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Humanities & Sciences ELCS
Narsimha Reddy Engineering College Page -1
Vision
To emerge as a destination for higher education by transforming
learners into achievers by creating encouraging and thus building a
supportive academic environment.
Mission
To impart Quality Technical Education and to undertake Research
and Development with a focus on application and innovation which
offers an appropriate solution to the emerging societal needs by
making the students globally competitive, morally valuable and
socially responsible citizens.
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OBJECTIVES
To facilitate computer-assisted multi-media instruction enabling individualized and
independent language learning
To sensitize the students to the nuances of English speech sounds, word accent, intonation
and rhythm
To bring about a consistent accent and intelligibility in students‘ pronunciation of English
by providing an opportunity for practice in speaking
To improve the fluency of students in spoken English and neutralize their mother tongue
influence
To train students to use language appropriately for public speaking, group discussions and
interviews
OUTCOMES
Students will be able to attain:
Better understanding of nuances of English language through audio-visual experience and
group activities
Neutralization of accent for intelligibility
Speaking skills with clarity and confidence which in turn enhances their employability
skills.
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Syllabus
CALL LAB:
Unit 1
Introduction to Phonetics – Speech Sounds – Vowels and Consonants – Minimal Pairs-Consonant
Clusters-Paste Tense Marker and Plural Marker.
Unit 2
Structure of Syllables – Word Accent & Stress – Weak Forms and Strong Forms – Sentence Stress
- Intonation.
Unit 3
Errors in Pronunciation – Influence of Mother Tongue (MTI) - Common Indian Variants in
Pronunciation- Differences between British and American Pronunciation.
Unit 4
Listening for General Details – Listening Comprehension Tests.
Unit 5
Listening for Specific Details – Listening Comprehension Tests.
ICS LAB:
Unit 1
Ice-Breaking activity and JAM session – Situational Dialogues – Greetings – Taking Leave –
Introducing Oneself and others.
Unit 2
Situational Dialogues – Role-Play- Expressions in Various Situations – Making Requests and
seeking Permissions – Telephone Etiquette.
Unit 3
Descriptions- Narrations- Giving Directions and guidelines.
Unit 4
Extempore- Public Speaking
Unit 5
Group Discussion – Interview Skills.
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COMPUTER ASSISTED LANGUAGE LEARNING
LAB
(CALL LAB)
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UNIT-1
Introduction to Sounds of English
The power of speech is so enormous that one can make effective impact on the others mind. English
language is globally recognized and is a part and parcel in all walks of life. It‘s an instrument of intellectual
discussion and social interaction in society. To achieve the pinnacles of success one has to be professional in
their communication. It‘s a well known fact that there are different English dialects in the world such as
British, American, and Australian etc. We in India, follow standard British English, recognized as R.P-
Received Pronunciation.
We use spoken English in day-to-day life more often than the written language. While speaking
utmost care of language in terms of grammar, structure and usage is taken, but pronunciation is generally
ignored. To acquire good soft skills one has to concentrate on pronunciation too. To master English
pronunciation you should learn the sound system, structure of word, stress and Intonation. This chapter
highlights on certain aspects of pronunciation which will help you to use them in one‘s own speech.
Communication involves three stages. The psychological stage where the idea is formed, This idea
is transmitted to the [physical organs of speech, physiological stage. The movements of these organs
produce different sounds on acoustic stage through air-stream mechanism. The study of these sounds is
called phonetics which is a branch of linguistics. The air stream is either regularized or obstructed by speech
organs at various stages in the mouth for producing different sounds. Before we begin to acquaint with
sounds of English language there is a need to understand the organs that are involved in the production of
sounds. The figure 1 illustrates the different organs of speech.
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ORGANS OF SPEECH
Fig .1
Vocal cords, hard palate, soft palate, alveolar, teeth, lips, tongue are some of the organs of speech
(look at the Fig.1). They play an important role in producing the sounds. For example, to produce a sound
/p/ the involvement of upper lip and lower lip is required. We as human beings possess the ability to produce
sounds by using certain organs of our body. The organs that are involved in producing sounds are referred to
as organs of speech.
SOUNDS OF ENGLISH
In English language, there is no one-to-one relationship between the alphabets and the sounds they
represent. For example, the letters ch, can be pronounced in different ways as in character, machine and
church .There are 26 letters which represent 44 sounds. They are divided into vowel sounds and consonant
sounds.
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VOWELS
Vowel sounds are produced through the mouth freely without any friction. Therefore all the sounds given
below are vowels but each one of them sounds different from the others. Vowel sounds are divided into
Monophthongs and Diphthongs. Let us look at Monophthongs with examples.
Pure Vowels
Or
Monophthongs
Examples
/ɪ/ kill, fill
/iː/ feel, meet
/e/ bet, set
/æ/ cat, mat
/ɑː/ car, park
/ɒ/ pot, cot
/ɔː/ Ball, fall
/ʊ/ put, good
/uː/ shoot, root
/ʌ/ cut, but
/ɜː/ heard, bird
/ə/ about, around
Practice
Give five examples each for the following sounds:
Sounds Examples
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/æ/ _______________________
/ɪ/ _______________________
/ʊ/ _______________________
/ ə / _______________________
/ e/ _______________________
/ʌ / _______________________
/ɜː/ _______________________
We describe vowel sounds in terms of the following:
a. Part of the tongue raised ( front, centre and back)
b. The height to which tongue is raised ( closed, half closed, half open and open)
c. The position of the lips (rounded or unrounded)
In order to understand this division look at the vowel diagram below.
For example, when we produce a vowel sound /iː/, we can easily find that it is produced from front
part of the tongue, the mouth closed and lips are in unrounded position. So, the vowel sound /iː/ three term
label is front, close unrounded. Likewise, you can also give three term o each vowel sound.
Activity- A
Give three term labels for the following vowel sounds.
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Sound three term label
/ iː/ _______________________
/ e/ ______________________
/ ɒ/ ______________________
/ uː/ ______________________
/ æ / ______________________
/ ə / _____________________
/ ɑː/ _____________________
DIPHTHONGS
Diphthong is a vowel glide (i.e., the tongue moves from one position to another vowel position) in
the same syllable we have eight diphthongs in English language. They are listed below with examples
Diphthongs examples
/eɪ/ day, play
/aɪ/ fly, tie
/ʊ/ go, no
/aʊ/ cow, know
/ɔɪ/ oil, boil
/ɪə/ fear, dear
/eə/ fare, hare
/ʊə/ tour, poor
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Activity – A:
Identify and write the phonetic script of the underlined sounds in the following words.
Words Sounds
kite ___________
hear ___________
boy ___________
round __________
care __________
old __________
Generally, we describe the diphthongs with a three term label. For example, /ʊə/ is a vowel – glide which
moves from one element to another element. This is shown in the vowel diagram given below.
Remember that a dot represents the starting point and the arrow indicates the direction in which the glide
moves. The three term label for the vowel glide /ʊə/ can be described as a glide from a back rounded vowel
just above half close to a central unrounded vowel between half close and half open. In same way, you can
also give three term labels to rest of the diphthongs.
CONSONANTS
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There are 24 consonant sounds in English according to the received pronunciation of England and
production of them involves some friction. They are given below with examples.
Consonants Examples
/p/ pen, copy, happen
/b/ back, baby, job
/t/ tea, tight, button
/d/ day, ladder, odd
/k/ key, clock, school
/g/ get, giggle, ghost
/tʃ/ church, match, nature
/dʒ/ judge, age, soldier
/f/ fat, coffee, rough, photo
/v/ view, heavy, move
/θ/ thing, author, path
/ð/ this, other, smooth
/s/ soon, cease, sister
/z/ zero, music, roses, buzz
/ʃ/ ship, sure, national
/ʒ/ pleasure, vision
/h/ hot, whole, ahead
/m/ more, hammer, sum
/n/ nice, know, funny, sun
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/ŋ/ ring, anger, thanks, sung
/l/ light, valley, feel
/r/ right, wrong, sorry, arrange
/j/ yet, use, beauty, few
/w/ wet, one, when, queen
Activity – A
Give one example each for the following sounds:
Sound Example
/t/ ________
/p/ _________
/f/ _________
/k/ _________
/s/ _________
/dʒ/ __________
Activity –B
Identify the sound and write the phonetic script of the underlined in the following words.
Word Sound
chat _________
rest _________
thin _________
ship ________
leisure _________
you ________
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The 24 distinctive consonants are tabulated below
Place
Manner
Bilabial Labio
dental
Dental Alveolar Post
alveolar
Palato
alveolar
Palatal Velar Glottal
*vl vd vl vd vl vd vl vd vd vl vd vd vl vd vd
Plosive p b t d k g
Affricate tʃ dʒ
Fricative f v θ ð s z ʃ ʒ h
Nasal m n ŋ
Lateral l
Approximants
or
(Semi-vowel)
w r j
*vd = Voiced sounds vl =: voice less sounds
Usually, consonants can be described in terms of the following:
1. Place of articulation
2. Manner of articulation
3. Voice of articulation
Place of Articulation:
Place of articulation simply involves the activity and passive articulators used in the production of a
consonant. They are several types of consonants depending on the place of articulation. They are given
below
Bilabial: The two lips are the articulators.
Labio- dental: It is produce by the lower lip and upper teeth.
Dental: The tip of the tongue and upper front teeth are the articulators.
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Alveolar: The tip or blade of the tongue and the teeth ridge are the articulators.
Post alveolar: Tip of the tongue and back of the teeth ridges are the articulators.
Palatal: The front of the tongue and the hard palate are the articulators.
Palatal alveolar: The tip, blade and front of the tongue and teeth ridges and hard palate are articulators.
Velar: The back of the tongue and soft palate are the articulators.
Glottal: Produced at the glottis and the two vocal cords are the articulators.
Manner of Articulation:
It refers to the type of the structure (i.e., the way in which the passage of air is restricted by the
various organs of speech) involved in the production of a consonant. Consonant sounds are of six types
depending on their manner of articulation.
Plosive/stop: It is a consonant produced with a structure of complete closure in the mouth and sudden
release of air. Ex:/p/,/b/,/t/,/d/,/k/,/g/.
Nasal: A nasal consonant is articulated with a structure of complete oral closer and
air passed through the nose. Ex:/m/,/n/,/ŋ/
Fricative: In the production of a fricative consonant the structure is one of close approximation, for the
escape of air stream to produce strong friction.: Ex::/f/,/v/,/θ/,//ð/,/s/,/z/,/ ʃ/,/ ʒ/.
Affricate: If the stop is not held for any appreciable time and released slowly, we get an affricate:/ tʃ/,/
dʒ/
Lateral: It is a consonants produced by a structure of complete closure in the centre of the vocal tract but
the air has a free passage on the sides./l/.
Approximants: It refers to sounds that are articulated with a structure of open approximation. .They are
also called semi-vowels.: /j/.
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VOICE OF ARTICULATION:
Voice of Articulation can be divided into two-voiced and voiceless. Voiced: Voiced sounds are
produced when the vocal cords vibrate in the larynx. Voiceless: Voiceless sounds are produced without
the vibration of the vocal cords.
Activity – A
Give three term labels for the following consonant sounds:
Sound Three –term label
/ p/ ________________________
/ f/ _________________________
/m/ _________________________
/n/ ______________________
/b/ _______________________
/ θ/ ______________________
/l/ _______________________
/v/ ____________________
Activity - B
Give Phonetic symbols to match the following descriptions of consonant sounds:
Voiced labial plosive ____________________
Voiced alveolar nasal ____________________
Voiceless dental fricative ____________________
Voiced alveolar lateral ___________________
Voiceless alveolar fricative __________________
Voiced bilabial nasal ___________________
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Minimal Pairs
In phonology, minimal pairs are words that differ only by one phoneme, or the smallest part sound that makes a difference in the meaning between words. That one little vowel, consonant,
or couple of consonants/vowels can make all the difference to a new English speaker that is trying to communicate in English.
It is important that students first recognize the differences in the phonemes between minimal pairs before they can produce them accurately.
As an example for English vowels, the pair "let" + "lit" can be used to demonstrate that the
phones [e] (in let) and [ɪ] (in lit) do in fact represent distinct phonemes /e/ and /ɪ/. An
example for English consonants is the minimal pair of "pat" + "bat". The following table
shows other pairs demonstrating the existence of various distinct phonemes in English. All
the possible minimal pairs for any language may be set out in the same way.
word 1
word 2
IPA 1
IPA 2
note
pin bin /pɪn/ /bɪn/
rot
lot
/rɒt/
/lɒt/
initial consonant
thigh thy /θai/ /ðai/
zeal
seal
/ziːl/
/siːl/
bin
bean
/bɪn/
/biːn/
vowel
pen
pan
/pen/
/pæn/
hat had /hæt/ /hæd/ final consonant
The above concept can be best understood by looking at the following list of examples.
Vowel Sounds
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/I/ and /i:/ (sit and seat)
/e/ and /I/ (desk and disk)
/e/ and /eI/ (wet and wait)
/æ/ and / / (bat and but)
/ / and / :/ (so and saw)
/æ/ and /e/ (bad and bed)
/ a:/ and / / (fast and first)
Consonant Sounds
/b/ and /v/ (berry and very)
/b/ and /p/ (buy and pie)
/n/ and / / (thin and thing)
/l/ and /r/ (alive and arrive)
/ / and / / (catch and cat)
/s/ and / / (see and she)
/f/ and /v/ (fan and van)
/f/ and /h/ (fat and hat)
/s/ and / / (sing and thing)
/f/ and / / (free and three)
/ / and / / (bad and badge)
/ / and / / (page and pays)
/ / and / / (with and whizz)
Initial consonant sounds
/f/ and /p/ (fast and past)
/k/ and / / (came and game)
/t/ and /d/ (two and do)
Final consonant sounds
/k/ and / / (back and bag)
/m/ and /n/ (mime and mine)
/t/ and /d/ (hat and had)
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Consonant Clusters
A consonant cluster (sometimes known as a consonant blend) is a group of consonants that appear together in a word without any vowels between them. When reading clusters, each letter within the cluster is pronounced individually.
In English consonants are found to be clustered in word initial, medial and word final
positions. The consonant clusters/ sequence belonging to a single syllable are known as intra
syllabic clusters whereas the consonant clusters belonging to two different syllables in a single
word are known as inter-syllabic clusters. Thus, in linguistics, a consonant cluster also known as
consonant blend is a group of consonants which have no intervening vowels in between them. The
maximum possibility of consonant cluster is three consonants in the beginning and four in final
position.
Some examples
Tray – /tr/ are clustered in word initially in a single syllable. Thus it is intra syllabic cluster.
Doctor-/kt/ are clustered word medially in two different syllable.
Thus it is a inter syllabic cluster Apt-/pt/ are clustered word finally but in a single syllable.
Word Initial Clusters
If consonants are sequenced word initially, the cluster is known as word initial cluster.
a) CC cluster: It also has two subtypes. They are:
One of /p, t, k, b, d, g, m, n, l, α, f, v, h, l/ + one of /l, r, w, j/ as for example: play, prey, cry, dry, view, etc.
/s/ + one of /p, t, k, f, m, n, l, w, j/. As for example, speak, sky, stick, snail, swim, skim, Shrine, snakes, sticks, sphere, stair, skeet, slope, snow, etc.
b) CCC Cluster: In the word initial position three consonants occur together. The structure
of this cluster is the following: /s/ + one of /p, t, k/ + one of /l, r, w, j/ as for example,
Splash, Spring, Strong, Stupid, Screen, Square, Spurious, Screw, Skewer.
Word Final Clusters
The sequence of consonants in the final position of a word is called word final position consonant cluster. The following types of word final consonant clusters can be found:
a) – CC Cluster: As for example, Slept, taps, caps, depth, jobs, robbed, books, looks, bags, watched, draft, craft, graphs, etc.
b) -- CCC cluster: As for example, Pushed, gasp, ask, test, rest, camp, ramp, warmth, terms, rent, dent, bench, pens, gulp, bulb, film, gold, sold, told, solve, etc.
c) – CCCC Cluster: As for example, Milked, tempt, arranged, whilst, jumps, months, acts, amongst, texts, sixths, prompts, etc.
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Word Medial Clusters
The cluster of consonants in the middle position of the word is called word middle consonant
cluster. There are two types of word medial consonant clusters. They are:
a) Intra-syllabic consonant cluster: The sequence of consonants in the word medial position
which belong to the same syllable is called intra-syllabic cluster. As for example, camping,
reply, windy, extra, etc.
b) Inter-syllabic cluster: If the consonant belonging to different syllables occurs together, the cluster formed is called inter-syllabic cluster. As for example,
movement /vm/, description /skr/, import /mp/, blackboard /kb/, extra /kstr/
Some more examples of consonant clusters
a) Nasal + stop – camp, bend, stamp, etc.
b) Nasal + fricative – length, warmth, terms, kings, etc.
Stop + stop – packed, begged, kept, tract, etc.
c) Stop + nasal – written, bitten, certain, etc.
d) Stop + lateral – middle, cattle, bottle, huddle, etc.
e) Nasal + affricate – change, bench, lunch, etc.
f) Fricative + stop – best, test, ask, draft, etc.
g) Lateral + fricative – health, wealth, solve, etc.
Vowel Sequences:
Like consonant clusters, if two or more vowels occurring next to each other in a
single syllable with no intervening consonant, then it is called a vowel sequence. So the
combination of more than one vowel forms a vowel sequence. Sometimes, two pure vowels are
grouped together but sometimes a diphthong is sequenced with another pure vowel. It should be
noted that like pure vowel, a diphthong is also monosyllabic. Let‗s see some examples:
Vowel+sequence
Sawing, being, doing, react, bluish, beyond
Diphthong+ Sequences
/ai/ + /ə/
Buyer, flyer, quite, iron, hire, tyre
/au/ + /ə/
Bower, coward, flower, tower, ours, vowel
/ei/+/ə/
Player, betrayal, grayer
/əu/+/ə/
Grower, follower, thrower
/oi/+/ə/
Employer, royal
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Other Sequences across the words: In connected speech or across words, many other vowel sequences can be found as,
I am/ai+ei/
Go out/əu+ au/ My own/ai+əu/
Gray eyed/ei+ai/
Many such possibilities are found in connected speech.
Identify the number of consonant clusters in the following words and write them the space
provided below.
1) Technique, 2) Cluster, 3) Instruct, 4) Scoundrel, 5) Squirrel
Past Tense Marker –ed
The past tense marker –d or –ed is pronounced /-t/, /-d/ or /-id/. The choice depends upon the sound
with which the present tense form ends. The following rules will have to be remembered in this
context:
1. If the present tense ends in voiceless consonants other than /t/ the past tense marker –d or –
ed is pronounced /-t/. for example,
Capped /kæpt/ laughed /lɑːft/
Cooked /kʊkt/ passed /pɑːst/
Looked /lʊkt/ pushed /pʊʃt/
2. If the present tense ends in voiced sounds other than /d/ the past tense marker is
pronounced /-d/. for example:
rubbed /rʌbd/ buzzed /bʌzd/
bagged /bæɡd/ pulled /pʊld/
judged /dʒʌdʒd/ allowed /əˈlaʊd/
loved /lʌvd/ annoyed /əˈnɔɪd/
loathed /ləʊθd/ sawed / sɔːd/
3. If the present tense ends in /t/ or /d/ the past tense marker is pronounced /-id/. For example,
Wanted / wɒntid/
Mended /mendid/
Plural markers
When one thing is spoken about the noun used is singular. When more than one thing is being spoken about the noun used is plural. You are aware that, to change a singular noun into plural you must add –s or –es as a suffix to the noun. However, there are many exceptions to this rule. Let us study them in detail.
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Singulars Plurals
Apple (ˈæpl) apples (ˈæplz)
Book books
Chair chairs
Picture pictures
Page pages
Key keys
Computer computers
After sounds s /s/, z /z/, sh /ʃ/, ch /tʃ/ and j /dʒ/, we add the plural suffix -es /ɪz/
Box (/bɒks/) boxes (/bɒks -iz/)
Kiss kisses (-iz)
Wish wishes (-iz)
Watch watches (-iz)
Buzz buzzes (-iz)
Garage garages (-iz)
Judge judges (-iz)
We add the plural suffix –es to most words that end in -o
Tomato (təˈmɑːtəʊ) Tomatoes (təˈmɑːtəʊ)
Echo (ˈekəʊ) Echoes (ˈekəʊz)
Embargo (ɪmˈbɑːɡəʊ) Embargoes (ɪmˈbɑːɡəʊz)
Hero (ˈhɪərəʊ) Heroes (ˈhɪərəʊz)
Optional os/oes
Buffalo (ˈbʌfələʊ) Buffalos/buffaloes (ˈbʌfələʊz)
Cargo (ˈkɑːɡəʊ) Cargos/cargoes (ˈkɑːɡəʊz)
Zero (ˈzɪərəʊ) Zeros/zeroes (ˈzɪərəʊz)
Mosquito (məˈskiːtəʊ) Mosquitos/es (məˈskiːtəʊz)
Give the word in plural markers and write the transcription
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1. Page ____________
2. Judge ___________
3. Buffalo _________
4. Kilo _________
5. Baby __________
6. Monkey _______
7. Leaf __________
8. Chief ________
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UNIT-2 Structure of Syllables
Words can be cut into units called syllables. Humans seem to need syllables as a way of
segmenting the stream of speech and giving it a rhythm of strong and weak beats, as we hear in
music. Syllables don‘t serve any meaning-signaling function in language; they exist only to make
speech easier for the brain to process. A word contains at least on syllable.
The syllable can be structured hierarchically into the following components:-
In this example, the English word "plant" consists of a single CCVCC syllable. This syllable has
been broken up into its onset (any consonants preceding the vowel) and its rhyme (all phonemes
from the vowel to the end of the syllable).
The rhyme has been further divided into the nucleus, which in the vast majority of syllables is a
vowel (the exceptions are syllabic consonants) and the coda, which are any consonants following
the nucleus.
Some other examples:
flounce: onset = /fl/
rhyme = /aʊns/
nucleus = /aʊ/
coda = /ns/
free: onset /fr/
rhyme = /iː/
nucleus = /iː/
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coda zero
each: onset zero
rhyme = /iːt ʃ/
nucleus = /iː/
coda = /t ʃ/
Word Stress-Weak Forms and Strong Forms
By understanding the concept of syllable you have come to know that words are made up of
syllables. If a word has more than one syllable, all the syllables are not equally prominent: One of
the syllables is more prominent then the others. The syllable that is prominent will receive the
stress. For example, the word computer is made up of three syllables ‗com, pu and ter.‘ Here, the
second syllable ‗pu‘ is more prominent than the first syllable ‗com‘ and third syllable ‗ter‘.
Obviously, the second syllable i.e., ‗pu‘ is stressed. Usually, stress is marked with a vertical bar
above and in front of the syllable to which it refers. For example: Computer
Stress in English Words
What is more difficult for non-native speakers of English is to place the stress on the correct
syllable(s) of a word. In English words the stress is both free and fixed. It is free in the sense that
it is not tied to any particular syllable in the chain of syllables constituting a word. For example,
English words can be stressed on first syllable as in miserable, on the second syllable as in agree,
and on the third syllable as in understand and so on. It is fixed in the sense that the stress always
falls on a particular syllable in a given word. For example, in the word miserable, the stress is on
the first syllable i.e., mis, whether the word is said in isolation or in connected speech. However,
here are a few rules of words stress. These will help you to locate stress in English words.
Rules of Stress and Word Accent:
1. There are a number of disyllabic words in English in which word-stress depends on
whether the word is used as a noun /adjective/ or a verb. When the word is used as a noun
/adjective/, the stress is on the first syllable. When the word is used as a verb, the stress is
on the second syllable. For example,
Noun/ Adjective Verb
'Present pre'sent
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'increase in'crease
'contact con'tact
'progress pro'gress
'desert de'sert
2. Words with weak prefixes are stressed on the root. For example,
a'round
a'bout
be'cause
be'come
be'low
3. Most compound words have the primary stress on the first element. For example:
'blackbird
'dining-room
'tea-party
'postman
'school-bus
4. Words ending in -ion, -ic, -ical, -ically, -ially, -ian, -ious, -eous
A. Words ending in –ion have the primary stress on the penultimate (i.e., the last but one)
syllable.
appli'cation
culti'vation
exami'nation
qualifi'cation
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imagi'nation
B. Words ending in –ic, -ical, -ically, -ial, -ially, -ian have the stress on the syllable
preceding the suffix.
-ic
scien'tific
sympa'thetic
e'lectric
-ical
bio'logical
'optical
-ically
'chemically
apolo'getically
-ial
me'morial
resi'dential
-ially
of 'ficially
'specially
es'sentially
-ian
vic'torian
lib'rarian
mu'sician
C. Words ending in –ious, -eous have the stress on the penultimate (i.e., the last but one)
syllable.
-ious -eous
'anxious cou'rageous
in'dustrious 'gorgeous
in'jurious 'righteous
5. Words ending in –ate, -ise/-ize, -ify, -ity, -cracy, -crat, -graph, -graphy, -meter, -logy.
A. Words of more than two syllables ending in –ate, -ise/ize, -ify are stressed on the
ante-penultimate syllable (i.e., third from the end).
-ate
'complicate
'educate
'cultivate
-ise/-ize
'colonize
'realize
'recognize
-ify
'justify
'satisfy
'certify
B. Words ending in –ity, -cracy, -crat have the stress on the ante-penultimate syllable
(i.e., that is third from the end)
-ity
e'quality
-cracy
de'mocracy
-crat
'democrat
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ac'tivity
a'bility
aris'tocracy
tech'nocracy
'bureaucrat
'technocrat
C. Words ending in –graph, -graphy, -meter, -logy have the stress on the ante-
penultimate syllable(i.e., third from the end)
-graph
'autograph
'photograph
'paragraph
-graphy
pho'tography
bi'ography
-meter
lac'tometer
pa'rameter
-logy
bi'ology
psy'chology
zo'ology
_______________________________________________________________________
Activity – A
Pronounce the following words. As you pronounce them mark stressed syllable in each
word (apply the rules we have discussed above).
decrease (verb) de‘crease
beside be‘side
rain-coat ‗rain-coat
admiration admi‘ration
terrific ter‘rific
commercial com‘mercial
compromise ‗compromise
facility fa‘cility
Activity – B
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Try and pronounce the following words correctly.
ear
brown
exam
recipe
whether
weather
facsimile
(If you find it difficult, take help of a good dictionary)
Intonation
Beauty of English language lies in using an appropriate tone which conveys the meaning
according to speaker‘s intention. When we hear someone‘s voice while speaking, we find that he
does not speak always on the same tone. We also hear constant variations in the pitch of the voice
(the pitch of the voice is determined by the frequency of the vibration of the vocal cards) which is
continuously in the process of falling or rising. That is to say, sometimes the pitch rises and
sometimes it falls. The patterns of variation of the pitch of the voice (i.e., the fall or the rise)
constitute the intonation of the language.
The tone is decided by number of import words in a word group and by the attitude we wish to
express. Let us see what tones you must learn to use while speaking. There are three important
tones and they are the falling tone, the rising tone and the falling-rising tone.
The Falling Tone:
It is used when the pitch of the voice moves from a high level to a low level .It is marked [ \ ]
The falling tone is generally used in:
1. Ordinary statements.
a. It was quite\
g o o d .
b. I liked it very\
much .
2. exclamations:
a.\ s p le n d id !
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b. How extra \ordinary!
3. Commands
a. Go and open the \window.
b. Take it a\way.
4. Questions beginning with words like what, how, where, and why.
a. what is the \matter?
b. where are you \going?
5. Question tags (expecting agreement)
a. It was a good film, \wasn‘t it?
b. Its pleasant today, \isn‘t it?
The Rising Tone:
It is used when the pitch of the voice moves from a low level to a high level .It is marked [ / ].
The rising tone is generally used in:
1. Polite requests
a. Go and open the /window.
b. Close the /door.
2. Incomplete statements.
a. I‘ll buy you a /dress (If I go there).
b. It‘s seven O /Clock (and she hasn‘t got up as yet).
3. Yes/No Questions
a. Are they /coming?
b. Is father at /home?
4. Question Tags (Expecting disagreement).
a. You are a \gardener,
/aren‘t you?
b. It was a good \film,
/wasn‘t it?
5. Greetings, partings, apologies, encouragement, etc.
a. Good/bye.
b. I‘m so /sorry.
c. Good /evening.
The falling - rising Tone:
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The falling-rising Tone is normally used for special implications not verbally
expressed. It consists of a fall from high to low and then a rise to the middle of the voice.
This tone can be used either on one syllable or different syllables of a word or sentence.
It is marked as [V] . Let us look at the following examples.
a. She is Vbeautiful.(but not very clever)
b. The houses are Vnice( but perhaps the people are not ).
c.\ I / can ( I am almost sure you can‘t )
Activity – A
Try and say the following utterances using falling tone.
Sit down
What is the time?
She is a doctor
He dances very well, doesn‘t he?
What a pretty girl!
Activity – B
Try and say the following utterances using rising tone.
Shut the window.
Are you married?
Good Morning.
You should keep on trying.
He is a good student, isn‘t he?
UNIT-3
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Errors in Pronunciation and Influence of Mother Tongue(MTI)
Common Errors in Pronunciation
Proper English pronunciation can be a big problem for some ESL learners and more
difficult for some students than for others. A student‗s native language determines, for
the most part, the degree of difficulty and the types of difficulties students will have.
ESL students whose native language is not English have a much harder time than
those whose native language is English, Spanish, Portuguese or French. But despite
the differences between countries, there are certain mistakes that are the most common
among ESL students all over the world. Here, we will see not only the problems in
pronunciation, but also how to overcome them.
Error Type 1: The schwa sound /ə/
That is not only a problem for Indian learners but also for all learners regardless of their
background.
For example, the word [available] has 3 schwa sounds, 2 of which are spelled as [a],
which leads the learners to pronounce it as /a/.
This affects the rhythm and intonation of English. I usually recommend pronunciation
teachers to teach the IPA (International Phonetic Alphabet) so that the learners can use it
to identify the schwa sounds in a word.
It wouldn't take too long before the students realize that the schwa sound is quite common
and worth paying extra attention to it.
Examples: wonderful; characterize; development; suggestion etc.
Error Type 2: /ɔ:/
Indian learners seem to replace the long vowel /ɔ:/ with /ɑ/.
Instead of moving the lips to the front in a square shape, they keep the lips sort of idle and
open the jaw slightly wider than it should be open which causes the tongue to go down
too low.
The focus here should be on the lips moving forward in a square shape with the jaw
slightly open.
Now, since vowel /ɔ:/ is often pronounced as /ɑ:/ in American English except when it's
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followed with an /r/, this is not considered to be a major error.
Examples: order; born; sword; court; dormitory; source etc.
Error Type 3: /eɪ/
That is a fairly common problem among all learners of English especially Thai,
Vietnamese, Chinese and of course Indians.
To pronounce vowel /eɪ/ correctly, the learners have to glide their tongue from one
position to another. The tongue starts from a close-mid (jaw slightly open, tongue high)
position with /e/ to close (jaw closed, tongue very high) with /j/.
Indian learners, like many others, find it difficult to perform the glide and alter the
position of the tongue during pronouncing the vowel /eɪ/.
Examples: name; date; wait; train; great; same; wage etc.
Error Type 4: /oʊ/
Like /eɪ/, this vowel is classified as a diphthong. This means that the learners have to
produce two sounds at the same time, a vowel /ɔ/ or /o/ and a consonant /w/.
Indian speakers only pronounce vowel /ɔ/ and leave consonant /w/ out.
Their lips stay idle and do not form a tight circle at the end of the sound as they should.
Examples: wrote; old; boat; coat; mode; road; showed etc.
Error Type 5: /w/
Mainly when it occurs before vowels /ʊ/, /i/ /ɪ/ or /e/, Indian learners confuse /w/ for /v/.
Again, consonant /w/ requires that both lips move forward to form a tight circle and when
the lips stay idle and the lower lip somehow touches the upper teeth, the result is a sound
that is similar to /v/.
Examples: would; with; women; ; wheel; womb; moving etc
Error Type 6: Voicing and de-voicing
Like Arabic speakers, Indian learners mispronounce /p/ at the beginning of words by
voicing it (not consistently however) as a /b/.
Ironically, they mispronounce /b/ at the end of words by de-voicing it as a /p/.
Similarly, /t/ and /k/ may sound like /d/ and /g/ respectively at the beginning of words.
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Examples: /p/ at the beginning: past; pardon; peel; poured etc/b/ at the end: rob; Forbe; curb;
bulb; grab etc/t/ at the beginning: time; tall; toe; turtle etc/k/ at the
beginning: character; Karma; carpet etc
Error Type 7: /θ/-/ð/
Both of these consonants require that the speakers place the tip of the tongue between the
teeth and and let the air escape through a little gap between the tongue and teeth but
Indian learners, like most learners of English, seem to find this quite difficult to manage.
What happens then is that they keep their tongue inside and press the tongue tip against
their teeth resulting in /t/ instead of /θ/ and /d/ instead of /ð/.
Examples: think; both; father, that; mother; weather etc
Error Type 8: /s/ and /z/
That is not a very common problem for Indian learners who may confuse /z/ for either /ʒ/
or /ʤ/ and /s/ for /ʃ /.
It depends on what comes before or after /s/ and /z/.
Since the tongue tip in Hindi is often curled back when producing consonants, it comes
into contact with the soft palate resulting in /ʃ / instead of /s/ and /ʒ/ instead of /z/.
The /s/ and /z/ in English require that the tip contact the alveolar ridge just behind the
upper teeth, hence the confusion between the /s/ and /ʃ / or /z/ and /ʒ/ or /ʤ/.
Examples: /z/: hazard; zebra; zero; reservation; musical etc
/s/: sue; soon; suit; super etc.
Error Type 9: /l/
Due to the tongue tip's curl, the /l/ in Hindi is quite different from that in English.
In the case of the English /l/, the tongue body is low and only the tip is pressed against the
alveolar ridge while air is freely flowing out through the gap between the sides of the
tongue and the upper teeth.
In the case of the Hindi /l/, the tongue body is higher, the tongue tip is pressing against the
area between the soft palate and alveolar ridge, and so the stream of air is more restricted
as a larger area of the tongue is already in contact with the upper teeth.
Examples: Like; love; call; fallen; sold; deal; field etc
Error Type 10: /r/
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In Hindi, the [r] has the same quality as the /t / (the tap) in English. The tongue tip quickly
taps the alveolar ridge.
The American /r/ does not allow any contact between the tongue tip and the roof of the
mouth.
The root of the tongue moves back and rises until the sides of the tongue touch the gum
above the upper teeth.
The tongue tip curls back and lips move forward at the same time. The British /r/ on the
other hand is always silent at the end of the words and between a vowel and a consonant.
Indian learners often do pronounce the silent /r/.
Examples: road; cord; park; ordinary; letter; first etc
Error Type 11: /t/ and /d/
Due to the fact that the tongue tip is curled back in Hindi, it gives a different quality to
voiced and voiceless consonants including /t/ and /d/.
Like many English consonants, /t/ and /d/ are produced by pressing the tongue tip against
the alveolar ridge.
Examples: /t/: time; turtle; better; party; certify; short etc
/d/: dog; Madrid; code; ladder; drive; bedroom etc.
Influence of Mother Tongue (MTI)
The basic criteria of communication or accent are that one should understand what the other person is saying and vice versa. Communication is a crucial part of
globalization. This globalization has created revolution in entrepreneurship and outsourcing. The need for speaking in a neutral accent has been growing today
because the customers and the clients have to interact in a universal language in a globally acceptable style and accent.
Initially people focused only on the American accent as Americans were the clients for many projects handled by different developing nations. Today many countries including developing nations like India outsource their projects for the sake of cost, quality and resources.
People other than the ones in the USA do not understand the American accent. This
communication barrier is solved after the arrival of the accent neutralization concept.
Steps to overcome mother tongue influence
1. Get familiar with the sounds of English, and learn about the
International Phonetic Alphabet: The IPA was created by A. C. Gimson
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and is essentially composed of the symbols used in the majority of dictionaries for foreign students. It has 20 vowel sounds – plus glides- and
24 consonants. Although they don‗t exhaust all of the genuine English sounds a natural may utilize, they represent a comprehensible structure
from which to commence to notice the difference amid fundamental pairs
of sounds, those that are commonly incorrectly pronounced by foreign speakers, regardless of their mother tongue.
For example: ―day‖ and ―they‖, or ―bark‖ and ―back‖. Once you become acquainted with the sounds, it will be priceless instrument to see weak points and make them stronger.
2. Practice translates into perfect: Once you get acquainted with the
English phonemes - this is how sounds are known, phonemes-, you need to
train, not merely your accent, but your ear. Study how to listen. Try to face
the English language as often as possible. A good idea is to remove
subtitles from movies. Study how to make out sounds, teach your ear to
identify those critical pairs we mentioned above. Keep speaking with the
implementations from the new learning. Speak to everyone who would
understand the language.
3. Enjoy singing: This is your occasion. Get the lyrics of your favorite songs
and, let yourself go. Keep in mind to constantly be conscious of your
accent and the sounds you release. Think in that language using those
sounds.
4. Finally avoid rolling back to the earlier habits.
Differences between British and American Pronunciation:
The Standard American Pronunciation and British Received Pronunciation (RP) of the
following words are different. Local dialectal pronunciations vary.
1. Barter, larder, centre/center, etc.- Americans curl their tongues to pronounce the ―r‖
sound in these words. British RP speakers do not- they pronounce a schwa instead (i.e.
bahtuh, lahduh, sentuh).
One of the basic differences between the British accent and the American accent is the
treatment of /r/. British English is non-rhotic, whereas the American accent is rhotic (r is
pronounced when found in spelling). For British accent, potential uses of /r/ in such
positions, especially in the word-final position, are indicated by a superscript /r/. This
occurs only in relation to the linking r. The intrusive r, because it is a controversial
element upon which agreement has not been reached by phoneticians, has been avoided.
2. Class, grass, path, etc.- British RP speakers use the /a:/ sound (i.e. clahs, grahs, pahth).
Americans use the ―short a‖ /ae/ sound.
3. Opulent, body, etc.- British RP speakers pronounce the ―o‖ sound in these words with
their lips rounded and the sound coming from the back of their mouth. The American
pronunciation of these words sounds like ―ahpyulunt‖ and ‖bahdee‖.
4. Pity, party, etc.- British RP speakers pronounce the ―t‖ sound in these words (i.e. pitee,
pahtee). Americans pronounce a ―d‖ sound (i.e. pidee, pardee).
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- In AE ―t‖ and ―d‖ both have a very light voiced pronunciation ―d‖ between vowels so
words like writer and rider sound the same. In BE ―t‖ remains unvoiced between vowels
so words writer and rider are pronounced differently.
5. Due, tuna, etc- All British RP speakers pronounce ―yoo‖ in these words (i.e. dyoo,
tyoonuh). The majority of (but not all) American speakers pronounce ―oo‖ in these words
(i.e. doo, toonuh).
UNIT-4
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Listening for General details
Listening is the one skill that you use the most in everyday life. Listening comprehension
is the basis for your speaking, writing and reading skills. To train your listening skills, it is
important to listen actively, which means to actively pay attention to what you are
listening to. Make it a habit to listen to audio books, podcasts, news, songs, etc. and to
watch videos and films in the foreign language.
You should know that there are different types of listening:
Listening for gist: you listen in order to understand the main idea of the text.
Listening for specific information: you want to find out specific details, for example key
words.
Listening for detailed understanding: you want to understand all the information the
text provides.
Before you listen to a text, you should be aware of these different types.
You will have to decide what your purpose is.
Becoming aware of this fact will help you to both focus on the important points and reach
your goal.
SUGGESTIONS FOR IMPROVING YOUR LISTENING SKILLS
Before you listen
Think about the topic of the text you are going to listen to. What do you already know
about it? What could possibly be the content of the text? Which words come to mind that
you already know? Which words would you want to look up?
If you have to do a task on the listening text, check whether you have understood the task
correctly.
Think about what type of text you are going to listen to. What do you know about this
type of text?
Relax and make yourself ready to pay attention to the listening text.
While you are listening
It is not necessary to understand every single word. Try to ignore those words that you
think are less important anyway.
If there are words or issues that you don't understand, use your general knowledge as well
as the context to find out the meaning.
If you still don't understand something, use a dictionary to look up the words or ask
someone else for help.
Focus on key words and facts.
Take notes to support your memory.
Intonation and stress of the speakers can help you to understand what you hear.
Try to think ahead. What might happen next? What might the speakers say, which words
might they use?
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After listening
Think about the text again. Have you understood the main points?
Remember the speculations you made before you listened. Did they come true?
Review your notes.
Check whether you have completed your task correctly.
Have you had any problems while listening? Do you have any problems now to complete
your task? Identify your problems and ask someone for help.
Listen again to difficult passages.
Practice:
Students will listen to the passages in the lab and answers the comprehension tests.
UNIT-5
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Listening for Specific Details
There are situations in real life where we listen only for some specific details and ignore
the rest of the entire message.
e.g. weather forecast, announcements in train stations/airports, ... etc
Once you have learned to pick out the main idea in a lecture, your next step is to note the
specific details. You will need these details later to answer questions on all types of
exams: multiple choice, short answer, and essay. To listen for and note specific details, it
is helpful to notice
how the lecture is organized.
Lecture Organization and Note Taking
If the lecture is organized in the standard way; i.e. if it contains and introduction, body,
and conclusion, listen for and note the main idea in each of these sections.
The following information help you decide which specific details you should write in
your notes
1. If the introduction to the lecture is a summary of the previous class session, take
note of this. These notes will be an added reminder of what the lecturer thinks is
important.
2. If the introduction is just a general introduction or an attention gesture (a fact, a
saying, a story), you don‘t need to write it down.
3. Next, listen for information in the body of the lecture. You will probably hear the
most details in this section. Write down as much information as you can in your
notes, but don‘t worry if you can‘t get everything. Put a question mark in the
margin and ask questions later.
4. As you listen to the conclusion, continue to make your notes as complete as
possible. Most conclusions won‘t contain any new information, but be ready in
case the instructor has forgotten to include an important detail earlier and decides
to mention it in the conclusion.
Four ways to organize your notes:
1. This method of note taking is useful when the main points and details are
long phrases and sentences.
Main point
Detail
Detail
Detail
2. This method of note taking is most useful when details are symbols,
statistics, single words, or very short phrases.
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Main point
\ ׀ ⧵
Detail Detail Detail
׀
Further detail
3. The following method is useful when the lecturer tends to back up and give specific
details on points mentioned earlier in the lecture.
Detail
∕ Further detail
Main point─ Detail <
Further Detail
4. This method is useful when the details precede the main point.
Detail
Detail
} Main point
Detail
Detail
} Main point
Detail
Detail
Practice: Students will go through the passages in the lab and answers the
comprehension tests.
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UNIT-1
INTERACTIVE COMMUNICATION SKILLS
(ICS LAB)
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Ice Breaking Activity and Jam Session
Ice Breakers are an effective way of starting an interaction session or team-building event. They can be interactive and fun sessions, which run prior to the main event or day‗s activity. The
activities can form a number of varieties including problem solving, facilitation, communication, leadership, team building, sharing and trust and decision making.
Ice breakers are particularly well suited for beginning a speech or starting a meeting. As the name implies, they ―break the ice, help participants relax, and generally set the tone for the
presentation. They help to relax participants, and that makes them more receptive to listening and contributing. An ice breaker can also serve to create a ―team atmosphere and motivate
participants to work with others in a cooperative manner.
Our Ice Breaker Activities are aimed at adding some energy and fun, allowing your team to think and look differently at how they can work together. Knowing when to insert an ice
breaker requires sensitivity and creativity. This will provide a unique opportunity for your team to develop new skills that can be critical for success in the workplace.
In order to make ice breakers to be effective, it must employ
Content, appropriate to the group,
Appropriately timed,
Should occur at the beginning, and then at appropriate times during the program.
Lucky Penny: Each person takes a penny or other coin out of his/her pocket and looks at the
date. When it's his/her turn, s/he states the year that's on their coin and recalls something spectacular that happened that year.
Categories - Have members of the group arrange themselves into groups by their favorite
dessert, sport, color, movie, car, etc. This is a good activity to get people up and moving and to
find out common likes. You can shift from one category to another group by favorite vacation
spot.
Stereotype Chat: Place a paper on each person's back with a characteristic on it (Valley Girl,
Smart, Happy, Rich). Don't let them see what you are putting on them. Let the participants
wander around and talk to each other, treating each other as they might treat someone with that characteristic. Afterward have everyone guess what characteristic they had and tell how they
felt (good way to start a discussion on stereotypes or a cultural program).
True or False: Participants say three things about themselves - two true and one false. Other participants guess what the lie is. The correct guesser goes next.
Know thyself: In this activity, the participants are asked to make a sincere attempt to symbolize themselves in the form of a pictograph. For example: a flower for sensitiveness and a stone for hardness.
JAM session
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Just a minute or JAM is an impromptu speech test conducted with the time limit of one
minute. As a student and as a budding technocrat, you will be asked to speak on the spur of the
moment to make a presentation. Right from a classroom situation where the instructor would
like to know what we have understood, to viva voce in the practical examinations, where your
external examiner tests your domain knowledge, many situations will demand you to make an
impromptu speech.
While many of us do not like to speak before people, there are times when we are asked
to get up and say a few words about someone or a topic when we have not planned on saying
anything at all. We are more shocked than anyone else. Has this ever happened to you? If and when this does happen to you, be prepared to rise to the challenge.
The following two steps can be best used to master the art of giving an effective JAM session:
The first step is to go back to background knowledge and gather all the necessary ideas related to the topic given to you. Once you gather all the necessary ideas organize them in a sequential
order either chronologically or thematically. Then express them with clarity and cohesiveness.
Three important rules to be followed in JAM are:
No deviation
No repetition
No hesitation
For an effective JAM session…
1. Be ready to speak in any given situation
2. Utilize every opportunity as a suitable one to express yourself
3. Authorize your ideas and stick to the topic
4. Be creative and express new ideas
5. Follow sequential order
6. Be brief and to the point
7. Maintain good flow of sentences
8. Maintain good body language
9. Be cautious of time
10. Use positive and appropriate vocabulary.
Topics for Jam sessions
1. Bifurcation of states into smaller units
2. India‗s money in Swiss Bank
3. Business ethics
4. Stitch in time saves nine
5. Money saved is money earned
6. Growing threat of global warming
7. Inflation
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8. Depression among teenagers
9. Impact of FDI in India
10. Communication as a basic human need.
Student Activity Sheet:
2. Indias’ money in Swiss Bank: The most common way is through the hawala route. It's
basically a process in which mediators (hawala contractors) are involved . They will take
your m0ney and transfer it to the foreign location of your choice for some fee. They have
very strong network in various countries. Suppose A person has 100 corers black money in
India which he wants to transfer to B person in Switzerland. He approaches a hawala
contractor C in India and gives him money and details of person B in Switzerland. Now C
will call his associate in Switzerland and tell him to give 90cr equivalent of Swiss currency
to B assuming 10 cr is his cut. From their B can deposit it any of the so called Swiss banks
(UBS, Credit Suisse, Julius Baer, etc.). This is a simpler example but in reality it‘s much
more complex and may involve many more hawala moderators.
Now, C has certain ways of their own to convert that to white as they have very strong network all
over the world.
4.A stitch in times saves nine:
This proverb simply means that it requires only a few stitches to repair a small tear in a
garment. But if you ignore it, the tear will become bigger requiring more stitches. This means
that you have to put in more efforts to get it mended. Similarly, in life, it is better to tackle all
problems at an early stage. Delay in finding a solution for a problem only complicates it further
making it difficult to undo the knots.
Tiny problem that can be solved easily develops into a huge one when we ignore it, thus giving
rise to confusion and loss of precious time and energy in untangling it.
Situational Dialogues-Greetings
Useful phrases
• Hi
• Good morning
• Good afternoon
• Good evening
• Hey, John.
• How's it going'?
1. Greetings before a Conversation
Useful Phrases
• Nice to see you.
• Long time no see. (I haven't seen you in a while.)
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• What have you been up to?
• Ho It's been a while. (It's been a while since I've seen you.)
• What's new?
• Not much. (answer to What's new?)
Pair Practice (casual between friends or coworkers)
A: Hi Corey.
B: Hey, Jennifer. Good to see you. (hug)
A: You too. How've you been?
B: Busy, you?
A: Pretty good. How's your new job?
B: It's okay. There's a lot to learn. What's new with you?
A: Not much. The kids are back at school.
3. Greetings in the Classroom
Useful Phrases
• I'm from........(city or country)
• I hear it's beautiful/hot/expensive there.
• How do you like it here?
• How long have you been here?
Pair Practice
A: Hello. I'm Sasha.
B: Hi Sasha. I'm Brent. (hold out hand to shake)
A: Nice to meet you Brent. Where are you from?
B: Chicago, Illinois. And you?
A: I'm from Australia. I live in a small town near Sydney.
B: Australia. Wow. I've always wanted to go there. How long have you been in
Canada?
A: I just arrived this week. It's my first day of school.
B: Really? I think you'll love Vancouver. It's not too hot and not too cold.
4. Greetings in Business
Tips
• Introduce yourself with name and title.
• Shake hands.
• Express happiness to meet the other person.
• Give or accept directions.
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Useful Phrases
• Please have a seat.
• Thanks for agreeing to meet with me.
• He'll be right with you.
• Can I offer you something to drink?
• My pleasure.
Pair Practice
A: Hello. I'm Mia Connors.
B: Hi Mia. I'm David Sinclair, and this is my partner Gina Evans. (hold out hand
to shake)
A: Nice to meet you Mr. Sinclair and Ms Evans. Thank you for taking the time to meet with
me today.
B: It's our pleasure. And please, call us David and Gina. Can I take your coat?
A: Thank you.
B: No problem. Please take a seat and we'll be right with you. I just have to take make a
quick phone call.
5. Greetings at a Party or Social Event
Tips
• Say hello and introduce yourself to a person who is not in a conversation.
• Talk about your relationship to the host.
• Discuss one party related item (food, theme, length of stay).
Useful Phrases
• Who are you here with?
• How do you know Jane? (party host)
• I don't think we've met.
• Have you been here long?
• Have you tried the cheese dip/dessert/punch?
• Where did you get your costume?
• The food looks great. I can't wait to try the dip.
• I love your dress/shirt/hat. It really suits you. (looks good on you)
• These decorations are wonderful. I love the table cloth/balloons/flowers.
Pair Practice
A: I don't think we've met. I'm Stacey. (hold out hand to shake)
B: Hi Stacey. I'm Carl.
A: Hi Carl. So, how do you know Jane?
B: Oh, Jane and I used to work together at a coffee shop.
A: Oh, you mean when you were working in Japan?
B: That's right. And how do you know her?
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A: Actually, Jane is my cousin. Our moms are sisters.
B: No way! You two don't look anything alike.
6. Greetings in a Friend's Home
Tips
• Introduce yourself to people you don't know.
• Express happiness to meet the other person.
• Make small talk.
Useful Phrases
• You can call me...
• Thanks for coming.
• Thanks for having me.
• I've heard so much about you.
• It's nice to put a face to a name.
• You have a beautiful home.
Pair Practice
A: Hi Mike. I've heard all about you. Jesse says you love to play guitar.
B: Yes I do, Mrs. Simpson. Nice to meet you.
A: We're glad to finally be able to meet you. Dinner will be ready in about twenty minutes.
B: Is there anything I can do to help?
A: No, everything is pretty much ready. We're just waiting on the roast. I hope you like
roast beef.
B: Yes, of course. Jesse tells me you are a fabulous cook.
Useful Phrases: Taking Leave Formal Situation – Good bye
– I look foward to seeing you again soon, good bye
Informal Situation Pre-closing ‐ Sorry, I’ve go to
‐ Well, talk to you later, then
- Please, excuse me but I really have to be going
-Sorry, I have to go now.
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– I’ll talk to you later.
– It’s been nice talking to you
– So, I’ll see you next week
– OK then…
– I think I’d better be going now.
-Well, it’s time for me to leave.
-I think it’s already late at night.
-I must be going home.
Closing/leave-taking – Good bye and give me regard to Mr/Mrs.…
‐ See you later
‐ Take care
Introducing Oneself and Others
Introduce Yourself:
Say: Hello. Hello.
I’m……. (or) My name is………
How do you do? Pleased to meet you.
Introduce others:
Say: This is …………….
He’s/ she’s my friend.
He’s a/ She’s a/ an………………
Practice: Students will use the above situational dialogues in Role Play.
UNIT-2
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Situational Dialogues -Role Play
Role-play is an activity where one would be given a role to play. Role play is any
speaking activity where you either put yourself into somebody else shoes or you may stay in
your own shoes but put yourself into an imaginary situation. In these speaking activities, the
student can assume the role of any one such as managers, chef, officers etc. and experience the
joy of learning by involving in the character chosen by him. While playing the role of someone
else, the student reflects either himself or the character. By being involved in the character the
student has to think in a broader way, correct his attitude and find facts and responsibilities that
are required for an ideal personality.
Role-play allows a student to prepare thoroughly for real life situation and paves a way to think through the language at the initial stage. Later the student becomes confident in framing structures/sentences grammatically correct and tries to get into the role.
Students learn best if objectives are clearly told. Students develop and practice new
language and behavioral skills by being involved in the roles given. They should be given
freedom to choose their own partners who he/she would feel comfortable with and are essential
for meaningful communication to take place. Students are asked to discuss on the topic and
choose their roles to frame dialogues. Each pair will be given 15 min to act out the dialogue
using expressions, gestures and posture. Students involve themselves in the roles and understand
the process of real life communication. At the end of the activity a student would judge himself
on the basis of teacher, peer group & through self evaluation.
Role-play improves speaking & listening skills. Students develop non-verbal
communication techniques. They learn to use appropriate language in real life communication.
By providing an opportunity for the students to create and participate in role-plays, the
instructors can gain knowledge of each student while the students can benefit through increased
interaction with the material and with each other. Role-play also motivates the quiet students to
learn by themselves in a more forthright way. Students benefit from explicit feedback that
focuses on the learning objectives that leads to learning experience.
Useful Phrases and Expressions:
Making request for help/seeking directions
Excuse me, could you help me please?
Is there a medical store close by?
Could I ask a favour of you?
I‗m sorry to trouble you, but I need your help
Certainly, I shall be glad to help.
Thanks a lot/you very much
You‗re most welcome
Complaining
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I regret to bring to your notice that some of the items supplied by you are of poor quality.
I‗m sorry to say this, but you are playing a loud music.
I have a complaint to make.
My new washing machine is not working.
I‗d like to have the piece replaced.
Offering suggestions, to advise or to persuade
Stop using polythene bags immediately.
I suggest you repeat these expressions twice each.
Let‗s repeat these expressions for practice.
You should repeat these expressions in order to perfect them.
Could I persuade to repeat the expressions as many times as possible?
Congratulate on an achievement, express sympathy and offer condolences
Congratulations!
You really deserve this honor.
Well done! Keep it up!
I‗m sorry about what happened.
I‗ve no doubt that you will do much better next time.
I just got the sad news.
It‗s a great loss indeed.
Remember that we are all with you.
Extend invitations and accept or decline them
Accepting
There‗s some good news.
I‗ve completed my Ph.D.
I‗m hosting a party this weekend.
I‗ll be happy if you can join me along with your family.
Thank you for the invitation.
We‗ll certainly make it.
Declining
Thanks for your invitation.
I‗m sorry; I may not be able to honor your invitation.
It‗s disappointing that you won‗t be joining us.
We all miss you.
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Make apologies and respond to apologies
I must apologize for…..
I‗m terribly sorry about…..
Please accept my sincere apologies.
It‗s quite all right.
No need to feel sorry about it. These things do happen.
Introduce yourself….
Good morning/hello! /hi! my name is/ I‗m ……..
I‗ve just joined ……
I‗m from …….
I work for …….
I am the new ……
Introducing others…
Good morning all. I would like to introduce……
Hello everybody, here is Mr. / Mrs ………
It‗s my pleasure to introduce our today‗s guest……
I feel delighted to introduce Mr. / Mrs ……
It‗s a great honor for me to introduce…….
I‗m happy to introduce my friend…..
I‗m proud of introduce my friend …….
Asking for people’s opinions and giving opinions to others
I‗m convinced …….
I think…. / I believe….. / I feel …..
As far as I‗m concerned……….
What is your opinion about ……….
What are your views on/about ……..
Are you in favour of ……..?
DOS
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1. Understand and analyze the situation.
2. Identify your role and act accordingly.
3. Frame your sentences, questions and answers properly.
4. Be as natural as possible. Be yourself.
5. Check the posture and move a little.
6. Use your hands to express your point.
7. Maintain very good eye contact with the other person.
8. Make sure of shortened forms of words like ‗shan‗t‗, don‗t etc., which are vital for spoken
form of language.
ROLE PLAY- Example
A customer comes to a bank to apply for a bank loan and approaches the manager. (Conversation between the Customer & the Manager)
Customer: Good Morning Sir.
Manager: A very good morning. Tell me how can I help you?
Customer: Sir, I would like to apply for a loan of 2 lakh Rupees.
Manager: Yeah sure, please fill this form. Do you have the required documents?
Customer: Yes, here they are. I brought all the documents you need.
Manager: We would verify these documents. If everything goes well, your loan will be sanctioned in a week‗s time.
Customer: Thank you Sir. Have a nice day!
Manager: A good day to you too!
Tips on Telephone Etiquette:
1. Speak Clearly:
A picture paints a thousand words but the caller on the other end of the phone can only
hear you. They cannot see your face or body language. Therefore, taking time to speak
clearly, slowly and in a cheerful way, professional voice is very important.
Modulate your voice to exhibit your polite and positive attitude.
Confident, clear and properly audible and composed voice indicates balanced and
assertive personality.
Use simple and direct sentences to avoid ambiguity.
Use your normal tone of voice when answering a call:
If you have a tendency to speak loud or shout avoid doing so on the telephone.
Pace of speech, pitch of voice, stress, intonation, and pronunciation play a key role in
achieving the desired result.
Address the caller properly by his/her title:
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Never address an unfamiliar by his/her first name. (i.e. Good Morning Mr. Brown, Good
Afternoon Miss. Sanders).
Respond pleasantly, positively, and do not keep the speaker wait too long.
Identify the person with name or position with whom you are speaking to
Introduce with proper greetings.
Listen to the caller and what they have to say:
The ability to listen is a problem in general but it is very important to listen to what the
caller has to say. It is always a good habit to repeat the information back to the client when
you are taking a message. Verify that you have heard and transcribed the message
accurately.
Clarity, aptness and presence of mind are required.
Always ask if you can put the caller on hold:
Always ask the caller politely if you may put them on hold. Remember that the caller could
have already waited several minutes before getting connected to you and may not take
lightly to be put on hold.
Never leave the person on hold for more than a few seconds or they may become upset and
hang up.
Ending a call:
Summarize your objective of calling and confirm if the receiver has understood the subject
correctly.
Close the conversation with formal thanks.
Some points to remember:
Keep all the documents ready if necessary for quick reference.
Have a note pad and pen to jot down vital points.
Lift the phone promptly.
Maintain decorum in language to exhibit professional etiquette.
Analyze the situation, role and the task you need to perform.
Sometimes telephonic interviews are conducted. Telephonic interviews are conducted just like in-person
interviews. They are used by hiring managers and recruiters as a tool for screening candidates for
employment. It’s important to take time to review the typical phone interview questions you'll be asked
and to prepare answers appropriately. In addition, plan on being prepared for a phone conversation about
your background and skills. One has to be positive relaxed and confident while answering.
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Example 1:
Aruna: Hello Finance Department, XYZ & Co.
Prabhu: Hello, I am calling form Suave Printers Group. I have just received our statement of account and
there are some problems.
Aruna: I’ll need to check the records. Can you give me your name, please?
Prabhu: Prabhu Singh
Aruna: and your account number? It’s at the top of your statement.
Prabhu: it’s TM 25008.
Aruna: OK. And what was wrong?
Prabhu: We ordered 24 printers about two weeks ago. You only had 20 in stock and that was all you could
deliver to us.
Aruna: were you charged for 24?
Prabhu: No, but you hadn’t included the correct discount. When I spoke to the Sales Dept. we agreed to a
15% reduction but in our statement its only 12%.
Aruna: I will look into it. The balance is wrong as well.
Prabhu: Yes, it should be rs.39, 450/- instead of Rs.48, 817/-.
Aruna: I may have to ring the Sales and Account Dept. We will try to get a new statement sent today.
Prabhu: Fine. Thanks.
Example 2:
Man: Hello is it Global Instruments Company?
Receptionist: Yes, may I help you?
Man: This is Prem Kumar from 3 star industries. Can I talk to Mr. Ravi Chandran, the Sales Manager?
Receptionist: I am afraid, he is out of town and won’t be available until next Tuesday sir.
Man: How annoying. I wanted to speak to the Sales Manager personally.
Receptionist: is it anything important sir.
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Man: well, actually yes. We ordered 45 cases of your recent product and when they arrived here, 30 boxes
were found broken and the content damaged. You don’t seem to be paying much attention to packing and
self delivery.
Receptionist: I am extremely sorry to hear that Mr. Prem Kumar, but we don’t have a well trained Packing
Dept. which does a good job. It might have happened in transit, sir.
Man: Well, where ever it happened the cases are badly damaged. I will not accept these boxes and I am
quite disappointed with your explanation.
Receptionist: Well, our goods are insured, sir. I am sure we will be able to take back the damaged cases
and replace the items with new ones sir. I apologize for this and will inform the sales section to arrange to
bring back the goods immediately sir.
Man: I am glad you are ready to take them back. Please arrange for it immediately. We don’t want to make
our customers wait.
Receptionist: No sir. We don’t want it, either. The replacements will be sent tomorrow and you will receive
them on Wednesday. I am extremely sorry about it sir. This is the first time in 20 years such a thing has
happened.
Man: think nothing of it. We appreciate what you are doing
Receptionist: hope to hear something good from you.
Man: yes.
Activity
Match the verbs with their meanings
1) Ring up 1. Make the call successfully
2) Ring off 2. Telephone
3) Ring back 3. Put the phone down
4) Put someone through 4. Be interrupted in the middle of a call
5) Get through 5. Telephone again
6) Be cut off 6. Transfer someone to the right person
Exercises:
1. Report an accident you have witnessed to 108 and ask for help.
2. You are a newly formed company which specializes in production of Italian pizzas. Contact a client
who may be interested in selling your products.
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3. Take an appointment with the company sales manager to advertise your new robotic toy that you
would like to launch in the market.
4. You are offered a well paid job over the phone in another city. Discuss your priorities.
Student Worksheet:
UNIT-3
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DESCRIPTIONS-NARRATIONS-GIVING DIRECTIONS AND GUIDELINES
Describing objects, situations and people is very much a part and parcel of our daily life. We
observe that we engage in describing people, objects and situations to others for various reasons.
However, we tend to take it in a light way without thinking of improving the skill of doing it. The
objective of this chapter is to hone the students in this area. After the completion of the class,
student should be able to describe objects, situations and people in an effective manner.
Some suggestions for effective description.
1. Employ appropriate language and not a roundabout one.
2. Speak to the point and don‘t digress much.
3. Provide factual information only. Avoid emotional and imaginative statement.
4. Try to include a good number of details while describing objects, situations and people.
Describing an Object
The skill of describing an object requires the person to observe it closely. By close examination, it
means collecting as much information about the object as possible. As a guideline, following things
can be observed.
Physical appearance: In physical appearance, one can note down the following (not
exhaustive list, can add further
Size small, medium, large
Color black, brown, blue
Weight light, heavy
Material glass, silver, platinum
Shape circular, oval, spherical, cylindrical
Age old, new
Cost Cost of the article
Any special quality: An object can be of special use or it can have some unique features. An
identification of such qualities always helps to describe it effectively. It indicates that the person
knows the object intimately.
Uses: An object has varied uses. While describing object, an attempt should be made to point out
all the important and significant uses of the object under scanner.
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History: A specific product will have manufacturer or brand name. Also, some objects carry
interesting stories like who made them, why and when. Mentioning them makes the description
attention-grabbing and fascinating.
Part-wise Description: It is preferable to divide an object into parts to describe each of them
separately. And later as a whole. This allows the audience to understand the object in a better way.
After collecting details, it is necessary to arrange them in a systematic order, connecting one
element with the other. In other words, there should be a flow in the presentation.
Words useful for describing an object: Rectangular, square, rounded, oval-shaped, long, tall, small,
tiny, big, cubed, straight, circular, spherical, cylindrical, curved, conical, angular.
Why do we need to describe an object?
There are various reasons for which we need to describe an object. And in all of them there
is a need for accuracy, brevity and clarity. A scientist may need to write about a newly discovered
object. We may need to describe an object to a shopkeeper, in case it is not visible on the stall.
While penning for an advertisement regarding an object say, a newly launched mobile phone, we
are required to describe it in detail. If we have seen a new product in the market or elsewhere, we
may feel the need to describe it to our friends. In all such circumstances, the skill of describing
objects comes handy. Illustration
Look at the wrist watch and describe it--
Puma Men‘s Race Stainless Steel Watch is the latest in the market. It has some excellent features
like scratch resistance, three sundials, and water resistance to 330 feet. Moreover, it has luminous
hour and minute hands and date window. The attractive style and design make it popular among the
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users. It is available in different colors such as red, silver, gold etc. The one given is in black color.
Its price is only $44.97. It is a watch worth buying or giving to someone.
Describing Situation
We come across many events in our life. And in some of them, we need to tell others. Take
for instance, there is a road accident, a reporter needs to survey this situation, makes necessary
notes and write down in detail before sending the report to the newspaper. In this case, the reporter
can make his or her personal observations and can also ask others. People who have witnessed the
event will narrate it to the reporter. Describing events is very common in newspapers. Students can
improve the skill of describing situation by frequently reading newspaper.
In describing situation, following aspects can be considered. The given ones are not exhaustive and
can be added more.
- date and time of the situation
- place of occurrence
- people who witness the situation
- any facts related to the situation
- outcome of the situation
Illustration
Surprise test: NADA raid at NIS
(Express India)
The athletes camped in the premises were in for a surprise on Saturday afternoon when a
four-member team of doctors from the National Anti Doping Agency (NADA) came calling at
their doorsteps for random tests. The development comes on the back of the doping scandal that has
hit Indian athletics, with high-profile quarter-milers, among others, testing positive. It was the first
such raid by the national anti-doping body at the institute where 172 athletes are training for the
London Olympics in track & field, boxing, weightlifting and wrestling categories.
The NADA team led by Dr Ankur Gupta and also accompanying a woman official, searched
the rooms of athletes and coaches for unauthorized supplements and steroids, besides randomly
collecting urine samples of players for testing. The operation, which started around 1 pm in
the afternoon, continued till late in the evening. The team, however, remained tightlipped when
asked if they found anything during the search operation.
Describing People
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We are surrounded by people, some of them who are close and some who are not. We
cannot simply avoid interacting with them unless in rare cases of illness etc. The art of describing
people focuses on those elements which are useful for identifying the person. In newspapers,
magazines, and novels etc we see the need of such skills.
Often use words and phrases in describing people
Age young, teens, teenaged, teenager, middle-aged, elderly (early, mid, late)
forties/fifties/sixties, old
Complexion fair, whitish, dusky
Hair Wavy, curly, straight, thick, thin, long, short, grey, black, brown, blond, blonde,
silver.
Build slim, thin, well-built, fat, plump, stocky
Height tall, short, medium, (160cms/ 5‘6‖) tall
Face round, square, long thin, wrinkled
Nose big, small, straight, flat, snub-nosed hooked nose
Mouth/lip small, wide, thin, thick, full
Looks good-looking, attractive, beautiful, charming, cute, pretty, handsome, smart,
distinguished, homely, ordinary, ugly
Character generous, friendly, soft-spoken, kind, aggressive, ambitious, reserved, talkative,
rude, cheerful, polite, frank, considerate, polite, shy, ambitious
We will examine the process of describing people through selected illustrations.
Let us describe an imaginary doctor. We can describe him as follows:
Appearance: Mr. Ram is a popular doctor in our locality. He dresses himself neatly. He is fair and
tall with a sharp nose. He is 42.
Qualification: He is a surgeon, having obtained his M.S. degree from the U.S.
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Qualities: He is kind to all. He gives a patient hearing to all. He is never in a hurry. Before
undertaking a surgery, he plans well about it. He is a poor man‘s Doctor and charges patients very
moderately.
Achievements: Even when he was a medical student, he had obtained credentials. As a doctor, he
has performed many surgeries very successfully. He has a well equipped hospital of his own and is
recruiting efficient Doctors.
Habits: He has clean habits. He is very punctual. He leads a systematic life and advices others also
to cultivate good habit. He reads a lot and loves to be a student always.
Interest: He was a cricket player during his college days. Even now he is much interested in
cricket. His hobby is reading books. He is interested in gardening and has reared a garden in front
of his house.
Describing Place:
While describing a place the following features may be kept in mind as explained in below
example: (description about kallanai dam near Trichy)
Location: Kallanai is around 15 kms west of Trichy. It has built across the the river cauvery.
History: It was built by Karykala chola, a popular chola king in the 10th
-11th
century. It was
built with a view to improving irrigation in Tanjore and Trichy districts. It is an imposing
structure.
Popularity: It is a great picnic spot often visited by tourist. It attracts foreigners too, thus
bringing a lot of foreign exchange. Built of burial bricks, it stands today as a great monument. It
is wonder how such a structure could be built in the days when there were no modern engineering
skills.
Soil Type: The lands around kallanai contain alluvial soil, and the water from kallanai is used for
irrigation. Rice, plantain and millets are grown in large quantities.
Climate: The Trichy and Tanjore districts lie in the Tropical zones and enjoy good sunshine and
heat.
Activity
Here is an extract from Khushwant Singh‘s story ―The Portrait of a Lady‖.
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My grandmother, like everybody‘s grandmother, was an old woman. She had been old and
wrinkled for the twenty years that I had known her. People said that she had once been young and
pretty and had even had a husband, but that was hard to believe. My grandfather‘s portrait hung
above the mantelpiece in the drawing room. He wore a big turban and loose fitting clothes. His
long, white beard covered the best part of his chest and he looked at least a hundred yeas old. He
did not look the sort of person who would have a wife or children. He looked as if he could only
have lots and lots of grandchildren. As for my grandmother being young and pretty, the thought
was almost revolting. She often told us of the games she used to play as child. That seemed quite
absurd and undignified on her part and we treated it like the fables of the Prophets she used to tell
us.
She had always been short and fat and slightly bent. Her face was a criss-cross of wrinkles
running from everywhere to everywhere. No, we were certain she had always been as we had
known her. Old, so terribly old that she could not have grown older, and had stayed at the same age
for twenty years. She could never have been pretty, but she was always beautiful. She hobbled
about the house in spotless white with one hand resting on her waist to balance her stoop and other
telling the beads of her rosary. Her silver locks were scattered untidily over her pale, puckered face,
and her lips constantly moved in inaudible prayer. Yes, she was beautiful. She was like the winter
landscape in the mountains, an expanse of pure white serenity breathing peace and contentment.
After reading the above passage, describe the grandmother
Age ____________________________________________
Family Background ________________________________________________
Height ________________________________________________
Appearance ________________________________________________
Complexion ________________________________________________
Face ________________________________________________
Hair _______________________________________________
Dress _______________________________________________
Nature/ character ________________________________________________
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Any other ________________________________________________
Observations _________________________________________________
Exercise:
1. Describe your friend whom you know closely, take hints from the exercise practiced above.
Use 150 words.
2. Describe the prized object in your room using 150 words.
3. Try to recollect a memorable occasion in your life and describe the situation in around 150
words.
4. Describe the beauty of your native place in 150 words.
Student’s Worksheet:
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Narrations:
Narrative writing can be broadly defined as story writing – a piece of writing characterized by a
main character in a setting who encounters a problem or engages in an interesting, significant or
entertaining activity or experience. What happens to this main character is called the plot. The plot
follows a beginning, middle, and end sequence. The middle of the story is the largest, most
significant part, which we call the main event. The main event is really what the story is all about
and involves either a problem to be solved or a significant life experience for the main character.
Authors write narrative stories in order to entertain an audience of others – this is called author’s
purpose.
What specific skills are involved in narrative writing?
Authors of successful narratives are well-versed in the following skills:
organization – they understand the shape that a narrative story takes as well as the salient
characteristics of this kind of writing
crafting entertaining beginnings – authors must understand the function of a story beginning –
to grab the reader‘s attention and introduce the reader to the story world. They also need
to recognize the specific strategies and techniques authors use to accomplish this.
elaborative detail – involves so much more than assigning adjectives to nouns! – the author needs
to know why to elaborate (to allow the reader to experience story critical characters, settings, and
objects through the five senses of the main character.), where elaboration is appropriate, and how to
create it.
suspense – story tension is what keeps the reader reading. Young authors must understand the need
for suspense/tension and some specific techniques for building this into their plots.
fully elaborated main events – every short story has a single significant main event – what the story
is really all about. This main event needs to be told through a mix of action, description, dialogue,
thoughts and feelings. It needs to be stretched out to reflect its relative importance to the story.
satisfying extended story endings – after the main event concludes the author needs to allow
the main character to reflect on memories, feelings, hopes, wishes, and decisions brought about by
the main event.
Exercise:
1. Narrate a story on a trip that included something unexpected or surprising?
2. Narrate a story on the moment that you met someone who changed your life?
3. Narrate a story on a random act of kindness in 150 words?
4. Narrate a story on the end of a friendship or relationship using 150 words?
5. Narrate a big storm (rain, snow or even a tornado!)?
Student Worksheet:
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Giving Directions:
In Business Communication we have to either give directions orally or in written form. The
presenter not only must demonstrate an operation, but also must teach techniques and ideas, present
information, and persuade the audience to follow directions. The key to effective oral instructions is
planning.
Planning involves:
Analyze The Audience – Consider the age, experience, attitude, and needs of your audience. You
must carefully plan instructions for 30 people than you would for 3 people.
Research the Subject – If there are any gaps in your knowledge of your subject, consult manuals,
experts, or other sources to fill in those gaps. Remember, your audience may ask questions, and you
want to give accurate answers. Nothing is more important in giving instructions than accuracy.
Double-check accuracy by asking someone who is not familiar with the subject to follow your
instructions. Note places where this person had questions or made errors; then revise the
instructions accordingly.
Organize –The listener should be able to follow your directions easily. Present Information in the
order the audience will use it as they carry out the instructions.
Make Notes – Since it is important to present instructions in the proper order, outline your
presentation or prepare note cards so that you don‘t forget an important fact or step. The
presentation will be more effective if you occasionally refer to notes as you talk, instead of reading
word for word from a page.
Prepare Visuals – Since the most highly developed sense is sight, most people learn more from
seeing than from hearing. Whenever possible, show rather than tell. Whether your visuals are actual
tools or equipment that you are using, a drawing or diagram, or some other type of illustration,
make sure that the visual is large enough and is clearly visible to everyone in the audience.
Practice – The most important benefit to practicing your presentation is that it will give you
confidence and relieve your anxiety about having to speak publicly. Practice as though your
audience were there. Don‘t just think the words; talk out loud. Use your visuals as you practice. If
you find that you occasionally need to pause and think—that‘s OK. Do not fill brief silences with
umm, all right, and similar expressions.
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Give the Presentation – Guard against performing the process without talking; an effective
presenter describes the steps as they are being performed. Do not rush through your demonstration
and remember to talk clearly and loudly enough to be heard in the back of the room. If you don‘t
mind interruptions, let your audience know that they can ask you questions during your
presentation. Otherwise, ask if they have any questions when you finish the instructions. Non
verbal communications are very significant as it communicates the message effectively.
Warnings and Precautions - can prevent safety hazards, injuries, ruined materials, broken
equipment, and other problems. It is your responsibility to ensure the safety of your audience as
they follow your instructions
Location Instructions
Location instructions explain how to get from here to there. Only the simplest Instructions may be
given orally, since the human brain is able to remember only a limited amount of information at
one time. A clear map will sometimes be sufficient. At other times written or oral instructions with
a map will be most effective. The complexity of the directions and careful audience analysis will
guide you.
Tips for giving Location Instructions – When giving location instructions, follow these
guidelines:
1. Identify the starting point and destination.
2. Give the distance between the starting point and the destination in terms of space
(two miles or blocks) or time (about five minutes).
3. Indicate the general direction between the starting point and the destination. If
appropriate, use compass points (northeast, south).
4. Give specific, step-by-step directions in chronological (time) order. Note Landmarks
and places where mistakes might occur.
5. Include enough detail to make the instructions easy to follow, but eliminate
unnecessary detail that may only confuse your audience.
Using Maps to give Instructions – A clear, accurate, well-designed map is often the most effective
way to present location instructions. If you cannot find a suitable map, you may have to draw one
yourself. Drawing a simple map does not take artistic ability, but it does take time and patience. As
in all instructions, accuracy is the most important factor.
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Useful Phrases:
Seeking instructions Giving instructions
Can you tell me where……………?
Can you guide me to………………..?
Would you please,………….?
May I request you to…………………….?
I would like to go to………………..
Can you help me…………………….?
I seek your help………….. can you?
I seek guidance, please help me.
Where is ………………….? Please guide me.
I am new to this place……….. can you…….?
I am afraid I have lost my way.
Would you kindly…….. etc.
Yes, I can, ……….. listen to me.
Turn right/left.
Go straight.
Take this bus or take an auto.
You will see a park(such landmarks)
The pan-shop owner can guide you.
Seek the help of an auto walah.
Example of Giving Directions:
Wally : Excuse me, could you tell me how to get to the city hospital?
Sally: Sure, the hospital is on Tenth Street, about 20 minutes away by foot. Go south on this street
two blocks until you come to the stop light.
Wally: Go south two blocks to the stop light.
Sally: Correct, then, turn left and go three more blocks, until you come to the end of the road. A
park will be in front of you.
Wally: Turn left and go for three blocks to the park.
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Sally: Right, then turn right again and go seven blocks, to Lipton Avenue.
Wally: Turn right and go seven blocks to Lipton Avenue.
Sally: Next, turn left on Lipton Avenue and go two blocks. The hospital is on your left, across from
the baseball stadium.
Wally: OK, let me see if I‘ve got this straight. Go south on this street for two blocks to the stop
light. Turn left at the light and go three blocks to the park. Turn right at the park and go seven
blocks to Lipton Avenue. At Lipton Avenue turn right and…
Sally: No, turn left on Lipton Avenue.
Wally: OK, turn left on Lipton Avenue, the hospital is two blocks down, on my left.
Sally: You got it.
Wally: Thanks.
In both written and oral the ideas should be have proper logical thinking. Clarity and cohesiveness
are very important in giving directions. There should be connectivity. Use pictorial representations
where required. Apt vocabulary should be used. Simple and plain English is the norm of the day.
Be a good listener to give effective directions.
EXAMPLE 2:
Anitha: Is showing Reema how to use a photocopier.
Anitha: Have you worked with a machine like this before?
Reema: Not this kind exactly, no; but in my previous office there was one like it.
Anitha: Well, it‘s not complicated. The paper goes in here on the left hand side, you see? Notice
that I am making sure that it‘s fixed in tightly. If it is not right, the paper doesn‘t go in properly and
the machine gets blocked. Now, have you got the letter?
Reema: Yes, I have put it on the glass under the cover.
Anitha: Right, switch the machine on, then. Actually, we usually leave it on, all day.
Reema: Oh dear, its not working. The green light hasn‘t come on.
Anitha: that‘s strange. Is it plugged in?
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Reema: Oh no. it is not. Ok, I have plugged it in. now it is on.
Anitha: Yes but it is not ready yet. When it is ready, the WAIT sign light goes off and a green
READY one comes on. I have set it for automatic copying.
Reema: Ah, its ready now. The green light is on. Can I start it now?
Anitha: Yes, go ahead.
Activity:
Read the conversation and choose the correct words.
1) Dinesh: Excuse me, where is ……………… hospital, please? (a/the)
Man: it is …………………. (at/on) Marks Road……………. (go/goes) along this road and
go …………… (along/past) the petrol station. The hospital is ………………. (in/on) your
right.
Dinesh: thanks a lot, bye.
2) Ramya: excuse me…………….. (do/are) you know the Ginger Hotel?
Man: yes, go along this road and …………………. (turn/take) right. That is bridge street.
Go along over the bridge and turn right again. The Ginger Hotel is ……………… (in/on)
your right, opposite the park.
Ramya: thanks very much.
Exercises:
1. Direct your friend to your house from college over a telephone.
2. You are asked to demonstrate how to prepare your favorite dish. Give instructions
accordingly
3. Write instructions to follow in your chemistry lab.
4. Give written instructions on basic operations of any instrument.
Student Worksheet:
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UNIT-4
PUBLIC SPEAKING- EXTEMPORE-MAKING A PRESENTATION
There are times in almost everybody’s life when public speaking is required. Occasions can be as
informal and brief as offering a toast at a party or as formal and involved as delivering a speech at
a graduation ceremony. Many careers are based on a certain amount of public speaking. Take
teachers, trial lawyers, politicians, broadcast journalists, or preachers, for example. For all of
them, public speaking is an integral part of daily life. Likewise, people in leadership positions are
routinely asked to share their views or provide guidance in larger settings. But even for those
whose careers don’t call for public speaking, opportunities for speaking in front of audiences
abound. There are individual or group presentations in a classroom setting, for example,
contributions during a town meeting, or reports as members of a committee in school, at work, or
in the community.
In short, almost everybody sooner or later has to speak in public. Try not to see the task as
unpleasant. Instead, try to see it as a chance to have an impact or to improve yourself. The earlier
you start gaining experience and honing your skills, the better. There are many techniques and
“tricks of the trade” that can help you become an effective and confident speaker
Preparing Your Presentation
Considering Your Audience
The most important aspect of public speaking is the audience. At all times during the process of
preparing and delivering a speech, we need to keep in mind that we are speaking to an audience
and not just to ourselves. Whether the goal is to entertain, to inform, or to persuade, we should
try to reach our listeners and tailor the speech to them.
To do this effectively, engage the audience in a dialogue in which the audience members interact
mentally with your ideas. For this purpose, choose a topic, examples, and language appropriate to
your listeners.
Key Points
Getting to Know Your Audience
• What are the age range and educational background of your audience? Marital
Status? Children? Gender and sexual orientation? Occupations?
• What do you know about their ethnic diversity? Languages represented?
Group affiliations? Regional characteristics?
• Do you know something about their interests? Values? Political views?
Religious beliefs?
• What do the audience members know? What do they want to know? What are their
reasons for listening?
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• What is the relationship between time of delivery and expected states of mind?
(e.g., hunger before lunch, tiredness in the evening), between the physical environment
and its effect on the audience (e.g., lighting, temperature, seating arrangements, outside
noise), between occasion and emotional climate? Are there reactions to previous
speakers?
Choosing a Topic
Key Points
How to Search for a Speech Topic
• Skim headlines in newspapers for current events.
• Check television schedules for interesting news programs or documentaries.
• Surf the internet.
• Think about people (individuals or groups), places (local, national, or international),
objects (natural or human-made), events (personal or public), processes (how something is
done or made), concepts (theories, complex ideas), and controversial issues.
• Make an inventory of your own interests, experiences, and classes you have taken.
• List things you are curious about and skills you have always wanted to learn.
Write down everything of interest to you. Here is an example of what a list of search results might
look like. Do you find any of the topics interesting? Do they make you think of other possibilities?
• The Safety of Internet Sales
• Differences between American and British English
• Extreme Skiing
• A Day in the Life of a Homeless Person
• The Future of the Automobile
• Table Manners in Chinese Culture
• “Once in a Blue Moon:” The Origin of Idioms
• The Music of Australian Aborigines
• Children and TV Advertisement
When you have brainstormed possible topics, go through the list and evaluate them.
Key Points
How to Select the Most Suitable Topic
1. Which topics stimulate your imagination the most? (In order to excite your audience, it
is important that you be enthusiastic yourself.)
2. Which topics will be of greatest interest to the audience?
Determining Your Purpose
To fine-tune your focus before you start researching your topic, determine the general and
specific purpose as well as the central idea of your speech. The general purpose of a speech
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usually is to entertain, to inform, or to persuade; the specific purpose describes exactly what a
speaker wants to accomplish; and the central idea is the core of your message. Here is an
example.
Topic: Video Editing on Home Computer
General Purpose: To inform
Specific Purpose: To inform my audience about the processes involved in
editing videos on one’s home computer and to introduce commonly
used software Central Idea: Video editing skills are easy to acquire.
Researching Your Topic
After you have selected a topic and determined your specific purpose, you should research it
thoroughly. Your audience will expect comprehensive and up-to-date coverage. There are many
sources for information.
Key Points
Sources for Conducting Research
• Books
• Encyclopedias
• Almanacs
• Atlases
• Magazines
• Newspapers
• Professional Journals
• Audio recordings
• Videos and Films
• Internet
• Electronic Databases
• Lectures
• Interviews
• Surveys
Organizing Your Speech
Once you have researched your topic and collected support materials, the first part of your speech
preparation is completed. Now, it is time to organize your ideas. The most common and versatile
pattern is the division into introduction, body, and conclusion.
Body. You may be tempted to plan the introduction first. The easiest way to organize a speech,
however, is to start with the body. Look at your material and divide it into major points. In
general, the fewer main points you have, the better. A relatively small number of main points
makes your speech more translucent and memorable for the audience. A short speech of five
minutes, for example, should not have more than three or four main points.
The next step is to arrange your main points within the body. For this purpose, you need to
consider the general content of your main points. Depending on this content, your speech will
probably lend itself to one of the following traditional organization patterns.
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Determining the content of the body will help you plan an effective introduction and conclusion
for your speech. The body is best done first so that it can provide an anchor for the beginning and
ending of your presentation.
Introduction. One of the most important parts of a speech is the introduction. The introduction
should function as an attention-getter, create interest, motivate the audience to listen, establish
your credibility, and give a preview of your main points. While there are different ways to
accomplish these goals, the following pattern has been proven effective and may serve as a
guideline.
Key Points
How to Create an Effective Introduction
1. Gain the Attention of Your Audience
The first few sentences of your speech should serve to gain the attention of your listeners.
Instead of saying “Today, I will speak about . . . “or “My topic is . . .,” begin with one of the
following openers.
• A rhetorical question (no answer expected)
• A participatory question (wait for answers from the audience or a show of hands)
• A colorful description
• A quotation (from a famous person or from a piece of literature or music— you can
find quotations arranged by subject matter in quotation dictionaries in any library or
bookstore)
• An audiovisual aid
• A suspenseful story
• A joke or funny anecdote
• A reference to a current event
• Surprising statistics
2. Motivate Your Audience
Point out how the topic relates to your listeners and why it is relevant for them. This part of your
introduction should answer the question: “Why should the audience listen?”
3. Establish Your Credibility
Tell the audience what makes you knowledgeable on the subject. You may list classes you have
taken, professional training, research projects, or personal experiences that make you a credible
speaker. This part of your introduction should answer the question: “Why should the audience
listen to you?”
4. Preview Your Main Points
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There is a saying: “Tell them what you are going to say; say it; then tell them what you said” (Jaffe,
1998, p. 172). To list your main points briefly before you move to the body of your speech (where
you mention them again and elaborate on them) may seem like overkill to you; however, for your
audience, this preview provides invaluable guidance that helps them focus on each point with
more ease and follow your train of thought throughout the speech.
Conclusion. While the introduction leads into the body, the conclusion leads out of it and provides
closure. Introductions and conclusions should be about equal in length and significantly shorter
than the body. As a rule of thumb, the introduction and conclusion together should be about one
fifth of the total speech (i.e., in a five-minute speech, the introduction and conclusion should be
about half a minute each).
Key Points
How to Create an Effective Conclusion
1. Signal the End
Pause slightly before you start your conclusion. Use a term like to conclude or in conclusion
to show your listeners that you have completed the main part of your presentation.
2. Review Your Main Points
Just as you listed your major points during the introduction, list them again in your
conclusion. This will help your audience recall your major ideas and result in a sense of
accomplishment.
3. Refer to the Introduction
Referring to the introduction will provide your audience with a sense of closure.
For example, if you started with a suspenseful story, provide the conclusion now.
Or if you mentioned some surprising statistics, repeat them again and relate them to your
overall presentation.
4. End with an Impact
Use the last few sentences of your speech to ensure that you leave a good and memorable
impression.
The following are a few techniques useful in ending with an impact.
• Humor
• A thought-provoking question
•A quotation
• A call for action
• A connection to a larger context
A complete outline for a demonstration speech on flower arranging might look like this.
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Note the numbering for the divisions in the outline: Roman numerals (I, II, III) for introduction,
body, and conclusion; capital letters (A, B, C, etc.) for main points; Arabic numerals (1, 2, 3, etc.)
for sub points; and lower-case letters (a, b, c, etc.) for sub points.
Sample Speech Outline
Title: Flower Arranging
General Purpose: To inform
Specific Purpose: To inform my audience how to arrange flowers in a vase
Central Idea: Arranging your own bouquets is a fun and inexpensive way to surprise a
loved one.
I. Introduction
A. Gaining Attention: Anecdote: I once received a dozen red roses from a secret
admirer.
B. Motivating the Audience: Arranging flowers is fun and affordable.
C. Establishing Credibility: I took a flower arrangement course last year.
D. Preview of Main Ideas: I will describe how to select flowers, use the equipment, and
display the bouquet.
II. Body
A. How to select flowers
B. How to use the equipment
1. Choosing a vase
2. Anchoring the flowers
a. “Oasis” (sponge like cube)
b. “Frog” (platform with spikes)
C. How to display the bouquet
1. Cutting the flower stems
2. Arranging the flowers in the vase
3. Using fillers (e.g., the plant “Baby’s Breath”)
III. Conclusion
A. Signaling the End: “to conclude”
B. Review of Main Points: I have discussed how to select flowers, how to use the
equipment, and how to display the bouquet.
C. Reference to Introduction: I ended up marrying my secret admirer.
D. Ending with Impact: Flowers don’t need special occasions surprise a loved one
with a bouquet tomorrow.
Delivering Your Speech
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Before you deliver your speech, take time to set up. Don’t hurry. Having everything in good
working order will help you feel confident as you move on to the delivery of your speech.
• Make sure the stage is arranged according to your needs (e.g., move chairs out of the
way, lower blinds if there is sun glare).
• Arrange your notes (manuscript, outline or index cards—depending on your speech) so
that they are easily accessible.
• Prepare your audiovisual equipment (e.g., focus the overhead projector for your
transparencies, get a pointer ready for overhead projections, insert your videotape in the
VCR and make sure it is forwarded to the correct spot, etc.).
Appearance and Body Language
As the saying goes, “One cannot not communicate.” Even if we don’t speak, we communicate
through our appearance and body language. Make this fact work for you when you deliver your
speech. In general, all nonverbal behavior should reinforce the verbal message of your speech.
The audience will understand you more easily and believe you more when nonverbal actions
support your words.
Appearance. The first impression your audience will get of you as a speaker is through your
appearance. Make sure you find out what clothing is appropriate for the occasion. If you speak in
a classroom situation, dress a little more formally than usual. This will communicate that your
audience and speech is important to you. With respect to accessories (such as jewelry), less is
more. Don’t distract your audience by being too flashy and overpowering in your appearance.
Eye contact. Body language consists of eye contact, facial expressions, gestures, body posture,
and movement. Eye contact is maybe the most important of these elements. As an effective
speaker makes sure you maintain constant eye contact with the audience. Look at your listeners
directly and include all parts of the audience (including listeners in the back, and on the left and
right). Avoid looking down on the ground, over the heads of your listeners, or out the window.
Remember that the main purpose of public speaking is to reach the audience. Eye contact is
essential in achieving this goal.
Facial expressions. Appropriate facial expressions can connect with your audience and reinforce
the content of your speech. You can show your friendly intentions through a smile at the
beginning of your speech, for example. During your speech, you can signal the importance of
words and phrases through widened eyes and raised eyebrows and accompany accounts of
excitement, puzzlement, or unpleasantness with the respective expressions.
While facial expressions, like all nonverbal support, can bring a speech to life, take care to stay
natural and authentic. Anything that is overdone distracts the audience rather than contributes to
the message.
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Gestures. Similar to facial expressions, you can use gestures to establish contact with the
audience and provide visual support for your message. Here are some dos and don’ts.
Key Points
Gesturing
• Don’t put your hands in your pockets or lock them behind your back. This will prevent you from
gesturing freely.
• Likewise, don’t clasp your notes or hold on to the lectern. In fact, if possible, don’t use a lectern
at all. Not only do lecterns tempt speakers to use fewer or no gestures, lecterns also place a
physical barrier between the speaker and the audience and therefore create a feeling of distance
and disengagement.
• Don’t fold your arms. This communicates closeness rather than openness and will disconnect
you from the audience.
• In general, people who use their hands for gesturing appear more open and honest to the
audience. Gestures should therefore be an integral part of your speech.
• Gestures should be conscious and purposeful. Don’t use too few or too many gestures. Aim for a
medium amount and use them in a natural manner.
• Vary your gestures. Anything overly repetitive distracts the audience.
• Avoid nervous mannerism such as twisting your hair, scratching your face, rubbing your hands
together, or playing with an object (e.g., a pen, your necklace, an earring). Remember that
gestures should strengthen your verbal message. Mannerisms don’t.
• Consider which gestures to use before your speech and practice them during rehearsal.
Examples:
1. When counting (e.g., first, second, third), don’t just say the numbers, also indicate them with
the use of your fingers.
2. When discussing measurements (e.g., three feet), use your arms to show the length.
3. When using phrases like “on one hand . . . on the other hand,” support your words by first
turning one palm up, then the other.
4. Phrases such as “we don’t know whether . . . “ can be visualized by a shoulder shrug.
5. Think of gestures that would be appropriate for the following statements: “This affects all of
us,” “We have to stop immediately,” “ This machine is powered by a tiny battery.”
Body posture and movement. A powerful speakers shows confidence through body posture and
movement. There are some occasions where a speaker may sit while delivering a speech (e.g.,
during a business meeting); in most cases, however, standing will be more effective.
How to conquer communication anxiety
Several days or weeks before your speech:
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• Put the situation in perspective. Remind yourself that you’ve been talking to people all
your life.
• Select a topic that interests and excites you. If you truly wish to share your knowledge
and communicate with the audience, you will probably forget your nervousness and
focus on the topic instead.
• Research your topic well. Nothing helps reduce anxiety better than thorough
preparation.
• Plan your opening carefully. Nervousness is at its peak at the beginning of a
presentation. A well-prepared introduction will help calm you down and build your
confidence for the rest of your speech.
• Imagine that you are giving your speech first to one person, then two people, then five,
and finally to the whole audience.
• Don’t forget to rehearse gestures and body movements. Don’t force them, but let
them become an integral part of your presentation.
• Check out the room in which you will deliver your speech and determine the best
location for visual aids.
• Practice, practice, practice!
The night before and the day of your speech:
• Try to get a good night’s sleep before your speech so that you are physically and mentally rested
and at your best.
• Explain to yourself what’s happening to your body. Remember that the symptoms you are
experiencing (butterflies, dry mouth, etc.) are your body’s ways of helping you through stressful
situations.
• Burn up excess energy. Relieve the tension in your muscles by getting off the bus a stop early,
walking around the block, or taking the stairs rather than the elevator.
• Practice relaxation exercises. Close your eyes and focus on your breathing.
Breathe deeply and slowly. Tense and then relax your muscles, starting with your toes and
working up to your neck and face.
• Identify negative self-talk (e.g., “My audience will be bored.”) and replace it with positive
messages (e.g., “My speech is important and interesting.”).
• Have a positive attitude toward your listeners. Assume that they will be supportive and
attentive. Expect that they understand the speechmaking process and will be helpful. They know
just how you feel!
• Visualize success. Imagine that you are part of the audience and watch yourself deliver your
speech competently and with confidence, If you think you can do it, you can do it.
Right before, during, and after your speech:
• Take a few deep breaths.
• Act with confidence and you will feel that way. Show your listeners a confident speaker
communicating well-researched and carefully prepared ideas.
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• Focus on your message, not yourself. Don’t talk about your speech to your audience (e.g., don’t
say “I hope you will like my presentation.”), and never ask for sympathy (e.g., don’t say “I’m
nervous” or “I’m scared”). Remember that your audience is with you and wants you to succeed.
• Pause before you speak. Gather your thoughts, make eye contact, and start with conviction.
Don’t be afraid to smile—the audience will smile back!
• Use energy while you talk. Employ gestures and utilize the space provided by moving around
just a bit. But keep in mind that too many gestures and movements may be distracting; so be
aware and move naturally.
• Use visual aids. They create interest and make you feel less self-conscious because they help the
audience to focus on something besides you.
• Make eye contact with all parts of your audience, but also search for friendly faces. They can
provide an anchor of reassurance throughout your speech.
• If you make a mistake, it is not the end of the world! Most mistakes are not even noticed by the
audience.
• Pause before your conclusion, and then present the rest of your speech with special emphasis.
• Don’t end with a statement that expresses relief (e.g., “I made it.) or disappointment (e.g., “This
was not very good.”). The focus should remain on your message, not on yourself.
• Don’t go back to your seat immediately after your speech. Accept applause, invite questions,
and thank the audience for their interest.
Checklist of Effective Public Speaking Techniques
Planned speech with audience in mind.
Researched topic thoroughly.
Collected suitable support material.
Organized speech well.
Consciously selected effective language.
Rehearsed speech sufficiently.
Practiced techniques for reducing communication anxiety in case of nervousness.
Before delivering speech, took time setting up.
During speech, maintained constant eye contact with all parts of the audience.
Supported verbal message through appropriate nonverbal behaviors (including gestures
and body movement).
Varied pitch, rate, and volume.
Used attractive and professionally prepared audiovisual support.
During the question-and-answer session, repeated or paraphrased questions before
answering them.
At the end of the question-and-answer session, reemphasized message and thanked the audience for listening.
Exercise:
1. The truth about Caffeine
2. Cell phone use while driving
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3. Does fashion influence Indian culture?
4. What did I do during my last vacation?
5. It is important to keep up to date with current political affairs.
Student Worksheet:
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UNIT-5
Group Discussion - Interview Skills
‗Group Discussion‘ refers to a communicative situation that allows its participants to express
views and opinions about a particular topic. It is a systematic oral exchange of information,
views, and opinions about a topic, issue, problem, or situation among members of a group who
share certain common objectives.
Group discussion differs from debate in nature, approach and procedure. Debates are intended
to advocate a particular point of view while GDs raise a particular issue for a positive exchange
of views. Unlike debate, which is competitive in nature, GD is basically a cooperative group
process. A debate follows a limited approach because the speaker must argue either in favour of
or against a given point of view. On the other hand, in a GD the approach is not limited to a
single view point. Group Discussion is a group process, that is, it involves both person-to-
person as well as person- to –group interaction. Every group has to develop goal-oriented or
group – oriented interaction. GD is hence a systematic, purposeful and goal –oriented activity.
This unit will be conducted in three sessions. First session deals with theoretical inputs on the
nature of GD, what is assessed in a GD and Dos and Don‘ts. One group discussion on general
topics will be conducted in the class. Second session will deal with fact based GDs. Third
session will deal with case based and abstract GD topics.
The term ―group dynamics‖ refers to the interactions between people who are talking together
in a group setting. Group dynamics can be studied in business settings, in volunteer settings, in
classroom settings, and in social settings. Group roles are largely determined by a combination
of a person‘s personality and his or her experience with group settings. A person who is shy is
more likely to sit back in a group. A person who is impatient is more likely to push the
discussion ahead. A person who is very confident will offer more opinions. If such roles are
more or less pre-determined, how can the group dynamics be improved? The way a group
interacts can be improved in several ways. There are training programs to attend and there are
tests one can take to learn about one‘s communication style. Perhaps the simplest way to
improve a group‘s dynamics is for one or more group members to learn to manage the
discussion, and thus help a group accomplish its goals, much as a conduct or the opportunity to
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improve the effectiveness of the members‘ interactions. The entire group is responsible for its
own effectiveness and all members share equally in that responsibility.
Body language and Voice modulation in GDs
One of the most important elements of communication is body language. Our gestures, hand
movements, facial expressions etc come under body language.To understand the importance of
body language in group discussions candidates must understand that it is not just the mouth
that speaks but the entire body acts as an instrument of speech. So, one must first understand
how our body speaks and then learn to manage and control the non-verbal messages that we
send across to audience.
Demonstrating a positive body language is important, pay attention to the slightest details of
postures and gestures during the GDs. Experts advise that we must know how to use your body
to effectively enhance our verbal message. Leaning forward slightly towards the group during
the Group Discussion would go on to show that we are interested. Giving listening cues such as
nodding whenever a fellow aspirant makes an important point shows your engagement in the
process.
In a group discussion, positive body gestures are a sign of confidence and security. They are a
sign of active participation and leave a good impression. When we communicate, it is very
essential for us to have the correct body language to avoid offence to anyone.
Positive gestures include
• Walking upright, Shaking hands confidently etc.
• Often body language conveys a lot of messages that words may not. A positive body
language increases an impact on others.
• Body language helps to build a rapport with others.
• Body language helps to understand what others may try to convey.
• Body language helps to control aggression and conflicts.
• Body language can show you are energetic in a group discussion.
When communicating, it is important for us to have positive body gestures. Direct and steady
eye contact is the most important of them. Group discussion is based on some norms and
aspirants need to develop the art of following those norms. Body language of the participants in
a Group Discussion is observed by the moderators very keenly.
Voice modulation means fine tuning of pitch and tone of voice that helps the audience clearly
hear the words spoken by any person.. It is a very important skill in public speaking. If you
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want to become an efficient speaker, you must master the art of voice modulation. It makes
your talk more interesting, understandable and memorable to the audience. Avoid talking in a
monotone as it leads to monotone. Pronounce words clearly and properly. Speak loud enough to
be heard by everyone.
The Process of Conducting a GD
• The batch of 24 students is divided into groups of 8 students each.
• Once the topic is announced the participants are given 5 minutes for preparation.
• Total time given for the discussion is 25 minutes.
• Last 5 minutes are allocated for summarizing and concluding the GD.
Group Roles:
Initiator or Contributor: Initiates the discussion
Informer: Adds new information in discussion
Team Leader: Contributes to the flow of discussion on track
Creativity Contributor: Gives new perspectives to the discussion
Motivator: Contributes to inspire the morale of the group
Opinion Seeker: Encourages others to speak
Opinion Giver: Voluntarily gives opinions
Elaborator: Elaborates the points
Orientor: Facilitates the betterment of points given by others
Energizer: Motivates the members
Recorder: Records the minutes
Summarizer: Summarizes the discussion
A BUZZER will be given 5 minutes before the discussion concludes.
Intervention and Summarizing
As the group discussion is in progress, whenever there is a deviation from the topic or if
an argument persists any one of the participants can intervene politely to express his concern
and direct the participants towards the right track. It can also happen when a participant refuses
to budge or is adamant about his argument or does not allow others to speak .
Generally towards the end of the discussion, when the buzzer is given , one of the
participants is expected to give a comprehensive over view of the discussion by summarizing.
This helps the participants in recapitulating all the ideas put forth by all the participant. This
also helps in arriving at a conclusion.
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The importance of GDs has increased in recent times due to its increasing role as an effective
tool in
a) problem – solving
b) decision – making
c) personality assessment
In most organizations, GDs aid in problem-solving and decision-making. Whenever there is a
need to take a decision in a particular case, the matter is discussed, analysed and evaluated. GD
is also used as a technique for personality assessment of candidates for job selection or
admission to professional courses. Groups of six to eight members are formed, and given a
topic to discuss within a limited time (generally 30-40 minutes). The members of the selection
committee closely evaluate the different skills of the candidate. Those who emerge as natural
group leaders are normally short-listed for a personal interview.
There are four major areas of evaluation in a GD:
a) Subject Knowledge
b) Communication Skills
c) Leadership Skills
d) Team Management
Characteristics of successful GDs
Agreement on group goals
Goal oriented interaction
Agreement on Procedures
Cooperative and Friendly Atmosphere
Use of effective communication Techniques
Equitable distribution of participation
Areas of evaluation
1. Subject knowledge
The participant should possess knowledge of a wide range of subjects – national and
international affairs, burning social and economic issues, scientific and environmental
issues, key newsmakers, controversial topics, etc. have general awareness of the
above topics and be able to connect them to recent issues he / she has come across in
newspapers, magazines, etc. be able to analyse facts or information in a systematic
manner and put them across in a creative way.
2. Communication skills Appropriateness of Language
Clarity of Expression
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Listening skills
Positive speech attitudes
Clear Articulation
Effective non-verbal communication
3. Leadership skills
Initiative
Analysis
Assertiveness
Self confidence
Objectivity
Patience and composure
Persuasiveness
Motivation
4. Team skills
Adaptability
Positive Attitude
Cooperation
Coordination
Types of Topics
Factual Topics: - Social/ Economic/ Political current Affairs
Controversial Topics: - Factual Topics which are argumentative in nature
Abstract Topics: - They make a candidate think laterally and link the abstract with
concrete.
Case study: - Simulates a real-life situation
I. Inputs on the nature of GD, what is assessed in a GD and Dos and Don‘ts of GD are highlighted.
Dos & Don’ts
Discuss the topic thread bare
Look at the topic from the point of view of all affected parties; from all angles and
perspectives
Anticipate views
Break in and make your point, without being called to do so, ensuring politeness and
relevance to the context
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Be audible
Make brief remarks rather than long speeches
Be open-minded and conciliatory rather than dogmatic
Avoid personal attacks
Back your arguments with evidence and authority
Use appropriate gestures
Maintain eye - contact
Be group-centered rather than self - centered
LISTEN keenly and understand the points made by others
Don‘t withdraw; contribute steadily and vigorously throughout the discussion
Smile – look cheerful
Disagree agreeably
Relate your remarks to others
Be assertive
Don‘t be abrasive, dominating or aggressive
Conclude by giving a quick recap and by emphasizing points on which there were
differences and convergences
• Different situations when a GD is conducted are explained – for eg. In
Personality Assessment, decision making, problem solving, opinion
sharing etc.
• The difference between GD and debate is highlighted. PPT on what is
assessed in a GD is shown
Group discussion strategies
Getting the GD started
Contributing Systematically
Creating a Cordial, Cooperative Atmosphere
Moving the Discussion Along
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Promoting optimal Participation
Handling Conflict
Effecting Closure
exchanging
opinions,
suggestions,
proposals
Asking for opinions
Giving opinions
Supporting your opinions
Balancing points of view
Agreeing disagreeing
Requesting suggestions
Making suggestion
Accepting and Rejecting Proposals
PREP FORMULA
(For a structured GD)
Position
Reason
Example
Position
Practice
The students are divided into three groups. With these inputs in mind, students are asked to
participate in a GD on a general topic, for example: Is Euthanasia justified?, Is the current
budget common man friendly? Media and Sensationalism, Should Women work?, Impact of
Westernization on India,etc.
Parameters for Assessment
• Intellectual Competence
• Leadership Skills
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• Teamwork
• Interpersonal Skills
• Attitude
• Communication Skills
Exercise
Students watch GDs on NDTV 24X7, CNN-IBN, Times Now, etc analyze it based on the
parameters of content, expression, logical reasoning and body language and submit a report.
Students need to submit a transcript of the GD in the next lab session.
II. Fact-based GDs and controversial topics
Fact Based - These topics require a basic level of awareness. The given topics are I the form
of a statement. They test interpersonal skills and behavior, rather than discrete information.
The group should arrive at a consensus by the time they conclude the discussion.
Cricket and India.
Issues of managing diversity in a country like India.
Honesty is the best policy.
Living in a joint family is better.
Guessing is an act of intelligence.
Controversial group discussion topic is a speech topic that has many controversies, pros and
cons. Participants need to take a stand on the issue and put forth their points.
Most people support embryonic stem cell research.
Life imprisonment is a good alternative to capital punishment.
Practice
Students are divided into three groups .They discuss these topics.
The pros and cons of having a credit card. o Why drinking and driving is
dangerous to yourself and others. o Passive smoking is equally harmful. o
Should we have a dress code in college?
Internet – Boon or Bane? o Should Cricketers endorse advertisements?
Indian Railways should be privatized o Is euthanasia (mercy-killing) justified?
Exercise
Students are asked in advance to download TV programmes like ‗We the People‘ ‗The Big
Fight‘, ‗Extra Innings‘ watch them and analyze them in class. Students should also go through
software and get additional inputs through text/video. Students need to submit a print out of the
report on group discussion in the next lab session.
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III. Case –Based GDs and Abstract GDs
Theory
Case –based : The fourth type of group discussion topics are so-called case studies. Here a
short description of a situation is given to all the participants. They need to study the situation
analyze it and discuss various solutions to the problem.
School Violence - What are the real causes of violence and bullying in Schools? o
Recycling - Sort out how to make money with recycling.
Abstract:
Such topics are based on one‘s perception. The way one looks at the topic decides the
subsequent participation and performance. The challenge here is to put forth multiple
implications of the topic and then evoke a discussion on some of them. Idea generation and
ability to add a tangible angle to an otherwise abstract topic are the hallmarks of success here.
Examples:- And the clock
struck 13!
Red is red, blue is blue and never the two shall meet.
Inputs are given on case studies taken from fields like sales, marketing, commerce, industry,
technology, etc. Students are taught to comprehend and analyse the case from various angles.
Students are exposed to abstract topics and shown how they should interpret and discuss them.
Practice: The class, consisting of 20-24 students, is divided into 3
groups.
A Case Study is given and they are asked to speak.
.
Video of the GD is shot; photographs and video CD have to be affixed in the
record.
The team leader submits the recording in the form of CD.
Exercise
Students are asked to collect case studies from different fields and analyze them
Students are asked in advance to download TV programmes like ‗We the People‘ ‗The Big
Fight‘, ‗Extra Innings‘, watch them and analyze them in class.
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Students should also go through software and get additional inputs through text/video.
Interview Skills
Concept, process, pre-interview planning, opening strategies, answering strategies, interview
through tele and video conferencing.
Introduction
An interview can be defined as ―a pre-arranged and planned conversation used for evaluating
the suitability of a candidate for a particular position‖. Job seeking is directly related to one‘s
success. In this process, the resume of the candidate establishes the initial contact of the
candidate with the employee. The second step is the interview. It is the key to the success of the
application – the ―final examination‖.
With growing competition in a technologically advanced world, job interviews are becoming
more challenging. New and effective techniques have been devised for the evaluation of a
candidate. Alternate interview formats include telephone interviews and interviews through
video-conferencing. Apart from knowledge, confidence and speaking skills; candidates are
expected to orient themselves to face the interview.
This unit will be conducted in three sessions. First session deals with the theoretical inputs on
the concept, process and steps in an interview process. Second session deals with conducting
personal interviews. Third session deals with conducting interviews through tele and video
conferencing.
Interview Skills - concept, process, pre-interview planning, opening strategies, and answering
strategies
The Process of Interview: Preparation for a job interview includes three time frames-―before‖,
―during‖ and ―after‖ the interview.One way to think about the interview process is as three
separate, albeit related, phases:
o the pre-interview phase which occurs before the interviewer and candidate meet, o the
interview phase where the interview is conducted, and
o the post-interview phase where the interviewer forms judgments of candidate
qualifications and makes final decisions.
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The Pre-Interview Phase: As a part of pre-interview preparation techniques, students are
facilitated to do self-analysis, researching the organization, developing the interview file and
revising the subject knowledge.
Preparation Techniques are
• Self-Analysis
• Identifying one‘s skills
• Researching the Organization
• Analyzing the job position
• Revising subject knowledge
• Developing the Interview File
i. Self-Analysis: This involves identifying one‘s background, career goals,
accomplishments, achievements, special interests, hobbies and one‘s strengths and
weaknesses. Self-analysis helps in answering questions like:
Tell me about yourself.
What are your accomplishments?
Have you ever solved a problem?
What makes you stand out from the rest?
What are your hobbies?
What are your career goals?
ii. Identifying one’s skills: This is important in terms of suiting one‘s skills to the
requirements of the job position. Recognizing one‘s skills helps in answering questions
like:
How do you rate yourself for this position on a scale of one to ten?
Why should we hire you?
How do you think your skills will suit the present job position?
Learned skills like computer programming, data processing, marketing and managing a
product line and intuitive skills like adaptability, analysis, assertiveness, creativity,
leadership, team building and so on are assessed during the interview.
iii. Researching the Organization: Information regarding the company will help one
understand and discuss topics with some familiarity during the interview. It will provide
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perspective in helping answer questions regarding the company and also in making a
decision if a job offer is extended. Referring to company directories, quarterly
publications, company reports and online information about the company will help the
candidate answer questions related to major areas of operation, products/services of the
company, vision & mission of the company and so on.
iv. Analyzing the job position: In order to research the job, one may use several available
resources such as the internet, the library, the organization‘s public relations office and
people working in the organization. This analysis will help the candidate in confidently
answering questions related to the job position.
v. Revising subject knowledge : This helps one in developing clarity and confidence.
Technical interviews focus on the candidate‘s depth and scope of his/her subject
knowledge. Apart from this, the candidate is expected to brush up his/her general
awareness.
vi. Developing the Interview File : Preparing for an interview demands a professional
approach. This involves filing the following:
Interview letter
Original degrees, certificates and transcripts
Experience certificates
References and testimonials
Certificates of merit
Copies of resume
Visiting Cards
Other relevant papers that might be needed during the interview.
The Interview Phase:
Opening strategies:
The first few moments of the job interview can be the most nerve-wracking. It's often unclear
who should officially begin the interview, and this is particularly true if you're interviewing
with a representative of the company whose job doesn't include extensive interviewing.
However, if you follow the interviewer's lead, you'll easily determine when it's appropriate to
interject with information about your academic or professional career and how you came to
respond to the job posting.
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Ice Breaker
Let the ice breaker be just that. Many recruiters and hiring managers experience the same jitters
that job candidates have. The ice breaker gives you both an opportunity to settle into the office
space and prepare for the formal interview to begin. For example, if the recruiter engages in
small talk to make you comfortable, welcome the gesture and refrain from jumping right into
why you are suitable for the job.
Establishing Rapport
Rapport is a relationship based upon mutual trust. Rapport is important to consider when
establishing and maintaining a relationship between interviewer and interviewee. Oftentimes,
the first few minutes of the interview are the most important. Establishing rapport can enhance
the outcome of the interview. If an honest, sincere and persuasive attitude is not used by the
interviewer, then the interviewee may not share their real opinions on the matter at hand
Self-Introduction
The question many interviewees expect is "Tell me about yourself." If you have an elevator
speech prepared, this is the time to share it with the interviewer
Students are made familiar with the nature and type of questions asked during the interview
phase for better confidence levels. These questions include open, closed, probing, reflective,
loaded, and hypothetical and leading questions. They are also taught how to conduct themselves
during the interview and know the dos and don‘ts.
Types of Questions:
The applicant should also be familiar with the nature and type of questions asked during the
interview for better confidence levels. These questions include open, closed, probing, reflective,
loaded, hypothetical and leading questions. The interviewers try to probe deep into the answers
given by the candidate and try to read ‘between the lines‘ for an accurate evaluation of the
candidate‘s over-all personality.
Open Questions – These questions are asked to encourage the candidates to talk broadly about
a topic. They engage the candidate in deeper thinking. Examples are:
- Tell us something about yourself.
- What are your views on ‗Recession‘ of the economy?
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Closed Questions – Closed questions limit the scope of the response as the candidate is
expected to provide specific information or facts. Examples of such questions are:
- What was your major subject in college?
- Do you know Data Processing?
Probing Questions – These questions probe deeper into the responses given by the candidate.
For example, after a response that discusses various means and ways to fight ‗Recession‘, the
interviewer might ask the probing question ―At the same time do you think ‗Recession‘ might
help a developing country like India?‖
Reflective Questions – These questions are asked to confirm the statements given by the
candidate. Some examples are:
- Does that mean that you want the Public sector companies to be locally privatized?
- Does that mean that you have your own reservations about globalization?
Loaded Questions – The main purpose of loaded questions is to judge the candidate‘s ability to
handle difficult and sensitive situations in a balanced manner. Some examples are:
- You are too short. Don‘t you think this is going to be a handicap for you?
- Do you think reservations should be banned?
Hypothetical Questions – These questions involve a hypothetical situation. They are asked to
test the problem-solving and decision-making skills of the candidate. Some examples are:
- What will you do if you have a difference of opinion with your boss while working on a
particular project?
- What would you like to change in your past if given a chance?
Leading Questions – A leading question leads the candidate to a particular desired response.
The answer is expected to come very close to the point- of- view of the interviewer. For
example:
- Don‘t you think most of the Indian news channels sensationalize news in order to increase
their TRP ratings?
- Don‘t you think that Indian villages need to be concentrated upon by the government?
Interviewee’s questions – An interview is a two-way conversation, so it is legitimate for the
candidate to pose relevant questions at appropriate moments and the candidate should prepare
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these questions before-hand. These questions should help the candidate in bringing out his / her
personality and project his / her correct understanding of the job requirements. For example, a
student seeking a job might ask ―Do you attach any importance to projects taken up as class
projects in your evaluation?‖ The anticipated affirmative answer allows the candidate to show
the successful project. The strategy here is to make certain that the interviewer gets all the
information that the candidate might consider important. Some more:
What are the organization‘s plans for the future?
What are the advancement opportunities for this position?
Each of these questions sends a positive non-verbal message that the candidate is interested in
the position as a long-term commitment.
Frequently Asked Questions
What can you do for us?
Do you prefer to work with people or alone?
How well has your performance in the classroom prepared you for the job?
How do you feel about working overtime?
What are the qualities of an ideal boss? Do you think that you can lead a team?
Sample Questions and Answering Strategies:
Question :
Tell me about your strengths and weaknesses
Approach: When asked about strength, the candidate may mention one of his/her qualifications
that is directly related to the specific job and give an example such as, ―I am good at working in
teams. Last semester, for example I was named to a four-person team to participate in a project
competition which was part of a Tech–fest. We had a tremendous amount of work to
accomplish in a very short time, but we all worked together, engaged in intense discussions and
provided lot of feedback to each other. Incidentally, we came second in a field of ten teams‖.
If the interviewer asks about a weakness, he or she might not be impressed with canned
responses like, ―I am very tenacious; once I‘ve started a project, I won‘t relax until I‘ve finished
it‖. A more savvy response would be to honestly identify a weakness i.e. one that is not
centered to the success of the hoped for job and follow it up with steps that the candidate is
taking to correct the weakness. For example, ―In the past I was very nervous about formal
presentations to my colleagues or customers, but I‘ve joined an institute which specializes in
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Personality Development and I am gradually getting over this fear‖. The candidate should
address the weakness part of the question first (and quickly), ending with a discussion of some
job related strength.
Question:
What position do you expect to hold in five years?
Approach: The candidate should avoid telling the interviewer that he/she aspires for the
interviewer‘s position. Such a response might not be appreciated even if it is the accurate
answer. Instead, the candidate should talk about what he/she hopes to have accomplished by
then, the types of increasing responsibility he/she might hope to be given or the opportunity to
make a greater contribution to the organization‘s efforts.
Question :
Tell me about your personal interests?
Approach : The candidate, while answering such a question must bear in mind the vision and
mission of the organization. The answer should suit the ‗personality‘ of the organization and it
should be an honest and middle–of–the road response. The interview is not the time to discuss
your preoccupation with music. The hobbies and interests mentioned should help the candidate
boost his/her personality. Organizations are looking for well-rounded individuals who enjoy
outside interests but at the same time do not let their interest interfere with their jobs. Thus the
candidate must be able to perceive what the interviewer wants.
Question :
How would you describe yourself ?
Approach : Keep your answer mostly work and career related. This is your chance to introduce
your qualifications, good work habits, attributes and achievements that make you a valuable
employee.
Question :
What was your greatest accomplishment and how did you achieve it?
Approach : Briefly describe the project / projects that made you proud or earned you pats on
the back, promotions, pay raises or other commendations. Focus more on achievement than
reward.
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Question :
How do you handle criticism?
Approach : Your answer should be along the following lines: "I always think that it is
important to get feedback on how I am performing so that I can improve any areas which my
Manager/supervisor highlights.‖
Question :
How do you handle pressure and stress?
Approach : Everyone experiences stress; the only difference is in the degree. A good answer
may include exercising, relaxing with a good book, socializing with friends or turning stress
into productive energy.
Question :
Explain how you could overcome a major obstacle.
Approach : The interviewer is likely looking for an example of your problem-solving skills
and the pride you show in solving it. Emphasize the skills you used to deal with it, such as
organizational and interpersonal skills, perseverance or diplomacy.
Practice: Mock Interviews will be conducted in the lab.
Exercise:
Mr Sushil Kumar Sinha is a smart and young man of average height. He exudes
confidence, enthusiasm and keenness. He is a postgraduate in economics from Utkal
University, Bhubaneswar. He has been selected in the Indian Civil Services Examination
and is now attending the interview for his post. He enters the interview chamber after
seeking the Chairperson’s permission.
Student Worksheet:
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ADDITIONAL UNITS
NON-VERBAL COMMUNICATION
Get in touch with the way the other person feels: Feelings are 55percent body language, 38 percent
tone, and 7 percent words.
Objectives
To instill an awareness of the nuances of body language
To complement the verbal communication
The two main aspects of communication are verbal and non-verbal communication. If verbal
communication deals with words, sentences or spoken expressions, non-verbal language constitutes
body movements, gestures and facial expressions. (Body language forms a very important part of
our day to day communication. It expresses our inner feelings our conflicts and our attitudes)
Body Language
Body language includes eye contact facial expression, gestures, posture and body movements.
Experts say that very little of our communication in everyday matters takes place through actual
words. Most important are gestures, the tone and the facial expressions. As non-verbal
communication expresses individual emotions, social attitudes and feelings, it can convey more
meaning than spoken words. Different non-verbal cues may suggest different meanings. We may
annoy, displease a colleague, irritate a teacher or superior or even lose a business deal. As culture,
social class, age, occupation, ethnic background and communication contexts influence non-verbal
forms of communication, we must be very careful while using non-verbal messages.
FACIAL EXPRESSION
Facial expression refers to the use of eyes, eyebrows, fore head, and mouth. Facial expression is
another dimension of body language. Like a positive eye contact, positive and appropriate facial
expression adds meaning and helps to improve the effectiveness of a verbal message.
The following suggestions may be borne in mind.
Facial expressions must be kept natural
Positive facial expressions should be used. A good smile helps to make the atmosphere
friendly. It indicates good will and shows that the speaker is a positive and pleasant person.
However he/she should not smile constantly and contradict his/her message.
Facial expression should be consistent with the verbal message, i.e. facial expression and
content should match.
EYE CONTACT
Our eyes are usually a mirror of our truest and innermost feelings, that is why we normally distrust
people who do not maintain eye contact while telling us something, where as we believe those who
look directly at us. Since the eyes are probably the most accurate predictor of our feelings and
attitudes, we should know how to use good or positive eye contact.
Good or positive eye contact improves the effectiveness of a verbal message during oral interaction.
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Maintain eye contact while listening to someone. This will indicate you are paying attention
to what the person is speaking.
Use eye contact to show sincerity and confidence. Do not speak while looking at your feet.
This means that you are either too shy or telling lies.
If there is more than one listener as in the case of a meeting, group discussion, oral
presentation, the speaker should look at all the listeners giving each of them equal
importance.
Do not stare at a person.
GESTURES
A gesture is a visibly bodily action that may express implicit meaning. It refers to the use of
fingers, hands and arms for expression. Positive and appropriate gestures can make us better oral
communicators.
The following suggestions may help us in this regard:
Gestures should be normal/natural.
Avoid using gestures to express negative feelings. Such feelings should be expressed
verbally. For example, if we have to say ‗NO‘ we should not use fingers or shake our heads
to express it. Such -ve gestures could be very annoying for some people.
Use positive gestures.
Do not reflect nervous mannerisms
Do not use fingers too often
Use hands and arms very carefully and effectively.
While using gestures, be sure that they are consistent with the verbal message and there is
no contradiction
Learn the cultural patterns of physical gestures to avoid cross cultural misunderstandings.
POSTURE AND BODY MOVEMENTS
Your posture talks about your personality. It may tell that you are a bold, confident and dynamic
person or a timid, submissive and servile person. Use your posture and body movements to reflect
self confidence, maturity, alertness and physical stamina.
Appropriate posture and body movements may reflect positive personality traits such as maturity,
confidence, alertness and physical stamina and fitness.
DISTANCE AND POSITIONING
In our day- to- day life, very often our attitude is signified by spaces we occupy – both in relation
to others and ourselves. We stand in particular places, occupy particular chairs and maintain
specific distances vis-a-vis specific people.
Space or distance can, in general, be divided into the following broad categories.
1. Intimate distance
2. Personal distance
3. Social distance
4. Public distance
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EXAMPLES OF NON-VERBAL EXPRESSIONS AND THE EMOTIONS THEY SUGGEST
Non-verbal form Non-verbal Cue What does it suggest?
a) Eye contact - Sustained eye contact
- brief eye contact
- avoiding eye contact
- Trust, admiration, stress
- nervousness, fear
- shyness, lack of sincerity
b) Facial expression - Raising eyebrows
- Lowering eyebrows
- Furrowed forehead
- Open mouth
- Swallowing
- Frowning
- Surprise, question curiosity
- Acceptance, submission
- Anger
- Shock
- Nervousness
- Anger, displeasure
c) Posture and body
movements
- Leaning towards
A speaker/listener
- Pulling away/leaning back
- Interest
- Fear, anger, distrust
BASIC ETIQUETTE
Objectives
To recognize the importance of proper etiquette
To understand the elements and characteristics of proper etiquette.
Webster defines it as ―the forms, manners, and ceremonies established by convention as acceptable
or required in social relations, in a profession or in official life‖
Etiquette is respect, good manners, and good behavior. It is not just each of these things, but it is all
of these things rolled into one.
We will focus on five elements of behavior: Work Etiquette, Meeting People, Telephone Etiquette,
Dining Etiquette, and Correspondence Etiquette.
1. Work Etiquette: The following principles show proper etiquette. They include all
aspects of the work environment.
1. Be punctual. Arrive to work, college on time. Complete work assignments on time.
2. Be polite, pleasant and courteous.
3. Utilize effective listening skills to discover appropriate behavior. Pay attention to the
way things are done.
4. Understand the unwritten rules of business.
5. Appear as professional as possible. Being well groomed and clean is essential. Dress
for the occasion.
6. Adopt a can-do attitude. Those who accept challenges and display creativity are
valuable.
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7. Be flexible. By remaining flexible and implementing change you gain a reputation
as cooperative.
8. Give credit to everyone who made a contribution to a project or event.
9. Don‘t differentiate people by position.
2. Meeting People: When meeting people, both your nonverbal and verbal behavior helps
to define your social skills. Using effective handshake, good eye contact and making
proper introductions show correct etiquette
a. Handshake is vital in social situations.
1. Develop a comfortable handshake and keep it consistent.
2. Handshake should neither be too hard nor too soft.
3. Make a solid connection of the web skin between the thumb and forefinger.
4. The host or person with the most authority usually initiates the handshake.
b. Eye contact is another critical factor when meeting people.
1. Eye contact increases trust.
2. It shows confidence and good interpersonal skills
3. Eye contact shows respect for the person and business situation.
c. Proper introductions help to establish rapport when meeting people.
d. Authority defines whose name is said first. Say the name of the most important person first
and then the name of the person being introduced.
Tips to follow
Keep the introduction basic
Remember names for future reference
Provide some information about the people you are introducing to clarify your relationship
with that person
Keep notes on people in order to follow-up both personally and professionally
3. Telephone Etiquette: When speaking on the telephone, proper etiquette is just as important
as when you meet someone in person.
a. How you conduct yourself on the telephone tells others as much about you as face to
face interactions.
b. Always try to return your calls on the same day.
c. Keep conversations to the point.
d. Do not keep someone on hold for more than 30 seconds.
e. Always leave your phone number if you ask for someone to call you back.
f. Maintain a phone log to refer back to, for valuable information.
g. Listening is essential whether in person or on the phone.
4. Dining Etiquette: In today‘s world a tremendous amount of business is conducted at the
dinner table. Whether at home or in a restaurant, it is important to have a complete understanding
of how to conduct yourself when entertaining or being entertained.
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Anxiety while dining can be reduced by following guidelines on how to order your meal, what
utensils to use and how to use them and knowing proper table etiquette
a. Knowing guidelines on what to order will help relieve dining anxiety.
When possible let the host take the lead
Ask for suggestions/recommendations
Do not order the most expensive or the least expensive item on the menu
Avoid foods that are sloppy or hard to eat
b. Choosing the correct crockery is not as difficult as it may first appear. Knowledge of a formal
table setting will allow you to focus on the conversation rather than what utensil to use.
Note: Even though in Indian settings we do not use the table manners as given below knowledge of
these things has become a necessity because of the advent of MNCs and spreading of
foreign culture.
Eating utensils are used from the outside in. Dessert forks/spoons are placed at the top of the
plate
Everything to your right you drink. Everything to your left you eat.
Proper table manners will increase your confidence and promote your ability to show your
skills in handling social situations.
Napkin Etiquette
Place the napkin on your lap immediately after the last person has been seated at your table.
Do not shake it open
If the napkin is large put the fold toward your waist
If you must leave the table during the meal, be sure to put the napkin on your chair or to the
left of your plate.
When you are finished eating, place the napkin to the right of the plate.
Passing the Food
Always pass to the right
It is ok to pass to your immediate left if you are the closest to the item requested
Always pass the salt and pepper together
Ask the person nearest to what you want to pass the item after they have had it themselves
Eating
Begin eating only after everyone has been served
Bring food to your mouth, not your mouth to the food
Chew with your mouth closed
Always scoop food away from you
Do not leave a spoon in the cup; use the saucer or plate instead
Cut food one piece at a time
Do not smoke while dining out
Do not use a toothpick
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Do not talk with your mouth full
Take small bites, so you can carry on a conversation without the delay of chewing and
swallowing large amounts of food
5. Correspondence Etiquette
Whether you have just met someone, or have known the person for some time, it is important to
follow-up meetings with written correspondence.
Write a follow-up letter/thank you note within 48 hours.
Whether a handwritten note or formal letter, always follow guidelines for writing effective
business letters
Women should be addressed as ―Ms‖, no matter what their marital status.
Do not forget to sign your letter
Always proof read for misspelt words
Letters usually contain the following elements:
Opening: The opening should be friendly and tell the reader why you are writing
Justification: The second paragraph reinforces or justifies what you are looking for and why
you should get it.
Closing – Close the letter by seeking the person to act on your behalf on request.
Email etiquette
Always include a subject line in your message
Make the subject line meaningful
Use correct grammar and spelling
Always use a signature if you can, make sure it identifies who you are and includes alternate
means of contacting you (phone/mobile number are useful)
Use active words instead of passive
Avoid long sentences
Be concise and to the point
Conclusion
Good etiquette is a necessity and there is a need to consciously cultivate it. Good etiquette results in
good personal relations. The guidelines provided are only indicative and change according to the
situation.