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ENGLISH SYLLABUS FOR I B.Tech I Semester of JNTU-Kakinada


Introduction
The major challenge of a language teaching in a technical institution is to prepare the student
 for employability through imparting language skills to develop communicative competence.
The proficiency in English language is closely linked to ‘good communication skills’ more so in the recent times when employability is at stake for want of communication skills on the part of the students. Since skills and personal attributes are revealed through communication, the responsibility of grooming students in life skills is also emphasized as part of language teaching and learning.

The core key skills needed are:
·         Communication
·         Team Work
·         Problem Solving
·         Learning Skills
The personal attributes to be groomed are:
·         Adaptability
·         Commitment
·         Enthusiasm
·         Stress Management
·         Integrity
·         Sense of Humour
·         Self-Motivation
·         Reliability
·         Self-esteem
·         Personal Presentation

Since the inception of the Board of Studies for English, effort to design a Course Structure that would cater to the needs of a wide range of learner groups has been made.  It was felt by the Board that the Course Structure has to take into consideration the above criteria and therefore the objectives of the Language course ought to be much focused.
Objectives
1: To improve the language proficiency of technical under graduates in English with emphasis on LSRW skills.

1.1: To provide learning environment to practice listening, speaking, reading, and writing skills within and beyond the classroom environment.
1.2:   To assist the students to carry on the tasks and activities through guided instructions and materials.

      2: To effectively integrate English language learning with employability skills   and training.
2.1: To design the main course material and   exercises with authentic   materials drawn from everyday use to                    cater to           everyday needs.
                  The material may be culled from newspaper articles, advertisements,  promotional material etc.
       2.2: To provide hands-on experience through case-studies, mini-projects, group & individual presentations.

Syllabus for I B.Tech I Semester

Chapter /
Grammar & vocabulary

Reading & comprehension

Listening & speaking

Core skills and personal attributes developed through the exercises
Objectives achieved through
the exercises
Plan of evaluation

Reading comprehension based on the passage(s): multiple-choice questions asking students to derive sense of a word from the context provided by a sentence, short questions asking students to sum up the key points of a passage, encouraging students to address not only explicit statement but also implied meaning.
Dialogues from situations related to what Writing and analysis has been encountered in the reading passages.; the dialogues may now be Instructions on how to lay out a piece of used in a role-play, and in groups, writing, and exercises where students    may analyze them for meaning are asked to generate their own write-and implications, and ultimately engage in ups dialogues of their own making.


A three-tier system, allowing the student to work through self-assessment, assessment by peers, and finally, assessment by the teacher.
SSSSSSSChapter – 1 .Read  & Proceed
The importance of the language used for communication:
• Understanding the need for English in      the wider world, and the opportunities    afforded by a strong command of the
   language
• Assessing one’s level within the language, and understanding the ways in which grasp of the language can  be bettered
• Understanding the basic structure of the sentence. English: subject – verb – object - Functional grammar exercise:
Students may discuss in groups or pairs when, why and where English is used. What, for example, if they have to face a job interview? Or make an official presentation in a State that does not use Telugu? Or even find their way in an unfamiliar city?
Possible areas of focus and evaluation:
• Making sentences from given keywords
• Correcting the order of words to make sentences, noting  how change in word order can affect meaning.




Short extracts from:
1.An interview with Arundhati   Roy
2.Jawaharlal Nehru's 'Tryst   with Destiny' speech
3.Albert Einstein's essay 'The    World As I See It'
Sentences Understanding and using the basic structure of the sentence in English (subject – verb – object); creating sentences; understanding the different kinds of sentences (whether a statement, or a question, or an exclamation, and so on)














Small conversations between :
1.A student and a         hostel warden
2.An interviewer and   an interviewee
3.Two friends together preparing for an  oral examination at college
Communication teamwork, problem solving, learning skills
Enhanced learner-participation, development of linguistic proficiency
[Both Teacher's Manual and Sample Test Questions will be provided]
Chapter 2. Travel
Nouns, pronouns, and adjectives:
• Understanding the kinds and uses of nouns
• Understanding the use of pronouns to replace nouns
• Understanding the ways in which nouns are qualified through adjectives
• Understanding the kinds of adjectives, their degrees and their uses
Functional grammar exercise:
Students may be asked, in pairs, to plan a trip to a place of mutual interest. Each pair would then be encouraged to explain how and why they arrived at this choice. What words are used to identify – and distinguish – the proposed destination? What naming words are used? How those words are then qualified? How do the nouns (the naming words) and adjectives (the qualifiers) help to create a character and atmosphere for the place or site to be visited? Is it possible to build anticipation through such evocation?
Potential areas of focus and evaluation:
• Changing nouns to the related adjectives
• Changing adjectives to the related nouns
• Replacing nouns with pronouns while retaining the meaning of the sentence
Reading and analysis of short extracts from two or more of the following:
1.Vikram Seth, From Heaven Lake
2.Ruskin Bond, Landor Days
3.Rabindranath Tagore, The Europe Traveller’s
Diary
4.Pankaj Mishra, Butter Chicken in Ludhiana
Paragraphs
Understanding the structure of a paragraph; retaining the thread of an argument; introducing the subject of the paragraph in the initial sentence; developing the argument in the next few sentences; drawing to a conclusion by reinforcing what has already been stated, but without introducing any new ideas towards the end; being brief and concise, but carrying all the information that needs to be conveyed
Snippets of exchanges between:
1.A tour guide and      a tourist
2.A local inhabitant    of a city and a visitor
3.A photographer    and her friend, with the
   photographer    telling about the       places of
   interest she has       been to in her   recent
   travels
Communication, adaptability, sense of humour, reliability,
Functional approach to finding solutions, enhanced learner-participation, development of linguistic proficiency
[Both Teacher's Manual and Sample Test Questions will be provided]


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