ELCS-(INTERACTIVE COMMUNICATION SKILLS) LAB MANUAL (B. Tech-First Year-R13 Syllabus-JNTUH) Prof. V. CHANDRA SEKHAR RAO

JOGINPALLY B. R. ENGINEERING COLLEGE

ENGLISH LANGUAGE COMMUNICATION SKILLS LAB MANUAL

(B. Tech-First Year-R13 Syllabus-JNTUH) Prof. V. CHANDRA SEKHAR RAO

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Prof. V. CHANDRA SEKHAR RAO

M. A (Eng). M.Phil. PGCTE (CIEFL), Ph. D.

Professor in English (JBREC), Mobile No. 9603727368, Email: [email protected] Page 1

INTERACTIVE COMMUNICATION SKILLS (ICS) LAB

(Part-II)

UNIT-I

Objective: to familiarize students with criteria for Ice-Breaking activity and JAM session,

Articles, Prepositions, Word formation- Prefixes & Suffixes, Synonyms & Antonyms.

1. ICE-BREAKING ACTIVITY

1.1.1. Ice-Breaking Activity

An Ice-Breaker or an Ice-Breaking Activity (or any experience) must reflect most, but hopefully

all, of the following five criteria:

1. It must be FUN;

2. It must be NON-THREATENING;

3. It must be HIGHLY INTERACTIVE;

4. It must be SIMPLE & EASY TO UNDERSTAND; and

5. It must be SUCCESS-ORIENTED.

1.1.2. What Is An Ice-Breaker?

In short, an ice-breaker aims to break the 'ice' that typically limits or inhibits the interactions of a

group of people who may or may not know each other very well. Common occurrences of 'ice'

may include little or no talking, poor eye contact, reluctance to make physical contact, lots of

standing around, lack of initiative, absence of trust, etc.

A good ice-breaker acknowledges these facts, and intervenes. When presented appropriately,

with full regard to the needs of the group, an ice-breaker will reduce, minimize (and hopefully

eliminate) the impact of the 'ice' and invite the group to create a more productive atmosphere,

one that is conducive to working together or achieving whatever the purpose of the group is.

For example, using a fun, interactive name-game to help a new group of people get to know one

another, showing a PowerPoint presentation to frame a forthcoming experience, and smiling and

shaking the hand of every participant as they enter your training room, are all wonderful ways to

break the ice.




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Generally speaking, if the activity, exercise or experience successfully prepares your group for

what is ahead, then it is more likely to be considered an effective ice-breaker.

1.1.3. Just A Minute (JAM)

� Just A Minute is one of the activities of the presentation skills conducted in the

classroom. This activity makes the students perfect while communicating with the public

or some other audience.

� Just A Minute has its origins as far back as the 1930s. As a schoolboy, Ian Messiter was

talking in class when he was hauled up by the schoolmaster and told to repeat what he

had been telling the class without hesitation, repetition or deviation. Messiter failed the

first ever round of Just A Minute but the germ of an idea formed in his mind.

� Twenty years later while working at the BBC he used the idea to create a programme

called One Minute Please. It was successful and he rejuvenated the idea in 1967 as the

wonderful improvisation comedy show called Just A Minute. The concept of the game is

ridiculously simple.

� The object of the game is for panelists to talk "for just a minute" on a given (often rather

strange) subject, "without hesitation, repetition or deviation" (except they can repeat the

subject or any words therein). The game comes from attempts to try to keep within these

rules, which whilst they appear to be simple, are very hard not to break. To speak for the

full minute without being challenged is extremely difficult, and meritorious

� Repetition is the most common cause of disqualification, followed by Hesitation with

Deviation quite rare. On more than one occasion individuals have challenged themselves.

� "Repetition" means the repetition of any word or phrase, although challenges based upon

very common words such as "and" are generally rejected except in extreme cases. Words

contained in the given subject are exempt unless repeated many times in quick

succession. Skillful players use (sometimes obscure) synonyms in order to avoid

repeating themselves. The term "BBC" is often successfully challenged upon for

repetition of "B".

� "Hesitation" is watched very strictly: a momentary pause before resumption of the subject

can give rise to a successful challenge, as can tripping over one's words. Even pausing

during audience laughter or applause (known as "riding a laugh") is usually not

permitted.




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� "Deviation" means deviating from the subject, but has also been interpreted as "deviating

from the English language as we know it", "deviation from grammar as we understand

it", deviating from the truth, and sometimes even logic, although often leaps into the

surreal are allowed.

2. ARTICLES

1.2.1. What is an article?

An article is a word that modifies or describes the Noun. It is used before the noun to show

whether it refers to something specific or not. So, in a way, articles can also be described as a

type of adjectives as they also tell us something about the nouns, like adjectives.

1.2.2. Types of Articles

There are two types of Articles in the English language. They are Definite and Indefinite articles.

Definite article: “The” is the definite article in English, which is used to refer to particular

nouns, the identities of which are known. The definite article indicates that the noun is specific.

The speaker talks about a particular thing. For example: The cat sat on the couch. The dog

attacked me and ran away.

Indefinite articles: The indefinite article indicates that the noun is not someone or something in

particular. The speaker talks about any one of that type of things. The indefinite articles in

English are "a" and "an." For example: Do you have a pencil? I want to have an apple.

TABLE OF ARTICLES

NUMBER INDEFINITE DEFINITE

Singular a / an The

Plural Nothing The

Non-Count Nothing The




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1.2.3. Some Hints

� “a” before consonants (a book)

� “an” before vowels (an exam)

� Pronunciation is what matters. “an” hour ('h' is silent and it's pronounced: an our)

� Temporary illnesses: (I have a headache, a cold, a fever, a backache)

� "The" with superlative forms (He is the smartest kid I have seen.)

1.2.4. Rules of Articles

Articles Rule 1: With singular count nouns, use 'a' if indefinite or "the" if definite.

My daughter wants to buy a dog this weekend. (Indefinite-It could be any dog)

The dog in the backyard is very cute. (Definite- The one in the backyard)

Examples

1. He requested a puppy for his birthday.

2. He wanted the puppy he played with at the pet shop.

3. She ordered a hamburger without onions.

4. Did you drink the coke I just ordered?

Articles Rule 2: With plural count nouns use either "the" or nothing, never 'a'.

1. Come and look at the children. (definite)

2. Children are always curious. (Indefinite)

3. She loves flowers. (Indefinite)

4. The flowers in her garden are beautiful. (Definite)

5. Do you like reading grammar rules?

6. Do you like reading the grammar rules on this page?

Articles Rule 3: With non-count nouns, use either "the" or nothing.




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He has experience. (If indefinite or mentioned for the first time)

He has the experience necessary for the job. (If definite or mentioned before)

1. The medicine the doctor prescribed had unpleasant side effects.

2. Writing in a second language is especially challenging.

3. Have you studied the history of South Africa?

4. History reminds us that events repeat themselves.

Articles Rule 4: If a plural or non-count noun is followed by [of + noun], "the" is preferred.

1. The languages of Asia are unrelated to English.

2. The wines of France are famous.

3. The birds of North America are beautiful.

1.2.5. Special Rules for Articles

1. Adjectives as Nouns

Use "the", when referring to a group of people by use of an adjective rather than a noun.

the elderly the disabled the unemployed

the rich the sick the needy

the homeless the young the restless

2. Names of Countries

Some countries are preceded by "the", usually if the name is plural, contains an adjective, or

includes "of".

The United States The Soviet Union The Republic of Congo

3. Cities and Streets use nothing

Chicago Fifth Avenue San Francisco Highway 5

4. Rivers, Oceans, Seas, Groups of Mountains & Islands, use "the"




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the Amazon the Atlantic the Mediterranean

the Cascades the Hawaiian Islands the Bahamas

5. Numbers

Cardinal numbers (1, 2, 3), use nothing

World War 2 Page 7 Chapter 1

Mission 1 Paragraph 5 Channel 6

Ordinal numbers (1st, 2nd, 3rd), use "the"

The Second World War the seventh page the first chapter

the first mission the fifth paragraph the sixth channel

6. Titles of People

When a title is given with a name, use nothing

President Michael Queen Mary Professor Scott

When a title is used without a name, use "the"

The president the queen the professor

7. Schools

When a school has "of" in its title, use "the"

The University of Arizona The University of London

When a school does not have "of" in its title, use nothing

Lincoln High School Arizona State University

8. Location versus Activity

When referring to an activity, use nothing

1. I am going to school now.(activity-study)

2. We went to cinema. (activity-see a movie)

3. He is always on time for class. (activity-learn)




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When referring to the location, use "the"

1. The meeting is at the school. (location-campus)

2. They are remodeling the cinema. (location-building)

3. The new student had trouble finding the class. (location-classroom)

9. When the object is the only one that exists, use "the"

the earth the human race the world

the moon the sun the universe

10. When you use expressions that identify part of a larger group, use "the"

-One of the students

-None of the students

-Both of the students

-All of the students

3. PREPOSITIONS

1.3.1. Definition:

A preposition is a word which is usually placed before a noun or pronoun to show the latter’s

relation to some word in the sentence.

For example,

Pronoun Verb Prep. Noun

They Meet Before lunch

Article Noun Prep. Pronoun

A Letter For you

By definition, a preposition is placed before a word ("prepositioned") to indicate the word’s

meaning within the context of the sentence

For example, of the world for a friend at a hotel




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1.3.2. Some Common Prepositions:

About as but

above at by

across before down

after below for

along beside from

around between in

into of onto

like off over

near on past

per than under

since through untill

till to up

with without upon

For example,

He walked

across

the forest

around

beyond

into

near

toward

out




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Position

As its name tells us, a preposition is normally ‘placed before’ a noun phrase or some other

element. The preposition + noun phrase together form a PREPOSITIONAL PHRASE.

Position of prepositions in different kinds of sentence:

For example,

Who is she working for? She’s working for a friend

In the first example shows the preposition at the end of the sentence, and the second example

shows the preposition in its usual position, at the front of its noun phrase.

1.3.3. Prepositional Adverb

Many word forms which are prespositions are also adverbs. These adverbs are called

Prepositonal Adverbs. Most of them are adverbs of place.

1.3.4. Some Common Prepositional Adverbs:

about by round above

down since across in

through after inside throughout

around near under before

on up behind opposite

within below outside without

between past over beyond

Prepositions are usually in front of a noun phrase, whereas prepositional adverbs usually stand

alone, wihtout a following noun phrase.

Preposition She stayed in the house.

Adverb She stayed in.

Preposition The guests were standing around the room.

Preposition The guests were standing around.




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Prepositional adverbs are always stressed. Prepositions are frequently unstressed.

1.3.5. Prepositional Verb

We use the term prepositional verb for an IDIOM made up of verb + preposition.

add to care for look for

agree with consent to pay for

aim at / for deal with pray for

allow for decide on refer to

apply for hope for rely on

approve of insist on run for

ask for listen to stand for

attend to live on take after

believe in long for take to

belong to look after wish for

The verb and preposition express a single idea.

For example,

1. He takes after his grandfather (resembles)

2. We have asked for help (request)

3. I have to look after the house (take care of)

The verb and preposition are often together at the end of a sentence

For example,

1. I do not know who this book belong to

2. We scarcely have enough to live on

3. Have the new chairs been paid for?




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4. WORD FORMATION- PREFIXES & SUFFIXES

1.4.1. Word-Formation: the formation of words in a language by the processes of derivation

and composition.

The basic part of any word is the root; to it, a prefix can be added at the beginning and/or a

suffix at the end to change the meaning. For example, in the word "unflattering," the root is

simply "flatter," while the prefix "un-" makes the word negative, and the suffix "-ing" changes it

from a verb into an adjective (specifically, a participle).

1.4.2. Types of Word Formation

1. Compounding: Coconut oil Boyfriend (two or more words joined)

2. Prefixation: enslave assure (en-, as- affixed to the root words)

3. Suffixation: kingdom beautify (-dom, -fy suffixed to the root words)

4. Conversion: water the garden (water-Noun is conversion as Verb -to water)

5. Clipping: Omnibus �bus Gasoline � Gas (words are clipped)

6. Blends: Motor + hotel � Motel (parts of the words are deleted)

7. Backformation: peeve, surveil (Creative reduction from peevish, surveillance)

8. Acronyms: Radar (derived from the initial letters-radio detection and ranging)

9. Onomatopoeia: cuckoo, meow (by imitation of a sound )

10. Eponyms: Raman Effect (after a discovery, invention, place, etc., is named.)

11. Toponyms: hamburger (a name derived from the name of a place)

1.4.3. Prefixes and Suffixes:

Prefixes and suffixes are grammatical and lingual "affixes." Prefixes are affixed before and

suffixes after a base word or word stem to add information. For example, with the word

"prehistoric," the prefix is "pre-" meaning "before," the base word is "history" meaning

"recorded events and knowledge", and the suffix is "-ic" meaning "relating to the science of."

In other words, "prefix" simply refers to an attachment before or in front of, in this case, a shorter

word or stem. In lingual terms, a "stem" is the main part of a word to which prefixes and suffixes

can be added.




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Prefix Meaning Usage

ab, from, away from Abduct, abjure

ad, ac, af,

ag, an, ap,

ar, as, at

to, forward

accord,

affliction, annexation, appease, arraignment,

assumption arrogance, , attendance

Ambi both ambiguous, ambivalent

an, a without anarchy, amoral

Ante before antecedent, antediluvian

Anti against, opposite antipathy, antithetical

Arch chief, first archetype, archbishop

Be over, thoroughly bedaub, befuddle

Bi two bicameral, biennial

Cata down catastrophe, cataract, catapult

circum around circumnavigate, circumspect, circumscribe

com, co,

col, con, cor with, together

combine, coeditor, collateral, connected,

conference, corroborate

contra,

contro against contravene, controversy

De down, away debase, decadence

Demi partly, half demigod

Di two dichotomy, dilemma

Dia across diagonal, diameter

dis, dif not, apart discord, differ

Dys faulty, bad dysfunctional

ex, e out exit, exodus,

extra, extro beyond, outside extracurricular, extraterritorial, extrovert




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Suffix Meaning Use

able, ible capable of

(adjective suffix)

drinkable -

legible -

ac, ic like, pertaining to Zodiac ,democratic

acious, icious full of audacious,

avaricious

al pertaining to Beneficial, logical

ant, ent full of eloquent,

ardent

ary like, connected with Revolutionary, temporary

ate to make

(verb suffix) desecrate

ation that which is

(noun suffix) irritation

cy state of being

(noun suffix)

Democracy,

obstinacy

eer, er, or person who

(noun suffix) Engineer, teacher, advisor,

escent becoming (adjective suffix) Evanescent, pubescent

fic making, doing

(adjective suffix) Fantastic, terrific

ity state of being

(noun suffix) sagacity

fy to make (verb suffix) Magnify, petrify

iferous producing, bearing

(adjective suffix) Pestiferous, vociferous

il, ile pertaining to, capable of

(adjective suffix) Civil, docile

ism doctrine, belief

(noun suffix) Monotheism, deism




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ist dealer, doer

(noun suffix) Realist, dentist

ive like (adjective suffix) Quantitative,

ize, ise to make

(verb suffix) Harmonize, revolutionize

oid resembling, like

(adjective suffix) Ovoid, anthropoid

ose full of (adjective suffix) verbose

osis condition (noun suffix) Psychosis, hypnosis

ous full of

(adjective suffix) Nauseous, ludicrous

tude state of (noun suffix) Fortitude, servitude

5. SYNONYMS & ANTONYMS

1.5.1. The Synonyms and Antonyms: form an integral part of the English Language.

Acquaintance with the vocabulary of the English language is a necessity for effective expression

either in the written or in the oral from.

Synonym is nothing but the similar meaning of a particular word or its semantic relation. So, it is

a word or a phrase that means the same as another word or a phrase in the same language.

Antonyms are the negative connotation of a particular word. An Antonym is a word or phrase

that is opposite in meaning to a particular word or a phrase in the same language.

Examples: Acquisition

Synonyms: accumulation, appropriation, obtainment, ownership, proprietorship, attainment;

purchase, gain, profit, earning; recovery, redemption




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Antonyms: loss, consumption, decrease, exhaustion, depletion, expenditure, forfeiture;

squandering, waste; deprivation, relinquishment, expropriation, cession, surrender; disbursement,

outgoings, spending

Giving

Synonyms: bestowal, presentation, apportionment, portioning, allotment, allocation,

appointment; division, sharing; transfer, transmittal, conveyance, transference, transmission,

consignment; sale, exchange, payment, deliverance

Antonyms: receiving, acceptance, acquisition, receipt, purchase

Justice

Synonyms: fairness, equity, impartiality

Antonyms: injustice, partiality, unjustness, bias, inequity, prejudice, inclination, favoritism




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UNIT-II

Objectives: to enable students to participate in Situational Dialogues – Role-Play- Expressions

in Various Situations – Self-introduction and Introducing ( Others – Greetings –Apologies –

Requests – Social and Professional Etiquette - Telephone Etiquette and to understand the notion

of Concord (Subject in agreement with verb) and Words often miss-pelt- confused/misused.

1. SITUATIONAL DIALOGUES/ROLE-PLAY

Role playing is a methodology derived from socio-drama that may be used to help students

understand the more subtle aspects of literature, social studies, and even some aspects of science

or mathematics. Further, it can help them become more interested and involved, not only

learning about the material, but learning also to integrate the knowledge in action, by addressing

problems, exploring alternatives, and seeking novel and creative solutions. Role playing is the

best way to develop the skills of initiative, communication, problem-solving, self-awareness, and

working cooperatively in teams.

2.1.1. Role play has several advantages for the classroom.

Role-play:

� involves little or no additional instructional costs;

� allows students to practice behaviors and skills;

� closes the gap between training and real-life;

� allows for immediate instructor feedback; and

� can be used to motivate students and change attitudes.

Students not only demonstrate procedural knowledge, but also develop interpersonal communication

skills. Role play is also utilized in group situations to discuss moral and ethical aspects.

A role-playing game is a game in which the participants assume the roles of characters and

collaboratively create stories. Participants determine the actions of their characters based on their

characterization, and the actions succeed or fail according to a formal system of rules and

guidelines. Within the rules, they may improvise freely; their choices shape the direction and

outcome of the games.




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In role playing activities participants act as various characters or roles. Role playing activities

encourage students to "put themselves in another’s shoes" in order to act out a fictional scenario.

Examples (write 4 model Role-Plays):

2. GREETINGS AND INTRODUCING PEOPLE

First impressions are a really important aspect of cultures around the world. It is important to

know the correct way of greeting, introducing yourself and others. In English, as in all

languages, there are different ways to greet people in formal and informal situations. The

response you give should have the same level of formality as the introduction. Once you have

been introduced to someone, the next time you see that person or when you leave that person, it

is important to greet them. If you follow the correct etiquette, you will leave a good first

impression on others.

2.2.1. Self-introduction

There might be occasions where you will have to introduce yourself. For example, if you are

meeting a new colleague or an associate, you might start off by extending your hand and saying

Two ways to introduce yourself:

I'd like to introduce myself. My name is _______. (normal)

Hi! I'm ______. (casual)

Introducing Others

On occasion, you may find yourself in a situation where you have to introduce one person to

another. Look at the following expressions:

Two ways to introduce others:

I'd like to introduce ______. (normal)

This is _______. (casual)




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2.2.2. Formal to Informal Greetings and Introductions

First meetings

Formal

Informal

Introducing Yourself Introducing

Others

Responding to

an Introduction

On Leaving

How do you do? My

name is Lynne Hand.

Mrs. Lynne Hand,

may I introduce

my boss,

Mr. Smith.

Pleased to meet

you Mrs. Lucy.

Goodbye. It's a

pleasure to have

met you.

Hello, Lynne Hand.

I'm the owner of this

web site.

Lynne, I'd like you

to meet John Smith,

our salesman. John,

this is Lynne Hand.

Pleased to meet

you Lynne.

Goodbye. Nice

to have met you.

Lynne Hand.

Lynne, meet John,

my husband. John,

this is my teacher

Lynne.

Hi, Lynne. How

are you?

Bye. It was nice

to meet you.

Subsequent meetings

Formal

Informal

Possible Greetings Possible responses

Hello, Mrs. Hand. It's nice to see you again. What a pleasant surprise! How

are you? It's been a while.

Good morning Mrs. Hand. How are you today? I'm very well, thank you. And

you?

Good afternoon, Mrs. Hand. It's good to see

you.

Thank you. It's nice to see

you too. How are you?

Hello Lynne. How are you doing? Fine thanks. What's new with

you?

Hi, Lynne! How's it going? Not too bad, busy as ever.

Hi, Lynne. How are things?

Oh fine. You know how it is.




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Expressions for Farewells

Goodbye Bye

So long Catch you later

I have to run I have to be going now

So long Good day

Extensions to farewells

See you again I hope to see you again

See you later (soon) Call me

Expressions for Asking about Well Being

Expressions Responses

IF GOOD How are you? Great.

How’s it going? Couldn’t be better.

How are things? Fantastic.

IF SO-SO How are things going? Could be worse.

How have you been? I can’t complain.

How do you feel? Not bad

IF BAD How goes it? I’ve had better days.

How are you doing? Not too good.

How’s life treating you? Lousy.

(Students are instructed to prepare and practise dialogues/conversation between people on

Greetings, Apologies, Requests, etc.)




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3. SOCIAL AND PROFESSIONAL ETIQUETTE - TELEPHONE ETIQUETTE

2. 3. 1. What is Etiquette?

Etiquette is the proper mode of conduct or procedure within a certain social realm. Being aware

of certain conventions will give you a professional and attractive look. And though practicing

good etiquette alone won't get you up the business ladder, it certainly will give you a boost. The

way you interact with others says a lot about you. Learn how to project polite and professional

appeal.

Introducing Yourself: Make sure to look people in the eyes and smile in order to seem

confident and approachable. If you are seated while being introduced to someone, stand to greet

that person and shake his or her hand. Have a firm handshake, but avoid death grips.

If you are given a name tag, put it high on your right shoulder; that way, while you shake hands,

people can follow the line of your arm straight up to your name without having to scan your

chest.

Introducing Others: When introducing two people to each other, introduce the lowest ranked

person first, then reciprocate. Logistically this means you must look at the higher ranked person

and say. When dealing with people outside of the company, clients are considered more

important than anyone working within the company, and hiring managers are more important

than job seekers. You can omit titles when introducing people of the same rank and position.

2.3.2. Discussions: When talking with people at the workplace, in a networking session, or even

over coffee, there are some basic tips for discussion that will make your conversations more

enjoyable:

Basic Courtesy: Try not to interrupt people in the middle of a story. If you must interrupt,

always excuse yourself and try to get back to what the other person was saying as soon as

possible. This shows people that you value their ideas and company. Don't talk too loudly or for

too long; these actions might make you seem self centered.




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Body Language: At social functions, try keeping your hands as free as possible: Don't carry a

huge notebook or bag, and if you must eat something, hold it in your left hand to save your right

hand for handshakes. Show that you are focused on the conversation by keeping eye contact,

nodding, smiling, and using other nonverbal affirmative gestures.

Phones: Lately more and more business transactions are done over the phone, and phone

interviews are a pretty common procedure. So know the proper protocol:

Making Calls

Be mentally prepared to make a call before you dial. Know with whom you want to speak and

what you want to say or ask.

Always introduce yourself immediately.

When leaving messages, speak slowly, and leave your number twice: once at the beginning of

the message and once at the end.

Receiving Calls

Always answer your phone in a quiet place free of interruptions and noise. Before you pick up

make sure you have time to devote to the caller. Always identify yourself immediately.

When asking who is calling make sure to ask permission to ask; that is, phrase your question

something like this: "May I ask who's calling?" This will avoid alienating the caller.

Cell Phones

Turn your cell phone off during meetings; answering your cell phone in a meeting gives the

impression that those around you are less important than any other person who might call.

Try not to answer the phone when you are in restaurants; if you are expecting an important call,

let those you are dining with know, and when you receive the call, excuse yourself, leave the

table, and make the call brief.

Be aware of how loud you talk on a cell phone in public places and create space by moving at

least two arm lengths away from those around you (or out of the room if possible).




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4. CONCORD (Subject In Agreement With Verb)

2.4.1. Concord

Concord in broad terms means agreement between the subject and the verbs as well as other

elements of the clause structure, (Babajide 2004, Leech and Svartvik 1994). The idea of concord

in the grammar of English suggests that for an English sentence to be correct and meaningful, its

constituent parts (i.e. subject, verb, object, adverbial) must be in perfect agreement. Some rules

of agreement are discussed below:

Subject withVerb Agreement: This is the agreement between the subject and the predicator or

verb. The rule here states that:

� When the subject is singular, the verb should be singular e.g. Bongo is a lover of

knowledge.

� When the subject is plural, the verb too is expected to be plural, e.g. Nigerians are lovers

of knowledge.

Some specific rules of concord are:

� When the phrase “a – pair – of” is used as a subject, it is treated as singular and it

attracts a singular verb, e.g. A pair of scissors is on the table.

� The rule of proximity states that ‘when there is a list of nouns or pronouns acting as the

subject in an ‘or’ a ‘nor’, in an ‘or’ a ‘nor’ it is the nearest noun or pronoun to the

position of the verb that will determine the choice of the verb, e.g. If the boy dies, the

parents, his friends or the doctor is to blame. If the boy dies; the doctor, his friends or his

parents are to blame.

� A collective noun is a noun which stands for many units constituting a single word,

e.g. Congregation, which stands for worshippers.

� A collective noun functioning as the subject of a sentence usually take a singular verb,

e.g. The group is five years old. (Takes singular verb)

Their band is poor. (singular verb)

� However, in notional terms a collective noun functioning as the subject of a sentence may

take a plural verb,

e.g. The group meet once in a year (takes plural verb)

The police are now up to the task of protecting lives in Nigeria (Plural verb)




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� When “more than” is used in the position of the subject, the word that comes after it

determines whether the verb to be used will be singular or plural,

e.g. More than one person knows the short-cut to success here.

More than ten people know the short-cut to success here.

� Indefinite pronouns such as everyone, everything, everybody, nobody, anyone, someone,

somebody, something, etc. always attract singular verbs,

e.g. Somebody is in Bongo’s room.

Someone wants to hurt her pride.

� In recent studies on gender however, the singular ‘they’ concept has been introduced

which neutralizes the pronouns in term of gender, e.g. Everybody should bring their book

tomorrow. Everybody should wear their cap.

� Nouns that have final ‘s’ (Pluralia tantums) such as physics, measles, mathematics,

economics, etc, are singular and take singular verbs,

e.g. Measles is a deadly disease.

Mathematics is a rather difficult subject.

� When two nouns are joined together by ‘and’ to form the subject of a sentence, the verb

to be used should be plural,

e.g. Bongo and Ego are in this class now.

The teacher and the student are inside the class.

� When two subjects are joined together by ‘and’ but refer to only one person or thing (i.e.

refer to the same entity) the verb to be used should be singular,

e.g. The DSA and head of GNS department is a public figure.

� Amounts or units such as “four hundred times”, ‘ten percent’, ‘three hundred days’, etc

are generally treated as singular subjects when in the nominative case, and should take

singular verbs, e.g. Ten percent is too small for me. One million naira is a lot of money.

� When “every” comes before a plural noun to form the subject of a sentence, a plural verb

should be used, but when ‘every’ takes a singular noun, a singular verb should be used,

e.g. Every first ten people to arrive are entitled to free meals.

Every woman likes money.

� When the subject is a collective noun denoting category, it is taken as plural and it always

takes a plural verb,

e.g. The poor are lamenting.

The black are sometimes rated low.

� All is either used to mean “everything” or “all the people”, and the meaning determines

the verb that should be used with it. When “all” means “everything”, a singular verb

should be used, but when it “means all the people”, a plural verb should be used,

e.g. All is well with him. All are seated in the lecture room already.




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� When any of: as well as, together with, in association with, with, including, in

collaboration with, etc is found in a sentence, the subject, which usually comes before the

marker of accompaniment determines the verb to be used. Therefore, if it is singular, a

singular verb is required and if plural, a plural one is required,

e.g. The little girls together with their mother are here.

The girl as well as her friends is in the room.

5. WORDS OFTEN MISSPELT- CONFUSED/MISUSED

The most commonly misused and misspelled words that make us do a double take during

proofing and run through our rules to make sure we’ve selected the right word. "Advice" or

"advise"? "Farther" or "further"? "Principal" or "principle"? It's easy to confuse words that are

similar in sound, spelling, or meaning. But with a bit of review it's also easy to clear up such

confusions.

Study the following Examples:

Rita's father advised (verb) her not to see Sam. She should have followed his advice (noun).

We drove farther south, making excellent time on the almost empty roads. (Physical distance)

The meeting ended without any plans for further discussions. (Nonphysical)

The principal element in the group’s plan was surprise. (It is used as a noun or an adjective)

The freedom to choose is a principle of democracy. (It can be used only as a noun)

Here’s a quick-reference list of pairs of words that regularly cause people problems. Understand

the pairs of words and use them in your own sentences.

WORD 1 MEANING WORD 2 MEANING

accept to agree to receive

or do

Except not including

adverse unfavourable,

harmful

Averse strongly disliking;

opposed

advice recommendations

about what to do

Advise to recommend

something

affect to change or make a

difference to

Effect a result; to bring about

a result

aisle a passage between

rows of seats

Isle an island




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all together all in one place, all

at once

Altogether completely; on the

whole

along moving or

extending

horizontally on

a long referring to something

of great length

aloud out loud Allowed permitted

altar a sacred table in a

church

Alter to change

amoral not concerned with

right or wrong

Immoral not following accepted

moral standards

appraise to assess Apprise to inform someone

assent agreement,

approval

Ascent the action of rising or

climbing up

aural relating to the ears

or hearing

Oral relating to the mouth;

spoken

balmy pleasantly warm Barmy foolish, crazy

bare naked; to uncover Bear to carry; to put up with

bated in phrase 'with

bated breath', i.e. in

great suspense

Baited with bait attached or

inserted

bazaar a Middle Eastern

market

Bizarre Strange

berth a bunk in a ship,

train, etc.

Birth the emergence of a

baby from the womb

born having started life Borne Carried

bough a branch of a tree Bow to bend the head; the

front of a ship

brake a device for

stopping a vehicle;

to stop a vehicle

Break to separate into pieces;

a pause

breach to break through, or

break a rule; a gap

Breech the back part of a gun

barrel

broach to raise a subject for

discussion

Brooch a piece of jewellery

canvas a type of strong

cloth

Canvass to seek people’s votes

censure to criticize strongly Censor to ban parts of a book

or film; a person who

does this

cereal a grass producing

an edible grain; a

breakfast food

made from grains

Serial happening in a series

chord a group of musical

notes

Cord a length of string; a

cord-like body part




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climactic forming a climax Climatic relating to climate

coarse rough Course a direction; a school

subject; part of a meal

complacent smug and self-

satisfied

complaisant willing to please

complement to add to so as to

improve; an

addition that

improves

something

compliment to praise or express

approval; an admiring

remark

council a group of people

who manage or

advise

Counsel advice; to advise

cue a signal for action;

a wooden rod

Queue a line of people or

vehicles

curb to keep something

in check; a control

or limit

Kerb (in British English) the

stone edge of a

pavement

currant a dried grape Current happening now; a flow

of water, air, or

electricity

defuse to make a situation

less tense

Diffuse to spread over a wide

area

desert a waterless, empty

area; to abandon

someone

Dessert the sweet course of a

meal

discreet careful not to attract

attention

Discrete separate and distinct

disinterested impartial uninterested not interested

draught a current of air Draft a first version of a

piece of writing

draw an even score at the

end of a game

Drawer a sliding storage

compartment

dual having two parts Duel a fight or contest

between two people

elicit to draw out a reply

or reaction

Illicit not allowed by law or

rules

ensure to make certain that

something will

happen

Insure to provide

compensation if a

person dies or property

is damaged

envelop to cover or

surround

Envelope a paper container for a

letter

exercise physical activity; to

do physical activity

Exorcise to drive out an evil

spirit




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fawn a young deer; light

brown

Faun a mythical being, part

man, part goat

flaunt to display

ostentatiously

Flout to disregard a rule

flounder to move clumsily;

to have difficulty

doing something

Founder to fail

forbear to refrain Forebear an ancestor

foreword an introduction to a

book

Forward onwards, ahead

freeze to turn to ice Frieze a decoration along a

wall

grisly gruesome, revolting Grizzly a type of bear

hoard a store Horde a large crowd of

people

imply to suggest indirectly Infer to draw a conclusion

loath reluctant, unwilling Loathe to hate

loose to unfasten; to set

free

Lose to be deprived of; to be

unable to find

meter a measuring device Metre a metric unit; rhythm

in verse

militate to be a powerful

factor against

Mitigate to make less severe

palate the roof of the

mouth

Palette a board for mixing

colours

pedal a foot-operated

lever

Peddle to sell goods

pole a long, slender

piece of wood

Poll voting in an election

pour to flow or cause to

flow

Pore a tiny opening; to

study something

closely

practice the use of an idea or

method; the work

or business of a

doctor, dentist, etc.

Practice to do something

repeatedly to gain skill;

to do something

regularly

prescribe to authorize use of

medicine; to order

authoritatively

Proscribe to officially forbid

something

principal most important; the

head of a school

Principle a fundamental rule or

belief

sceptic a person inclined to

doubt

Septic infected with bacteria

sight the ability to see Site a location

stationary not moving Stationery writing materials




------------------------------------------------------------------------------------------------------------------------------------------------------------




storey a level of a building Story a tale or account

titillate to arouse interest Titivate to make more

attractive

tortuous full of twists;

complex

Torturous full of pain or suffering

wreath a ring-shaped

arrangement of

flowers etc.

Wreathe to surround or encircle




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UNIT-III

Objective: to enable students to familiarize themselves with the use of Descriptions- Narrations-

Giving Directions and guidelines, Sequence of Tenses, Question Tags and One word substitutes.

1. DESCRIPTIONS- NARRATIONS

Language can be used to describe people, places, events or situations in different ways. Description is

normally defined as a kind of discourse while Narration literally means to tell a story. (Plot,

setting and characterization)

The best way to think about being descriptive is “painting pictures with words.” If a narrative is

like a movie, a descriptive paper is like a photograph. The point of a descriptive paper is not to

portray events, but to bring a scene or object to life in the imagination of the reader.

3.1.1. Tips for Writing Effective Narrative and Descriptive Essays:

• Tell a story about a moment or event that means a lot to you--it will make it easier for

you to tell the story in an interesting way!

• Get right to the action! Avoid long introductions and lengthy descriptions--especially at

the beginning of your narrative.

• Make sure your story has a point! Describe what you learned from this experience.

• Use all five of your senses to describe the setting, characters, and the plot of your story.

Don't be afraid to tell the story in your own voice. Nobody wants to read a story that

sounds like a textbook!

Remember: Avoid simply telling us what something looks like--tell us how it tastes, smells,

sounds, or feels!

Consider this…

• Virginia rain smells different from a California drizzle.

• A mountain breeze feels different from a sea breeze.

• We hear different things in one spot, depending on the time of day.

You can “taste” things you’ve never eaten: how would sunscreen taste.




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2. GIVING DIRECTIONS AND GUIDELINES

As happens in strange and new places, people get disoriented and they need help finding their

way, so guests may frequently ask you for directions. They may ask directions to a restaurant in

the hotel complex, the nearest restroom, or a nearby historical site. There are a multitude of

expressions that are used when asking for and giving directions. Where ever you are going the

expression below can be used when asking for directions.

Expressions:

3.2.1. Asking for directions

Could you tell me how to get to (… the pool)?

How do I find (…StarBucks Coffee Shop)?

Pardon me, I'm lost, how do I get to the (…the main lobby)?

Which is the best route to (…Phuket Town)?

Could you direct me to (…the beach)?

Which way do I go to get to (…the hospital)?

3.2.2. Giving directions

Take this passageway Go up/down the steps

On your right/left Turn right/left

Take the elevator It's on the third floor

Follow this path Turn right/left at the corridor

It’s about 50 meters Go above 3 kilometers

Cross the street It’s on your right/left

It’s in the middle of the block

It’s on the corner of (to be very specific NE, SE, NW, SW corners)

Drive south on 4233

It’s next to/ across from/between/in front of

Drive to Jackson Street and turn left/right




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Consider the following example:

A: Excuse me, can you tell me the way to the railway station?

B: Sure. It’s quite far from here. Don’t worry. It’s not difficult to get there.

A: I think I’m going in the wrong direction, aren’t I?

B: Yes. First, you need to turn around and pass four traffic lights further up this road?

A: Yes, I do. They are about two miles away, right?

B: That’s right. Drive back to the first traffic light and turn right. Remember that we are coming

from this direction.

B: Oh yes! Then we drive to the No.11 motorway.

A: How far is that?

B: It’s only seven miles. We turn left to join the No.12 motorway and drive south. Then you just

go straight on until you see the station ahead of you. You can’t miss it.

A: How long will it take?

B: About 10 minutes if you aren’t caught in traffic jam.

A: OK.I got it. It is so nice of you to help me!

B: You’re welcome.

3. SEQUENCE OF TENSES

Most commonly sequence of tenses is a case of a past tense in a main clause being followed by a

past tense in a subordinate/dependent clause. The rules governing verb tenses are dictated by

logic; an action in the future obviously cannot happen before an action in the past. The past must

come before the present, and the present before the future, etc.

Rule 1: If the main clause is in the present or future, then the verb in the noun (dependent)

clause can be in any tense.

Examples: The prime ministers agree that the global warming is a serious world problem.

They hope that all nations will be responsible for solving this serious problem.

Scientists believe that atmospheric warming has already begun.




------------------------------------------------------------------------------------------------------------------------------------------------------------




Measurements have indicated that the average temperature on the earth has risen in the past one

hundred years.

Further research will prove that carbon dioxide is largely responsible.

Rule 2: If the main clause is in the past tense, the verb in the noun (dependent) clause is

usually in the past form except for the cases when the noun clause reports a general truth.

Examples: The prime ministers agreed that the global warming was a serious world problem.

They hoped that all nations would be responsible for solving this serious problem.

Scientists believed that atmospheric warming had already begun.

Measurements indicated that the average temperature on the earth has risen in the past one

hundred years.

Further research proved that carbon dioxide was largely responsible.

Exception: We knew that New York is bigger than London. (General truth)

Watch out for conditional clauses (if-clauses), too.

If I study, I will pass the exams.

If I studied, I would pass the exams.

If I had studied, I would have passed the exams.

4. QUESTION TAGS

A tag question is a device used to turn a statement into a question. It nearly always consists of a

pronoun, a helping verb, and sometimes the word not. Although it begins as a statement, the tag

question prevails when it comes to the end-mark: use a question mark. Notice that when the

statement is positive, the tag question is expressed in the negative; when the statement is

negative, the tag question is positive.

Study the following examples:

1. He should quit smoking, shouldn't he?

2. He shouldn't have quit his diet, should he?

3. They're not doing very well, are they?




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4. He finished on time, didn't he?

5. She does a beautiful job, doesn't she?

6. Harold may come along, mightn't he?

7. There were too many people on the dock, weren't there?

8. He never goes out with his dog, does he? (Negative sentence-positive question tag)

9. We have a car, haven't we? (have is a main verb in the sentence -two possibilities)

OR 10. We have a car, don't we?

5. ONE WORD SUBSTITUTES

One word substitution is very important to write precisely and speak in a single word. Generally,

we speak or write in a garrulous way. But, it is seen that precise words are always understood

easily by all. At times we become verbose but sometimes the verbosity is not required and we

are required to talk or speak precisely. In English language there are a lot of single words for a

group of words. So, speak precisely and avoid the fear of being misunderstood. Let us study the

following one word substitutes.

A person who is out to destroy all government and order Anarchist

Government by the people Democracy

The whole mass of air surrounding the earth Atmosphere

One who is not sure of the existence of God Agnostic

A medicine which prevents infection by killing germs Antiseptic

One who does something not professionally but for pleasure Amateur

A statement open to more than one interpretation Ambiguous

One who makes an official examination of accounts Auditor

Marrying more than one wife or more than one husband at a time Polygamy

The science that studies plants Botany

The science which studies natural processes of living things Biology

People working together in the same office or department Colleagues

The state of remaining unmarried Celibacy

The action of bringing into completion Consummation

To give one's authority to another Delegate

Study of the relation of living things to environment Ecology

The action of looking within or into one's own mind Introspection




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One incapable of being tired Indefatigable

A letter, poem, etc. whose auther is unknown Anonymous

Work for which no salary is paid Honorary

One who looks at the bright side of things Optimist

One who cannot read or write Illiterate

A game or battle in which neither party wins Draw

Holding established opinions Orthodox

Hater of women Misogynist

The study of the origin and physical and cultural development

of mankind Anthropology

The science which studies the crust of the earth Geology

The science which studies animals Zoology

Happening at one and the same time Simultaneous

Murder or murderer of oneself Suicide

Lasting only for a very short while Temporary

Capable of being seen through Transparent

The first speech delivered by a person Maiden

The art practised by statesmen and ambassadors Diplomacy

One who walks on foot Pedestrian

One who lives on others Parasite

One who speaks for others Spokesperson

One who spends very little Miser

One who prossesses several talents or gifts Versatile

One who eats vegatables only Vegetarian

A thing that is fit to be eaten Edible

A statement absolutely clears Explicit

A widespread disease affecting many people at the same time Epidemic

A trade that is prohibited by law Gala day

A desire that cannot be represed Illicit

A method that cannot be imitated Irrespressible

Remarks which do not really apply to the subject under discussion Inimitable

A story that can hardly be believed Incredible




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A comparison that is out of place Inapt

That which cannot be satisfied Insatiable

A remedy which never fails Infallible

A thing that cannot be seen with human eyes Invisible

One who is very easily made angry Irritable

An ordinary and common place remark Platitude

A sum paid to a man for a piece of work Remuneration

The act of violating the sanctity or destroying the property of

a sacred place Sacrilege

To make up one's mind and change it quickly Vacillate

A person with a long experience of any occupation Veteran

A place where clothes are kept Wardrobe

A state of complete continence on the part of a woman Virginity

A man who has too much enthusiasm for his own religion and hates Fanatic

other religions

One who makes calculations connected with insurance Actuary

A country, etc. which is very distant Remote

To send out of one's native country Exile

A person chosen by parties who have a controversy to settle their

differences Mediator

Notice of death, especially in a newspaper Obituary

Opinion contrary to accepted doctrines Heresy

Great clapping and cheering Applause

Exclusive possession of the trade in some commodity Monopoly

Sole right to make and sell some invention Patent




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UNIT-IV

Objectives: to enable students to participate in Extempore- Public Speaking and to understand

the notion of Active and Passive Voice, –Common Errors in English, Idioms and Phrases

1. PUBLIC SPEAKING

This unit introduces students to strategies used in public speaking and extempore speech as a

means of developing self-confidence, conviction and fluency in speaking. Speaking in public is

not something that most people enjoy, and it can make them self-conscious and hesitant.

Students need to be given practice in speaking in front of an audience. This can be done by

organizing speaking activities such as debates, extempore speech, group discussions, etc.

4.1.1. Extempore / Impromptu (Unexpected) Speech Extempore speaking is the term used for a non-formally prepared speech. Every time you speak you are

preparing for extempore speaking. There comes a time in every one's life when he or she will have to give

an Extempore/ impromptu speech. It may be for anything - a radio interview, a teacher trying to get you

to speak up in class, or even in a casual debate.

Impromptu speeches aren't expected to be long, epic narratives. In fact, the more concise you get the

better. A lot of people tend to hide their nerves and their being unprepared by using a lot of words. The

problem is - they tend to miss the point when they do this.

4.1.2. There are a few things you can do to avoid panic and embarrassment.

� Grab a pen and a piece of paper, whether it is a napkin, envelope, or the back of a piece of

paper you have on hand.

� Feel free to acknowledge that you have not prepared for a speech. Do this in a professional

way. This should not be an attempt to garner pity, but rather a way to put yourself and your

audience at ease. Then, excuse yourself for a moment and take time to jot down a quick outline.

Zone out the audience. They will be okay chatting and sipping water for a minute.

� Jot down interesting or significant points about your topic, which will be related in some way

to the event you're attending. If it is a homework assignment you are addressing, for instance,

write down your impression of the assignment or anecdotes about your time spent on it.

� Hijack the topic. Your goal is to deliver a one-sided conversation, off the cuff, so you are in

complete control. Relax and make it your own. If you want to make this a funny story about your

pesky little brother who always bothers you during homework time, then do it. Everyone will

applaud your effort.

� Begin with your introductory sentence, elaborate, and then start working your way to your

ending sentence. Fill in the middle space with as many points as you can, elaborating on each one

as you go. Just concentrate on the zinger you've reserved for the end.




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� As you deliver your speech, concentrate on diction and tone. If you are thinking about this,

you are not thinking about the eyes watching you. This really works! Your mind can't think about

too many things at once, so think about enunciating your words and controlling your tone, and

you'll maintain more control.

2. ACTIVE AND PASSIVE VOICE

There are two ways to express an action of a subject in relation to its object:

Active Voice and Passive Voice

In “active voice” subject acts upon object, while in “passive voice” object is acted upon by

subject. It can also be said, in “active voice” subject does a work on object, while in “passive

voice” object is worked on by subject. The normal structure of an active voice sentence is

Subject+Verb+Object but in passive the normal structure of sentence is reversed according to

certain rules and becomes like Object+Verb+Subject. The real meaning of a sentence does not

change if the sentence is expressed either by active voice or by passive voice. The active voice is

mostly used in writing because it gives a direct and more concise meaning. Passive voice is used

sometimes due to the following reasons.

� When intentionally hiding the subject of sentence. For example, a student who failed in

exam might say, some chapters were not studied. Women were not treated as equals.

� When passive voice better explain thought of sentence. For example, to say, cloth is sold

in yards, is more meaningful than to say, Shop keepers sell cloth in yards.

� When passive voice better emphasize the main thought of the sentence. For example, a

man who is being teased by another person might say in anger, “you will be beaten by

me”

� When subject is not exactly known. For example, His watch was stolen. It is not known

that who stole his watch, the subject (thief) is not exactly known so it is better to use

passive voice for such sentence.

There are certain rules for expressing a thought in passive voice or for changing a sentence from

active voice to passive voice.

Fundamental Rules for changing from active voice to passive voice:




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The places of subject and object are interchanged i.e. the object shifts to the place of subject and

subject shifts to the place of object in passive voice.

Active voice: I write a letter.

Passive voice: A letter is written by me.

Subject (I) of sentence shifted to the place of object (letter) changing as me and object (letter)

shifted to the place of subject (I) in passive voice.

Sometimes subject of sentence is not used in passive voice. Subject of sentence can be omitted in

passive voice, without subject it can give enough meaning in passive voice.

Passive voice: cloth is sold in meters.

3rd form of verb (past participle) is always used as main verb in sentences of passive voice for

all tenses. Base form of verb or present participle will be never used in passive voice. The word

“by” is used before subject in sentences in passive voice.

Active voice: He sings a song.

Passive voice: A song is sung by him.

The word “by” is not always used before subject in passive voice. Sometimes words “with, to,

etc” may also be used before subject in passive voice.

Active voice: The water fills the tub.

Passive voice: The tub is filled with water.

Active voice: He knows me.

Passive voice: I am known to him.

The auxiliary verbs of passive voice are used according to tense of sentence of its active voice

form. To change sentences having present/past/future modal into passive voice, auxiliary verb

“be” is added after modal in sentence. Study the following examples:

Modal/Auxiliary

Verbs

Active Voice Passive Voice

Can/could She can play a violin.

She could play a violin.

A violin can be played by her.

A violin could be played by her.




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May I may buy the computer. The computer may be bought by me.

Might Guests might play chess. Chess might be played by guests.

Should Students should study all lessons.

All lessons should be studied by

students.

Must You must learn the test-taking

strategies.

Test-taking strategies must be learnt by

you.

Ought to They ought to take the

examination.

The examination ought to be taken by

them.

Have / has They have eaten meal.

He has eaten meal.

Meal has been eaten by them.

Meal has been eaten by him.

3. COMMON ERRORS IN ENGLISH

Everyday situations are a minefield of common English errors. Here, we rectify some of them so

you can learn to avoid making the same mistakes.

Incorrect: I have a good news for you.

Correct: I have good news for you

Incorrect: The men are national beings.

Correct: Men are national beings.

Incorrect: The boys leave the school at four o'clock.

Correct: The boys leave school at four o'clock.

Incorrect: I have read the Shakespeare's Macbeth.

Correct: I have read Shakespeare's Macbeth

Incorrect: Fire broke out in our village.

Correct: A fire broke out in our village.

Incorrect: Andamans are a group of islands.

Correct: The Andamans are a group of islands.

Incorrect: There is no place in the hall.

Correct: There is no room in the hall.

Incorrect: He left the place with his belonging goods.

Correct: He left the place with his goods.




------------------------------------------------------------------------------------------------------------------------------------------------------------




Incorrect: He absented from the school yesterday.

Correct: He absented himself from the school yesterday.

Incorrect: He availed of the opportunity.

Correct: He availed himself of the opportunity.

Incorrect: Don't pride on your victory.

Correct: Don't pride yourself on your victory.

Incorrect: The climate of India is hotter than England.

Correct: The climate of India is hotter than that of England.

Incorrect: He is sick.

Correct: He is ill.

Incorrect: I have strong headache.

Correct: I have a severe headache.

Incorrect: This is more preferable than that.

Correct: This is preferable to that.

Incorrect: No less than fifty students were present.

Correct: No fewer than fifty students were present.

Incorrect: I want a little quantity of milk.

Correct: I want a small quantity of milk.

Incorrect: He does not know to swim.

Correct: He does not know how to swim.

Incorrect: I know him too well.

Correct: I know him very well.

Incorrect: Now you are tired, you may rest awhile.

Correct: Now that you are tired, you may rest awhile.

Incorrect: No sooner had he died, when his sons began to quarrel.

Correct: No sooner had he died than his sons began to quarrel.

Incorrect: He asked me that why I had not gone there.

Correct: He asked me why I had not gone there.

Incorrect: Until you remain idle, you cannot succeed.

Correct: As long as you remain idle, you cannot succeed.




------------------------------------------------------------------------------------------------------------------------------------------------------------




Incorrect: One of his family members is dead.

Correct: One of the members of his family is dead.

Incorrect: Tell me why did you go there?

Correct: Tell me why you went there?

Incorrect: We shall be glad to get your good news.

Correct: We shall be glad to get good news from you.

4. IDIOMS AND PHRASES

An idiom is a phrase where the words together have a meaning that is different from the

dictionary definitions of the individual words. For example, “break a leg” is a common idiom.

Literal meaning: I command you to break a bone in your leg and you should probably go to the

doctor afterwards to get it fixed.

Idiomatic meaning: Do your best and do well. Often, actors tell each other to “break a leg”

(Good luck!) before they go out on stage to perform.

Common idioms that refer to people include: • A chip on your shoulder - means you think you know a lot

• High as a kite - means you are drunk or on drugs

• Sick as a dog - means you are very ill

Idioms that refer to your actions would be: • Rub someone the wrong way - meaning to annoy or bother

• Jump the gun - would mean to be doing something early

• Pay the piper - means you need to face the consequences of your actions

Some idioms use color words to convey other meanings: For example, there are several that

use the word “blue:”

• “The blues” can refer to both a style of music and feeling sad.

• “once in a blue moon” means something occurs rarely

• “Out of the blue” means something happens that was unexpected.

A Phrase consists of two or more words lacking a complete sense and a complete verb. It may

consist of one or more incomplete verbs - the Infinitives or the Participles standing on their own.

Words/group of words in italics are phrases in examples below:




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1). The sun rises in the east.

2). Humpty Dumpty sat on a wall.

3). She wore a hat with blue trimming.

4). The accident on the bridge was not serious.

5). The girl with red hair is an artist.

6). He took a long leave.

UNIT-V

Objective: to familiarize students with criteria for Information Transfer- Oral Presentation

Skills, Reading Comprehension and Job Application with Resume preparation.




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1. INFORMATION TRANSFER

Information transfer or presenting verbal accounts of facts and processes in pictorial form and,

conversely, changing graphic representations to writing, involves learning how to restate a given

body of material in different ways. It is an important skill that you will need at the college and

university levels as well as in your professional and personal lives, both to explain a map, graph

or table in speech or writing and to re-present a verbal text in graphic form. Information transfer

is used specifically in the contexts of narration, physical and process description, listing and

classifying, comparison and contrast, showing cause and effect relationship, and generalizing

from numerical data. Transferring information from verbal to graphic form, and vice versa is

thus a very useful skill that will help you in study and at work.

� The information can be shown through texts, tables, maps tree diagrams bar

graphs, pie charts, flow charts and so on.

� Information in verbal form can be made clearer and easier to understand by

presenting it in graphic or pictorial form.

� Pictorial representation has many advantages:

1. Allows quick and easy viewing of a large amount of data

2. Quicker to locate required information in a graphic than in a written text

3. Data relating to a long period of time or to large number of people can be effectively

summarized

4. Convenient to use in making comparisons involving amounts of data

(Students should be assigned to practice Information transfer through the different types of

graphic representation, tables, bar charts, line graphs, pie charts, flow charts, tree diagrams,

pictograms, maps and plans.)

2. ORAL PRESENTATION SKILLS

Oral presentations are a common requirement in many courses. They may be short or long,

include slides or other visual aids, and be done individually or in a group. In your graduate or




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postgraduate studies, you may have the opportunity to deliver lectures, seminars and tutorials as

well, and the more practice you have at any of these, the easier it gets. Planning and structuring

an oral presentation is similar to the process of writing an essay, except you need to be conscious

of a live audience and use spoken language instead of written. However, the final preparation

and presentation differ significantly from editing and polishing an essay.

When making an oral presentation in class or workplace, you must know your subject well and

convince your audience that they have something to gain from listening to you. Here are some

things you can do to make an effective oral presentation.

� Be prepared. Research your subject to ensure that you are knowledgeable. Practice your

presentation until you feel comfortable. Make sure you can present your information

within whatever time limits you will have. Anticipate questions you may be asked and

prepare answers to these.

� Know your audience. Tailor your presentation to your audience's level of knowledge

about the subject of your presentation, what they need to know, and their interests.

� Be positive. Make it clear that you are knowledgeable and enthusiastic about your

subject.

� Don't read your presentation. Talk to your audience. Use your notes as prompts as

needed.

� Provide examples. Try to make your presentation as concrete and "down to earth" as

possible. Add appropriate anecdotes and humor to drive home a point.

� Use visual aids. Supplement what you say with visual aids such as handouts, charts,

transparencies, and slides. Make sure that everyone can easily see the visual aids. Don't

use visual aids that are so complex that the audience will spend its time trying to read

them instead of listening to you. Visual aids are supplements to what you say, not

replacements for what you say.

� Maintain eye contact. Shift your eye contact around the room so that everyone feels that

you are talking to them.

� Actively involve your audience. People can only listen so long without their attention

wandering. Making your presentation interesting will help you to capture and keep your

audience's attention for a while, but you must do more. Build in some simple and quick




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activities for your audience so that they are actively involved in your presentation. Ask

questions that you are confident your audience will be able to answer.

� Body language Try to make a sort of roving eye contact with the audience whilst

maintaining good posture and using appropriate gestures with your hands.

� Use your voice effectively. Vary the tone of your voice and be careful not to talk too

quickly.

� End on a high note. Leave your audience feeling upbeat about what they have just

heard.

3. READING COMPREHENSION

Reading comprehension is the complex set of skills that allows people to get the meaning of text.

Skills used to understand text include making connections with prior knowledge, visualizing,

questioning, inferring, determining importance and synthesizing.

What is reading? Is it something that one does only in the classroom to pass examinations?

While reading, we are interacting with a written text. This interaction with a text helps not only

in decoding information, but also in enjoying the text for its own sake. In order to understand

facts, extract information or derive maximum enjoyment, one needs to comprehend or

understand the text.

A good reader is one who, apart from comprehending facts, is skilled in the use of strategies.

Here is a quick overview of the four types of reading skills used in every language:

Skimming

Skimming is used to quickly gather the most important information, or 'gist'. Run your eyes over

the text, noting important information. Use skimming to quickly get up to speed on a current

business situation. It's not essential to understand each word when skimming.

Examples of Skimming:

� The Newspaper (quickly to get the general news of the day)

� Magazines (quickly to discover which articles you would like to read in more detail)

� Business and Travel Brochures (quickly to get informed)

Scanning




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Scanning is used to find a particular piece of information. Run your eyes over the text looking

for the specific piece of information you need. Use scanning on schedules, meeting plans, etc. in

order to find the specific details you require. If you see words or phrases that you don't

understand, don't worry when scanning.

Examples of Scanning

� The "What's on TV" section of your newspaper.

� A train / airplane schedule

� A conference guide

Extensive reading

Extensive reading is used to obtain a general understanding of a subject and includes reading

longer texts for pleasure, as well as business books. Use extensive reading skills to improve your

general knowledge of business procedures. Do not worry if you understand each word.

Examples of Extensive Reading

� The latest marketing strategy book

� A novel you read before going to bed

� Magazine articles that interest you

Intensive reading

Intensive reading is used on shorter texts in order to extract specific information. It includes very

close accurate reading for detail. Use intensive reading skills to grasp the details of a specific

situation. In this case, it is important that you understand each word, number or fact.

Examples of Intensive Reading

� A bookkeeping report

� An insurance claim

� A contract

Read the following passage. Then answer questions about the passage below.

Many people worked to create television. In 1862, Abbe Giovanna Caselli invented a machine

called the Pantelograph. Caselli was the first person to send a picture over wires. By the 1880s,




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Alexander Graham Bell invented a machine that transmitted pictures and sound over wires. His

machine was called the Photophone. The World’s Fair was held in Paris, France, in the year

1900. The first International Congress of Electricity was held at the World’s Fair. That was when

the word television was first used – by a Russian named Constantin Perskyi. That name stuck,

and is now shortened to “TV.” At the beginning of TV history, there were several types of TV

technology. One system was a mechanical model based on a rotating disc. (Rotating discs are

discs that spin like CDs.) The other system was an electronic model. In 1906, Boris Rosing built

the first working mechanical TV in Russia. In the 1920s, John Logie Baird in England and

Charles Francis Jenkins in the United States demonstrated improved mechanical systems. Philo

Taylor Farnsworth also showed an electronic system in San Francisco in 1927. His TV was the

forerunner of today’s TV, which is an electronic system based on his ideas. Now TV is

everywhere. Before 1947, there were only a few thousand televisions in the U.S. By the 1990s,

there were televisions in 98% of American homes.

1) Who first sent a picture over wires?

A. Boris Rosing

B. John Logie Baird

C. Abbe Giovanna Caselli

D. Alexander Graham Bell

2) The word television was first used in…

A. 1862.

B. 1880.

C. 1900.

D. 1906.

3) The 1900 World’s Fairs was in…

A. Moscow, Russia.

B. London, England.

C. Paris, France.

D. New York, United States.

4) Who invented the Photophone?

A. Abbe Giovanna Caselli

B. Charles Francis Jenkins

C. Alexander Graham Bell

D. Philo Taylor Farnsworth




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5) How many TVs were in the US in 1945?

A. A few hundred

B. A few thousand.

C. A few million.

D. A few billion.

4. RESUME PREPARATION

The resume is a tool with one specific purpose to win an interview. If it does what the fantasy

resume did, it works. If it doesn't, it isn't an effective resume. A resume is an advertisement,

nothing more, nothing less.

A great resume doesn't just tell them what you have done but makes the same assertion that all

good ads do. It is so pleasing to the eye that the reader is enticed to pick it up and read it. It

"whets the appetite," stimulates interest in meeting you and learning more about you. It inspires

the prospective employer to pick up the phone and ask you to come in for an interview.

CV-Resume: Definition

In what way is the Curriculum Vitae different from a Resume?

Different terminology is applied in different countries: Résumé is used exclusively in the

USA. Curriculum Vitae (CV) is used in Europe, America, Asia and Africa.

Different Contents and Objectives

Resume: emphasizes information on the experience, abilities and studies relevant for the

objectives that must be fulfilled in a certain position for which you are applying, or in which

selection process you are taking part.

Curriculum Vitae (CV): is a compilation of all the academic data and experience of a person

throughout their life (as vitae indicates the Latin term life), unrelated to the position you are

applying for or in which selection process you are taking part. The structure usually is personal

data, academic, experience, languages, computer science and other data, all in chronological

order.




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Type of Company and Position to Which It Should Be Directed

Resume: Commercial positions, directors, media, audio-visual, creative...

Curriculum Vitae (CV): More appropriate for academic positions, scientists, doctors, research,

technologies....

CV-RESUME: CONTENT

PERSONAL DATA SECTION

� Name

� Home or work address

� Two telephone numbers – if possible

� Email address

OBJECTIVE SECTION

� Optional, but highly recommended.

� Include type of position or occupational field you wish to enter, skills, experience, and

background you have to offer, and any special interests or areas of focus.

EDUCATION SECTION

� List institution name, post secondary degree(s) received and dates earned or expected

� Include major, minor, area of concentration, specialization, or certifications.

� List city & state when looking outside of state where employers may be unfamiliar with

your college location.

� This category may be a separate section or divided into subsections depending on the

information presented.

� May include relevant courses and skills/knowledge learned, special projects, G.P.A. if

over 3.0, honors, awards, scholarships, thesis, research projects, percent of college

expenses earned extracurricular activities.

EXPERIENCE SECTION




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� List paid and unpaid experiences, internships, co-ops, volunteer activities, fieldwork,

student teaching, etc.

� Include position title, employer or setting, city, state, and dates. (Place in reverse

chronological order).

� Emphasize responsibilities, accomplishments, and skills. Think - How? Why? Results?

ADDITIONAL INFORMATION SECTIONS

� Title this category(s) according to type of information presented.

� May include professional/student associations and positions held, athletic participation,

extracurricular activities, special skills (computer, languages, etc.), certifications,

licensures, publications, military or community service experience, interests, etc.

REFERENCE SECTION

� Recommended.

� Provides closure to the resume, but not needed if space is an issue.

� Include the statement - References Available.

SAMPLE RESUME

K. SRINATH PRASAD, Tel No.040- 25780987

Plot No. 208, Ashok Nagar, Cell No. 9848685454

HYDERABAD -500001. Email: [email protected]

__________________________________________________________

Objectives:




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� Seeking a successful career in a growth oriented organization, which fully utilizes my

zeal and commitment towards my work and gives me a competitive atmosphere to check

my enthusiasm, expertise and result in my self-development.

Academic Qualifications:

Examination Board/ University Year Division % of Marks

B.TECH

(ECE)

J. B. College of Engineering and

Technology (JNTU) Hyderabad.

2007-2010 First 70.15

DECE Govt. Polytechnic, Hyderabad

(State Board Of Technical

Education And Training, A. P.)

2003-2006 First 68.52

SSC Board of Secondary Education,

A.P.

2002-2003 First 74.16

2002-2003 First 80.06

Academic Projects

1. Project Title: Familiarization on SDH Systems Using STM- 1/4/16

Description: SDH International Standard Networking Principle and a Multiplexing Method.

2. Project Title: A Mini Project on “Microcontroller Based Modern Security System with

message Transmitter.”

Description: The intention of the project work is to provide high-level security to the

properties of organizations and establishments.

Participation in Seminars & Workshops

� Technical paper presentation on BLU-RAY-DISC at M.G.I.T., Gandipet, Hyderabad in

Nov’2008.

� Technical Seminar on MICROCONTROLLER BASED ANESTHESIA INJECTOR,

Hi-Tech College of Engineering and Technology, Hyderabad in January 2010.

Professional Experience:

� Worked as Web Designer in Wipro Technologies, Hyderabad, for July-2006 - July 2007.




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Summary of Skills:

� Proficient in M S Office, C, C++, Java, Programming Skills and Web designing skills

� Good problem-solving skills

� Good communication skills

� Interpersonal skills

Interests & Activities:

Currently include: Photography, Theatre & Amateur Dramatics, Football and Golf

References are Available on Request

CV-Resume: The cover letter

The Cover Letter is a document of equal importance to the resume. it is the first impression the

selector will have of the candidate and its negative or positive impact is going to influence his or

her further reading (or not ) the CV or resume.

A Cover Letter must be very professional, well written, without misspellings. The content

directly explains the candidate meets the requirements for the position, emphasizing and

directing the attention of the selector towards the abilities, skills and knowledge the candidate

has proved, with concrete examples based on previous experience or non-work experience (if

you have never worked or have been outside the job market for a while).

SAMPLE COVER LETTER

Date:

To

Sirs,




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Sub: application for the post of ______________

Your advertisement, as detailed above, was of particular interest to me so that I would like to

apply for the above cited job which I find extremely stimulating and enjoyable. What is more, as

you will see from my enclosed CV, my background is particularly relevant to your requirements.

My experience with Wipro Technologies I have worked as a Web Designer which involved

developing innovative and creative solutions to problems.

I would welcome the opportunity to discuss the job vacancy with you on the telephone or at an

interview. And I look forward to hearing from you soon.

Thanking you,

Yours sincerely,

Address for communication