GC UNIVERSITY, FAISALABAD

FACULTY OF ECONOMICS & MANAGEMENT SCIENCES

LYALLPUR BUSINESS SCHOOL (LBS)

Course Specifications

FUNCTIONAL ENGLISH
ENG:321

Fall 2023-2024

http://www.gcuf.edu.pk/

COURSE SPECIFICATIONS
Basic Information
Course Title: Functional English
Course Code: ENG: 321
Course credits/week: Theory: 03 Lab: Nil Total: 03
Pre-requisite(s): Composition and comprehension
Co-requisite(s):
Program(s) on which the course is given: BS(BA) LBS-Ist Semester
Is the course major or minor element of the program: Major: Minor:
Department offering the program: Lyallpur Business School (LBS)
Department offering the course: Division of Marketing
Academic year/level: 3
Revision #: 4
Last revised on (date):

Overall Aims of the Course

Course Description:
The Functional English course is designed to equip students with the practical language skills
required to navigate various real-life situations with confidence and proficiency. Through a
comprehensive curriculum, students will develop their listening, speaking, reading, and writing
abilities in English, tailored to the demands of everyday life and the modern world. This course
places a strong emphasis on effective communication, enabling students to express themselves
clearly and appropriately in diverse contexts, such as social interactions, travel, work, and civic
engagement.
In this course, students will master essential vocabulary and grammar, improving their
comprehension of written texts and spoken discourse. They will engage in practical exercises,
including composing emails, reports, and conversational dialogues. Moreover, they will enhance
their digital literacy by effectively using English in online communication, research, and digital
media. The Functional English course also fosters cultural awareness, encouraging students to
navigate cultural nuances and employ language in a culturally sensitive and inclusive manner.
Students will leave this course with the confidence to participate in English-speaking
communities and apply their language skills to succeed in various personal, academic, and
professional scenarios. This course is designed to be an invaluable resource for students seeking
to develop their English proficiency in a functional, real-world context.

Course Objectives are:

Course objectives for a Functional English subject may vary depending on the educational level,
institution, and specific curriculum. However, here are some general course objectives that can be
adapted to suit different contexts:
1. Develop Communication Skills: Enhance students' ability to effectively communicate in
both written and spoken English. This includes improving grammar, vocabulary, and
pronunciation.
2. Reading Comprehension: Improve students' reading comprehension skills, enabling
them to understand and analyze a variety of texts, including literary and non-literary
materials.
3. Writing Proficiency: Enhance students' writing skills by teaching them how to write
clearly, concisely, and persuasively. This should cover various types of writing, such as
essays, reports, and emails.
4. Oral Communication: Improve students' ability to express themselves verbally, whether
in discussions, presentations, or everyday conversations.
5. Critical Thinking: Foster critical thinking and analytical skills in students, enabling them
to evaluate information, arguments, and sources effectively.
6. Cultural Awareness: Develop an understanding of the cultural nuances of the English
language and its various regional and global variations.
7. Practical Language Use: Teach students practical language skills that they can use in
real-life situations, such as making travel plans, ordering food in a restaurant, or
conducting job interviews.
8. Vocabulary Expansion: Expand students' vocabulary to enable them to express
themselves more precisely and fluently.
9. Listening Skills: Enhance listening skills to understand different English accents,
dialects, and speech patterns.
10. Grammar and Syntax: Provide a strong foundation in English grammar and syntax,
ensuring students can construct grammatically correct sentences and paragraphs.
11. Professional and Academic Communication: Equip students with the skills to
communicate effectively in professional and academic settings, such as writing resumes,
cover letters, and academic essays.
12. Digital Literacy: Familiarize students with digital tools and platforms used for
 communication, research, and writing in English.
13. Civic and Social Engagement: Promote the use of English for civic and social
engagement, such as discussing current events, social issues, and participating in debates.
14. Interpersonal Skills: Develop interpersonal skills, including active listening, empathy,
and conflict resolution, to facilitate effective communication in personal and professional
relationships.
15. Self-Editing and Proofreading: Teach students to self-edit and proofread their written
work to improve its quality and accuracy.
16. Cross-Cultural Communication: Encourage an understanding of the cultural contexts
and differences that influence communication in English.
17. Assessment of Sources: Instruct students in evaluating the credibility and reliability of
information sources, especially in an era of digital information.
18. Portfolio Development: Guide students in creating a portfolio of their written and spoken
work to showcase their progress and abilities.
19. Confidence Building: Boost students' confidence in using English for various purposes,
making them more effective and self-assured communicators.
These objectives can serve as a starting point for designing a Functional English course. The
specific objectives and the depth of coverage will depend on the level of the course (e.g.,
beginner, intermediate, advanced) and the needs of the students.
Learning Outcomes:
 Express themselves clearly in written and spoken English.
 Understand and interpret a variety of texts.
 Compose well-structured essays, reports, and emails.
 Deliver confident presentations and actively engage in discussions.
 Analyze and evaluate information and arguments.
 Demonstrate cultural awareness in communication.
 Navigate real-life situations using English.
 Utilize an enriched vocabulary for precise expression.
 Comprehend various English accents and dialects.
 Construct grammatically correct sentences and paragraphs.
 Write professional emails, resumes, and academic papers.
  Proficiently use digital tools and platforms for communication and research.
 Engage in discussions on current events and social issues.
 Demonstrate active listening, empathy, and conflict resolution skills.
 Self-edit and proofread written work for accuracy.
 Understand and navigate cultural differences in communication.
 Assess the credibility and reliability of information sources.
 Compile a portfolio showcasing progress and communication abilities.
 Gain confidence in using English for various purposes and become effective
communicators.

Class Format & Weekly Work Plan:

Functional English is a module based on practice and discussion and thus the
vast majority of our classes will be focused on concept, practice and class
activitiy.

Our weekly class Instructions and discussions will follow this format:

1st – 2nd Week

 Present Indefinite Tense, Present Continuous Tense, Present Perfect
Tense, Present Perfect Continuous Tense
 Past Indefinite Tense, Past Continuous Tense, Past Perfect Tense, Past
Perfect Tense, Past Perfect Continuous Tense
 Future Indefinite Tense, Future Continuous Tense, Future Perfect Tense,
Future Perfect Continuous Tense

3rd – 4th Week

Parts of Speech:
 Noun, its types and uses
 Pronoun, Its types and uses
 Adjective, Its types and uses
 Analyze the Parts of speech from various passages
(Page 6-33) (High School English Grammar & Composition by Wren &
Martin)

5th – 6th Week

 Adverb, its types and uses
 Verb, its types and uses
 Conjunction
  Interjection
 Preposition
(Page 55-62, 99-117) (High School English Grammar & Composition by
Wren & Martin)
7 - 8th Week
th

 Conditional Sentences
 Transformation of sentences
 Synthesis of Sentences
(High School English Grammar & Composition by Wren & Martin)

Mid Semester Examination

10th Week – 11th Week

 Sentence and its various Parts
 Sentence classification on the basis of meaning
 Sentence Classification on the basis of structure
(High School English Grammar & Composition by Wren & Martin)
12th Week – 13th Week
 Phrase and its types
 Clause and its types
(High School English Grammar & Composition by Wren & Martin)

14th Week – 15th Week

 Synonyms
 Antonyms
 Pair of Words

16th Week – 17th Week

 Active Voice Passive Voice
 Direct Indirect
(High School English Grammar & Composition by Wren & Martin)

Final Semester Examination

Weekly Course Objectives:

Week Module Intended Learning Objectives

 Gives us the knowledge of the time of

1–2 Tenses happening of the event
 An idea of when a particular action takes place

3–4 Parts of  To learn how words function in a sentence

 Speech  Enables you to construct correct sentence
(part 1)
Parts of  To learn how words function in a sentence
5–6 Speech  Enables you to construct correct sentence
(part 2)
Conditional
 To understand formation of the sentence
Sentences
 To understand the structure of the sentence
Transformati
7–8  Relationship between different parts of the
on and
sentence
Synthesis of
sentences
 To understand formation of the sentence
Sentences its  To understand the structure of the sentence
various types  Relationship between different parts of the
9 - 11 and sentence
classification
Phrase and
12 - 13  To understand arrangements of words
Clause
Synonyms  To enhance vocabulary
Antonyms  Help in oral communication
14 - 15
and Pair of
Words
Active Voice  To avoid unnecessary repetition
16 - 17
Passive Voice  Clarity by making it clear to the reader who is
Direct and taking action in the sentence
Indirect

Required Learning Resources

Text Book(s): “ High School English Grammar & Composition”
(Title, Author, Edition, Publisher) by
Wren &Martin, Paramount Publisher
Reference Book(s): “Oxford Practice Grammar” by John Eastwood,
(Title, Author, Edition, Publisher) second edition, Oxford University Publishers

Pedagogy Adopted & Tool

The pedagogy adopted by teachers shapes their actions, judgments, and teaching strategies by
taking into consideration theories of learning, understandings of students and their needs, and the
backgrounds and interests of individual students.
1. Integrative approach
The integrative pedagogy approach allows students to learn by connecting their learning across
horizons. Integrative teaching methods have four main objectives:
o Understand the learning process
o Divide problems based on relevancy
o Showing the use of the theoretical lessons in practical scenarios
 o Incorporating concepts in normal routines

Tools
White Board
Projector – Slides
Book Reading
Class Activity

Assignments Schedule & Quiz

No. Week Assigned Week Due QUIZ TESTS
Two surprise quiz tests will be
1 3 4
conducted during the semester, best
of two will be counted for final
grade. There will be no makeup of
2 11 12
these tests.

Examination / Weighting of Assessments & Quizzes

Quizzes + Assignments + Class Participation + Projects 20 %
Mid-semester examination 30 %
End-semester examination 50 %

Grading Criteria
Letter Grade Percentage Marks
A 80 -100 EXCELLENT
B 65-79.99 GOOD
C 50-64.99 SATISFACTORY
D 40-49.99 PASS

DRESS CODE:
Formal business attire only (Dress Trouser, Shirt, Tie, Dress Shoes) Jeans and Joggers
NOT ALLOWED.
Not sure what this dress code means? Read When Job-Hunting: Dress for Success.

Instructor Responsibilities:
In keeping with the format of this class, I see myself as your
immediate supervisor. In that sense, I plan to mentor each of you so
that you learn how to make the best decisions possible, to understand
and apply key marketing concepts, and to prepare you to become
productive employees upon graduation. I will do my best to help each
of you grow into the best marketer you choose to become. Thus,
besides class time -- where I will often put you on the spot -- I expect
there will be many times we will communicate outside of class, and I
will do my best to help you in a timely fashion.
Student Responsibilities:
You are expected to arrive to class on time, professionally dressed,
and prepared for the day. You should be fully prepared to discuss
and debate the course material assigned for that date. You are
expected to participate at all levels and offer objective praise and
criticism of your classmates’ analyses and conclusions. This course is
not for the meek or timid. You must contribute to the greater
understanding of marketing and marketing management. This course
is a combination of doing (homework), thinking, and discussing.

Class Participation and Individual Conduct

You should make every effort to attend each class meeting. In addition,
it is important that you prepare for each class by reading the relevant
book chapters before the class session in which it will be discussed.
You will also be expected to participate in class discussion and
complete in‐class exercises that will be based on these reading
assignments. Your participation grade will be based on contribution
and attendances (be punctual, attend classes, come prepared by doing
the readings, show initiative in the discussion). Note that students who
only “show up” should not expect even an average score. You must be
present in class in order to receive credit for in‐class exercises,
quizzes, participation, etc.
Eating, sleeping, reading, texting, listening to or working on unrelated
materials, sidebar conversations, or “multi‐tasking” using a computer
or other electronic d-evice is not permitted. Laptops (and similar
devices) may be used in class for course related activities such as
taking notes. Students may bring drinks such as water.

General Expectations & Classroom Etiquettes.

In terms of performance in this class, I have very high expectations

and anticipate outstanding work from each of you. I hope for a very
positive experience for us all. Keep in mind that if you do not deliver
outstanding work then you will be graded to reflect this. I ask that you
contact me directly and immediately if you ever have any questions or
concerns regarding the class, any particular assignments, or your
grade(s). I am always willing to help.
I do ask that all students be respectful and courteous to other class
members as well as the professor. This includes turning off cell phones
and other electronic devices before class begins and arriving to class
on time, as walking in late is disruptive to other classmates and the
professor. Those who walk in late will likely not receive attendance
credit for that day.
 Useful Tools / Advice:
This course is time and labor intensive. Be certain to schedule enough
time in your weekly planning to accommodate.
You need to have good access to the Web and an e-mail account.
Please always do your best work.
Contact Details:
Hina Ali Visiting Lecturer
Faculty of English Literature and Linguistics
GC University, Faisalabad, Pakistan.
Office Hours Wednesday: 10:00 to 2:00 PM
Phone: 0320-6646623 E-Mail: Hinaaligcuf@gmail.com
Course Specifications Developed By: Reviewed By Director, LBS
Hinal Ali Prof. Dr. Muhammad Abrar
Date: 23-10-2023 Date: 23-10-2023
Bloom Taxonomy
The Question papers will be designed based on the following bloom
taxonomy parameters.