MODULE I: INTRODUCTION TO COMMUNICATION
Lab Activity Overview
Module Focus: Fundamentals of Communication, Listening, and Oral Expression
Core Activities:
Listening – Telephone Conversation
Speaking – Self-Introduction and Extempore
Conversation – Asking Directions and Everyday Interactive Situations
UNIT–I: LISTENING – TELEPHONE CONVERSATION
Objective
To develop active listening and comprehension in telephonic contexts
To understand tone, politeness, and clarity in professional communication
To identify key details like names, numbers, and instructions accurately
To familiarize students with common telephone etiquette and expressions
Teacher Instructions
1. Select or record short (2–3 minute) authentic telephone conversations relevant to
professional or daily contexts (e.g., booking an appointment, seeking information, or
technical support).
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2. Students listen twice:
o First for overall meaning
o Second for specific details such as purpose, sequence, and tone
3. Provide a Pre-listening vocabulary sheet to prepare students for key terms (e.g., line,
hold on, transfer, connection, etc.).
4. Encourage note-taking and replay important sections where necessary.
5. After listening, conduct a discussion to analyze communication clarity, tone, and
problem-solving strategies used.
Key Skills Developed
Listening for gist and specific details
Interpreting tone and intention
Understanding telephone etiquette
Developing appropriate expressions for formal and informal contexts
Listening Points
Students should focus on:
Purpose of the call: Why was the call made?
Tone: Was it formal, polite, friendly, or urgent?
Information exchanged: Key names, times, dates, and instructions
Language features: Common greetings, courtesy phrases, request patterns
Problem resolution: How was the issue addressed or closed?
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Model Script: Telephone Conversation Example
Receptionist: Good morning, ABC Tech Solutions. How may I help you?
Caller: Good morning. I’m Rahul Sharma from Zenith Systems. I’d like to speak to Mr.
Rakesh from the Sales Department.
Receptionist: Certainly, sir. May I know the purpose of the call?
Caller: I wanted to confirm the delivery date of our recent order.
Receptionist: Please hold the line while I connect you to Mr. Rakesh.
(Pause)
Mr. Rakesh: Hello, this is Rakesh speaking.
Caller: Hello, Mr. Rakesh. Rahul here. I just wanted to confirm if the shipment will be
dispatched this Friday.
Mr. Rakesh: Yes, Mr. Rahul. The consignment will be dispatched by Monday due to a
slight delay. You’ll receive a confirmation email soon.
Caller: That’s perfectly fine. Thank you for the update.
Mr. Rakesh: You’re welcome, sir. Have a great day.
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WORKSHEET 1: LISTENING – TELEPHONE CONVERSATION
Student Information
Name: __________________ Date: __________________ Class:
__________________
Task 1: Fill in the Blanks
1. The call is between __________ and __________.
2. The purpose of the call was to __________.
3. The tone of the conversation was __________.
4. The delivery was postponed to __________.
5. The caller appreciated the update in a __________ manner.
Task 2: True or False
Mark the correct response:
1. The caller wanted to speak to the HR Department. T / F
2. The shipment was confirmed for Monday. T / F
3. The receptionist was rude during the conversation. T / F
4. The caller ended the call politely. T / F
Task 3: Short Answer Questions
1. What expression did the receptionist use to greet the caller?
2. What common politeness expressions were used in this call?
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3. How was professionalism maintained throughout the conversation?
Task 4: Vocabulary Practice
List five useful expressions/phrases for telephone communication:
1.
2.
3.
4.
5.
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UNIT–II: SPEAKING – SELF-INTRODUCTION AND
EXTEMPORE
Objective
To improve verbal fluency and spontaneous speech
To organize ideas and present them within a short time frame
To develop confidence in oral communication situations
To use appropriate vocabulary for academic and professional contexts
Teacher Instructions
1. Each student prepares and presents a 1–2-minute self-introduction followed by a 1-
minute extempore talk on a random topic.
2. Topics for extempore may include general, social, or professional themes (e.g.,
teamwork, innovation, favorite inventor, time management).
3. Students should avoid reading prepared notes. Instead, focus on natural delivery.
4. Provide feedback on structure, language, pronunciation, and confidence.
5. Encourage peer review after each presentation.
Suggested Extempore Topics
The importance of communication in engineering
My role model in life
How technology connects people
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A memorable day in college
Teamwork and leadership
The impact of social media
Environmental responsibility
Time management for professionals
Model Example: Self-Introduction
“Good morning, everyone. My name is Meena Sharma, and I’m a first-year Electronics
and Communication Engineering student at MVIT. I come from Coimbatore, and I’m
passionate about technology and public speaking.
In my free time, I enjoy reading about new innovations and working on small Arduino
projects. My goal is to become a skilled engineer who contributes to smart technology
development. I’m glad to be part of this class to improve my communication and
presentation skills.”
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WORKSHEET 2: SELF-INTRODUCTION AND EXTEMPORE
Student Information
Name: __________________ Date: __________________ Class:
__________________
Task 1: Self-Introduction Outline
Full Name: __________________
Place of Origin: __________________
Educational Background: __________________
Hobbies/Interests: __________________
Career Goal: __________________
Unique Quality or Achievement: __________________
Task 2: Extempore Preparation
Choose a topic given by your teacher: __________________
Plan your main points quickly before speaking:
1.
2.
3.
Time given: 1 minute for preparation | 1 minute to speak
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Task 3: Self-Evaluation
Criterion Excellent Good Average Needs Improvement
Fluency ☐ ☐ ☐ ☐
Clarity ☐ ☐ ☐ ☐
Voice Modulation ☐ ☐ ☐ ☐
Confidence ☐ ☐ ☐ ☐
Vocabulary ☐ ☐ ☐ ☐
Task 4: Peer Feedback
Peer Name: __________________
1. What did you like about the presentation?
2. Which part was most interesting?
3. Was the speaker confident and clear?
4. Suggest one area for improvement: __________________
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UNIT–III: CONVERSATION PRACTICE – ASKING
DIRECTIONS AND EVERYDAY INTERACTIONS
Objective
To develop conversational competence in everyday communicative contexts
To improve pronunciation, tone, and politeness strategies
To understand and use functional expressions naturally in dialogue
To build confidence in engaging with others spontaneously
Teacher Instructions
1. Pair students and assign role-play scenarios related to travel, inquiry, or help-seeking.
2. Provide sample dialogues and model vocabulary for reference.
3. Let students practice for 3–5 minutes and present the role-play to the class.
4. Focus evaluation on naturalness, pronunciation, and politeness.
5. Rotate partners to encourage variety in speaking situations.
Suggested Situations
Asking for directions to a nearby landmark
Booking a train ticket or checking bus timings
Asking for technical support in an office
Seeking help or guidance in a college setting
Ordering food or making a polite complaint
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Model Example: Asking Directions
A: Excuse me, could you please tell me how to get to the MVIT Library?
B: Sure! Go straight for about 200 meters, then take the right turn near the Electronics
Department. The library is the second building on your left.
A: Thank you so much!
B: You’re welcome.
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WORKSHEET 3: CONVERSATION PRACTICE
Student Information
Name: __________________ Date: __________________ Class:
__________________
Task 1: Role-play Preparation
Scenario chosen: ______________________
Partner Name: ______________________
Planned Expressions:
1. Polite opening phrase: __________________
2. Request/question: __________________
3. Response/clarification: __________________
4. Closing phrase: __________________
Task 2: Evaluation
Criterion Excellent Good Average Needs Improvement
Fluency ☐ ☐ ☐ ☐
Pronunciation ☐ ☐ ☐ ☐
Politeness and tone ☐ ☐ ☐ ☐
Content relevance ☐ ☐ ☐ ☐
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Task 3: Reflection
Which expression was most useful in your role-play?
What challenges did you face while conversing?
How can you improve your interactional fluency?
ASSESSMENT CRITERIA FOR MODULE I
Criteria Excellent Good (3) Average (2) Needs
(4) Improvemen
t (1)
Listening Accurately Understand Partial Difficulty
Comprehension understands s most key comprehensio understandin
and ideas n g details
analyzes
phone
conversatio
Speaking – Self- Clear, Mostly Basic delivery Lacks
Introduction/Extempor confident, organized with few structure and
e well- and pauses fluency
organized, confident
expressive
Conversation Role- Natural, Engaging Basic Unclear or
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play interactive, with good exchanges, incomplete
accurate flow some errors
and polite
Vocabulary Range Uses varied Adequate Limited Inappropriate
and context- vocabulary vocabulary or repetitive
appropriate usage words
expressions
Pronunciation and Very clear Mostly clear Some minor Frequently
Clarity and errors unclear
accurate
INTEGRATED ACTIVITIES AND EXTENSIONS
Cross-Activity Exercise: Communication Diary
Objective: Strengthen connection between listening, speaking, and reflection skills.
Activity: Students maintain a weekly “communication diary” where they document one
real-life conversation or speaking experience and analyze what went well and what
could improve.
Collaborative Activity: Telephone Etiquette Role-Play
Objective: Combine listening and speaking skills into realistic communication practice.
Activity: In pairs, students perform a simulated professional call where one plays the
receptionist and the other the client.
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Digital Integration: Voice Recording Practice
Objective: Improve pronunciation and self-monitoring.
Activity: Students record and submit their self-introduction and extempore talk audio for
feedback.
Reflective Extension: “My Communication Growth Journal”
At the end of Module I, students write a one-page reflection summarizing improvements
in:
Listening comprehension
Fluency and confidence
Vocabulary growth
Professional speaking style
TEACHER’S GUIDANCE NOTES
Environment Setup:
Use clear recorded materials or teacher-created dialogues.
Allow multiple listening opportunities for comprehension.
Encourage a supportive, stress-free performance space.
Differentiation:
Advanced learners: Encourage longer extempore topics or impromptu Q&A.
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Struggling learners: Provide cue cards and guided prompts.
Assessment:
Use rubric consistently.
Give formative feedback after each performance.
Motivate learners by highlighting individual progress.
✅ End of Module I: Introduction to Communication (Lab Activities)
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