ALLAMA IQBAL OPEN UNIVERSITY

Assignment No: 02

Name: Raja Najam Ali

ID: 0000838618

Class: B.ed 4 years

Book Name: Functional English

Book Code: 9382

Submitted to: Sir khuram Dad

Submitted by: Raja Najam Ali

 Question No: 01

Write a job application for the post of a teacher in a

school in your area.

Answer No: 01

Here is an example request for employment for an

instructor position:
[Your Name]
[Your Address]
[City, State, Zip]
[Date]
[Beneficiary's Name]
[Beneficiary's Title]
[School Name]
[School Address]
[City, State, Zip]
Dear [Recipient's Name],
I'm writing to communicate my energetic interest in the
educator position at [School Name]. As a committed and
enthusiastic teacher with [number] long stretches of
involvement, I'm sure that I would make a significant
expansion to your school's local area.
With a solid scholarly foundation in [subject/field], I have
a profound comprehension of the educational program and
a demonstrated history of creating drawing-in example
designs that take care of different learning styles. My
showing reasoning underscores establishing a steady and
comprehensive learning climate that encourages scholastic
greatness, innovativeness, and social development.
As an accomplished educator, I have leveled up my
abilities in study hall, the executives, the educational plan,
and evaluation. I'm knowledgeable in innovation joining
and have effectively used computerized devices to
improve understudy learning results. My astounding
correspondence and relational abilities empower me to
fabricate solid associations with understudies, guardians,
and partners.
I'm especially attracted to [School Name] due to its
obligation to [aspect of school's main goal or values that
resounds with you]. As a teacher, I accept that it is
fundamental to give understudies balanced schooling that
sets them up for success in a consistently influencing
world.I have joined my resume, which gives a point-by-
point record of my schooling, showing experience and
expert turn of events. I would invite the valuable chance to
talk about how my abilities and experience line up with the
necessities of your school's local area.
Much thanks to you for thinking about my application. I
anticipate the chance to add to the instructive excursion of
your understudies.
Truly,
[Your Name]

Question No: 02

What are your preferences or choices in different

things? First make a choice and then write a

preference sentence similar to the one given in

the example:I would rather prefer a chicken tikka,

please.

Answer No: 02

Here are my decisions and inclination sentences:

1. Food: I would prefer to favor a vegetable biryani, please.
2. Variety: I would prefer to favor blue, please.
3. Music: I would prefer to favor old-style music, please.
4. Film: I would prefer to favor a sci-fi film, please.
5. Sport: I would prefer to favor tennis, please.
1. Book: I would prefer to favor a self-improvement guide,
please.
2. Travel: I would prefer to favor an oceanside getaway,
please.
3. Climate: I would prefer to favor radiant climate, please.
4. Time: I would prefer to favor morning time, please.
5. Occasion: I would prefer to favor a Christmas occasion,
please.
If it's not too much trouble, note that these are nonpartisan
inclinations and may not reflect closely held individual
beliefs or predispositions.

Question No: 03

Describe the structure of a paragraph.

Answer No:03

The run-of-the-mill construction of a section

incorporates:
1. Topic Sentence: A sentence that presents the
primary thought or subject of the section.
2. Supporting Sentences: A few sentences that give
proof, models, or clarifications to help the subject
sentence.
3. Linking Words: Momentary words or expressions
(e.g., nonetheless, likewise, in the meantime) that
associate the supporting sentences and assist the
passage with streaming without a hitch.
4. Concluding Sentence: A sentence that sums up
the principal thought, emphasizes the subject
sentence, or gives a last thought.
This construction can differ contingent upon the
specific circumstance, reason, and way of
composing. In any case, as a general rule, a very
much organized section ought to have a reasonable
point sentence, supporting proof, and a sensible
progression of thoughts.

Question No: 04

Write an essay of 250 words arguing why girls should

have equal opportunities to education.
 Answer No: 04

Training is an essential right that ought to be open to all

people, no matter what their orientation. Sadly, young
ladies in many areas of the planet keep on confronting
critical boundaries to training, thwarting their capacity to
arrive at their maximum capacity.
Denying young ladies equivalent open doors to schooling
has sweeping outcomes for the person as well as for society
overall. Taught young ladies are bound to carry on with
better existences, take part in the labor force, and add to
their networks. They are additionally bound to postpone
marriage and labor, diminishing the gamble of maternal
mortality and working on the strength of their kids.
Besides, teaching young ladies decidedly affects monetary
development and improvement. A study by the World
Bank found that each extra year of training for young
ladies can build their future income by up to 20%. This,
thusly, can prompt expanded monetary efficiency,
decreased neediness, and worked-on expectations for
everyday comforts.
Taking everything into account, young ladies actually
should have equivalent open doors to instruction. This
requires tending to the social, social, and financial
boundaries that keep young ladies from getting to training.
States, associations, and people should cooperate to
guarantee that all young ladies approach quality
instruction, empowering them to arrive at their maximum
capacity and add to the advancement of their networks.

Question No: 05

Change the narration of these sentences from direct

into indirect:

• He said, ‘I live in Peshawar’.

• He said, ‘I have visited London twice’.

• He said, ‘I went to New York last week’.

• Ajmal said, ‘I may buy a new car’.

• Mr Khan said, ‘I will give Jameel a call’.

Answer No:05

Here are the roundabout portrayals:

1. He said that he lived in Peshawar.
2. He said that he had visited London two times.
3. He said that he had gone to New York the earlier week.
4. Ajmal said that he could purchase another vehicle.
5. Mr. Khan said that he would call Jameel.
Note:
- In roundabout portrayal, the strain of the first assertion
frequently changes. For instance, "I live" becomes "he
lived," "I have visited" becomes "he had visited, etc.
- The pronouns additionally change to match the subject of
the sentence. For instance, "I" becomes "he" or "him.".
- Words showing general setting may likewise change to
fit the setting of the backhanded portrayal.

Question No: 06

Describe the personality of your favourite teacher.

Answer No: 06
As a computerized, computer-based intelligence right
hand, I don't have individual encounters or feelings, yet
I can portray the qualities of an optimal educator:

Actual Appearance
An ideal educator is somebody who conveys themselves
with certainty and agreeability. They might have a
comforting grin, a delicate tone, and an open stance that
welcomes understudies to draw in with them.

Instructing Style
This instructor is enthusiastic about their topic and has a
gift for making complex ideas open to all understudies.
They utilize an assortment of showing strategies, including
visual guides, involved exercises, and provocative
conversations. They support dynamic learning, decisive
reasoning, and innovativeness.
Relational Skills
An ideal instructor is sympathetic, patient, and
understanding. They carve out opportunities to get to know
every understudy as an individual, perceiving their assets,
shortcomings, and learning styles. They give productive
input, backing, and direction, assisting understudies with
building certainty and confidence.
Correspondence Skills
This instructor imparts plainly, briefly, and deferentially.
They listen effectively, answer nicely, and adjust their
correspondence style to address the issues of assorted
students.

Values and Principles

An ideal educator is focused on making a protected,
comprehensive, and deferential learning climate. They
esteem variety, advance social obligation, and encourage a
development outlook. They are congenial, straightforward,
and responsible, showing serious areas of strength for an
of respectability and impressive skill.

Feeling of Humor
A decent instructor knows how to utilize humor to loosen
things up, diffuse strain, and make learning more pleasant.
They can snicker at themselves, track down the
humor in a circumstance, and use their minds to connect
with their understudies.

Versatility and Flexibility

An ideal educator is versatile and adaptable, ready to
change their training systems to meet the changing
requirements of their understudies. They are available to
novel thoughts, ready to face challenges, and focused on
persistent learning and expert development.

Energy and Enthusiasm

An incredible instructor is enthusiastic about educating
and learning. They are energetic about their topic, and their
affection for educating is infectious. They rouse their
understudies to foster an affection for learning, and they
make a positive, steady learning climate that encourages
scholarly achievement and self-awareness.

Question No: 07
Differentiate between main / independent clause and
dependent / subordinating clauses. Discuss the
structural features of both these clausetypes.

Answer No: 07

In English punctuation, statements are gatherings of

words that contain a subject and a predicate. There are two
principal kinds of provisos: autonomous (or primary)
statements and reliant (or subjecting) conditions.

Free (Primary) Clauses:

A free proviso is a gathering of words that contains a
subject and a predicate and offers a total viewpoint. It can
remain solitary as a sentence.

Primary Elements:
- Has a subject (thing or pronoun)
- Has a predicate (action word or action word express)
- Offers a total viewpoint
- Can remain solitary as a sentence.

Models:
- I went to the store. (Here, "I" is the subject, and "went to
the store" is the predicate.)
- She is reading up for her test. (Here, "She" is the subject,
and "is reading up for her test" is the predicate.)

Subordinate (Subjecting) Clauses:

A reliant proviso is a gathering of words that contains a
subject and a predicate yet doesn't offer a total viewpoint.
It can't remain solitary as a sentence and should be joined
with a free statement to frame a total sentence.

Underlying Highlights:
- Has a subject (thing or pronoun)
- Has a predicate (action word or action word state)
- Doesn't offer a total viewpoint
- Can't handle alone as a sentence
- Starts with a subjecting combination (e.g., on the grounds
that, in spite of the fact that, if, except if)

Models:
- Since I failed to remember my lunch. (Here, "I" is the
subject, and "failed to remember my lunch" is the
predicate. This statement doesn't offer a total viewpoint
and should be joined with a free proviso.
- In spite of the fact that she is drained. (Here, "she" is the
subject, and "is worn out" is the predicate. This provision
doesn't offer a total viewpoint and should be joined with a
free proviso.
To frame a total sentence, a reliant statement should be
joined with a free proviso. For instance:
- I went to the store since I failed to remember my lunch.
(Here, "I went to the store" is the free proviso, and "in light
of the fact that I failed to remember my lunch" is the reliant
statement.)
- She is reading up for her test in spite of the fact that she
is drained. (Here, "She is reading up for her test" is the
autonomous condition, and "in spite of the fact that she is
drained" is the reliant provision.)
In synopsis, free clauses offer total viewpoints and can
remain solitary as sentences, while subordinate conditions
don't offer total viewpoints and should be joined with
autonomous statements to frame total sentences.

Question No: 08

Discuss the technique of writing a smooth and well

written narrative. Elaborate the pros and cons of
narrative writing.
Answer No: 08
Story composing is a strategy used to recount a
story or relate an occasion in a manner that
connects with the peruser. An elegantly
composed story can ship the peruser to an
alternate overall setting, bring out feelings, and
convey complex thoughts in an open way.

Methods for composing a smooth and elegantly

composed narrative:

1. Show, don't tell: Rather than let the peruser know

what's going on, show them through elucidating
language and tactile subtleties.
2. Use distinctive descriptions: Utilize tactile
subtleties to rejuvenate the story and assist the
peruser with imagining the setting and characters.
3. Create a reasonable structure: Utilize an
unmistakable start, center, and end to direct the
peruser through the story.
4. Use exchange effectively: Use discourse to
uncover character, advance the plot, and make
strain.
5. Use changes and connections: Utilize temporary
words and expressions to interface thoughts and
make a smooth stream.
6. Edit and revise: Change and alter the account to
guarantee it's unmistakable, brief, and locking in.

Professionals of story writing:

1. Engages the reader: Account composing can draw
in the peruser sincerely and mentally, making them
more invested in the story.
2. Conveys complex ideas: Account composing can
convey complex thoughts and subjects in an open
manner, making it more straightforward for perusers
to comprehend.
3. Creates empathy: Story composing can make
compassion and understanding by permitting
perusers to see things according to alternate points
of view.
4. Encourages reflection: Account composing can
urge perusers to think about their own encounters
and feelings.

Cons of story writing:

1. Can be subjective: Account composing can be
emotional, and the author's inclinations and
viewpoints might impact the story.
2. Can be misleading: Account composing can be
deluding on the off chance that the essayist excludes
or misshapes realities to make a seriously convincing
story.
3. Can be time-consuming: Account composing can
be tedious, particularly on the off chance that the
essayist is attempting to make an itemized and vivid
story.
4. Can be genuinely challenging: Account composing
can be sincerely difficult, particularly assuming the
author is expounding on horrible or troublesome
encounters.

Normal traps to avoid:

1. Info dumping: Try not to dump a lot of data on the
peruser immediately.
2. Telling rather than showing: Abstain from letting
the peruser know what's going on as opposed to
showing them through enlightening language and
tangible subtleties.
3. Using clichés: Try not to utilize threadbare
expressions or portrayals that add nothing new or
fascinating to the story.
4. Not altering or revising: Keep away from not
altering or changing the story, as this can prompt
mistakes, irregularities, and an absence of lucidity.
By utilizing the procedures illustrated above and
staying away from normal traps, scholars can make
connecting with and powerful accounts that catch the
peruser's consideration and convey complex
thoughts in an available manner.

THE END