Msbte Study Resources

Maharashtra State Board of Technical Education (MSBTE) I – Scheme I – Semester Course Curriculum Course Title: English (Common) (Course Code: ................... )

Diploma Programme in which this course is offered Semester in which offered Common to all programmes First 1. RATIONALE In the era of globalization, the most commonly used medium to express oneself is the English language, especially in the industry, where almost all the service manuals, installation and commissioning manuals of the various equipment are in English and the technologist has to interpret them correctly. English is the dire need, not only for the Indian industry, but also worldwide, where the diploma engineers have the opportunity to take up jobs. Therefore, the basic English reading and writing skills have become almost mandatory for employment in the industry. Hence, English language has become quite a necessity for engineering diploma students. This course is therefore designed to help the students to learn the correct grammatical structures and use the relevant vocabulary while reading and writing. 2. COMPETENCY The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:  Communicate in English in spoken and written form. 3. COURSE OUTCOMES (COs) The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency: a. Formulate grammatically correct sentences. b. Summarise comprehension passages. c. Formulate different types of dialogues. d. Use relevant vocabulary to compose paragraphs to express ideas, thoughts and emotions. e. Use relevant words in writing and delivering short and long speeches. 4. TEACHING AND EXAMINATION SCHEME Teaching Scheme Total Credits Examination Scheme (In Hours) (L+T+P) Theory Marks Practical Marks Total Marks L T P C ESE PA ESE PA 150 3 - 2 5 70 30* 25 25 (*): Under the theory PA, out of 30 marks, 10 marks are for micro-project assessment to facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessment of the cognitive domain LOs required for the attainment of the COs. NITTTR Bhopal-MSBTE/I - Scheme/17 Page 1 of 9 English (Common) Course Code: ................. Legends: L-Lecture; T – Tutorial/Teacher Guided Theory Practice; P - Practical; C – Credit, ESE - End Semester Examination; PA - Progressive Assessment. 5. COURSE MAP (with sample COs, Learning Outcomes i.e. LOs and topics) This course map illustrates an overview of the flow and linkages of the topics at various levels of outcomes (details in subsequent sections) to be attained by the student by the end of the course, in all domains of learning in terms of the industry/employer identified competency depicted at the centre of this map. ADO 1 - Function as team member ADO 1 -Follow Ethics Topic 5.1 - Speeches LO 5- Use language laboratory LO 5a – Develop for speech practice a welcome speech Topic3.1 - Types of paragraphs LO 3- Use language laboratory to LO 3b-Formulate formulate paragraphs for paragraphs given situation LO 4aUse new words to express correctly Topic 4.2 - Collocations CO (e)- Use CO (c) – Formulate relevant words in LO 2- Use different types of speeches language laboratory dialogues to use vocabulary in sentence formation Competency Communicate in CO (a) – Formulate English in spoken and grammatically correct CO (d) – Use written form sentences relevant vocabulary CO (b) - Summarise LO 9- Use correct comprehension passages grammar to LO 1a- Use parts of summarise passages LO 1- Use language speech of English laboratory to use correct language tenses, connectors, articles LO 2b- Formulate questions using new words Topic 1.1- Articles, prepositions and conjunctions Topic 2.1- Passages Legends CO - Course Outcome LO through Practicals LO in Cognitive ADO - Affective Domain Domain Outcome Topic Figure 1 - Course Map 6. SUGGESTED PRACTICALS/ EXERCISES The practicals/exercises/tutorials in this section are psychomotor domain LOs (i.e.subcomponents of the COs), to be developed and assessed in the student to lead to the attainment of the competency. S. Practical Exercises Unit Approx. Hrs. No. (Learning Outcomes in Psychomotor Domain) No. required Use ‘language laboratory’ for different practical tasks 1 Make sentences using correct articles. I 2* 2 Make sentences using correct prepositions. I 2 3 Make sentences using correct conjunctions. I 2 NITTTR Bhopal-MSBTE/I - Scheme/17 Page 2 of 9 English (Common) Course Code: ................. S. Practical Exercises Unit Approx. Hrs. No. (Learning Outcomes in Psychomotor Domain) No. required 4 Make sentences using correct active and passive voice. I 2 5 Make sentences using correct direct and indirect speech. I 2 6 Make sentences using correct tenses. I 2* 7 Make sentences using correct connectors. I 2 8 Make oral presentations using correct grammar. I 2* 9 Write short paragraphs emphasizing on syntax and sentence II 2* structure. 10 Write different types of dialogues for role plays. III 2* 11 Write different types of dialogues for drama. III 2 12 Describe episodes in own words using idioms and phrases. IV 2 13 Write anecdotes of various situations. IV 2 14 Construct sentences using various collocations. IV 2* 15 Use synonyms and antonyms in sentences. IV 2 16 Read aloud Newspapers with correct pronunciations and IV 2 intonations. 17 Write different types of speeches using new vocabulary. IV 2 18 Deliver short prepared speeches of 3-5 minutes. V 2* 19 Deliver extempore short speeches of 3-5 minutes. V 2 20 Deliver extempore long speeches of 8-10 minutes. V 2 Total 40 Note i. A suggestive list of practical LOs is given in the above table, more such practical LOs can be added to attain the COs and competency. A judicial mix of minimum 12 or more practical LOs/tutorials need to be performed, out of which, the practicals marked as ‘*’ are compulsory. ii. Hence, the ‘Process’ and ‘Product’ related skills associated with each LO of the laboratory/workshop/field work are to be assessed according to a suggested sample given below. S. No. Performance Indicators Weightage in % a. Setting up of language laboratory 10 b. Using the language laboratory skillfully 30 c. Follow Safety measures 10 d. Work in team 20 e. Interpret moral of the stories 20 f. Answer to sample questions 10 Total 100 Additionally, the following affective domain LOs (social skills/attitudes), are also important constituents of the competency which can be best developed through the above mentioned laboratory/field based experiences: a. Follow safety practices. b. Practice good housekeeping. c. Demonstrate working as a leader/a team member. d. Maintain tools and equipment. e. Follow ethical practices. NITTTR Bhopal-MSBTE/I - Scheme/17 Page 3 of 9 English (Common) Course Code: ................. The development of the attitude related LOs of Krathwohl’s ‘Affective Domain Taxonomy’, the achievement level may reach:  ‘Valuing Level’ in 1st year  ‘Organising Level’ in 2nd year  ‘Characterising Level’ in 3rd year. 7. MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by authorities concerned. S. Equipment Name with Broad Specifications Exp. No. S.No. 1 Language Lab with relevant software and Computer system with all necessary all components like; motherboard, random access memory (RAM), read-only memory (ROM), Graphics cards, sound cards, internal hard disk drives, DVD drive, network interface card 2 LCD Projector with document reader all 3 Smart Board with networking all 8. UNDERPINNING THEORY COMPONENTS The following topics/subtopics should be taught and assessed in order to develop LOs in cognitive domain for achieving the COs to attain the identified competency: Unit Major Learning Outcomes Topics and Sub-topics (in cognitive domain) Writing Skills Speaking Skills Unit – I 1a. Use relevant articles 1g. Formulate 1.1. Articles: definite and Applied in constructing grammatically indefinite Grammar sentences. correct sentences for 1.2. Prepositions: Types 1b. Apply prepositions the specified and usage to construct situation. 1.3. Conjunctions: meaningful 1h. Use relevant coordinating and sentences. Prepositions for the subordinating 1c. Identify situation mentioned. 1.4. Active and Passive conjunctions to 1i. Apply relevant voice connect phrases and conjunctions to use 1.5. Direct and Indirect clauses in the idiomatic language Speech specified sentences. for the given 1.6. Tenses - Present 1d. Use correct form of situation. Tense (Simple, tenses in given 1j. Apply the relevant Continuous, Perfect) situation. voice in formal - Past Tense (Simple, 1e. Identify the active communication for Continuous, Perfect) and passive voice the given passage. - Future Tense from the specified 1k. Use relevant (Simple) passage/list. narrations for the 1.7. Connectors: And, 1f. Apply direct and given situation. But, Or, Nor, indirect speech for Though, Although, If, the given situation. Unless, Otherwise, NITTTR Bhopal-MSBTE/I - Scheme/17 Page 4 of 9 English (Common) Course Code: ................. Unit Major Learning Outcomes Topics and Sub-topics (in cognitive domain) Writing Skills Speaking Skills Because, as, Therefore, So, Who, Whom, Whose, Which, Where, When, Why, What Unit– II 2a. Answer the given 2f. Pronounce the 2.1 Seen passages from Comprehens questions of the words correctly in MSBTE text book. ion Passages specified passage. the given passage. 2.2 Unseen passages 2b. Formulate sentences 2g. Give oral from different using the given new instructions with sources words correct 2c. Describe in a pronunciation and paragraph about the intonation for the given given situation. object/product. 2h. Answer the 2d. Use correct syntax questions orally on to construct the given unseen meaningful passage with correct sentences for the pronunciation. given situation. 2e. Answer the questions on the given unseen passage. Unit– III 3a. Differentiate the 3d. Summarise the 3.1 Paragraph writing Paragraph given types of given paragraph 3.2 Types of paragraph and paragraphs with with correct i. Technical Dialogue justification. pronunciation and ii. Descriptive Writing 3b. Formulate a intonation. iii. Narrative paragraph in words 3e. Take part in debates iv. Compare and with synchronized with correct contrast sentence structure pronunciation, 3.3 Dialogue writing on the given intonation and using i. Greetings situation / topic. verbal and non- ii. Development of 3c. Explain the theme verbal gestures on dialogue omgiven paragraph the given themes. iii. Closing sentence precisely. Unit– IV 4a. Use relevant words 4e. Speak in specified 4.1. Words often Vocabulary to correctly express formal situations confused Building for the given with correct 4.2. Collocations themes/situation. pronunciation. 4.3. Prefix and suffix 4b. Use correct 4f. Speak in specified 4.4. Synonyms and synonyms and informal situations Antonyms antonyms to write with correct NITTTR Bhopal-MSBTE/I - Scheme/17 Page 5 of 9 English (Common) Course Code: ................. Unit Major Learning Outcomes Topics and Sub-topics (in cognitive domain) Writing Skills Speaking Skills paragraphs for given pronunciation. themes/situations. 4c. Use the correct collocations in the given sentences. 4d. Use the correct prefix and suffix in the given sentences. Unit-V 5a. Develop a welcome 5e. Undertake public 5.1. Welcome speech Speeches speech on the given speaking with 5.2. Farewell speech theme/situation. correct 5.3. Summarise an event 5b. Develop a farewell pronunciation, 5.4. Summarise debates speech for the given intonation and using 5.5. Summarise panel theme/situation. verbal and non- discussions. 5c. Formulate a speech verbal gestures for 5.6. Compere panel for introducing a the given theme/ discussions guest in the given situation. 5.7. Introducing a guest situation. 5f. Give extempore 5.8. Vote of thanks 5d. Develop a vote of talks with correct thanks for the given pronunciation, situation intonation and using verbal and non- verbal gestures for the given theme/ situation. 5g. Compere panel discussions/debates Note: To attain the COs and competency, above listed Learning Outcomes (LOs) need to be undertaken to achieve the ‘Application Level’ of Blooms’s ‘Cognitive Domain Taxonomy’ 9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN Unit Unit Title Teaching Distribution of Theory Marks No. Hours R U A Total Level Level Level Marks I Applied Grammar 10 02 04 08 14 II Comprehension Passages 15 05 06 13 24 III Paragraph and Dialogue Writing 08 02 04 06 12 IV Vocabulary Building 08 02 03 06 11 V Speeches 07 02 03 04 09 Total 48 13 20 37 70 Legends: R=Remember, U=Understand, A=Apply and above (Bloom’s Revised taxonomy) Note: This specification table provides general guidelines to assist student for their learning and to teachers to teach and assess students with respect to attainment of LOs. The actual NITTTR Bhopal-MSBTE/I - Scheme/17 Page 6 of 9 English (Common) Course Code: ................. distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table. 10. SUGGESTED STUDENT ACTIVITIES Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course: a. Collect good articles from newspapers and write the summary. b. Listen to TV news and summarise the major news items c. Summarise articles from standard English magazines d. Undertake micro-projects. 11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any) These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course: a. Massive open online courses (MOOCs) may be used to teach various topics/sub topics. b. ‘L’ in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes. c. About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the development of the LOs/COs through classroom presentations (see implementation guideline for details). d. With respect to item No.10, teachers need to ensure to create opportunities and provisions for co-curricular activities. a. Arrange various communication activities using functional grammar. b. Show video/animation films to develop listening skills and enhance vocabulary. c. Use real life situations for explanation. d. Prepare and give oral presentations. e. Guide micro-projects in groups as well as individually. 12. SUGGESTED TITLES OF MICRO-PROJECTS Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. S/he ought to submit it by the end of the semester to develop the industry oriented COs. Each micro-project should encompass two or more COs which are in fact, an integration of practicals, cognitive domain and affective domain LOs. The micro-project could be industry application based, internet-based, workshop-based, laboratorybased or field-based. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The total duration of the micro-project should not be less than 16 (sixteen) student engagement hours during the course. In the first four semesters, the micro-project could be group-based. However, in higher semesters, it should be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. A suggestive list is given here. Similar micro-projects could be added by the concerned faculty: a. Report different types of episodes/anecdotes. b. Seminar preparation and presentations. c. Prepare written speeches on given topics. d. Prepare and participate in debates and extempore speeches. NITTTR Bhopal-MSBTE/I - Scheme/17 Page 7 of 9 English (Common) Course Code: ................. e. Prepare Brochure for Seminar/ Conference f. Prepare different types of assignments: i. Prepare a seminar brochure ii. Prepare a National conference brochure iii. Prepare an International conference brochure iv. Prepare poster for Inter Polytechnic Paper Presentation competition v. Prepare a leaflet(three fold) giving information about your Institute vi. Prepare a leaflet about the admission process of Polytechnic g. Compose review on the following: i. Short stories ii. Novels iii. Films. h. Prepare a questionnaire and conduct the interview of Principal/Head of Department/ Senior Faculty Members/ Senior Students/ Industry Personnel. i. Summarise views of the authors of editorial columns of English newspapers. j. Write ‘Letters to Editor’ column expressing views on social issues. 13. SUGGESTED LEARNING RESOURCES S. Title of Book Author Publication No. 1 English MSBTE MSBTE, Mumbai, 2008 2 Effective English Kumar, E. Suresh; Pearson Education, Noida, New Delhi, with CD Sreehari, P.; 2009 ISBN: 978-81-317-3100-0 Savithri, J. 3 English Grammar Gnanamurali, M. S. Chand and Co. New Delhi, 2011 at Glance ISBN:9788121929042 4 Essential English Murphy, Raymond Cambridge University Press, New Grammar Delhi, Third edition, 2011, ISBN: 9780- 0-521-67580-9 5 Living English Allen, W.S. Pearson Education, New Delhi, Fifth Structure edition, 2009, ISBN:108131728498,99 14. SOFTWARE/LEARNING WEBSITES a. https://www.britishcouncil.in/english/learn-online b. http://learnenglish.britishcouncil.org/en/content c. http://www.talkenglish.com/ d. languagelabsystem.com e. www.wordsworthelt.com