Lovely Professional University, Punjab

Course Code Course Title Course Planner Lectures Tutorials Practical Credits
PEL121 COMMUNICATION SKILLS I 29477 :: Simranpreet 1.0 0.0 3.0 3.0
Kaur Walia
Course Weightage ATT: 15 CA: 30 MTE: 15 ETT: 40 Exam Category: 1EI : Mid Term Exam: All MCQ: ETT: Third Party
Examination (Inside)
Course Orientation COMPETITIVE EXAMINATION (Higher Education), PLACEMENT EXAMINATION, PLACEMENT EXAMINATION (Mass Recruiters),
SKILL ENHANCEMENT

Textbooks (T)
Sr. No. Title Author Publisher Name
T-1 English Grammar in Use Raymond Murphy Cambridge University Press

Reference Books(R)
Sr. No. Title Author Publisher Name
R-1 Basic Oxford Practice Grammar Norman Coe, Mark Oxford University Press
Harrison, Ken Paterson

Relevant
Websites
Sr. No Web address (only if relevant to the course) Salient Features
RW-1 Assist the students in comprehending the difference between
https://poorvucenter.yale.edu/sites/default/files/files/Simple_vs_Continuous_1.pdf simple and continuous tenses

RW-2 Helps the student in understanding the differences between

https://testyourenglish.net/english-online/subjects/tensecomp.html various tenses by providing examples

RW-3 Help students understand different modal verbs used for

https://www.grammarly.com/blog/modal-verbs/ expressing likelihood, possibility, willingness, etc with suitable
examples

RW-4 https://www.learnenglishteam.com/the-eight-parts-of-speech-in-english-pdf/
Helps the student to understand different parts of speech and

An instruction plan is a tentative plan only and a teacher may make some changes in his /her teaching plan. The students are advised to use syllabus for preparation of all examination. The students are expected to keep themselves updated on the
contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
 their application in writing and speaking

RW-5 https://writingcenter.unc.edu/tips-and-tools/relative-clauses/ Assist the students to understand relative clauses, their usage
and subject-verb agreement in relative clauses

RW-6 https://www.perfect-english-grammar.com/relative-clauses.html Helps the student to understand how relative pronoun behaves
as subject and object

RW-7 https://byjus.com/english/reported-speech/#:~:text=what%20it%20is.-
,Definition%20of%20Reported%20Speech,use%20the%20person's%20actual%20words.%E2%80% Assist the students in converrting sentences from direct to
9D indirect and the rules related to it

RW-8 https://www.englishclub.com/grammar/determiners-articles.php Helps the student to understand different articles and

determiners

RW-9 https://www.grammarly.com/blog/common-phrasal-verbs/ Helps the student to understand the meaning of phrasal verbs,
the types of phrasal verbs and different examples

RW-10 https://www.learn-english-today.com/phrasal-verbs/phrasal-verbs_M-N.html Assist the students with different examples of phrasal verbs and
their meanings

LTP week distribution: (LTP Weeks)

Weeks before MTE 7

Weeks after MTE 7

Detailed Plan for Lectures Spill Over 2
Week Lecture Broad Topic (Sub Topic) Chapters/Sections Other Readings, Lecture Description Learning Pedagogical Tool Live
Number Number of Text/reference Relevant Websites, Outcomes Demonstration/ Examples
books Audio Visual Aids, Case Study /
software and Images /
Virtual Labs animation / ppt
etc. Planned

An instruction plan is a tentative plan only and a teacher may make some changes in his /her teaching plan. The students are advised to use syllabus for preparation of all examination. The students are expected to keep themselves updated on the
contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Week 1 Lecture 1 Acquiring
foundational
language skills,
Tenses (zero lecture, uses enhancing
and contrast of present communication
continuous and present T-1 clarity, and
simple tense, contrast of units- 3, 4, 9, 10, Orientation to the building a solid Text Book-
present perfect continuous 12 course, explaining grammatical English
and present perfect tense, R-1 rules of tenses and foundation for Grammar in Use
contrast of present perfect units- 5, 6, 7, 10, the contrast between language by Raymond
and past simple tense) 12 RW-1, RW-2 different tenses proficiency Murphy

Week 2 Lecture 2 Acquiring

foundational
language skills,
enhancing
communication
T-1 clarity, and
Tenses (contrast of present units- 13, 14, 15, building a solid Text Book-
and past perfect, contrast of 16, 19, 21, 23, 24 Explaining rules of grammatical English
past perfect continuous and R-1 tenses and the foundation for Grammar in Use
present perfect continuous, units- 13, 14, 15, contrast between language by Raymond
use of future tense) 17, 19, 22, 23, 24 RW-1, RW-2 different tenses proficiency Murphy

Week 3 Lecture 3 Acquiring

T-1 foundational
units- 26, 27, 29, language skills, Text Book-
30, 31 Explaining the enhancing English
Modals ( rules of modal
verbs can and could, R-1 different modal verbs communication Grammar in Use
units- 39, 40, 41, to be used in clarity, and by Raymond
comparison of may and
might, have to and must) 42, 44 RW-3 different scenarios building a solid Murphy
grammatical

An instruction plan is a tentative plan only and a teacher may make some changes in his /her teaching plan. The students are advised to use syllabus for preparation of all examination. The students are expected to keep themselves updated on the
contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
 foundation for
language
proficiency

Week 4 Lecture 4 Acquiring

foundational
language skills,
enhancing
communication
Explaining the clarity, and
T-1 different modal verbs building a solid Text Book-
Modals ( rules and units- 32, 33, 34, to be used in grammatical English
comparison of must, mustn’t 36, 37 different scenarios foundation for Grammar in Use
and needn’t, uses of should R-1 and the comparison language by Raymond
and would) units- 43, 44, 47 RW-3 of some modal verbs proficiency Murphy

Week 5 Lecture 5 Acquiring

foundational
Providing an in- language skills,
depth exploration of enhancing
Parts of speech T-1 the various communication
(different types of nouns, units- 69, 70, 71, grammatical clarity, and
usage of apostrophe s (‘s) 79, 80, 81, 82, 83, categories that make building a solid Text Book-
with nouns, usage of 99, 105, 106, 108 up sentences. Topics grammatical English
reflexive pronouns, royal R-1 include nouns, foundation for Grammar in Use
order of adjectives, degrees units- 51, 53, 58, pronouns and language by Raymond
of adjectives) 65, 66, 71, 72 RW-4 adjectives proficiency Murphy

Week 6 Lecture 6 Parts of speech

(comparison of adjectives T-1 Providing an in- Acquiring Text Book-
and adverbs, uses of units- 100, 101, depth exploration of foundational English
although/despite/unless/for, 113, 115, 119, RW-4 the various language skills, Grammar in Use
during and while, uses and 121, 122, 123, 124 grammatical enhancing by Raymond
An instruction plan is a tentative plan only and a teacher may make some changes in his /her teaching plan. The students are advised to use syllabus for preparation of all examination. The students are expected to keep themselves updated on the
contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
 comparison of different R-1 categories that make communication Murphy
prepositions) units- 73, 78, 79, up sentences. Topics clarity, and
106 include adjectives, building a solid
adverbs, grammatical
conjunctions, foundation for
prepositions language
proficiency

Week 7 Lecture 7 Spillover

Mid-Term

Week 9 Lecture 8 Acquiring

foundational
language skills,
Relative clauses and enhancing
Reported speech (relative communication
clauses with and without T-1 Emphasising the clarity, and
who, that, which, whose, units- 92, 93, 94, rules governing building a solid Text Book-
whom and where, 95, 97 relative pronouns grammatical English
comparison of different R-1 and the proper foundation for Grammar in Use
relative clauses, uses of -ing units- 107, 108, construction of language by Raymond
and -ed clauses) 109 RW-5, RW-6 relative clauses proficiency Murphy

Week Lecture 9
Explaining the rules Acquiring
10 foundational
for changing verb
tenses, providing language skills,
T-1 examples for the enhancing Text Book-
units- 47, 48 effective usage of communication English
Relative clauses and
R-1 reported speech in clarity, and Grammar in Use
Reported speech (uses and
units- 100, 101, written and oral building a solid by Raymond
application of direct and
indirect speech) 102 RW-5, RW-6 communication grammatical Murphy
foundation for
An instruction plan is a tentative plan only and a teacher may make some changes in his /her teaching plan. The students are advised to use syllabus for preparation of all examination. The students are expected to keep themselves updated on the
contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
 language
proficiency

Week Lecture Acquiring

11 10 foundational
language skills,
Articles and determiners enhancing
(uses and comparison of communication
a,an,the, usage of article clarity, and
‘the’ for referring to specific T-1 Explaining the rules building a solid Text Book-
and general things, usage of units- 72, 73, 74, and usage of articles grammatical English
article ‘the’ with adjective, 75, 76, 77, 78 a, an, the and their foundation for Grammar in Use
names with and without R-1 incorporation into language by Raymond
‘the’) units- 49, 50 RW-7, RW-8 daily communication proficiency Murphy

Week Lecture Acquiring

12 11 foundational
language skills,
enhancing
communication
T-1 clarity, and
units- 85, 86, 87, building a solid Text Book-
88, 89, 90, 91 Explaining grammatical English
Articles and determiners R-1 determiners and the foundation for Grammar in Use
(uses of different units- 60, 61, 63, rules of using them language by Raymond
determiners) 64 RW-7, RW-8 appropriately proficiency Murphy

Week Lecture T-1 Text Book-

13 12 units- 137, 138, Teaching the basic Acquiring English
Phrasal verbs (commonly
139, 140 definition of the foundational Grammar in Use
used phrasal verbs- general
R-1 term phrasal verbs, language skills, by Raymond
points, phrasal verbs with
in/out, out, on/off) unit- 87 RW-9, RW-10 covering enhancing Murphy
the various communication
An instruction plan is a tentative plan only and a teacher may make some changes in his /her teaching plan. The students are advised to use syllabus for preparation of all examination. The students are expected to keep themselves updated on the
contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
 meanings that clarity, and
phrasal verbs can building a solid
convey and grammatical
addressing the foundation for
importance of language
context in proficiency
understanding their
nuances

Week Lecture Acquiring

14 13 Explaining foundational
the various language skills,
meanings that enhancing
phrasal verbs can communication
convey and clarity, and
T-1 addressing the building a solid Text Book-
Phrasal verbs (commonly units- 141, 142, importance of grammatical English
used phrasal verbs- phrasal 143, 144, 145 context in foundation for Grammar in Use
verbs with on/off, up/down, R-1 understanding their language by Raymond
up, away/back) unit- 88 RW-9, RW-10 nuances proficiency Murphy

Week Lecture
15 14
Spillover

ETT
Scheme for CA:

CA Category of this Course Code is: A0304 (3 best out of 4)

COMPONENT WEIGHATGE
Presentation-Individual 1 33.33%
Test 1 33.33%
Test 2 33.33%
An instruction plan is a tentative plan only and a teacher may make some changes in his /her teaching plan. The students are advised to use syllabus for preparation of all examination. The students are expected to keep themselves updated on the
contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
Presentation-Individual 2 33.33%

Details of Academic Task(s)

Academic Objective Detail of Academic Task Nature of Academic Task Academic Marks Allotment/su
Task (group/individuals) Task Mode bmission
Week
To evaluate student's Individual speaking task Offline 30 3/4
Presentation-
speaking ability using based on the topics from
Individual 1
grammatical components core Individual

To evaluate students’ ability Offline 30 5/6

30 MCQs based on
Test 1 to solve MCQs based on
grammar
grammar topics Individual

To mirrorize students’ Paragraph writing task Offline 30 10/11

Test 2 grammatical knowledge in based on the topics from
writing skills core Individual

To reflect students’ Offline 30 12/13

Power point Presentation
Presentation- knowledge of grammatical
based on the topics from
Individual 2 elements in their verbal
core
presentation Individual

Plan for Practical:

Week Practical
Broad Topic Sub-topic Other Readings Learning Outcomes
Number Number

An instruction plan is a tentative plan only and a teacher may make some changes in his /her teaching plan. The students are advised to use syllabus for preparation of all examination. The students are expected to keep themselves updated on the
contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
 comparison of present
continuous and present simple Acquiring foundational language skills,
- i am doing and i do, present enhancing communication clarity, and
perfect continuous (i have been building a solid grammatical foundation
1 Tenses doing), JAM session R1 for tenses

present perfect continuous and Acquiring foundational language skills,

simple (i have been doing and i enhancing communication clarity, and
have done), for and since, when building a solid grammatical foundation
2 Tenses and how long, JAM session R1 for tenses

present perfect and past1 (i

have done and i did), present Acquiring foundational language skills,
perfect and past 2 (i have done enhancing communication clarity, and
and i did), weekly activity 'talk building a solid grammatical foundation
1 3 Tenses about your company' R1 for tenses

Acquiring foundational language skills,

past perfect (i had done), past enhancing communication clarity, and
perfect continuous (i had been building a solid grammatical foundation
4 Tenses doing), JAM session R1 for tenses

Acquiring foundational language skills,

enhancing communication clarity, and
present tenses for the future, building a solid grammatical foundation
2 5 Tenses will/shall1, JAM session R1 for tenses

An instruction plan is a tentative plan only and a teacher may make some changes in his /her teaching plan. The students are advised to use syllabus for preparation of all examination. The students are expected to keep themselves updated on the
contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
 Acquiring foundational language skills,
i will and i'm going to, will be enhancing communication clarity, and
doing and will have done, building a solid grammatical foundation
6 Tenses weekly activity ' blog writing ' R1 for tenses

Acquiring foundational language skills,

can, could and be able to, enhancing communication clarity, and
could do and could have done, building a solid grammatical foundation
7 Modals JAM session R1 for modals

Acquiring foundational language skills,

enhancing communication clarity, and
may and might1, may and building a solid grammatical foundation
8 Modals might 2, JAM session R1 for modals

Acquiring foundational language skills,

have to and must, must, enhancing communication clarity, and
mustn't, needn't, weekly activity building a solid grammatical foundation
3 9 Modals 'tech talk sessions' R1 for modals

Acquiring foundational language skills,

enhancing communication clarity, and
building a solid grammatical foundation
10 Modals should1, should2, JAM session R1 for modals

would, can/could/would you,

4 11 Modals JAM session R1 Acquiring foundational language skills,
enhancing communication clarity, and
An instruction plan is a tentative plan only and a teacher may make some changes in his /her teaching plan. The students are advised to use syllabus for preparation of all examination. The students are expected to keep themselves updated on the
contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
 building a solid grammatical foundation
for modals

Individual speaking task based

12 CA1 on the topics from core

countable and uncountable 1, Acquiring foundational language skills,

countable and uncountable 2, enhancing communication clarity, and
countable nouns with a/an and building a solid grammatical foundation
13 Parts of speech some, JAM session R1 for different parts of speech

Acquiring foundational language skills,

noun+noun, -'s and of, enhancing communication clarity, and
myself/yourself/themselves, building a solid grammatical foundation
14 Parts of speech mine/own, JAM session R1 for different parts of speech

adjectives, adjectives and Acquiring foundational language skills,

adverbs 1, adjectives and enhancing communication clarity, and
adverbs 2, weekly activity building a solid grammatical foundation
5 15 Parts of speech 'running dictation' R1 for different parts of speech

comparison 1, comparison 2, Acquiring foundational language skills,

superlatives, enhancing communication clarity, and
although/though/even though, building a solid grammatical foundation
16 Parts of speech JAM session R1 for different parts of speech

6 17 Parts of speech unless/as long as, R1 Acquiring foundational language skills,

for/during/while, at/on/in, on enhancing communication clarity, and

An instruction plan is a tentative plan only and a teacher may make some changes in his /her teaching plan. The students are advised to use syllabus for preparation of all examination. The students are expected to keep themselves updated on the
contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
 time and in time, in/on/at 1, building a solid grammatical foundation
in/on/at 2, weekly activity for different parts of speech
'picture perception'

18 CA2 30 MCQs based on grammar

Clearing doubts related to the grammar

19 Spill over revision, JAM session R1 topics

Clearing doubts related to the grammar

20 Spill over revision, JAM session R1 topics

Clearing doubts related to the grammar

7 21 Spill over revision, JAM session R1 topics

8 Mid-Term

Acquiring foundational language skills,

enhancing communication clarity, and
Relative clauses and relative clauses with building a solid grammatical foundation
22 reported speech who/that/which, JAM session R1 for clauses and reported speech

Acquiring foundational language skills,

enhancing communication clarity, and
Relative clauses and clauses with and without building a solid grammatical foundation
9 23 reported speech who/that/which, JAM session R1 for clauses and reported speech

An instruction plan is a tentative plan only and a teacher may make some changes in his /her teaching plan. The students are advised to use syllabus for preparation of all examination. The students are expected to keep themselves updated on the
contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
 Acquiring foundational language skills,
clauses with enhancing communication clarity, and
Relative clauses and whose/whom/where, weekly building a solid grammatical foundation
24 reported speech activity 'bingo talks' R1 for clauses and reported speech

Acquiring foundational language skills,

enhancing communication clarity, and
Relative clauses and building a solid grammatical foundation
25 reported speech relative clauses 4, JAM session R1 for clauses and reported speech

Acquiring foundational language skills,

enhancing communication clarity, and
Relative clauses and building a solid grammatical foundation
26 reported speech relative clauses 5, JAM session R1 for clauses and reported speech

Acquiring foundational language skills,

enhancing communication clarity, and
Relative clauses and ing and ed clauses, weekly building a solid grammatical foundation
10 27 reported speech activity 'two texts' R1 for clauses and reported speech

Acquiring foundational language skills,

enhancing communication clarity, and
Articles and a/an and the, the 2, the 3, JAM building a solid grammatical foundation
28 determiners session R1 for articles and determiners

Articles and
11 29 determiners the 4, names with and without R1 Acquiring foundational language skills,
the 1, names with and withput enhancing communication clarity, and
An instruction plan is a tentative plan only and a teacher may make some changes in his /her teaching plan. The students are advised to use syllabus for preparation of all examination. The students are expected to keep themselves updated on the
contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
 the 2, weekly activity 'who am i' building a solid grammatical foundation
for articles and determiners

Paragraph writing task based

30 CA3 on the topics from core

some/any,
no/none/any/nothing/nobody Acquiring foundational language skills,
, enhancing communication clarity, and
Articles and much/many/little/few/alot/pl building a solid grammatical foundation
31 determiners enty, JAM session R1 for articles and determiners

all/all of/most/most
of/no/none of, both/both Acquiring foundational language skills,
of/neither/neither enhancing communication clarity, and
Articles and of/either/either of, JAM building a solid grammatical foundation
32 determiners session R1 for articles and determiners

Acquiring foundational language skills,

enhancing communication clarity, and
Articles and all/every/whole, each/every, building a solid grammatical foundation
12 33 determiners weekly activity 'debate' R1 for articles and determiners

Acquiring foundational language skills,

enhancing communication clarity, and
phrasal verbs 1, phrasal verbs 2, building a solid grammatical foundation
13 34 Phrasal verbs JAM session R1 for phrasal verbs

An instruction plan is a tentative plan only and a teacher may make some changes in his /her teaching plan. The students are advised to use syllabus for preparation of all examination. The students are expected to keep themselves updated on the
contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
 Acquiring foundational language skills,
enhancing communication clarity, and
phrasal verbs 3, phrasal verbs 4, building a solid grammatical foundation
35 Phrasal verbs JAM session R1 for phrasal verbs

Power point Presentation based

36 CA4 on the topics from core

Acquiring foundational language skills,

enhancing communication clarity, and
phrasal verbs 5, phrasal verbs 6, building a solid grammatical foundation
37 Phrasal verbs JAM session R1 for phrasal verbs

Acquiring foundational language skills,

enhancing communication clarity, and
phrasal verbs 7, phrasal verbs 8, building a solid grammatical foundation
38 Phrasal verbs JAM session R1 for phrasal verbs

Acquiring foundational language skills,

enhancing communication clarity, and
phrasal verbs 9, weekly activity building a solid grammatical foundation
14 39 Phrasal verbs 'bug report writing' R1 for phrasal verbs

Clearing doubts related to the grammar

40 Spill over revision, JAM session R1 topics

15 41 Spill over revision, JAM session R1

An instruction plan is a tentative plan only and a teacher may make some changes in his /her teaching plan. The students are advised to use syllabus for preparation of all examination. The students are expected to keep themselves updated on the
contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.
 Clearing doubts related to the grammar
topics

Clearing doubts related to the grammar

42 Spill over revision, JAM session R1 topics

ETT

An instruction plan is a tentative plan only and a teacher may make some changes in his /her teaching plan. The students are advised to use syllabus for preparation of all examination. The students are expected to keep themselves updated on the
contemporary issues related to the course. Upto 20% of the questions in any examination/Academic tasks can be asked from such issues even if not explicitly mentioned in the instruction plan.