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