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ENGLISH LANGUAGE LAB MANUAL Common to
B.E. I/IV All Branches
Academic Year 2015‐16
Department of English
MUFFAKHAM JAH COLLEGE OF ENGINEERING & TECHNOLOGY
SULTAN‐ UL‐ ULOOM EDUCATION SOCIETY
Banjara Hills Hyderabad‐34
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ENGLISH LANGUAGE LAB MANUAL Common to B.E. I/IV All Branches
Academic Year 2015‐16
Department of English
MUFFAKHAM JAH COLLEGE OF ENGINEERING & TECHNOLOGY
SULTAN‐ UL‐ ULOOM EDUCATION SOCIETY
Banjara Hills Hyderabad‐34
Name_______________________________________
Branch__________________Section______________
Roll No______________________________________
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Computer Assisted Language Learning (CALL) Lab, Department of
English
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PHONETICS
CONTENTS
CONTENTS
OBJECTIVE OF ENGLISH LANGUAGE LABS i
1.1 1.Introduction to English Phonetics 1‐4 1.2 Introduction to English Phonetics 1.3 Organs of Speech: the Respiratory, Articulatory and Phonatory systems
2. Sound System of English
2.1 Phonemic Sounds 5‐ 15 2.2 Introduction to International Phonetic Alphabet 2.3 Classification and Description of English Phonemic Sounds 2.4 Minimal Pairs 2.5 The Syllable
3. Connected speech
3.1 Strong Forms & Weak Forms 16‐ 21 3.2 Contracted Forms 3.3 Elision 4. Word Stress
4.1 Primary Stress & Secondary stress 22‐ 26
4.2 Functional Stress
4.3 Rules of Word Stress
5. Rhythm and Intonation
5.1 Introduction to Rhythm & Intonation 27‐ 29
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OBJECTIVE
The English Language Laboratory enriches language skills by using an interactive method of instruction that helps learners to achieve their goals of learning at their own pace and ability. Computer technology is used in teaching/learning procedures at all stages such as presentation, practice and feedback.
Emphasis is laid on intensive practice and assessing of one’s speech and familiarization with the use of English in natural communication situations and contexts.
The objectives of the English Language Laboratory are to:
1 expose the students to a variety of self‐instructional, learner‐friendly modes of language learning 2 provide students the freedom to learn at their own pace 3 provide students the privacy to listen, learn and speak 4 enable them to learn better pronunciation through stress on word accent, intonation, and rhythm 5 enable students not only to listen, practice and comprehend but also to speak by using the material
presented in the computer 6 enable the learners to access a variety of background information like vocabulary glosses, pronunciation
and grammatical explanations 7 train students to use language effectively to face interviews, group discussions, public speaking etc. 8 help the students cultivate the habit of reading passages from the computer monitor, thus providing
them with the required facility to face computer‐based competitive exams such as TOEFL, GRE IELTS etc. 9 promote collaborative learning 10. provide impartial feedback
11. initiate them into greater use of the computer in resume preparation,
report writing, format‐making etc.
12 achieve swift development of communicative ability through frequent
exchange of ideas and discussions with the teacher and among themselves.
‐ii‐
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1. INTRODUCTION TO ENGLISH PHONETICS
Language has a very important social purpose, because it is mainly used for linguistic communication. A language can be used in two ways for the purposes of communication. It can be spoken and written. In other words, we can communicate, using the same language, using the spoken medium or the written medium. The medium of speech is more important than the medium of writing. This is because we started speaking long before we started writing.
In order to speak correct English, good English pronunciation should be used. Learning appropriate pronunciation techniques gives one the confidence to avoid common lapses and errors in speaking.
Interestingly, there is no such thing as a ‘correct pronunciation’ because there is no one right way of speaking. The pronunciation of English varies from one country to another and no two native speakers pronounce a word alike. Even within the United Kingdom, there are variations between England, Scotland, Wales and Northern Ireland. One particular accent, called Received Pronunciation (RP) has come to be accepted as the standard pronunciation in the United Kingdom. Thus, it is better to consider pronunciation in terms of “acceptable pronunciation” and “unacceptable pronunciation” rather than correct or incorrect pronunciation. Acceptable pronunciation is, clearly intelligible to all ordinary people whereas unacceptable refers to a way of talking that is difficult for most people to understand.
It would be difficult for us to learn correct English pronunciation without learning the basics of phonetics. This is because the language has twenty‐six letters but forty‐four sounds. This means that there is no ‘one to one correspondence’ or one to one relationship between letters of English alphabet and sounds of English speech. This is the reason why many non‐native speakers find it difficult to learn English pronunciation. The duality of English spelling and pronunciation may confuse a beginner and make English pronunciation difficult to master.
Speech is of major importance since it is the primary way in which linguistic information is communicated between people. Speech is not only important; it is natural and can be mastered by everyone. Most children are biologically pre‐programmed to acquire speech as a natural human function.
Every language is a set of sounds produced with the air that we breathe out. Different sounds are produced as different parts of the mouth (e.g. tongue, lips, teeth) and the throat take different positions and as the air comes out through these positions.
To master English pronunciation, one should learn the important aspects of phonetics such as sound system, the structure of the words, their stress patterns and the rhythm of the sentences or phrases.
Phonetics and phonology are related, dependent fields for studying aspects of language. Phonetics is
the study of sound in speech; phonology is the study (and use) of sound patterns to create meaning.
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Phonetics is divided into three branches:
Articulatory phonetics It deals with the study of how speech sounds are produced by the human vocal apparatus.
Acoustic phonetics It is the study of the sound waves made by the human vocal organs for communication.
Auditory phonetics It deals with the study of how speech sounds are perceived by the ear, auditory nerve, and
brain. Brief definitions in phonetic terms: i) Phonetics is a branch of linguistics that comprises the study of human speech sounds. ii) Phonology is concerned with abstract, grammatical characterization of systems of sounds. When we speak the English language we use the tongue, the lips, the teeth in different positions, the throat and the nose in different ways to produce 44 speech sounds i.e. 20 vowels and 24 consonant sounds. These sounds are written in two ways:
The English alphabet with 26 letters in different combinations is used to form words for accuracy in spelling.
International Phonetic Alphabet for phonetic transcription facilitates accuracy in pronunciation. See the examples Debt‐ /det /, Think‐ /θink/.
The examples given above are written in a phonetic script according to the vowel system of the Received Pronunciation of England, called RP. RP or Received Pronunciation is the standard form of British English pronunciation, based on educated speech in southern England, widely accepted as a standard elsewhere. The introduction of the term Received Pronunciation is usually credited to Daniel Jones.
RP has a system of twenty vowels (twelve are Pure Vowels and eight are Diphthongs) and twenty four consonants.
Unvoiced and voiced sounds: English sounds are organized into unvoiced sounds and voiced. With unvoiced sounds, the vocal chords are not vibrated, so there is no vibration in the throat. Some consonants are unvoiced but all vowels are voiced. Unvoiced consonants include: /p/ /t/ /k/ /s/ /h/etc.
Vowel: A Vowel is a voiced sound in the production of which the air escapes through the mouth freely and continuously without any audible friction. The lips are open.
Diphthong: A diphthong is a combination of two vowel sounds or a glide from one vowel sound to another, considered as a single sound .e.g. fear/IӘ/
Consonant: A consonant is a voiced or voiceless sound which involves an obstruction of the free flow of air out of the lungs by the lower lip and the tongue (e.g. /p/ /b/ /m/). Also, the vocal cords are held wide apart without vibration or loosely together with vibration.
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In addition to the above, attention also needs to be focused on the following aspects viz. phoneme,
and syllable.
Phoneme: A phoneme is the smallest sound in a language. It is the smallest unit of speech
distinguishing one word or word element from another e.g. the sound p in tap, which differentiates
that word from tab and tag. The term is usually restricted to vowels and consonants, but some
linguists include differences of pitch, stress and rhythm. Phonemes may be recorded with special
symbols, such as those of International Phonetic Alphabet. In transcription, linguists conventionally
place symbols for phonemes between slash marks: /p/.
Syllable: A word can be divided into syllables. Each syllable is a sound that can be said without
interruption and is usually a vowel which can have consonants before and/or after it.
A monosyllabic word has only one syllable. e.g. her, its, why, not, both, since, health. A disyllabic
word has two syllables e.g. cannot, over, under, therefore, neither, doctor. A polysyllabic word has
usually more than three syllables, e.g. exciting, wonderful, fantastic, irregular, unnecessary.
1.2 Organs of Speech
When we speak, we use half of our body parts to do so, from the diaphragm, situated below the
lungs, to the mouth and nose in our faces. Speech is simply a column of air that originates in the
lungs and is modified in various ways before its passes through the lips and so out of the mouth into
the air. In addition, to their primary functions, these organs are also involved in the production of
speech and hence they are referred to as organs of speech.
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The Organs of Speech
1‐nasal cavity
2‐lips
3‐teeth
4‐aveolar ridge
5‐hard palate
6‐velum (soft palate)
7‐uvula
8‐apex (tip) of tongue
9‐blade (front) of tongue
10‐dorsum (back) of tongue
11‐oral cavity
12‐pharynx
13‐epiglottis
14‐larynx
15‐vocal cords
16‐trachea
17‐esophagus
Essentially speaking, speaking is modified breathing; it makes use of the resources involved in
normal respiration, but in a controlled way. When we speak, we breathe more air than usual.
The organs of speech can be studied under three systems – The respiratory, the phonatory and the
articulatory systems.
1) The respiratory system comprises the lungs, the muscles of the chest and the windpipe (trachea). 2) The articulatory system comprises oral cavity and nasal cavity. The chief articulators in this system are lips(upper and lower) , teeth (upper and lower), hard palate, soft palate/velum, uvula and the tongue.
3) The Phonatory system comprises the larynx which is commonly called Adam’s apple. Vocal cords and glottis are situated in the larynx.
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Answer the following questions
1. Define Phonetics. 2. Give the full form of IPA and RP. 3. Define organs of speech. Give two examples. 4. What is a phoneme? 5. What are allophones? 6. How many vowel sounds are there? 7. How many consonant sounds are there in English? 8. What is the difference between a vowel and a consonant sound? 9. Write a brief definition of a consonant with an example. 10. What are monophthongs? 11. What is a diphthong? 12. How many short and long vowels are there in English sound system? 13. What is the other name for a diphthong? 14. How are vowel sounds produced? 15. Define organs of speech. Give two examples
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2. SOUND SYSTEM OF ENGLISH
English is spoken all over the world and each country has its own way of using the language. We Indians follow standard British English and recognize Received Pronunciation as our model.
In English, there are twenty‐six letters but forty‐four sounds. The sounds of English are divided into two main categories: the vowel sounds and the consonant sounds. There are twenty vowel sounds which are subdivided into monophthongs or pure vowels (twelve) and diphthongs or vowel glides (eight). The consonant sounds are twenty‐four in number.
2.1 Phonemic sounds In a language or dialect, a phoneme (Greek: "a sound uttered") is the smallest segmental unit of sound employed to form meaningful contrasts between utterances .e.g. kit and skill.
Phones that belong to the same phoneme, such as [t] and [tʰ] for English /t/, are called allophones. A common test to determine whether two phones are allophones or separate phonemes rely on finding minimal pairs: words that differ by only the phones in question. For example, the words tip and dip illustrate that [t] and [d] are separate phonemes.
2.2 Introduction to International Phonetic Alphabet As the letters of English alphabet can be a poor guide to pronunciation, it is advisable to learn the phonetic symbols of English speech because these symbols are a reliable guide to English pronunciation. All the forty‐ four sounds of English speech are represented by specific symbols. The source for these symbols is the International Phonetic Alphabet (IPA), a system of transcription which attempts to represent each sound of human speech using symbols. Knowledge of these symbols is useful in referring to a dictionary to find out the pronunciation of any word. Every good dictionary contains a list of these pronunciation symbols. International Phonetic Alphabet for English as per RP There are twenty vowels and twenty four consonants‐ recognized as distinctive by the International Phonetic Association. Knowledge of these phonetic symbols enables learners to pronounce English words correctly.
All these sounds are represented by specific symbols known as phonetic symbols or phonemic symbols. The source of these symbols is the International Phonetic Alphabet (IPA).
Vowel sounds A vowel sound is unobstructed in articulation as it is produced without friction. There are twenty(20) vowel sounds in English sound system and are divided into two categories namely monophthongs /pure vowels and diphthongs/glides based on sound production. Monophthongs are twelve (12) while diphthongs are eight (8) in number.
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Vowels are differentiated by their position of the tongue and the lips in contrast to consonants,
where voice, manner and place of articulation serve as descriptive categories. While consonants are
produced with the help of many organs, vowels depend only on the position of the tongue and the lips.
Monophthongs / pure vowels (12)
Short Vowels (7)
Diphthongs/Glides(8)
S.No Phonemic Symbol Example Phonemic Symbol Example
1 /е/ Pen 1 / / name / day
2 /ə/ Ago 2 / / try / eye
3 /I/ Sit 3 / / boy / soil
4 /æ/ Man 4 / / mouth / cow
5 /ʊ/ Put 5 /ӘU/ nose / go
6 /ɒ/ Cot 6 /IӘ/ ear / near
7 /Λ/ Cup 7 /eӘ/ hair / fair
Long vowels(5) 8 /UӘ/ tour / pure
1 / / Sheep
2 / / Farm
3 /U:/ Cool
4 / / Horse
5 / / Bird
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Classification and description of English phonemic sounds
Description of Monophthongs (Vowels are produced with the tongue remaining at just one position).
Front vowels
The defining characteristic of a front vowel is that the tongue is positioned as far in front as possible in
the mouth without creating a constriction that would be classified as a consonant. Front vowels are
sometimes also called bright vowels because they are perceived as sounding brighter than the back
vowels. The Front vowels are
/I/ a centralized front, half‐open, unrounded vowel
/i:/ a front, close, unrounded vowel
/e/ a front, unrounded vowel between half‐close and half‐open
/æ/ a front, unrounded vowel just below the half‐open position
Central vowels
The defining characteristic of a central vowel is that the tongue is positioned halfway between a front
vowel and a back vowel. Central vowels are
/ / a central, unrounded vowel between open and half open.
/ / a central unrounded vowel between half‐close and half‐open
/ə/ a central, half‐open, unrounded vowel
Back vowels
The defining characteristic of a back vowel is that the tongue is positioned as far back as possible in the
mouth without creating a constriction that would be classified as a consonant. Back vowels are
sometimes also called dark vowels because they are perceived as sounding darker than the front
vowels. Back vowels are:
/ / a back, open, unrounded vowel
/ ɒ / a back, open, rounded vowel
/ / a back, rounded vowel between half‐open and half‐close.
/ / a centralized, back, rounded vowel
/u: / a back, close, rounded vowel
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Diphthongs
A diphthong is a vowel glide i.e. the tongue moves from one vowel position to another vowel position
in the same syllable. Diphthongs are eight in number. The first five are called as closed diphthongs and
the last three are called as centering diphthongs.
Closed diphthongs
/ / a glide from front, unrounded vowel just half‐close to centralized, front, unrounded vowel just above half‐close.
/ / a glide from a front, open, unrounded vowel to a centralized, front, unrounded
vowel just above half‐close.
/ / a glide from a back, unrounded vowel between the open and half‐open
positions to a front, unrounded vowel just above the half‐close position.
/ / a glide from back, open, unrounded position to a centralized, back, rounded
vowel just above the half‐close position.
/ӘU/ a glide from central, unrounded vowel between half‐close and half‐open to a
centralized, back, rounded vowel just above the half‐close position.
Centering diphthongs / IӘ / a glide from a centralized front unrounded vowel just above half‐close to a central, unrounded vowel between half‐close and half –open.
/UӘ/ a glide from a centralized, back, unrounded vowel just above half‐close to a
central, unrounded vowel between half‐close and half‐open.
/еӘ/ a glide from a front, half‐open unrounded vowel to a central, unrounded vowel
between half‐close and half ‐open
Consonant Sounds
In articulatory phonetics, a consonant is a sound in spoken language that is characterized by a closure or stricture
of the vocal tract sufficient to cause audible turbulence. In other words, a consonant sound is defined as a speech
sound that is produced with the stoppage of air. They are twenty‐four in number and are classified according to
the nature of constriction as plosives, affricates, nasals, fricatives, semi vowels, trill/ flap and lateral. These are
listed below.
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Three parts description (three term label) of English consonants
Sl . No. Phonemic Symbol Voicing Place of Articulation Manner of Articulation Examples
1 /p/ Voiceless Bi‐ labial Plosive pin , spin
2 /b/ Voiced Bi – labial Plosive big, about
3 /t/ Voiceless Alveolar Plosive tank, activate
4 /d/ Voiced Alveolar Plosive doctor, adept
5 /k/ Voiceless Velar Plosive king, speaker
6 /g/ Voiced Velar Plosive gone, begin
7 /f/ Voiceless Labio‐dental Fricative fill , force
8 /v/ Voiced Labio‐dental Fricative vow, vivid
9 /θ/ Voiceless Dental Fricative think, atheist
10 /ð/ Voiced Dental Fricative there, weather
11 /s/ Voiceless Alveolar Fricative select, same
12 /z/ Voiced Alveolar Fricative zoo, busy
13 /ʃ/ Voiceless Palato‐alveolar Fricative sugar, cash
14 /ʒ/ Voiced Palato‐ alveolar Fricative vision, treasure
15 /h/ Voiceless Glottal Fricative hall, behind
16 /ʧ/ Voiceless Palato‐alveolar Affricate chain, catch
17 /ʤ/ Voiced Palato‐alveolar Affricate jug, judge
18 /m/ Voiced Bilabial Nasal man, calm
19 /n/ Voiced Alveolar Nasal nose, canal
20 /ŋ/ Voiced velar Nasal king, sing
21 /j/ Voiced Palatal Semi‐vowel you, yesterday
22 /w/ Voiced Bilabial Semi‐vowel wonder, win
23 /r/ Voiced Post‐ alveolar Trill/ Flap red, great
24 /l/ Voiced Alveolar Lateral love, claim
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The following consonant symbols have their usual English sound values: /p/, /b/, /t/, /d/, /k/, /g/, /m/, /n/, /l/, /r/, /f/, /v/, /s/, /z/, /h/, /w/
Description of consonant sounds
Place of Articulation:
Bilabial: The two lips are the articulators. There are four bilabial sounds.
Alveolar: The tip or the blade of the tongue is the active articulator and the teeth ridge is the passive
articulator. There are six alveolar sounds.
Velar: The back of the tongue is the active articulator and the soft palate is the passive articulator. There are
three velar sounds.
Labio‐dental: The active articulator is the lower lip and the passive articulators are the upper front teeth.
There are two labio‐dental sounds.
Dental: The active articulator is the tip of the tongue and the passive articulators are the upper front teeth.
There are two dental sounds.
Palato‐alveolar: The tip of the tongue or the tip and blade of the tongue is/are the active articulator(s) and the
teeth‐ridge is the passive articulator. There are four palato‐alveolar sounds
Post‐alveolar: The tip of the tongue is the active articulator and the part of the roof of the mouth that lies
immediately behind the teeth ridge is the passive articulator. There is only one post‐alveolar sound.
Glottal: Glottal sounds are produced at the glottis and the two vocal cords are the articulators. There is only
one glottal sound.
Palatal: The front of the tongue is the active articulator and the hard palate is the passive articulator. There is
only one palatal sound.
Manner of Articulation
Plosives: Sounds that are produced with a stricture of complete closure and sudden release are called
plosives. There are six plosives.
Fricatives: Sounds that are articulated with a stricture of close approximation i.e. there is no closure
anywhere; there is only a narrow gap between the active articulator and the passive articulator and when air
passes through this gap there is audible friction. There are nine fricatives.
Affricates: Sounds that are produced with a stricture of complete closure and slow release are called
affricates. There are two affricates.
Nasals: Nasal sounds are articulated with a stricture of complete oral closure leaving the nasal passage of air
open. There are three nasal sounds.
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Semi‐Vowels: Sounds that are articulated with a stricture of open approximation are called frictionless
continuants (approximants) and semi‐vowels. They differ from vowels as they are momentary in nature and
cannot be prolonged. There are two semi‐vowels.
Trill/Flap: Sound that is articulated with a stricture of intermittent closure is called trill or rolled consonant.
Here the active articulator strikes against the passive articulator several times resulting in the air to escape
between the two articulators. In English /r/ in the initial position of a word such as ‘ran’ or ‘red’ is a Trill or
rolled consonant.
When the active articulator strikes against the passive articulator just once and then quickly flaps forward the
consonant is known as tap or flap. E.g., the sound /r/ which occurs in the medial position of the word ‘very’ is
a Flap.
Lateral: Lateral sound is articulated with a stricture of complete closure in the centre of the vocal tract but the
air escapes along the sides of the tongue without any friction. There is only one lateral sound in English.
2.4 Minimal Pairs
Minimal pairs are pairs of words or phrases whose pronunciation differ at only one segment. This
segment can be either vowel or consonant sound. E.g. Sheep and ship, cheer and jeer. Practice in
listening to, and repeating minimal pairs will enable one to be accurate in differentiating different
sounds. For instance, in a sentence like ‘there is a sheep on a ship’. Mispronouncing the words sheep
and ship can lead to a funny situation.
Practice the minimal pairs given below saying them aloud and notice it Minimal pairs Phonetic symbols Minimal pairs Phonetic symbols sheep/ship / hurt/heart /
tin/ten / worse/verse /
bet/bat / worse/worth /
bet/bait / ass/as/ash / /
bat/bard /
cat/cut /
cat/cart /
cart/cut /
cut/curt /
look/loop /
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cart/caught /
caught/cot / ɒ
caught/coat /
caught/curt /
coat/cot / ɒ
coat/cool /
air/A /
tail/toil /
tail/tell /
tail/tile /
tile/toil /
rot/lot /
pull/bull /
2.5 The Syllable
The unit that comes next in the hierarchy of speech sounds is the syllable. Every word in English is
made up of one or more syllables. To determine the number of syllables in a word, it is better to
write the phonetic transcription of the word and then mark syllable‐division in the transcribed
version.
A syllable consists of vowels and consonants. The nucleus or the central element of a syllable is
normally a vowel sound and the marginal elements are usually consonant sounds. For example, in a
syllable like cat, the vowel sound represented by the letter ‘a’ is the nucleus.
Here are some examples:
In the word receipt /risi:t/ , the syllables are /ri/ and /si:t/.
In the word answer / a:nsə / , the syllables are /a:n/ and /sə /
In the word about /əb t/, the syllables are /ə/ and /b t/.
It is noticed that in the word about the first syllable is just a vowel. This means that a single vowel
sound itself can constitute a syllable.
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Types of syllables
Using the symbols V and C, representing the vowel and the consonant element respectively, we can
analyse the structure of different kinds of syllables. Analyzed below are the types of syllables in
English.
Type 1 V I
a
/aI/
/eI/
Type – 2 VC an at
/æn/ /æt/
Type‐3 CV no
go
/nӘU/
/gӘU/
Type – 4 CVC cat
but
/kæt/
/bΛt/
Type ‐5 CCV try
grow
/traI/
/grӘU/
Type‐6 CCCV Spray
Spree
/spreI/
/spri:/
Type‐7 CCCVC Spread
Scream
/spred/
/skri:m/
Type‐8 CCCVCC Strange
Script
/streinʤ/
/skript/
Type‐9 CCCVCCC Strands
Strengths
/strænds/
/strenθs/
Type‐10 CVCCCC Tempts
Texts
/tempts/
/teksts/
Type‐11 CCVCCCC Twelfth /twelfθ/
Type ‐12 CCVCCC Drenched
Grasps
/drenʧt/
/gra:sps/
Type‐13 CCVCC Breathed
Branch
/bri:ðd/
/bra:nʧ/
Type‐14 CVCC Belt
Self
/belt/
/self/
Type‐15 VCC And
end
/ænd/
/end/
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Answer the following questions
1. How are Bilabial sounds articulated? 2. How are Labio‐dental sounds articulated? 3. How are the Dental sounds articulated? 4. How are Alveolar sounds articulated? 5. How are Post alveolar sounds articulated? 6. How are Palato‐alveolar sounds articulated? 7. How are palatal sounds articulated? 8. How are Velar sounds articulated? 9. How Glottal are sounds articulated? 10. What are voiced and voiceless sounds? 11. How are plosives sounds articulated? 12. How many nasal sounds are there? 13. What are fricatives? Give two examples.
14. What is an affricate? Give two examples.
15. What are semi vowels? Give two examples.
16. What is a minimal pair?
17. What is a Syllable?
18. What is the central part of a syllable?
19. What are polysyllabic words?
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3. CONNECTED SPEECH
Connected speech is an utterance made of several words. In English connected speech we can find accentual features that are similar to the central features of polysyllabic words said in isolation.
In a polysyllabic word said in isolation, one syllable stands out from the rest. This prominent syllable is said to receive the stress.
At times two syllables stand out from the rest, one carrying primary or tonic accent and the other carrying secondary accent. Similarly, in connected speech some words stand out from the rest.
In the following examples the words that stand out from the rest are marked with a vertical bar:
He came. Meet me at ten. Take the dog for a walk. Buy me a pen. Sing a song.
If the sentences above are said neutrally, without any special emphasis, the words marked with a vertical bar above them will stand out from the rest.
It can be reiterated that in a polysyllabic word if more than one syllable stands out, only one of the prominent syllables will receive the primary accent. The same is the case with connected speech. If in a bit of connected speech several syllables are prominent, only one will receive the primary or tonic accent. This is usually the last prominent syllable.
The syllables in a polysyllabic word which do not receive the accent when said in isolation do not have the potentiality of receiving the accent, if they are a part of connected speech. Indeed connected speech has accentual patterns similar to individual words in that, in both connected speech and isolated words, some words are prominent while the others are not.
There is an important difference between connected speech and words said in isolation. A word like
submit can be pronounced only as sub mit and never as submit. In a word like remember only the second syllable mem can be prominent.
Note that the choice of the syllable receiving primary accent depends on the meaning the speaker wants to convey. For example, in the sentence‐ He came‐ if the speaker wants to emphasize that the person referred to as he came and not anyone else, he will then pronounce the word he with primary accent. Both He \came and \He came are possible.
Thus, it is evident that since the meaning conveyed by an utterance largely determines the accentual patterns in connected speech, the accentual patterns in connected speech are freer than those of individual words. In spite of this certain words in connected speech are more likely to receive accent than certain other words. In normal speech, content or lexical words are more likely to receive accent than form or structural words. Content words are nouns, adjectives, adverbs, main verbs, demonstrative and interrogative pronouns. Form words are auxiliary or helping verbs, prepositions, articles, conjunctions, personal pronouns and relative pronouns. In utterance said without any special emphasis, content words receive accent and form words do not.
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3.1 Strong and Weak Forms Here are the structure words and their strong and weak forms. Practise using weak forms in sentences.
Word Strong form Weak form
A /eɪ / /ə/
Am /æm/ /əm/
An /æn/ /ən/
And /ænd/ /ənd/, /ən/, /n/
Are /ɑː/ /ə/
As /æz/ /əz/
At /æt/ /ət/
Be /bi:/ /bɪ /
Been /bi:n/ /bɪn/
But /bʌt/ /bət/
Can /kæn/ /kən/
Could /kʊd/ /kəd/
Did /dɪd/ /dɪd/
Do /du:/ /dʊ/
Does /dʌz/ /dəz/
For /fɔ:/ /fə/
From /frʌm/ /frəm/
Had /hæd/ /həd/, /əd/
Has /hæz/ /həz/, /əz/
Have /hæv/ /həv/, /əv/
He /hi:/ /hɪ /, /ɪ /
Her /hɜ:/ /hə/
Him /hɪm/ /ɪm/
His /hɪz/ /ɪz/
Is /ɪz/ /z/, /s/
Me /mi:/ /mɪ /
Must /mʌst/ /məst/
Of /ɒv/ /əv/, /v/
Shall /ʃæl/ /ʃəl/
She /ʃi:/ /ʃɪ/
Should /ʃʊd/ /ʃəd/
Some /sʌm/ /səm/
Than /ðæn/ /ðən/
That /ðæt/ /ðət/
The /ðʌ/, /ði:/ /ðə/
Them /ðem/ /ðəm/
There /ðeə/ /ðə/
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To /tu:/ /tʊ/, /tə/
Us /ʌs/ /əs/
Was /wɒz/ /wəz/
Were /wɜ:/ /wə/
Who /hu:/ /hʊ/
Will /wɪl/ /l/
Would /wʊd/ /wəd/
3.2 Contracted forms A contraction is the shortening of a word, syllable, or word group by omission of internal letters. In traditional grammar, contraction can denote the formation of a new word from one word or a group of words, for example, by elision. In strict analysis, contractions should not be confused with abbreviations or acronyms, with which they share some semantic and phonetic functions
Pronoun+ verb Contraction
Transcription
I am I’m /aɪm/
I have I’ve /aɪv/
I shall/will I’ll /aɪl/
I would/should/had I’d /aɪd/
You are You’re | jɔ:/
You have You’ve /ju:v/
You will You’ll /ju:l/
You would/should/had
You’d /ju:d/
We are We’re /wɪə/
We have We’ve /wi:v/
We should/would/had We’d /wi:d/
They are They’re /ðeə/
They have They’ve /ðeɪv/
They will They’ll /ðeɪl/
They should/would/had
They’d /ðeɪd/
He is/has He’s /hi:z/
He will He’ll /hi:l/
He would/should/had He’d /hi:d/
She is / has She’s /ʃi:z/
She will She’ll /ʃi:l/
She would/should/had She’d /ʃi:d |
It is / has It’s /ɪts/
It will It’ll /ɪtl/̩
It would/should/had It’d /ɪtəd/
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Aux.verb+not Contraction Transcription
Are not Aren’t /ɑːnt/
Can not Can’t /kɑːnt/
Could not Couldn’t /kʊdnt |
Will not Won’t /wəʊnt/
Would not Wouldn’t /wʊdnt/
Does not Doesn’t /dʌznt/
Do not Don’t /dəʊnt/
Has not Hasn’t /hæznt/
Have not Haven’t /hævn̩t/
Had not Hadn’t /hædnt/
Is not Isn’t /ɪznt/
Was not Wasn’t /wɒznt/
Must not Mustn’t /mʌsnt/
Need not Needn’t /ni:dnt/
Ought not Oughtn’t /ɔːtnt/
Shall not Shan’t /ʃɑːnt/
Should not Shouldn’t /ʃʊdnt/
Dare not Daren’t /deənt/
3.3 Elision Elision is the omission of one or more sounds (such as a vowel, a consonant, or a whole syllable) in a word or phrase, producing a result that is easier for the speaker to pronounce. Sometimes, sounds may be elided for euphonic effect.
Elision is normally unintentional, but it may be deliberate. The result may be described as "slurred" or "muted."
An example of deliberate elision occurs in Latin poetry as a stylistic device. Under certain circumstances, such as one word ending in a vowel and the following word beginning in a vowel, the words may be elided together. Thus the word them which is pronounced /em/ in isolation, may be heard as / m/ in connected speech, when the word does not receive any accent. Thus, the vowel in this word gets elided.
(For a complete list, please refer to the list of weak forms).
Elision of Vowels Initial /ə/ is often elided in rapid speech and we often hear get another as /ɡetnʌðə/. It should be remembered, however that the loss of this vowel is compensated by the addition of a syllabic consonant.
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To cite another example, the expression not alone may be heard as / | nɒtləʊn /. /ə/is elided also in expressions like butter and jam /bʌtən dʒæm /, After a while /ɑː ə waɪl/, father and mother /fɑːðən mʌðə / and so on.
Elision of Consonants One does come across examples of consonants being elided in colloquial speech. A few examples are given below. a) /t/ in next is elided in next day / neks deɪ / b) /t/ in last is elided in last time /lɑːs taɪm/ c) /t/ in left is elided in left turn / lef tɜːn / d) /t/ in kept is elided in kept quiet / kep kwaɪət/ e) /t/ in mustn’t is elided in mustn’t lose / mʌsn lu:z/ d) /t/ in hasn’t is elided in hasn’t she / hæzn ʃi: /
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Answer the following questions
1. What is connected speech? 2. What are the features of connected speech? 3. In connected speech which words are likely to be accented? 4. ‘The choice of primary accent depends on the meaning the speaker wants to convey’—explain
the statement with suitable examples. 5. Define content words and form words. 6. Lexical words are more likely to receive accent. (True/False) 7. Structural words are more likely to receive accent. (True/False) 8. What do you mean by strong and weak forms of words? Give two examples. 9. Write strong and weak forms of the following words
Been, Must, you, her, Should. 10. What is contraction? Give two examples with their phonemic transcriptions. 11. Write contracted forms of the word groups in transcription
I am, You will, It would, They are, We are, Must not 12. What is elision? Give suitable examples of elision of vowel and elision of consonant. 13. Give an example where /t/ is elided
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4. WORD STRESS
Syllable Division and Word Accent Word accent or stress plays an important role in English speech. Without proper stress, a person’s
speech may pose several difficulties for the listeners. To understand stress, one has to understand
syllables. A syllable is a unit of pronunciation having one vowel sound and forming all or part of a
word i.e. no syllable can be formed without a vowel in it.
Vowels form the nucleus or central part of the syllable. Consonants are marginal and occur at the
beginning or at the end of a syllable. For e.g. in the word book (b k) the underlined sounds are
consonants while is the nucleus. And it may be noted that vowels can stand by themselves and
form a nucleus (e.g. a pen) whereas consonants cannot.
4.1 Primary and Secondary Stress In an English word of more than one syllable, one of the syllables stands out of the rest and this
syllable is said to receive the accent. In other words, when we speak English, we do not pronounce
all the sounds equally. Certain sounds are heard more prominently than others. These prominent
sounds receive or carry the stress. The syllables that are not uttered as loudly as the stressed
syllables are known as unstressed syllables. It must be noted that in order to mark the accent, a
word must have a minimum of two syllables .e.g. ago (Ә‐gӘU), story (st ‐rI).
There are several polysyllabic words in which more than one syllable in each word may be
prominent. The syllable with the heaviest stress is called the primary stress and the other receiving
the light stress is known as secondary stress.
The primary stress is generally marked with a vertical bar that is placed above and before the
syllable to which it refers e.g. problem. The secondary stress is marked with a small vertical bar
below and in front of the syllable to which if refers e.g. ˌproble matic.
A few words with both primary and secondary stress are given below:
ˌExami'nation ˌDepo'sition ˌBu'reaucracy
ˌInter'national ˌ Notifi'cation ˌCere'monial
ˌCate'gorical ˌInterpo'lation ˌPatri'otic
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The stress patterns of a few words are listed below:
Two syllable words with stress on the first syllable
'Able 'captain 'infant 'union ' Ration
'Open 'vapour 'baggage 'sailor 'nectar
Two syllable words with stress on the second syllable
A 'bout be' cause be' tween Ca 'nal de 'ceive ma'tric
Three syllable words with stress on the 1st syllable
'Accident 'absolute 'aeroplane 'Permanent 'forgery
'Vacancy 'laminate 'detonate 'bakery
Three syllable words with Stress on the 2nd Syllable
Es 'sential Foun 'dation Con 'trastive De' velop Ag' reement
Three syllable words with Stress on the 3rd Syllable
Ciga 'rette Engi' neer Recom' mend Guaran 'tee Under'stand
Change in accented syllables or stress shift
There are a number of words in which the derived word takes the accent on the same syllable on
which, the word from it is derived, takes the accent (i.e. in certain words, the derivatives do not
experience a shift in the accented syllable). For e.g.
A'gree a'greement Be'hold be'holden An'noy an'noyance
However there are a number of derivatives in which there is a change in the accented syllables. A
few examples are given below:
A'cademy, Aca'demic, Acade'mician Ex 'amine, Exam'inee, Exami'nation
4.2 Functional stress(Accent changes with word function) There a number of words in which accent depends upon whether the words are used as
nouns/adjectives or as verbs.
If these words are used as nouns or adjectives, the accent is on the first syllable and if these are
used as verbs, the accent is on the second syllable. A few examples are given below:
'Import Im'port 'Object Ob'ject
'Perfect Per'fect 'Permit Per'mit
'Present Pre'sent 'Conduct Con'duct
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Accent in Compound Words
A compound word is a word composed of two separable words. In spelling them, there may or may
not be a hyphen between the two elements forming the compound.
In most compound words in English the primary accent falls on one of the two elements. The most
common type in English is the first of the two elements receiving the primary accent, e.g.
'Tea party 'Bookshelf 'Cardboard 'Crossword 'footprint 'Mailbag 'postman 'dining room 'hairbrush
There are however, a few compound words with –ever and –self as the second elements in which
the second element receives the primary accent. A few examples are given below:
Her'self Them'selves Him'self My'self
How'ever When'ever Who'ever What'ever
There are other compound words in which both the elements are accented but the primary
accented falls on the second element, e.g.
After'noon country' house post 'graduate
Bad 'tempered home 'made vice‐'chancellor
In words of three elements the stress is on the second element. e.g.
Hot 'water bottle waste 'paper basket blue 'coloured pen white 'collared gentry
4.3 Rules of word stress
1. Words with weak prefixes always take the accent on the root, e.g. A'board a'head a'lone be'cause be'come be'low be'neath
2. Prefixes with negative connotations get stressed, e.g. Dis'loyal un'kind ill 'tempered in'sincere
Half'finished il'logical un'couth
3. In the inflexional suffixes ‐ed, ‐es and‐ ing do not affect the accent, e.g.
Recom'mend recom'mended Suc'cess‐ suc'cesses
Re 'late‐re'lated Ad'vance‐ad'vancing
Com 'pose‐com 'poses Co'mmit ‐com'mitting
4. Certain derivational suffixes do not normally affect the accent.
Example, the suffixes –age, ‐ance, ‐en, ‐ er, ‐ ess, ‐ful, ‐hood, ‐ice, ‐ish, ‐ive, ‐ly, ‐ ment, ‐ness, or, ‐
ship, ‐ter, ‐ure and –zen
‐age 'carry 'carriage
‐ance an'noy an'noyance
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‐en 'bright 'brighten
‐er at 'tend at 'tender
‐ess 'actor 'actress
‐ful 'beauty 'beautiful
‐hood 'brother 'brotherhood
‐ice 'coward 'cowardice
‐ish 'fever 'feverish
‐ive a'buse a'busive
‐less 'colour 'colourless
‐ly 'certain 'certainly
‐ment a'chieve a'chievement
‐ness bit'ter bit'terness
‐or col'lect col'lector
‐ship 'scholar 'scholarship
‐ter 'laugh l'aughter
‐zen 'city 'citizen
5. Words ending in –ion take the primary accent on the penultimate syllable, e.g. Admi'ration appli'cation comb'ination prepa'ration Deco 'ration determ'ination exami'nation 'nation 6. Words ending in –ic, ical, ‐ically, ‐ious, ‐ial, ‐ially take the primary accent on the syllable
preceding the suffix, e.g.
‐ic ter'rific, pa'thetic ‐ical bio'logical op'tical
‐ically 'chemically sta'tistically ‐ious a'trocious no'torious
‐ial com'mercial me'morial ‐ially com'mercially dra'matically
7. Words ending in –ity take the accent on the ante penultimate syllable or the third syllable from
the end, e.g.
A'bility ca'pacity elec'tricity
E'normity fu'tility o'pacity
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Answer the following questions
1. What is meant by (a) primary accent and (b) secondary accent
2. What is meant by ‘word stress’ or ‘word accent’?
3. Mark the stress on the following words
Development, Electricity, Knowledge, Assertive, Paucity, Combination, Achieve
4. Words with weak prefixes take stress on ____________ 5. Words ending in – ion take the primary stress on ________ 6. Words ending in – ic , ical take the primary stress on_______ 7. Words ending in – ity take the stress on ______________
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5. RHYTHM AND INTONATION
5.1 Introduction English is said to have a stress‐timed rhythm. This means that in an English utterance, the strong, prominent or accented syllables have the tendency to occur at regular intervals of time, irrespective of the number of weak or unaccented syllables between any two accented syllables.
There are a number of words in English which have two or more qualitative and quantitative
patterns depending upon whether they are accented or not. When these words are accented or
pronounced in isolation, the strong forms of these words are used; when they are unaccented, the
weak forms of these words are used.
The weak forms exhibit reductions of the length of sounds, weakening of the vowels in them (many
of these words are pronounced with /i/, /u/ or / ə / in their weak forms) and also in the elision of
vowels and consonants. Given below are some of the common words with two forms.
Articles Strong form Weak form
A /eI/ / ə /
An / æn/ / ən/
The / ð i:/ /ðI/ before a vowel and / ðə / before a consonant
Auxiliary Verbs: Am, Are, Can, Could, Does, Do, Had, Has, Have, Is, Must, Shall, Was, Were, Will, Would Prepositions: At, For, From, Of, To Conjunctions: And, As, Than, That, But Others : Be, Been, He, Her, Him, His, Me, Not, She, Sir, Some, There, Us, We, Were, Who, You Weak forms of prepositions are not used when they occur finally in a sentence. The vibration of vocal cords produces a musical note called voice. During normal speech, in the case of an adult male the vocal cords vibrate between 80 and 120 times a second and between 150 and 200 times a second in the case of an adult female. The rate at which the vocal cords vibrate is called the frequency of the vibration and this determines the pitch of the voice. The more rapidly the vocal chords vibrate, the higher will be the pitch. Rhythm and Intonation Rhythm and intonation blend together to lend charm to English speech. Intonation indicates variation of voice or pitch in words, phrases, clauses and sentences. In certain words we stress certain syllables and do not stress certain other syllables,for e.g. in the word about, the ‘b’ sound is more prominent than the other sounds. Besides this, we change the stress in syllables when they have the same spelling for both noun/adjective and verb, for e.g. lconduct, con l duct. Content or Lexical words are generally stressed
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With respect to the variation of the pitch in phrases, clauses and sentences, note that
we normally stress certain syllables of content words (nouns, demonstratives, interrogative pronouns, main verbs, adjectives and adverbs) while
Structural or Form words are generally not stressed (articles, personal and relative pronouns, auxiliary/ helping verbs, prepositions and conjunctions). Intonation also signifies the attitude of the speaker such as anger, disgust, excitement, indifference, concern, etc. This makes intonation a highly intricate aspect of our speech. It is also possible to change the pitch movement of syllables depending on the meaning we want to convey. For e.g. I love \ coffee. (I may not like tea.)I \ love coffee. (note the change in emphasis‐ strong liking for tea . \ I love coffee. (unlike my sister). The basic tunes, which constitute intonation, are the rising and falling tunes. The rise and fall of the pitch occur at the more prominent stressed syllable. The nucleus/tonic syllable is that one which receives the pitch movement. Generally speaking the tonic syllable is the primary syllable of the last important word in a given group of words. Intonation/Tones / Tunes The pitch at which stressed syllables are uttered in natural speech can be high to low, low to high or a combination of the two. As stated above, the pitch never remains at the same level in any human expression. This pitch fluctuation constitutes the melody of the language. When the pitch rises, it is called rising tone. If the pitch falls, it is known as falling tone. The symbols for them are as follows: Rising tone (/) Falling tone (\) While the rising tone sign is placed below the word before the syllable that marks the rising pitch, the falling tone sign is placed above the word before the syllable that marks the falling pitch. Examples are as follows: Rising tone or glide – up
/One, /two, /three \good‐/bye
Falling tone or glide – down \Splendid! Throw it \out! The oblique signs are stronger than the vertical bars. The shape of the tone or tune, depends on the speaker’s attitude and the word group that carries the meaning or ideas the speaker wants to express. From this word group starts the rising or falling of the tone or tune.
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Answer the following questions
1. What is a tone?
2. Discuss the importance of Rhythm and Intonation in Speech.
3. What is Intonation?
4. What is a tonic syllable?
5. What is a Kinetic tone? How many Moving (Kinetic tones) are there in English?
6. What is a Static Tone?
7. When is falling tone generally used?
8. When is rising tone used?
9. When is falling –rising tone used?
10. When is rising‐falling tone used?
11. How many Kinetic tones are there in English?
12. Briefly define (a) voice and (b) pitch
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INTERACTIVE LANGUAGE LABS
36
Lab II
Interactive Skills
CONTENTS
6 –Presentation Skills
6.1 Making effective presentations 33‐ 41 6.2 Expressions used in presentations 6.3 Use of non‐verbal communication 6.4 Coping with stage fright 6.5 Handling question and answer session 6.6 Use of audio‐visual aids 6.7 Power point presentations
7‐ Interview Skills
7.1 Planning and preparing for interviews 42‐ 46
7.2 Facing interviews confidently
7.3 Use of suitable expressions during interviews.
8 ‐ Group Discussion 47‐ 54
8.1 Objectives of a GD 8.2 Types of GD’s 8.3 Initiating, continuing and concluding a GD. 8.4 Team work
9 –Debate 55‐ 58
9.1 Differences between a debate and a group discussion
9.2 Essentials of a debate
9.3 Participating in a Debate
10‐ Public Speaking 59‐ 62
10.1 Advantages of Public Speaking 10.2 Essentials of an effective speech
10.3 Rehearsal techniques
10.4 Planning and delivering a speech
10.5 Speaking Strategies
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11‐ Role Play 63‐ 66
11.1 Introduction
11.2 Use of dialogues in a variety of situations and settings
12‐ Use of dictionary and thesaurus 67‐ 71
12.1 Advantages of using a dictionary. 12.2 Effective use of a dictionary. 12.3 Advantages of using a thesaurus. 12.4 Effective use of a thesaurus.
13‐Listening Activities
13.1 Importance of listening 72‐ 73
13.2 Tips or effective listening
13.3 Summaries of Chapters 6 to 12 74‐84
13.4 Notes and Viva Questions 85
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6. PRESENTATION SKILLS
Objective
learn to speak concisely, clearly and confidently learn to be more sensitive and skilled communicator learn to consider what listeners want, need, like, care about learn the power of speech‐‐words have emotional content learn to focus on the topic and structure it well, learn to listen, critically evaluate and discriminate
various types of message be an active learner develop the ability to persuade others
A Presentation is a purposeful communication i.e. it is the process of presenting a topic to an audience with a specific purpose. For the Presentation to be effective, one needs to plan various aspects of it and make necessary preparations too.
6.1 Making effective presentations Making an effective presentation constitutes: Planning, Preparing, Organizing, Practicing, Presenting
Planning
Choose the right topic
Have a clear goal
Have a central idea
Know your audience
Know the venue
Know the time and length of presentation
Decide on the methodology
Preparing
Preparation is EVERYTHING!
Gather the relevant material from primary and secondary sources
Prepare the central idea, the main ideas and the points to substantiate them
Organizing
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Organize the material into three parts:
Introduction ( a beginning that introduces/announces the topic),
Body ( explains the structure of the presentation)
Conclusion ( summarizes the presentation)
Practicing
Rehearse the presentation to
Be clear about the content
Assess strengths and weaknesses
Learn to pronounce difficult words correctly
Manage time effectively
Become confident
Learn to use technology ( OHP, PPTs)
Presenting
Overcome stage fear
Modulate the voice
Pay attention to appearance and body language
Maintain eye contact with the audience
Use the podium effectively
Be brief. Never exceed the allotted time slot
Using Pointers
Remember to focus pointers that have arrows! Focused arrows are easier and less annoying to follow
than a bouncing light blob on the screen.
Point to things you want the audience to notice at the beginning of your slide exposure.
Handouts
Avoid distributing handouts before or during your talk unless you use them directly in the
presentation. If your talk is very technical with too many jargons If you want the audience to walk away
with a body of information, hand it out at the end.
If your talk is very technical with too many jargons, visuals and graphs, prepare handouts for the
audience with your overheads or slides reproduced in miniature. The audience can listen to what you
are saying and write notes on the handouts, instead of frantically trying to copy everything
6.2 Expressions used in Presentations
One should come up with effective lines that capture the attention of the audience instantly:
40
"Thank you for being here today. I'm here today to talk to you about ____"
Thank you for joining me here this evening/afternoon/morning
Preparation is essential for an effective presentation.
While making a presentation, certain keywords are used to signpost the different stages. It's a good
idea to memorize them and practice using them, so that they come to mind easily during a
presentation.
Starting the presentation
• Good morning/good afternoon ladies and gentlemen
•The topic of my presentation today is ...
• What I'm going to talk about today is ... Sating the purpose of presentation •The purpose of this presentation is ...
•This is important because ...
• My objective is to ...
Stating the main points •The main points I will be talking about are
firstly ...
secondly...
next, finally... we're going to look at ...
Introducing the first point
• Let's start/begin with ...
Showing graphics, transparencies, slides etc.
• I'd like to illustrate this by showing you...
Moving on to the next point
• Now let's move on to ...
Giving more details
• I'd like to expand on this aspect/problem/point
• Let me elaborate on that
• Would you like me to expand on/elaborate on that?
Changing to a different topic
• I'd like to turn to something completely different
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Referring to something which is off the topic
• I'd like to digress here for a moment and just mention that ...
Referring back to an earlier point
• Let me go back to what I said earlier about ...
Summarizing or Repeating the Main Points
• I'd like to recap the main points of my presentation ‐ first I covered ‐ then we talked about ‐ finally we looked at ‐ I'd now like to sum up the main points which were:
Conclusion
I'm going to conclude by... saying that/inviting you to/ quoting ...
In conclusion, let me... leave you with this thought/invite you to
Questions
Finally, I'll be happy to answer your questions.
Now I'd like to invite any questions you may have.
Do you have any questions?
6.3 Use of Non‐verbal Communication
Eye contact helps and indicates the speaker’s interest in the audience and increases credibility.
Gestures are another important form of non verbal communication. One should focus on making gestures natural and reflective of what is being said.
Posture and body orientation ‐ Standing straight and looking directly at the audience indicates confidence. While using slides, speak to the audience and don’t turn back completely to the audience. It is acceptable to look at a slide ‐‐ especially to draw the audience's attention to it, but always turn back to the audience after a few seconds.
Learn to modulate your voice. No one appreciates monotonous tone. This helps to l improve the impact with the audience.
6.4 Coping with Stage Fright
The more one worries and thinks about stage fright, the worse it may get. Defuse stage fright with
planning and preparation.
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How to Overcome This: Since stage fright involves the mind and the body, they should be in harmony. Fear begins by allowing ourselves to believe that there is some threat. So we must learn to feed our brains with more positive and non threatening ideas.
One should be optimistic and visualize him/herself successfully presenting before an audience.
How to Overcome This: Since stage fright involves the mind and the body, both components need to be dealt with. Fear begins by allowing ourselves to believe that danger is present, so we must learn to feed our brains more positive, non threatening ideas.
Feeding oneself positive images of the upcoming event counters the mind's image of failure and embarrassment.
Prepare the Material‐Make sure you understand the topic thoroughly. Know the questions that might come up in a discussion and prepare the answers for them. Rehearse Lines‐Rehearsing and practising will enhance your confidence. As your confidence increases your stage fright decreases. Breathe Deeply‐ Long, slow breaths will give your brain the oxygen it needs to keep functioning, and to keep yourself calm. If you have stage fright, stop and take three slow, deep breaths. Practice in front of the mirror‐Use mirror to practice. Observe your body language and present it confidently as if you are doing it in front of the audience. Dress comfortably‐ Avoid clothing that is new, too tight or uncomfortable. 6.5 Handling Question and Answer Session Many presentations today are followed up with a question and answer period. These guidelines help to answer questions confidently:
Listen to the entire question before answering any questions.
REPEAT the question aloud so that the entire audience can hear it.
Credit the person for asking the question by saying, "That was a great question" or, "Glad you asked that question"
Respond to the question honestly and as well as possible. If you do NOT know an answer to a question be honest, and tell them that you do not know but DO promise to research the answer for them and DO get back to them.
6.6 Use of Audio‐visual Aids
Visual aids include Over Head Projectors, PowerPoint Presentations, Hand Outs, Flip Charts etc. The
following are guidelines for effective use of visual aids:
Keep it simple.
Check if the computer works properly before the presentation.
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Keep word slides BIG for the audience to read and follow anything. The "Rule of Six" is helpful: Per visual – six lines and six words in each line.
Text arranged in a few sentences will be easier to read
Try not to use cursive or unusual font
Identify the acronyms and abbreviations used
Use of too many colors distracts the audience from understanding a message.
Maintain consistency in the title, sub‐ headings and font size of the words on the slides throughout.
Keep your visuals simple, bold and graphic
6.7 Power Point Presentations PowerPoint presentations are a great way to support a speech, visualize complicated concepts or
understand a subject. However, badly designed slides with too much text or bad graphics can distract
or worse, irritate the audience
Guidelines to a professional presentations: Design: The first thing that gives a professional touch to any presentation is the design. 1. Compose Slides
Don’t copy and paste slides from different sources.
Keep the design very basic and simple. It should not distract.
Choose a font size that is easily readable.
Carefully select font sizes for headers and text.
Leave room for highlights, such as images or take home messages.
Decorate scarcely but well.
Don’t ever let the design restrict your messages
2. Maintain Consistency
Consistently use the same font face and sizes on all slides.
3. Match colours
You may use your company logo, highlight headers, create a special frame for figures/images or the
whole slide but don’t overload your slides with these elements.
A poor choice of colours can shatter a presentation.
Use Contrast‐Black text on a white background will always be the best but also the most boring choice.
Carefully use colour to highlight your message.
Don’t weaken the colour effect by using too many colors.
Make a brilliant choice: match colours for design and good contrast to highlight your message
Text
Keep It Straight and Simple.
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Use Keywords only.
No sentences!
Never read your slides, talk freely.
Remember the slides are only there to support, not to replace the talk!
Take Home Message
Always express a Take Home Message.
It’s your message, a summary of your data or story.
Make it a highlight that stands out.
Images
Images are key elements of every presentation. A good visual cue will help the audience to understand
the message much better.
Have more images in your slides than text.
But do not use images to decorate!
Images can reinforce or complement your message.
Use images to visualize and explain.
A picture can say more than a thousand words.
Animations & Media
A good animation can not only improve understanding, but can also make the message stay with your
audience for long. Use animations and media sparingly to draw attention
Target & Content
The target audience defines the content of the presentation.
Keep the Audience in Mind
What do they know?
What do you need to tell them?
What do they expect?
What will be interesting to them?
What can you teach them?
What will keep them focused?
If one loses the attention of the audience, everything will be lost — it won’t matter how ingenious the
design is or how brilliantly one picks colours and keywords.
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Practice
A well‐prepared and enthusiastic talk will help to convince the audience and maintain their attention.
There are some key points that define a good talk:
One should know the slides inside out.
Speak freely and with confidence – loud and clear.
Don’t speak too fast.
Maintain eye contact with the audience.
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Answer the following questions
1. What is a presentation?
2. What are the different stages that are involved in a presentation?
3. What are the expressions used during presentations?
4. What is the use of non verbal communication during presentations?
5. How do you overcome stage fright during presentation?
6. What is the use of visual aids in a presentation?
7. What are the steps involved in making a presentation?
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7. INTERVIEW SKILLS
Objective
To enable the students to
appear for the job interview with proper planning and preparation
face interviews confidently
use suitable expressions (during interviews)
A job interview is the most desired and most dreaded part of the job search process. Getting an
interview call means that your job application documents have convinced the employer of your
potential to do the job.
The interview is your opportunity to prove how you can fit into the company and contribute to its
growth.
Since the interview is such a crucial component in acquiring a job, many people dread the occasion.
However, if you are well prepared, the job interview can be your opportunity to:
Describe your abilities, knowledge, and experience
Demonstrate your interpersonal and communication skills
Show how you can benefit the organization
Learn more about the job and the company
Reveal aspects of your personality
Convince the employer that you are the best person to do the job If one takes a proactive role in the interview, it can become a dynamic and interesting process.
7.1 Planning and preparing for interview
This involves:
researching the company
planning your schedule
dressing appropriately
preparing to answer and ask questions.
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Do necessary research about the company: Never face an interview without knowing about the
products and services provided by the company.
Gather information about its corporate culture and future projects to demonstrate how you can contribute to the company as it continues to grow.
Have a concrete understanding about its mission and values so that you can inquire about the company's aims.
Plan your schedule: Find out the exact location of the office where you will be interviewed and make plans to arrive at least 15 minutes before the interview.
Dress appropriately: Dress a notch above your day‐to‐day work attire.
Rehearse
Prepare a list of interview questions you can expect to be asked at an interview.
Know what you are going to say before the interview.
To be best prepared, write down your answers, and go over the information several times the day before the interview.
Ask a friend or relative to assist as you practise answering those questions in a mock interview.
Despite all the practice, always anticipate questions you did not expect to be asked. Such questions help to demonstrate your adaptability and ability to think on the spot.
Prepare: Prepare two or three questions to ask the interviewer. The questions should seek some
specific information about the responsibilities of the job, future projects, and organizational structure.
7.2 Facing interviews confidently
Here are some key questions you can ask during an interview:
What are the day‐to‐day responsibilities of the person in this position?
Why is this position open?
What is the career path for this position in this company?
Where does this position fit into the overall organizational structure of the company?
Are there important changes such as expansion of products or services, which will affect my position?
Are the procedures of the position completely developed or is a person encouraged to contribute or innovative new ideas?
The primary aim is to convince the interviewer is that:
You would be able to do the job competently
You can bring enhanced benefits to the company
You are the best candidate on both of the above counts
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In order to approach this successfully you will need to conduct a mini self‐assessment of your
professional profile, your work experience so far, the qualifications you possess and where you want
your career to go.
Write down points about your strengths and weaknesses so that you have a clear idea of what to say
(and what not to say) during an interview. Here are some of the core traits to consider:
leadership by example
Self‐confidence
Commitment and determination
Enthusiasm and stamina
Competitiveness
Good judgment and confident decision making
Willingness to take responsibility
Initiative and creativity
Organizational ability
Sensitivity to people
The most important thing to face an interview is a positive attitude. Take some time to reflect on how
you see yourself and how you feel about your career successes so far.
Dress and body language: Wear clothes that are neat and comfortable.
According to research, employers' impressions are made up in the following way:
Body language and image (70%)
Tone of voice (20%)
What you say (10%)
A few important points to remember:
Remember to speak clearly in a controlled range of tones. Avoid sounding monotonous.
Pause before speaking, as this avoids reacting instinctively and saying the wrong things.
Speak slightly slower than normal, and vary your tone and dynamics a little.
Let your voice show your enthusiasm and keenness.
Ultimately, you should try to be natural.
Relax! A smile is the most positive signal you can give, as it reaffirms your enthusiasm and good nature
Maintain regular, attentive eye contact.
Let the interviewer dictate the pace of the interview.
Maintain an alert position: sit up straight, don't slump, and adjust your position slightly if you get uncomfortable, but don't fidget.
Always try to adopt an open, honest and confident attitude. This is the starting point of managing subconscious body language
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7.3 Dealing with questions
Always adopt a professional and business‐like manner, be honest, listen intently and use strong
positive language. Try to avoid being over‐enthusiastic, as it may suggest that you're desperate for a
job.
Do not get into discussions about your personal life, and decline the bait to mention any secrets
concerning your present employer as this could be a trap.
Try to avoid negative phrases such as 'I don't know', 'I'm not sure' etc.
Respond by being persuasive, speak in terms of what benefit you can bring to the company rather than
the other way around, and remember to remain calm. Don't rush your answers.
Don't forget to interview them too. Firstly, it is an opportunity to impress a few points on them which
may not have come up in the interview. More importantly you will want to find out if this is the right
job for you.
Asking relevant questions is a good chance to make a further impact about your seriousness about
joining their company.
Ask what sort of responsibilities the job entails, challenging or mundane aspects of the tasks, what
support and guidance is available, how often your performance is reviewed and details on any bonus
schemes, training and development opportunities, decision‐making processes, future plans etc.
Make sure you give the interviewer your full attention Wait for them to finish speaking before you
answer or ask questions. Remember: Be enthusiastic. Speak with clarity and confidence.
What Employers Want
Employers say they are impressed by those candidates who have:
excellent communication skills(verbal and written)
relevant work experience
Trustworthy new hires who can move right in, get along with their co‐workers, and get the job done without having to be babied at each step.
Honesty/integrity
Teamwork skills
Interpersonal skills
Motivation/initiative
Strong work ethic
Analytical skills
Flexibility/adaptability
Computer skills
Organizational skills
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Answer the following questions
1. What is an interview?
2. Mention some of the pre interview preparation techniques.
3. What are the seven factors that can improve the quality of answers during an interview?
4. What do employers look for during an interview?
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8‐Group Discussion
8.1 Objectives of a GD To inculcate team spirit among the students To remove speech anxiety and nervousness To develop and promote meaningful interaction To enable students to organize presentations of individual views in the target language To enable the students to present ideas coherently, logically and with clarity To develop cooperative, friendly and cordial atmosphere in order to avoid conflict To create an atmosphere conducive to encourage each student to contribute to the activity To inculcate objectivity among the participants and help them to be affirmative To take the discussion towards the goal and reach a consensus A group discussion is a verbal‐oriented activity. The participants express themselves eloquently and forcefully to make an impact, arouse the interest of their audience and create a favorable impression. A group discussion can be informal or formal. An informal group discussion occurs when a group of friends talk about things in general at their college canteen, outside the classroom, at a bus stop or any other place. In these discussions each one freely expresses his or her views on the subject. In formal contexts, GDs are increasingly used as a tool to identify candidates with the right abilities either for employment or for admission for various posts. Why are GDs Conducted? Employers need to determine if a candidate who has applied for a position has the skills and traits desirable for the job. A group discussion enables the employer to assess the following factors:
the ability to fit into group
to influence the group
to solve problems
to communicate effectively
to remain calm and composed in a stressful situation
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to stay positive irrespective of his views being accepted or rejected. These factors help the employer to assess candidates’ skills. How are GDs Conducted? The candidates are given a topic. After about 10‐15 minutes, the group is asked to discuss the topic for 20 to 25 minutes. No one is designated as leader. The candidates themselves have to organize it by putting their minds together and trying to arrive at a consensus. The GD may last for about twenty minutes. The observer will make a note of the participants who display initiative, tact, understanding, enterprise, persuasive ability, motivating and co‐coordinating skill. The group consists of candidates who sit together to express their views to the point, openly, in an audible and rational manner without being domineering or silent and passive. The GD process is often used to assess a candidate's personality traits. Some of the important personality traits that a candidate should possess to do well at a GD are reasoning ability, leadership qualities, communication skills, conflict management and the ability to be an effective team player. 8.2 Types of GDs There are three types of GDs i.e. Topic based GDs, Case Studies and Group tasks Topic based GDs: These can be classified into three based on the kind of topic given: Factual topics (socio economic topics e.g. Environmental degradation, traffic chaos), Controversial topics (argumentative in nature e.g. Censorship must be abolished, Brian Drain should be stopped) and Abstract topics (abstract concepts to evaluate the candidates creativity and imagination e.g. Beauty lies in the eyes of the beholder) Case Studies: An issue or situation is given to the candidates that they have to discuss and arrive at a solution which evaluates their ability to think about a solution from various angles. Group tasks: These are an extension of case studies where specific objectives are to be achieved. E.g. draw some guidelines to set up an English Language Training Institute. Features of a good GD Effective communication: ideas are put forth effectively using appropriate communication strategies such as paraphrasing an idea. In‐depth discussion: the topic should be analyzed and the arguments should be put forth logically Cooperative and friendly atmosphere should be maintained. Equal participation – participants should neither be shy and hesitant nor should they try to dominate the conversation while arriving at a broad consensus.
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Emergence of a leader: A leader should have the following qualities: Show direction to the group whenever the group distracts from the topic. Coordinate the effort of the different team members in the GD. Contribute to the GD at regular intervals with valuable insights. Inspire and motivate team members to express their views. Contribute to the GD with ideas and try to steer the conversation towards a goal. 8.3 Main Parts of a GD (initiating, continuing and concluding) A GD can have three main parts: Initiation, Continuation and Conclusion Initiation: After introducing themselves any one participant can take the initiative to start the discussion. Initiation can be done effectively by using proverbs, definitions, rhetorical questions, anecdotes and relevant quotes. Continuation: The discussion should be continued in a meaningful way with each participant taking turns using expressions such as: It’s my turn now to say something Let’s give him/her an opportunity to say something now May I draw your attention to one thing I wish to say (request) You are quite right (agreement) I beg to disagree with you (disagreement) That’s not really relevant here. Let’s not deviate please. (Focusing on the topic) The discussion must move along the right direction in a logical manner, so that the task is completed within a fixed time limit. Conclusion: One of the participants can summarize what the group has discussed in a brief and concise manner without adding any new points. What do evaluators look for? Communication Skills Knowledge of the topic Appropriate body language Positive personality traits (e.g. leadership, reasoning and analytical ability, ability to influence others, flexibility, assertiveness, creativity) While participating in a GD exhibit leadership quality, reasoning and analytical ability, use relevant examples and logical arguments. Leadership: reasoning and analytical ability: use of relevant examples and logical arguments Ability to influence implies creating the right impression on the group and persuading them Flexibility: Be open to other ideas as well as to the evaluation of one’s own ideas. Assertiveness: Put forth your point to the group in an emphatic, positive and confident manner. Initiative: it is advisable to initiate a GD if well versed with the topic
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Creativity/ Out of the box thinking: An idea or a perspective which opens new horizons for discussion on the GD topic is always highly appreciated. Listening: Always try and strike a proper balance between expressing your ideas and imbibing ideas. Apart from these qualities, communication skills, confidence and the ability to think on one's feet are also very important.
Team Work What is a Team? A team is a group of people coming together to collaborate. The collaboration is to reach a shared goal or task for which they hold themselves mutually responsible. A team has a synergistic effect where one plus one equals a lot more than two. Team members co‐operate each other in all aspects to meet the goal and share in various management functions, such as planning, organizing, setting performance goals, assessing the team's performance, developing their own strategies to manage change, and securing their own resources. Team members are deeply committed to each other's personal growth and success and it is this commitment that usually transcends the team. Stages of Team Development
In 1965 Dr. Bruce Tuckman came up with a model which is helpful in explaining team development and
behaviour. There are four stages in the model which are explained below:
Forming ‐ stage 1
In this stage of team building, the forming of the team takes place. This stage is important because, in this phase the members of the team get to know one another, exchange some personal information, and make new friends.
Storming ‐ stage 2
At this stage decisions don't come easily within group. Team members vie for position to establish
themselves in relation to other team members. Clarity of purpose increases but uncertainties persist.
In this stage the team addresses various issues and discusses how to solve them Team members open
up to each other and confront each other's ideas and perspectives.
Norming ‐ stage 3
In this stage goals are set and plans are made. All team members take the responsibility and aim at reaching the goal successfully. Agreement and consensus are built. Roles and responsibilities are clear and accepted. Big decisions are made by group agreement and smaller decisions are delegated to individuals or small teams within group. They learn to adapt and become tolerant towards other team members and there emerges a strong sense of commitment and unity.
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Performing ‐ stage 4
At this stage teams function as a unit as they find ways to get the job done smoothly and effectively without unnecessary confrontation or the need for external supervision. The team is more strategically aware. The team is focused, and makes most of the decisions against
criteria agreed with the leader. The team has a high degree of autonomy. Disagreements occur but
now they are resolved within the team positively, and the necessary changes to processes and
structure are made by the team.
Ten Qualities of an Effective Team Player Demonstrates reliability
One can count on a reliable team member who gets work done and does his/her fair share to work
hard and meet commitments. One would like to depend on a person who consistently performs well.
Communicates constructively
Teams need people who communicate constructively i.e. who speak up and express their thoughts and
ideas clearly, directly, honestly, and with respect for others.
Listens actively
Good listeners are essential for teams to function effectively. They are required to absorb, understand,
and consider ideas and points of view from other people without debating and arguing every point.
Team members need the discipline to listen first and speak second so that meaningful dialogue results.
Functions as an active participant
Good team players are active participants. They come prepared for team meetings and listen and
speak up in discussions. They volunteer for assignments and are fully engaged in the work of the team
and do not sit passively on the sidelines.
Shares openly and willingly
Good team players are willing to share information, knowledge, and experience. They take the
initiative to keep other team members informed. Such sharing helps get the job done and prevents
surprises.
Cooperates and pitches in to help
Cooperation is the act of working with others to accomplish a job. Good team players, despite
differences of opinions, figure out ways to work together to solve problems and get the work done.
They respond to requests for assistance and take the initiative to offer help.
Exhibits flexibility
Good team players adapt to ever‐changing situations and don't complain or get stressed out to face a
new challenge. Moreover, a flexible team member can consider different points of views and
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compromise when needed, thus helping in quick decision making and getting a work done. Strong
team players are firm in their thoughts yet open to what others have to offer.
Shows commitment to the team
Strong team players care about their work, the team, and the team's work. They are highly committed
and want to give a good effort, and expect other team members to do the same.
Works as a problem‐solver
Good team players are willing to deal with all kinds of problems in a solutions‐oriented manner.
They're problem‐solvers, not problem‐dwellers, problem‐blamers, or problem‐avoiders. They get
problems out in the open for discussion and then collaborate with others to find solutions and form
action plans.
Treats others in a respectful and supportive manner
Team players treat fellow team members with courtesy and consideration. They understand each
other and there is unconditional sharing and support to achieve the set goal. Good team players also
have a sense of humor but they don't have fun at someone else's expense. Effective team players
usually deal with other people in a professional manner.
Team players with commitment look beyond their own piece of the work and care about the team's
overall work. They aim at winning as a team and this works as one of the great motivators of good
team players.
Effective Qualities of a Team Leader An effective team leader possesses a variety of traits that encourage team members to perform well and does not impose his decisions upon them, rather stimulates a healthy, constructive and positive work environment within the work place. Some of the characteristics of a good team leader come naturally to him such as compassion, integrity etc. while some of the traits are acquired or come through training and experience. The following are some of the traits of an effective team leader.
Communication Successful team leaders communicate clearly be it verbal or written so that there is no ambiguity or room for miscommunication among the team members. He even listens to the inputs of the members and makes necessary suggestions. Confidence An effective team leader is confident in his abilities, as well as keeps faith on the abilities of the team members. A confident team leader reassures team members of his authority within the organization and feels responsible for the decisions he takes. Delegation Effective team leaders know how to delegate certain tasks to trustworthy team members so that he can focus on improving workplace functions and production.
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Fair A quality team leader treats team members fairly. He is consistent with rewards and recognition, as well as disciplinary action. A fair leader ensures all employees receive the same treatment. Facilitator Effective team leaders are powerful facilitators as they help team members understand their goals. They also help in organizing an action plan to reach the objectives more efficiently.
Influential Influential leaders motivate team members to be highly committed and can bring in necessary changes in the workplace by gaining the confidence of fellow members through effective decision making and communication. Integrity An effective team leader is honest and open with his team members. Leaders with integrity easily gain the trust of team members because they keep their words and treat others the same way they want to be treated. Negotiation Team leaders utilize negotiation skills to achieve results to overcome conflicts. They are problem solvers, negotiate effectively and facilitate quick decision‐making. Organization Effective team leaders possess excellent organizational skills which help them in setting goals and planning strategies. They allow team members to perform optimally towards meeting the set goals and objectives. Respectful An effective team leader is respectful of his team members and encourages them to put forth their valuable inputs without hesitation.
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Answer the following questions
12. What is a Group Discussion? 13. What are the three main stages of a Group Discussion? 14. What are the different types of Group Discussions? 15. Why are GDs conducted? 16. “The ability to take effective part in GD is one of the most important skills that contribute to
professional development” Discuss. 17. What are the four major qualities that evaluators look for in selection GDs? 18. Give any two phrases used while exchanging opinions in a GD. 19. Give any two phrases used while agreeing and disagreeing in a GD. 20. Give any two phrases used in rejecting and accepting proposals. 21. Discuss on the following topics: a. The present educational system needs a thorough revamping b. E-learning is better than conventional learning c. Video games are extremely beneficial for the youth d. Joint family is a blessing in disguise e. Joint family Vs Nuclear family f. Influence of online social networks on Youth g. Democracy has hampered India’s progress h. Impact of Valentine’s Day on our culture i. Summer vacation is a waste of time and resource j. The days without computer and TV were the golden days in the life of the youth k. Impact of movies on today’s youth
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9‐DEBATE
Objective
To enhance analytical skills
To present views in a logical and rational manner
To encourage critical thinking, personal expression, and tolerance of others' opinions.
To learn to be objective
To develop the ability to disagree without being impolite
To develop confidence to express views without anxiety
To overcome speech anxiety
To learn to interact effectively within a group
To acquire positive personality traits like confidence and assertiveness
A debate is a discussion between sides with different views. Participants speak for or against
something before making a decision.
Debates are a means of encouraging critical thinking, personal expression, and tolerance of others'
opinions.
Debates are conducted in governing assemblies, held in lecture halls and public arenas, presented in
schools and universities, written in newspaper and magazine columns, heard on radio, or seen on the
television. People argue about what is best for their societies and shape the course of law, policy, and
action.
Debate engages the participants in a variety of cognitive and linguistic ways. It provides meaningful
listening, speaking and writing practice. It is also highly effective for developing argumentation skills for
persuasive speech and writing.
Davidson (1996) wrote that with practice, many students show obvious progress in their ability to
express and defend ideas in debate and they often quickly recognize the flaws in each other's
arguments and Nisbett (2003) declares that debate is an important educational tool for learning
analytic thinking skills and for forcing self‐conscious reflection on the validity of one's ideas.This
suggests that, although debate is quite challenging, non‐native speakers can develop the debating
skills.
9.1 Differences between a Debate and a Group Discussion
Debate is basically an argument where participants take a particular stand on a given topic and stick to
it. The number of participants could vary from two to fifty. A Group Discussion on the other hand is a
cooperative process in which members discuss a topic and reach a consensus. The number of
participants is usually between five and fifteen.
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9.2 ESSENTIALS OF A DEBATE
The following are the essentials of a debate:
Content: To present the content or subject matter the following points have to be kept in mind:
Use of examples to support the arguments or statements being made
Unity of a debating team which is created by clear awareness of the definition of what other speakers
have said and of what the team line or point of view is
STRUCTURE OF THE CONTENT
This refers to organizing the contents clearly by using the following two tips: Use of signposts: Each debater should clearly structure the presentation by first having a clear idea of the arguments and the examples to support them. Each argument should be differentiated and the opponents should know that the speaker is moving from one argument to the next. This is called signposting.
Use of clear links: Debaters should ensure that their arguments are logical and linked to the team line
(point of view) and that the examples used support the arguments.Similarly, while rebutting, each of
the opponent’s arguments are attacked in turn, spending time on each point and then moving to the
next , thus completely demolishing the opponents.
DELIVERY
Debaters should pay attention to certain aspects of delivery or the manner of presenting the content
such as eye contact, voice, use of appropriate gestures, proper enunciation and clarity of speech
9.3 Participating in a Debate
A topic is given for a debate to individuals or teams. A team might consist of a minimum of two
debaters and a maximum of fifty or more. If there are more than fifty participants, they can be divided
into two teams.
It is possible to have a monitor who gives the topic and asks the teams to take stands and argue. After
the teams have taken a stand on the topic the team that agrees with the topic may be called the
affirmative and the team that disagrees may be called the negative.
The teams should arrive at a possible definition of the topic. The job of defining begins with the
affirmative. The first speaker of the affirmative team must explain in clear terms the meaning of the
topic. The negative team may agree with or choose to challenge the definition presented. In the latter
case, the negative team should clearly explain the reason for challenging the given definition and then
propose a better definition.
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If the debaters are large in number, the monitor lays down certain guidelines, forms of behavior; time
allowed for each speaker and intervenes whenever there is chaos. If the number of debaters is small
the role of the monitor is minimal i.e. the debaters are asked to choose a topic and time is given to
prepare for debating. Then the members of each team can specify the roles that they wish to play.
Given below are the possible roles when each team has three members:
1st affirmative participant should define the topic and present the affirmative team’s point of view,
briefly present what the other members would discuss and present the first half of the team’s
argument.
1st negative participant should accept or reject the definition, present the point of view of the negative
team, briefly present what the other members would discuss, rebut the main points of the first speaker
of the affirmative team and present the first half of the team’s argument.
2nd affirmative participant should reaffirm the affirmative team’s line or point of view, rebut the main
points of the first member from the negative team and present the second half of the team’s
argument.
2nd negative participant should reaffirm the negative team’s line, rebut the main points of the
affirmative team and present the second half of the team’s argument.
3rd affirmative participant should reaffirm the affirmative team’s line, rebut all the remaining points of
the argument of the negative team, present a summary of the team’s argument and round off the
debate for the affirmative team.
3rd negative participant should reaffirm the negative team’s line, rebut all the remaining points of the
affirmative team, present a summary of the team’s argument and round off the debate for the
negative team.
Rebuttal
When rebutting a debater voices views countering the arguments put forth by the opponents.
Criticizing the opponents’ arguments is called rebuttal which involves:
Speaking Logically
Concentrating on major arguments
Sparing the debater and criticizing only views of the opponent instead
Making new points rather than merely opposing the points presented
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Answer the following questions
1. What is a Debate? 2. What is the difference between a Debate and a GD? 3. What is rebuttal? 4. How is a debate conducted? 5. What is a sign post? 6. What are the skills essential in participating in a Debate? 7. Debate on the following topics: a. Should animals be used for testing drugs and medicines? b. Are space missions wastage of resources for a country like India? c. Should women be given reservation in education and in jobs? d. Should youth join politics? e. Should beauty contests be banned? f. Is globalization really necessary? g. Is T20 killing the real spirit of cricket? h. Should social service be made compulsory for students to understand social issues? i. Is Mahatma Gandhi still relevant in today’s world?
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10 ‐ PUBLIC SPEAKING
Objective Learn to speak concisely, clearly and confidently. Learn to be more sensitive and skilled communicator. Learn to consider what listeners want, need, like, care about. Learn the power of speech‐words. Words can hurt, heal, create, build, transform an individual. Learn to focus on the topic and organize it Learn to structure, listen, critically evaluate and
discriminate the type of message. Learn to be active in learning. Oral communication is always one of top skills demanded by the employer. Learn to persuade others for a better change. Public speaking is a form of communication, in which a speaker speaks to a group of people with a view to share his ideas and thoughts on a topic. 10.1 Advantages of Public Speaking Enhances career growth Impresses people Improves confidence Helps to overcome nervousness and stage fear Raises self –esteem Overcomes fear of criticism, rejection and fear of the unknown Improves concentration Helps to think logically, analytically and in an organized manner
10.2 Essentials of an effective speech Prepare well Use examples and personal experiences Add a touch of humor Surprise or shock the audience by startling statements Make it purposeful
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The Right Approach to public speaking Take it as a challenge Have confidence in yourself Accept criticism Go with a positive approach Visualize your success Check your progress Study and observe other speakers Improve your awareness levels by keeping yourself updated Remain composed
Planning and preparing a speech Focus on the occasion and audience Write out key notes Use various resources and collect data
10.3 Rehearsal techniques Make notes on your speech Rehearse in front of live audience and seek feedback Simulate the situation as closely as possible Visualize your speech
10.4 Delivery techniques Be active and energetic Use pauses effectively Modulate your voice Maintain eye contact Regulate your breath Dress appropriately Use the podium properly Be balanced Manage time well Use body language effectively
10.5 Speaking Strategies The best way to learn to be an effective speaker is to speak as often as possible. Remember mistakes
are the best teachers. Here are some of the strategies you can use to speak effectively:
1. Have a clear message to deliver. It is ok to say “I don’t know” better than “I don’t know but I
will say something anyway.
2. Keep the message short, simple, and clear.
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3. Different people have different tastes. Know your listeners before addressing them. It helps you to prepare good examples which easily relate to the message. Real examples appeal more than theoretical speeches.
4. Use a stronger voice/tone when it comes to important sentences. Use a lower/ slow voice/tone
when it comes to something sad.
5. Be natural and also keep in mind cultural differences of the listeners. 6. It’s good etiquette to maintain eye contact with everyone. 7. Be flexible. Change your way of speaking, add a touch of humour to your speech – involve the
audience by seeking their response occasionally 8. Be confident in expressing your ideas. People trust confident speakers. 9. Be up to date with the current national and international developments. 10. Be a good listener. People respect you when you listen to others. 11. Cultivate a friendly body language.
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Answer the following questions
1. What is public speaking?
2. Mention any four objectives of public speaking. 3. How does public speaking help an individual or mention a few advantages of public speaking? 4. What should be the correct approach for delivering a speech? 5. What is the importance of body language in public speaking? 6. How can one plan and prepare a speech? 7. What is the importance of practice in public speaking? 8. Mention a few rehearsal techniques. 9. How does voice modulation help a speaker? 10. What is the importance of eye contact in public speaking? 11. Why is it important to know your audience before delivering a speech? 12. What are the prerequisites for effective delivery of a speech? 13. How can you overcome stage fright? 14. How can you get audience attention? 15. Why should one employ wit and humour in speech? 16. Prepare and deliver a speech in the class on the following topics:
a) Importance of Time Management b) Discipline in a student’s life c) Importance of English for professional success d) Importance of reading newspapers e) Social Networking Sites f) Welcome Speech g) Vote of thanks
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11‐ ROLE PLAY
11.1 Objective
To enable students to:
deal with real life situations
acquire convincing abilities and persuasive skills
use their creativity and innovativeness
be confident and courageous to speak and enact a role before an audience
overcome shyness and stage fear
use relevant words and appropriate language (according to the situation)
use appropriate gestures and body language
practise in what is a safer environment where mistakes have no real world consequences as would be the case in on‐the‐job‐ practice.
work as a team
What is a Role‐Play?
Role play could mean: to assume the attitudes, actions, and discourse of (another), esp. in a make‐
believe situation to understand a differing point of view or social interaction. For example
Management trainees may be given a chance to role‐play labor negotiators.
11.2‐ Use of dialogues in a variety of situations and settings
self Introduction
two friends greet each other at college
at the Railway Station
at the bank
at the post office
at the doctor ‐Making an Appointment
seeing the Doctor
Self Introduction
Sangeetha, a visitor introduces herself to the divisional manager of the organization where her father
works.
Sangeetha : Good morning Madam. Manager: Good morning. Please come in. Sangeetha: I’m Sangeetha, Mr. R S Kumar’s daughter. Manager: Oh! You’re Kumar’s daughter! Nice to meet you, Sangeetha. Sangeetha: I am pleased to meet you, Madam. I would like to speak to my father, if you don’t mind? Manager: Your father sits in the next room. I think he’s there now. Please go ahead and meet him. Sangeetha: Thank You.
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Manager: You’re welcome. Two friends greet each other at college Sam Hi, Adnan. Adnan Hi, Sam. How are you? Sam I’m fine and you? Adnan I’m OK. What do we have in the first hour today? Sam It’s English.
At the Railway Station
Saleem Good Afternoon.
Enquiry Clerk Good Afternoon. What can I do for you, sir?
Saleem At what time is the AP Express expected?
Enquiry Clerk: The scheduled time of its arrival is 4 o’clock.
Saleem But it’s already fifteen minutes past 4 and there’s yet no sign of its arrival.
Enquiry Clerk I’m afraid it’s running late by over an hour today. We have already announced it.
Conversation in a bank
Bank Transactions
A : Bank Teller
B: Customer
A: Good Afternoon. How may I help you today?
B: Hi. I’d like to cash this check. Deposit this money into my account and withdraw Rs. 5000.00 from
my account.
A: Can I have your passbook? B: Ok. Here you are. A: Can I have some picture ID too? B. Yes, here it is. At the post office
Postal clerk Yes, ma´am?
Mrs. Reddy Can you help me? How much is a stamp to send a letter to Delhi, please?
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Postal clerk By registered post or by speed post?
Mrs. Reddy Registered post, please.
Postal clerk With acknowledgement due?
Mrs. Reddy Yes.
Postal clerk Take a card from there and fill up the details.
Mrs. Reddy Here it is. Could you weigh this letter please?
Postal clerk It’s just over 20.gms. It will cost you forty five Rupees. Here’s the receipt for the registered letter.
Mrs. Reddy Thank you very much.
At the doctor ‐Making an Appointment
1: Mr. Rohit
2: Receptionist
1. Hello. This is Rohit. I'd like to make an appointment to see Dr. Habib. 2. Certainly. What seems to be the problem? 1. I'd like to have my annual check‐up. 2. Fine. When would you be available to come in to see Dr. Habib? 1. Any day next week in the morning would be great. 2. How about next Thursday at 10 o'clock? 1. That sounds fine. Thank you. 2. We'll see you next Thursday Mr. Rohit. Goodbye.
Seeing the Doctor3 1: Doctor 2: Patient
1. Hello, what's the matter? 2. Good morning. I have a terrible ache in my lower back. 1. How long has your back been bothering you? 2. I've been having pain for about the last two weeks. 1. Do you have any history of back problems? 2. No, this is the first time. 1. Are you taking any medicine at the moment? 2. No, just an aspirin from time to time to kill the pain. 1. OK. Let's have a look at your back.
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Answer the following questions
1. What is a role play? 2. Mention a few objectives of role play. 3. ‘Role plays enable participants to deal with real life situations’—Comment. 4. What is the importance of body language in conversation? 5. Write effective responses for the following lines‐
a) May I borrow your copy? (Agreeing) …………………………………….. …………………………………….
b) Will you come for a cup of coffee? (Disagreeing) ……………………………………….. ……………………………………….
c) I am sorry. The plate slipped from my hand and broke. …………………………………………
…………………………………………
d) Could you tell me the way to MJCET? ………………………………………….
………………………………………….
6. Enact the following situations in class‐‐ a) Two friends discussing Ambition in Life.
b) Interviewing a politician.
c) Selling a newly launched mobile
d) Convincing your parents to go for a picnic
e) Greeting a friend on his/her success.
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12. USE OF DICTIONARY AND THESAURUS A dictionary is a reference book that focuses on defining words and phrases, including multiple meanings. The most frequently used dictionary is a language dictionary that includes the majority of frequently used words in a language. In some dictionaries charts and illustrations are also used. Language dictionaries are made for different types of users: scholars, office workers, schools, and second language learners. They are different forms of dictionaries. They include: Paperback, hardbound and online editions. 12.1 Advantages of using a Dictionary Advanced English language dictionaries characteristically include the following information:
hyphenation information.
pronunciation guides
parts of speech
alternate spellings
etymological information
sample sentences
usage notes
and sometimes synonyms 12.2 Effective use of a Dictionary 1. Read the introductory or front matter of the dictionary in order to understand the various features and how they're set off using typefaces (bold, italic), numbering, lettering and punctuation. 2. Pick an entry or two to review, referring back to the introduction. Find the parts of speech and related words, and look up the abbreviations used. 3.a) To find a word in a Dictionary note that words are printed in large bold type at the upper top left‐hand and right‐hand corner of any page to help you quickly find a word in the Dictionary. The first of these two words show which is the first word on that page, while the second shows, which is the last word to be found on that page. 3. b) Once you have found the word you are looking for, you need to understand a few common conventions to make the best use of your dictionary. Here is an example entry in a dictionary: 4. Check the pronunciation of few words you know, using the pronunciation key to become familiar with the conventions used in your dictionary. Then look up a word that you do not know how to pronounce and see whether you can figure it out 5. Find several etymologies (word histories) and use the list of abbreviations to decipher them 6. Consult your dictionary about finding words if you don't know the spelling
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The best way to learn how to spell a word is to find it in the Dictionary. To find words in the Dictionary it is important to know the alphabet and alphabetical order well. If the first letters of two words are the same, look at the next letters to decide the correct order. Example: dare, dart, darn ‐ in the case of these three words, 'dare' comes first, 'darn' second, and 'dart' last. The first three letters ‘d’, 'a', and 'r' are the same in all three words, so the correct alphabetical order is based on the fourth letter. 7. Note special features such as quotations or examples of use, are actually intended to help you find the exact meaning you're seeking. 8. Look up abbreviated labels of words in the table for them. They can indicate that a word is used in a certain region, for a specific subject, or that it has a special usage, slang, informal, nonstandard, archaic, obsolete, vulgar and so on. 9. Use the dictionary to search for synonyms of words. It will enable you to find plenty of related words by doing multiple lookups using the words in definitions.
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THESAURUS A thesaurus is a dictionary of synonyms; that is, words that have similar meanings (for example: correct, accurate, and exact). It helps one to avoid repetition in writing and also to find a word for an idea one has in mind. It is an effective tool to enhance one’s vocabulary, as the typical thesaurus has synonyms for more than 100,000 words. However, it is important to choose a synonym that is consistent with the style of one’s piece of writing. There are two main kinds of thesauri: a Roget‐type, which has a categorization system, and an A‐to‐Z thesaurus. Thesauri may also contain antonyms, word lists and other interesting features. 12.3 Advantages of using a Thesaurus A thesaurus helps to:
Find the words one needs to express more effectively and more interestingly
Avoid repeating the same words monotonously
Avoid clichés (overused expressions)
Recall the word that is on the tip of your tongue
Find the word that suits the genre (type of writing e.g.: a letter), purpose, intended audience and context of what one is writing.
In different situations, the same idea might be most effectively expressed by a different word. A thesaurus helps to make the right choice.
12.4 Effective use of a Thesaurus
Get to know the features of your thesaurus.
Become familiar with the categorization scheme in the Roget‐type thesaurus and in an A‐to‐Z thesaurus.
How to use a Roget‐type Thesaurus
Look up a word in a Roget‐type thesaurus in the index. The index will likely have the meanings listed under each word. Don't limit your search to one category; also look at the categories just before and after the one you first look up.
Examine the offerings in all parts of speech in the category of interest. You might find something you can use by broadening your search.
Choose synonyms carefully. You will soon recognize that few words are exactly interchangeable. Use the thesaurus in conjunction with a good dictionary whenever selecting a word or phrase unfamiliar to you.
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How to use an A‐Z Thesaurus The A‐Z presentation of the modern thesaurus makes it simple to use. Look up the word you need a synonym for as if you were looking it up in a dictionary. Following the word you've looked up (the headword) you'll find a range of synonyms to choose from. You'll find these synonyms arranged alphabetically. Make a note of the following points:
The distinction drawn between the possible different meanings of your headword. For example: book could mean "publication" or "make a reservation". These different meanings will be numbered and the synonyms for each meaning will follow. Choose the meaning that suits you, and then choose from the relevant synonyms listed.
An abbreviation shows what part of speech the word is. In the example of book (above), book can be a noun (a publication) or a verb (to make a reservation). You'll need to choose a synonym that is the appropriate part of speech for your writing.
The country where the synonym might be used. For example: bonny (listed as a synonym for "good") is used mostly in Scotland, so it's probably not right for you.
An arrow might be used to direct you to related lists of synonyms elsewhere in the thesaurus.
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Answer the following questions
1. What is a Dictionary? 2. What are the different forms of dictionaries? 3. Mention a few advantages of using a Dictionary. 4. What is the difference between a Dictionary and a Thesaurus? 5. How do you find a word in a dictionary? 6. Did you notice a few abbreviations used in a dictionary? Mention a few. 7. Find synonyms, parts of speech, phonetic transcriptions and usages for the following
words— a) Arrange b) Polite c) Ethics d) Critic e) Transform f) Engineer 8. What is a thesaurus? 9. What are the advantages of using a thesaurus? 10. What are the kinds of Thesauri? 11. How can you use an A‐Z Thesaurus? 12. How is a Roget‐type Thesaurus used? 13. Look up the synonyms of the following words in an A‐Z Thesaurus a) Confine b) Admit c) Divide d) Honest e) Regard
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13. LISTENING SKILLS
Listening is an important communicative process and is crucial to effective communication. It is a
process of receiving and interpreting messages. It involves four factors ‐ sensing, message decoding,
evaluating and responding. However, there is a clear distinction between hearing and listening. While
the former is involuntary and happens automatically, the latter is a voluntary and active process which
requires conscious effort.
Listening is important in both academic and professional interactions; hence, mastering the art of
effective listening is vital because the importance of listening extends far beyond academic and
professional settings. It establishes relationship with friends, family, and significant others, fosters
good self‐esteem and maximizes productivity.
Listening is a complex process and as a result it is essential to take care of the barriers that may hinder
effective listening. There can be various kinds of barriers to listening such as, physical barriers (noise,
distance etc.), mechanical barriers (typographical errors, breakdown of microphone etc.), psychological
barriers (anxiety, emotional disturbance etc), linguistic barriers (ambiguity, jargon etc.) and cultural
barriers (different social norms, different values etc.). Hence, the knowledge of these barriers help
learners adopt effective strategies to overcome them.
Here are some strategies that one may follow to ensure high degree of understanding and
remembrance:
1 Stop talking
2 Remove distractions
3 Control emotions
4 Don’t interrupt the speaker
5 Don’t complete the speaker’s sentences 6 Be mentally engaged with the speaker
7 Put the speaker at ease
8 Identify the fundamental points. Be patient
9 Do not pre‐judge
10 Empathize with the speaker
11 Take notes
12 Evaluate
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Answer the following questions
1. What is Listening? 2. What is the importance of Listening? 3. What are the four stages of Listening? 4. How is Listening different from Hearing? 5. Mention a few barriers to listening? 6. How can you ensure effective Listening? Or Discuss various strategies for effective Listening
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INTERACTIVE LAB‐ SUMMARIES
7. PRESENTATION SKILLS
A Presentation is a purposeful communication i.e. it is the process of presenting a topic to an audience with a specific purpose. Making an effective presentation constitutes: Planning, Preparing, Organizing, Practicing and
Presenting
PLANNING: Choose the right topic. Have a clear goal and a central idea, Know your audience, venue,
time and length of presentation. Decide on the methodology.
PREPARING: Preparation is very important. Gather the relevant material from primary and secondary
sources and prepare the central idea, the main ideas and supporting points.
ORGANIZING: Organize the material into three parts: Introduction (a beginning that introduces the
topic), Body (explains the structure of the presentation) Conclusion (summarizes the presentation).
PRACTICING: Rehearse the presentation to become confident, be clear about the content, learn to
pronounce difficult words correctly, manage time effectively and learn to use technology ( OHP, PPTs)
PRESENTING: Pay attention to appearance and body language, overcome stage fear, and modulate the
voice. Maintain eye contact with the audience, pay attention to proper use of gestures and posture,use
the podium effectively and manage time efficiently.
HANDOUTS: Distribute handouts at the end (not before or during the talk).
EXPRESSIONS USED when making presentations
Starting the presentation: • Good morning/good afternoon ladies and gentlemen The topic of my presentation today is ...Or • My objective is to ...
The main points I will be talking about are ….firstly ...secondly...next, finally... we're going to
look at ...
Conclusion: I'm going to conclude by saying that… In conclusion let me leave you with this thought…
Questions: Finally, I'll be happy to answer your questions. Now I'd like to invite any questions you may have.
COPING WITH STAGE FRIGHT: Overcome stage fright by proper planning, preparing and practicing the
presentation. Breathe deeply and dress comfortably.
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HANDLING QUESTION AND ANSWER SESSION: Listen to the entire question carefully before answering. Respond to the question honestly and as well as possible.
USE OF AUDIO‐VISUAL AIDS
Visual aids include Over Head Projectors, PowerPoint Presentations, Hand Outs, Flip Charts etc.
PowerPoint presentations are a great way to support a speech, visualize complicated concepts or focus
attention on a subject. While preparing PPTs remember to:
Keep the visuals simple, bold and graphic.
Arrange Text in a few sentences to make it easier to read
Avoid use of too many colours or cursive /unusual font
USE OF NON‐VERBAL COMMUNICATION
Eye contact helps indicate the speaker’s interest in the audience and increases credibility. Gestures should be natural and reflective of what is being said. Posture and body orientation ‐ Standing straight and looking directly at the audience indicates confidence. When using slides, speak to the audience not to the slide. It's OK to look at a slide ‐‐ especially to draw the audience's attention to it, but always turn back to the audience after a few seconds. Voice should be animated and not in a monotonous tone. This helps to improve the impact with the audience.
CHAPTER 7. INTERVIEW SKILLS
A job interview is a pre‐arranged and planned conversation for evaluating the suitability of a
candidate for a particular position.
The job interview provides one an opportunity to:
Describe abilities, knowledge, and experience
Demonstrate interpersonal and communication skills
Learn more about the job and the company and show how one can benefit the organization
Reveal aspects of personality
Convince the employer that you are the most suitable candidate for the job. Success in a job interview depends on knowledge, self‐confidence, good speaking skills and
thorough preparation.
Planning and preparing for an interview involves:
Self‐ analysis: Identify your skills, career goals, accomplishments, achievements, special interests and hobbies.
Researching the company and the position sought
Planning the schedule and dressing appropriately
Preparing to answer a list of interview questions that could be asked
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Preparing two or three questions to ask the interviewer which seek some specific information about the responsibilities of the job, future projects, and organizational structure.
What sort of responsibilities the job entails, challenging or mundane aspects of the tasks, what support and guidance is available, how often one’s performance is reviewed, training and development opportunities, decision‐making processes etc.
Facing interviews confidently
The primary aim is to convince the interviewer that:
You would be able to do the job competently
You can bring enhanced benefits to the company
You are the best candidate on both of the above counts
Identify your strengths. Some of the core traits to consider are: leadership skills, team work,
communication skills, initiative and creativity, organizational ability and a positive attitude.
Dress and body language: Wear clothes that are neat and comfortable. According to research,
employers are influenced by: Body language and image (70% , Tone of voice (20%), What you say
(10%)
A few important points to remember:
Remember to speak clearly with proper intonation, sound enthusiastic and above all, be natural and relaxed
Maintain eye contact and an alert position: sit up straight, don't slump
Always try to adopt an open, honest and confident attitude.
Always adopt a professional and business‐like manner, be honest, listen intently and use strong positive language.
Do not get into discussions about your personal life
Avoid negative phrases such as 'I don't know', 'I'm not sure' etc.
Don't rush your answers.
Make sure to give the interviewer your full attention Wait for them to finish speaking before you
answer or ask questions. Remember: Be enthusiastic. Speak with clarity and confidence.
What Employers Want
Employers say they are impressed by job candidates who have:
excellent verbal and written communication skills
relevant work experience, Strong work ethic
honesty/integrity, motivation/initiative
teamwork skills, interpersonal skills,leadership skills
analytical skills, organizational skills
flexibility/adaptability
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computer skills
the ability to move right in, get along with co‐workers, and get the job done without having to be babied at each step.
Sample Interview Questions:
1. Tell us something about yourself. 2. Why should we hire you?/ How do you justify yourself as being the most suitable for this
position? 3. What do you seek from this job? 4. What are your strengths? 5. What are your Weaknesses? What are you doing to overcome your weaknesses? 6. Tell us an incident where you had a problem with your team‐mate. How did you handle it? 7. Did you have any failures in your life and what did you learn from them? 8. How do you deal with criticism? 9. Where do you see yourself 5 years from now? 10. Who is your role model and how has he/she inspired you? 11. What is more important? Money or job satisfaction? 12. What is your definition of success? How do you rate yourself according to your own standard? 13. Is there anything else that we should know about you that would impact our decision? 14. What was the toughest decision you ever had to make? 15. Do you have any questions for us?
Sample Answers:
1) Tell me something about yourself?
State your name and background in brief.
Besides the details given in my resume I have strong values, ethics and a good eye for detail. I believe
in strong relationships and have a very supportive family and good friends. I am confident that the
various tests that you have conducted will corroborate/confirm my competencies, aptitude and right
attitude for the job.
2) What do you seek from this job/position?
Great learning opportunities, challenging roles, rational career progression, good job satisfaction and
opportunities to transform my theoretical knowledge into practical application that gives me the
opportunity to make a difference in the organization and society.
3) What are your strengths?
I am a person with strong interpersonal skills and have the ability to get along well with people. I enjoy
challenges and looking for creative solutions to problems. OR
I am a hard worker and commitment oriented and because of this ability I can work for additional
hours to accomplish my tasks.
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4) Do you have any weakness?
Always remember – “Try to specify your weakness as your strength and also highlight it as a benefit.”
There’s a saying – “However small the thorn maybe it has the ability to pierce.”
So never highlight your weakness unless specifically asked.
Answer: I tend to spend too much of time in pursuit of perfectionism and excellence
OR
I'm a perfectionist and workaholic, and I am sometimes impatient with people who don't work as hard
as I do. But I'm really trying to improve. It's just hard to find the time when you're as obsessed with
meeting, deadlines and exceeding expectations as I am.
5) Where do you see yourself 5 years from now?
I see myself holding a responsible position in your esteemed organization. I believe that I will be able to
make a valuable and meaningful contribution to your organization with my enhanced learning and skill
gained from experience.
6) How do you deal with criticism?
I believe that an individual is his/her best critic. We have to accept the fact that a person can neither
be perfect nor please everyone all the time. In fact trying to please everyone all the time is said to be
‘the key to failure’.
7) What have you learnt from your failures?
Failures are the pillars of success. From my failures I have learnt to analyze myself and find out my
shortcomings. Those shortcomings are the areas of future improvement for me and I have undertaken
seriously to improve myself in those relevant areas. One more thing I learned is never to give up, never
to feel rejected for, “Accepting a failure is a man’s great trait.”
CHAPTER 8. GROUP DISCUSSION
A group discussion is a verbal‐oriented activity which can be formal or informal. The participants express themselves eloquently to make an impact and create a favorable impression. In formal contexts, GDs are used as a tool to identify candidates with the right abilities either for employment or for admission to various posts. Why are GDs Conducted? A group discussion enables the employer to assess the following factors: the ability to fit into group and influence it, solve problems, make decisions, communicate effectively, remain calm in a stressful situation and stay positive. How are GDs Conducted? The candidates of the group are given a topic and are asked to discuss the topic for 20 to 25 minutes and arrive at a consensus. The GD may last for about twenty minutes.
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The participants are expected to display initiative, tact, understanding, persuasive ability and motivating, co‐coordinating skill. The candidates in the group express their views freely and to the point in an audible manner. They must avoid being either domineering or silent and passive. Types of GDs There are three types of GDs i.e. Topic based GDs, Case Studies and Group tasks 1. Topic based GDs: These can be classified into three based on the kind of topic given :
Factual topics (socio economic topics e.g. traffic chaos), Controversial topics (argumentative in nature e.g. Brian drain should be stopped) Abstract topics (e.g. Beauty lies in the eyes of the beholder)
2. Case Studies: An issue or situation is given to the candidates to discuss and arrive at a solution. This evaluates their ability to think about a solution from various angles. 3. Group tasks: These are group activities with specific objectives, e.g. Provide guidelines to set up an English Language Training Institute. Features of a good GD: Effective communication, in‐depth discussion which are analytical and logical, cooperative and friendly atmosphere, equal participation and arriving at a broad consensus Main Parts of a GD: Initiation, Continuation and Conclusion Initiation: can include use of proverbs, definitions, anecdotes and relevant quotes. Continuation: Each member takes turns to participate and continue the discussion using expressions such as: It’s my turn now to say something You are quite right (agreement) OR I beg to disagree with you (disagreement) That’s not really relevant here. Let’s not deviate please. (Focusing on the topic) Conclusion: One of the participants can summarize the discussion in a concise manner. What do evaluators look for? Some of the important positive personality traits that a candidate should possess to do well at a GD are: Communication skills, knowledge of the topic, appropriate body language, reasoning ability, leadership qualities, conflict management and the ability to be a Team Player.
CHAPTER 9. DEBATE
A debate is a discussion between sides with different views. Persons speak for or against something
before making a decision. Debates are a means of encouraging critical thinking, personal expression,
and tolerance of others' opinions. It is also highly effective for developing argumentation skills for
persuasive speech and writing.
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Differences between a Debate and a Group Discussion: Debate is basically an argument where
participants take a particular stand on a given topic and stick to it. The number of participants could
vary from two to fifty.
A Group Discussion on the other hand is a cooperative process in which members discuss a topic and
reach a consensus. The number of participants is usually between five and fifteen.
ESSENTIALS OF A DEBATE: Content: Relevant examples should be used to support the arguments or
statements being made.
Unity: All members of the team should have a clear awareness of the team line or point of view.
STRUCTURE OF THE CONTENT
Use of signposts: Each argument should be differentiated and the opponents should know that the
speaker is moving from one argument to the next. This is called signposting.
Use of clear links: Debaters should ensure that their arguments are (i) logical (ii) linked to the team line
and (iii) the examples support the arguments.
Similarly, while rebutting, each of the opponent’s arguments are attacked in turn, spending time on
each point and then moving to the next , thus completely demolishing the opponents.
Rebuttal is countering the arguments put forth by the opponents. This involves: speaking logically,
concentrating on major arguments, sparing the debater and criticizing only views of the opponent and
making new points rather than merely opposing the points presented.
DELIVERY: Attention should be paid to clarity of speech and proper body language i.e. eye contact, use
of appropriate gestures etc.
CONDUCTING A DEBATE
A topic is given for a debate to individuals or teams. A team might consist of a minimum of two
debaters and a maximum of fifty or more.
The teams should arrive at a possible definition of the topic.
The first speaker of the affirmative must explain in clear terms the meaning of the topic. The negative
may agree with or choose to challenge the definition presented.
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AFFIRMATIVE NEGATIVE
CHAPTER 10. PUBLIC SPEAKING
Public speaking is a form of communication, in which a person speaks to a group of people in order to share ideas and thoughts on a topic.
1st affirmative defines the topic and presents
the affirmative team’s point of view,
briefly presents what the other two members
will discuss
1st negative accepts or rejects the definition ,
presents the negative team’s point of view,
briefly presents what the other two members
will discuss,
rebuts the main points of the first speaker of
the affirmative team
2nd affirmative should reaffirm the affirmative
team’s line or point of view,
rebut the main points of the first negative
2nd negative should reaffirm the negative
team’s line,
rebut the main points of the affirmative’s
argument
3rd affirmative should reaffirm the affirmative
team’s line,
rebut all the remaining points of the
negative’s argument,
present a summary of the affirmative’s
argument and round off the debate for the
affirmative
3rd negative should restate the negative
team’s line,
rebut all the remaining points of the
affirmative’s argument,
present a summary of the negative’s
argument and round off the debate for the
negative
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Advantages of Public Speaking
Enhances career growth Improves confidence, helps to overcome stage fear and raises self –esteem Helps to think logically, analytically and in an organized manner
Essentials of an effective speech Prepare well , make it purposeful Use examples, personal experiences and add an element of humor
The Right Approach to public speaking Have confidence in yourself, go with a positive approach, remain composed Accept criticism, take it as a challenge Study and observe other speakers Keep yourself updated
Planning and preparing a speech Focus on the occasion and audience Use various resources and collect data, write out key notes
Rehearsal techniques Rehearse in front of a mirror or a friend Simulate the situation as closely as possible
Delivery techniques
Be active and energetic and use the podium properly Modulate your voice and use pauses effectively Maintain eye contact, use appropriate body language and Manage time well
CHAPTER 11. ROLE PLAY
What does role‐play mean? Role play could mean to assume the attitudes, actions, and discourse of another, especially in a make‐
believe situation in an effort to understand different points of view in social interaction OR to
experiment with or experience a situation or viewpoint by playing a role.
Examples : Management trainees given a chance to role‐play labor negotiators Trainees role‐playing management positions Role plays enable participants to deal with real life situations. They help in developing convincing
abilities and persuasive skills, using appropriate words, body language, creativity and innovativeness.
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Role plays also help one to overcome shyness and stage fear and provide an opportunity to work as a
team. They help one to face real life’s challenges and tackle critical situations in the professional field.
Role Plays in the Interactive Lab include:
Introductions: Self Introduction, introducing one’s friends to each other
Agreeing, Disagreeing, Requesting, accepting or rejecting a request, apologizing, congratulating, making a complaint, giving directions
Two friends greet each other at college/ at a Mall/ at a birthday party
At the Railway Station/ At the bank/ At the post office/At the doctor
CHAPTER 12. USE OF DICTIONARY AND THESAURUS
DICTIONARY
A dictionary is a reference book that focuses on defining words and phrases, including multiple
meanings. The most frequently used dictionary is a language dictionary that includes the majority of
frequently used words in a language. In some dictionaries charts and illustrations are also used.
Language dictionaries are made for different types of users: scholars, office workers, schools, and
second language learners.
They are different forms of dictionaries. They include: Paperback, hardbound and online editions.
Advantages of using a Dictionary
Advanced English language dictionaries characteristically include the following information:
hyphenation information
pronunciation guides
part of speech
alternate spellings
etymological information
sample sentences
usage notes
and sometimes synonyms THESAURUS A thesaurus is a dictionary of synonyms; that is, words that have similar meanings (for example: correct, accurate, exact).
It helps you avoid repetition in your writing and helps you find a word for an idea you have in mind. You can use it to increase your vocabulary as the typical thesaurus has synonyms for more than 100,000 words but it is important that you choose a synonym that is consistent with the style of your piece of writing.
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There are two main kinds of thesauri: a Roget‐type, which has a categorization system, and an A‐to‐Z
thesaurus. Thesauri may also contain antonyms, word lists and other interesting features.
Advantages of using a Thesaurus
To find the words you need to express yourself more effectively and more interestingly
To avoid repeating the same words monotonously
To avoid clichés (overused expressions)
To recall the word that is on the tip of your tongue
To find the word that suits the genre (type of writing eg: a letter), purpose, intended audience and context of what you are writing.
In different situations, the same idea might be most effectively expressed by a different word. A thesaurus helps you make the right choice.
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NOTES
Transcribe the following words and mark the stress
1. Thick ……….…………………… Thirty…………………………….
2. Yes……………………………. Other…………………………….
3. Ankle……………………………. Enjoy…………………………….
4. Most……………………………. Match…………………………….
5. Large……………………………. Polite …………………………….
6. Few ……………………………. Earth…………………………….
7. Thorn……………………………. Singer…………………………….
8. China ……………………………. Firm…………………………….
9. Arrange…………………………….
10. Zone…………………………….
11. Hourly…………………………….
12. Green…………………………….
13. Load…………………………….
14. Each ……………………………
15. Movie…………………………
16. Destroy………………………
17. Day…………………………….
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