English Language Communication Skills Lab Manual: Name Roll No. Branch Section

ENGLISH LANGUAGE COMMUNICATION
SKILLS
LAB MANUAL
Name
Roll No.
Branch
Section
ELCS Lab Manual Basic Sciences and Humanities
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B.V.Raju Institute of Technology
Narsapur, Medak District
OBJECTIVES
 To facilitate computer-aided multi-media instruction enabling individualized and

independent language learning
 To sensitise the students to the nuances of English speech sounds, word accent,
intonation and rhythm
 To bring about a consistent accent and intelligibility in their pronunciation of

English by providing an opportunity for practice in speaking
 To improve the fluency in spoken English and neutralize mother tongue influence
 To train students to use language appropriately for interviews, group discussion and
public speaking
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CONTENTS
Exercise – I
CALL Lab: Introduction to Phonetics – Speech Sounds – Vowels and Consonants
ICS Lab: Ice-Breaking activity and JAM session
Articles, Prepositions, Word formation- Prefixes & Suffixes, Synonyms & Antonyms
Exercise – II
CALL Lab: Structure of Syllables - Past Tense Marker and Plural Marker – Weak Forms
and Strong Forms - Consonant Clusters.
ICS Lab: Situational Dialogues – Role-Play- Expressions in Various Situations – Self-
introduction and Introducing Others – Greetings – Apologies – Requests – Social and
Professional Etiquette - Telephone Etiquette. Concord (Subject in agreement with verb) and
Words often mis spelt- confused/misused
Exercise - III
CALL Lab: Minimal Pairs- Word accent and Stress Shifts- Listening Comprehension.
ICS Lab: Descriptions- Narrations- Giving Directions and guidelines.
Sequence of Tenses, Question Tags and One word substitutes.
Exercise – IV
CALL Lab: Intonation and Common errors in Pronunciation.
ICS Lab: Extempore- Public Speaking
Active and Passive Voice, –Common Errors in English, Idioms and Phrases
Exercise – V
CALL Lab: Neutralization of Mother Tongue Influence and Conversation Practice
ICS Lab: Information Transfer- Oral Presentation Skills
Reading Comprehension and Job Application with Resume preparation.
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Exercise – I
CALL Lab:
Phonetics:
Introduction to Phonetics:
Phonetics is a branch of Linguistics. It is a word derived from the Greek word, phone =
sound/voice. It is the study of sounds and the human voice. Phonology is the study of sound
patterns of a particular language.
Phonetics and its importance:
Phonetics is the scientific study of the speech sounds of a language. The knowledge of
phonetics enables one to acquire a correct pronunciation, to give a true description of the
sounds of English, to point out the mistakes in the pronunciation and to differentiate sounds
of English from those of the mother tongue. All pronunciations use the International
Phonetic Alphabets. Many phonetics symbols e.g. /P/, /S/, /K/ sound exactly like the most
common pronunciation of the letter they look like.
Speech Mechanism:
English uses pulmonic egressive air-stream mechanism for the production of speech sounds.
The pulmonic air coming from the lungs is changed into a sound by an organ called Larynx
present in the throat. Various organs of speech also participate in the production and the
transmission of different speech sounds. The vocal cords in the throat play a significant role
in the production of speech. The vocal cords have two main functions. They determine the
pitch of one’s voice and also give voice to our speech sounds i.e. they determine whether a
speech sound is voiced or voiceless.
The air-stream mechanism:
For the production of speech we need an air-stream mechanism. There are three types of
air-stream mechanisms.
a) Pulmonic (consisting of the lungs and the respiratory muscles which set the air-stream in
motion)
b) Glottalic(in which the larynx, with the glottis firmly closed, is moved up or down to
initiate the air-stream)
c) Velaric(in which the back of the tongue is in firm contact with the soft palate, and it is
pushed forward or pulled forward or pulled back to initiate the air-stream)
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. For the sounds of English and most Indian languages, we generally make use of pulmonic
egressive air-stream mechanism, i.e. the air is pushed out of the lungs.
Organs of Speech:
The organs of the human body, which produce speech sounds, are together called organs of
speech. The organs of speech can be studied under three systems – articulatory, phonatory
and respiratory systems.
Articulatory system comprises of pharynx and oral and nasal cavities. The chief articulators
in this system are lips, teeth (upper and lower), hard palate, soft palate/velum, uvula and
tongue. Tongue has three parts - tip, blade/front and back.
Phonatory system consists of trachea and larynx. Vocal cords and glottis are situated in the
larynx.
Respiratory system comprises of lungs and bronchial tubes.
The vocal cords: The vocal cords are two elastic folds situated in the Adam’s apple. The
opening between the vocal cords is called the glottis. The air-stream travels upwards from
the lungs through the vocal cords. When the vocal cords vibrate, voiced sounds are
produced. Sounds produced without the vibration of the vocal cords are known as voiceless
sound.
The lips: Lips are important part of the articulatory system.
The tongue: Among the organs of speech, the tongue is the chief articulator. The tongue has
three parts: the tip, the blade and the back. Any one of these three may be used in the
production of a sound.
The teeth-ridge: The teeth-ridge is situated behind the upper row of teeth. Sounds
produced with the tongue touching the teeth-ridge are known as alveolar sounds.
The palate: The palate forms the roof of the mouth. The palate has two parts – the hard
palate and the soft palate, which is also called the velum. If you run the tongue along the
surface of the roof, you will find the first half of the palate hard and the second half soft.
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OR G A N S OF S P E E CH
Received Pronunciation (R.P.)

R.P. is the pronunciation (English Accent) of Southern England. It is used by Oxford
University, B.B.C. and public schools in England; it is socially adopted by the British people
and widely accepted as a standard by rest of the world.
The difficulty with English language is that some letters stand for more than one sound.
Each symbol is always represented by the same sound. Each sound is always represented by
the same symbol.
As the spelling of a word in English is not the true guide to its pronunciation, we need the
help of other symbols to indicate pronunciation and such symbols are called Phonetic
Symbols, each symbol stands for one sound only. The phonetic symbols enable us to read
accurately the pronunciation of a word in the dictionary such as Oxford Advanced Learner’s
Dictionary of English and English Pronouncing Dictionary.
Sounds in English Phonetics:
The 44 sounds in English Phonetics are categorized into consonants and vowels. There are
24 consonants and 20 vowels. The 20 vowels are divided into two groups: pure vowels 12
and diphthongs 8. All the vowel sounds are voiced, and some consonants are voiced and soe
are voiceless.
Consonants and Vowels:
The distinction between consonants and vowels
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 If the air, once out of the glottis, is allowed to pass freely through the resonators, the
sound is a vowel;
 If the air, once out of the glottis, is obstructed, partially or totally, in one or more
places, the sound is a consonant.
Consonant sounds are classified according to three features of articulation.
1. Vocal fold activity/Force of articulation
2. Place of articulation
3. Manner of articulation
1. Vocal fold activity/Force of articulation
Consonant sounds which are pronounced with vocal fold vibration are known as
voiced/voice sounds.
Consonant sounds which are pronounced without vocal fold vibration are known as
voiceless/unvoiced sounds.
Voice sounds: / , , , , , , , , , , , , , , /
Unvoiced sounds: / /
2. Place of Articulation
a. Bilabial: the lips come together, the lower lip is active. The tongue remains in the
rest position. Eg./ , , , /
b. Labio-dentals: The lower lip touches the upper front teeth, the tongue is in rest
position. Eg./ , /
c. Dental: the tip of the tongue touches the back of the upper teeth.eg. / , /
d. Alveolars: The tip/blade of the tongue touches alveolar(tooth) ridge. Eg. / , ,
, , , , /
e. Palato alveolar: The tip of the tongue touches the tooth ridge. The tongue is raised
towards the hard palate.eg. / , , , /
f. Palatals: The front of the tongue touches the hard palate. eg. / /
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g. Velars: The back of the tongue is contact with soft palate.eg. / , , /
h. Glottal: the vocal cords come together completely or partially. Eg. / /
3. Manner of articulation
a. Plosives/Stops: Total closure during which air pressure builds up followed by a
sudden release of air. Eg./ , , , , , /
b. Fricatives: Breath is forsed through a narrow opening, resulting in a hissing sound.
Eg. / , , , , , , , , /
c. Affricates: sounds that begin as plosives and then became fricatives. eg. / , /
d. Nasals: Air is forced to pass through the nose only with the lowering of the soft
palate and total closure of the mouth. Eg. / , , /
e. Laterals: Air is allowed to escape around the sides of the tongue.eg. / /
f. Approxmints/Semi-vowels: Sounds having the qualities of both a vowel and a
consonant. Eg. / , , /
2. Vowels: a) Monophthongs
Central
Front Back
u: 
Close  i:
I
 u
Half-close  з:
e
 Fig : Tongue-position of
ɔː  RP / I : (indicated by a
 ə circle)
Half-open
æ  
ɒ
ɑː 
Open
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Symbol Description
A centralized front, half-close, unrounded vowel
A front, close, unrounded vowel
A centralized, back, rounded vowel
A back, close, rounded vowel
A front, unrounded vowel between half-close and half-open
A front, unrounded vowel just below the half-open position
A back, open, rounded vowel
A back, rounded vowel between half-open and half-close
A back, open, unrounded vowel
A central, half-open, unrounded vowel
A central, unrounded vowel between half-close and half-open
A central, unrounded vowel between open and half-open
b) Diphthongs (Vowel Glides)

Symbol Description
A glide from a 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 a centralized front unrounded vowel just above half-close to a
central, unrounded vowel between half-close and half-open.
A glide from a front, half-open unrounded vowel to a central, unrounded
vowel between half-close and half-open.
A glide from a centralized, back, rounded vowel just above half-close to a
central, unrounded vowel between half-close and half-open.
A glide from central, unrounded vowel between half-close and half-open to a
centralized, back, rounded 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.
Example of Vowels: a) Pure Vowels:
Symbol Initial Middle Final

Innocent Pitfall Simile
East Teach Key
Oomph Hood You
Ooze Rule Blue
Any Friend ----
At Bat ----
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Often Hot ----

Autumn Hall Law
Art Cart Star
Account Compare Bitter
Earn Certain Sir
Up Bus ----
b) Diphthongs:
Symbol Initial Middle Final
Aim Great Today
Item Time Cry
Oil Join Enjoy
Era Beard Cheer
Air Careless Fair
---- Jury Poor
Open Road No
Out Round Row
ICS LAB:
JAM:
Jam is a game that uses extemporaneous speaking and careful listening to emphasize good
speaking and diction. It is held in a challenging environment where the listeners attempt to
identify a number of errors. The main emphasis is on straightforward approach. Each
participant speaks on a topic for a full minute without repetition, hesitation, or deviation.
Two players are required, along with a moderator.
Articles:
There are two articles in English language. They are: 1) The Definite Article 2) Indefinite
Articles. The definite article is used before the uncountable nouns and the indefinite article
is used before the countable singular nouns.
The Definite Article is “THE.”
The definite article can be used before the colours, departments, oceans, seas, designations,
professions, superlative degrees, particular events and incidents etc.,
Ex: He uses the bluecolour always.
The girl is very innocent. (Known to all)
My friend joined in the police department.
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The pacific is the deepest ocean.
The weaver is a skilled worker.
The Indefinite Article is divided into two types. They are: A(One)and AN(One).
“A” is used before the .Consonant sounds not before all the consonants. But Sounds are
considered.
Ex: It is a dangerous idea.
She is a girl who is an extraordinary talent.
It is a university for all.
He is a man who smiles always.
A member of parliament represents the people in the parliament.
“AN” is used before the Vowel sounds not before all the vowels. But Sounds are considered.
Ex: He is an engineer.
It is an interactive communicate skills lab.
He has joined in an honourable post.
It is really an excavation. Cell phone is an invention for wasting time of the students in this
century.
Prepositions: Preposition is a word which builds a relation between word to word or

sentence to sentence. It is used before a noun as pre means before or advanced, position
means placed. So preposition is placed before a noun or other parts of speech connecting a
sentence.
List of Prepositions: of, for, since, beside, besides, from, at, in, with, by, off, on, into, upon,
under, to, too etc., some examples are given below:
OF: (Belongs to) this preposition is used to show the relation between person to person and
place to place. And it is also used to in the form of ‘in’.
Ex: Sachin is selected as the player of the decade.
Head phones of high quality.
FOR: (Reason, Price, Purpose etc.,) This is used to show the price reason and purpose etc.,
and it is also used to show the period of time in the present perfect continuous tense.
Ex: He has been waiting for three hours.
The lady has bought a car for two lakhs.
I am waiting for a right chance.
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BESIDE: (By the side of) it is used in the sense of by the side of.
Ex: He parked the car beside my car.
She stays beside my home.
BESIDES: (In addition to) it is used in the sense of in addition to.
Ex: They have farms besides fields.
She has a bikebesides Car.
SINCE: This is used in the sense of from and it is also used to show the point of time in the
present perfect continuous tense.
She has been working in this college since January.
We have been doing research since 2006.
AT: This is used to show the smaller place, time etc.,
Ex: He is at his native place.
He must attend the meeting at 10 ‘O’ clock.
Word Formation: Characteristics of word formation, based on Prefixes and Suffixes and
compounding.
Prefixes: They do not alter the word class of the base. They are normally written together
with the base as a single word. Main stress falls normally on the base. They can be grouped
according to their meaning.
Ex: ‘un’ unfair, unadorned, unfortunately.
‘non’ non-detailed, non-existent
Suffixes:Suffixes rarely have a distinct meaning of their own. Suffix is fixed at the last of the
word. They change the word into which they are included into other parts of speech. They
can be classified according to the speech part they form.
Noun Suffixes:‘eer’ engineer, auctioneer etc.,
Adjective/Noun suffixes:‘ness’ goodness, happiness, selfishness etc.,
Verb suffix:‘ify’ certify, identify, qualify etc.,
Adjective Suffixes: ‘able’ readable, drinkable, eatable etc.,
Synonym: A word or phrase meaning the same as another in the same language. Words that
are synonyms are said to be synonymous, and the state of being a synonym is called
synonymy. The word comes from Ancient Greeksyn("with") and onoma ("name").
Ex: Cunning - Clever
Dangerous – Risky
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Eatable - Edible
Antonym: A word opposite to another in meaning.
Ex: Absence – Presence
Accept - Refuse
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Exercise: II
CALL Lab:A syllable is a unit of organization for a sequence of speech sounds.
For example, the word water is composed of two syllables: wa and ter.
Similarly tomato = to.ma.to (threee syllables) andwindow = win.dow(two syllable)
A syllable is typically made up of a syllable nucleus (most often a vowel) with optional initial
and final margins (typically, consonants).
Syllable Structure
Syllables have internal structure: they can be divided into parts. The parts are onset and
rhyme; within the rhyme we find the nucleus and coda. Not all syllables have all parts; the
smallest possible syllable contains a nucleus only. A syllable may or may not have an onset
and a coda.
model for sing
Past Tense markers
In English, past tense verbs with an -ed ending are pronounced in three different ways:
 [t]
 [d] or
 [Id].
For example, the past tense verb “walked“, as in, “I walked away,” what is the last sound
that you hear in the verb?
 “Walked” [wakt]
1) The -ed verb ending sounds like a [t], “Walked” [wakt], even though it ends in the letter
“d”.
What do you hear when we say:
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 “smelled“, as in, “it smelled bad.”
2) The -ed verb ending sounds like a [d]: “smelled” [smeld]
And when we say, “visited”, as in “we visited New York City”, how did it pronounce that “-
ed” ending?
 [Id] [vizitid].
3) The -ed verb ending sounds like [ɪd], [vizitid].
There are three rules that explain the differences in past tense verb “-ed” pronunciation.
 vow | fake (vvv | fff)

 zebra | snake (zzz | sss)
–> When we pronounce voiced sounds, our vocal chords vibrate when we say those sounds.
[v] [z].
–> When we pronounce voiceless sounds, our vocal chords do not vibrate. [f] [s]. No
vibration.
This vibration or lack of vibration then carries forward to the following sound in the word.
Therefore, this vibration or lack of vibration explains why we pronounce the past tense of
verbs in threevoiced or voiceless ways: [t], [d] or [Id].
1) [t] final sound
Verbs ending in voiceless sounds [p, k, θ, f, s, ʃ, tʃ] cause the “-ed” ending to be pronounced
as the voiceless [t] (with no vocal chord vibration).
 [p] “He popped a balloon.” [papt]

 [k] “They talked a lot” [takt]
 [θ] “th”: “She frothed a cup of milk” [frawθt]
 [f] “I laughed at the movie.” [læft]
 [s] “She kissed a frog.” [kIst]
 [ʃ] “sh”: “We brushed it off.” [bruʃt]
 [tʃ] “ch”: “I reached around for it.” [riytʃt]
2) [d] final sound
Verbs ending in the voiced sounds [b, g, ð, v, z, ʒ, dʒ, m, n, ŋ, r, l] cause the “-ed” ending to
be pronounced as a voiced [d].
 [b] “It bobbed up and down.” [babd]

 [g] “He begged her to stay.” [bɛgd]
 [ð] “She breathed loudly.” [briyðd]
 [v] “They loved it.” [luvd]
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 [z] “We raised her expectations.” [reyzd]

 [dʒ] “They bridged the gap.” [brIdʒd]
 [m] “I claimed it was mine.” [kleymd]
 [n] “They banned new members.” [bænd]
 [ŋ] “She banged into the chair.” [bæŋd]
 [r] “He cleared it up.” [kliyrd]
 [l] “I rolled up the paper.” [rowld]
3) [əd] or [ɪd] final sound
Verbs ending in the sounds [t] or [d] will cause the “-ed” ending of a verb to
be pronounced as the syllable [əd] or [ɪd].
 [t] “I visited the Empire State Building.” [vɪzɪtəd]

 [t] “She edited the research paper.” [ɛdɪtɪd]
 [d] “We ended the game early.” [ɛndɪd]
 [d] “He breaded the chicken.” [brɛdɪd]
These “-ed” pronunciation rules are particularly important, because in English we connect
our speech when we have a word that:
 ends in a consonant; and

 is followed by a word that begins with a vowel.
In this case, the way you say the verb’s “-ed” ending will be heard loudly and clearly.
Example
“He walked away” [walkt] –> “He walk taway” [hiy WAWK təWEY]
Plural markers
If a word ends in the letter 's' (e.g. plural noun or verb in the third person), there are three
ways to pronounce this 's' - /S/, /Z/ and /IZ/.
In type one words, the final 's' should be pronounced as /S/.
These sounds are all unvoiced, which means that your vocal chords must be silent when you
make the sound.
Examples:
/p/ /P/ stops, ships
/t/ /T/ hits, pets
/k/ /K/ attacks, bricks
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/f/ /F/ laughs, coughs
/θ/ /θ/ maths, moths
Type two sound /Z/
This sound is made with vocal chords vibration.
/b/ /B/ grabs, robs
/d/ /D/ lids, rods
/g/ /G/ pigs, dogs
/v/ /V/ loves, leaves
/D/ /DZ/ breathes, lathes
/l/ /L/ hills, fails
/m/ /M/ comes, trams
/n/ /N/ earns, burns
/N/ /Ñ/ songs, paintings
any vowel sound any vowel sound plays, employees, flees, goes, news
 Type three sound /IZ/
This sound is the same as the verb 'to be' in its third person form (is). Type three sounds are
the only ones which add an additional syllable to the word, for example 'miss' /MIS/ is one
syllable, but 'misses' /MIS IZ/ is two syllables. The final /IZ/ syllable isn't usually stressed.
Standard Viv's
phonetic phonetic Example word
symbols symbols
/s/ /S/ buses, places
/z/ /Z/ chooses, sizes
/∫/ /SH/ washes, wishes
/t∫/ /TCH/ watches, matches
/dƷ/ /DJ/ Judges, pages
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Strong vs Weak Forms
Grammatical words are words that help us construct the sentence but they don't mean
anything: articles, prepositions, conjunctions, auxiliary verbs, etc.
These words have no stress, and so they are weakened. That weakened form is called "weak
form" as opposed to a "strong form", which is the full form of the word pronounced with
stress. The strong form only happens when we pronounce the words alone, or when we
emphasize them. Weak forms are very often pronounced with a schwa, and so are very
weak and sometimes a bit difficult to hear properly.
Sometimes weak forms are easy to spot, because we use contractions in the spelling to
show it:
I am French (strong form) I'm French (weak form)
But usually there is no change of spelling, only the pronunciation is different:
But strong form: /bʌt/ weak form: /bət/
example: I would like some fish and chips
strong forms /aɪwʊdlaɪksʌmfɪʃændtʃɪps/ it sounds unnatural.
weak forms /ɑwədlaɪksəmfɪʃəntʃɪps/ and we can use weaker forms

sometimes:/ɑdlaɪksəmfɪʃəntʃɪps/ so we can see that the auxiliary verb "would" has two weak
forms /wəd/ and /d/
Students who are learning English usually use only strong forms, and they sound very
unnatural. English speakers use weak forms all the time, every single sentence is full of
them, and students find it difficult to understand because they are not used to them, and
very often they don't even know they exist.
Consonant clusters
A group of two or more consonant sounds that come before (onset), after (coda), or
between (medial) vowels. Also known as cluster. A consonant cluster or consonant blend
is a group of consonants which have no intervening vowel. "The combination /st/ is a
consonant cluster (CC) used as onset in the word stop, and as coda in the word post.
There are many CC onset combinations in English as in black, bread, trick, twin, flat,Please,
pleasant, shrimp, thrills and throw . In English, for example, the groups /spl/ and /ts/ are
consonant clusters in the word splits. the longest consonant clusters in the word extra
would be /kstr/.
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ICS Lab:
Situational Dialogues
Situational Dialogues and Role Play blend together. They are introduced to generating
speech among the students. Taking one situation one has to write dialogues. Dialogue
nothing other than writing a conversation between two persons or more than two persons
on a particular situation. One person has to take a situation and create characters and feel
as other characters himself and build a dialogue.
Role Play is also a speech generating activity. Here, the participants have to enact as other
characters like doctor, actor, teacher, business man, journalist etc., Situational dialogues can
be transformed into Role Plays some times.
Ex: A situation of a board meeting. (Includes Chairman, Auditor, HR Manager, Etc,)
Chairman: Good morning all!
All: Good morning sir!
Ch: I think all of you are surprised by this abrupt meeting?!
HR: Yes sir, what is the reason to conduct this sudden meeting sir?
Ch: Yeah, coming to the point, this year onwards our company is going to open some
other
branches all over the nation to spread the business across the country.
Aud: Yes, it is a good idea sir, but it needs huge investment and we don’t have that much
investment at present. Better to wait for two more years sir.
Ch: Don’t worry, let us go for public issue and get more than 3000 billion rupees from
the
public.
HR: Sir, we have to recruit thousands of employees to run the company well.
Ch: Yes, Mr! you take care of it take fresher and experienced. It will work out well.
 The above situational dialogue can be also transformed as a role play.
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Social and Professional Etiquette:As people say, “Be like a roman when you are in Rome”
Etiquette is a convention of behavior accepted as polite. It has become popular in the global
world. Especially, people who join in corporates require many kind of etiquettes. As the
world is moving forward rapidly one has to learn social and professional etiquettes as per
the employer requirements.
The following etiquettes may be considered as social and professional etiquette:

1. Table manners
2. Correspondence
3. Dress Code
4. Greetings/Salutations/Body Language
Telephone Etiquette: It is very important to be conscious at the time of talking on the

phone.
One has to always identify oneself to at the beginning.
Must be sensitive to the tone of the voice.
Think through exactly what one plans to say and discuss before you place call.
Do not allow interruption to occur during the conversation.
Set a place to conversation properly and privately.
Speak clearly and slowly.
Do not allow one to be distracted by other activities while speaking on the telephone.
The above telephone etiquettes are very important especially for the professionals and
business people in the global world.
Concord: (Subject Verb Agreement)
Concord in broad terms means agreement between the subject and the verbs as well as
other elements of the clause structure.
Subject Verb Agreement: This is the agreement between the subject and the predicator or
verb. For example
(i) When the subject is singular, the verb should be singular

e.g Bongo is a lover of knowledge.
(ii) When the subject is plural, the verb too is expected to be plural
e.g. Nigerians are lovers of knowledge.
(b) Rule of Proximity

The rule of proximity states that ‘when there is a list of nouns or pronouns acting as the
subject in an ‘or’ a ‘nor’, in an ‘or’ a ‘nor’ it is the nearest noun or pronoun to the position of
the verb that will determine the choice of the verb, e.g.
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(i) If the boy dies, the parents, his friends or the doctor is to blame.
(ii) If the boy dies; the doctor, his friends or his parents are to blame.
(c) Words often Misspelt: Words are commonly misspelt while writing a document or any other
writings.
amateur - Amateurs need not be mature: this word ends on the French suffix -eur (the
equivalent of English -er).
apparent - A parent need not be apparent but "apparent" must pay the rent, so remember
this word always has the rent.
Words often Confused/Misused: Take a look at these two sentences – one of them contains
a mistake:
I poured over book after book.

We pored over the catalogues.
Are you uncertain which one is right? There are a lot of words in English that look or sound
alike but have very different meanings, such as pore and pour or flaunt and flout. It’s easy to
get them confused and most electronic spellcheckers won’t be much help in this type of
situation: they can tell you if a word has been spelled wrongly but they can’t generally flag
up the misuse of a correctly spelled word.
Word 1 Meaning Word 2 Meaning

accept to agree to receive or do except not including
adverse unfavourable, harmful averse strongly disliking; opposed
advice recommendations about advise to recommend something
what to do
Page 22
Exercise – III:
CALL Lab:
Minimal Pairs:
In phonology, minimal pairs are pairs of words or phrases in a particular language, which
differ in only one phonological element, such as a phoneme, toneme or chroneme and have
distinct meanings. They are used to demonstrate that two phones constitute two separate
phonemes in the language.
word 1 word 2 IPA 1 IPA 2 note

pin Bin /pɪn/ /bɪn/
rot Lot /rɒt/ /lɒt/
initial consonant
thigh Thy /θaj/ /ðaj/
zeal Seal /ziːl/ /siːl/
Word Accent and Stress Shift:
The use or application of an accent is the relative prominence of syllables in a phrase or

utterance. Stress and accent blend together. Word, havingstressed or acute accent on the
antepenult, proparoxy tone is given to a syllable, stress. Musicalshift of accent in passage be
separated.
Stress:
Stress is an important feature of English language. Stress is the degree of force with which
we pronounce a sound. This degree of force is mainly pressure from the chest affecting the
air stream.
Listening Comprehension:
Comprehension means understanding; it is derived from the word ‘comprehend’ means

understanding.
Listening comprehension is more than just hearing what is said; rather, it is a child’s ability
to understand the meaning of the words he hears and to relate to them in some way. When
children hear a story, for instance, good listening comprehension enables them to
understand it, remember it, discuss it, and even retell it in their own words. This is an
important skill to develop even at an early age, because good listeners grow up to become
good communicators.
It is nothing but learning through media, understanding the content and giving answers
through it. These kind of tests are conducted in the GRE and TOEFL tests.
Page 23
ICS Lab
Describing People, Places, Objects, Events:

A description is a brief, impersonal vivid picture of words. The subject of a description can
people and places, objects or processes and mechanisms, to write a good description one
should know why it is written and who it is written for. Describing something involves
recreating ones experiences and impressions, it is important that one perceive accurately
the subject of ones description before one begin writing. Mostly, a description is in the
present tense form but when historical events taken, should be in the past.
Be as specific as you can and give as many details as possible.
Avoid using general, vague or abstract words in your description.
Depending on the situation and considering your personal safety, take a good look at the
suspect, so that you will be better able to describe the suspect later.
Ex:
Hyderabad is a beautiful city. People are very integrated and live amicably. Hyderabad is a
hub for IT industry and many cultures and religions. People from different places dwell in
Hyderabad and show their brotherhood towards one another. It has great historical
monuments like Golconda, Charminar, Salarjung Museum and also Hussainsagar lake has a
great history behind its construction. Likewise, there are many significant place to be turned
as tourism spots.
GIVING DIRECTIONS
Objectives:
 To learn to use interrogative adverbs effectively.
 Make one to learn to give information politely.
When giving directions to someone it is best to use short Basic English sentences. Speak
slowly when talking to the other person and spell out words if they don't understand and if
possible draw a map.
 When speaking with someone, use your hands to demonstrate what you mean, left,
right, or straight on.
 Always try and use the word "please" when you are asking someone for directions.
It's polite, and people are more likely to help you!
Questions you can ask about directions
 Can you please tell me how do I can get to Nehru Street?

 Where is the nearest supermarket?
Page 24
 How can I get to the local market?

 I'm trying get to Downing Street.
 How do I get to the office?
 What's the best way to get to your house next?
 Where isMc Donald’s can you tell me please?
Questions you may hear

 How do I get to Tilak Street?
 Where is the closest gas station?
 Can you tell me where the community centre is?
 I’m looking for Rajaji road?
If you know the way…

 The easiest way is to…
 The quickest way is to…
 The best way is to…
Go + direction (right, left, down, up, through)

take + road name
turn + right/left
stay on + road name for + distance or time
Examples:
 The easiest way is to go right on Commercial Avenue.

 The quickest way is to take Road Number 1.
 The best way is to turn right on Main Street.
 Stay on Route 1 for about ten minutes.
Use landmarks
 Tell the person what to watch for.

 You will see a large clock on the right.
 You will pass a gas station.
 It’s across from the blue church.
Offer warnings
 Stay in the right lane.
 It’s a very busy road.
 It’s a big hill. (if they are walking or on a bike)
 There might be construction.
 If you pass the … you went too far.
Page 25
Clarify
Make sure that the other person understood your directions. Say: “Did you get all that?”
If you don’t know the way…
 Don’t guess! Don’t just shake your head and walk away. Use one of these phrases:
 I’m sorry, I’m not from here.
 I’m afraid I can’t help you.
Sequence of Tenses: Tense is nothing other than time. They represent the action of the
past, present and future.
Each tense is divided into four types: They are: The Simple, The Continuous, The Perfect and
The Perfect Continuous respectively.
The Present Tense: It tells about the action which occurs in the present time.
a) The Simple Present: Regular activities, daily routines, hobbies, habits, universal
truths, etc.,
Ex: A week has seven days.
b) The Present Continuous: Continuous work at present.

Ex: I am inculcating them now.
c) The Present Perfect: Action which has been done just now. Just now completed
actions.
Ex: She has achieved her goal.
d) The Present Perfect Continuous: Action starts in the past and continuous at present
time.
Ex: They have been neglecting the talented people since the inception.
The Past Tense:It is used to show the action which was completed in the past.
a) The Simple Past: It is used to show the action which was finished in the past.
Ex: I did it yesterday.
b) The Past Continuous: The action which was continuing in the past.
Ex: She was driving the car then..
c) The Past Perfect: The action which had been finished long back.
Ex: When she came he had done the work.
d) The Past Perfect Continuous: The action starts in the past continuous for some time
in the past and ends at certain time in the past itself.
Ex: Freedom fighters had been struggling to get independence from 1856 to 1947.
The Future Tense: It is used to show the action will occur in the future.
a) The Simple Future: It is used to show the action which will occur in the future.
Page 26
Ex: I shall take chance soon.
b) The Future Continuous: The action which will be continuing in the future.
Ex: You will be getting thing positively.
c) The Future Perfect: The action which will have been completed by certain time in the
future.
Ex: I will have achieved the things by 2014.
d) The Future Perfect Continuous: This tense is mostly in no use.

Ex: We will have been drawing the things in future (These kind of sentences are not
in use)
Question Tags: Question tags are used to confirm one statement. If the statement is
negative tag will be in positive and if the statement is in positive the tag will be in negative.
The tag consists the subject and the helping verb mostly.
Ex: Gopi broke the glass, didn’t he?
Page 27
Exercise IV
CALL Lab
Intonation
Definition:
In linguistics, the use of changing vocal pitch to convey grammatical information or personal
attitude.
(OR)
"Intonation is the melody or music of a language. It refers to the way the voice rises and
falls as we speak.
Functions of Intonation
All vocal languages use pitch pragmatically in intonation — for instance for emphasis, to
convey surprise or irony, or to pose a question.
 attitudinal function (for expressing emotions and attitudes)

 example: a fall from a high pitch on the 'mor' syllable of "good morning" suggests more
excitement than a fall from a low pitch
 grammatical function (to identify grammatical structure)
 example: it is claimed that in English a falling pitch movement is associated with statements,
but a rising pitch turns a statement into a yes–no question
 Psychological function (to organize speech into units that are easy to perceive, memorize
and perform)
COMMON ERRORS IN PRONUNCIATION
There are spelling rules in English, even if they are difficult to understand, so
pronouncing a word correctly usually does help you spell it correctly. Several common
errors are the result of rapid speech, so take your time speaking, correctly enunciating each
word. Careful speech and avid reading are the best guides to correct spelling .
 Don't say: athelete, atheletic | Do say: athlete, athletic

 Comment: Two syllables are enough for "athlete."
 Don't say: diptheria | Do say: diphtheria
 Comment: The ''ph'' in this word is pronounced [f], not [p].
 Don't say: drownd | Do say: drown
 Comment: You add the [d] only to the past tense and past participle.
 Don't say: jewlery | Do say: jewelry
 Comment: The root of this word is "jewel" and that doesn't change for either
"jeweler" or "jewelry." The British add a syllable: "jewellery"
 Don't say: pronounciation | Do say: pronunciation
 Comment: Just as "misspelling" is among the most commonly misspelled words,
Page 28
"pronunciation" is among the most commonly mispronounced words.
ICS Lab:
PUBLIC SPEAKING
INTRODUCTION
Public speaking is a process of speaking to a group of people in a structured, deliberate

manner intended to inform, influence, or entertain the listeners.
 Public speaking is commonly understood as a kind of face-to-face speaking between

individuals and audience for the purpose of communication.
 In public speaking, as in any form of communication, there are five basic elements,
often expressed as "who is saying what to whom using what medium with what
effects?"
OBJECTIVE
The purpose of public speaking can range from simply transmitting information, to
motivating people to act, to simply telling a story.
 Good orators should be able to change the emotions of their listeners, not just
inform them.
 Public speaking can be a powerful tool to use for purposes such as motivation,
influence, persuasion, informing, translation, or simply ethos.
GUIDELINES
 Know your material. Pick a topic you are interested in. Know more about it than you
include in your speech. Use humor, personal stories and conversational language –
that way you won’t easily forget what to say.
 Practice. Practice. Practice! Rehearse out loud with all equipment you plan on using.
Revise as necessary. Work to control filler words; Practice, pause and breathe.
Practice with a timer and allow time for the unexpected.
 Know the audience. Greet some of the audience members as they arrive. It’s easier
to speak to a group of friends than to strangers.
 Know the room. Arrive early, walk around the speaking area and practice using the
microphone and any visual aids.
 Relax. Begin by addressing the audience. It buys you time and calms your nerves.
Pause, smile and count to three before saying anything. Transform nervous energy
into enthusiasm.
 Visualize yourself giving your speech. Imagine yourself speaking, your voice loud,
clear and confident. Visualize the audience clapping – it will boost your confidence.
 Realize that people want you to succeed. Audiences want you to be interesting,
stimulating, informative and entertaining. They’re rooting for you.
 Don’t apologize for any nervousness or problem – the audience probably never
Page 29
noticed it.
 Concentrate on the message – not the medium. Focus your attention away from
your own anxieties and concentrate on your message and your audience.
Active and Passive Voice
Active voice is used when the doer of the action is highlighted
Eg. Chetan Bhagath wrote Five Point Something
Passive voice is used when the action is highlighted
Eg: Five Point Something is written by Chetan Bhagath
Common Errors in English
 She is my cousin sister X
She is my cousin.
 She has been practicing since 10 hrs. X

She has been practicing for 10 hrs.
Idioms and Phrases
Idioms
An idiom is a combination of words that has a figurative meaning, due to its common usage.
An idiom's figurative meaning is separate from the literal meaning or definition of the words
of which it is made. Idioms are numerous and they occur frequently in all languages. There
are estimated to be at least 25,000 idiomatic expressions in the English language.
Examples:
a. A Blessing In Disguise: Something good that isn't recognized at first.

b. Pick up your ears: To listen very carefully.
c. Drink like a fish: To drink very heavily.
d. Know the Ropes: To understand the details.
e. Cock and Bull Story: An unbelievable tale.
f. Turn A Blind Eye: Refuse to acknowledge something you know is real or legit.
Phrasal verbs
A phrasal verb is a verb followed by a preposition or an adverb; the combination creates a

meaning different from the original verb alone.
Phrasal verbs that include a preposition are known as prepositional verbs and phrasal verbs
that include a particle are also known as particle verbs. Additional alternative terms for
Page 30
phrasal verb are compound verb, verb-adverb combination.
Examples
There are three main types of phrasal verb constructions depending upon whether the verb
combines with a preposition, a particle, or both. The words constituting the phrasal verb
constructions in the following examples are in bold:
Verb + preposition (prepositional phrasal verbs)
a. Who is lookingafter the kids? – after is a preposition that introduces the

prepositional phrase after the kids.
b. They pick on Billy. – on is a preposition that introduces the prepositional phrase

on Billy.
c. I ran into an old friend. – into is a preposition that introduces the prepositional
phrase into an old friend.
d. She takes after her mother. – after is a preposition that introduces the
prepositional phrase after her mother.
e. Sam passes for a linguist. – for is a preposition that introduces the prepositional
phrase for a linguist.
f. You should stand by your friend. – by is a preposition that introduces the

prepositional phrase by your friend.
Verb + particle (particle phrasal verbs)
a. They brought that up twice. – up is a particle, not a preposition.
b. You should think it over. – over is a particle, not a preposition.
c. Why does he always dress down? – down is a particle, not a preposition.
d. You should not give in so quickly. – in is a particle, not a preposition.
e. Where do they want to hang out? – out is a particle, not a preposition.
f. She handed it in. – in is a particle, not a preposition.
Verb + particle + preposition (particle-prepositional phrasal verbs)
a. Who can put up with that? – up is a particle and with is a preposition.
b. She is looking forward to a rest. – forward is a particle and to is a preposition.
c. The other tanks were bearing down on my panther. – down is a particle and on is
a preposition.
d. They were really teeing off on me. – off is a particle and on is a preposition.
e. We loaded up on Mountain Dew and chips. – up is a particle and on is a
Page 31
preposition
f. Susan has been sitting in for me. – in is a particle and for is a preposition.
Page 32
Exercise V
CALL Lab
NEUTRALIZATION OF MTI & CONVERSATION PRACTICE
INTRODUCTION
The basic criterion of communication or accent is that one should understand what the
other person is saying and vice versa. Communication is a crucial part of globalization. This
globalization has created revolution in entrepreneurship and outsourcing. The need for
speaking in a neutral accent has been growing today because the customers and the clients
have to interact in a universal language in a globally acceptable style and accent.
Today many countries including developing nations outsource their projects for the sake of
cost, quality and resource. People other than USA do not understand American accent. This
communication barrier is solved after the arrival of accent neutralization concept.
OBJECTIVE
 To make ourselves understand better.

 Neutral accent training helps the students to speak the language in a universally
accepted style and standard.
Neutral English training includes the following modules.
Spoken English
1. Phonetics
2. Jaw Exercises
3. Vowel & Consonants Sounds
4. Syllable and Word Stress
5. Sentence Formation
6. Working on Thought process
7. Voice modulation & Speech therapy
8. Articulation Exercises
Written English
1. Write in international style and standard.
2. Pay attention to grammar.
3. Refer World famous English literature, books & Novels
4. Punctuation, selection of words, narration and context are very important.
Steps to speak in neutral accent

Neutral accent is a way of speaking a language without regionalism. Speaking with an accent
affects our communication and sometimes at its worst spoils our image in public. To make
ourselves understand better we should speak in neutral accent.
Page 33
By speaking in neutral English, we can make people to understand us better.
 We can speak well in our Job interviews, public forum and work places.
 We can interact with the society smoothly.
We can avoid frustration, inferiority complex and disappointments from people asking us to
repeat what we've said.
Steps to speak in neutral accent
1. Listen how native speakers speak the language.

2. Try to watch some good movies that can improve your overall communicative skills.
3. Do not speak too fast. Keep your rate of speech under control.
4. Read dictionary to learn the meaning of the word, spelling and pronunciation.
5. Listen to audio clips and videos to boost your confidence while speaking.
6. Increase your reading ability by going through newspapers and magazines.
7. Learn sounds of English. Familiarize with vowel and consonant sounds
ICS Lab:
INFORMATION TRANSFER
Objectives
 Learns to transfer the information in various forms.
 Learns to use appropriate form in any given context.
 Learns to carry visual appeal in communication.
Definition
Information Transfer activity “is an activity involving the reproduction of information either
from a diagrammatic or semi-diagrammatic form into a fully linguistic form or vice verse
(Palmer, 1991, p. 79)
A different definition is: “Information Transfer technique means translating data from one
form to another. From the Reading or Listening text to graphic stimuli, or visual like
Types of Pictorial Representation

 Tables
 Charts
 Graphs
 Pictograms
 Diagrams
 Figures
 Flow charts
 Signposts
Page 34
Advantages of Information Transfer
 Information in a visual form is comprehensive whether a student is linguistically

gifted or not; visual information is a kind of universal language.
 Because the Information Transfer technique is applicable to all four skills, different
learning styles are catered for.
 Charts and diagrams lend themselves to information-gap activities in which language
is used for a communicative purpose.
CHART
Pie Chart
English
Listening
Speaking
Reading
Writing
SIGNPOST
Page 35
ORAL PRESENTATIONS
Presentations are brief discussions of a focused topic delivered to a group of listeners in
order to impart knowledge or to stimulate discussion. They are similar to short papers with
an introduction, main body and conclusion.
Preparation
Know your topic well. Learn as much about the topic as you can to boost your self-
confidence. Prepare an outline of topic. Bullet or number the main points
Visual aids
Visual aids (maps, photos, film clips, graphs, diagrams, and charts) can enhance a
presentation.
 Keep visual aids simple and organized.
 Use color and contrast for emphasis but use them in moderation.
 Use a font large enough to be seen from the back of the room.
 If using Power Point, strongly resist the temptation to use sound effects and
dramatic slide transitions, unless very needed.
Handouts
Handouts provide structure. They can provide supplemental material, references, a glossary
of terms, and serve as a record of the presentation.
A handout should be 1-2 pages long and consist of:
 Your name
 Title of course
 Date of presentation
 Title of your presentation
 Brief abstract (50 word summary of your presentation)
 A brief outline of your presentation including the major points
 A bibliography of references used to inform the presentation
Practice
Practice giving your presentation to yourself. Speak out loud and time yourself. Practice
using your visual aids. It is absolutely important that you adhere to your time limit. Your
goal is to inform, not overwhelm.
Delivery tips
 Begin your presentation by telling your audience what your topic is and what you will be
covering.
 Dress neatly and appropriately.
 Speak in a clear, audible voice. Never, ever mumble.
 Make frequent eye contact with the audience. Making eye contact says that you are in
charge of the room and for a presentation.
 If you use slides or PowerPoint avoid the tendency to speak to the screen instead of to the
audience. Be so familiar with your visual aids that the only reason you look at them is to
Page 36
point something out.

 At the conclusion of your presentation ask for questions. Respond to questions politely,
good-humoredly, and briefly.
 At the end of your presentation, summarize your main points and give a strong concluding
remark that reinforces why your information is of value.
 Be enthusiastic.
Reading Comprehension
Definition : Reading comprehension is defined as the level of understanding of a

text/message. This understanding comes from the interaction between the words that are
written and how they trigger knowledge outside the text/message.
OBJECTIVES
 To improve the ability to understand and remember reading material.

 Improves the ability to recognize words quickly and effortlessly.
 Helps to understand the many facets of what they are reading.
TIPS
Learn to understand the structure of Paragraphs
Choose your Passages Carefully
Focus on Comprehension, instead of speed
Keep noting the main points of the passage on a sheet of paper
Job Application
An application for employment, job application, or application form is a form or collection
of forms that an individual seeking employment, called an applicant, must fill out as part of
the process of informing an employer of the applicant's availability and desire to be
employed, and persuading the employer to offer the applicant employment.
Job Application Form

PERSONAL INFORMATION:
First Name _____________________________
Middle Name ___________________________
Last Name _____________________________
Street Addres
City, State, Zip Code
Phone Number
EDUCATION:
Name and Address Of School - Degree/Diploma - Graduation Date
Skills and Qualifications: Licenses, Skills, Training, Awards
EMPLOYMENT HISTORY:
Page 37
Present Or Last Position:

Employer: _____________________________________________________
Address:______________________________________________________
Supervisor: ____________________________________________________
Phone: _______________________________
Email: ________________________________
Position Title: _________________________
From: ______________ To: ______________
Responsibilities: ____________________________________________________
__________________________________________________________
Salary: _______________
Previous Position:
Employer: _____________________________________________________
Address:______________________________________________________
Supervisor: ____________________________________________________
Phone: _______________________________
Email: ________________________________
Position Title: _________________________
From: ______________ To: ______________
Responsibilities: ___________________________________________________
__________________________________________________________
Salary: _______________
Reason for Leaving: ________
References:
Name/Title Address Phone
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
I certify that information contained in this application is true and complete. I understand that false
information may be grounds for not hiring me or for immediate termination of employment at any
point in the future if I am hired. I authorize the verification of any or all information listed above.
Signature______________________________
Date__________________________________
RESUME
A résumé less frequently also spelled resumé or resume, is a document used by persons to
present their backgrounds and skills. Résumés can be used for a variety of reasons, but most
often they are used to secure new employment. A typical résumé contains a summary of
relevant job experience and education. The résumé is usually one of the first items, along
with a cover letter and sometimes an application for employment.
Preparing a Resume
The key to creating a high-impact resume is to look at the document from the employer’s point of
view. From this point of view, the purpose of the resume review is to screen out applicants who
don’t fit the job requirements. Your objective is not to include anything that will get your resume
stacked on the "rejects" pile.
A resume typically has three main sections: Introduction, Background, and Supporting Information.
Page 38
The following are the parts of a resume:
Heading
Job Objective
Work experience
Education
Projects/Publications/Presentations
Awards
References
Page 39

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ENGLISH LANGUAGE COMMUNICATION

 To facilitate computer-aided multi-media instruction enabling individualized and

 To bring about a consistent accent and intelligibility in their pronunciation of

Received Pronunciation (R.P.)

rest position. Eg./ , , , /

d. Alveolars: The tip/blade of the tongue touches alveolar(tooth) ridge. Eg. / , ,

towards the hard palate.eg. / , , , /

g. Velars: The back of the tongue is contact with soft palate.eg. / , , /

h. Glottal: the vocal cords come together completely or partially. Eg. / /

sudden release of air. Eg./ , , , , , /

b. Fricatives: Breath is forsed through a narrow opening, resulting in a hissing sound.

palate and total closure of the mouth. Eg. / , , /

e. Laterals: Air is allowed to escape around the sides of the tongue.eg. / /

f. Approxmints/Semi-vowels: Sounds having the qualities of both a vowel and a

b) Diphthongs (Vowel Glides)

Example of Vowels: a) Pure Vowels:

Symbol Initial Middle Final

Often Hot ----

The Definite Article is “THE.”

Ex: He uses the bluecolour always.

The girl is very innocent. (Known to all)

My friend joined in the police department.

The pacific is the deepest ocean.

The weaver is a skilled worker.

Ex: It is a dangerous idea.

She is a girl who is an extraordinary talent.

It is a university for all.

He is a man who smiles always.

A member of parliament represents the people in the parliament.

It is an interactive communicate skills lab.

He has joined in an honourable post.

Prepositions: Preposition is a word which builds a relation between word to word or

Ex: Sachin is selected as the player of the decade.

Head phones of high quality.

Ex: He has been waiting for three hours.

The lady has bought a car for two lakhs.

I am waiting for a right chance.

Ex: He parked the car beside my car.

She stays beside my home.

BESIDES: (In addition to) it is used in the sense of in addition to.

Ex: They have farms besides fields.

She has a bikebesides Car.

She has been working in this college since January.

We have been doing research since 2006.

AT: This is used to show the smaller place, time etc.,

Ex: He is at his native place.

He must attend the meeting at 10 ‘O’ clock.

Ex: ‘un’ unfair, unadorned, unfortunately.

‘non’ non-detailed, non-existent

Noun Suffixes:‘eer’ engineer, auctioneer etc.,

Adjective/Noun suffixes:‘ness’ goodness, happiness, selfishness etc.,

Verb suffix:‘ify’ certify, identify, qualify etc.,

Adjective Suffixes: ‘able’ readable, drinkable, eatable etc.,

Ex: Cunning - Clever

Antonym: A word opposite to another in meaning.

Ex: Absence – Presence

CALL Lab:A syllable is a unit of organization for a sequence of speech sounds.

Similarly tomato = to.ma.to (threee syllables) andwindow = win.dow(two syllable)

model for sing

Past Tense markers

What do you hear when we say:

 “smelled“, as in, “it smelled bad.”