b.a. (hons.) communicative english ii semester applied … · 2020-01-28 · 2. to practice...

B.A. (Hons.) Communicative English

II Semester

Applied Phonetics

Session 2019-20

Paper I

Credits: 04 Max. Marks:100 Objectives: 1.To apply the basic concepts of Phonetics in order to recognize,discriminate and practice the communication of English speech sounds based on practical work/ communication tasks accessed technologically via online resources, apps, softwares. 2.To apply the basic concepts of Phonetics in order to recognize,discriminate and practice the communication of English speech sounds in connected speech;stress,tone and rhythm based on practical work/ communication tasks accessed technologically via online resources, apps,softwares . 3.To comprehend and discriminate the variant pronunciations; RP;Am.E and Indian English. Course contents: Letters and speech sounds in English Pronunciation and Phonetic symbols(IPA) Recognition,Discrimination and Practice (RDP)of English speech sounds: IPA symbols-labwork 1 Phonetic transcription & Allophonic variants RDP -labwork 2 Stress,:syllable; Rhythm;strong and weak forms - labwork 3 RDP Intonation and pitch-labwork 4 RDP Connected speech; Assimilation,& Elision- labwork5 RDP Variant pronunciationsRP;AmE and Indian English RDP of variant pronunciations labwork6 Course outcomes: 1. To apply the basic concepts of phonetics in order to recognise, discriminate and practice

the communication of English speed sounds based on practical work or lab work using

modern technological resources.

2. To apply the basic concepts of phonetics in order to recognise, discriminate and practice

the speed sounds in connected speech: stress, tone, and rhythm based on practical work or lab

work using modern technological resources.

3. To comprehend and discriminate the variant pronunciation: R.P., American English and

Indian English.

4. To practice variant pronunciation in context with reference to R.P., American. English and

Indian English.

Suggested Readings:

Jones,D. English pronunciation Dictionary.CUP

Balasubrahmaniam,T.A textbook of Phonetics for Indian students .Macmillan.

Hornby,AS.Oxford Advanced Learner's Dictionary.8th edn.

AshokaThorat&Munira lokhandwala.2009. Enriching oral and written communication in English.Orient Black swan.

Baker,Ann.2006. Ship or Sheep? An intermediate pronunciation course.CUP. Audio CD included Baker, Ann. 2006.Tree or Three? An

elementary pronunciation course.CUP. Audio CD included Kenneth Anderson,J.Maclean& Tony lynch.2004.

Study Speaking.CUP. Audio CD included

P Mani &Deepthi S. English for Teaching. CUP. Audio CD included.

Assessment Plan:100 Formative Assessment 70-Oral Continuous Assessment 30[written 10+ Oral 20]

(as detailed below) i. Two written Test carrying 05(5x2=10) Marks

each assessing functional knowledge of Recognition,Descrimination and Practice(RDP) IPA,phonetictranscription,stress,intonation,pitch in connected speech.

3 Viva Voce/ (5x3=15) in addition to Presentation carrying 05 Marks assessing functional knowledge of Recognition,Descrimination and Practice(RDP) IPA,phonetictranscription,stress,intonation,pitch in connected speech ,in a group of 4-5 students, but evaluation to be done of individual students on the basis of their performance Suggested Readings:

Jones,D. English pronunciation Dictionary.CUP

Balasubrahmaniam,T.A textbook of Phonetics for Indian students .Macmillan.

Hornby,AS.Oxford Advanced Learner's Dictionary.8th edn.

AshokaThorat&Munira lokhandwala.2009. Enriching oral and written communication in English.Orient Black swan.

Baker,Ann.2006. Ship or Sheep? An intermediate pronunciation course.CUP. Audio CD included Baker, Ann. 2006.Tree or Three? An elementary pronunciation course.CUP. Audio CD included Kenneth Anderson,J.Maclean& Tony lynch.2004.

Study Speaking.CUP. Audio CD included

P Mani &Deepthi S. English for Teaching. CUP. Audio CD included.

Disability Accommodation:

1. Our university has recently implemented Rights of Persons with Disabilities (RPD) Act

2016 which mandates equal participation, accessibility of teaching and learning

process, accessible course materials, and accessible examination with proper scribe and

extra time to those who avail scribe facility.

2. All the teachers will strive to make their teaching and testing accessible to students with

disabilities.

3. In order to make the teaching and learning accessible to students with disabilities, all

the readings will be provided by the course teacher in soft-copy in the beginning of the

session to visually impaired students.

4. Students who wish to read the reading materials in Braille can get the soft-copy from

the course teacher and get it converted into Braille text in the Braille section situated at

MA library.

5. For the convenience of our visually impaired students, the teachers can get the

assignment/term-paper in soft-copy. If such students require extra time to submit their

assignments/term-papers, the teachers can give extra time considering the time limit of

the session as many of our visually impaired students are novice in using screen-reader

software installed in computer.

6. For sessional tests, the course teacher will arrange scribe-writer for the students who

cannot write on their own. In such cases, as mentioned earlier, they may be given extra

time. If students with disabilities find it difficult to follow the class, i.e., a class on

phonetics, comprehending graph, chart and picture and other subjects, the course

teacher can schedule an extra class to make them understand such lessons.

7. Students with disabilities are also advised to approach the course teacher if they face

any difficulties in following the class or understanding the readings.


II Semester

Using Technology for Listening & Speaking skills CEB 251

Session 2019-20

Paper 2

Credits: 02 Max. Marks: 100 Objectives: 1. To acquire listening skills for communicative purposes based on practical work/ communicative tasks accessed technologically via online resources,apps and softwares 2. To acquire speaking skills for communicative purposes based on practical work/ communicative tasks for transactional and interactional purposed accessed technologically via online resources, apps and softwares. Course contents: Listening skills for communication; Key. Conceptsof Active/focussed Listening skills;Roadblocks to effective listening,listening for specific, gist and details. Practice Active Listening using technology, apps and softwares or online resources. Labwork1 based on communication tasks. Speaking skills for communication; InteractionManagement features:openings,turntaking and closings for practicing active speaking skills based on language functions. Labwork 2: starting conversation,talking about family&friends:weather and climate,Asking for personal information and responding to questions;Responding to arguments: agreeing& disagreeing. Lab work 3 Making requests, expressing thanks & responding to thanks,expressing likes and dislikes, offering Apology & making Requests,offeringhelp,complimenting and congratulating, refusing. Lab work 4Accepting an invitation,asking for and giving advice, asking for and giving directions. Asking for and giving your opinions. Labwork 5 Giving warning and suggestions Telephoning skills; Handling calls,leaving a message,making requests,Asking for and Giving instructions. Video calling skills: language etiquettes Resources for labwork/Apps &Softwares 1. BBC learning 2.BBC listening _News 3.Hello! (conversation) 4.VoA 5.Talk/utter 6.Fluent U English 7.Learn English Mobile 8.Learn English podcasts for English Learners 9.Fun with English 10.British council Learn English Teens 11.www.britishcouncil.org/learn English everyday context 12.Audio soap Big city by small world 13. ESL- Lab. com 14. Memrise (level wise) SLRW 15. Duolingo (level wise) SLRW feedback:error detection Course Outcomes:

1. To acquire listening skills for communicative purposes based on lab work using modern

technological resources.

2. To practice listening skills for communicative purposes based on lab work using modern

technological resources.

3. To acquire speaking skills for communicative purpose based on lab work using modern

technological resources, via online resources, apps and softwares.

4. To practice and develop proficiency in communicative purposes.

Suggested Readings: Sasi Kumar, V & PV Djhamija. 2007. Spoken English. A Self Learning Guide to Conversation Practice.McGraw hill Education (India) Pvt. Ltd.

Assessment Plan:100

Formative Assessment 70-Oral

Continuous Assessment 30[written 10+ Oral 20]

(as detailed below)

ii. Two written Test carrying 05(5x2=10) Marks each assessing functional knowledge of features,nature and objectives of listening and speaking skills based on transactional and interactional purposes.

iii. 3 Viva Voce/ (5x3=15) in addition to Presentation carrying 05 Marks assessing functional knowledge of features,nature and objectives of listening and speaking skills based on transactional and interactional purposes, in a group of 4-5 students, but evaluation to be done of individual students on the basis of their performance Assessment: Teaching Methodology: The speaking class should provide opportunities for learners to engage in natural conversation through negotiation of meaning and management of interaction to complete a task/communication games/activities rather than on practising language for its own sake) based on Role plays,simulation etc. Rubrics for Assessing Listening skills: The learner can understand Level 1: familiar words and phrases (within a normal range), family & concrete situations. 2. Sentences about familiar topics if they contain high frequency vocabulary. Ability to catch the main points and details. 3: Can understand the main points when listening to a native speaker if the topic is familiar.this includes listening to radio/television/social media/mobile apps conversation/or any other recorded online program 4. Can understand extended speech and conversation;chats and chunks.this includes tube/television programs or any other recorded online program 5.Having no difficulty in understanding any kind of spoken language

Rubrics for Assessing speaking skills: 1. You can use elementary vocabulary and

Language structures with some level of difficulty to communicate with certain amount of false starts, hesitation and breaks. Can describe or narrate a picture or event based on the basis of text support. 2. You can interact in a simple way if the other personspeaks slowly. You can ask

and answer simple questions to describe people you know etc. 3. You can use common vocabulary and structures with less difficulties to

communicate and there are only minor instances of hesitation and breaks to narrate or describe an event or situation without text support.

4. You can communicate with ease about yourfamily ,home and educational background,current profile and work interests

5. You can communicate simple and routine communicative tasks and can manage simple social exchanges.

6. You can exchange conversations in differentsituations having a greater control over different language functions. You can join discussion if the topic is familiar. You can narrate an event and give reasons and explanations.

7. You can interact quite fluently andspontaneously: can take part in discussion; can give detailed descriptions; explain or give justification or opinion.

8. You can take part in conversation effortlessly andshow an acceptable command of greater language functions and can adapt language requirements as required.

Disability Accommodation:

1. Our university has recently implemented Rights of Persons with Disabilities

(RPD) Act 2016 which mandates equal participation, accessibility of teaching

and learning process, accessible course materials, and accessible examination

with proper scribe and extra time to those who avail scribe facility.

2. All the teachers will strive to make their teaching and testing accessible to

students with disabilities.

3. In order to make the teaching and learning accessible to students with

disabilities, all the readings will be provided by the course teacher in soft-copy

in the beginning of the session to visually impaired students.

4. Students who wish to read the reading materials in Braille can get the soft-copy

from the course teacher and get it converted into Braille text in the Braille

section situated at MA library.

5. For the convenience of our visually impaired students, the teachers can get the

assignment/term-paper in soft-copy. If such students require extra time to

submit their assignments/term-papers, the teachers can give extra time

considering the time limit of the session as many of our visually impaired

students are novice in using screen-reader software installed in computer.

6. For sessional tests, the course teacher will arrange scribe-writer for the

students who cannot write on their own. In such cases, as mentioned earlier,

they may be given extra time. If students with disabilities find it difficult to follow

the class, i.e., a class on phonetics, comprehending graph, chart and picture

and other subjects, the course teacher can schedule an extra class to make

them understand such lessons.

7. Students with disabilities are also advised to approach the course teacher if

they face any difficulties in following the class or understanding the readings.

B.A. (Hons.) Communicative English IV Semester

Basic Concepts of Grammar Session 2019-2020

Course Code: CEB-452

Credits: 02 Maximum Marks:100

Course Objectives:

1. to enable the learners to differentiate between traditional and modern grammar.

2. to familiarize the learners with different approaches to teaching of grammar.

3. to make a basic distinction between grammaticality and appropriateness in using

grammar.

4. to familiarise the learners with discourse markers in understanding the grammar of

a text.

Course Contents:

Unit I: Definition of Grammar; Types of Grammar: Traditional and Modern Grammar;

Approaches to the teaching of Grammar: Descriptive and Prescriptive

Grammar. (Exercises to be practised on the basis of the above approaches)

Unit II: Spoken Vs Written Grammar: Grammaticality vs. Appropriateness; Use and

Usage; Spoken Intelligibility. (Spoken/Written grammar to be practiced)

Unit III: Introduction to the Discourse Markers: Cohesive Devices: Conjunctions, Referencing, Anaphora, Cataphora; Ellipsis; Substitution; Grammatical& Lexical Cohesion; Punctuations

Course Outcomes:

At the end of the course, the learners will be able to:

Evaluate the definitions and types of grammar

Categorise the salient features of traditional and modern grammar.

Demarcate various approaches to grammar.

Identify and use various discourse markers

Describe the concept of spoken grammar

Books Recommended:

1. Rodney Huddleston and Geoffrey K. Pullum:The Cambridge Grammar of the

English Language. Cambridge University Press, 2002.

2. Vladimir Grigor’evichAdmoni: Principles of Grammar Theory. Peter Lang, 1995.

3. TalmyGivon: On Understanding Grammar. Academic Press, 1987.

4. Howard Jacson: Discovering Grammar. Pergamon Press, 1985.

5. Rodney Huddleston: Introduction to the Grammar of English. Cambridge

University Press, 1984.

6. Frank Robert Palmer: Grammar. Penguin, 1971.

Assessment Plan: End Semester Examination: 70 Marks Continuous Assessment: 30 Marks (as detailed below)

i. Diagnostic Test (MCQ / A small Quiz) carrying 05 Marks ii. Presentation carrying 10 Marks, in a group of 4-5 students,

but evaluation to be done of individual students on the basis of their performance

iii. A small Quiz / MCQ carrying 05 Marks, to test understanding or for revision

iv. An Assignment carrying 10 Marks, to be given at least three weeks in advance, as a part of teaching and not after teaching.

v. A Sessional (as a Make up Test) to be conducted in last week Important Notes:

1. Suggestions To Students On Reading / Expectations From Students: a. Each student will join the course with a prior understanding of the nature of the

course and mode of teaching / learning b. Students will come to the class with a prior reading of the prescribed text /

essential study materials / suggested study material that the teacher wishes to discuss in the classroom.

c. Students need to be aware of the developments in the classroom. d. students need to read additional materials on research methodology and resarch

ethics 2. Suggestions To Students On Writing Assignments / Expectations From Students:

a. Students need to meet the deadlines for each instruction / assignment given by the teacher.

b. Students need to follow the detailed guidelines for each assignment and presentation as provided by the teacher.

c. Students need to follow research methodology and ethics and avoid any stance of plagiarism. cases of plagiarism will be penalised as per the gazette notification of government of India, as adopted by AMU.

3. Teacher’s Role: a. Teachers will provide the syllabus, guidelines, study materials (except prescribed

materials) in the form of hard or soft copies. b. Teachers will announce each test / quiz / assignment / sessional well in advance. c. Teachers need to be prepared with diagnostic test, Quiz / MCQ / A4 size detailed

guidelines for presentation & assignment. d. Teachers will share the answer scripts and provide feedback if the students want

to have it. e. Marks obtained by students for all tests / continuous assessments will be announced

by the teacher. f. The teacher will destress students by explaining the students that continous

assessment is not an examination, rather it is a part of teaching and learning where they get marks for their efforts and contributions in the form of assignments / presentations. they have an opportunity to improve their grade by taking a make up test.

g. Our university has recently implemented Rights of Persons with Disabilities (RPD)

Act 2016 which mandates equal participation, accessibility of teaching and

learning process, accessible course materials, and accessible examination with

proper scribe and extra time to those who avail scribe facility.

h. All the teachers will strive to make their teaching and testing accessible to


4. Class Policies: i. Policy on late and unsubmitted tasks: those students who submit their

assignments will not get same / better marks than those whose submit in time. teachers are always receptive to any emergency situations.

ii. Class attendance: as per university rules, 75% attendance is mandatory.

5. Additional Weekly, Post Class Discussion Sessions: Students may arrange additional classes in consultation with the teacher concerned, if time and situation permits.

Note: The teacher reserves the right to make changes in the syllabus during the semester as s/he deems necessary.


IV Semester

Writing Skills Session 2019-2020


Credits: 04 Max. Marks: 100 Course Objectives: 1. To explain the difference between speech and writing. 2. To incorporate process writing with reference to pre writing and post writing techniques. 3. To develop skills in terms of various strategies of writing in different genre.

Syllabus

Unit I: Essentials of Writing;Graphic Structure; Graphic Conventions (Mechanics & Usage);

Effective techniques and process of writing, Difference between speech and writing.

Unit II: Writing in the Early Stages.

b. Sentence Building Activities.

c. Sentence Linking Activities.

d. Paragraph Writing:Guided and Free (Communication activities).

Unit III: Developing Skills in Writings:

i. Writing Notes: Developing content from Notes

ii. Revision and Editing.

iii. Summary Writing& Paraphrasing.

iv. Letter-Writing: Formal Letters.

v. Writing Notices& Advertisements.

vi. Writing Short Reports for Journals and Newspapers.

Course outcomes:

After completing the course, learners will be able to

1.Apply the basic graphic conventions of writing

2. Produce writing with special reference to stages included in writing.

3. Apply the various strategies of text constructionskills

4. Produce writing skills in different genres.

5. Differentiate between speech and writing

Books Recommended: 1. Donn Byrne:Teaching Writing Skills. Longman Handbook for English Teachers,1998. 2. Sarah Freeman:Written Communication in English. 3. Cunningham, Patricia M.: Phonics They Use: Words for Reading and Writing, New York,

Longman, 2000. 4. Fletcher, Ralph: What a writer Needs. 1993


i. Diagnostic Test (MCQ / A small Quiz) carrying 05 Marks

ii. Presentation carrying 10 Marks, in a group of 4-5 students, but evaluation to be done of individual students on the basis of their performance



v. A Sessional (as a Make up Test) to be conducted in last week

Important Notes: 1. Suggestions To Students On Reading / Expectations From Students:

a. Each student will join the course with a prior understanding of the nature of the course and mode of teaching / learning

b. Students will come to the class with a prior reading of the prescribed text / essential study materials / suggested study material that the teacher wishes to discuss in the classroom.























B.A. (Hons.) Communicative English V Semester

Advanced Writing Session 2019-2020

Course Code: CEB- 551

Credits: 04 Max. Marks: 100

Course Objectives

1. To acquaint the learners with writing as communication.

2. To familiarise the learners with various approaches to writing.

3. To understand the various stages in writing.

4. To familiarise the learners with various modes of writing and its use for different purposes.

Course Contents:

Unit I: Nature and Purpose of Writing; Writing as Communication.

Unit II: Approaches to Writing; Stages in Writing.

Unit III:a. Modes of Writing: Narrative, Descriptive, Expository, Argumentative.

b. Figurative Language and Literary Devices.

c. Creative Writing; Short Story, Newspaper Article.

Course Outcomes At the end of course, learners will be able to:

1. Produce writing as an act of communication

2. Plan the various stages of writing

3. Differentiate the various modes of writing and explain its purpose

4. Apply figurative language in writing

5. To be able to produce writing creatively.

Books Recommended: 1. Sarah Freeman: Written Communication in English. Orient Longman, Delhi, 1977. 2. Donn Byrne. 1998. Teaching Writing Skills. Longman Handbook for English Teachers. 3. O’Dell, Felicity: CAE Writing Skills, CUP, Cambridge. 1996 (for Unit 2).







ENGLISH FOR ACADEMIC PURPOSES Session 2019-2020


Credits: 04 Maximum Marks:100

Objectives:

1. To familiarize the leaners with definition and scope of EAP.

2. To sensitize the learners to the various characteristics of academic English.

3. To enable the learners to develop reading academic texts

4. To enable the learners to develop writing academic writing texts.

Course Contents:

Unit I: Definition and Scope of English for Academic Purposes/ Study Skills; Characteristics of Academic English; Changing Formal and Academic Language into Informal and Non-Academic Language and vice-versa.

Unit II Reading Academic Texts; Surveying a Textbook; Surveying a Chapter;

Signposts; Inferencing; Critical Reading; Using Reference Sources.

Unit III: Academic Writing Skills: Note-Taking and Note-Making; Abstracting and

Summarizing; Paraphrasing; Writing Examination Answers; Writing Long Papers and Academic Reports; Preparing a Bibliography.

Course Outcomes:

At the end of the course the learner will be able to:

1. Evaluate the definition and scope of EAP.

2. Produce various texts on the basis of characteristics of EAP

3. Demonstrate an understanding of reading academic text.

4. Produce academic writing text.

5. Use references and prepare bibliography.

Books Recommended: 1. Glandinning and Holmstrom: Study Reading. 2. Nolan - Uoods and Fall: Penguin Advanced Reading Skills. 3. Arthur Brooks and Peter Grundy: Writing for Academic Purposes. 4. J. A. Discoll: Penguin Advanced Writing Skills.




English for Business Session 2019-2020


Credits: 04 Max. Marks:100

Objectives:

1.To help students to understand the language of business English.

2.Tofamiliarize the learners with the various terminologies of Business English.

3.To familiarize the learners with the various genre of business correspondence.

4.To help learners to gain proficiency in oral communication skills required for business

communication.

Course Contents:

Unit I:(a) Business Communication: Language of Business: Tone, Style, Jargon,

Clichés, Ambiguity (Use of Extracts), Glossary of Business Terms.

(b) Business Correspondence: Basic Principles, Format and Types;Employment

Letters;Placing Orders;Enquiry and Response Letters;Letters of Complaint and

Apology;Persuasive Letters;Curriculum Vitae.

Unit II: (a) Report Writing:Periodic Reports and Market Survey Reports.

(b) External Communication: Press Releases; NoticeInviting Tenders;E-mails.

Unit III:Oral Communication: Telephonic Conversation;Reception of Visitors; Holding Meetings;Attending Job Interviews;Organizing Business; Conferences;Seminars; Presentation and Workshops.

Course Outcomes: At the end of the course learners will be able to

1. Use the language of business English.

2.Classify and Use the glossary of business terms.

3.Use basic formats and types of writing text based on principles of business

communication.

4.Produce various genre of business correspondence.

5.Demonstrate oral communication skills for business communication.

Books Recommended:

1. Davis Cotton ,World of Business , (With Audio Cassette).

2. Andrew Little John, Company to Company , (Business Correspondence).

3. Pearsall and Cunningham, How to Write for the World of Work.

4. Michael Paine, English Commercial Correspondence.

5. B. Elizabeth Pryse, The Perfect Secretary.

6. David Kessidge, Basic Business Role Plays.




Language and Society Session 2019-2020


Credits 04 Max. Marks 100

Objectives:

1. To acquaint the learners with the relationship between language and society.

2. To introduce the learners to theoretical concepts of variations in language in multilingual

situations.

3. To familiarize learners with the relationship between language and culture.

4. To understand the variations among the varieties of language.

5. To familiarize learners with the concepts of borrowing and code switching.

Course Contents:

UNIT I a. Sociolinguistics: Language in Relation to Society

b. Language and Culture

c. Sociology of Language

UNIT II a. Speech Community

b. Language and Dialect

c. Varieties of Language

UNIT III a. Language Contact: Bilingualism and Multilingualism

b. Borrowing: Types of Borrowing

c. Code Switching and Code-Mixing; Types of Code Switching

Suggested Readings:

1. Hudson, R.A. 1980 Sociolinguistics. London. CUP

2. Wardaugh R. 1986 . An Introduction to Sociolinguistics. Oxford. Basil Blackwell

3. John Lyons 1981 Language and Linguistics : An Introduction. CUP

4. W.P. Robinson 1972 . Language and Social Behaviour. Penguin.

Course Outcome:

At the end of the course, learners will be able to

1. Evaluate the relationship between language and society.

2. Relate the impact of culture on language.

3. Explore the language variations in speech community.

4. Analyse the Language context.

5. Categorize the social and regional dialectical variations.




Seminar Presentation Session 2019-2020

Course Code: CEB-5S1 Crédits : 04 Max. Marks 100

Objectives:

1. To enable the learners to write abstracts for academic papers

2. To enable the learners to produce academic papers through multiple drafts.

3. To familiarize the learners with research ethics, referencing and plagiarism.

4. To equip the learners to be able to make effective presentations

Course Outcomes:

At the end of the course, learners will be able to

1. Produce abstracts for academic papers.

2. Write multiple drafts of academic papers to be compiled in the form of portfolios.

3. Apply research ethics and avoid plagiarism

4. Use latest version of APA referencing.

5. Present the final draft of their academic papers.




















assessment is not an examination, rather it is a part of teaching and learning

where they get marks for their efforts and contributions in the form of assignments / presentations. they have an opportunity to improve their grade by taking a make up test.













Oral Communication Session 2019-2020

Course Code: CEB- 591 Credits: 02 Max. Marks: 100

Objectives:

1. To develop the oral communicative competence of the learners.

2. To enable the learners acquire various forms of personal and professional communication skills.

3. To enable the learners acquire oral communicative proficiency in various situations.

Course Contents:

Unit I

Definition and characteristics of Oral Communication

Need for effective Communication

Non-verbal communication and Body Language - Forms of non-verbal communication and

Effective use of body language

Unit II

Distinguishing Sounds, Exercises on Minimal Pairs

Oral Communication in various situations - Talking about Family and friends, Weather and

Climate, Sports and games, Science and Technology, Entertainment and Leisure, Flora and

Fauna, Environment, Neighbourhood and Academics

Unit III

Interview skills

Group Discussions

Debates

Oral Presentation and Public Speaking skills

Course Outcomes:

At the end of the course, learners will be able to :

1. Apply the concepts of verbal communication in making effective communication.

2. Apply he concepts of non-verbal communication for making effective communication.

3. Use oral communication effectively in various situations.

4. Exhibit proficiency in interview skills.

5. Participate in GD, debates and oral presentation skills.





b.a. (hons.) communicative english ii semester applied … · 2020-01-28 · 2. to practice...

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