Fifth Assignment

Instructions for this assignment:
Study Unit 1, Level 1 of Linguaphone L-21,  Language Lab software, follow instructions and guidelines given by your teacher.
Listen and Practice all the words and note them down in your assignment number 7 of MSBTE English Manual.
Get your assignment checked by your teacher.

Fourth Assignment

Idioms

An idiom is a phrase, or a combination of words, that has developed a figurative meaning through frequency of use. Idioms  are often shared across languages through numerous translations. They can be useful and even fun to use, but are also bound to confuse any new speaker of a language who isn’t familiar with the phrase’s cultural relevance.

The following list of idioms will be in alphabetical order, with an explanation and contextual example provided for easier comprehension.

actions speak louder than words

• Definition: Refers to the idea that it’s better to do something than just talk about it.
• Example: “He always tells his girlfriend that he loves her, but he never actually does anything nice for her. Someone should teach him that actions speak louder than words.”

add fuel to the fire

• Definition: Something that worsens an already bad situation.
• Example: “I wanted to intervene when they were yelling at each other, but that would have just added fuel to the fire.”

all bark and no bite

• Definition: Being verbally threatening, but unwilling to do anything significant.
• Example: “He keeps threatening to shut down our paper after we ran that article about him, but I don’t think he will. In my opinion, he’s all bark and no bite.”

at the drop of a hat

• Definition: A willingness to do something right away.
• Example: “Our boss expects us to show up in her office at the drop of a hat, even when we’re in a meeting with clients.”

beating around the bush

• Definition: Avoiding the main issue.
• Example: “I kept trying to steer the conversation back to his alibi, but he wouldn’t stop beating around the bush, bringing up things totally off-topic.”

a bird in the hand is worth two in the bush

• Definition: It’s better to have a small, secured advantage than the possibility of a bigger one. It’s better to stick with what you have than risk it for something greater.
• Example: “Someone offered me $100 to buy my old TV. I was hoping to sell it for $200, but I have a feeling this is the best offer I’ll get for a while, and I need that money now. A bird in the hand is worth two in the bush, right?”

blessing in disguise

• Definition: Something good and beneficial that did not initially seem that way.
• Example: “It was raining so hard that our cab was late, and we were late to our reservation at the restaurant. Turns out everyone who ate there that night got food poisoning. I guess the bad weather was a blessing in disguise!”

break a leg

• Definition: Something you say to someone you want to wish luck on.
• Example: “Is tonight your big performance? Break a leg!”

chip on your shoulder

• Definition: When someone is upset about something that happened a while ago.
• Example: “He has a chip on his shoulder from years of being bullied as a kid.”

come hell or high water

• Definition: Possible obstacles in your path.
• Example: “I promise you, come hell or high water, we are going to make it to your party tonight!”

cry over spilt milk

• Definition: Complaining about a loss or failure from the past.
• Example: “She was mad that he broke her vase, but it was an accident, and there’s no use crying over spilt milk anyway, so she forgave him.”

cut to the chase

• Definition: Skip the irrelevant parts, and go straight to the main point.
• Example: “Why don’t you just cut to the chase, and tell me where you hid my phone!”

hit the nail on the head

• Definition: Do or say exactly the correct thing.
• Example: “I really hit the nail on the head when I guessed they were getting married.”

piece of cake

• Definition: Something that is easy to understand or accomplish.
• Example: “My math homework last night was a piece of cake! I finished it ten minutes.”

slap on the wrist

• Definition: A mild punishment, such as a scolding.
• Example: “The cop pulled me over for speeding, but it was my first time so she just gave me a slap on the wrist.”

spill the beans

• Definition: Tell a secret.
• Example: “My three-year-old spilled the beans about the surprise birthday party we were planning.”

taste of your own medicine

• Definition: When someone receives the same treatment, usually negative, that they gave someone else.
• Example: “That kid is always beating up other kids on the playground. I wish someone would give him a taste of his own medicine.”

Exercise For students : Use above idioms in your own sentences and write them in your MSBTE English Practical Manual assignment no: 12

MSBTE End Semester Exam Sample Paper-70 marks

MSBTE Scheme - I Sample Test Paper - I For 20 marks

Pronouns

Pronouns

A pronoun is a word that takes the place of a common

noun or a proper noun. There are different kinds of pronouns.

Personal Pronouns:

The words I, you, he, she, it, we and they are called

personal pronouns. They take the place of nouns and

are used as the subject of the verb in a sentence.

My name is David. I am the youngest in the family.

This is my father. He is a teacher.

This is my mother. She is a lawyer.

I have a brother and two sisters.

They are Peter, Sharon and Jenny.

I have a dog. It is called Lucky.

Lucky, you are a good dog.

Good morning, children! You may sit down now.

My family and I live in a big city. We have an apartment.

The subject of a sentence is the person, animal,

place or thing that does the action shown by the

verb.

There are three groups of pronouns: first person,

second person and third person.

The person speaking is called the first person.

The first-person pronouns are I or me (in the singular) and

we or us (in the plural).

The person spoken to is called the second person. The

second-person pronoun is you (in both singular and plural).

The person (or animal, or thing) spoken about is called the

third person. The third-person pronouns are he or him, she or

her, and it (in the singular), and they or them (in the plural).

The word I is always spelled with a capital letter.

The pronoun he is used for men and boys, she for

women and girls, and it for things and animals.

Here is a table to help you.

Subject       Object

First person singular :                                   I               me

Second person singular:                               you           you

Third person singular :                                  he            him

                                                                      she           her

                                                                       it             it

First person plural :                                      we            us

Second person plural :                                  you          you

Third person plural :                                    they        them

Reflexive Pronouns

The words myself, yourself, himself, herself, itself, ourselves, yourselves and themselves are called reflexive pronouns. They refer to the person or animal that is the subject of the verb.

I made this cake myself.

Be careful with the knife. You’ll cut yourself.

Michael is looking at himself in the mirror.

Susan has hurt herself.

Our cat washes itself after each meal.

We organized the party all by ourselves.

Come in, children, and find yourselves a seat.

Baby birds are too young to look after themselves.

Interrogative Pronouns

The words who, whom, whose, what and which are called interrogative pronouns.

These pronouns are used to ask questions. Who can be used as the object of a verb as well

as the subject. Whom is used only as the object. 

For example, you can say:

Whom

Whom are you playing with?

What

Who

Who is he talking to?

Who are those people?

Whom are you playing with?

Whom is he talking to?

What is your dog’s name?

What are you talking about?

What is the time?

Which

Which of these bags is yours?

Which do you prefer?

Whose

Whose is this umbrella?

Whose are these gloves?

Singular and Plural nouns

NOUNS

Nouns:

Nouns are divided into common nouns and proper nouns.

Common nouns are words for people, animals, places,or things.

These are words for people. They are common nouns.

The Capital Letter

The Capital Letter

The capital letter is also called a big letter or uppercase

letter, or sometimes just a capital.

[A B C D E F G H I J K L M

N O P Q R S T U V W X Y Z]

When do you use a capital letter?

1. Use a capital letter for the first letter in a

sentence:

                The dog is barking.

                 Come here!

2. Always use a capital letter for the word I:

                I am eight years old.

                Tom and I are good friends.

3.Use a capital letter for the names of people:

                Alice, Tom, James, Kim, Snow White

4. Use a capital letter for the names of places:

               National Museum, Bronx Zoo, London, Sacramento

5.Use a capital letter for festivals, holidays,days of the week, months of the year:

              New Year’s Day, Christmas, Labor Day, Mother’s Day,

              Sunday, Monday, Friday, January, May, July, October

Revising Basic English Grammar:What is Grammar?

What is Grammar?

[Here’s an old children’s rhyme about the eight parts of

speech of English grammar. It gives you an idea of what

grammar is about. Read and remember it.]

Every name is called a noun,

As field and fountain, street and town.

In place of noun the pronoun stands,

As he and she can clap their hands.

The adjective describes a thing,

As magic wand or bridal ring.

Most verbs mean action, something done,

To read and write, to jump and run.

How things are done the adverbs tell,

As quickly, slowly, badly, well.

The preposition shows relation,

As in the street or at the station.

Conjunctions join, in many ways,

Sentences, words, or phrase and phrase.

The interjection cries out, “Heed!

An exclamation point must

follow me!”

Syllabus of English for first Year Diploma Engineering Students 2017-18(Course Code: 22101)

Maharashtra State Board of Technical Education (MSBTE)

I – Scheme

I – Semester Course Curriculum

Course Title: English (Common)

(Course Code: 22101)

Diploma Programme in which this course is offered	Semester in which offered
Common to all programmes	First

1.                  RATIONALE

English language skills have become inevitable in the era of globalization. The skills of language contribute substantially to the career of engineering profession, where almost all the service manuals, installation and commissioning manuals of the various equipment are in English and technologist has to interpret them correctly. Competency in English is need of the hour, not only for Indian industry, but also worldwide, where diploma engineers have the employable opportunity. Therefore, the basic English skills- listening, speaking, reading and writing have become almost mandatory for employability. This course is therefore designed to help the students to communicate in English effectively.

2.                  COMPETENCY

The aim of this course is to help the students to attain the following industry identified competency through various teaching learning experiences:

·      Communicate in English in spoken and written form effectively.

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:

1. Formulate grammatically correct sentences.
2. Summarise comprehension passages.
3. Compose dialogues and paragraphs for different situations.
4. Use relevant words as per context.
5. Deliver prepared speeches to express ideas, thoughts and emotions.

4.                  TEACHING AND EXAMINATION SCHEME

Teaching Scheme (In Hours)			Total Credits (L+T+P)	Examination Scheme
				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 UOs required for the attainment of the COs.

Legends: L-Lecture; T – Tutorial/Teacher Guided Theory Practice; P - Practical; C – Credit, ESE - End Semester Examination; PA - Progressive Assessment.

6.                  SUGGESTED PRACTICALS/ EXERCISES

The practicals in this section are PrOs (i.e. sub-components of the COs) to be developed and assessed in the student for the attainment of the competency.

S. No.	Practical Outcomes (PrOs)	Unit No.	Approx. Hrs. required
	Use ‘language laboratory’  for different practical tasks
1	Make sentences using correct articles.	I	2
2	Construct sentences using correct prepositions.	I	2*
3	Formulate sentences using correct conjunctions/connectors.	I	2
4	Rewrite sentences using relevant forms of verbs.	I	2*
5	Change the voice from active to passive and vice –versa.	I	2*
6	Change the narration direct to indirect and vice –versa.	I	2*
7	Repeat words on Language Lab software after listening to them.	I	2*
8	Deliver oral presentations using correct grammar.	I	2*
9	Write short paragraphs emphasizing on syntax.	II	2*
10	Compose dialogues on various situations.	III	2
11	Enact a role play.	III	2*
12	Construct sentences using idioms.	IV	2*
13	Narrate anecdotes of various situations.	IV	2
14	Construct sentences using various collocations.	IV	2
15	Answer questions based on the given passage.	IV	2
16	Use correct pronunciations and voice modulation while reading articles from different sources.	IV	2*
17	Deliver prepared speeches on the given topic.	V	2*
18	Repeat dialogues on Language Lab software after listening to them.	V	2*
	Total		36

Note

   i.   A suggestive list of PrOs is given in the above table. More such PrOs can be added to attain the COs and competency. A judicial mix of minimum 12 or more practical need to be performed, out of which, the practicals  marked as ‘*’ are compulsory, so that the student reaches the ‘Precision Level’ of Dave’s ‘Psychomotor Domain Taxonomy’ as generally required by the industry.  

 ii.   The ‘Process’ and ‘Product’ related skills associated with each PrO is 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 teams	20
e.	Respond to given questions	10
f.	Self-learning	20
Total		100

The above PrOs also comprise of the following social skills/attitudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences:

1. Follow safety practices.
2. Maintain Cleanliness.
3. Demonstrate working as a leader/a team member.

d.      Follow ethics.

Acquisition of the ADOs takes place gradually in the student when s/he undertakes a series of practical experiences over a period of time. Moreover, the level of achievement of the ADOs  according to Krathwohl’s ‘Affective Domain Taxonomy’ should gradually increase as planned below:

• ‘Valuing Level’ in 1^st  year
• ‘Organising Level’ in 2^nd  year
• ‘Characterising Level’ in 3^rd year.

7.                  MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED

The following topics/subtopics is to be taught and assessed in order to develop UOs for achieving the COs to attain the identified competency.

S. No.	Equipment Name with Broad Specifications	Exp. S.No.
1	Language Lab with relevant software  and Computer system with all necessary components like: Motherboard, Random Access Memory (RAM), Read-Only Memory (ROM), Graphic cards, Sound Cards, Internal Hard Disk Drives, DVD drive, Network Interface Card	All
2	LCD Projector with document reader	All
3	Smart Board with networking	All

8.                  UNDERSTANDING 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	Unit Outcomes (UOs) (in cognitive domain)		Topics and Sub-topics
	Writing Skills	Speaking Skills
Unit – I   Applied Grammar	1a.     Use relevant articles in constructing sentences. 1b.    Apply prepositions to construct meaningful sentences. 1c.     Identify conjunctions to connect phrases and clauses in the specified sentences. 1d.    Use correct form of tenses in given situation. 1e.     Change the active and passive voice from the specified passage/list. 1f.     Change the narration for the given situation.	1g.    Formulate grammatically correct sentences for the specified situation. 1h.    Use relevant Prepositions for the situation mentioned. 1i.      Apply relevant conjunctions to use idiomatic language for the given situation. 1j.      Apply the relevant voice in formal communication for the given passage. 1k.    Use relevant narrations for the given situation.	1.1.  Articles: definite and indefinite 1.2.  Prepositions: Usage 1.3.  Conjunctions: coordinating and subordinating 1.4.  Types of sentences: assertive, imperative, exclamatory, interrogative 1.5.  Tenses - Present Tense (Simple, Continuous, Perfect) - Past Tense (Simple, Continuous, Perfect) - Future Tense (Simple) 1.6.  Active and Passive voice 1.7.  Direct and Indirect Speech
Unit– II Comprehension	2a.   Answer the given questions of the specified passage. 2b.  Formulate sentences using the given new words 2c.   Use correct syntax to construct meaningful sentences for the given situation. 2d.  Answer the questions on the given unseen passage.	2e.   Pronounce the words correctly in the given passage. 2f.   Give oral instructions with correct pronunciation and intonation for the given situation. 2g.  Answer the questions orally on the given unseen passage with correct pronunciation.	2.1  Seen passages from MSBTE text book/Work book. 2.2  Unseen passages 2.3  Reading with correct pronunciation. 2.4  Interpretation of passages in written and spoken form 2.5  Answering questions.
Unit– III Paragraph and Dialogue Writing	3a.   Differentiate the given types of paragraphs with justification. 3b.  Formulate a paragraph in words with synchronized sentence structure on the given situation / topic. 3c.   Explain the theme   on given paragraph precisely.	3d.  Summarise the given paragraph with correct pronunciation and intonation. 3e.   Take part in debates with correct pronunciation, intonation and using verbal and non-verbal gestures on the given themes.	3.1      Types of paragraph          i.   Technical        ii.   Descriptive      iii.   Narrative      iv.   Compare and contrast           3.2      Dialogue writing        i.     Greetings      ii.     Development of dialogue    iii.     Closing sentence
Unit– IV Vocabulary Building	4a.   Remove the spelling errors in the given sentences/paragraph. 4b.  Use relevant words to correctly express for the given themes/situation. 4c.   Use the collocations correctly. 4d.  Construct sentences using given idioms.	4e.   Speak in specified formal situations with correct pronunciation. 4f.   Speak in specified informal situations with correct pronunciation. 4g.  Speak sentences using relevant collocations	4.1.  Rules of Spelling 4.2.  Words often confused 4.3.  Collocations 4.4.  Idioms
Unit-V Speeches	5a.  Develop a welcome speech on the given theme/situation. 5b.  Develop a farewell speech for the given theme/situation. 5c.  Formulate a speech for introducing a guest in the given situation. 5d. Develop a vote of thanks for the given situation.	5e.  Introduce oneself with correct pronunciation, intonation and using verbal and non-verbal gestures. 5f.   Give extempore talks with correct pronunciation, intonation and using verbal and non-verbal gestures for the given theme/ situation.	5.1.  Importance of Public speaking 5.2.  Characteristics of good speech 5.3.  Welcome speech 5.4.  Farewell speech 5.5.  Introducing a guest 5.6.  Vote of thanks

Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the ‘Application Level’ and above of Blooms’s ‘Cognitive Domain Taxonomy’

9.                  SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN

Unit No.	Unit Title	Teaching Hours	Distribution of  Theory Marks
			R Level	U Level	A Level	Total Marks
I	Applied Grammar	12	02	04	08	14
II	Comprehension	20	05	06	13	24
III	Paragraph and Dialogue Writing	06	02	04	06	12
IV	Vocabulary Building	06	02	04	06	12
V	Speeches	04	02	02	04	08
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 UOs. The actual 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 find and write the meanings of words.

b.    Listen to TV news.

c.    Read articles from magazines/newspapers.

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 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 PrOs, UOs and ADOs. The micro-project could be industry application based, internet-based, workshop-based, laboratory-based 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.    Develop language games, activities, crossword puzzles enhancing word power to be used in English language.

b.    Prepare advertisement for five technical projects using contextual vocabulary.

c.    After studying standard English newspapers, prepare a booklet identifying various grammatical aspects of sentences.

d.   Prepare a booklet of the interviewing any successful person in your locality in context with his life journey, inspiration, social contribution, role model and keys to success.

e.    Prepare a booklet of the contribution of eminent Indian scientists and develop well organized paragraphs.

f.     Summarise the contents of a famous book/books.[fiction/non fiction]

g.    Prepare a collage using different idioms with their origins and their contextual usage.

13.              SUGGESTED LEARNING RESOURCES 

S. No.	Title of Book	Author	Publication
1	English	MSBTE	MSBTE, Mumbai, 2008
2	Effective English with CD	Kumar, E. Suresh; Sreehari, P.; Savithri, J.	Pearson Education, Noida, New Delhi, 2009  ISBN: 978-81-317-3100-0
3	English Grammar at Glance	Gnanamurali, M.	S. Chand and Co. New Delhi, 2011 ISBN:9788121929042
4	Essential English Grammar	Murphy, Raymond	Cambridge University Press, New Delhi, Third edition, 2011, ISBN: 9780-0-521-67580-9
5	Living English Structure	Allen, W.S.	Pearson Education, New Delhi, Fifth 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

15.              COURSE CURRICULUM DEVELOPMENT COMMITTEE

MSBTE Resource Persons

S. No.	Name and Designation	Institute	Contact No.	Email
1	Mr.S.M.Bagwan  Lecturer	G.P., Miraj	9850738057	smbagwan@rediffmail.com
2	Mrs.N.K.Thakre  Lecturer	Shri Datta Meghe Polytechnic, Nagpur	9890508884	nandakthakre@gmail.com
3	Mrs.Sujata  K.Biyani Sr.Lecturer	Sou.Venutai Chavan Polytechnic, Pune	9822758001	sujatakbiyani@gmail.com
4	Mrs.R.A.Deshmukh Lecturer	Cusrow Wadia Institute of Technology, Pune	9373777209	Rad24_72@rediffmail.com

     NITTTR Bhopal Resource Persons

S.No.	Name and Designation	Department	Contact No.	Email
1	Dr. Joshua Earnest, Professor	Electrical and Electronics Engineering	9406564239	jearnest@nitttrbpl.ac.in
2	Dr.(Mrs.) Anjana  Tiwari, Assistant Professor	Education and Research	8889889876	atiwari@nitttrbpl.ac.in