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COMMUNICATION ENGLISHDIPLOMA COURSE IN ENGINEERINGFIRST & SECOND SEMESTERA publication under Government of TamilnaduDistribution of Free Text book Programme(NOT FOR SALE)Untouchability is a sinUntouchability is a crimeUntouchability is inhumanDIRECTORATE OF TECHNICAL EDUCATIONGOVERNMENT OF TAMIL NADUi

Government of TamilnaduFirst Edition - 2015ChairpersonThiru Praveen Kumar, I.A.S.Commissioner of Technical EducationDirectorate of Technical EducationChennai – 600 025.Dr. Sundaramoorthy M.E., Phd.,Additional Director of Technical EducationDirectorate of Technical EducationChennai – 600 025.CoordinatorConvenerCHANDRASEKARAN GSORNAKUMAR RLecturer (SG) / English,Principal,Pattukottai Polytechnic College,Dr. Dharmambal Govt. PolytechnicPattukottai.College for women, Chennai.Authors & ReviewersDR T. JAYASUDHADR JULIE CIANCIOAssociate Professor of English &Associate Dean, Director ofResearch Officer,International Development, WestcliffTamil Nadu State Council forUniversity, Faculty, College ofHigher Education, LadyEducation, California State UniversityWillington Campus, Chennai.Core TeamSENTHILKUMAR K ASIVAKUMAR TLecturer (SG) / English,Lecturer (SG) / English,Sakthi Polytechnic College,SSM Polytechnic College,SakthiNagar, Bhavani.Komarapalayam.ANUPRIYA TTHANGAVELU SLecturer / English,Lecturer (SG) / English,Tamil Nadu PolytechnicIRT Polytechnic College,College, Madurai.Tirunelveli.ii

Support TeamGURUNATHAN NLecturer (SG)/English,Seshasayee Institute of Technology,Tiruchi.MADHAVAN PLecturer (SG) / EnglishSankar Polytechnic College,Tirunelveli.JEYAPRAKASH MLecturer (SG) / English,Ramakrishna Mission Polytechnic College,Chennai.AMALADASAN VLecturer (SG) / English,Rukmini Shanmugam Polytechnic College,Varichiyur, Madurai.BANUMATHI LLecturer (SG)/English,Sri Arulmigu Palani Andavar PolytechnicCollege, Palani.KARTHIKEYAN RLecturer (SG) / English,PAC Ramasamy Raja Polytechnic College,Rajapalayam.RAJALAKSHMI SS.L/ English,Murugappa Polytechnic College,Chennai.ALAGUMALAR MLecturer / EnglishTPEVR Govt. Polytechnic College,Vellore.MANI SLecturer / English,Govt. Polytechnic College for Women,Coimbatore.SARAVANAN M PLecturer / EnglishGovt. Polytechnic CollegeCoimbatore.iii

THE NATIONAL ANTHEMFULL VERSIONJana-gana-mana-adhinayaka jaya -GangaUchchhala-jaladhi-tarangaTava Subha name jage,Tava Subha asisa mage,Gahe tava jaya-gatha.Jana-gana-mangala-dayaka jaya heBharata-bhagya-vidhata.Jaya he, jaya he, jaya heJaya jaya, jaya, jaya he.-Rabindranath TagoreSHORT VERSIONJana-gana-mana-adhinayaka jaya heBharata-bhagya-vidhata.Jaya he, jaya he, jaya heJaya jaya, jaya, jaya he.AUTHENTIC ENGLISH TRANSLATION OFTHE NATIONAL ANTHEMThou art the ruler of the minds of all people,Thou dispenser of India's destiny.Thy name rouses the hearts of the Punjab, Sind,Gujarat and Maratha, of Dravida, Orissa and Bengal. It echoes in the hills of the Vindhyas and Himalayas,mingles in the music of the Yamuna and Gangesand is chanted by the waves of the Indian Sea.They pray for Thy blessings and sing Thy praiseThe saving of all people waits in Thy hand,Thou dispenser of India's destiny.Victory, Victory, Victory to Theeiv

THE NATIONAL INTEGRATION PLEDGE“I solemnly pledge to work with dedication to preserve and strengthen thefreedom and integrity of the nation.”“I further affirm that I shall never resort to violence and that all differencesand disputes relating to religion, language, region or other political oreconomic grievances should be settled by peaceful andconstitutional means.”INVOCATION TO GODDESS TAMILBharat is like the face beauteous of Earth clad in wavy seas;Deccan is her brow crescent-like on which the fragrant 'Tilak' is the blessedDravidian land.Like the fragrance of that 'Tilak' plunging the world in joy supreme reignsgoddess Tamil with renown spread far and wide.Praise unto You, goddess Tamil, whose majestic youthfulness, inspires aweand ecstasyv

PREFACECommunication skills have been the key to success for securing placements. It hasbeen observed that students have mastery in their specific domains, yet their communicationskill in English is not satisfactory. This has led to a scenario where there is a supply-demandmismatch. While there are adequate employment opportunities, there are not enough eligiblecandidates to deliver on the job. Hence, there are a number of unemployable youth whohave not been able to procure jobs in the organized sector for want of good communicationskills. Good communication skills also play a pivotal role to scale heights in one’s career.Hence, it was felt that there is a dire need to restructure the English language curriculum ofthe Polytechnics in the State to foster internalization of the structure of the English languagethrough content.This textbook has been designed with activities that have been arranged in aprogressive manner so that the learning of the language is easy, linear and applicationoriented. The textbook is organized into 5 units for each semester. While the first three unitsfocus on sensitizing the students to the aspects of the language through a series of activitiesto develop grammatical applications, vocabulary, listening, reading, writing and speakingskills, unit 4 and 5 deal with composition. The highlight of this book is that it does not makeroom for memorization or rote learning. Moreover, most of the activities have beendeveloped with the core content from the physics and chemistry textbooks of thePolytechnics.This would mean that the English language learning is just scaffolding of thevocabulary internalized through the core subjects.The objective is now, therefore, to enhance the communication skills in English byproviding adequate opportunities to practice.As there is ample scope for the students to practice using the language,internalization of the rules of English and using it in real life contexts shall be possible.Learner autonomy has been built into the activities which will provide hands on experience inusing the language and thus “learning by doing”.- T. JayasudhaResearch OfficerTANSCHEvi

30011 COMMUNICATION ENGLISH – IDETAILED SYLLABUSContents: it IGrammarThrough ActivitiesNouns &VerbsPresentation:Practice: UsePresentation ofRules AdequateContextualexamplesPracticeActivities tosensitizePronunciation ofPlurals & Past tenseverbs endingsNames &ActionsListeningPlurals, pasttense endingsReadingUnit 2Description &ConnectionsGrammarAdjectives &PrepositionsListeningSpeaking &WritingReadingActivities:homophonesTask based:Factual, InferentialVocabulary &ExperientialquestionsThrough activitiesLearning OutcomesIdentify nouns & VerbsDistinguish & usesingular & plural nounsDifferentiate tense (time)from verbs (actions)Learn tense usingtimelines7Distinguish thePronunciation of Pasttense & Plural endingsRecognize words withsimilar pronunciation butdifferent spelling &meaningsComprehend & respondto simple textsRecognize adjectivesTransform adjectivalPresentation:forms (Word level)Practice: useCompare prepositions &Presentation of rules use them in contextAdequateUse adjectives &contextual examples prepositions productivelyPracticein speech and writingActivitiesIdentify and useRhyming :Introduce themselves &Pair work, individual describe friends usingWorkadjectivesTask basedComprehend, interpret &Factual,analyze simple readingInferentialpassagesVocabulary &ExperientialquestionsviiContactHrs.446423

Unit 3Resources&EnvironmentGrammarThrough ActivitiesKinds esArticlesListeningPresentation,Practice, UsePresentation ofRules Adequatecontextual practiceRecognize kinds ofsentencesConvert sentences asdirectedDifferentiate phrases,clauses, sentences, UsearticlesIdentify & use negativesentencesActivitiesHomophonesDistinguish & use wordswith similar pronunciationTask based:Factual,InferentialVocabulary &ExperientialquestionsDraft main pointsComprehend, interpret &analyze small passagesActivityUse Capitals, Commas &PeriodsReadingWritingPunctuationUnit 4WritingVisual to VerbalParagraph(using linkers)MessagesUnit 5WritingAdsPersonal letters[Invitation,Permission&thanking]Develop hintsReading245-step writing process Pre-writing(brainstorming) Clustering/grouping ideas Rough draft Revision/editing Final draftActivities/tasksActivities/ tasks(sample, guidedcontrolled, free)]7Interpret visualsBrainstorm, organize& write paragraphsusing linkersWrite messages forgiven contexts215Develop hintsWrite adsIdentify & composepersonal letters fordifferent purposes15Task based:Factual,InferentialVocabulary &Experiential questionsviiiComprehend,interpret & analyzetexts

Annexure – IGuidelines for setting question paperSemester – IVocabulary based questions like (Q 1.1, 1.2, 1.3, and 1.12) may be taken from thetextbook.Q 1.1 & 1.2odd words - short & long words Mono and disyllabic common words used in day to day life should be given foridentifying the phonetically odd wordQ 2.7 Road Map The question should have instruction ‘Give three directions using imperativeform’Q 3.1 comprehension Questions should precede the paragraphQ 4.4 verbal to visual Paragraphs should be selected in such a way that they lend themselves toconverting into graphics / flow chart / bar chart / pie chart or tableQ 4.5 Hints development Should be about popular places, festivals & well known Simple storiesix

30021 COMMUNICATION ENGLISH - IIDETAILED SYLLABUSContents: TheoryContentUnit 1CompetenciesGrammarActive/PassiveDirect to indirectPresentation, practice,use Presentation ofrules Adequatecontextual examples.PracticeTasksReading& WritingTasks based complextextsMatterUnit 2VocabularyLexical setsActivityReadingTask based complexpassages for academicpurposes.Factual, InferentialVocabulary &Experiential questionsActivitiesPolymersGrammarWord formsTagsPrefix/suffixSpeakingUnit 3DisastersTransactionalStrategiesThrough ActivitiesPresentation, practice,usePresentation Adequatecontextual examplesPracticeActivity: Pair workInformation GapGrammarActivitiesDegrees ofComparisonPresentation, practice,uses Presentation ofstructure & rulesAdequate contextualexamples Practice.xLearning OutcomesRecognize & distinguishactive/passive formsUse active & passiveformsConvert from direct toindirect, Indirect to directRespond to, interpretand analyze texts foracademic purposesComplete clozeSummarize texts in ownwordsBuild and expandvocabulary use.ContactHrs.735Comprehend, interpret,analyze texts6Identify, recognize, useword forms appropriatelyConvert words into otherformsAdd question tagsUse prefix/suffixappropriatelySpeak on given framesin pairs72Sort positive,comparative, superlativeformsRecognize, distinguish &use degreesappropriately.5

VerbalquestionsWh questionsReadingSpeakingUnit 4WritingReportsHintsEmailsUnit 5WritingFormal letterResumeVerbal to visualReadingActivitiesPresentation, Practice,uses Presentation ofstructure & rulesAdequate contextualexamples Practice.Task basedFactual InferentialVocabulary &Experiential QuestionsOpining Activities Gap:Pair/group work5-Step Writing Process- Pre writing(brainstorming)- Clustering/Grouping- Rough draft- Revision/Editing- Final draftActivities: tasksJob applicationordering goods.Lodging complaints(sample, guided,controlled, free)Task basedFactual InferentialVocabulary &Experiential QuestionsxiUse verbal questions incontextsUse Wh questions incontextsComprehend, interpret &analyze texts foracademic purposesSpeak on given situationto register one’s opinion.Recognize structure ofreportsUse passive forms towriteDevelop hints by framingsentences & writeparagraphsRecognize internalize thestructure & composeemailsRecognize & internalizestructure & write letters:applying for jobs,complaints, placingorders.Write own resumes.Respond, interpret &analyze passages foracademic purposes.5231515

Annexure IIGuidelines for setting question paperSemester – IVocabulary based questions like (Q 1.3, 1.4, 1.5, 1.6, 1.8 &1.9) may be taken from thetextbook.Q 3.1 comprehension Question should precede the paragraphQ 2.4 tense forms A para with 3 blanks with verbs in brackets should be givenQ 2.7 Idioms & phrases Idioms & phrases should be taken from the prescribed text book onlyQ 4.2 process Questions on process should be given such aso preparing fruit juice / Coffee / Tea / Planting a saplingo Chemistry, Physics and workshop practical processQ 4.1 verbal to visual Paragraphs should be selected in such a way that they lend themselves toconverting into graphics / flow chart / bar chart / pie chart or tableQ 4.5 Hints Development Topics related to science, environment , technology should be givenxii

CONTENTSUnitTitlePage No.I SEMESTER1Names and Actions12Descriptions and Connections203Resources and Environment374Composition565Composition63Model Question Paper72II ion1225Composition137Model Question Paper151xiii


UNIT 1NAMES & ACTIONSObjectivesAt the end of this unit, the students should be able to:9 Identify nouns and verbs9 Distinguish and use singular and plural nouns9 Distinguish the pronunciation of (past tense endings) /t/, /d/, /Id/ and (plural endings)/s/, /z/,/iz/9 Differentiate tense (time) from verbs (action)9 Recognize homophones9 Comprehend reading texts and respond to tasks

2 English Communication – INAMES and ACTIONSLanguage is a unique means of human communication. The irst men probably started using gruntsand other sounds to communicate with each other. Gradually, speciic sounds began to be used to denotespeciic things or actions. As man evolved, the need to use structured sounds and words becameimportant. This need resulted in the evolution of language. In the early days, when language was in theinitial stages of development, there was no grammar.Grammar is nothing but rules that help us use the language correctly so that we are understood byothers in the community. For instance, when a person wants to learn to drive a car, knowledge of thekey parts of the car is very important. Knowing what a clutch, gear, and accelerator are, is one aspect;how to apply them is another. The irst one is theory and the second one is practice. A combination ofboth of these – knowledge of the parts and actually applying it, is what happens when a person attemptsto learn to drive a car. The person is given training to drive a car practically, which helps in putting theknowledge acquired into use. Similarly, grammar is made up of rules which enable a person to use language effectively.Parts of SpeechAll words in English can be classiied into eight groups called parts of speech: noun, verb, adjective,pronoun, preposition, conjunction, adverb and interjection. Let us learn the parts of speech one by onein order to use the language meaningfully and (joy)NounIdea(Internet)Thing(Laptop)

Names & Actions 3A noun is a word that names a person, place, quality, idea or thing. teacher corrected the paper.The pilot landed safely.Energy can neither be created nor destroyed.The movie was a blockbuster.They won the prize.Can the students read in English?Has the train arrived?Is the lesson interesting?The Taj Mahal is a beautiful monument.Communication skills are essential for employment.Keep the room clean and tidy.Activity 1Focus on the underlined words. Complete the chart below identifying the word by its deinition. Puta tick mark 9 in the table for each word. The irst one is done for you.Sl. udents8English9train10lesson11Taj aceIdeaThing

4 English Communication – IActivity 2Fill in the blanks.Any word that makes sense in the blanks is a noun. On completion, check your answers with the helpof your teacher.1. A walks on the .2. Two meet in the .3. The visited the .4. The went to the .5. The liked the .6. Do like ?7. don’t like .8. play in the .9. The hit a .10. The punished the .Activity 3Look around at the objects in your classroom. List them on your own in the chart below. Check withyour teacher’s help.161127123813491451015Activity 4a) List all the things that you could ind on a playing ield where an international one day cricketmatch is to be held in Chennai.161127123813491451015

Names & Actions 5b) The match is going to be between India and Sri Lanka. Now list the names of players from boththe countries (present & past players).161127123813491451015Now complete the following chart with words related to cricket.w eu i ep hcricketb t i gb lic o e a os o er sActivity 5Pair work: Tell your friend about cricket using the words associated with the game.Types of nounsCommonnounNounCollectiveNounProperNounEx: Children, teacher, actor, Ram, Xavier, Ismail, team, herd, chorusA common noun is your everyday noun like road, cat, love, mother or park. They are not capitalizedunless they start a sentence or form a part of a name like Uncle Tom.

6 English Communication – IProper nouns include names of months, days, organizations, people and their titles, places, books,plays, movies and newspapers.A collective noun is a noun that is most often singular in form but refers to a group of people orthings.Singular and Plural NounsA singular noun names one person, place, idea, thing or quality. A plural noun names more than oneperson, place, idea, thing or quality.Rule1. Add ‘s’ to most singular nouns to make them plural.2. Add ‘es’ to singular nouns that end in “s, sh, ch and x” to make them plural.Examples: books, watches, foxes, churches, kisses, bushes3. Some nouns have special plural - men, woman - women, child – children, tooth – teeth, foot – feet4. When a word ends in ‘y’, the plural form has ‘ies’5. Some nouns do not change at all in the plural.Sheep – SheepActivity 6Mark in the table below singular/plural using“S or puppypassengerberriesActivity 7Choose the correct noun forms (singular or plural). carries two (basket / baskets).I love to eat many (sandwiches / sandwich) for breakfast.They are going on a (picnics / picnic).There are many (boat / boats) on the lake.The (gardens / garden) is very beautiful.I travel in a small (cars / car).I love to watch all the newly released (movie / movies).Children like to swim in the colony (lakes / lake).A (frogs / frog) jumped into the net.Radha bought two sets of (clothes / cloth) for her birthday this year.Activity 8Write the plural forms of the underlined words.1. Anne visits the neighborhood family.2. English people enjoy the summer sky.3. The managers record their meetings in their diary.

Names & Actions4. 7Children like to pick up the ripe strawberry.The bakery sells fresh bread.I can see the pony taking a nap.I met the lady on the road.Replace the old battery.People like to go to the party.Students need to complete the activity.Pronunciation of plurals: RuleSounds are called voiced or voiceless depending on whether the vocal cords vibrate or not when theyare articulated. Keep your inger on your Adam’s apple (throat) and pronounce the pairs one after theother to sense the contrast in their pronunciation: /p/, /b/, /t/, /d/, /k/, /g/. The following rule is derivedfrom the articulation of the sounds. Only some sounds are given as examples./s/

Vocabulary based questions like (Q 1.1, 1.2, 1.3, and 1.12) may be taken from the textbook. Q 1.1 & 1.2 odd words - short & long words Mono and disyllabic common words used in day to day life should be given for identifying the phonetically odd word Q 2.7 Road Map

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