ABOUT THE COURSE:

COURSE NAME: OVERVIEW OF ENGLISH LANGUAGE

TOTAL DURATION: 45 Hrs
MODE OF DELIVERY Hybrid – LMS
TRAINER TO 1:50
STUDENT RATIO:
TOTAL MARKS: 75

TABLE 1
OVERALL COURSE This course is designed to empower learners
OBJECTIVE: with comprehensive English Language Skills
(LSRW), to significantly enhance their
employability and success in the workplace.
The course integrates instructor-led session
supported by digital resources using chatbot
and AI tools.
LEARNING OUTCOME: By the end of this course, students will be
able to use appropriate vocabulary and
expression to articulate their thoughts
effectively, thereby improving their
employability.

TABLE 2: MODULE WISE COURSE CONTENT AND OUTCOME

SL.N MODULE MODULE MODULE LEARNING DURATIO
O NAME CONTENT/ OUTCOME N (HRS)
FUNCTION
1 Formal and Using polite 3
informal greetings
greetings appropriately
Talking about
Simple present general and long-
and present term situations
continuous using the present
Session 1 | tense tense
Breaking the Talking about
Ice Zero current and short-
conditional term situations
using the present
tense
Discussing usual
and specific
situations using ‘if
and when’
2 Life events Discussing 3
biographical
Past events information, using
and situations biographical
information
Past education vocabulary such as
Session 2 | experiences verb-noun
Background and lessons in collocations
the past Using common
irregular verbs
Using academic
vocabulary and
some educated
related collocations
3 Experiences: Using the present 4
have done and perfect tense for
haven’t done unstated time +
before, ever/never
Goals and been to, gone to
achievements Differentiating the
present perfect
Competitions simple from the
Session 3 | and past simple tense
Achievement competitive Using yet, already,
situations since, for, so far
etc. with present
perfect tense

Using vocabulary
related to
competitions with
the correct tense
4 News and news Identifying types of 3
stories news/stories
Speaking/
Recent events summarizing recent
and current events
Session 4 | Past memories Extempore
News speaking practice
Using past
continuous tense
with when and
while

5 Session 5 | Career plans Stating career 4

Seeking plans, discussing
Employment Interview job openings and
 readiness advertisements

Speaking about
Impactful strengths and
language weaknesses using
during target language
interviews
Building cohesion
and using
appropriate
language to show
interest and ask for
information

6 Arrangements Using shall, will, as 3

for the future soon as etc.
Timetabled Using present
events continuous tense
Session 6 |
for future events
Planning
Plans and Vocabulary related
decisions to decision making
to describe plans
and decisions
7 Uncertainty Using will + 3
and future certainly, definitely,
events maybe possibly,
probably, may,
Describing might etc
weather and
Session 7 |
understanding Using vocabulary
Making
forecasts for predictable and
Predictions
unpredictable
Possible situations
scenarios
Using first
conditional

8 Session 8 | Speaking about Vocabulary to 4

Abilities at positive express oneself
Work attributes positively

Difficult Preparing for

interview difficult interview
questions questions
about
challenges and Asking appropriate
weaknesses open ended and
 closed questions
Asking
questions
during
interviews
9 Transactions 2
and speaking Using vocabulary
about them for advantages and
disadvantages
Speaking about
advantages Using appropriate
Session 9 |
and vocabulary for
Purchasing
disadvantages comparisons

Making appropriate use of

comparisons idiomatic
expressions for
comparisons
10 Speaking about Using prepositions 3
leisure after go and related
verbs
Expressing
degrees of Using
Session 10 | likes and gerunds/infinitive
Leisure dislikes forms with verbs
and phrases
Expressing
feelings and Using ing and ed
emotions forms for
description
11 Time Expressions using 3
management the word time
and issues Using language to
related to time give advice, using
Making vocabulary related
Session 11 | recommendatio to time
Lifestyle ns
Using the second
Hypothetical conditional to
situations discuss
hypothetical
situations
12 Session 12 | Nature and Describing and 2
Natural geography understanding
Forces Systems and natural features
processes Using the passive
voice
 Vocabulary for
sequencing
13 Transportation Using words such 3
and traffic as must, mustn’t,
systems and essential
vocabulary for
Session 13 |
Agreeing and regulations
Transportati
disagreeing
on
Using discourse
markers for
agreement and
disagreement
14 Plans and Using future tenses 3
prospects Using various types
Session 14 |
of linkers and
Language
Contrasts and expressing
for the
unmet dissatisfaction
Workplace
expectations Using third
conditional
15 Understanding Common 2
advertisements vocabulary in
advertisements
Session 15 |
Precautions
Consumer
and importance Describing trends
Society
and summarising
Positive and
negative trends
16 Wrap up and 3
review of
Session 16 | sessions
Wrap Up Reiterating
importance of
practice
 Modu Module Module Learning Durati
le Content/ Outcome on
Name Function (in
min)
General Unit 1 Hi By the end of this unit, 45
English– everyone! students will be able to:
Foundatio ● introduce
n Level themselves and
others in both
formal and informal
scenarios;
● make short, clear
sentences about
simple personal
information; and
● use basic greetings,
such as hello and
good morning in
their responses.
Unit 2 My day By the end of this unit, 45
students will be able to:
● describe their daily
routine using
prompts;
● make short, clear
sentences on
familiar topics such
as daily routines;
and
● Use common action
verbs to explain
daily routines, such
as wake up, have
breakfast, etc.
Unit 3 I want to be By the end of this unit, 45
a chef students will be able to:
● describe job
profiles; and
● ask questions about
others.
Unit 4 In a By the end of this unit, 45
classroom students will be able to:
● talk about things
happening in the
present; and
● use common time
 expressions used
with present
continuous, such as
at the moment,
now, etc.
Unit 5 The secret By the end of this unit, 45
of my students will be able to:
fitness ● describe what they
eat every day; and
● use expressions to
describe the three
important meals of
the day.
Unit 6 In my By the end of this unit, 45
fridge… students will be able to:
● name common
fruits and
vegetables;
● ask questions about
fruits and
vegetables;
● give simple
descriptions on
familiar topics; and
● name commonly
used fruits,
vegetables, herbs,
meat and seafood.
Unit 7 Hobbies and By the end of this unit, 45
pastimes students will be able to:
describe hobbies;
● differentiate
between hobbies
and pastimes;
● give simple
descriptions on a
topic of interest;
and
● use common verbs
used to describe
hobbies, such as
hiking, collecting
things, etc.
Unit 8 At a By the end of this unit, 45
restaurant students will be able to:
● talk about
 restaurant menus;
● make short simple
sentences to
communicate in a
familiar situation;
and
● use expressions to
talk about different
courses in a
restaurant (Eg.
starters, dessert,
etc.).
Unit 9 Meet my By the end of this unit, 45
family students will be able to:
● describe family
relationships;
● make simple
sentences on a
familiar topic; and
● use words to
describe
relationships in a
family, such as
cousin, in-laws,
nephew, etc.
Unit In my By the end of this unit, 45
10 house students will be able to:
● describe different
parts of his/her
house in detail;
● make simple
sentences on a
familiar topic; and
● use words to
describe different
parts of a house
(Eg. a study, a
living room, an
attic, etc.).
Unit My By the end of this unit, 45
11 grandfather students will be able to:
was a ● talk about
professor occupations;
● give a short,
detailed description
on a familiar topic;
 and
● use words to
describe
occupations such as
a carpenter, a
doctor, etc.
Unit What does By the end of this unit, 45
12 she look students will be able to:
like? ● describe someone’s
appearance; and
● use words to
describe someone’s
appearance such as
tall, short,
beautiful, pretty,
etc.
Unit My things By the end of this unit, 45
13 students will be able to:
● compare everyday
objects; and
● use expressions
such as I have, It
belongs to me, etc.
and make
comparisons.
Unit What a By the end of this unit, 45
14 beautiful students will be able to:
place! ● describe a place
(Eg. my village,
city, etc.);
● describe a holiday;
● ask for and give
simple information
about places;
● use words to
describe small
town, beaches,
mountains; and
● pronounce months
of the year and
days of the week,
especially
problematic ones
like October,
Wednesday, etc.
Unit Shopping By the end of this unit, 45
15 list students will be able to:
● ask for things in a
shop;
● ask questions in a
shop (Eg. the price
of items, what you
want to buy, etc.);
and
● use words used in
shopping (Eg. how
much, do you have,
I'm looking for, do
you have, etc.).
Unit A happy By the end of this unit, 45
16 day students will be able to:
● describe an
important event;
● talk about a past
event; and
● use regular verbs to
describe an event.
Unit Can you By the end of this unit, 45
17 help me? students will be able to:
● make a simple
request; and
● use words like
borrow, use, turn
on, pass, etc.
Unit In the news By the end of this unit, 45
18 students will be able to:
● listen for main ideas
in factual news; and
● use irregular verbs
in simple past
tense, such as
stole, ran away,
lost, fell, etc.
Unit Where do I By the end of this unit, 45
19 go? students will be able to:
● understand simple
signs;
● ask the way;
● give simple
directions; and
● ask and answer
 questions about
directions (Eg.
where is the dining
room?, where is the
bus stop?, It's on
the first floor., etc.)
Unit How does it By the end of this unit, 45
20 work? students will be able to:
● understand simple
instructions;
● ask for repetition;
● ask for
repetition/clarificati
on (Eg. Sorry, could
you repeat that,
say that again, how
does it work
again?); and
● use verbs in the
imperative.
Unit What plans By the end of this unit, 45
21 for the students will be able to:
weekend? ● talk about their
plans; and
● use expressions like
watch a movie,
hang out with
friends, visit family,
go shopping, etc.
Unit You're By the end of this unit, 45
22 invited students will be able to:
● make and respond
to invitations; and
● use words and
expressions like I'd
love to come/go,
I'm sorry I won't be
able to come, etc.
Unit Let's go By the end of this unit, 45
23 watch a students will be able to:
movie! ● make and respond
to suggestions; and
● use expressions
related to going out
such as let's go,
why don't we go…,
 I think we can go…,
and responses like
that's a great idea,
etc.
Unit What do By the end of this unit, 45
24 you think? students will be able to:
● express
agreement/disagree
ment on topics
(prompts) and give
a reason for opinion
using because; and
● use simple phrases
to express
agreement/disagree
ment like I agree, I
think so too, etc.
Unit Social By the end of this unit, 45
25 media students will be able to:
● describe their
personality; and
● use words to
describe personality
and phrases to
respond to pictures
(Eg. you look great,
what a lovely place,
etc.)
General Unit 1 Hello, my By the end of this unit, 45
English– name is... students will be able to:
Basic ● make simple formal
Level and informal
introductions;
● speak about familiar
topics such as
hometown,
education, family,
etc.;
● use formal and
informal
expressions to
introduce oneself
and others; and
● avoid common
errors like Myself
Anita…
Unit 2 At a party By the end of this unit, 45
students will be able to:
● greet people in
formal and informal
situations and
respond to
greetings
appropriately;
● speak about familiar
topics and
exchange
information
(greetings,
expressing feelings,
etc.); and
● use common formal
and informal
greetings and
suitable responses
to them.
Unit 3 At your By the end of this unit, 45
workplace students will be able to:
● differentiate
between regular
actions and actions
happening at the
moment of
speaking;
● use appropriate
grammar structures
to talk about them;
● speak about routine
and non-routine
actions (simple job
descriptions,
current projects,
etc.); and
● use adverbs of
frequency.
Unit 4 My kind of By the end of this unit, 45
people students will be able to:
● give a fairly detailed
description of a
person’s
appearance;
● can describe a
 person using
character adjectives
and suitable
pronouns;
● exchange
information—simple
descriptions of
people based on
their appearance
and character; and
● use adjectives
describing
appearance and
character.
Unit 5 My By the end of this unit, 45
favourite students will be able to:
city ● describe a place or
an object in detail
using suitable
adjectives;
● make sentences
beginning with
there is/there isn't,
there are/there
aren't;
● ask simple
questions to get
information about a
place or object; and
● use adjectives
describing shape,
size, opinion, age,
material, etc.
Unit 6 Summer By the end of this unit, 45
vacations students will be able to:
● use comparative
and superlative
adjectives to give
detailed information
about one’s free-
time activities;
● form simple
questions to know
about others' free
time activities;
● exchange
 information about
one's area of
interest such as
hobbies, enjoyable
activities, etc.; and
● use adjectives, such
as
interesting/boring,
easy/tough, to
describe various
activities.
Unit 7 When I was By the end of this unit, 45
a kid… students will be able to:
● identify finished
actions in the past;
● use the appropriate
grammar structures
to describe them;
● form simple
questions in the
past tense;
● exchange
information about
familiar topics such
as one's childhood,
school days, etc.;
● use simple phrases
to talk about
memories such as it
reminds me of…, I
still remember...,
etc.; and
● use time
expressions used
with past simple
such as ago, in
1998, last night,
etc.
Unit 8 A By the end of this unit, 45
memorable students will be able to:
trip ● describe his/her
travelling
experiences in the
past with
appropriate
grammatical
 structures;
● ask simple
questions to get
information about
others' travelling
experiences;
● use simple
expressions to deal
with situations
arising while
travelling (Eg. last
holiday, a school
picnic, a short trip
with friends, etc.);
and
● use verbs related to
travelling, such as
arrive, depart, take
a halt, etc.
Use basic phrases
to make simple
inquiries (Eg. where
is the nearest
restaurant?)
Unit 9 At a gym By the end of this unit, 45
students will be able to:
● identify actions that
happened in the
past, but have a
connection with the
present;
● use correct
grammar structures
to talk about
changes in one’s
appearance, other
activities, etc.;
● talk about less
routine actions
happening in one’s
personal and
professional life
(Eg. changes in
appearance, job
profile, etc.);
● use time
 expressions used
with present perfect
simple such as just,
already, yet,
recently, etc.; and
● Use phrases to
describe changes in
appearance (Eg. put
on/lose weight,
grow a beard, etc.)
Unit It's raining By the end of this unit, 45
10 cats and students will be able to:
dogs! ● describe the
weather in detail
using appropriate
adjectives;
● talk about changes
in weather using
the correct
grammatical
structures; and
● use adjectives to
describe weather
(Eg. rainy, foggy,
freezing, etc.).
Unit At a By the end of this unit, 45
11 doctor's students will be able to:
(Talking ● describe common
about health problems
health) and their
symptoms;
● Deal with less
routine situations;
and
● Use phrases to talk
about common
health problems
such as sore throat,
upset stomach, etc.
Unit A friend in By the end of this unit, 45
12 need… students will be able to:
● ask for advice and
give
advice/suggestions
using the suitable
modal verb; and
 ● express personal
opinions and
exchange
information about
familiar topics such
as, education, work,
health, etc.
Unit It looks By the end of this unit, 45
13 delicious! students will be able to:
● describe food using
suitable adjectives;
● describe a simple
recipe such as
making tea/coffee,
making an
omelette;
● use simple
adjectives to
describe tase and
texture of food; and
● use words and
phrases to describe
a simple recipe such
as peel, boil, flip
over, etc.
Unit Let's By the end of this unit, 45
14 celebrate! students will be able to:
● exchange
information on
topics of personal
interest such as
favourite festival,
favourite food at a
festival, etc.;
● describe a festival
in one’s culture;
and
● ask questions to
know more about
festivals in different
cultures.
Unit What's your By the end of this unit, 45
15 favourite students will be able to:
movie? ● ask questions to get
information about
familiar and non-
 familiar topics
● frame accurate
questions according
to the time of the
actions;
● answer questions in
complete
sentences;
● express opinions
and exchange
information on
familiar and
unfamiliar topics
such as movies,
music, actors, etc.;
● use adjectives to
talk about movies,
art, music, etc.;
and
● use adjectives
ending in -ing and -
ed.
Unit At a By the end of this unit, 45
16 shopping students will be able to:
mall ● make simple polite
requests;
● make inquiries
using suitable
vocabulary;
● make simple
requests asking for
clarification; and
● use phrases
typically used in a
mall such as try
something on,
asking for different
options in items,
etc.
Unit I am lost By the end of this unit, 45
17 students will be able to:
● ask for directions to
a particular place;
● give directions in
detail using
prepositions of
 place; and
● use words and
phrases to give
directions on the
road (Eg.
roundabout,
landmark,
pavement, go past
something, etc.).
Unit Let's plan a By the end of this unit, 45
18 holiday students will be able to:
● express their
opinion clearly in a
discussion on a
familiar topic;
● express their ideas
in a flow using
conjunctions; and
● use expressions to
show
agreement/disagree
ment (Eg. I
agree/don’t agree
with you, Can I add
a point here?, etc.)
Unit At a By the end of this unit, 45
19 wedding students will be able to:
● describe familial
relationships;
● talk about the
status of
relationships; and
● words to describe
familial
relationships such
as nephew/niece;
and
● use phrasal verbs to
describe
relationships such
as break off, get
along, etc.
Unit On cloud By the end of this unit, 45
20 nine students will be able to:
● express their
feelings using a
 variety of
expressions; and
● use words and
phrases to express
happiness and
sorrow (Eg. I am
feeling ecstatic, I
am feeling a bit
low, etc.).
Unit At a By the end of this unit, 45
21 restaurant students will be able to:
● talk about their
intentions and
unplanned actions
in the future using
simple future; and
● form questions to
get the same
information about
others.
Unit I can read By the end of this unit, 45
22 minds… students will be able to:
● describe one’s
abilities in the
present and past;
and
● make simple
comparisons in
present and past
abilities.
Unit At a railway By the end of this unit, 45
23 station students will be able to:
● describe
possibilities about
topics like weather,
people, workplace,
etc.; and
● differentiate
between strong and
weak possibility.
Unit Mother By the end of this unit, 45
24 earth and students will be able to:
us ● describe the
environment and
concerns with the
environment using
 suitable
expressions;
● give detailed
descriptions with
prompts; and
● use phrases to talk
about the
environment such
as deforestation,
alternate energy
sources, organic
food, etc.
Unit A surprise By the end of this unit, 45
25 party! students will be able to:
● express their
opinions on familiar
topics with
explanation;
● ask others for their
opinions;
● ask for clarification;
and
● use phrases for
giving opinions such
as As far as I am
concerned…, In my
opinion…, etc.
● Avoid common
errors such as
according to me…
General Unit 1 Hey, there! By the end of this unit, 45
English– students will be able to:
Intermedi ● make introductions
ate Level in formal and
informal situations
and give extra
information to
continue the
conversation;
● communicate
spontaneously on a
familiar topic (Eg.
using greetings and
their suitable
responses fluently);
and
 ● use common
greetings, idioms
and responses to
them.
Unit 2 What By the end of this unit, 45
should I say students will be able to:
next? ● initiate a
conversation in
formal and informal
situations.
● end a conversation
in a proper way;
● expand an idea with
supporting points
using suitable
phrases in different
parts of a
conversation; and
● use phrases to
begin and end a
conversation such
as I am afraid I
have to go, I'll talk
to you later, etc.
Unit 3 Not my cup By the end of this unit, 45
of tea students will be able to:
● describe their likes
and dislikes using a
variety of
expressions.
● ask questions to
know others' likes
and dislikes; and
● use expressions to
talk about likes and
dislikes (Eg. detest,
adore, don't mind,
to be fond of
something, etc.).
Unit 4 I am crazy By the end of this unit, 45
about… students will be able to:
● describe their
hobbies and form
questions to know
others' hobbies;
and
 ● use words related
to indoor and
outdoor hobbies.
Unit 5 A person I By the end of this unit, 45
am inspired students will be able to:
by… ● describe people
using character
adjectives; and
● use adjectives to
describe character.
Unit 6 In a local By the end of this unit, 45
market students will be able to:
● give clear, detailed
descriptions on
familiar and
unfamiliar topics
such as, people,
places, etc.;
● make comparisons
using comparative
and superlative
adjectives;
● describe similarities
and differences by
using the correct
forms of adjectives;
and
● use adjectives to
describe a busy
market (Eg. lively,
crowded, vibrant,
bustling, etc.).
Unit 7 My first By the end of this unit, 45
experience students will be able to:
of travelling ● narrate a past
alone incident from their
life in detail, can
ask from questions
to get details from
others; and
● use time
expressions with
past simple and
continuous such as,
while, when, ago,
etc.; and
 ● use connectors.
Unit 8 A robbery in By the end of this unit, 45
the students will be able to:
neighbourh ● give a fairly detailed
ood description of
incidents related to
crime;
● form questions to
get more
information about
the same;
● explain a chain of
events describing
an incident; and
● use phrases to talk
about crime (Eg.
mugging,
vandalising, etc.).
Unit 9 The taste of By the end of this unit, 45
success students will be able to:
● describe turning
points in their lives
in detail and talk
about their
achievements;
● expand and support
an idea; and
● use phrases to
describe changes
and achievements.
Unit Meeting By the end of this unit, 45
10 college students will be able to:
buddies ● form questions
after a long about
time familiar/unfamiliar
topics;
● answer questions in
complete sentences
with details; and
● use phrases to talk
about likes and
dislikes (Eg. abhor,
to be fond of,
adore, etc.).
Unit Bittersweet By the end of this unit, 45
11 memories students will be able to:
 ● describe their past
habits using
appropriate
grammar
structures;
● ask questions to
know about others'
past habits; and
● make a clear, short
presentation on
familiar topics.
Unit Urban and By the end of this unit, 45
12 rural life students will be able to:
● explain the
differences between
life in a city and in a
village;
● make comparisons
between the two
and express their
opinions;
● give a detailed
description on a
topic related to
their field of
interest; and
● present clear
arguments.
Unit The most By the end of this unit, 45
13 embarrassin students will be able to:
g moment ● explain incidents in
of my life the past in detail;
● express how they
felt during those
incidents; and
● use expressions to
describe their
feelings such as
exhausted, done
for, embarrassed,
etc.
Unit On the By the end of this unit, 45
14 phone students will be able to:
● make an informal
telephonic
conversation using
 suitable phrases;
● participate in live
conversations; and
● use expressions for
an informal
telephonic
conversation (Eg.
please hold, can I
take a message,
etc.).
Unit Education By the end of this unit, 45
15 and careers students will be able to:
● express their ideas
clearly on topics
related to education
and careers;
● elicit information
from people about
education and
careers;
● develop a clear
argument by giving
reasons.
● use expressions to
talk about
education (Eg. to
take an exam, to
give homework, fall
behind with studies,
etc.); and
● use expressions to
talk about careers
/jobs (Eg. to have
scope in a field, to
commute to work,
etc.).
Unit First day in By the end of this unit, 45
16 the office students will be able to:
● ask for or give
advice on
complicated matters
using suitable
modal verbs; and
● give a detailed
description of a
familiar topic.
Unit Dressed to By the end of this unit, 45
17 kill! students will be able to:
● describe their
choice in clothes in
detail;
● describe people's
dressing style with
suitable adjectives;
● develop an
argument with
supporting details;
● use vocabulary
related to types of
clothes (Eg. formal
and informal styles
of clothing);
● use words to
describe fabrics like
silk, cotton, suede,
etc.; and
● use adjectives to
describe people's
dressing style (Eg,
well-dressed,
shabby, etc.).
Unit I have got a By the end of this unit, 45
18 promotion! students will be able to:
● convey good or bad
news with suitable
expressions;
● respond to good or
bad news with
appropriate
expressions;
● give and receive
information about
familiar and
unfamiliar topics;
and
● use phrases to
respond to good
and bad news (Eg.
That's great!, I am
sorry to hear about
it, etc.)
Unit Dinner with By the end of this unit, 45
19 friends students will be able to:
● make invitations
and politely accept
or refuse an
invitation giving
appropriate
reasons;
● make requests and
respond to them;
and
● use expressions to
make polite
requests like would
you mind…? Would
you like to…?
Unit Help, By the end of this unit, 45
20 please! students will be able to:
● ask for help making
polite requests;
● respond to a
request;
● expand an
argument in detail;
and
● use expressions to
make polite
requests like would
you mind…? Would
you like to…?
Unit My By the end of this unit, 45
21 favourite students will be able to:
sport ● describe their
favourite sport and
sportsman in detail;
● give reasons for
their opinion;
● elicit this
information from
others.
● give a clear,
detailed description
(monologue) about
one’s field of
interest; and
● use phrases to
describe sports and
 sportsmen (Eg.
injuries, amateur,
beat, cheer on,
etc.).
Unit Managing By the end of this unit, 45
22 money students will be able to:
● describe common
actions related to
one’s financial
matters;
● use passive voice to
talk about changes;
and
● use common
phrases related to
financial matters
such as bankruptcy,
debt, squirreling
away, etc.
Unit How to By the end of this unit, 45
23 make an students will be able to:
impressive ● explain procedures
presentatio clearly using
n connectors and
imperatives;
● make systematically
developed
presentation using
prompts; and
● use connectors and
signposting to
explain procedures.
Unit At a hotel By the end of this unit, 45
24 students will be able to:
● make complaints
about familiar
situations.
● apologise and
accept apologies
using appropriate
phrases.
● participate in a live
conversation and
follow points; and
● use phrases for
complaining and
 apologising.
Unit A business By the end of this unit, 45
25 of your own students will be able to:
or a job? ● express their
opinions clearly
in a debate;
● knows the dos and
don'ts of
participating in a
debate; and
● use phrases to
participate in a
debate for
introducing the
topic, interrupting
and concluding.
AI Speaking 24 Daily Enhanced Fluency: The 50
Topics Conversatio practice Roleplay hours
n, Impress exercises actively engage
the students, promoting quick
Interviewer, thinking and verbal
English for agility, leading to
your improved English fluency.
careers,
English for Refined Pronunciation
the Skills: The repetitive
workplace, nature of these roleplays
English for contributes to the
your refinement of
professional pronunciation, ensuring
Life. clearer articulation of
words and expressions.

Increased
Confidence: The
immersive experience of
participating in these
roleplays instills a sense
of confidence in students,
empowering them to
navigate English
conversations more
comfortably.
Real-life Application: By
applying theoretical
knowledge in simulated
scenarios, students bridge
 the gap between theory
and practice, gaining
valuable skills for real-life
situations.
Communication
Empowerment: These
roleplays will equip
students with essential
communication skills,
preparing them for
success in both academic
and professional contexts.

TABLE 3: OVERALL COURSE LEARNING OUTCOME ASSESSMENT

CRITERIA AND USECASES
LEARNING ASSESSMENT CRITERIA USECASES
OUTCOME
Improved Speaking Fluency: SPOKEN
Skills Speaking clearly and INTERACTION
fluidly without too much Participating in
hesitation Everyday
Using appropriate linkers Conversations:
and discourse markers Examples:
Pronunciation: Engaging in
Correct intonation and conversations
stress about familiar
Clear articulation of topics, such as
common syllables and hobbies, family,
sounds or travel.
Lexis: Asking and
Using appropriate answering
vocabulary in context questions about
personal
Appropriacy experiences and
Using language, tone and opinions.
style that align with Sharing Personal
context Information:
Examples:
Describing
oneself,
including
personal
background,
interests, and
experiences.
 Providing basic
information
about family
members, daily
routines, and
preferences.
Discussing Plans
and Intentions:
Examples:
Talking about
future plans and
intentions, such as
weekend activities or
upcoming events.
Making simple
arrangements, like
planning to meet
friends or colleagues.
Expressing
Preferences and
Opinions:
Examples:
Expressing
personal likes
and dislikes
regarding food,
entertainment,
or activities.
Sharing opinions
on various
topics in a
straightforward
manner.

Giving and
Following Simple
Instructions:
Examples
Giving and
receiving basic
directions or
instructions,
such as how to
reach a location.
Following
instructions in a
 classroom or
work setting.
Engaging in Routine
Transactions:
Examples
Conducting
basic
transactions in
shops,
restaurants, or
public services.
Handling
everyday
situations, such
as ordering
food, buying
tickets, or
asking for
information.
Handling Everyday
Social Interactions:
Examples
Initiating and
maintaining
simple social
interactions in
everyday
settings.
Responding
appropriately to
greetings,
compliments,
and expressions
of thanks.
Asking for and
Providing
Clarifications:
Examples
Asking for
clarification
when faced with
language
difficulties.
Providing
clarification to
ensure mutual
understanding in
 a conversation.
Participating in
Group Discussions:
Examples
Engaging in
group
discussions on
familiar topics,
expressing
opinions, and
responding to
others.
Participating in
classroom
discussions or
team meetings.
Giving a Short
Presentation:
Examples
Giving a short
presentation or
talk on a
familiar topic,
such as personal
experiences or
hobbies.
Describing a
process or
explaining a
simple concept
to a small
audience.

SPOKEN PRODUCTION
Introducing
Yourself and
Others:
Example:
Provide
information
about personal
identity and
background,
including others
in the
conversation.
Describing Past
Experiences:
Example:
Narrate and
share details
about recent or
past events and
experiences.
Talking About
Hobbies and
Interests:
Example:
Express
preferences and
engage in
conversations
about personal
interests and
activities.
Expressing Likes
and Dislikes:
Example:
Articulate
personal
preferences and
dislikes
regarding
various topics.
Discussing Future
Plans:
Example:
Share
aspirations and
plans for
upcoming
events or
activities.
Giving Directions:
Example:
Provide clear
instructions on
how to navigate
and reach a
specific location.
Talking About Work
or Studies:
Example:
Communicate
 information
about one's
profession or
area of study,
including
challenges and
rewards.
Ordering Food in
a Restaurant:
Example:
Effectively
communicate
food preferences
and place an
order in a
restaurant
setting.
Making Suggestions
and Offers:
Example:
Propose ideas,
suggestions, or
invitations for
various
activities.
Sharing Opinions on
Current Events:
Example:
Express
personal
viewpoints on
current topics or
issues.

Giving a Short
Presentation:
Example:

Deliver a brief
talk or
presentation on
a chosen topic.

Asking for and

 Giving Advice:
Example:
Seek guidance
or
recommendation
s and offer
suggestions to
others

Enhanced Listening Comprehension: Understanding

Capturing the central Standard Speech:
themes or main ideas in Examples:
spoken messages and Listening to a
understanding the news report on
context. familiar topics
Understanding details: and
Honing on to specific understanding
pieces of information, the main points.
facts, or information Following a
presented conversation
Vocabulary between native
recognition: speakers
Understanding the discussing
meaning, usage, and everyday life.
distinctions of words and Following Spoken
phrases in different Directions:
contexts Examples:
Following directions: Understanding
Capacity to process and and following
execute instructions directions given
promptly and correctly by a tour guide.
Respond appropriately: Listening to
Express well-thought-out public
and contextually relevant transportation
responses and contribute announcements
effectively based on the and
information gleaned from understanding
the spoken input the next stop.
Dealing with
Everyday
Interactions:
Examples:
Understanding
phone
conversations
related to
routine matters
 (e.g., making a
reservation,
checking
availability).
Following a
simple
workplace
meeting and
understanding
the discussed
tasks.
Understanding
Simple Narratives:
Examples:
Listening to a
short story or
narrative and
summarizing the
main events.
Understanding
the plot of a
straightforward
movie or TV
episode without
subtitles.
Extracting Specific
Information:
Examples:
Listening to an
announcement
at an airport and
understanding
the gate and
departure time
for a flight.
Following a
radio interview
and extracting
specific details
about a person's
background.
Recognizing Main
Points in Public
Announcements:
Examples:
Understanding
the main points
 of a public
announcement
or safety
message.
Extracting key
information from
a recorded
message, such
as changes in
operating hours.
Understanding
Interview-style
Conversations:
Examples:
Listening to an
interview and
understanding
the main ideas
expressed by
the participants.
Following a job
interview
scenario and
comprehending
questions and
responses.

Handling Social
Interactions:
Examples:
Understanding
and participating
in casual
conversations at
social
gatherings.
Listening to and
comprehending
simple jokes or
anecdotes in a
social setting.

Impactful Writing Content Write job applications

skills Relevant to the topic or pertinent to role
purpose of the writing
task, demonstrating a Address specific job
clear understanding of the requirements in
 writing task applications
Communicative
Achievement Use powerful action
Effectiveness of the verbs and specific
message conveyed and accomplishments
intended meaning is
conveyed without any Use words like
ambiguity and confusion. "achieved,"
Organisation "implemented," and
Logical and ordered "led"
writing with clear
introduction, body Avoid informal
paragraphs and language
conclusion.
Language Maintain cohesion and
Uses a range of everyday coherence in writing
vocabulary appropriately.
Uses a range of simple
and some
complex grammatical
forms with a good degree
of control.
Errors do not impede
communication.

Reading Understanding Main Understanding

Ideas and Details everyday
Identify and comprehend instructions:
the main ideas in a text, Example:
extracting details and key Reading
information to gain a instructions on
comprehensive household items or
understanding of the appliances to use
content. them effectively
Purpose Recognition Public Signs and
Recognise the purpose Notices:
and intent of both the Example:
author and the text. Interpreting
Understand whether the signs and
text aims to inform, notices in public
persuade, entertain, or spaces such as
serve another purpose. airports, train
Opinion Recognition stations, college
Identifying the author's notice boards
tone and identify their etc.
opinion, as well as Job Advertisements:
pinpoint information Example:
supporting that opinion. Reading a job
advertisement
to understand
the
qualifications
and
responsibilities
of a position and
plan accordingly
Daily Emails and
Messages:
Example:
Understanding a
message from a
friend about
plans for the
weekend.
Reading emails
related to
workplace and
identifying key
information.
Shopping and
everyday life

Example:
Understanding
the features and
usage
instructions on
the packaging of
a new electronic
gadget.
Reading
information
about terms and
policies
News articles,
social media and
Blogs
Example:
Understanding a
friend's blog
post about their
recent travel
experiences.
Reading an
 online news
article to
understand
current events
and
developments.
Event Invitations
and personal letters
Example:
Reading an
invitation to a
friend's party,
understanding
the date, time,
and location
Understanding
a letter from a
relative sharing
updates about
their life and
expressing
feelings.

TABLE 4: LIST OF FINAL PROJECTS (20 PROJECTS THAT

COMPREHENSIVELY COVER ALL THE LEARNING OUTCOME)x`
[Link] FINAL PROJECT
1 Following classroom intervention and digital practice
sessions, students will be assigned a task centered around a
common theme. They are required to script, shoot a video,
and upload it.