Adil,
I am a teacher of English as a Foreign Language (EFL) and I have found the best way to teach EFL is though meaningful, translated dialogs. Write meaningful dialogs in English on the left side of the page, then write the Urdu on the right side of the page. Start with greetings. Here is an example of what I do with Chinese students.
Start with greetings.
Hello. 你好。 Ní hăo.
How are you? 你好吗? Ní hăo ma?
I’m fine. 我很好。 Wǒ hěn hăo.
Thank you. 谢谢。 Xìe xie.
And you? 你呢? Ní ne?
I’m fine too. 我也很好。 Wǒ yě hěn hăo.
Then start with the verb to be.
Is this a pen? 这是笔吗? Zhè shì bǐ ma?
Yes, it is. 是的。 Shì de.
Is this a pen? 这是笔吗? Zhè shì bǐ ma?
No, it isn’t. 不是。 Bú shì.
What’s this? 这是什么? Zhè shì shénme?
It’s an eraser. 是橡皮。 Shì xiàngpí.
Then start with verbs.
Do you study? 你学习吗? Ní xuéxí ma?
Yes, I do. 是的，我学习。 Shì de, wǒ xuéxí.
No, I don’t 不，我不学习。 Bù, wǒ bù xuéxí.
Do you walk? 你走路吗? Ní zǒulù ma?
Yes, I do. 是的，我走路。 Shì de, wǒ zǒulù.
No, I don’t 不，我不走路。 Bù, wǒ bù zǒulù.
Do you run? 你跑步吗？ Nǐ pǎobù ma?
Yes, I do. 是的，我跑步。 Shì de, wǒ pǎobù.
No, I don’t 不，我不跑步。 Bù, wǒ bù pǎobù.
Do you teach? 你教吗? Nǐ jiào ma?
Do you cook? 你烹饪吗？ Nǐ pēngrèn ma?
Do you smoke? 你抽烟吗？ Nǐ chōuyān ma?
Add direct objects.
Do you eat vegetables? 你吃蔬菜吗？ Nǐ chī shūcài ma?
Yes, I do. 是的，我吃蔬菜 。 Shì de, wǒ chī shūcài.
Do you eat cabbage? 你吃卷心菜吗？ Nǐ chī juǎnxīncài ma?
Yes, I do. 是的，我吃卷心菜。 Shì de, wǒ chī juǎnxīncài.
Do you eat spinach? 你吃菠菜吗？ Nǐ chī bōcài ma?
No, I don’t. 不，我不吃菠菜。 Bù, wǒ bù chī bōcài.
What kind of vegetables do you eat? 你吃什么种类的蔬菜？ Nǐ chī shénme zhǒnglèi de shūcài?
I eat lettuce, cabbage, and celery. 我吃卷心菜，卷心菜和芹菜。
Wǒ chī juǎnxīncài, juǎnxīncài hé qíncài.
Slowly add dialogs with indirect objects, prepositional phrases, multiple prepositional phrases, it-for-to sentences, present perfect, subjunctive mood, on and on, until ending up with very complicated questions and answers.
At the lower intermediate level, the student can also start doing short, two-minute speeches. Start with the topic Self-Introduction. All 'speeches' are followed with a question-and-answer period which hopefully can be expanded into a discussion. The teacher can also make such speeches, which makes for good listening practice for the student.
Google Translate is a huge help in preparing these dialogs.
https://translate.google.com/
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Methodology
Both of you take turns reading a dialogue while both of you look at the written-out dialogue. Then, both of you do the dialogue again, but this time you (the teacher) look at the page while she (the student) does not look at the page.
Each time, you ask her the question, she answers, then she asks you back the same question. The pattern is, ask a question she will answer with a yes, then ask her a question she will answer with a no, then ask her a question she will answer with a wh- word (who, what, why, etc.)
The goal is for her to be able to ask and answer the questions without looking at them written on paper.
Having the Urdu written out on the right side of the page eliminates a lot of problems. No need for her to go fumbling through a dictionary. This also guarantees you will never ask her a question she doesn't understand, nor is able to conceptualize the answer.
In the beginning, go heavy on the grammar. As she advances to the intermediate level, switch from a grammar-based approach to a situation approach (shopping, cooking, sports, music, etc.)
I would add that, for an absolute beginner, even reading individual words in English may be difficult. In this case, use flash cards, with English on one side and Urdu on the other. If even individual-word flash cards are too difficult, start with single-letter flash cards.
