Government of Karnataka

Department of Collegiate and Technical Education

Board of Technical Examinations, Bangalore

Course Code 20EG01P Semester I/II

COMMUNICATION
Course Title Course Group Core
SKILLS

No. of Credits 4 Type of Course Tutorial + Practice

Workplace Skills / 6Hrs PerWeek

Course Category Humanities & Social Total Contact Hours
Sciences 78Hrs Per Semester

Prerequisites Nil Teaching Scheme (L:T:P)= 0:1:2

CIE Marks 60 SEE Marks 40

Preamble
Today, Communication is a very important skill for the success of every millennial student. Millennials affinity to use
digital media for communication, changing career and working landscapes, and greater competition in colleges and workplaces
makes enhancing student communication skills beyond language a must. Rote learning a few tips or tricks the night
before an interview or performance review won’t do the job if students are trying to make an impression in highly
collaborative workplaces of the future. Expectations from students aspiring to be part of such future workplaces are that they
have not just good verbal and non-verbal communication skills but also a good understanding of how to use modern tools
for effective communication.

Scope
To enable students to communicate clearly and effectively, by improving their verbal and non-verbal communication skills, as
well as enhancing interpersonal skills and knowledge of appropriate tools for specific communication strategies.

Course Objectives
The objectives of communication skills course are:
• Build better communication skills: oral and written expressions and body language
• Enable critical thinking
• Empower with active listening skills
• Enable team work/collaboration

Instructional Strategy
To achieve course objectives, it is important to provide the blended mode of instruction for each of the concepts. This blended
mode of instruction enables and empowers students with:

• Understanding of Concept (Theory):

o Through definitions, discussions, explanation, conclusions.
 o Through demonstrations: Show films or other workplace clips that model various conversation skills.
This provides greater clarity of the concept by
▪ Enabling observation skills
▪ Helping in expression of gesture
▪ building confidence
• Application of Concept (Learning by doing): It isimperativethat tobecome agood
communicator, the skills have to be built by applying the concept in the hypothetically created real life situations.
Students are encouraged to participate in each of these activities during lab session to help build the effective
communication skills.
o Use of technology tools like audio books, apps like voice thread orpaper telephone, etc.
▪ To help in workplace conversions.
▪ To increase active listening, pronunciation
▪ To help in voice modulation
o Group discussion
▪ Reinforce active listening
▪ Enable group debate to imbibe healthy communication strategies
▪ Sharpen the skills of “Asking clarifying questions”
▪ Sharpen Feedback / Response skills
▪ Time management skills
o Group presentations/peer reviews
▪ Enable team work
▪ Assess concept understanding
▪ Sharpen both oral and written communication skills
o Group activities:
▪ foster critical thinking
▪ enable reflective learning
o Tools usage:
▪ Understand the difference between a Dictionary and a Thesaurus
▪ Understand “When” and “How” to use these tools for communication

Course Outcomes
After completion of this course, the student shall be able to;
• Communicate
o Identify audience (colleagues, management, customers/vendors)and use the right methodologies for
communication using the right terminology, names, grades and other nomenclature pertaining to the
trade,toolsandspecificequipment.
• Write
o in at least one language correctly
o basic level notes and observations
o job cards, work sheets, basic report writing and responding to emails, simple presentations, job
applications, resume
• Read
o Technical manuals, task sheets/job orders, policies and regulations pertinent to the job, including OEM
guidelines.
o all instructions given in memos, manuals, documents or those put up as posters across the premises
o safety precautions mentioned in equipment manuals and panels to understand the potential risks
associated
• Question
o Ask right questions
 o Use different ways of asking questions
▪ Clarifying/Open ended (What, Why, When, Who, Where, How)
▪ Close ended
• Present
o With right Posture & Gesture
o With greater concept/content clarity
o With high confidence
o With voice modulation to capture the attention of audience

• Use technology tools

o Office productivity
▪ Word : Report writing
▪ PowerPoint : Creating effective presentations
▪ Excel : Data handling/Charts

Course Content
The following arethevarious units to betaughtand assessed in order toensure the studentisable to demonstrate the Course
Outcomes mentioned in the Course Outcome section.

Pre-assessment:
Teachers are required to administer pre-assessment before starting the actual instruction. This helps in gathering
information about students’ like their attitude, beliefs, interests, and learning abilities.

Pre assessment expectations:

• To assess current language skill (Pronunciation, usage, sentence formation)

• To assess their ability to comprehend and respond to the instruction
• To assess their interest towards accepting ideas and learning
• To assess their current communication skills: asking questions, listening, communicating with confidence
UNIT 1: English – Introduction
Learning outcome:
Learn English pronunciation, functional grammar concepts& Reading. To gain confidence in spoken English.This section also
covers phonemic awareness, grammar rules to set a strong base for
application mode of communication.
Phonemic Going over 42 Examining the understanding of sounds 0:2:2
awareness sounds Spelling patterns (Consonant and Vowel
blending: CVC words)
Pronunciation
o List of words given above(Commonly used
words)
o Diction (speech)

Functional Revision of Parts of speech 2:0:0

Grammar Grammar concepts Sentence structure 0:1:0
Concepts Examples of right sentences
Gender, Singular, Plural 0:1:0
 Usage of voice (active and passive) and 0:2:0
tenses

Comprehens Reading Written test for each comprehension 0:0:2

ion activities conversations
(check the unit wise
activity table)

UNIT 2: Communication
Lesson outcome:
At the end of the session:
• Students should be able to
o Understand the communication process, influence of voice/tone, logical organization of
thought, comprehension, listening skills.
o Understand the basic building blocks of communication and strategies for working with each of these
blocks.
o Learn about carrying self, etiquettes of communication.
o Build positive attitude about self and towards handling communication.
o Learn the process for effective communication, problem solving techniques, to be confident
communicator.
What is 1: 2:0
communication?
Why communication?
INTRODUCTI How do we
ON: communicate?
Communication
Theory and Process How communication happens? 0:2:2
• Pictorial representation of
communication framework
• Elements of communication:
sender, receiver, message
• Refer to activity in Unit activity
section.

Barriers to Language 0:2:2

communication • Lack of linguistic ability (video clip
• Grammar play,
content
Context tutorial, role
• Psychology play)
• Physiology

Systematic
• inefficient or inappropriate
information systems
 • Lack ofcommunication channel
• lack of understanding of the roles and
responsibilities
Attitude
• Perceptions
• Preconceived notions

Building People People: 0:4:4

blocks of Message • Empathising with sender’s or
communicati Context receiver’s perception
on Listening • Intent & Impact on the
sender/receiver
• Think – Feel – Do model
Message:
Message channels:
o Inperson, email, memo, report Be
aware of Mental Filters
o Level of
understanding/knowledge
o Personal concerns
o Pre conceived notions
Organize message:
o Critical thinking: organize your
thoughts?
Use following strategy:
▪ Who
▪ What
▪ When
▪ Why
▪ How

o Bundle Primary and Secondary

information
o Mindful about non-verbal
message
o Tone of voice Examples
of Types of messages:
o Inform
o Persuade
o Cyclical
Avoiding Miscommunication:
• Evaluate (Checking for) understanding
of the intent of the messagewiththe
receiver–by
asking clarifying questions?
Context:
Define context Importance of
context Tune into context
• Timing
• Location
• Relationship
Listening:
Importance of listening Barrier to
listening:
• Mental filters
• Multitasking
• Information overload
Strategies for listening:
• Recall
• Acknowledge
• Summarize
• Listen with eyes for connecting to non-
verbal connection
• Empathize
• Pay attention
• Ask clarifying questions
Effective Listening Behaviors:
• Maintaining relaxed body posture
• Leaning slightly forward if sitting
• Facing person squarely at eye level
• Maintaining an open posture
• Maintaining appropriate distance
• Offering simple acknowledgements
• Reflecting meaning (paraphrase)
• Reflecting emotions
• Using eye contact
• Providing non-distracting environment
Behaviors that hinder effective listening
• Acting distracted
• Autobiographical (Telling your own story without
acknowledging theirs first)
• No response
• Invalidating response, put downs
• Interrupting
• Criticizing
• Judging
• Giving advice/solutions
• Changing thesubject
• Reassuringwithoutacknowledgment
UNIT 3: Verbal Communication
Lesson outcome:
At the end of this session, Students should be able to:
• Understand and define the communication framework structure for each of the verbal communication (in
person/telephonic/video conference).
• Understand and apply the verbal communication techniques.
• Use technical jargons in communication.
• Use right body language during verbal communication
• Understand and practice the Active Listening techniques
• Confidently articulate or present the content
Different types In person Use ABC’s: Accuracy, Brevity, Clarity 0:2:4
of verbal o Introduction
communication: Telephonic o Mainbodyofthecontent
o Summary
Video conference • Use voice/tone effectively
• Reinforcement of Listening skills: Active
andEmpatheticlistening skills
• Body language
o Eye contact
o Body posture
o Gesture
o Facial expression
o Space
Effective Listening Behaviours:
• Maintaining relaxed body posture
Listening Skills Effective Listening • Leaning slightly forward if sitting
• Facing person squarely at eye level
behaviours
• Maintaining an open posture
• Maintaining appropriate distance
• Offeringsimpleacknowledgements
• Reflecting meaning (paraphrase)
• Reflecting emotions
• Using eye contact
• Providing non-distracting environment

Behaviours that hinder effective listening

• Acting distracted
• Autobiographical (Telling your own story
without acknowledging theirs first)
Behaviours that
• No response
hinder effective
• Invalidating response, put downs
listening
• Interrupting
 • Criticizing
• Judging
• Giving advice/solutions
• Changing thesubject
• Reassuring without acknowledgment

Using technical Assignment based

Jargons: project
encouraging pupil
to use the technical
terms in the
written and verbal
communication.
This requires
understanding of the
coreconcepts (from
subject teacher)
and integrating the
concept with
communication
concepts to gain the
real time
application
knowledge.

UNIT4: Non-Verbal Communication:

Lesson outcome:
At the end of this unit, students should be able to:
• Understand the importance of Body language and its impact.
• Use the strategies for effective body language.
• Understand the relevance of different elements of emails and how to use them.
• Develop the confidence in presenting written content in logical and organized manner with a definitive email
framework.
• Write different email formats confidently: Job application, Request email, apology email, email
responses/feedback.
• Confidently write Resume/Curriculum-vitae, Reports, Formal letters and portfolio.
• Confidentlycommunicate usingtechnicaljargonsandwithincreasedvocabulary.
Body Body language tips: 0:3:4
Language Strategies • Keep appropriate distance
• Take care of your appearance
• Maintain eyecontact
• Smile genuinely
 Do’s and Don’ts:
dos:
• smile
• stand up confident and straight
• use appropriate hand gestures
• Make eye contact with audience
• Hold neat note cards while
presenting content
Don’ts
• point at anyone
• rock backwards and forwards
• pace across front of room
• read off slides
read offnotes

Different types of emails: Job application, request letter,

letter writing and quick notes 0:2:4

Structure of email text:

• Introduction – Beginning of the letterand
this playscrucialroleasit provides first
impression to the reader.
o Who: author (name + position
Written and organisation)
Art of communication o what: purpose - controlling idea
Professiona (what author does or feels)
l writing:
Emails: • Development: Expandonthe
ControllingIdea/purpose of the email by
answering relevant WH questions
• Structured o what, when, where, who, whom,
framework for which, whose,why, and how
writing formal • Conclusion: Positive words
emails to o Verb: thank, appreciate, hope,
emphasize on wish
professional o Phrases: be glad about, look
communication forward to
in English
Email writing samples and practice content in the
activity section.
 Additional essential writing skills – Framework will be
provided and assignments will be advised:

• Resume writing /CurriculumVitae

• Report Writing
• Portfolio writing
• Formal letters

UNIT5: English - Reading Skills, Grammar & Vocabulary

Lesson Outcome:
At the end of the session, student should be able to:
• Read sentences with punctuation.
• Understand the techniques of reading complex words.
• Understand and apply the reading techniques for efficient reading.
• Understand the usage of communication tools like Thesaurus and Dictionary that aids in improving
vocabulary and reading.
• Understand and apply the functional grammar aspects in day today communication.

Comprehension activities Passage comprehension

Conversation comprehension 0:2: 2
Reading Techniques for smart
skills reading
Strategies for smart reading:
• Skimming and scanning through the text,
inferring the meaning
• Questioning, summarizing
Functional
Grammar List of Commonly Set of words to accelerate the English language 0:1: 2
confused words and how learning and usage.
to use/avoid them Strategiestousethesewordseffectively

Sentences:
o Declarative Techniques of categorizing sentences, 0:1: 2
sentence understanding how to build with
o Imperative punctuation andeffectively use in the verbal and
sentence non-verbal communication. This involves
o Interrogativ e more of hands on activities.
Vocabulary sentence
o Exclamator y
sentence
 Punctuation, Content Comprehension remains as a main activityto 0:1: 2
organization and acceleratethelearningof spoken and written
Comprehension English language

Techniques: Increases vocabulary, builds confidence and

• Learning new words helps in becoming a good communicator.
from comprehension
by way of repetition Activities are done, tips are provided to efficiently
and usage of these implement these strategies.
words in
communication
• Listing technical
jargons and repeatedly
using in the
communication with
peers and teachers
• Chunking and
reading words
Tools
• Understand the
difference between a
Dictionary and a 0:1:0
Thesaurus
• Understand “When”
and “How” tousethese
tools
for communication

Unit 6 - Communication Tools

Lesson Outcome:
At the end of the session, student should be able to:
• Use Email technology efficiently for communication
• Present content in the PPT format efficiently
• Understand different platforms available for web conferencing and efficiently work with them.
• Create reports and data management.

Evolution of Traditional vs. modern communication tools 1:0:0

Introduction communication tools Advantages and Disadvantages
Email using Gmail How to use the tools effectively? 0:1:1
Formatting, layout
 One-to-One Including attachment
Working with “To, CC, BCC” and Subject fields
effectively
Using signature
Presentation using Creating, Editing, Saving slides Using 0:1:2
One-to- PowerPoint Animation
Many Formatting options
Webinar / Web Hosting online meeting using online meeting tools 0:1:1
Presentation (zoom, Inviting people
Google meet, Skype) Sharing screen

Other Reports using MS Open, close, Edit and Save usage with 0:1: 2
Word documents
Layout and strategies for creating report Sample
report creation demo with follow on assignment
Core subject project report submission
assignment

Data & Graphs using Open, close, save and edit the excel 0:1: 2
MS Excel document
Creating data
Using basic maths operation in Excel for working
withdata
Creating simple graphs
Assignment: For example, creating statistics of subject
wise activities completed for 6 months in the credit
course
4:34:40

Course Class Activity List (Unit-wise)

The following are the various activities that faculty could conduct for each unit are presented below;
Unit No. Unit Title Unit Activities

1. 42 sounds revision:

UNIT 1: English – Introduction

Activities:
 • This helps in reducing thenative language impact
• Helps in understanding Short and Long vowel words
• Helps in spelling
• Helps inpronunciation
2. Readingcommonly used words loud fromthe list(list will be
provided in the workbook):
• Thishelpsingettingfamiliaritywiththe word
pronunciation and helps in reading.
3. Blending wordsactivity:
• Write simple three letter words (CVC/CVCC/CVCV)
pattern words: Can, Cap, Snap, cape (list will be provided in
the workbook)
• Show howto blend with the sound.
• Starting with 3 letter wordsand continuing to 6 to 8 letter
words. Note: Remember before going through
big words, it is always important to assess and
ensure the student is aware of all the 42 sounds
and are comfortable making small words.

Parts of Speech:

building sentence using parts of speech: Demonstration by teacher:

(Will beexplained in the book asan example)

Jumbled parts of speech: Student should pick the right order to build
meaningful sentence:

(More samples will be provided in the workbook)

• College go to youeveryday.
• Makes spider web the a
Gender,SingularandPlurals:
 • Match the following activity for singular and plural
• Fill in the blanks activity for genders Reading
&Comprehension:Conversation

• Conversation at the bank (provided in the workbook

along with few more conversation samples)
• Questions based on this conversation will be
provided in the workbook

Oral:
• Introduce yourself?
Unit 2 Communication Visual:
• Video clip on communication etiquette
• Pictures (in addendum section): do’s and don’ts of
communication

Group ofstudents, oneparticipant whispersin another participant’s

ear, and this message has to be passed on in a circle until it reaches back
the sender. Making a note of process of message conveyed and how it
was perceived.

o Identify the communication gap if any.

o Discuss and conclude the communication
framework importance
o Discuss/reiterate how to make
communication framework strong.

1. Role play to assess the understanding of building blocksof

communication:(canbetaperedtothe core skillsofdiploma
courses,following arejust few of the examples)
a. Announcing the result of students in the class
or
b. Announcing the job placement of students (people,
context, message, form of message)

c. Discussing the guidelines of examination

(listening skills)
 d. Listening tothe weather forecast without seeing and
making note of the listening ability (play video of
weather forecast) – Assess based on how much the
student is able to recall.

2. Run National geography/Discovery Video

clip/subject related technical video clip on
YouTube:
Check:

o if thestudent has not understoodwhat a speaker

expressed
o about work or safety related issues
o seeking clarification or advice appropriately
from colleague, customer,
management or vendor

1. Voice/tone modulation: Showcase video

Discussion:

What was right? What was

Unit 3 Verbal communication
wrong?

How it should have been better?

2. Picture description activity (memory test): Class split into

groups A, B C,D: (two or four groups of atleast 5 people
each): Teacher shows different picture to each group for
three minutes. Now eachgrouphastorememberwhat was
onthe pictureand discuss with each other, write down the
elements on a piece of sheet and share it with the teacher.
Group that remembers more will be the winner.

Teacher to observe the body language of a student in the group,

listening skills of a student, presentation skill,
comprehension skill,content delivery skill, confidence level,
team work. And reiterate the concepts, dos and don’ts, and discuss
what could have been done better.
(details of pictures will be given in the workbook)

3. Telephonic conversation:
 Role play by a teacher: Call Airtel/Vodafone department and
asking for the phone number portability process.

After teacher demonstrates, teacher divides the class in to small

groups of three people.
• Each group will be given a different telephone
conversation assignment (samples will be provided in
workbook).
• Two people in the group pretend to converse over the phone,
and the third person makes a note of right and wrong
approaches during the communication.

Body language
Non-verbal
Unit 4: communication

Simon Says:

Instructions and set up :

1. Seriesofinstructionstothegroupthataretobe
copied/reproduced. Start slowly and increase the pace

2. State the following actions as YOU do them:

o Put your hand to your nose

o Clap your hands
o Stand up
o Turn around
o Touch your shoulder
o Sit down
o Stamp your foot
o Cross your arms
o Put your hand to your forehead – BUT WHILE SAYING
THISPUTYOURHANDTOYOURNOSE
3. Observethenumberofgroupmemberswhocopywhat you did rather
than what you said.

Outcome of this activity:

Discuss how body language can reinforce/influence verbal

communication and drive the importance of body language and how
to work on it
 • Emailcommunication&Usingtechnical jargons:

Sample letter writing as assignment to students. (list will be

provided in the text book – Request, apology, job
application and relevant email formats that are useful for
students post diploma course)

• There will be at least one assignment that utilizes technical

jargonsinemail communication.

• Reading passage (Provided in workbook)

English - Reading • Reading passage from the text book
Skills, Grammar & • Comprehension: Passage & Conversation (will be provided
Vocabulary inworkbook)
UNIT 5:
• Chunking words and reading activities

• Email writing activities: Writing emails using email

Communication tools provider. Theme based email writing
Unit 6: • Report writingassignment

Writing about a machinery tool/interior designing plan?

Related to the diploma stream.

• Resume writingassignment
• Data handling: Collecting data about
machines/number of students passed out of college for
last three years and creating graph about it.
• Presentation:
o Aboutlearninginthecommunicationclass
o Concept presentation

Course Assessment Strategies

Assessment Methodology
a. Observation (role play activities, team activities, demonstration)
b. Questions & Answer – Periodic Assessment

Assessment Grading RUBRICS

Language Basics
Beginner Doesn’t know / understand
Intermediate can read and identify commonly used words
Good Confident , able to communicate well with known people
Advanced Confident,abletocommunicatewellwithanyoneusingaEnglish
Expert Can read, understand; Also comprehend & can train others
Reading
Beginner Beginning to read, has native language impact
Intermediate can read, identify words, build simple 3/4/5 letter words easily
Good Can read, understand, build words, read simple sentences ; Also comprehend

Advanced Can read, understand, build words, read simple sentences ; Also comprehend

Expert Confident , read simple and complex sentences with punctuation, comprehend, spell also
build words
Inter personal
communication
Beginner is shy, doesn’t talk/express
Intermediate hesitatestocommunicate – dueto lack ofconfidence /ability,can talk to knownpeople

Good can talk to unknown people, less confident, does not express, has hard time working as a
team
Advanced can talk to unknown people, confident, can't express, has hard time working as a team

Expert confident,cantalktoanyone,expresswell,workswellintheteam
Body language
Beginner Is shy, not open to communicate, has hard time making friends
Intermediate Knows basics of Body language, practices sometimes
Good Knows basics of Body language, practices most times, has less confidence in presenting
content
Advanced Knows and practices good body language all times, can present content

Expert Knows and practices good body language all times, is an example, Leads the pack to get
better
Listening Skills
Beginner Just hears, no attention
Intermediate Listens, pays attention, does not ask any question
Good Listens, pays attention, ask questions
Advanced listens, pays attention, asks questions, cannot empathize
Expert Listens, pays attention, asks clarifying questions, able to understand the message
communicated
Acceptability to Learn
Low is not receiving to information
Average receives information but resists to implement
Good , Above Average receives information and implements per instructions
Strong receivesinformationandproactivelyimplementsandseeksfeedback
Verbal Communication
Beginner Does not communicate, shy, low on confidence: has problem expressingin his/her native
language orEnglish language
Intermediate Can communicate in native language, low confidence, shy, yet to try in English language
Good Can communicate in native language, good confidence, tries to communicate in English
language
Advanced Can communicate in native language, express view points, good confidence, comfortable
talking to people in theteam, triesto communicate in English language aswell

Expert Can communicate in native language, express view points, very good confidence, can
communicate with anyone without any fear, asks clarifyingquestions, communicates
wellinEnglish,ortrieshardto communicate in English language as well

Non-Verbal
Communication
Beginner Struggles to understandthe non-verbalcues, has to workon body language, has hard time
understanding the written communication aspects

Intermediate Can understand the non-verbal cues, has to practice, tries to apply written communication
aspects
Good Can understand non-verbal cues, practices well, works hard to get hold on written
communication skills, exhibits confidence in whatever
task is given
Advanced Canunderstandnon-verbalcues,canworkonwrittencommunication
aspects, exhibits confidence, practices well, help others to identify non-verbal cues

Expert Can understand non-verbal cues, train others, confident, exhibits good non-verbalcuesat
alltimes,cantrainthepack,hasgoodholdon written communication as well.

Comprehension
Beginner Tries to read the passage, has hard time to comprehend
Intermediate Can read the conversation passage, has hard time understanding the regular passage

Good Can read the conversation passage, regular passage, but stutters in answering questions if
there are technical jargons
Advanced Can read the conversation passage, comprehend but regular passage comprehension is
good
Expert Can read the conversation passage, comprehend but regular passage comprehension is good,
explain better to others, help others, lead the
pack
Writing Communication
Beginner Hastroubleformingright sentencesforwrittencommunication
Intermediate Can form sentences, has problem with the layout, gets confused between layout for
different form of written communication
Good Can form sentences, has fair understanding of the layout to be used for particular type of
written communication, but stuttersforwords and expression

Advanced Can form sentences, has good understanding of the layout to be used for particular type of
written communication, confident, can express
thoughts well
Expert Can form sentences, has good understanding of the layout to be used for particular type
of written communication, confident, can express thoughts well and train others and
lead the pack

Course assessment and Evaluation

Sl.No Assessment Time frame in semester Duration Max Conversion
(hrs) marks
1. Pre assessment Beginning of the course 2 NA NA
commencement
2 Skill Test - 1 At the end of 3rd week 2 20
3 20 Average of
Skill Test-2 At the end of 7th week 2 three skill tests
4 20
Skill Test-3 At the end of 13th week 2
5 Total Continuous Internal Evaluation (CIE) Assessment 60 60
6 Semester End Examination(SEE) Assessment 2+1=3 100 40
– Practical mode (75+25)
(Written Test)
+
Student Activity
TOTAL 100

Recommended Learning Resources

https://www.englishclub.com/grammar/parts-of-speech.htm
Watch Amy Cuddy’s TED Talk: Your Body Language Shapes Who You Are Additional Reading:
http://money.cnn.com/2000/05/03/career/q_body_language/

Pre-assessment:
Activity 1:
Make a group, read random words from the list, build sentence for few words from the list.

Create a group of 3 or 5 students. Randomly pick 5 words from the word list write down on the board/show them as a chart
if you have created a word chart/make chit of words and ask them to pick one chit and READ the word.

Main idea: Testing the pronunciation ability, language ability, confidence in speaking, ability to understand and accept
the instruction

Activity 2:
Simple reading test – Reading passages (Simple passage from the current course book)
Show the reading passage, let each one of them read 2 lines, after first student is done with reading two lines, then the next student
must pick up from there and read next two lines. This process has to be followed until the entire class is done with reading or at
leasttenstudentsaredonewithreading.

Main idea: Testing listening skills, attentiveness, language ability, pronunciation ability

Activity 3:
Students getting to know each other. Create a group of 3 or 5 students. Each student gets chance to talk to another student,
introduce him/herself to the student, ask question, make a note of the answer against the name of the student who is answering
the question on a sheet of paper.
Main idea: To assess current communication level, body language when students talk with each other, and confidence.

Commonly Used Word List

When Today For Off
Give Stop There Often
Again Little Than Myself
Do Large At Over
From Both Like Along
Him Name Said Why
Can Few They Has
Go Home Look Bring
But Big Know Part
Old Should Done By
Not Once High As
Her Thought So Into
Time Better Them Away
Long Many Does No
Had Get Always Other
Word Please These With
Very Ask Last An
Your Say Got What
Make Ten Next Come
Day I Those Would
Each Show Play Who
Yes To Girl This
On Am A Could
Been Where You Now
Of Way Be Fun
He Which Were Only
It Write Or Much
More Goes One Tell
My Great All Out
Any Number That Fast
Their First Cat Is
We Find His Small
She Me Have Dog
Did In How See
Went Before Water Here
Full Saw And People
Some Never Use School
Then Boy Take Two
If Right The Call
Night After Will Might
Made About Was May
Up Far Are Walk
To assess current communication skill: Activity based

Activity 3:

Making a group of students and getting to know each other with a predefined expectation for
example:

Name:
I
ha
ve
pe
rfo
rm
ed
on
sta
ge
:
I’
m
go
od
at
sp
or
ts:
I can speak
more than 3
languages:
I’m
always
cheerful:
I like my mother tongue: