COURSE PACK

SCHEME
The scheme is an overview of work-integrated learning opportunities and gets students out into the real
world. This will give what a course entails.

Course Title Communication Competency and Aptitude Course Type Comprehensive

Building

Course Code KIUC523B Class B.tech Sem 5

Activity Credits Credit Hours Total Number of Assessment in

Classes per Semester Weightage
Lecture 2 2
Instruction Tutorial 0 0

Practical
Tutorial
Theory
delivery

study
Self-

SEE
Practical 1 2

CIE
Self-study 1 8
Total 4 12
30 0 30 120 50% 50%
Course Lead Dr Surya Singh Course Dr Surya Singh
Coordinator
Names Theory Practical
Course Dr Surya Singh Dr Surya Singh
Instructors Ms. Tanya Sharma Ms. Tanya Sharma
Ms. Priyanka Rai Ms. Priyanka Rai
Mr. Anand Kumar Mr. Anand Kumar
Mr. Ravi Mr. Ravi
Mr. Aashish Johri Mr. Aashish Johri

COURSE OVERVIEW
It is an outline of why students learn what they learn. This will provide all of its details like why a course
is to be studied, what is its market share, its professional circles, where knowledge gained is applied, and
who the business players both in India and Abroad are.

PREREQUISITE COURSE
PREREQUISITE YES NO (✓)
COURSE REQUIRED

COURSE OBJECTIVE
Provides insight into why students learn what they learn before beginning a course.

COURSEPACK | FORMAT
COURSE OUTCOMES (COs)
After the completion of the course, the student will be able to:

KIUC523B.1 Formulate grammatically correct sentences by using different concepts of English

grammar.
KIUC523B.2 Demonstrate creativity and exemplify corporate communication within a simulated
setting.
KIUC523B.3 Implement analysing techniques for forecasting and decision making.
KIUC523B.4 Apply mathematical thinking to solve problems based on quantitative aptitude

COURSEPACK | FORMAT
 BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom's taxonomy is a set of hierarchical models used for the classification of educational learning
objectives into levels of complexity and specificity. The learning domains are cognitive, affective, and
psychomotor.

COMPREHENSIVE
Remember Understand Apply Analyse Evaluate Create
CO No.
KL1 KL 2 KL 3 KL 4 KL 2 KL 6
O1UA301L ✓
.1
O1UA301L ✓
.2
O1UA301L ✓
.3
O1UA301L ✓
.4

PROGRAM OUTCOMES (POs): 5

COURSE ARTICULATION MATRIX

The Course articulation matrix indicates the correlation between Course Outcomes and Program
Outcomes and their expected strength of mapping in three levels (low, medium, and high).

COs#/ POs
PSO1

PSO2
PO10

PO11

PO12
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

O1UA301L.1 1 1 2
O1UA301L.1 1 2 2 2
O1UA301L.1 1 1 1 2 2
O1UA301L.1 1 1 1 2
Note: 1-Low, 2-Medium, 3-High

COURSE ASSESSMENT
The course assessment patterns are the assessment tools used both in formative and summative
examinations.

Total
Type of CIE Marks Grand Weighta
COURSEPACK | FORMAT
 Course LAB LAB Total ge
(B) (Daily MT CIE SE Marks (CIE-SEE)
EXA
Work/ E E
Record) M

INTEGRATE 25 50 25 100 10 20 50-50

D 0 0

Assignment, Quiz, Class test, SWAYAM/NPTEL/MOOCs and etc.

COURSE CONTENT
(THEORY + PRACTICAL)

CONTENT
Unit 1: Basics of Grammar
Subject Verb Agreement (Advanced), Vocabulary: Root words based, Phrasal
verbs & Idioms
Unit 3: Verbal ability
Reading Comprehension (Advanced) , Reading Comprehension (Time bound
Practice), Critical Reasoning - Concepts & Worksheet, Parajumble & Analogies
(Advanced)
Unit 3: Business Correspondence:
Email writing, Memo & Circular Letter writing, Business report writing, Business
Meeting, GD Practice
Unit 4: Presentation Skills
Presentations- Concepts Revision, Introduction to the Story Factor, Dressing
Etiquette, Find out the Anecdotist in you.

LESSON PLAN FOR COMPREHENSIVE COURSES

FOR THEORY 15 weeks * 3 Hours = 45 Classes) (1credit = 1 Lecture Hour)
FOR PRACTICAL 15 weeks * 2Hours = 30 Hours lab sessions (1 credit = 2 lab hours)
FOR COURSE - BASED PROJECT 15 weeks * 3 Hours = 45 Hours lab sessions
(1 credit = 3 self-Learning hours) (Not to mention in lesion plan)

L- Topic for Delivery Tutorial/ Practical Plan Competen

No Skill cy
1 Subject Verb Agreement Theory CO1
2 Vocabulary: Root words based, Theory Construct CO1

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3 Parts of Speech Theory grammaticall CO1
y
correct
4 Parts of Speech -2 Theory sentences CO1

5 Phrasal verbs & Idioms Theory CO1

Verbal Ability
6 Reading Comprehension Theory CO3
(Advanced)
7 Reading Comprehension (Time Theory CO3
bound Practice) Implement
8 Critical Reasoning – Concepts Theory analysing CO3
9 Critical Reasoning – Worksheet Theory techniques CO3
10 Parajumble Theory for CO3
11 Analogies – Concept Theory problem CO3
solving
12 Analogies Practice Theory CO3
Business Correspondence C03
13 Email writing, Theory CO2
14 Email Writing -Practice Practical CO2
15 Business Meeting Theory CO2
16 Business Meeting Demo Practical Showcase CO2
17 Business Meeting: Case Study Theory effective CO2
18 Group Discussion: Introduction Theory writing CO2
19 Group Discussion Practice Practical skills CO2
20 Group Discussion: Practice Practical CO2
Presentation Skills
21 Presentations- Concepts Revision Theory CO2
22 Introduction to the Story Factor Theory CO2
23 Presentations Practical Presentatio CO2
24 Presentations Practical n CO2
25 Feedback session on presentation Theory skills CO2
26 Dressing Etiquette Theory CO2
Quantitative Aptitude CO2
27 Crypto Maths Theory CO4
28 Introduction to Algebra and Theory C04
Algebraic formula,
29 Linear and Quadratic Equations Theory Numerical C04
30 Word problem on ages Theory Ability CO4
31 Set Theory Theory Skills CO4
32 Sets and different forms Theory C04
33 Venn Diagram Theory CO4
34 Venn diagram puzzles Theory CO4
35 Permutation and Combination Theory CO4
36 Theory CO4
Fundamental Principle of counting
37 Selection and Arrangement Theory C04
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 38 Probability (Basic concept) Theory CO4
39 Coin Problem Theory CO4
40 Dice Problems Theory CO4
41 Mensuration Theory CO4
42 Logical Reasoning Theory CO4
43 Data Sufficiency Theory CO4
44 Calendars and Clocks Theory CO4
45 Non-Verbal Reasoning Theory CO4

BIBLIOGRAPHY

 Text Book (One Text Book which covers 80% and more syllabus)
 Reference Books (Two reference Books, one should be international)
 Journals/Magazines/Govt. Reports/Gazette/Industry Trends (Two Numbers)
 Webliography (Two electronic documents or websites that relate to the Course)
 SWAYAM/NPTEL/MOOCs Certification (One from Each Platform, Max 3 Platforms)

PROBLEM-BASED LEARNING

Exercises in Problem-based Learning (Assignments) (Min 45 Problems*)

S No Problem KL
1 What is professional communication and it key features?
2 What strategies do you use to organize and structure your presentations K2
effectively?
3 How do you engage your audience and maintain their interest during a K3
presentation?
4 Explain the features of professional communication on the following aspects:
listening,
speaking, reading and writing

K2
5 How would you address the recipient of a formal letter? K3
6 How do you ensure your written communication, such as emails and reports, is K3
clear,
concise, and well-structured?

K3
7 What role does body language play in effective communication, and how do K2
you pay
attention to it in your interactions?

K2
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8 What do you consider to be the most important elements of effective K2
communication? K2
9 Analyze the reasons why professionals should embrace public speaking. In K4
your opinion,
does it help in the career advancement of an individual? Support your points
using
examples.

K4
10 What are some ways to conclude a presentation effectively and leave a lasting K2
impression
on your audience?

K2
11 You have been requested by the senior management to present the data of the K3
annual
financial report of a company in the annual general meeting. Which visual aid
will you
choose to present the data effectively? Give reasons to support your answer.

12 Identify some common corporate environment's expectations for dress K4

and appearance? K4
13 What is the general rule for grooming and personal hygiene in the workplace? K3
K3
14 What role does listening play in resolving arguments? Explain with some K3
suitable
examples.

K3
15 As per your learnings identify some qualities that make a successful corporate K4
employee.
How will you develop these qualities in yourself during college to better
prepare for the
corporate world?

K4
16 Observe People around you and their dressing .Find out if there Dressing is K4
according to
the Place. Give five suggestions on Effective Dressing.

K4
17 Find two people who are very good at Presenting Infront Of people (Public K2
Speaking)
share their experience in managing effective speaking.

K2

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18 Find out the various Techniques used in Reading Comprehension . K3
19 Apply any two techniques of Effective reading. Find out if they enhance your K3
reading ability or not
20 How do you plan to continue learning and developing skills in your new job, K4
and what
resources will you seek out to stay up-to-date with industry trends and
advancements?
K4
21 How would you address the recipient of a formal letter? K3 K3
22 What role does body language play in effective communication, and how do K2
you pay
attention to it in your interactions?

K2
23 What techniques do you employ to create visually appealing and informative K3
slides or
visual aids?

K3
24 What steps does the communication process include? Is it important for the K3
communication process to be complete every time we send a message? Is
language a tool
of communication? How?

K3
25 What is considered appropriate attire for professional work environment? K2 K2
26 Observe a Group Discussion and note down your 5 observations of it. K4
27 What are the challenges of candidates while sitting in the group Discussion K1
28 Describe the main components of effective email writing K1
29 Observe any two formal and informal emails and draw a contrast between K4
them
30 Analyze the reasons why professionals should embrace public speaking. In K4
your opinion,
does it help in the career advancement of an individual? Support your points
using
examples.

K4
31 Six friends Amit, Bhuvan, Charles, David, Ela and Farhan are sitting K3
in a row facing towards
North. Charles is sitting between Amit and Ela. David is not at the
end. Bhuvan is sitting
immediate right to Ela. Farhan is not at right end.Who is immediate
left to Charles?

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32 2The average of ages of 10 persons in a club was 32. What should K4
be the age of the new
person joining in the club so as to increase the average by 4?

33 The area of a playground is 153 m 2 . If the length of the playground K4

is decreased by 4 m
and the breadth is increased by 4 m , the playground becomes a
square. Find the side of the
square ?

34 3 x × 7 y = 441 where x and y are integers, what is the value of x – K4

y?
35 A man says, “The woman in the photograph is my sister’s son’s K4
maternal grandmother.” How is
the woman related to the man’s sister who has no other sister?

36 In first 400 numbers those divisible by 2 are deleted and again those K3
divisible by 5 are removed, how
many numbers will be left now?

37 If the cost price of 16 apples is equal to the selling price of 12 K4

apples, what is the percentage profit or
loss made by the merchant?

38 Bharat can do a work in 8 hours; together Bharat and Chandu can K4

do it in 4 hours, Whereas Aman and
Chandu together can do it in 6 hours. How long Aman alone take to
do it?

39 The proportion of gold and silver in 3 samples is 1:2, 2:3 and 3:2. A K4
mixture comprising of equal
quantities of all 3 samples is made. The proportion of gold and silver
in the mixture is
40 The time in a clock is 40 minute past 8. What is the angle between K4
the minute and hour hands of the
clock?
41 An amount of Rs 312 was divided among 100 males and females in K3
such a way that each male gets Rs
3.60 and each female Rs.2.40. What is the number of females?

42 How many ways can 12 letters are posted in 6 post boxes, if each of K3
the post boxes can take more
than 12 letters?

43 A person walking at 7/8 th of his usual speed reaches office 20 K3

minutes later than usual. What is his
usual time?

COURSEPACK | FORMAT
 44 Working together, Anu and Manu can do a job in 10 days. Manu and K3
Tanu can do the same job in 12
days, while Tanu and Anu can do it in 15 days. How long will it take
if all Anu, Manu and Tanu work
together to complete the job?

45 A person walking at 7/8 th of his usual speed reaches office 20 K3

minutes later than usual. What is his
usual time?

BIBLIOGRAPHY:
Text Books:
1. Delivering Employability Skills in the Lifelong Learning Sector by Ann Gravells,
ISBN10: 1844452956
2. What employers want : the work skills handbook - Karen Holmes, Publication Date: 2011
3. The 2020 Workplace by Jeanne C. Meister and Karie Willyerd
4. The whole new mind Drive by Daniel H Pink - 2011
5. Enhancing Employability @ Soft Skills by Shalini Verma, Pearson.
6. Productivity and Employability Skills by John Heap and Mike Dillon, ISBN-13: 978-
0957272620

Reference Books:
1. Practical English Usage - ISBN: 019431197X
2. Learning Spoken English - ©2012 by Lynn Lundquist - ASIN: B0094XNOPW
3. Essential English Grammar: A Self-Study Reference and Practice Book for Elementary
4. 4. Murphy’s English Grammar with CD, Murphy, Cambridge University Press.

List of e-books: URL- https://nptel.ac.in/courses/109104030

URL- https://nptel.ac.in/courses/109104031

1. SWAYAM/NPTEL/MOOCs

a. Introduction to Peace and Conflict Management

(https://onlinecourses.swayam2.ac.in/nou23_hs01/preview)
b. Enhancing Soft Skills and Personality
(https://onlinecourses.nptel.ac.in/noc23_hs30/preview)
c. Speaking Effectively
( https://onlinecourses.nptel.ac.in/noc23_hs13/preview)

COURSEPACK | FORMAT
2. Webliography (Two electronic documents or websites that relate to the Course)

a. https://campus2corporate.in/career-guidance.

b. https://www.udemy.com/course/essentials-for-campus-to-corporate/

c. How To Speak and Communicate Effectively:

https://www.youtube.com/watch?v=7sZMFM9_D8c

d. How To Perform SWOT Analysis: https://articles.bplans.com/how-to-perform-

swot-analysis/

e. How To Make and Give Effective Presentations:

https://www.youtube.com/watch?v=MnIPpUiTcRc

f. Effective Business English:

https://www.youtube.com/watch?v=IlhuJwfQJmY&list=PL7x45KHuu46l1lMErNTx
6gkTRMt48oRLV

g. Dressing Etiquette- How to Dress Smartly:

https://www.youtube.com/watch?v=I7-YbVPz5p0

STUDENT-CENTERED LEARNING (SELF-LEARNING TOWARDS LIFE-

LONG-LEARNING)

Self-Learning (it’s a typical course-based project to be carried out by a whole class in groups of four
students each; they should exhibit higher level KLs)

The students, in a group, are expected to conceive an idea based on the content (objectives/outcomes) and
apply the suitable knowledge to demonstrate their learning.

A list of 30-40 project statements can be offered to the students to choose or students can conceive their
own ideas (teamwork), design and develop the product/process/service and implement the same.

1 Debates Divide the class into teams.

Assign a topic for debate or let teams choose from a list.
Provide time for research and preparation.
Set clear rules for speaking time and rebuttals.
Encourage respectful disagreement and active listening.
2 Group Choose a discussion topic relevant to the curriculum.
Discussions Set guidelines for participation and respectful communication.
Encourage students to build on each other's ideas.
COURSEPACK | FORMAT
 Consider assigning a facilitator or rotating the role.
3 Role-Playing Assign roles and scenarios or let students create their own.
Provide time for preparation and planning.
Have students perform their role-plays in front of the class.
Facilitate a debriefing session to discuss the experience.
4 Public Start with shorter speeches and progress to longer ones.
Speaking Provide guidance on structure (introduction, body, conclusion).
Exercises Encourage the use of visual aids if applicable.
Offer constructive feedback on delivery and content.
5 Journaling Assign regular journaling prompts or let students choose topics.
Emphasize clarity, organization, and personal reflection.
Consider allowing students to share excerpts if they're comfortable.
6 Storytelling Give students a theme or let them choose a story to share.
Sessions Encourage creativity in storytelling techniques.
Create a supportive environment for sharing.
7 Listening Play games like "Chinese whispers" or "telephone."
Games Discuss the impact of miscommunication and the importance of
clear messages.
Emphasize the value of active listening
8 Media Analysis Select a relevant piece of media for analysis.
Discuss language, tone, and the intended audience.
Encourage students to express their opinions and interpretations.
9 Interview Provide common interview questions for practice.
Practice Emphasize body language, eye contact, and professionalism.
Conduct feedback sessions after each interview
10 Articulation Conduct exercises to improve pronunciation and clarity of speech.
Exercises Use tongue twisters and similar activities for practice

11 Picture Show a picture or series of images and have students create a

Narration narrative to describe what's happening.
This enhances descriptive and storytelling skills
12 Impromptu Randomly select topics and have students speak on them for a short
Speaking period (1-2 minutes).
This improves spontaneous communication skills.
13 Crossword Create crossword puzzles related to class topics.
Puzzle Have students work in pairs to solve them, fostering
Collaboration communication and collaboration.

14 Story Chain: Start a story with a sentence or paragraph.

Have students take turns adding to the story, building on what the
previous person said.

15 Listening Play audio clips or podcasts and have students summarize the
Comprehension content.
This enhances listening skills and the ability to extract key
information.
16 Mind Mapping Use mind maps to visually represent ideas during discussions.
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 Discussions Encourage students to connect and expand on ideas collaboratively

17 Reflective Ask students to reflect on their communication strengths and

Journaling weaknesses regularly.
This encourages self-awareness and goal-setting for improvement.
18 Collaborative Present real-world problems and have students work together to
Problem- find solutions.
Solving This promotes effective communication within a problem-solving
context.
19 Expressive Arts Integrate activities like drama, poetry, or creative writing to
encourage self-expression.
Discuss and share creations within the class.
20 Public Service Have students create PSAs on important topics.
Announcement This requires concise and persuasive communication.
(PSA)

21 Communication Set up a course with obstacles representing communication

Obstacle challenges.
Course Teams must navigate and overcome these challenges together

22 Current Events Current Events Discussions:

Discussions Assign current news articles for students to read and discuss.
This promotes critical thinking and articulate expression of
opinions
23 Role Reversal Assign students to argue a position they don't personally agree with.
Debate This encourages empathy and the ability to see different
perspectives
24 Silent Conduct a discussion where students communicate using written
Discussions: notes or a chat platform instead of speaking. This encourages
thoughtful responses
25 Jigsaw Divide a topic into subtopics. Each student becomes an "expert" on
Classroom one subtopic, then shares their knowledge with a new group of
students who focused on different subtopics
26 Discussion Arrange students in an inner and outer circle. The inner circle
Socratic Circles discusses a topic while the outer circle observes. After a set time,
the roles switch
27 Mindful Take students outside for a mindful listening walk. In pairs, one
Listening Walk person talks about what they observe while the other practices
active listening.

28 Communication Create a board game that incorporates communication challenges,

Board Game scenarios, and skill-building activities. Students advance by
successfully completing communication tasks.
30 Mystery Bag Place random objects in a bag. Students take turns reaching in,
Descriptions describing the object without looking, and others guess what it is.

31 Impression Students pick a historical figure or character and convey aspects of

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 Charades: their communication style through charades, without speaking

32 Interactive Begin a story and have each student contribute a sentence to build a
Storytelling collaborative narrative.
This promotes active listening and creative thinking.

33 Verbal Have students take turns describing an object or concept without

Pictionary using the actual name, while others try to guess what it is. This
improves descriptive communication skills
34 One-Minute After a class activity or discussion, give students one minute to jot
Reflections down their key takeaways or thoughts. Share these reflections for
discussion.

35 Dictionary Assign students to find words in a dictionary based on specific

Scavenger Hunt criteria (e.g., words with three syllables, words related to a
particular theme).
36 Speech and Conduct workshops on effective speech delivery, emphasizing tone,
Expression pitch, and modulation. Students can practice through short
Workshop speeches.

37 Idiom Explore common idioms and their meanings. Have students create
Exploration sentences using idioms to demonstrate comprehension.

38 Grammar Give students a sentence with a grammatical error and ask them to
Improv improvise a correct version. This makes grammar practice more
interactive.

39 Story Provide students with jumbled sentences and ask them to arrange
Sequencing them in the correct order. This enhances logical thinking and
narrative structure understanding.

40
41 Word Art
Collage Have students create visual representations of words using images,
colors, and drawings. This engages creativity while reinforcing
word meanings.
42 Analogies Present students with analogy puzzles and ask them to complete
Challenge them. Analogies help in understanding relationships between
words.

43 Word Sorts Have students categorize words based on common characteristics

(e.g., parts of speech, prefixes, suffixes).

44 Debates on Encourage debates on the use of specific words or phrases in

Word Usage different contexts. This sharpens analytical and verbal reasoning
skills.
45 Reading Aloud Assign passages or short stories for students to read aloud. This
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improves pronunciation, fluency, and comprehension.

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