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JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY KAKINADA
COURSE STURUCTURE - R10 COMMON TO BRANCHES (ECE, IT, ME, CHEM, BME, ECom E, PCE, MM)
I Year
|I Semester |P |C |II Semester |P |C |
|1 |English - I |3 |2 |1 |English - II |3 |2 |
|2 |Mathematics - I |3+1 |2 |2 |Mathematics - II |3+1 |2 |
|3 |Engineering Physics - I |3+1 |2 |3 |Engineering Physics - II |3+1 |2 |
|4 |Engineering Chemistry I |3 |2 |4 |Engineering Chemistry-- II |3 |2 |
|5 |C Programming |3 |2 |5 |Engineering Drawing |1+3 |2 |
|6 |Environmental Studies |3 |2 |6 |Mathematical Methods |3+1 |2 |
|7 |Engineering Physics & |3 |2 |7 |Engineering Physics & |3 |2 |
| |Engineering Chemistry | | | |Engineering Chemistry | | |
| |Laboratory -I | | | |Laboratory -II | | |
|8 |Engineering Workshop |3 |2 |8 |English - Communication |3 |2 |
| |(Carpentry, Fitting, | | | |Skills Lab | | |
| |House wiring, ) | | | | | | |
|9 |C Programming Lab |3 |2 |9 |IT Workshop |3 |2 |
|10 |English Proficiency Lab |3 |2 | | | | |
| |32 |20 | |31 |18 | COURSE STURUCTURE - R10
COMMON TO BRANCHES (CSE, EEE, CE, EIE, AE, BT, AME,)
I Year
|I Semester |P |C |II Semester |P |C |
|1 |Engli|3 |2 |1 |Engli|
| |sh - | | | |sh - |
| |I | | | |II | JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY KAKINADA
Syllabus effective from 2010-
2011
ENGLISH SYLLABUS FOR SEM. 1 & 2 of JNTU-K
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.
Each chapter will be structured with a short passage or collage of passages
for reading. All further exercises and activities will draw upon the broad
subject of the passage(s), and use functional and situational approach
|Chapter / |Reading & |Listening & speaking |Core skills |Objectives |Plan of evaluation |
|Grammar & vocabulary |comprehension | |and personal |achieved through| |
| | | |attributes | | |
| | | |developed |the exercises | |
| | | |through the | | |
| | | |exercises | | |
| |Reading comprehension |Dialogues from | | |A three-tier system,|
| |based on the |situations related to | | |allowing the student|
| |passage(s): |what Writing and | | |to work through |
| |multiple-choice |analysis has been | | |self-assessment, |
| |questions asking |encountered in the | | |assessment by peers,|
| |students to derive |reading passages.; the | | |and finally, |
| |sense of a word from |dialogues may now be | | |assessment by the |
| |the context provided |Instructions on how to | | |teacher. |
| |by a sentence, short |lay out a piece of used| | | |
| |questions asking |in a role-play, and in | | | |
| |students to sum up the|groups, writing, and | | | |
| |key points of a |exercises where | | | |
| |passage, encouraging |students may analyze| | | |
| |students to address |them for meaning are | | | |
| |not only explicit |asked to generate their| | | |
| |statement but also |own write-and | | | |
| |implied meaning. |implications, and | | | |
| | |ultimately engage in | | | |
| | |ups dialogues of their | | | |
| | |own making. | | | |
|Chapter - 1 .Read & Proceed |Short extracts from: |Sentences Understanding|Small |Communication |Enhanced |[Both |
|The importance of the |1.An interview with |and using the basic |conversations|teamwork, |learner-pa|Teacher's|
|language used for |Arundhati Roy |structure of the |between : |problem solving,|rticipatio|Manual |
|communication: |2.Jawaharlal Nehru's |sentence in English |1.A student |learning skills |n, |and |
|. Understanding the need for |'Tryst with Destiny' |(subject - verb - |and a hostel| |developmen|Sample |
|English in the wider |speech |object); creating |warden | |t of |Test |
|world, and the opportunities |3.Albert Einstein's |sentences; |2.An | |linguistic|Questions|
|afforded by a strong command |essay 'The World As I|understanding the |interviewer | |proficienc|will be |
|of the |See It' |different kinds of |and an | |y |provided]|
|language | |sentences (whether a |interviewee | | | |
|. Assessing one's level | |statement, or a |3.Two friends| | | |
|within the language, and | |question, or an |together | | | |
|und
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