirements
of the curriculum. The components must hence work together in achieving the identified goals
that the tutor wishes the learners to accomplish once the unit comes to an end. However, these

UNIT PLAN OF LANGUAGE LESSONS 14
should relate to the local or international standards or competence, an aspect that requires a
selection of content-rich and challenging activities to use to ensure the competencies are met.
How the design of the unit is informed by personal views of learning
According to Harmer (2015), the designing a unit plan is an essential aspect if effective
teaching. In other words, they are indispensable in ensuring a good language learning
progression. It is a characteristic of most teachers to spend long hours with desks full of
textbooks, resources, and website addresses to elaborate the appropriate unit plans. It is a process
that takes weeks to be completed so that to have a comprehensive planning for the lessons.
Therefore, it is essential to understand why it is necessary to prepare a unit plan even though it
may look like time wastage. Walker (2012) points out that the preparing a unit plan takes time,
organization, patience, and critical thinking but reduces the worry of teaching planning all the
time once it is completed.
In the case of this study, designing and preparation of the unit plan helps in giving an
overview of what the language lessons are going to cover all through the teaching sessions. For
instance, at a glance of the lesson plan, there is a clear view of the ideas on how to cover every
lesson and the areas to focus on teaching the lessons so that you do not go out the objectives.
One is able to see what is going to be taught in the unit, the learning objectives, and what is
expected of the students at the end of the lesson, questions that are often the starting points in
unit planning. Apart from the teaching objectives, it also shows the overall daily activities,
homework, resources, and differentiated learning objectives.

UNIT PLAN OF LANGUAGE LESSONS 15
In many case, some language concepts often take long to teach as they are more difficult
to learn, an aspect that requires the teacher to allocate more hours for the concepts (Aryee &
Debrah, 2015). Designing a unit plan is essential in such cases especially in dividing the time
allocation to ensure the learning process is effective for both the complicated and easy concepts
to grab. At the completion of the lesson plan, the teacher also gets time to evaluate the teaching
materials available at their disposal. It hence helps in making the lesson more engaging as the
tutor will get the chance of sourcing or other relevant materials, an aspect that would be more
difficult without making a lesson plan (Nikam, 2016). With all the required materials at the
disposal, they can easily be organized in a manner that they can effectively serve the teaching
objectives. Making available the relevant resources for each lesson makes it easier in deciding
the learning activities that best suits needs of the students. Having a complete unit plan is this
important in having a good deal of thinking critically with the aim of ensuring that resources and
activities meet the requirements of the learning objectives.
Conclusion
In conclusion, there is a tendency that is common when we start teaching, which is
designing great, innovative, and colorful complex activities and resources with the hope that they
will be very motivating to students. However, they often end up proving hard to be used in cases
since they may not be adapted to the abilities of the learners. As a result, it is essential to prepare
a unit plan in advance as it helps in readapting our teaching planning to suit the abilities of the
target students as well as stick to the curriculum. It is a process that determines the success of the
teaching process, an aspect that will prove that the teaching objectives are met.

UNIT PLAN OF LANGUAGE LESSONS 16
Appendix

UNIT PLAN OF LANGUAGE LESSONS 17

UNIT PLAN OF LANGUAGE LESSONS 18

UNIT PLAN OF LANGUAGE LESSONS 19
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UNIT PLAN OF LANGUAGE LESSONS 20
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