Course Title: Functional English

Credit Hours: 3
Duration: 16 Weeks
Contact Hours: 48
Level: Undergraduate
Program: BS Governance and Policy Studies, Area Study Center, Quaid-i-Azam University, Islamabad

Lecturer: Riaz Laghari

Functional English: Week 15 - English for Professional Life

From Being Qualified to Communicating Your Professional Value

1. Week 15 Overview

Central Question

How do we use English to present ourselves, communicate our professional value, perform effectively in interviews and participate appropriately in workplace situations?

By Week 15, students have developed a substantial communication toolkit.

They have learned to:

• construct accurate sentences;
• use vocabulary precisely;
• read critically;
• summarise and paraphrase;
• write coherent paragraphs;
• write professional documents;
• speak spontaneously;
• participate in discussions;
• present ideas;
• listen actively;
• respond in real time.

Now the question becomes:

Can you use all of these skills when your communication has professional consequences?

A job application, interview, meeting or workplace conversation is not merely an English exercise.

It is a situation in which language communicates:

competence + credibility + judgement + professionalism.

2. The Fundamental Principle

Professional English is not about sounding impressive; it is about communicating competence, clarity, credibility and respect.

Students often assume professional English means:

difficult vocabulary + formal expressions + complicated sentences.

It does not.

Compare:

“I am writing this correspondence in order to elucidate my profound interest in the aforementioned vacancy.”

with:

“I am writing to express my interest in the position.”

The second is:

• clearer;
• shorter;
• more natural;
• more professional.

Therefore:

Professional communication is functional before it is ornamental.

3. The Professional Communication Model

Introduce the following framework:

PURPOSE → AUDIENCE → MESSAGE → TONE → ACTION

Before communicating professionally, ask:

Purpose

Why am I communicating?

Audience

Who will receive it?

Message

What do they need to know?

Tone

How should I sound?

Action

What should happen next?

This framework applies to:

• CVs;
• cover letters;
• emails;
• interviews;
• meetings;
• workplace conversations.

4. Learning Outcomes

By the end of this session, students will be able to:

• identify the principles of effective professional communication;
• prepare a clear and concise CV;
• distinguish a CV from a résumé/profile;
• write achievement-oriented CV entries;
• tailor a CV to a position;
• write an effective cover letter;
• construct a professional profile statement;
• introduce themselves professionally;
• answer common interview questions;
• structure answers using evidence;
• describe achievements clearly;
• discuss strengths and weaknesses appropriately;
• ask intelligent interview questions;
• participate effectively in meetings;
• express agreement and disagreement professionally;
• interrupt appropriately;
• request clarification;
• make suggestions;
• summarise decisions;
• use professional workplace etiquette;
• communicate appropriately across formal and informal contexts;
• recognise the importance of tone, timing and audience;
• adapt communication to professional situations.

PART I — PROFESSIONAL IDENTITY

5. What Is Professional Communication?

Professional communication is communication that helps people:

work, decide, coordinate, solve problems and build trust.

It occurs through:

• written documents;
• email;
• meetings;
• interviews;
• presentations;
• telephone calls;
• workplace conversations;
• digital platforms.

6. Professional Identity Is Communicated Through Language

A professional identity is not communicated only through:

• qualifications;
• clothing;
• job title;
• experience.

It is also communicated through:

how you speak, write, listen, respond and interact.

For example:

“I don't know.”

can sound incomplete.

But:

“I don't have that information at the moment, but I can verify it and get back to you.”

communicates:

• honesty;
• responsibility;
• initiative.

7. The Professional Communication Test

Before sending or saying something, ask:

Is it clear?

Is it accurate?

Is it appropriate?

Is it concise?

Is it respectful?

Is it useful?

This six-question test can become a professional habit.

PART II — CV WRITING

8. What Is a CV?

A CV is a structured document that presents a person's:

• education;
• experience;
• skills;
• achievements;
• qualifications;
• relevant professional activities.

Its purpose is not to tell your entire life story.

Its purpose is:

to demonstrate relevance.

9. The CV Is a Selection Document

Students often ask:

“How can I put everything into my CV?”

The better question is:

“What does this particular employer need to know about me?”

A strong CV is:

selective, relevant and evidence-based.

10. Typical CV Architecture

A student CV may contain:

1. Name and contact details

2. Professional profile

3. Education

4. Experience

5. Skills

6. Projects/achievements

7. Certifications

8. Relevant extracurricular activities

9. References

Not every section is necessary for every application.

11. Professional Profile

Weak:

“I am a hardworking student looking for a challenging job where I can utilise my skills.”

This is generic.

Stronger:

“Governance and policy student with experience in research, public speaking and student-led projects, seeking an entry-level role in policy research and public-sector communication.”

Why is it stronger?

Because it communicates:

identity + evidence + direction.

12. The Profile Formula

Teach:

WHO I AM + WHAT I CAN DO + WHAT I AM SEEKING

Example:

“Final-year Governance and Policy Studies student with strong research, analytical writing and presentation skills, seeking an entry-level policy research position.”

PART III — EXPERIENCE ENTRIES

13. Do Not Simply List Duties

Weak:

Intern — Government Department

• Attended meetings

• Helped staff

• Worked on files

• Used computer

This tells the employer little.

Better:

Policy Intern — Government Department

• Assisted in preparing briefing materials for departmental meetings.

• Summarised policy documents for internal circulation.

• Organised administrative data to support departmental reporting.

The difference is:

specificity.

14. Use Strong Action Verbs

Instead of repeatedly using:

“helped”

use:

analysed

prepared

coordinated

drafted

organised

researched

presented

reviewed

compiled

developed

facilitated

monitored

evaluated

summarised

15. The Action–Task–Result Model

Teach students:

ACTION → TASK → RESULT

Example:

“Analysed student survey responses and summarised key findings, helping the student society identify three priorities for its annual programme.”

The entry communicates:

action;

task;

outcome.

16. Quantification

Whenever genuinely possible, quantify achievement.

Instead of:

“Organised student event.”

Use:

“Coordinated a student policy forum attended by approximately 120 participants.”

Numbers provide:

scale + evidence.

But students must never invent numbers.

PART IV — TAILORING THE CV

17. One CV Is Not Always Enough

A student applying for:

policy research

should emphasise:

research;

analysis;

writing;

policy knowledge.

The same student applying for:

communications internship

should emphasise:

writing;

presentations;

social media;

public communication.

The principle:

Same person. Different emphasis.

18. The Job Description as a Map

Students should identify:

Required skills

What does the employer explicitly request?

Preferred skills

What would strengthen the application?

Responsibilities

What will the person actually do?

Then align relevant experience.

PART V — CV LANGUAGE

19. Professional CV Language

Avoid vague adjectives:

hardworking

honest

punctual

dynamic

passionate

motivated

unless supported by evidence.

Instead of:

“I am highly organised.”

show:

“Coordinated weekly project meetings and maintained shared documentation for a five-member team.”

Evidence is stronger than self-description.

20. The Evidence Principle

Don't tell employers what qualities you possess; show them where those qualities have been demonstrated.

Instead of:

“Excellent communication skills.”

Write:

“Delivered three student presentations and facilitated a group discussion involving 20 participants.”

PART VI — COVER LETTERS

21. Purpose of a Cover Letter

The CV answers:

What have you done?

The cover letter should answer:

Why are you applying, why are you relevant, and why this organisation?

22. Basic Cover Letter Structure

Paragraph 1 — Purpose

Why are you writing?

Paragraph 2 — Fit

What relevant skills/experience do you bring?

Paragraph 3 — Evidence

What demonstrates your suitability?

Paragraph 4 — Motivation

Why this organisation/position?

Closing

Professional expression of interest.

23. Opening Example

Weak:

“I am writing with reference to the above-mentioned vacancy.”

Better:

“I am writing to apply for the Policy Research Intern position advertised by your organisation.”

Stronger:

“As a final-year Governance and Policy Studies student with research and analytical writing experience, I am applying for the Policy Research Intern position at your organisation.”

24. The Cover Letter Test

A strong cover letter should answer:

Why this job?

Why me?

Why this organisation?

If it could be sent unchanged to 100 employers:

it is probably too generic.

PART VII — PROFESSIONAL EMAIL

25. Email Is Part of Professional Identity

An email should communicate:

purpose quickly.

Basic structure

Subject

Request for Internship Interview

Greeting

Dear Dr Ahmed,

Purpose

I am writing to request…

Details

…

Action

I would appreciate…

Closing

Kind regards,

Ali Khan

26. Effective Subject Lines

Weak:

“Hello”

“Important”

“Please see”

Better:

“Application for Policy Internship — Ali Khan”

“Request for Meeting — Research Project”

“Submission of Week 15 Assignment”

The subject should help the recipient understand:

what the email is about.

PART VIII — PROFESSIONAL SELF-INTRODUCTION

27. The 30-Second Introduction

Students should be able to answer:

“Tell me about yourself.”

without giving their entire biography.

Use:

PRESENT → BACKGROUND → STRENGTH → DIRECTION

Example:

“I'm currently a final-year Governance and Policy Studies student. My academic work has focused particularly on public policy and institutional governance. Through university projects, I've developed strong research and presentation skills. I'm now looking for an opportunity where I can apply these skills in a professional policy environment.”

28. The 60-Second Introduction

For networking or interviews:

Who I am

What I study/do

What I am good at

What I am interested in

What opportunity I am seeking

The goal is:

professional clarity, not self-promotion.

PART IX — JOB INTERVIEWS

29. An Interview Is a Communication Event

An interview assesses more than:

knowledge.

It may assess:

communication;

judgement;

confidence;

problem-solving;

professionalism;

motivation;

teamwork;

adaptability.

Therefore:

How you answer matters almost as much as what you answer.

30. The Most Common Interview Question

“Tell us about yourself.”

Do not:

repeat your CV word-for-word;

begin with childhood;

give irrelevant personal history.

Instead:

present → relevant past → strengths → future direction

PART X — THE STAR METHOD

31. Answering Behavioural Questions

Introduce:

S — Situation

What was happening?

T — Task

What responsibility did you have?

A — Action

What did you do?

R — Result

What happened?

32. Example

Question:

“Tell us about a time you solved a difficult problem.”

Weak answer:

“I am good at solving problems and I always try my best.”

STAR answer:

Situation: “During a group research project, two members disagreed about the research method.”

Task: “I was responsible for helping the group reach a decision.”

Action: “I suggested that we compare both approaches against the project requirements and available data.”

Result: “We selected the more appropriate method and completed the project on schedule.”

This is:

evidence rather than assertion.

PART XI — COMMON INTERVIEW QUESTIONS

33. “Why Should We Hire You?”

Avoid:

“Because I am hardworking.”

Instead:

skill + evidence + relevance

Example:

“I believe I would be a strong candidate because I combine research skills with clear written and oral communication. In my university projects, I have regularly analysed information, prepared written briefs and presented findings to groups. These skills align closely with the requirements of this position.”

34. “What Is Your Greatest Strength?”

Use:

strength → evidence → professional relevance

Example:

“One of my strengths is organising complex information. During a research project, I had to analyse material from several sources and synthesise it into a short briefing. That experience strengthened my ability to identify the most important information quickly.”

35. “What Is Your Weakness?”

Avoid:

“I have no weaknesses.”

Also avoid:

“I am a perfectionist.”

unless genuinely explained.

Better:

realistic weakness + management strategy + improvement

Example:

“Earlier in my studies, I sometimes spent too much time refining written work. I have started using time limits and prioritising the most important revisions, which has helped me work more efficiently.”

36. “Why Do You Want This Position?”

Weak:

“I need a job.”

Better:

organisation + role + personal development

Example:

“The position interests me because it combines policy research with public communication, two areas I have particularly enjoyed during my studies. I also see it as an opportunity to develop practical experience in a professional policy environment.”

PART XII — HANDLING DIFFICULT QUESTIONS

37. When You Need Time

Instead of:

“Umm…”

Use:

“That's an interesting question. Let me think about that for a moment.”

This gives you:

thinking time + professionalism.

38. When You Don't Know

Use:

“I don't know the exact answer, but I would approach the problem by…”

This demonstrates:

reasoning ability.

39. When You Make a Mistake

Do not panic.

Correct yourself:

“Let me correct that. I meant Thursday, not Tuesday.”

Professional communication allows:

repair.

PART XIII — ASKING THE INTERVIEWER QUESTIONS

40. Interviews Are Two-Way Communication

At the end, students may be asked:

“Do you have any questions for us?”

Never automatically answer:

“No.”

Prepare meaningful questions.

Examples:

“What would success in this position look like after the first three months?”

“What kinds of projects would the successful candidate be expected to work on?”

“What opportunities are available for professional development?”

This communicates:

interest + preparation + professional curiosity.

PART XIV — WORKPLACE CONVERSATIONS

41. Professional Conversation Requires Adaptability

Compare:

Friend

“Hey, can you send me that thing?”

Colleague

“Could you send me the report when you have a moment?”

Senior colleague

“Could you please send me the revised report by 3 p.m.?”

Different:

relationship + purpose + level of formality.

42. Register

Students should understand:

formal ↔ neutral ↔ informal

Example:

Informal

“Can you give me a hand?”

Neutral

“Could you help me with this?”

Formal

“Could you assist me with this matter?”

The appropriate choice depends on:

relationship;

context;

organisation;

urgency.

PART XV — MAKING REQUESTS

43. Direct vs Professional Requests

Too direct:

“Send me the report.”

More professional:

“Could you send me the report?”

More precise:

“Could you please send me the revised report by 2 p.m.?”

Professional requests should communicate:

what + when + appropriate politeness.

44. Useful Workplace Expressions

Requesting

“Could you please…?”

Offering

“Would you like me to…?”

Suggesting

“Perhaps we could…”

Clarifying

“Could you clarify…?”

Confirming

“Just to confirm…”

Disagreeing

“I see your point, although…”

Delaying

“Could we come back to that later?”

Agreeing

“That sounds reasonable.”

PART XVI — MEETINGS

45. What Is a Meeting?

A professional meeting exists to:

share information, discuss issues, make decisions or coordinate action.

A successful meeting requires:

agenda;

participants;

purpose;

time management;

discussion;

decisions;

follow-up.

46. The Meeting Cycle

AGENDA → DISCUSSION → DECISION → ACTION

This is particularly important for governance students.

47. Entering a Discussion

“I'd like to raise an issue.”

“Could I add something here?”

“I'd like to build on that point.”

48. Making a Suggestion

“I suggest that we…”

“Perhaps we could…”

“One possible approach would be…”

“Would it be worth considering…?”

49. Agreeing

“I agree.”

“That seems reasonable.”

“I think that's a practical approach.”

Qualified agreement

“I agree in principle, although we should consider the cost implications.”

50. Disagreeing

Never:

“That's wrong.”

Prefer:

“I'm not sure that would work in practice.”

“I see the point, but I have some concerns about…”

“Could we consider another approach?”

This connects directly to:

Week 12: Discussion and Argumentation.

51. Interrupting Professionally

Instead of:

“Wait!”

Use:

“Sorry to interrupt, but may I add something?”

“Could I come in here for a moment?”

“If I may, I'd like to clarify one point.”

PART XVII — MEETING MINUTES

52. What Should Minutes Capture?

Not every word.

Record:

date;

participants;

agenda;

key discussion points;

decisions;

action items;

responsible person;

deadline.

53. Action-Point Format

Action	Responsible	Deadline
Prepare policy brief	Ali	15 Sept.
Contact stakeholders	Sara	18 Sept.
Review budget	Ahmed	20 Sept.

This demonstrates:

communication → coordination → accountability.

PART XVIII — PROFESSIONAL ETIQUETTE

54. Professionalism Is Often Visible in Small Behaviors

Examples:

arriving on time;

responding within reasonable time;

listening without interrupting;

acknowledging messages;

meeting deadlines;

using appropriate greetings;

respecting confidentiality;

checking documents before sending;

apologising appropriately;

following through on commitments.

55. Digital Professionalism

Students should understand that:

digital communication is still professional communication.

Avoid sending:

“Hi”

and waiting for a response before explaining why you contacted someone.

Better:

“Dear Dr Khan, I am writing regarding…”

56. Email Timing and Responsiveness

Professional communication requires:

reasonable responsiveness.

If you cannot complete something on time:

Do not disappear.

Instead:

“I wanted to let you know that I will need an additional day to complete the report. I apologise for the delay and expect to submit it by Thursday.”

This demonstrates:

accountability.

PART XIX — PROFESSIONAL ETIQUETTE IN DISAGREEMENT

57. Separate Person, Position and Problem

A useful framework:

PERSON — respect

POSITION — examine

PROBLEM — solve

You can disagree strongly with:

a proposal

while remaining respectful toward:

the person proposing it.

PART XX — ROLE-PLAY LAB

58. Activity 1 — Professional Self-Introduction

Students prepare a 60-second introduction.

Must include:

current status;

academic/professional background;

strongest relevant skill;

area of interest;

professional goal.

Partner feedback:

Was it clear?

Was it relevant?

Was it natural?

Was it too long?

59. Activity 2 — Mock Interview

Pair students:

Interviewer + Candidate

Candidate answers:

Tell me about yourself.

Why do you want this position?

What is your greatest strength?

Tell me about a challenge you faced.

Why should we hire you?

Do you have any questions for us?

Switch roles.

60. Activity 3 — Workplace Request

Situation:

You need a colleague to submit a report two hours earlier than originally planned.

Student must make the request professionally.

Weak:

“I need the report now.”

Better:

“Could you possibly send me the revised report by 2 p.m.? We need to incorporate the figures into the briefing before the meeting.”

61. Activity 4 — Meeting Simulation

Scenario

A university department is considering introducing compulsory AI-literacy training.

Roles:

department chair;

faculty member;

student representative;

IT officer;

quality-assurance representative.

Agenda:

Need for AI literacy.

Benefits.

Concerns.

Implementation.

Decision.

Students must:

raise points;

agree/disagree;

ask questions;

make suggestions;

reach a decision.

PART XXI — PROFESSIONAL COMMUNICATION CHALLENGE

The 5-Minute Career Simulation

Students complete four stages:

Stage 1 — Introduction

30-second professional self-introduction.

Stage 2 — Interview

Answer one behavioural question using STAR.

Stage 3 — Workplace communication

Make a professional request.

Stage 4 — Meeting

Express agreement or disagreement with a policy proposal.

This integrates:

Weeks 11–15.

PART XXII — COMMON PROFESSIONAL COMMUNICATION FAILURES

Failure 1 — Generic CV

“Hardworking, motivated, honest.”

Repair:

provide evidence.

Failure 2 — CV as Biography

Problem:

everything included.

Repair:

select information relevant to the position.

Failure 3 — Cover Letter Repeats CV

Repair:

explain fit, motivation and evidence.

Failure 4 — Memorised Interview Answers

Problem:

sounds artificial.

Repair:

prepare structures and examples, not scripts.

Failure 5 — Overly Casual Language

“Hey, can you send this?”

Repair:

adapt register to professional context.

Failure 6 — Excessive Formality

“I hereby humbly request you to kindly…”

Problem:

unnecessarily elaborate.

Repair:

professional English should be natural and direct.

Failure 7 — Talking Too Much

Interview answers become:

five-minute stories.

Repair:

answer → evidence → relevance.

Failure 8 — No Evidence

“I'm an excellent leader.”

Repair:

provide a situation and result.

Failure 9 — Poor Meeting Behaviour

interrupting;

dominating;

ignoring others;

arriving unprepared.

Repair:

listen + contribute + coordinate.

PART XXIII — THE PROFESSIONAL ENGLISH TOOLKIT

Students should leave Week 15 with a reusable bank of expressions.

Introducing yourself

“I'm currently…”

“My academic background is…”

“My main area of interest is…”

Highlighting experience

“I have experience in…”

“I was responsible for…”

“One project I worked on involved…”

Giving evidence

“For example…”

“One instance was…”

“As a result…”

Making requests

“Could you please…?”

“Would it be possible to…?”

Clarifying

“Could you clarify…?”

“Just to make sure I understand…”

Suggesting

“Perhaps we could…”

“One possible approach would be…”

Disagreeing

“I see your point, but…”

“I have some concerns about…”

Confirming

“Just to confirm…”

“So, the deadline is…”

Closing

“Thank you for your time.”

“I look forward to hearing from you.”

PART XXIV — THREE-HOUR TEACHING PLAN

Time	Component	Focus
0–10 min	Retrieval	Week 14: listening
10–20 min	Diagnostic	60-second professional introduction
20–35 min	Mini-lecture	Professional English and professional identity
35–50 min	Lecture	CV structure and achievement language
50–65 min	Workshop	Rewrite weak CV entries
65–80 min	Lecture	Cover letters and professional profiles
80–90 min	Break	—
90–105 min	Lecture	Job interviews and STAR
105–120 min	Practice	Interview questions
120–135 min	Role-play	Mock interviews
135–150 min	Lecture	Meetings and workplace conversations
150–165 min	Role-play	Workplace requests and disagreement
165–175 min	Simulation	Mini professional meeting
175–180 min	Exit ticket	Reflection

PART XXV — PROFESSIONAL COMMUNICATION PORTFOLIO

By the end of Week 15, each student should have:

1. One-page CV

2. Professional profile

3. Tailored cover letter

4. 30-second professional introduction

5. 60-second professional introduction

6. Three STAR interview responses

7. Professional email

8. Workplace request

9. Meeting contribution

10. Personal professional communication checklist

This becomes a practical component of the student's:

Functional English Portfolio.

PART XXVI — WEEK 15 ASSESSMENT RUBRIC

Criterion	1	2	3	4	5
Professional vocabulary
Clarity
Conciseness
Appropriate tone
CV organisation
Evidence of achievement
Interview response structure
Spoken fluency
Professional self-introduction
Listening and responsiveness
Meeting participation
Professional etiquette

PART XXVII — EXIT TICKET

1. What is the primary purpose of a CV?

To present relevant evidence of one's qualifications, experience, skills and achievements.

2. What three questions should a cover letter answer?

Why this position? Why me? Why this organisation?

3. What does STAR stand for?

Situation → Task → Action → Result.

4. What makes professional English effective?

Clarity, accuracy, relevance, appropriate tone, conciseness and respect.

5. What should you do if you disagree with a colleague?

Challenge the idea or proposal respectfully rather than attacking the person.

PART XXVIII — HOMEWORK

Functional English Professional Portfolio — Week 15

Prepare a complete application for a fictional position:

Policy Research Intern

Submit:

Part A — CV

Maximum:

2 pages

Part B — Cover Letter

350–450 words

Part C — Professional Introduction

60 seconds

Part D — Interview Preparation

Answer:

Tell us about yourself.

Why do you want this position?

What is your greatest strength?

Describe a challenge you faced.

Why should we select you?

At least two answers must use:

STAR.

Part E — Professional Email

Write an email submitting your application.

PART XXIX — WEEK 15 SKILLS CHECKLIST

Students should now be able to:

☐ construct a professional CV;

☐ tailor a CV to a position;

☐ write achievement-oriented entries;

☐ use action verbs;

☐ quantify genuine achievements;

☐ write a professional profile;

☐ write a targeted cover letter;

☐ write an appropriate professional email;

☐ introduce themselves professionally;

☐ answer “Tell me about yourself”;

☐ answer behavioural interview questions;

☐ use STAR effectively;

☐ discuss strengths with evidence;

☐ discuss weaknesses constructively;

☐ explain motivation for a position;

☐ ask intelligent interview questions;

☐ make professional requests;

☐ ask for clarification;

☐ participate appropriately in meetings;

☐ make suggestions;

☐ agree and disagree professionally;

☐ interrupt appropriately;

☐ summarise decisions;

☐ identify action points;

☐ adapt register to context;

☐ communicate professionally in digital environments;

☐ demonstrate professional etiquette.

WEEK 15 — CORE TAKEAWAYS

1. Professional English is functional English under professional conditions.
2. A CV is not a biography; it is a selective argument for your relevance.
3. Evidence is more persuasive than adjectives.
4. A cover letter should connect your experience and abilities to a specific opportunity.
5. A professional introduction should be concise, relevant and purposeful.
6. Strong interview answers demonstrate rather than merely assert competence.
7. STAR converts vague claims into evidence-based stories.
8. Professional communication requires register: the way we speak to a friend is not necessarily the way we speak to a colleague, client or supervisor.
9. Effective meetings require listening, contribution, clarification, decision-making and follow-up.
10. Professionalism is communicated through small linguistic and behavioral choices: tone, timing, precision, responsiveness and respect.

WEEK 15 COURSEPACK PRINCIPLE

Employability is not simply the ability to get a job; it is the ability to communicate your value, understand professional expectations, collaborate with others and turn competence into credible action.

The course now reaches its professional application:

WEEK 10 — WRITE TO ARGUE

↓

WEEK 11 — SPEAK TO CONNECT

↓

WEEK 12 — DISCUSS TO THINK TOGETHER

↓

WEEK 13 — PRESENT TO INFLUENCE

↓

WEEK 14 — LISTEN TO UNDERSTAND

↓

WEEK 15 — COMMUNICATE TO WORK

The deeper Functional English trajectory is now:

LANGUAGE → CLARITY → COMMUNICATION → REASONING → DIALOGUE → PRESENTATION → LISTENING → PROFESSIONAL ACTION

Riaz Laghari, Visiting Lecturer in English,  Area Study Center, Quaid-i-Azam University, Islamabad