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FACULTY OF EDUCATION

Associate Degree in Education (ADE) 02 year /!Ed!("ons) E#e$entary 0% year &rogra$


Course No. EED-300 Credit Hours 3
Title of Course Functional English - I Semester 1
st

Course Description
The purpose of this course is to develop the English-language profciency of pro-
spective elementary school teachers and to help them become confdent in reading,
riting, spea!ing, and listening to the English language.
"nstead of teaching grammar in isolation and only at sentence level, this course is
based on developing the language abilities of Student Teachers through an
integrated approach that provides opportunities to develop their listening, spea!ing,
reading, and riting s!ills. #ith a focus on social interaction, the course dras
specifc attention to the accurate use of structures, improvement of pronunciation,
and development of active vocabulary in descriptive, narrative, and instructional
te$ts.
Course Outcomes
%fter completing this course, Student Teachers ill&
' have improved their listening and reading s!ills in English
' be able to communicate in ritten and oral English ith peers and teachers
' rely less on their frst languages and increase their use of English in formal and
informal situations
' have a deeper understanding of correct English structures in descriptive,
narrative, and instructional te$ts.
Course Outline
(N"T )& "ntroductions *+ ee!s, , hours-
1 W. .a!ing introductions
.a!ing e/ective self and peer introductions
Ta!ing useful introductory notes
2 W. E$pressing re0uests and en0uiries
1orming appropriate re0uests and en0uiries
2esponding to en0uiries
2e0uests versus commands
3 W. 3racticing practical classroom English
(sing di/erent classroom language routines and functions for e/ective
classroom management
4eveloping e/ective classroom language by folloing provided e$amples
4emonstrating and practicing practical classroom language routines
(N"T 5& Social interaction *6 ee!s, )5 hours-
4 W. 7reetings
7reeting friends and family on di/erent occasions and for di/erent reasons
2esponding to a positive event
(sing formal greeting e$pressions appropriately
5 W. 7ratitude
(sing formal and informal e$pressions of gratitude appropriately
2eading a story that uses e$pressions of gratitude
#riting a formal letter to say than!s to a teacher, parent, or friend
6 W. "nvitations
4emonstrating the use of formal and informal e$pressions of invitation
4eveloping verbal and ritten s!ills for invitations
2esponding to invitation re0uests by accepting or declining
7 W. 2egrets
E$pressing regrets orally and in riting appropriately
Saying sorry and accepting apologies
(N"T +& 7iving and folloing directions *+ ee!s, , hours-
8 W. 1olloing and giving directions
1olloing directions from a map
7iving directions to a location in oral and ritten forms
2eaching a destination
9 W. 7iving clear instructions
Carrying out instructions
Structuring instructions
#riting clear instructions
10 W. 4esigning instruction manuals
Comparing the logical order of their format and the language of instruction
for developing a critical understanding of the essentials of a manual, guide,
or prospectus
4esigning an instruction guide for ne students enrolling in college
(N"T 6& Sharing e$periences *+ ee!s, , hours-
11 W. Sharing narratives
2eading short stories
2eading e$cerpts, comic strips, intervies, and other common te$ts
12 W. Sharing uni0ue e$periences
Summari8ing and narrating true stories
Solving ord pu88les to develop language aareness
2eading short stories and completing e$ercises to test comprehension
Converting an event into a short story
(sing pictures as stimuli for narrative creation
(sing songs as e$amples of personal e$perience
13 W. "maginative te$ts
"dentifying imaginative te$ts
4eveloping imaginative te$ts by communicating engrossing stories and
descriptions of scenes
(N"T 9& Types of riting *+ ee!s, , hours-
14 W. #riting styles
Changing narration& Converting a dialogue into a report
Converting a story into a nes report
Converting a graph or picture into a short report or story
15 W. #riting mechanics
3unctuation and structure
Sentences, sentence fragments, and run-on sentences
Sub:ect-predicate and pronoun-reference agreement
16 W. End-of-course revision
Te$tboo!s and references
T. ;. Carver and S. 1ortinos-2iggs, Conversation Book II English in Everyday Life
*Ne <or!& 3earson Education =imited, 5>>?-.
@. Eastood, Oxford Practice Grammar *;arachi& A$ford (niversity 3ress, 5>>9-.
@. San, Practical English Usage, +rd ed. *Ne <or!& A$ford (niversity 3ress, 5>>9-.
%. @. Thomson and %. B. .artinet, A Practical English Grammar *"ntermediate- *Ne
<or!& A$ford (niversity 3ress, ),C?-
%llama "0bal Apen (niversity, Com!lsory English "
*Code )65+- *"slamabad& %"A( 3ress-.
DDC. *5>)+- Learning English#
1 http&EE.bbc.co.u!EorldserviceElearningenglishE
Dritish Council. Learn English#
1 http&EElearnenglish.britishcouncil.orgEenE
Dritish Council and DDC. Learn English#
1 http&EE.teachingenglish.org.u!E
7rammar softare free donload& $% Grammar English#
1 http&EEfreesoftarepc.bi8Eeducational-softareE donload-free-softare-+d-
grammar-English-portableE