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:
- Formulate grammatically correct
sentences.
- Summarise comprehension passages.
- Compose
dialogues and paragraphs for different situations.
- Use relevant words as per context.
- 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:
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:
- Follow safety practices.
- Maintain Cleanliness.
- 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 1st year
- ‘Organising
Level’ in 2nd year
- ‘Characterising Level’ in 3rd 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
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
|
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