1. THE CITY SCHOOL- DARAKHSHAN CAMPUS ENGLISH LANGUAGE – SENIOR II-T
ACTION PLAN
SHEHLA FATIMA ZUBERI
THE CITY SCHOOL- DARAKHSHAN CAMPUS
ENGLISH LANGUAGE – SENIOR II-T

2. GOALS – LONG TERM
To enhance students’ proficiency in English Language ,both written and spoken ,as per CIE requirements
To develop students’ communication skills,effectively
To develop analytical and critical thinking skills
To enable students to practice and follow the CIE paper pattern
To adopt 21st century teaching approaches to enhance students’ appreciation of English Language

3. GOALS –SHORT TERM
To enable students to develop deeper understanding of the given Comprehension text, both literally as well as figuratively.
Develop effective means of communication through written medium, in varying situations
Follow and practice the conventions of English Language (Grammar ,Vocabulary , Formats etc)

4. INSTRUCTIONAL STRATEGIES AND TASKS
Topic
21st century Approach
Techniques/Modes
Bloom’s Application
Comprehension
Questioning skills/speaking and Listening skills
Critical Reading of given text/ attempting questions
Knowledge Synthesis Analysis Application Evaluation
Directed Writing
Giving directions skills/Encouraging skills
Brainstorming/ Discussion/ Write-up
Application Analysis Synthesis
Creative Writing
Encouraging skills and Observing skills
Brainstorming/ Discussion/Write-up
Comprehend Analysis Synthesis

5. INSTRUCTIONAL STRATEGIES AND TASKS
Topic
21st century Approach
Techniques/Modes
Bloom’s Application
Vocabulary
Listening and speaking skills/ encouraging skills
Searching for meaning of given list of words/ application of vocabulary in Write-up
Knowledge / Application
Grammar
Observing and Monitoring skills/Giving Directions skills
Practice exercises/ Application of learnt concepts in write-up
Knowledge/ Comprehend/ Application 

6. SYLLABUS AIMS AND ASSESSMENT
The Task aspect of Paper 1 is Directed Writing, where communication of key information is required to achieve a specific purpose for a certain audience in a particular situation. Language (as well as content) is tested in the Creative Writing section, where candidates have an opportunity to display their English language skills in order to express their opinion, experience or imagination.
The Task aspect of Paper 2 is Reading for Ideas, where, for example, scanning for and summarizing specific information is required to achieve and convey a global understanding of a text.
Language is tested in the Reading for Meaning section, where there is a greater demand for English language skills in order to demonstrate more in-depth understanding of a text.
In this way, it is hoped that candidates will develop strategies to be able to transfer these communication skills to other subjects and to their future careers/studies as they encounter a variety of texts and are required to make a positive impact through the written word.

7. Cambridge O Level English Language Syllabus code 1123
The Cambridge O Level English Language syllabus has been developed in response to customer feedback
in a number of ways is the first year of examination of the revised syllabus. Specific changes are
detailed at the end of this booklet, but key features of the changes made are:
• modernized aims: to encourage communicative competence, creativity, critical skills and cross-cultural
awareness.
clear assessment objectives: these assess the same underlying skills as before but they are grouped
as four writing and four reading objectives. The assessment objectives provide a clear link between the
aims of the syllabus and the scheme of assessment.
balance:
• the two shorter reading passages, one factual and one narrative, replace one long passage;
• the writing paper gives equal weighting to directed and creative writing.
• transferable skills to aid study in other subjects as well as effective communication:
• task as well as language is emphasized across reading and writing, through reading for main ideas as
well as reading for precise meaning, and through directed writing as well as creative writing;
• summary skills have greater focus on critical skills in analyzing information, such as identifying
advantages and disadvantages. These reflect the needs of candidates in the new information age.
Essential literacy skills and question types have been retained, which give the syllabus its worldwide
recognition of first language English standards and minimize the need for re-training.

8. CHALLENGES AND SOLUTIONS
SUGGESTED SOLUTIONS
Having a discussion with Principal and Head to clarify the agenda
SWOT analysis of students
Club classes twice a week
Settlement with Lab In-charge about vacant periods
Exchange of Resources with other relevant teachers
Using Past Papers for practice
Sharing the CIE Marking Scheme and Examiner’s Report with students
CHALLENGES
Permission from Principal
Time Allocation (periods)
Availability of Lab
Research tools/means
Motivation among students
Lack of English Language proficiency among students
Availability of Resource books
Availability of Internet

9. RESOURCES CIE Paper pattern and Marking Scheme Past papers
Library and Computer Lab
Resource books and relevant websites
Feedback from teachers of same subject
Internet /Multi-media /DVD’s

10. SAMPLE OF FORMAL LETTER

11. TIMELINE AUG – SEP OCT – NOV Paper-II (Comprehension) DEC
Orientation to paper pattern /examiner’s report/ Paper-I (Directed writing/creative writing)
OCT – NOV
Paper-II (Comprehension)
DEC
MID-YEAR EXAMS
JAN – FEB
Practice of Past papers ( paper- I & II)
MAR
Recap and revision of all concepts/formats
APRIL
MOCKS
MAY
C.I. Exams begin

12. CONCLUSION
“STUDENTS ARE ANY NATION’S GREATEST STRENGTH AND EMPOWERING THEM WITH TECHNOLOGY LITERACY AND 21ST CENTURY TEACHING/LEARNING SKILLS IS CRUCIAL FOR THEIR ACADEMIC AS WELL AS PERSONAL DEVELOPMENT.THE YOUTH OF TODAY MUST BE EQUIPPED WITH ALL THE REQUIRED SKILLS AND TOOLS,SO AS TO FACE THE CHALLENGES AND DIFFICULTIES OF FUTURE WITH CONFIDENCE AND EXCEL IN THEIR ENDEAVOURS….”