Government of Pakistan

National Vocational and Technical Training Commission

Prime Minister’s youth Pakistan Program

"Skills for All"

Course Contents / Lesson Plan

Course Title: (Korean language for EPS CBT TEST)
Duration: 3 Months
 Trainer Name
Mr Javed Ahmed Qualified from Han yang Univ Seoul Korea .Ex Korean
language instructor ( OEC ) overseas employment corporation of Pakistan.
Currently principal at (javed institute of Korean language Lahore) .Google
listed institute since 2007) .(contact 0322-6700-124 call + whatsApp)

Course Title
KOREAN LANGUAGE

Objectives and (Korean language ) for EPS (employment permit system) CBT (computer
Expectations based test )

EPS system is agreement between HRD (South Korea) & OEC (overseas
employment corporation of Pakistan) in this agreement male & females
18 years to 39 years both can take advantage for good earning
opportunity.

This agreement was start on 2007 in Pakistan. Overseas employment

corporation .until now OEC sent thousands of employees to south Korea. Now
they are earning handsome amount salary +2000$ / month.
This is a special course designed to address unemployment in the youth.
The course aims to achieve the above objective through hands on practical
training delivery by a team of dedicated professionals having rich
market/work experience. This course is therefore not just for developing a
theoretical understanding/back ground of the trainees. Contrary to that, it is
primarily aimed at equipping the trainees to perform commercially in a market
space in independent capacity or as a member of a team.

The course therefore is designed to impart not only technical skills but also
soft skills (i.e. interpersonal/communication skills; personal grooming of the
trainees etc.) as well as entrepreneurial skills (i.e. marketing skills; free lancing
etc.). The course also seeks to inculcate work ethics to foster better citizenship
in general and improve the image of Pakistani work force in particular.
Main Expectations:
In short, the course under reference should be delivered by professional
instructors in such a robust hands-on manner that the trainees are comfortably
able to employ their skills for earning money (through wage/self-employment)
at its conclusion.
This course thus clearly goes beyond the domain of the traditional training
practices in vogue and underscores an expectation that a market-centric
approach will be adopted as the main driving force while delivering it. The
instructors should therefore be experienced enough to be able to identify the
training needs for the possible market roles available out there. Moreover, they
should also know the strengths and weaknesses of each trainee to prepare
them for such market roles during/after the training.

i. Specially designed practical tasks to be performed by the trainees have

been included in the Annexure-I to this document. The record of all
tasks performed individually or in groups must be preserved by the
management of the training Institute clearly labeling name, , session,
etc. so that these are ready to be physically inspected/verified through

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 monitoring visits from time to time. The weekly distribution of tasks has
also been indicated in the weekly lesson plan given in this document. ii. To
materialize the main expectations, a special module on Job Search &
Entrepreneurial Skills has been included in the latter part of this course (5th
& 6th month) through which, the trainees will be made aware of the Job search
techniques in the local as well as international job markets (Gulf countries).
Awareness around the visa process and immigration laws of the most favored
labor destination countries also form a part of this module. Moreover, the
trainees would also be encouraged to venture into self-employment and
exposed to the main requirements in this regard. It is also expected that a
sense of civic duties/roles and responsibilities will also be inculcated in the
trainees to make them responsible citizens of the country.
iii. A module on Work Place Ethics has also been included to highlight the
importance of good and positive behavior in the workplace in the line with the
best practices elsewhere in the world. An outline of such qualities has been
given in the Appendix to this document. Its importance should be conveyed in
a format that is attractive and interesting for the trainees such as through PPT
slides +short video documentaries. Needless to say that if the training
provider puts his heart and soul into these otherwise non-technical
components, the image of the Pakistani workforce would undergo a positive
transformation in the local as well as international job markets. To maintain
interest and motivation of the trainees throughout the course, modern
techniques such as:
• Motivational Lectures
• Success Stories
• Case Studies
These techniques would be employed as an additional training tool wherever
possible (these are explained in the subsequent section on Training
Methodology).
Lastly, evaluation of the competencies acquired by the trainees will be done
objectively at various stages of the training and a proper record of the same
will be maintained. Suffice to say that for such evaluations, practical tasks
would be designed by the training providers to gauge the problem-solving
abilities of the trainees.
(i) Motivational Lectures
The proposed methodology for the training under reference employs
motivation as a tool. Hence besides the purely technical content, a trainer is
required to include elements of motivation in his/her lecture. To inspire the
trainees to utilize the training opportunity to the full and strive towards
professional excellence. Motivational lectures may also include general topics
such as the importance of moral values and civic role & responsibilities as a
Pakistani. A motivational lecture should be delivered with enough zeal to
produce a deep impact on the trainees. It may comprise of the following:
• Clear Purpose to convey the message to trainees effectively.
• Personal Story to quote as an example to follow.
• Trainees fit so that the situation is actionable by trainees and not
represent a just idealism.
• Ending Points to persuade the trainees on changing themselves.

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 A good motivational lecture should help drive creativity, curiosity, and spark
the desire needed for trainees to want to learn more.
The impact of a successful motivational strategy is amongst others commonly
visible in increased class participation ratios. It increases the trainees’
willingness to be engaged on the practical tasks for a longer time without
boredom and loss of interest because they can see in their mind's eye where
their hard work would take them in short (1-3 years); medium (3 -10 years)
and long term (more than 10 years).

As this tool is expected that the training providers would make arrangements
for regular well planned motivational lectures as part of a coordinated strategy
interspersed throughout the training period as suggested in the weekly lesson
plans in this document.
Course-related motivational lectures online link is available in Annexure-II.

(ii) Success Stories

Another effective way of motivating the trainees is using Success Stories. Its
inclusion in the weekly lesson plan at regular intervals has been
recommended till the end of the training.
A success story may be disseminated orally, through a presentation, or using
a video/documentary of someone that has risen to fortune, acclaim, or brilliant
achievement. A success story shows how a person achieved his goal through
hard work, dedication, and devotion. An inspiring success story contains
compelling and significant facts articulated clearly and easily comprehendible
words. Moreover, it is helpful if it is assumed that the reader/listener knows
nothing of what is being revealed. The optimum impact is created when the
story is revealed in the form of:-
• Directly in person (At least 2-3 cases must be arranged by the training
institute)
• Through an audio/ videotaped message (2-3 high-quality videos must
be arranged by the training institute)
It is expected that the training provider would collect relevant high-quality
success stories for inclusion in the training as suggested in the weekly lesson
plan given in this document.
The suggestive structure and sequence of a sample success story and its
various shapes can be seen in Annexure III. (iii) Case Studies
Where a situation allows, case studies can also be presented to the trainees
to widen their understanding of the real-life specific problem/situation and to
explore the solutions.
In simple terms, the case study method of teaching uses a real-life case
example/a typical case to demonstrate a phenomenon in action and explain
theoretical as well as practical aspects of the knowledge related to the same.
It is an effective way to help the trainees comprehend in depth both the
theoretical and practical aspects of the complex phenomenon in depth with
ease. Case teaching can also stimulate the trainees to participate in
discussions and thereby boost their confidence. It also makes the classroom
atmosphere interesting thus maintaining the trainee interest in training till the
end of the course.
Depending on suitability to the trade, the weekly lesson plan in this document
may suggest case studies be presented to the trainees. The trainer may adopt
a PowerPoint presentation or video format for such case studies whichever is

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 deemed suitable but only those cases must be selected that are relevant and
of a learning value.
The Trainees should be required and supervised to carefully analyze the
cases.
For this purpose, they must be encouraged to inquire and collect specific
information/data, actively participate in the discussions, and intended
solutions to the problem/situation.
Case studies can be implemented in the following ways: -
i. A good quality trade-specific documentary ( At least 2-3
documentaries must be arranged by the training institute)

ii. Health &Safety case studies (2 cases regarding safety and

industrial accidents must be arranged by the training institute)
iii. Field visits( At least one visit to a trade-specific major
industry/
site must be arranged by the training institute)
Entry-level of
Must be pass matriculation
trainees
Learning By the end of this course, students will be able to:
Outcomes of • To get free 4 year 10 month work visa in South Korea. can renewal
the course after every 4year 10 month until age of 50year
• Can get job also in local working Korean companies
• KIA Motors, Daewoo Pakistan. Samsung electronic

Course The total duration of the course: 3 months (12 Weeks)

Execution Plan Class hours: 4 hours per day
Reading : 50%
Listening :50%
Weekly hours: 20 hours per week
Total contact hours: 260 hours
Companies
offering jobs in Manufacturing industry, plastic industry. wood crafting .auto industry
the respective Computers & mobile phone parts industry.
trade Agriculture & farming.

No of Students 25
Learning Place Classroom

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 Instructional 1. Audios links from HRD Korea
Resources https://koreanbhasaclass.blogspot.com/2018/12/eps-topik-
listening180-tracks-standard.html?m=1
2. Chapters study on YouTube
https://www.youtube.com/results?search_query=imran+saeed+korea
n+language

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 MODULES
Sched Module Title Days Hours Learning Units Home
uled Assignmen
Weeks t
Week 1 Introduction of Day 1 Hour 1 Course Introduction and
basic Korean Expectations
alphabet
Hour 2 Intro to basic Korean vowels

Hour 3 How to speak vowels

Hour 4 Vowels practice

Day 2 Hour 1 Reading & writing of vowels

Hour 2 Check pronunciation of

vowels • Task 1

Hour 3 Basic consonants

Details may be
seen at
Annexure-I
Hour 4 Pronunciation of basic
consonants

Day 3 Hour 1 Sounds of basic consonants

Hour 2 How to write of consonants

Hour 3 Learning of consonants &

their different sounds by
different side used

Hour 4 Check how writing students

Basic vowels & consonants

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 Day 4 Hour 1 Composing of vowels &
consonants to make words
With standing vowels

Hour 2 One by one every student

have to compose words
with standing vowels by
making tables
& check

Hour 3 Compose words with laying

vowels & consonants

Hour 4 Check every student tables

made with standing vowels

Day 5 Hour 1 Listen every student vowels

sounds & write

Hour 2 Test by check sounds &

written of tables

Hour 3 Check writing style of every

student

Hour 4 Check every student

speaking style

Week 2 Basic words Day 1 Hour 1 Learning of double vowels

composing in
Korean way Speaking of double vowels
Speaking
reading & Hour 2 Practice of double vowels • Task 2
writing By writing

Hour 3 Practice of sounds Details may be

seen at
Annexure-I

Hour 4 Listening of double vowels

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 Day 2 Hour 1 Basic counters (1) sino
Korean ) learning to
improve their reading &
speaking ability until 10
numbers

Hour 2 Check their reading writing

ability

Hour 3 Learning 20 to 100

numbers by writing &
reading

Hour 4 Check speaking ability

Day 3 Hour 1 Check by test on white

board writing of sino
Korean numbers 1 to 100
and more on

Hour 2 Learning of pure Korean

counters .1 to 10 numbers

Hour 3 Speaking of pure Korean

numbers

Hour 4 10 to 100 numbers practice

of speaking & reading

Day 4 Hour 1 Test by speaking & written

on white board from every
student one by one

Hour 2 Days of week learning

Writing & speaking

Hour 3 Practice from one by one

every student

Hour 4 Months of Year .

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 Day 5 Hour 1 Introduction OF General
vocabulary. reading &
writing in simple words

Hour 2 Single pair & double pair

words reading writing
speaking

Hour 3 Check writing & reading

3 pairs & 4 pairs words

Hour 4 Practice

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 Week 3 Learning & Day 1 Hour 1 Date & time in Sino
test Korean
Sino Korean &
Pure Korean
Pure Korean
Days of week
Hour 2 Compose
Months of
year. Vegetable Reading & writing
, parts of body
Colors. Hour 3 Practice

Hour 4 Check their writing &

reading

Day 2 Hour 1 Months of Year

Hour 2 Days of weeks

• Task 3

Hour 3 Reading practice

Details may
be seen at
Annexure-I
Hour 4 Writing practice

Day 3 Hour 1 Vegetables name reading

Learning

Hour 2 Name of colors reading

& writing

Hour 3 Parts of body

Reading & learning

Hour 4 Practice

Day 4 Hour 1 Test of all students by

written

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 Hour 2 Family name

Hour 3 Practice

Hour 4 Give Homework & check

Day 5 Hour 1 Check home work by

written on note books

Hour 2 Give them more words for

vocabulary

Hour 3 Check reading practice

Hour 4 Simple sentence reading

Like greeting

Week 4 Weekly Test. Day 1 Hour 1 Weekly test written

By reading , question & answer
writing ,simple
sentence
making with Hour 2 Speaking & reading ability
marker , use of
verb .present
& past tense Hour 3 Introduction of Korean • Task 4
grammar
Details may
Hour 4 Use of marker be seen at
Annexure-I

Day 2 Hour 1 Use of marker & simple

noun and verb

Hour 2 Use of marker & simple

noun with simple sentence

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 Hour 3 Simple Present tense
sentence making

Hour 4 Practice of simple present

tense with speaking &
written

Day 3 Hour 1 Future tense making with

verb & use marker

Hour 2 Practice

Hour 3 Speaking of future tense

Hour 4 Present continues tense

making

Day 4 Hour 1 Practice of present tense

Hour 2 Practice of past tense

Hour 3 Practice of future tense

Hour 4 Combine tense practice

Day 5 Hour 1 Test of combine tense

Hour 2 Checking & rest

Hour 3 Marking

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 Hour 4 Total over all reading &
speaking writing 1/3 course

Week 5 Start of (EPS) Day 1 Hour 1 Book 1 for EPS. Lesson 1

Employment to 5 repeat
Permit System
Course.
Hour 2 Practice
Designed by
HRD Korea

Hour 3 Listening practice • Task 5

Details may be
Hour 4 Audio tracks listing 01 to 15 seen at
Annexure-I

Day 2 Hour 1 Lesson 6 reading & listen

dialogue by audio tracks

Hour 2 Solve grammar question

Hour 3 Self-practice .by student

Hour 4 Listing question from audio

tracks. reading question &
answer

Day 3 Hour 1 Lesson 7 reading & listen

dialogue by audio tracks

Hour 2 Solve grammar question

Hour 3 Self-practice .by student

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 Hour 4 Listing question from audio
tracks. reading question &
answer

Day 4 Hour 1 Lesson 8 reading & listen

dialogue by audio tracks

Hour 2 Solve grammar question

Hour 3 Self-practice .by students

Hour 4 Listing question from audio

tracks. reading question &
answer

Day 5 Hour 1 Lesson 9 reading & listen

dialogue by audio tracks

Hour 2 Solve grammar question

Hour 3 Self-practice .by students

Hour 4 Listing question from audio

tracks. reading question &

answer

Week 6 (EPS) Day 1 Hour 1 Lesson 10 reading & listen

Employment dialogue by audio tracks
Permit System • Task 6
Course.
Hour 2 Solve grammar question
Designed by
HRD Korea Details may
Chapters 1 to be seen at
10 Test by Annexure-I
Hour 3 Self-practice .by students
PBT

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 (Paper based Hour 4 Listing question from audio
test ) & further tracks. reading question &
study
Day 2 Hour 1 PBT(test ) paper based test
after complete 10 chapters

Hour 2 Checking 10 chapters test

Lesson 11 reading & listen
dialogue by audio tracks.

Hour 3 Lesson 10 reading & listen

dialogue by audio tracks

Hour 4 Solve grammar question

Listing question from audio
tracks. reading question

Day 3 Hour 1 Lesson 11 reading & listen

dialogue by audio tracks

Hour 2 Solve grammar questions

Hour 3 Lesson 11 reading & listen

dialogue by audio tracks

Hour 4 Solve grammar question

Listing question from audio
tracks. reading question

Day 4 Hour 1 Lesson 12 reading & listen

dialogue by audio tracks

Hour 2 Solve grammar question

Hour 3 Lesson 11 reading & listen

dialogue by audio tracks

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 Hour 4 Practice students reading
question & listening

Day 5 Hour 1 Lesson 12 reading & listen

dialogue by audio tracks

Hour 2 Solve grammar question

Hour 3 Lesson 12 reading & listen

dialogue by audio tracks

Hour 4 Practice students reading

question & listening

Week 7 (EPS) Day 1 Hour 1 Lesson 13 reading & listen

Employment dialogue by audio tracks
Permit System
Course.
Hour 2 Solve grammar question
Designed by
HRD Korea
Chapters 1 to
10 Test PBT Hour 3 Lesson 13 reading & listen
(Paper based dialogue by audio tracks
test ) & further
• Task 7
study up to 17 Hour 4 Practice students reading
chapters question & listening Details may
be seen at
Annexure-I
Day 2 Hour 1 Lesson 14 reading & listen
dialogue by audio tracks

Hour 2 Solve grammar question

Hour 3 Lesson 14 reading & listen

dialogue by audio tracks

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 Hour 4 Practice students reading
question & listening

Day 3 Hour 1 Lesson 15 reading &

listening dialogue by audio
tracks

Hour 2 Solve grammar question

Hour 3 Lesson 15 reading &

listening dialogue by audio
tracks

Hour 4 Practice students reading

question & listening

Day 4 Hour 1 Lesson 16 reading &

listening dialogue by audio
tracks

Hour 2 Solve grammar question

Hour 3 Lesson 16 reading &

listening dialogue by audio
tracks

Hour 4 Practice students reading

question & listening

Day 5 Hour 1 Lesson 17 reading &

listening dialogue by audio
tracks

Hour 2 Solve grammar question

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 Hour 3 Lesson 17 reading &
listening dialogue by audio
tracks

Hour 4 Practice students reading

question & listening

Week 8 EPS) Day 1 Hour 1 Lesson 18 reading &

Employment listening dialogue by audio
Permit System tracks
Course.
Designed by Hour 2 Solve grammar question
HRD Korea
further study
17 chapters 22
Hour 3 Lesson 18 reading &
listening dialogue by audio
tracks

Hour 4 Practice students reading

question & listening

• Task 8
Day 2 Hour 1 Lesson 19 reading &
listening dialogue by audio Details may
tracks be seen at
Annexure-I
Hour 2 Solve grammar question

Hour 3 Lesson 19 reading &

listening dialogue by audio
tracks

Hour 4 Practice students reading

question & listening

Day 3 Hour 1 Lesson 20 reading &

listening dialogue by audio
tracks

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 Hour 2 Solve grammar question

Hour 3 Lesson 20 reading &

listening dialogue by audio
tracks

Hour 4 Practice students reading

question & listening

Day 4 Hour 1 PBT(test ) paper based test

after complete 20 chapters
PBT
(paper
based
Hour 2 Lesson 21 reading &
test day)
listening dialogue by audio
Up to 20 tracks & solve grammar
chapters questions

Hour 3 Lesson 21 reading &

listening dialogue by audio
tracks

Hour 4 Practice students reading

question & listening

Day 5 Hour 1 Lesson 22 reading &

listening dialogue by audio
tracks

Hour 2 solve grammar questions

Hour 3 Lesson 22 reading &

listening dialogue by audio
tracks

Hour 4 Practice students reading

question & listening

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 Week 9 (EPS) Day 1 Hour 1 Lesson 23 reading &
Employment listening dialogue by audio
Permit System tracks
Course.
Designed by Hour 2 solve grammar questions
HRD Korea • Task 9
further study
23 chapters 27 Details may be
Hour 3 Lesson 23 reading &
seen at
listening dialogue by audio
Annexure-I
tracks

Hour 4 Practice students reading

question & listening

Day 2 Hour 1 Lesson 24 reading &

listening dialogue by audio
tracks

Hour 2 solve grammar questions

Hour 3 Lesson 24 reading &

listening dialogue by audio
tracks

Hour 4 Practice students reading

question & listening

Day 3 Hour 1 Lesson 25 reading &

listening dialogue by audio
tracks

Hour 2 solve grammar questions

Hour 3 Lesson 25 reading &

listening dialogue by audio
tracks

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 Hour 4 Practice students reading
question & listening

Day 4 Hour 1 Lesson 26 reading &

listening dialogue by audio
tracks

Hour 2 solve grammar questions

Hour 3 Lesson 26 reading &

listening dialogue by audio
tracks

Hour 4 Practice students reading

question & listening

Day 5 Hour 1 Lesson 27 reading &

listening dialogue by audio
tracks

Hour 2 solve grammar questions

Hour 3 Lesson 27 reading &

listening dialogue by audio
tracks

Hour 4 Practice students reading

question & listening

Week (EPS) Day 1 Hour 1 Lesson 28 reading &

10 Employment listening dialogue by audio • Task 10
Permit System tracks
Course. Details may
Designed by Hour 2 solve grammar questions be seen at
HRD Korea Annexure-I

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 further study Hour 3 Lesson 28 reading &
28 chapters listening dialogue by audio
30………….. tracks
(20 to 30
chapters PBT Hour 4 Practice students reading
paper based question & listening
test )

Remaining Day 2 Hour 1 Lesson 30 reading &

2 days listening dialogue by audio
revision 1st tracks
to 10
chapters Hour 2 solve grammar questions

Hour 3 Lesson 30 reading &

listening dialogue by audio
tracks

Hour 4 Practice students reading

question & listening

Day 3 Hour 1

Hour 2

Hour 3

Hour 4

Day 4 Hour 1

Hour 2

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 Hour 3

Hour 4

Day 5 Hour 1

Hour 2

Hour 3

Hour 4

Week Chapters 01 to Day 01 Hour 1

11 30 complete chapters
test with 01 to 10
listening&
reading Complet Hour 2
questions e test

Hour 3
• Task 11
Details may
be seen at
Hour 4 Annexure-I

Day 2 Hour 1

Hour 2

Hour 3

Hour 4

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 Day 3 Hour 1
10 to 20
Chapter Hour 2
s
Test
Hour 3

Hour 4

Day 4 Hour 1

Hour 2

Hour 3

Hour 4

Day 5 Hour 1
20 to 30
Chapter Hour 2
s
Test
Hour 3

Hour 4

Week Day 1 Hour 1

12 • Task 12

Details may
Hour 2 be seen at
Annexure-I

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 Hour 3
Final
Project
Hour 4

Day 2 Hour 1
Complete
book test
with Hour 2
audio &

Listening
Hour 3

Hour 4

Day 3 Hour 1

Hour 2

Hour 3

Hour 4

Day 4 Hour 1

Hour 2

Hour 3

Hour 4

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 Day 5 Hour 1

Hour 2

Hour 3

Hour 4

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