English Language course

MS SYSTEM OF EDUCATION

English Language Course

Instructor: Faryal Karim

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English Language course

Basic Course Content

1) Self Introduction
2) Wh- Words
3) Parts Of Speech
4) Sentence types
5) Tenses
6) Articles
7) Prepositios
8) Subject Verb Agreement
9) Listening Skills
10) Pronunciation
11) Difference between American and British Accent
12) Pakistani English
Formal Writing
13) Email Writing
14) Proposal Writing
15) Resignation Letter
16) Job Application
Practical Work
17) Spoken Practices
18) Quizes
19) Assignments
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Self Introduction
Many people feel under confident while introducing themselves. It can
be in school, college, offices or even while giving interviews. To convey
the audience a sense of who you are and what you do, a clear, concise
and confident self introduction is very important. Although it may also
be done in writing, it is frequently carried out in the form of a speech or
presentation before the start of a meeting or event.

Introduction:

 Hello, everyone!
 My name is [Your Name].
 I am [Age] years old.

Background:

 I come from [City or Country].

 I live with my [Family Members/Pets, if applicable].
 Currently, I am [Student/Professional/Job Title, if applicable].

Education:

 I am a student at [School/College/University Name].

 I am pursuing a degree in [Your Major or Field of Study].

Hobbies and Interests:

 In my free time, I enjoy [Hobbies or Activities].

 Some of my favorite activities include [Favorite Hobbies].

Strengths:

 I believe my strengths are [mention a couple of your strengths].

 I am [Hardworking, Creative, Enthusiastic, etc.].

Goals:
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 In the future, I hope to [Future Goals or Aspirations].

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 My dream is to [Your Dream or Ambition].

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Fun Facts:

 Something interesting about me is [Fun Fact about Yourself].

 I love [Favorite Food/Movie/Book, etc.].

Closing:

 Thank you for letting me share a bit about myself.

 I'm excited to get to know all of you better.
Remember, the key is to keep it simple, positive, and relevant to the context. You can personalize it further
based on the specific situation or audience you are addressing.

Tips for your Introduction:

The first few items you provide in your self introduction might be your name, experience, and present
position. Self introduction is a skill that can be acquired with practice, here are some instructions on how
to introduce yourself:

1. As they introduce themselves, the person must first smile and extend a greeting to the audience they are
speaking to.

2. Students must first introduce themselves by giving their names, the location they are now in, and the
place they belong.

3. If required, provide a little summary on the topic that you will be speaking about.

4. Tell the audience a little bit about yourself; mention your interests, preferences, and so on.

5. If you have any past experience, please share it as an incident

6. The most crucial thing to remember is to focus on your strengths

7. Don't forget to end by thanking everyone and sharing some of your prior experience

Things To Avoid During Self-Introduction

Here is a few don'ts to take care of when giving a self-introduction.

1. Don't just repeat what's on your CV and cover letter. Give instances to make it sound genuine.

2. Never enquire, "What do you want to know?" It demonstrates your lack of readiness.

3. Never tell life tales. If you wish to emphasize any certain characteristic, simply mention an experience.
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4. Spend a short amount of time introducing you.

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Self Introduction for Students Example

Assalam u alaikum. My name is ______. I am a student at _______. I am from _____. I am studying

_______. I am interested in ________. I am a member of ________. I am also involved in ___________.
I am a very outgoing person, and I love to meet new people. I am looking forward to meeting all of you
and getting to know you better. Thank you for having me here today

WH- Words

1. What:
 Usage:
To ask about things, objects, or actions.

 To seek information or clarification.
 Example: What is the purpose of this experiment?
2. When:
 Usage:
 To inquire about a specific time or duration.
 To schedule or plan activities.
 Example: When is the deadline for the assignment?
3. Where:
 Usage:
 To ask about a location or place.
 To get directions or find something.
 Example: Where is the nearest coffee shop?
4. Who:
 Usage:
 To inquire about people or individuals.
 To identify the person responsible for an action.
 Example: Who won the award?
5. Whom:
 Usage:
 Similar to "who" but used in more formal contexts.
 Used as the object of a verb or a preposition.
 Example: Whom did you invite to the party?
6. Which:
 Usage:
 To inquire about choices or options.
 To identify a specific item from a group.
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 Example: Which color do you prefer?

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7. Whose:
 Usage:
To ask about possession or ownership.
 To identify the owner of something.
 Example: Whose phone is ringing?
8. Why:
 Usage:
To ask about reasons or causes.
 To understand the motivation behind an action.
 Example: Why did you choose this career path?
9. How:
 Usage:
To inquire about the manner or method of doing something.
 To understand a process or procedure.
 Example: How does photosynthesis work?

1. Declarative Sentences:
 Purpose: Declarative sentences are used to make statements, convey
information, or express opinions. They provide straightforward information.
 Example: "The sun rises in the east."
2. Interrogative Sentences:
 Purpose: Interrogative sentences are used to ask questions. They seek
information and typically begin with question words like who, what, where,
when, why, or how.
 Example: "Did you finish your homework?"
3. Imperative Sentences:
 Purpose: Imperative sentences are used to give commands, make requests, or
offer invitations. They are structured without a subject, and the subject (usually
"you") is implied.
 Example: "Please pass the salt."
4. Exclamatory Sentences:
 Purpose: Exclamatory sentences express strong emotion, surprise, or
excitement. They often end with an exclamation mark.
 Example: "What a beautiful sunset!"

Additionally, sentences can be categorized based on their structure:

1. Simple Sentences:
 A simple sentence consists of one independent clause (a complete thought with
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a subject and a verb).

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 Example: "I love to read."

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2. Compound Sentences:
 A compound sentence consists of two or more independent clauses joined by a
coordinating conjunction (e.g., and, but, or) or a semicolon.
 Example: "I enjoy hiking, but my friend prefers swimming."
3. Complex Sentences:
 A complex sentence has one independent clause and at least one dependent
clause (a clause that cannot stand alone as a complete sentence).
 Example: "Although it was raining, they decided to go for a walk."
4. Compound-Complex Sentences:
 A compound-complex sentence has multiple independent clauses and at least
one dependent clause.
 Example: "While I was studying, my brother was playing video games, and
my sister was listening to music."

Understanding and using different sentence types and structures allows for more
varied and expressive communication in writing and speaking.
Optative sentences
Optative sentences express wishes, hopes, blessings, prayers, or desires. They convey
a sense of longing or a request for something to happen. Optative sentences often
include verbs or phrases that express a desire or a wish. These sentences are not as
common in modern English as declarative, interrogative, and imperative sentences,
but they are used to convey a sense of optimism or desire. In literature, prayers,
blessings, or expressions of hope are often framed as optative sentences.

Example of an Optative Sentence:

 "May you have a wonderful journey!"

 "God bless you on your birthday."

In these examples, the sentences express a wish or a blessing, making them optative in
nature. The use of "may" and "bless" conveys the speaker's desire for something
positive to happen to the person addressed.
Affirmative sentences
Affirmative sentences, also known as positive sentences, are statements that assert or
confirm a fact, express agreement, or convey a positive action. These sentences
provide information in a straightforward manner and do not negate or deny anything.
Affirmative sentences are the most common type of declarative sentences.

Key characteristics of affirmative sentences:

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1. They state a fact or express a positive action.

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2. They do not involve negation or denial.

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Examples of affirmative sentences:

1. "She is a talented musician."

2. "They have completed their assignments."
3. "The sun rises in the east."
4. "We are going to the park."

In these examples, each sentence affirms or confirms a particular statement without

introducing any negation or negative element. Affirmative sentences are contrasted
with negative sentences, which express the opposite or deny a statement, and
interrogative sentences, which ask questions.
Negative sentences

Negative sentences express a denial, contradiction, or the absence of a certain

condition. They convey information by negating or stating the opposite of a positive
assertion. Negative sentences are often used to express disagreement, refusal, or to
provide information about what is not true or not happening. In English, negation is
commonly formed by using words such as "not" or contractions like "isn't," "aren't,"
"didn't," etc.

Key characteristics of negative sentences:

1. They express the absence or negation of a particular condition.

2. They often include words like "not" or contractions with "not."

Examples of negative sentences:

1. "She is not a doctor."

2. "I didn't finish my homework."
3. "They aren't coming to the party."
4. "He does not like spinach."

In these examples, each sentence introduces a negative element by using "not" or a

contraction to indicate the opposite of a positive assertion. Negative sentences are
essential for conveying a range of information, from expressing disagreement to
clarifying what is not true or not happening.

Listening Skills

1. Active Listening:
 Pay full attention to the speaker.
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 Avoid interrupting and wait for a natural pause to respond.

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2. Non-Verbal Communication:
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 Observe body language, facial expressions, and gestures.
 They provide valuable cues about the speaker's emotions and intentions.
3. Maintain Eye Contact:
 Demonstrates attentiveness and interest.
 Avoids distractions and shows respect to the speaker.
4. Avoid Distractions:
 Minimize external distractions (e.g., phone, background noise).
 Focus on the speaker's message.
5. Clarification:
 Seek clarification if something is unclear.
 Paraphrase or summarize to confirm understanding.
6. Open-mindedness:
 Be open to different perspectives and ideas.
 Avoid forming judgments prematurely.
7. Patience:
 Allow the speaker to express thoughts fully.
 Avoid completing sentences or rushing the conversation.
8. Feedback:
 Provide feedback to the speaker to show understanding.
 Ask questions to delve deeper into the topic.
9. Practice Empathy:
 Try to understand the speaker's feelings and emotions.
 Show empathy through verbal and non-verbal cues.
10. Note-Taking:
 Take brief notes to capture key points.
 Helps in retaining and recalling information.
11. Summarization:
 Summarize key points after the speaker has finished.
 Reinforces understanding and retention.
12. Mindfulness:
 Be present in the moment.
 Avoid multitasking during conversations.

Use the link below to know more about Active listening skills.

https://youtu.be/7wUCyjiyXdg?feature=shared
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Tenses in English

Tenses are a crucial aspect of grammar in English and many other languages. They are
used to indicate the time of an action or the state of being in relation to the present,
past, or future. Here's an overview:

Tenses in English:

1. Present Simple:
 Form: Subject + Base form of the verb
 Usage:
 General truths or facts.
 Habits or repeated actions.
 Example: "She works at a hospital."
2. Present Continuous (Progressive):
 Form: Subject + am/is/are + present participle of the verb
 Usage:
 Actions happening at the moment.
 Temporary actions or situations.
 Example: "I am studying for exams."
3. Present Perfect:
 Form: Subject + have/has + past participle of the verb
 Usage:
 Actions that started in the past and continue into the present.
 Actions completed in an unspecified time before now.
 Example: "They have visited Paris."
4. Past Simple:
 Form: Subject + past tense of the verb
 Usage:
 Completed actions in the past.
 Past habits or states.
 Example: "He played soccer yesterday."
5. Past Continuous (Progressive):
 Form: Subject + was/were + present participle of the verb
 Usage:
 Actions that were ongoing at a specific point in the past.
 Background actions in a story.
 Example: "She was studying when the phone rang."
6. Past Perfect:
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 Form: Subject + had + past participle of the verb

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 Usage:
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Actions completed before another action in the past.

 Used in reported speech.
 Example: "By the time I arrived, they had already left."
7. Future Simple:
 Form: Subject + will/shall + base form of the verb
 Usage:
 Predictions or assumptions about the future.
 Spontaneous decisions.
 Example: "I will call you later."
8. Future Continuous (Progressive):
 Form: Subject + will/shall + be + present participle of the verb
 Usage:
 Actions that will be ongoing at a specific point in the future.
 Polite inquiries about future plans.
 Example: "This time tomorrow, they will be traveling."
9. Future Perfect:
 Form: Subject + will/shall + have + past participle of the verb
 Usage:
 An action that will be completed before another action in the future.
 Example: "By next year, I will have finished my degree."

Perfect Continuous Tenses:

1. Present Perfect Continuous:

 Form: Subject + has/have + been + present participle of the verb

 Usage:
 Emphasizes the duration of an action that started in the past and continues into
the present.
 Focuses on the process or the length of time an action has been happening.
 Example: "She has been studying for three hours."

2. Past Perfect Continuous:

 Form: Subject + had + been + present participle of the verb

 Usage:
 Describes the duration of an action that started and ended before another action
in the past.
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 Emphasizes the continuity of an action up to a certain point in the past.

 Example: "They had been waiting for an hour when the bus finally arrived."
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3. Future Perfect Continuous:

 Form: Subject + will/shall + have + been + present participle of the verb

 Usage:
 Expresses the duration of an action that will be ongoing before another action or
time in the future.
 Highlights the continuity of an action up to a specific future point.
 Example: "By this time next week, I will have been working here for five years.

"Since" and "for" are both used to indicate the duration of an action or state, but they
are used in slightly different ways.

1. Since:

 Usage:
 "Since" is used to specify a starting point in time, indicating when an action
began or when a state started.
 Examples:
 "I have been working here since January."
 "They have known each other since childhood."
 Note: The starting point is often a specific point in the past, a particular event, or a
specific time.

2. For:

 Usage:
 "For" is used to indicate the duration of an action or state. It specifies the length
of time that something has been happening or the time period during which
something occurred.
 Examples:
 "I have been working here for three years."
 "They have known each other for a long time."
 Note: "For" is used to express the total time duration without specifying the starting
point.

Key Differences:

 Starting Point:
 "Since" indicates the starting point of an action or state.
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 "For" does not specify the starting point but focuses on the total duration.
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 Examples:
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 "Since" is often used with a specific point in time or event.
 "For" is used when expressing the length of time in a broader sense.
 Duration:
 "Since" is more focused on the beginning of the duration.
 "For" emphasizes the overall duration without pinpointing the starting moment.

Examples:

 "I have been living in this city since 2010." (Starting point)
 "I have been living in this city for ten years." (Duration)

In summary, "since" is used to specify the starting point of an action or state, while "for"
is used to express the total duration without emphasizing a specific starting moment.

Pronunciation
The phonetic alphabet used for English is the International Phonetic Alphabet (IPA). The
IPA is a standardized system of symbols that represent the sounds of spoken language.
Here are some common English sounds along with their IPA symbols:

1. Consonants:
 /p/ as in "pat"
 /b/ as in "bat"
 /t/ as in "top"
 /d/ as in "dog"
 /k/ as in "cat"
 /g/ as in "go"
 /f/ as in "fun"
 /v/ as in "very"
 /θ/ as in "think"
 /ð/ as in "this"
 /s/ as in "sun"
 /z/ as in "zebra"
 /ʃ/ as in "ship"
 /ʒ/ as in "measure"
 /h/ as in "house"
 /m/ as in "man"
 /n/ as in "no"
 /ŋ/ as in "sing"
 /l/ as in "left"
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 /r/ as in "red"
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 /w/ as in "wet"
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/j/ as in "yes"
2. Vowels:
 /i/ as in "see"
 /ɪ/ as in "sit"
 /e/ as in "met"
 /ɛ/ as in "pen"
 /æ/ as in "cat"
 /u/ as in "boot"
 /ʊ/ as in "put"
 /o/ as in "go"
 /ɔ/ as in "dog"
 /a/ as in "father"
 /ə/ as in "sofa" (schwa)
 /aɪ/ as in "time"
 /aʊ/ as in "how"
 /eɪ/ as in "say"
 /oʊ/ as in "go"

Remember that these symbols represent sounds, not necessarily the way they are
spelled in English words. The IPA is a valuable tool for language learners and linguists to
accurately represent and study the sounds of spoken language. For better
understanding use the following link:
https://youtu.be/NVNf1Du3U5g?feature=shared

Difference Between American and British English

1. Pronunciation:
 Americans often pronounce the "r" sound more than the British.
 Some vowel sounds are different, like the "a" in "dance."
2. Vocabulary:
 Different words for the same things, like "truck" (American) vs. "lorry" (British).
3. Grammar:
 Small differences, like using the present perfect tense.
4. Regional Variations:
 Both have many accents within their countries.

Remember, these are general differences, and there's a lot of variation within both American and
British English.
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Vocabulary differences between American English and British English:

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1. Nouns:
 American: "Truck"
 British: "Lorry"
2. Automobile Terminology:
 American: "Hood" (of a car)
 British: "Bonnet"
3. Building Terminology:
 American: "Apartment"
 British: "Flat"
4. Clothing:
 American: "Sweater"
 British: "Jumper"
5. Footwear:
 American: "Sneakers" or "Tennis Shoes"
 British: "Trainers"
6. Food Terminology:
 American: "French Fries"
 British: "Chips"
7. Sweet Baked Goods:
 American: "Cookie"
 British: "Biscuit"
8. Bathroom Terminology:
 American: "Faucet"
 British: "Tap"
9. Trash Receptacle:
 American: "Trash Can" or "Garbage Can"
 British: "Bin"
10. Elevator:
 American: "Elevator"
 British: "Lift"
11. Gasoline Station:
 American: "Gas Station"
 British: "Petrol Station"
12. Movie Terminology:
 American: "Movie"
 British: "Film"
13. Vacation:
 American: "Vacation"
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 British: "Holiday"
14. College Level:
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 American: "College"
 British: "University"
15. Diaper:
 American: "Diaper"
 British: "Nappy"

These are just a few examples, and there are many more subtle differences in vocabulary
between American and British English. Keep in mind that language is dynamic, and
some words or phrases may be understood in both regions due to the influence of
media and communication.

Pakistani English refers to the variety of English language spoken and written
in Pakistan. English is one of the official languages of Pakistan and plays a
significant role in various domains, including education, government, and
business. Here are some key features and aspects of Pakistani English:

1. Vocabulary and Pronunciation:

 Pakistani English has its unique vocabulary influenced by local
languages, including Urdu, Punjabi, Sindhi, and others.
 Pronunciation may be influenced by the phonetic patterns of regional
languages, leading to distinct accents.
2. Code-Switching:
 Code-switching, the practice of alternating between two or more
languages within a conversation, is common. Speakers may switch
between English and Urdu, or other regional languages, depending on
the context.
3. Formal and Informal Registers:
 English is often used in formal and official settings, while regional
languages may be preferred in informal or casual communication.
4. Grammar:
 While the overall grammar tends to follow standard English rules, there
may be instances of grammatical structures influenced by native
languages.
5. Influence of Media and Education:
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 Exposure to English through media, including British and American
television, movies, and the internet, plays a role in shaping language
proficiency.
 English is the medium of instruction in many educational institutions,
contributing to a population with varying degrees of English proficiency.
6. Cultural Nuances:
 Pakistani English may reflect cultural nuances and expressions unique to
the region, making it distinct from other varieties of English.
7. Borrowed Words:
 Like many varieties of English worldwide, Pakistani English incorporates
words borrowed from local languages, creating a rich linguistic tapestry.

It's important to recognize that Pakistani English is diverse, and individuals

may exhibit a wide range of language proficiency and accents. The linguistic
landscape is influenced by factors such as region, education, and exposure to
different languages. As with any variety of English, linguistic features can
evolve and change over time.

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