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    Teaching Essentials Certificate Course is a program of study primarily for people who are currently teaching, but have had little or no formal teacher education.


    The philosophy of CPD is based on 70:20:10 Model for Learning and Development. Based on research and observation carried out from the 1960s until present. Morgan McCall and his colleagues, el M. Lombardo and Robert A. Eichinger working at the Center for Creative Leadership (CCL) are usually credited with originating the 70:20:10 ratio (Crush, 2016). This Model captures the three types of learning - experiential, social and formal - and explains their relationship to one another. It holds that individuals obtain 70 percent of their knowledge from job-related experiences, 20 percent from interactions with others, and 10 percent from formal educational events.

    The proposed CPD framework establishes three key domains of knowledge and skills which are professional knowledge, professional practices and professional dispositions. This framework constitutes certain set of key competencies under each domain. Therefore, this framework is comprehensive in its nature as it not only highlights the key domains, but also provides the core competencies which are covered under each area. 

    CPD framework ensures to cater to teachers’ diverse needs and provide opportunities to acquire essential competencies and develop them over a period. The proposed CPD framework establishes a three-level development:

    1. Foundation level
    2. Advance level
    3. Specialization level

    Stage I – Basic Level

    This stage has been built with a special focus of preparing new entrants in the field of teaching to become well versant with the basic needs of pedagogy that will enable them to successfully run their classes in the first couple of years in the profession, especially if  the new teachers have attended any teaching courses at all or few. To begin with, they will participate in the ‘Basic Course’ which will help them in developing better understanding about children and their role in helping children learn. It will provide a basic orientation to teaching as a profession and introduce the key aspects of teaching, learning and assessments. Also, it will help novice teachers to reflect on their classroom experiences with guidance and learn from feedback

    The foundation level professional development opportunity will enable teachers to get oriented with the fundamental aspects of teaching and learning and to get acquainted with the basic skills required to perform the following:

    • Demonstrate a basic understanding of educational philosophy when planning and teaching
    • Plan lessons to achieve SMART (specific, measurable, achievable, realistic and timed) objectives aligned with the grade level they teach
    • Use essential strategies to evaluate student learning
    • Communicate in the target/ instructional language
    • Give clear instructions to students to engage them in meaningful learning
    • Review students’ work and provide timely feedback
    • Able to self-reflect and learn from experiences, workshops and support provided to improve classroom practices.
    • Understand the central concepts, tools of inquiry, and structures of the subject he or she teaches and create learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content
    • Connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues
    • Use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s decision making
    • Use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways

    Stage II– Progression Level

    At this stage majority of teachers will get opportunity to participate in the need based formal and non-formal CPD programs (short term and/or long term) and get variety of learning spaces/avenues within and beyond school context to develop professionally. This level is for extended period to provide opportunity for teachers to develop gradually towards a more advanced state whereby they can independently with minimum support develop professional development path for themselves.

    The progression level CPD opportunity will enable teachers to have a deeper and thorough understanding of educational philosophy, teaching and learning approaches, and contextually relevant assessment practices. Also, it will give a comprehensive skill set to teachers to perform the following:

    • Demonstrate an in-depth understanding of the Bloom’s Taxonomy and engage students in creative tasks, project works, inquiry-based teaching, etc. Use variety of questioning skills to engage students in high order thinking
    • Design effective test and use a range of assessment procedures to support and promote learning
    • Employ multiple strategies to foster a collaborative classroom culture, student leadership, bringing in creativity and innovation to teaching going beyond transmission to transformation aiming at developing inquisitiveness, ethical consciousness and intellectual humility among learners
    • Reflect on the teaching and learning practices to strengthen good practices and identify and plan areas of improvement by conducting action research to improve classroom practice
    • Implement instructional strategies for effective classroom organization and behavior management
    • Analyze students’ work and plan remedial support accordingly
    • Communicates and ensure students communicate in the target/ instructional language

    Stage III– Specialization Level

    At the Specialization level, a teacher will demonstrate mastery in an area of classroom teaching or its related functions in addition to a general sound understanding of the entire teaching learning process. Teachers will develop an advanced level of understanding and expertise both in pedagogy and andragogy to create community of practice within their context.  In this regard, teachers will take more self-directed initiatives and play a leading role (as master trainer or mentor) in sharing their expertise with colleagues to contribute in curriculum enrichment and whole school improvement. In addition, teachers build linkages with other schools and search for avenues of offline and online CPD opportunities to develop professional learning networks. The premier stage i.e. Specialization level will be an aspiration and dream for teachers to achieve, being too demanding and require scholarly contribution in promoting student excellence and excellence in teaching. The Specialization level CPD opportunity will enable teachers to have a highest level of commitment and skill set which make them stand-out as an exemplary practitioner and a resource person, capable of performing the following:

    • Be a role model for other teachers by demonstrating exemplary teaching practice both in content and pedagogy
    • Support colleagues in acquiring mastery in subject content, pedagogical skills, 21st century skills including IT and research skills
    • Coach /mentor other teachers in taking initiatives related to subject content and pedagogy for effective classroom practices
    • Facilitate teachers for conducting need-based classroom research studies and disseminating learning through variety of forums
    • Timely assist teachers in diagnosing contextual need and emerging issues in the school and provide critical feedback based on concrete evidences

    LRN Global

    Learning Resource Network is an awarding body creating qualifications for educational institutions, independent learning providers and employers. LRN is recognised for its portfolio of international English qualifications for those who want to provide evidence of their English Language skills for their professional or personal development. These qualifications are internationally recognised as providing proof of the skills and abilities required by educational institutes, professional bodies and governments. LRN offers its customers qualifications that are easy to deliver, cost effective and user friendly.

    With our global development, we can now offer qualifications in Business and Education and Training alongside our well know ESOL qualifications. In producing our qualifications the project team drew upon the experience and expertise of academics, professionals working in the pertinent industries and colleagues with a wealth of practice and knowledge of validation, verification, delivery and assessment. (Private) Limited is an authorized center of Learning Resource Network in Pakistan. We are offering following qualifications or LRN.

    1. International ESOL
    2. Teaching English


    Teaching with technology is not just about staying up-to-date with the latest technologies and tools. It is about knowing how to effectively and successfully integrate the most effective tools into your teaching practice. With this purpose in mind, is pleased to announce the launch of its new range of certificate courses under the title of ‘Teachnology’ – Tech for Teach (T4T). This course is a series ranging from generic to more specific modules.


    This course is designed based on Information Communication and Technology (ICT) competency Framework for teachers (CFT) by UNESCO. The ICT CFT is a framework that outlines the competencies that teachers need to integrate (ICTs) into their professional practice. Using the framework developed by UNESCO, International Society of Technology in Education (ISTE) established standards for students, teachers and ICT facilitators and Leaders.


    These competencies standards is a reference framework in the development of Teachnology (T4T) course with a focus on equipping teachers with educational tools and technologies to transform how they teach and how the students learn, allowing them to unlock their potential and become change agents who will create and inspire positive change in the education system of Pakistan. 


    Teachnology is intended to help you find creative, innovative and constructive ways to incorporate technology into your teaching and classroom.  It will also offer you an insider look at the best practices around the world for using technology to enhance your teaching practices.

    Why might this specialization course be helpful to you?


    The series of courses will help to:

    • transform teaching and learning in your classrooms / schools.

    • equip you to teach 21st century skills through technology.

    • broaden your horizon in understanding the role of teacher in future times and how technology can support the teacher.

    • become aware of emerging trends in ICT in Education.

    Banking (11)

    The purpose of designing ELP is to produce three tiers of English language proficiency program so people can enroll them according to their needs and current level of English language proficiency for better results through self-paced and self-assessed learning

    Aim of the Course

    The program aims to make participants proficient in English language at three levels i.e. Foundation, Independent and proficient level in four skills of English language that is listening, speaking, reading and writing including grammar and vocabulary.

    CPD framework ensures to cater to teachers’ diverse needs and provide opportunities to acquire essential competencies and develop them over a period. The proposed CPD framework establishes a three-level development:

    1. Foundation/Basic Course
    2. Intermediate/Independent Course
    3. Advance/Proficient Course

    Help with Search courses

    Available courses

    Course Image UNIT 1: Understanding learners and learning

    As the title suggests, Learners and Learning is the unit that addresses most directly the fundamental, core business of schooling. The purpose of the unit is to develop the understanding about the concept of learning.  It accordingly promotes a theoretically understanding of what learning is, how it takes place, and how teachers may go about organizing systematic learning.  The unit also gives an insight to the participants about learning theories and its application in the classroom. The unit also enables teachers to analyze learning, and, in so doing, to reflect on what they can do to improve it.


    Participants will be able to:

    • Review and refine their own understanding of the term learning
    • Examine if their current teaching practices meet the learning styles of the learners in their classroom
    • Interpret learning theories in light of classroom practices and design plans to use the theoretical perspectives into classroom application
    • Evaluate their own teaching practices in light of the principles of learning

    Course Image UNIT 2: Understanding Role and Responsibility in Teaching

    Teachers play vital roles in the lifetimes of the pupils in their schoolrooms. Teachers are best known for the role of educating the students that are given in their charge. Beyond that, teachers serve many other functions in the classroom. Teachers ensure emotional, social, and psychological safety of their learners, construct a warm environment, nurture students intellectual skills, become role models, and support children in case they fall behind in their progress.


    Participants will be able to:

    • Analyze their own role and responsibility as a teacher in comparison to teachers working around the globe
    • Recognize their own teaching style and reflect how their teaching style impacts the learners in the classroom
    • Compare and contrast their own teaching characteristics with that of the 21st century teaching requirements

    Course Image UNIT 3: The Importance of Curriculum in Teaching and Learning

    The unit describes in detail the importance and role of curriculum in a school. Curriculum plays an important role in creating the base of education. Hence a professional training in how to develop curriculum can be effective to learn the process. In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program. The unit will also help unfold how the terms related to the word curriculum are interchangeably used. The unit will also assist teachers to look at their own school curriculum in light of the national curriculum.


    Participants will be able to:

    • Distinguish between the terms: curriculum, syllabus, scheme of studies and pacing guides
    • Examine their own school curriculum in light of the national curriculum
    • Understand different types of curriculum and relate these to their own school context

    Course Image UNIT4: Planning for Effective Class

    In this unit, participants would learn how to effectively plan for their class. The unit includes techniques designed to engage students at the start of a learning session. Teachers will discover strategies to segment learning with active learning practices. Through this unit participants will take a deep dive in understanding the need for planning in detail about the class including objectives, strategies, content, resources, and assessment.  Teachers would also understand that in an online course, teachers use the same principles for planning an employ technique that would benefit online learning.


    Participants will be able to:

    • Understand the importance and role of planning in day to day classroom routines
    • Design lessons based on the concept of engaging students meaningfully
    • Construct questions and lesson objectives that promote higher order thinking
    • Acquire skills to reflect on their planning critically and research om how to improvise their planning

    Course Image UNIT 5: Instructional Methods and Strategies 1

    Planning a unit or lesson involves a number of instructional decisions.  Instructional approaches that are structured, sequenced, and led by teachers are the most important aspect of teaching. The unit informs the participants how different instructional Strategies determine the approach a teacher may take to achieve learning objectives. During this unit would learn to use instructional methods to create learning environments and to specify the nature of the activity in which the teacher and learner will be involved during the lesson.


    Participants will be able to:

    • compare and contrast between instructional methods, approaches and strategies
    • distinguish between the different instructional strategies and their use in the classroom
    • design lessons with different instructional strategies and report back on the implementation
    • research on the practical application of the relevant strategies as per their own school context

    Course Image UNIT 6: Learning Environment

    A learning environment is a diverse platform where learners engage and interact to learn new skills. Developing an engaging and positive learning environment for learners, especially of a class whether face to face or online, is one of the most creative aspects of teaching. Typically, the focus is either on the physical learning environments like lecture theaters, classrooms, or labs; or on different technologies that are used to develop online learning environments. In this unit participants will learn how learners can learn in an array of settings, whether a traditional or an innovative classroom. Another important responsibility of the teacher is to develop a learning environment where students feel motivated to learn within the boundaries and expectations of a safe classroom. 


    Participants will be able to:

    • interpret different aspects of a learning environment and evaluate their own current class context in relation.
    • understand how a positive class climate is to be maintained
    • acquire skills to manage classroom behaviour using positive disciplining techniques
    • assess different behaviours patterns of the learners in their classroom and plan for effective lessons in relation

    Course Image UNIT 7: Introduction to Assessments

    Assessment is becoming increasingly important in the field of education as a means for demonstrating and promoting quality in student learning. However, this is also an area of much confusion for the schools and teachers. Teachers are often confused about different assessment techniques being used. This unit provides an overview of the evaluation and assessment of student learning from a variety of perspectives, including the assessment of not only individual students, groups of students but their own teaching. The unit will in detail illustrate that how assessment is conducted continuously and at certain time frames by teachers with a purpose to improve students learning.


    Participants will be able to:

    • differentiate between types of assessments and which type of assessment will meet which learning requirements
    • recognize the important of marking and grading in their own context
    • design test items that promote critical thinking and deep learning
    • learn to provide effective and precise feedback to the learners using modern technologies
    Course Image UNIT 8: Developing Relationships 1

    Positive relationships in schools are central to the well-being of both students and teachers and underpin an effective learning environment. This unit describes that these are based in an natural framework throughout the school system. What happens in one part of the school impacts on what happens elsewhere. In this unit participants will explore what schools might do to increase the level of positive relationships within the school community. The unit will give an insight into improving students' relationships with teachers has important, positive, and long-lasting implications for both students' academic and social development.


    Participants will be able to:

    • reflect upon the current school relations and the gaps present in relation
    • create strategies to build positive relationships both within the school and with the community
    • strategize techniques to promote the role of parental involvement in the school

    Course Image UNIT 9: Understanding the Role of ICT in Teaching and Learning

    Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information currently. In some contexts, ICT has also become integral to the teaching-learning interaction. When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace. In this unit participants will be equipped to take their journey from traditional teaching to becoming an online facilitator.


    Participants will be able to:

    • unlearn, learn, and relearn the concept of teaching in order to become online facilitators
    • assess their own technological skills and design an improvement plan to embrace technology
    • learn new tools that can assist them in teaching digitally

    Course Image LRN Level 2 Award in Teaching English to Speakers of Other Languages (ELTAA)

    Key facts

    • RQF level: 2
    • Credit: 10
    • Format: Face-to-face or online, with teaching presentation
    • Assessment: Multiple-choice tests and assessed teaching presentation

    The ELTAA is designed for candidates who have no experience of teaching English language to adults. The qualification is an intensive programme of study which will enable candidates to gain a recognised teaching qualification, with a focus for those wishing to specialise in teaching English to children or adult speakers of other languages.

    Course Image Teachnology: Project-based Learning - An Authentic Learning Approach

    Project-based learning is a dynamic approach to teaching in which students explore real-world problems and challenges. The goal of the Project-Based Learning facilitated online course is to help teachers improve their understanding and application of project-based approaches in the 21st Century classroom. The course will introduce you to the concept of project-based learning (PBL) and help you implement this pedagogical approach in your classroom by providing concrete examples, ideas and tools that can inspire and support you and your students to embark on a PBL learning journey. The course will focus on planning, design, assessment and management of project-based learning. 

    Course Image Teachnology: eLearning Design and Development

    An exclusive crash course to provide participants with foundational knowledge and tools needed to design and develop engaging e-learning experiences

    Learning Outcomes:

    • In this six-day crash course, you will learn how to create successful e-learning with advanced design techniques and course content development skills.
    • You will also discover how to design learning experiences that go beyond the transmission of information to engage the learners and reach targeted performance levels.
    • You will use tools and practice techniques that produce engaging, memorable and meaningful learning experiences for a wide variety of learners.

    That’s not all!

    Participants will design and develop a complete eLearning course by the end of this course.

    Rejuvenate your traditional instructional knowledge and skills with the latest e-learning tools and techniques based on best practices from organizations around the globe that have implemented successful eLearning programs.

    Who can enroll?

    For teachers, trainers, content developers and course designers who have less than one year's experience in course design and development as well as those who are more experienced but have no formal training in course design and development.


    What’s in it for you?

    • Connect with e-learning professionals.
    • Free access to’s guide to instructional design.
    • Receive internationally endorsed certification
    • Present your final learning project and gain individualized feedback and analysis
    • Get a participant manual, with free tools, resources, and templates to use


    Course Format

    • Blended (content delivered online through LMS  / class time used for discussions and hands-on learning)
    • Three Phases
      • Phase One: Beginner (Day 1&2)
      • Phase Two: Expert Level (Day 3)
      • Phase Three: Master Level (Day 4&5)

    Course Image Teachnology: Teaching and Learning with Technology

    Teaching with technology is not just about staying up-to-date with the latest technologies and tools. It is about knowing how to effectively and successfully integrate the most effective tools into teaching whenever and wherever it makes sense. Keeping this in mind, this foundation course has been designed with a focus on equipping teachers with educational tools and technologies to transform how they teach and how the students learn, allowing them to unlock their potential and become change agents who will create and inspire positive change in the education system of Pakistan. 

    The effectiveness and success of technology integration in schools and the role of school administrators in this effectiveness are very important current issues, so that is also going to be a focus of this course. As a teacher, administrator or coordinator, this course will help you find creative, innovative and constructive ways to incorporate technology into teaching and classroom. It looks at exploring the benefits of integrating technology, as well as potential challenges and stumbling blocks. It will also offer you an insider look at the best practices around the world for using technology to enhance teaching practices and learning.

    Course Image Teachnology: 21st Century Skills with Powerful Tools of Web 2.0

    This course has been designed for teachers of all subjects, levels and experience. The course will allow teachers to explore and define 21st century skills necessary for students to be exposed to in 21st century classrooms. It will help them to apply new information learned throughout the course to implement 21st Century strategies, ideas and concepts using Web 2.0 tools to help improve teaching and prepare students to be college and career ready and modify current teaching practices based on real world connections/context. 

    Course Image Establishing Goals

    The course is focused on goal setting, its importance and how to set goals. Realistic and unrealistic goals and methods to decide attainable goals will be studied. The role of ethics and values in goal setting and decision making will also be an important part of this course. 

    Course Image Journey to Self Awareness

    In this course you will learn to develop your self-awareness, an essential skill to develop personally and professionally. The determination of your strengths and benefits of self-awareness will be the main emphasis of this course. Techniques to gain self-awareness through self-analysis and understanding your attitudes and limitations is the expected outcome for the students of this course.

    Course Image Stress and Time Management

    The management of time and the importance of stress is the primary emphasis of this course. You will discover whether your current methods help you in managing your time or not. Whether you are getting too much slack or no rest at all. The two types of stress, one that increases performance and one that decreases performance and most importantly, how and when to say no to a given task to reduce stress will be studied. 

    Course Image Conflict Management

    This course focuses on conflict, the importance of conflict and how it arises. It further describes different personality types and the causes of conflict between them. Finally the significance of conflict resolution and methods to resolve a conflict will be the main emphasis of the course. The student will be presented with scenarios and will be guided to healthy and unhealthy ways of conflict resolution.

    Course Image Self Disclosure and Trust

    Revelation of oneself to others and learning to trust others by taking a leap of faith is what this course is all about. You will learn about the relation between trust and disclosure, its importance in the professional world and the amount of disclosure that can increase your performance or ruin your career. 

    Course Image Gender Issues in Psychology

    The aim of this course is to provide students with knowledge of gender from a theoretical perspective. The main goal is to give students the possibility to understand why gender issues in psychology are important for us all, especially women. Whether you are a student, businessman / businesswoman, or a stay-at-home parent, understanding the role of gender is important. 

    Course Image Introduction to Listening Skills

    Course Aims/Goals

    This course is designed to develop listening skills at basic level. Participants are expected to do active listening after taking this course

    Course Objectives

    Participants will be able to

    • Understand the importance of listening skills
    • Practice basic listening skills pre listening, while listening and post listening
    • Note down specific information during listening
    • Identify directions and instruction to achieve a task
    • Extract gist out of text of various length

    Course Outcomes

    Participants will be able to:

    • Identify the topic of discussion that is conducted slowly and clearly.
    • understand instructions addressed carefully and slowly and follow short, simple directions
    • extract the essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly

    Course Content

    • Understanding three basic stages of listening: pre-listening, while listening, and post listening
    • Listening to get basic information like who is speaking what is speaking
    • Listening for personal details, dates, places or any particular information
    • Listening for getting directions and simple instruction
    • Listening for gist to extract main idea or the purpose to text of varying length

    Course Assessment

    • Quiz (MCQs, Matching)
    • Gap filling activity
    Course Image Introduction to Speaking Skills

    Course Aims/Goals

    This course is designed to develop Speaking skills at basic level. Participants are expected to speak about everyday tasks after taking this course

    Course Objectives

    Participants will be able to

    • introduce themselves smoothly
    • talk about  family, friends, hometown or near area, everyday task and free time activities
    • express their opinion, make comparison, ask questions, give picture description,
    • discuss about the weather and celebrations or important dates
    • exchange information about their  school and college

    Course Outcomes

    Participants will be able to:

    • give personal and factual information
    • compare things and people using linking words
    • ask and answer basic questions

    Course Content

    • Introducing yourself and initiate or carry on basic conversation
    • Asking basic questions about personal and professional life
    • Giving opinion on various topics and discussing likes and dislikes
    • Making comparisons to express opinions and give descriptions
    • Exchanging information about weather, upcoming events or celebrations
    • Using affirmative, assertive, interrogative and negative sentences

    Course Assessment

    • Speaking impromptu
    • Group discussion
    Course Image Introduction to Reading Skills

    Course Aims/Goals

    This course is designed to develop Reading skills at basic level. Participants are expected to read, extract basic information and show their understanding of the text after taking this course

    Course Objectives

    Participants will be able to

    • Read and understand text of various length through skimming
    • Understand main idea, and supporting details
    • Extract important information (like names, dates and places) through scanning
    • Comprehend basic instructions written on various places and forms
    • Read and understand personal and professional emails, letters and faxes.

    Course Outcomes

    Participants will be able to:  

    • attain various types information and instruction after reading and respond accordingly
    • demonstrate understanding reading  everyday instructions
    • extracting main idea after reading everyday texts like emails and letters.

    Course Content

    • reading short, simple texts on familiar matters of a concrete type which consist of high frequency every day or job-related language
    • recognizing highest frequency vocabulary, including a proportion of shared international vocabulary items.
    • Comprehending personal letters and standard routine letters and faxes (enquiries, orders, letters of confirmation etc.) 
    • finding specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, reference lists and timetables.
    • Locating main idea, specific information and isolate the information required
    • recognizing everyday signs and notices: in public places, such as streets, restaurants, railway stations; in workplaces, such as directions, instructions, hazard warnings.
    • understanding safety regulations, when expressed in simple language.

    Course Assessment

    • writing main idea of the given text
    • extracting important  details from the given brochure
    Course Image Introduction to Writing Skills

    Course Aims/Goals

    This course is designed to develop writing skills at basic level. Participants are expected to read, extract basic information and show their understanding of the text after taking this course

    Course Objectives

    Participants will be able to

    • Understand writing process and can brainstorm and outline ideas and supporting details about the topic
    • Organize their thoughts and write basic sentences
    • write about people, places, a job or study experience in linked sentences or with simple connectors like “and", “but” and “because”.
    • Develop simple paragraphs and write about family, living conditions, educational background, present or most recent job.
    • Develop topic sentences and depict coherence through supporting details
    • Write simple emails and respond appropriately through simple replies

    Course Outcomes

    Participants will be able to: 

    • Organize their thoughts, opinions, information in properly constructed paragraphs
    • Compose write ups in proper coherent English with the help of basic transitional words
    • Create short messages, emails, and respond to everyday tasks in writing.

    Course Content

    • Practicing writing skills through the process of pre writing, drafting, editing and revising
    •  Write short, simple notes and messages relating to matters in areas of immediate need.
    • write very simple personal letters and professional emails expressing thanks, apology, accepting invites, acknowledging emails and refusing or declining any emails.
    • write numbers and dates, own name, nationality, address, age, date of birth or arrival in the country etc. such as on a hotel registration form.
    • describe everyday environment e.g. people, places, a job or study experience.
    • give short, basic descriptions of events and activities.
    • describe plans and arrangements, habits and routines, past activities and personal experiences.
    • use simple descriptive language to make brief statements about and compare objects and possessions.
    • explain likes or dislikes about something.
    • write simple phrases and sentences about themselves and imaginary people, where they live and what they do.
    • Writing paragraphs, topic sentences and supporting details
    • Building coherence and unity in the paragraphs

    Course Assessment

    • writing emails
    • Composing IMs on different topics
    Course Image Introduction to Grammar/Vocabulary

    Course Aims/Goals

    This course is designed to develop grammar and vocabulary at basic level. Participants are expected to speak and write in proper grammar and have a range of vocabulary to express their thoughts and ideas.

    Course Objectives

    Participants will be able to

    • Understand basic sentence structures like simple and compound sentences with the use of punctuations
    • Use standard  phrases and  structures to express ideas, likes, dislikes, and opinions
    • Understand basic parts of speech like  nouns, pronouns, and its types
    • Identify adjectives, and degrees of  adjectives to qualify nouns
    • Use range of verbs with respect to time frame
    • Express position, place and time with the  help of preposition

    Course Outcomes

    Participants will be able to: 

    • Demonstrate basic understanding of using accurate grammar at  basic level
    • Use  range of vocabulary in speaking and writing about routine tasks

    Course Content

    • Understanding Nouns, its types specifically countable and uncountable nouns
    • Identifying singular and plurals and masculine and feminine
    • Identifying  simple, personal pronouns
    • Using indefinite and definite article – with countable and uncountable nouns
    • identifying Prepositions of place  and Prepositions of time, including in/on/at
    • understanding transitive and intransitive verbs
    • identifying Present simple, Present continuous, Past simple, Past continuous
    • differentiating between will and Going to
    • Using basic Modal verbs -- can/can’t/could/couldn’t
    • Using adjectives and degrees of adjectives
    • Adjectives - comparatives, - use of than and definite article
    • Adjectives - superlatives, - use of definite article

     Course Assessment

    • Quiz
    Course Image Communication Skills

    The course focuses on developing advance communicative skills which prepares students for real life context beyond the classroom. The course works on refining students’ critical skills whilst providing opportunities for expressing ideas and opinions both through written and oral communication. Students through different modules will learn to analyze what the audience requires, the purpose of communication and planning their work. Effective oral communication is one of the core goals of the course that is achieved through group discussions, individual presentations and mock interviews. Communication on different social media platforms is also reviewed to develop written and visual content for the platform providing another avenue for cross-cultural communication. Professional writing skills will be developed through practice of writing letters, emails and memos.

    Course Image English Language Proficiency Test (ELPT)

    English language testing system