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 Skills 3 2
(Carpentry, Fitting, House Lab
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 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 Mathematical Methods 3+1 2 6 Environmental Studies 3 2
7 Engineering Physics & 3 2 7 Engineering Physics & 3 2
Engineering Chemistry Engineering Chemistry Laboratory
Laboratory -I -II
8 Engineering Workshop 3 2 8 English - Communication Skills 3 2
(Carpentry, Fitting, House Lab
wiring, )
9 C Programming Lab 3 2 9 IT Workshop 3 2
10 English Proficiency Lab 3 2

33 20 30 18

I Year
 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 / Core skills and
Grammar & vocabulary Objectives achieved
Reading & comprehension Listening & speaking personal attributes
through Plan of evaluation
developed through
the exercises
the exercises
Reading comprehension based Dialogues from situations A three-tier system,
on the passage(s): multiple- related to what Writing and allowing the student to work
choice questions asking analysis has been encountered through self-assessment,
students to derive sense of a in the reading passages.; the assessment by peers, and
word from the context dialogues may now be finally, assessment by the
provided by a sentence, short Instructions on how to lay out a teacher.
questions asking students to piece of used in a role-play, and
sum up the key points of a in groups, writing, and exercises
passage, encouraging students where students may analyze
to address not only explicit them for meaning are asked to
statement but also implied generate their own write-and
meaning. implications, and ultimately
engage in ups dialogues of their
own making.
Chapter – 1 .Read & Proceed Short extracts from: Sentences Understanding and Small Communication Enhanced [Both
The importance of the language used for 1.An interview with Arundhati using the basic structure of the conversations teamwork, problem learner- Teacher's
communication: Roy sentence in English (subject – between : solving, learning participation, Manual and
• Understanding the need for English in 2.Jawaharlal Nehru's 'Tryst verb – object); creating 1.A student and a skills development Sample
the wider world, and the opportunities
with Destiny' speech sentences; understanding the hostel warden of linguistic Test
afforded by a strong command of the
language 3.Albert Einstein's essay 'The different kinds of sentences 2.An interviewer proficiency Questions
• Assessing one’s level within the language, World As I See It' (whether a statement, or a and an will be
and understanding the ways in which grasp question, or an exclamation, and interviewee provided]
of the language can be bettered so on) 3.Two friends
• Understanding the basic structure of the together preparing
sentence. English: subject – verb – object - for an oral
Functional grammar exercise: examination at
Students may discuss in groups or pairs college
when, why and where English is used. What,
for example, if they have to face a job
interview? Or make an official presentation
in a State that does not use Telugu? Or even
find their way in an unfamiliar city?
Possible areas of focus and evaluation:
• Making sentences from given keywords
• Correcting the order of words to make
sentences, noting how change in word order
can affect meaning.
Chapter 2. Travel Reading and analysis of short Paragraphs Snippets of Communication, Functional [Both
Nouns, pronouns, and adjectives: extracts from two or more of exchanges adaptability, sense of approach to Teacher's
• Understanding the kinds and uses of the following: Understanding the structure of a between: humour, reliability, finding Manual
nouns paragraph; retaining the thread solutions, and
• Understanding the use of pronouns to 1.Vikram Seth, From Heaven of an argument; introducing the 1.A tour guide enhanced Sample
replace nouns Lake subject of the paragraph in the and a tourist learner- Test
• Understanding the ways in which initial sentence; developing the participation, Questions
2.Ruskin Bond, Landor Days argument in the next few 2.A local
nouns are qualified through adjectives development will be
• Understanding the kinds of adjectives, sentences; drawing to a inhabitant of linguistic provided]
3.Rabindranath Tagore, The of a city and a
their degrees and their uses conclusion by reinforcing what proficiency
Europe Traveller’s visitor
Functional grammar exercise: has already been stated, but
Diary
Students may be asked, in pairs, to plan without introducing any new
3.A photographer
a trip to a place of mutual interest. Each 4.Pankaj Mishra, Butter ideas towards the end; being
and her friend,
pair would then be encouraged to Chicken in Ludhiana brief and concise, but carrying
with the
explain how and why they arrived at this all the information that needs to
photographer
choice. What words are used to identify be conveyed
telling about
– and distinguish – the proposed the places of
destination? What naming words are interest she has
used? How those words are then been to in her
qualified? How do the nouns (the recent
naming words) and adjectives (the travels
qualifiers) help to create a character and
atmosphere for the place or site to be
visited? Is it possible to build
anticipation through such evocation?
Potential areas of focus and
evaluation:
• Changing nouns to the related
adjectives
• Changing adjectives to the related
nouns
• Replacing nouns with pronouns while
retaining the meaning of the sentence

Chapter 3. Gender Reading and analysis of short Essays and arguments Short exchanges Communication, Enhanced [Both
between:
extracts from four teamwork, learner- Teacher's
Verbs and adverbs: newspaper/journal pieces: Understanding that an essay 1. Two friends, commitment, participation Manual and
• Understanding the placement of a verb or argument is a descriptive on an issue of integrity, self- , Sample Test
1. The Telegraph report on the
within a sentence or persuasive piece of writing contemporary motivation, self- development Questions
20-year old Burdwan
• Understanding tenses that needs to be organized as interest esteem of linguistic will be
girl who walked out of her
• Understanding the use of adverbs to a succession of paragraphs; proficiency, provided]
marriage in revolt of her in- 2. A reporter and a
describe verbs introducing the chief development
laws' demands for dowry talk-show guest
Functional grammar exercise: concerns in the first of critical
Students may be asked to consider 2. A perspective on astronaut paragraph, and providing a 3. A teacher and a thinking
recent news headlines for remarkable Kalpana Chawla's layout of how the argument student in school
stories involving women. How are achievement is going to be structured;
either the events or the women developing the main thrust of
3.The inspirational story of a
remarkable? What have these women the argument in the
young woman who survived
done, or what do they do? What words succeeding paragraphs;
child-marriage
of action are used to talk about the making smooth transitions
accomplishments of the women? How 4.Sudha Murthy's write on between ideas and
are actions of the past differentiated what it is possible for women paragraphs(using appropriate
from actions of the present and actions to achieve connecting words or
yet to be performed? How (using what phrases); winding to a
adverbs) are those actions qualified? conclusion by drawing the
various strings of the
Potential areas of focus and
evaluation: argument together

• Changing verbs to the related adverbs

• Changing adverbs to the related verbs
•Using verbs in their correct tenses,
deriving the sense from
the rest of the sentence
Chapter 6 Sports :
Reading and analysis of two Presentations Small conversations Teamwork, Development [Both
Revision of all elements of grammar
of four short pieces in between: integrity, self- of linguistic Teacher's
handled thus far, through evocative Learning to identify the key
depiction of: motivation, self- proficiency, Manual and
descriptions of State or national or elements of any issue and 1. A fitness instructor
esteem, functional Sample
international level sports stories, and 1. Opportunities for men and putting them down as and a trainee
commitment approach to Test
discussion of them. women in sports succinct points; structuring
2. Two friends problem Questions
Functional grammar exercise: the points so that they may
2. A decisive moment in a discussing a solving will be
Students may, in pairs, be asked to be elaborated on according to
game possible provided]
present an account of a memorable necessity; understanding the
career in sports
sports meet or game. The use of nouns 3. Expectation and failure progression of points so that
pronouns, and adjectives should help to no important element is 3. Two friends
clarify exactly what event is being 4. The attitude of missed out, but also, discussing their
talked about. Judicious use of adjective sportsmanship
repetitions are avoided favorite
will help provide the context: how game
important the game or match was, where
it was held, and so on. In a brief account
of the game, verbs and adverbs will be
necessary to report exactly what
happened. If the account has to be
detailed and lively, students will be
obliged to use the correct forms and
tenses. Of course, throughout, not only
will the right inflections and articles be
necessary, so too will the precise use of
prepositions.

Test Book: Step by Step :; Learning Language and Life Skills by Pearson Longman; Pearson Publishers
Lab Manual: Maruthi Publications
 Management Reading and analysis of a short Official letters and emails Dialogues between: Communication, Enhan
on: piece on the tsunami Effectively using the format of 1.a social worker and teamwork, learn
uses of ‘a’, ‘an’, and official communication: an earthquake problem solving, particip
providing one’s own address victim adaptability, develop
uses of and contact details, 2.two doctors working stress of lingu
sing quantity, like documenting the date and in an area afflicted management, proficie
ore’, etc. place from which the by natural disaster reliability, functi
using correct communication is sent, the 3.two school students integrity approa
y meaning salutation used for the campaigning to probl
exercise: addressee, the main body of raise relief money solvi
ed to imagine that in the letter or email (keeping it enabl
atural disaster, they comprehensive but to the group w
team effort. When point), and signing off
dentify the needs of
do they plan to go
cessary aid? Is an
rranged for? Or a
Are adequate first-
e? Do more rations
Could there be a tie-
elief organization?
Prepositions, Reading and analysis of three Reports Brief exchanges Personal Develop
clamations: different kinds of writing, and between: presentation, of ling
se of prepositions – comparisons between them: Learning the difference stress- proficie
rbs with their objects between an essay, for 1. A father and his management, function
ertain verbs 1. A Government of India example, and a report; son/daughter, as commitment, approac
ns report on the success of learning to identify the key he explains the enthusiasm,, problem
uses of common nationwide campaigns for points of an event or importance of self-motivation solving
at, by, of, and so on polio vaccination incident, and documenting staying fit
uses of conjunctions them briefly but in a manner
2. A vegetarian's perspective that conveys both the temper 2. A friends
r exercise: on what makes for and the unfolding of the discussing the
ed to propose ways in healthy living event; understanding what is ideal diet
ng might be attained – meant by a 'target
3. An athlete's say on the readership', and learning to 3. A campus
rcising,
benefits of lifelong exercise tailor the piece to the needs counsellor and a
water, partaking fresh
of that readership student
ossible exercises
d:
thin sentences
ween different
rough the use of
with the same verbs
JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY ANANTAPUR
B.Tech. I Year (common to all branches)
TC
24
ENGLISH
1. INTRODUCTION :
The sweeping changes in the world have elevated English to the status of a tool of global
communication and transformed it into e-English. The syllabus has been drafted to improve the
competence of students in communication in general and language skills in particular. The books
prescribed serve as students’ handbooks.
The teacher should focus on the skills of reading, writing, listening and speaking while using the
prescribed text and exercises. The classes should be interactive. The students should be
encouraged to
participate in the classroom proceedings and also to write short paragraphs and essays. The main
aim is to
encourage two way communications in place of the one-sided lecture.
.
The text for non-detailed study is meant for extensive reading by the students. They may be
encouraged to read some select topics on their own, which could lead into a classroom
discussion. In
addition to the exercises from the texts done in the class, the teacher can bring variety by using
authentic
materials such as newspaper articles, advertisements etc.
2. OBJECTIVES:
a. To improve the language proficiency of the students in English with an emphasis on LSRW
skills.
b. To equip the students to study academic subjects with greater facility through theoretical and
practical components of the syllabus.
c. To develop study skills as well as communication skills in formal and informal situations.
3. SYLLABUS :
Listening Skills:
Objectives
1. To enable students to develop their listening skills so that they may appreciate its role in the
LSRW skills approach to language and improve their pronunciation
2. To equip students with necessary training in listening so that they can comprehend the speech
of people of different backgrounds and dialects.
Students should be given practice in listening and identifying the sounds of English language and
to mark
stress , right intonation in connected speech.
• Listening for general content • Listening to fill up information
• Intensive listening • Listening for specific information
Speaking Skills :
Objectives
1. To make students aware of the role of ability to speak fluent English and its contribution to
their success.
2. To enable students to express themselves fluently and appropriately in social and professional
contexts.
• Oral practice • Describing objects/situations/people
• Role play – Individual/Group activities • Just A Minute (JAM) Sessions.
(Using exercises from all units of the prescribed text)
Reading Skills:
Objectives
1. To develop an awareness in the students about the significance of silent reading and
comprehension.
2. To develop the ability to guess the meanings of words from context and grasp the overall
message
of the text, draw inferences etc.
• Skimming the text • Understanding the gist of an argument
• Identifying the topic sentence • Inferring lexical and contextual meaning
• Understanding discourse features • Recognizing coherence/sequencing of sentences

The students shall be trained in reading skills using the prescribed text for detailed
study. They shalll be
examined in reading and answering questions using ‘unseen’ passages which may
be taken from the
non-detailed text or other authentic texts, such as articles from
magazines/newspapers
Writing Skills:
Objectives
1. To develop an awareness in the students the skill to write exact and formal
writing
2. To equip them with the components of different forms of writing.
• Writing sentences • Use of appropriate vocabulary
• Paragraph writing • Coherence and cohesiveness
• Narration / description • Note Making
• Formal and informal letter writing • Editing a passage
4. TEXTBOOKS PRESCRIBED:
In order to improve the proficiency of the student in the acquisition of the four skills
mentioned above,
the following texts and course content are prescribed and divided into Eight Units:
For Detailed study: ENJOYING EVERYDAY ENGLISH, Sangam Books (India) Pvt
Ltd
Hyderabad, 2009
For Non-detailed study: INSPIRING LIVES, Maruti Publications, Guntur, 2009
Unit -I
a. Heaven’s Gate from ENJOYING EVERYDAY ENGLISH
b. Mokshagundam Visvesaraya from INSPIRING LIVES
Unit -II
a. Sir C.V.Raman from ENJOYING EVERYDAY ENGLISH
b. Mother Teresa from INSPIRING LIVES
Unit -III
a. The Connoisseur from ENJOYING EVERYDAY ENGLISH
b. Dr. Amartya Kumar Sen from INSPIRING LIVES
Unit -IV
a. The Cuddalore Experience from ENJOYING EVERYDAY ENGLISH
b. Gertrude Elion from INSPIRING LIVES
Unit -V
a. Bubbling Well Road from ENJOYING EVERYDAY ENGLISH
b. Vishwanathan Anand from INSPIRING LIVES
Unit-VI
a. Odds Against Us from ENJOYING EVERYDAY ENGLISH
b. Charlie Chaplin from INSPIRING LIVES
Unit – VII Exercises on
Reading and Writing Skills, Reading Comprehension, Letter writing, Report writing
Unit – VIII Exercises on
Remedial Grammar covering Common errors in English, Subject-Verb agreement,
Use of Articles and Prepositions, Active/Passive Voice, Reported speech, Tenses
Vocabulary development covering Synonyms & Antonyms, one-word substitutes,
prefixes & suffixes,
Idioms & phrases, words often confused.
Evaluation: The question paper shall contain two parts, Part A containing questions
from Units I- VI and
Part B containing questions from units VII & VIII. The student is required to answer
five full questions
choosing at least one from Part B.
REFERENCES:
1. Technical Communication , Principle and Practice, Meenakshi Raman and Sangita Sharma,
OUP, 2009
2. Essential Grammar in Use, (with CD) 3/e, Cambridge University Press, 2009
3. Resumes and Interviews, M.Ashraf Rizvi, Tata – McGraw Hill, 2009
4. Everyday Dialogues in English by Robert J. Dixson, Prentice-Hall of India Ltd., 2006.
5. Communication Skills for Technical Students, Farhathullah, T.M., Orient Blackswan, 2008
6. Developing Communication Skills, 2/e. by Krishna Mohan & Meera Banerji , Macmillan,
2009
7. English for Technical Communication, Vol. 1 & 2, by K. R. Lakshmi Narayanan, Sci tech.
Publications.
8. Basic Communication Skills For Technology, Andrea J Ruthurford, Pearson Education ,
Asia.
9. Longman Dictionary of Contemporary English with DVD, Pearson Longman

ENGLISH LANGUAGE AND COMMUNICATION SKILLS LAB

The Language Lab focuses on the production and practice of sounds of language and equips
students
with the use of English in everyday situations and contexts.
Objectives:
1. To train students to use language effectively in everyday conversations, to participate in
group discussions, to help them face interviews, and sharpen public speaking skills
2. To expose the students to a varied blend of self-instructional, learner-friendly modes of
language learning
3. To enable them to learn better pronunciation through stress on word accent, intonation,
and rhythm
4. To initiate them into greater use of the computer in resume preparation, report- writing,
format-making etc.
5. To help the students cultivate the habit of reading passages from the computer monitor,
thus providing them with the required ability to face computer-based competitive exams such
GRE,
TOEFL, GMAT etc.
SYLLABUS :
The following course content is prescribed for the English Language Laboratory sessions:
1. Introduction to the Sounds of English- Vowels, Diphthongs & Consonants.
2. Introduction to Stress and Intonation.
3. Situational Dialogues (giving directions etc.)
4. Speaking on the mobiles and telephone conversation
5. Role Play.
6. Oral Presentations- Prepared and Extempore.
7. ‘Just A Minute’ Sessions (JAM).
8. Describing Objects / Situations / People.
9. Information Transfer
10.Debate
Minimum Requirement:
The English Language Lab shall have two parts:
i) The Computer aided Language Lab for 60 students with 60 systems, one master console,
LAN facility and English language software for self- study by learners.
ii) The Communication Skills Lab with movable chairs and audio-visual aids with a P.A
System, a T. V., a digital stereo –audio & video system and camcorder etc.
System Requirement (Hardware component):
Computer network with Lan with minimum 60 multimedia systems with the following
specifications:
i) P – IV Processor
a) Speed – 2.8 GHZ
b) RAM – 512 MB Minimum
c) Hard Disk – 80 GB
ii) Headphones of High quality
PRESCRIBED SOFTWARE: GLOBARENA