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Four language skills—writing,
speaking, reading and listening

Reading
•the reader’s ability to activate prior

knowledge, use reading strategies and
adapt to the reading situation.
Reading Objectives
Reading for Literary Experience
• reading novels, short stories, poems, plays and essays.
• knowing what and how an author might write in a specific genre
• how the author explores or uncovers experiences
Reading for Information
• reading articles in magazines and newspapers
• obtaining general information
Reading to Perform a Task
• reading documents such as bus or train schedules, directions for
games, classroom and laboratory procedures, tax or insurance forms,
recipes, voter registration materials
• applying, not simply understanding the information.
Components of Reading Skills
• reading speed,
• comprehension,
• efficiency and
• retention.
Reading Speed
• Word a Minute (W.A.M.) =
•Total number of words read × 60/Number of

seconds actually taken to read such material.
• Careful reading
• used for analysis, proofreading and accuracy checking.
• retained in the memory for a longer period.
• Rapid reading:
• the retention of material for a longer period is not
required,
• Skimming: skipping the details, grasp main ideas
• Scanning: search for particular information.
• Careful reading Complex reading 50 to 350 words a minute
• Rapid reading Simple reading 300 to 600 words a minute
• Skimming Main idea reading Up to 1500 words a minute
• Scanning Search for specific facts reading Up to 3000 words a
minute
Comprehension
• Relationship between reading speed and understanding of material.

Reading Efficiency
• Reading efficiency=
Reading speed × Comprehension/ 100
• If the reader with the reading speed of 80 words per minute understands
and comprehends 80% of the material read, reading efficiency score will
be 64.
Retention
• recall the read material
• Some people are good readers but their retention power is poor, that is,
they are unable to learn and recall the read material.
Factors Affecting Reading Skills
• Educational background
• Physical capability
• Mental capability
• Interest
• Practice
Techniques for Improving Reading Skills
• Active Reading
• Selection of Appropriate Reading Type
• Setting Realistic Time Schedules
• Keep Eyes Moving
• Concentration on Content and Speed
• Quick and Silent Reading
• Preview and Review of Material
• Read in Logical Block or Words
• Underline and Take Notes Randomly
Control on Personal and Environmental
Factors
• Proper lighting
• 2. Good seating (chairs, tables or desks)
• 3. Ventilation
• 4. Temperature
• 5. Lighting
Comprehension

Reading Efficiency
be 64.
Retention
Comprehension---Reading strategies
• ask yourself the following questions:
• What kind of text am I reading? (Informative, entertaining etc.)
• Is there any information that I learnt from it?
• What’s interesting in it?
• make a list of all difficult words
• jot down your thoughts to remember main points
Reading Comprehension and Personality Predicates
• Communication, therefore, is dependent on the ability to absorb learning
from reading.
• Today’s environment of cut-throat competition needs quick
comprehension
• understanding of what is presented and reproduced
Reading Comprehension
• rapid reading, quick understanding and precise reproduction
• three reading speeds:
• ‘study reading speed’,-----based on arguments
• ‘average reading speed’--reading newspapers, magazines, novels, etc.
• ‘skimming speed’-----quickly attain the required speed.
Factors affecting reading speed
• to improve speed, one must try to cultivate the habit of looking at
larger groups of words
• habit which slows down reading speed is the practice of pointing at
the words with pencil, pen
• going back to words which have already been read.
Comprehending Passages: Wants, Hints and Clues
• Read the passage to get its general meaning
• through the passage once more and note down the main points.
• You may come across words whose meaning you do not know.
• Then read all the questions attentively and look for answers.
• Be precise in answering the questions
• your answer should be in your own words, and should be in complete
sentences.
• Check carefully the grammar, spelling and punctuation
•Can you think of some ways to dress well
without spending a lot of money? Tell the
class
Read the article. Does it mention any of your ideas? Which ideas are the best? Which ideas have you tried?
1. Don't wear clothes that are too "old" or too "young" 5. Call attention to your best features. Choose colors that
for you, and choose styles that are appropriate for your bring out the color of your eyes. ______ If you're not as
lifestyle. ______ You want to feel as comfortable as slim as you'd like to be, buy tailored clothes that fit well.
possible. Don't just wear baggy outfits to cover up those few
extra pounds. Choose the best fabrics for your shape.
Silk may feel nice, but be careful - shiny fabrics can
2. Flip through a magazine to find styles you like. Use the make you look heavier. Cashmere, on the other hand,
photos as a guide. _____ can make you look slimmer and looks especially good
on muscular men.
3. Look at photos of yourself wearing a variety of outfits. 6. Clean out your closet. _____ Get rid of stained, out of
Which ones look good on you? Which ones aren't shape, torn, faded, or out-of-style clothing and scuffed
particularly flattering? Notice what you like and dislike shoes. Sell them at a consignment store, and use the extra
about different outfits. Is it the fabric? The color? The cash to jazz up your wardrobe.
style?
7. Update an outfit you already have. Add a new belt. If
your jeans are worn at the bottom, cut them off to make
4. Think about your life goals. Are you looking for a job? a pair of capris.
To impress potential employers, liven up your professional
look by adding some accessories to the suit you already 8. Make sure you have a few essentials. Men need a
have. How about a scarf? A colorful new tie? well-fitting sweater with a pair of casual but
well-cut pants. For women, a classic
black dress and a pair of simple pants
that you can dress up or down are
must-haves._______________________
Where do these sentences fit in the article? Write the correct letters in
the spaces.
a. If you want to look taller, wear clothes with vertical stripes.

b. Bring the pictures with you when you go shopping.
c. And for both men and women, a pair of classic black shoes is a necessity.
d. Take out everything that doesn't fit you anymore.
e. If you walk everywhere, be sure to buy shoes that are comfortable as well as
stylish.
How would you describe
your taste in clothes?
The content and format of the
letter you write will depend on
the circumstances.
What to Include in a Business Letter
• Subject line
• Greeting
• A brief introduction
• The primary purpose of your letter
• Closing Signature
Types of letter
Business letters
Employee Letters
Informational letters
Job Offer Letters
Thank You, Appreciation, and Congratulation Letters
Tips for Writing Appreciation Letters
Write your letter as soon as possible.

Explain why you’re writing the letter.
Keep the letter it short and focused.
Be sincere.
Edit. Edit. edit
Consider the format.
Michael Smith
300 Third Ave, Apt. 3R
Brooklyn, NY 11215
555-555-5555
michale.smith@email.com
May 19, 2020
Jessica Davis
Content Strategist
XYZ Media Company
1400 14th Street, Ste. 14
New York, NY 10018
Dear Ms. Davis,
Thank you again for meeting with me today. I truly enjoyed our conversation and gained valuable insights into content strategy and
building a career in media.
I’ve already investigated the classes you suggested, as well as the writer’s union, and will continue working on building my own
personal brand using your (extremely helpful!) advice.
As you said during our chat, you really can’t learn everything you need to know about this industry in school. I’m extremely grateful
that you took the time to steer me in the right direction.
Thanks again, and best regards,

Michael Smith (signature for hard copy letter)
Michael Smith
•Greeting The reason you're writing
•Your thanks and appreciation (be specific)
•Closing
•Your name (and email signature if you have one)

Sample Letter of Appreciation for Good Work
Hi Mark,
Thank you for escorting our guest speakers during the workshop last week. You went out of your way to make
everyone feel comfortable, which allowed me to focus on setting up the AV equipment and running sound
checks.
I spotted you not only getting people their presentation materials but also fetching water and coffee. If anyone
needed anything, you were there to provide it for them. All of our speakers mentioned how helpful you were.
Your thoughtfulness and attention to detail helped forge lasting relationships. We couldn’t have done it
without you!
Thanks again,
Jill
General Thank-You Phrases
These general thank-you phrases can be used for all personal and professional
communications:
•Thank you so much.
•Thank you very much.
•I appreciate your consideration/guidance/help/time.
•I sincerely appreciate ….
•My sincere appreciation/gratitude/thanks.
•My thanks and appreciation.
•Please accept my deepest thanks.
•Thank you for your
assistance/consideration/encouragement/guidance/support/thoughtfulness/time.
Business Thank-You Phrases
Sending a business thank-you note is not only professional; it’s a way to build a relationship
with your professional business contacts.
•I appreciate your assistance and look forward to your continuing to work on our account.
•Many thanks for giving me this opportunity.
•Thank you for referring [individual name] to me for [services provided].
•Thank you for referring us to [company name].
•Thanks very much for the assistance you provide my business. It is sincerely appreciated.
Thank You for Your Consideration
•Thank you very much for your consideration.

•Thank you for your consideration and forthcoming response.
•Thank you for your consideration and attention to this matter.
•Thank you for considering my request.
•I am very grateful for your consideration.
•I appreciate your consideration and look forward to hearing
from you.
•Your consideration is sincerely appreciated.
Workplace Thank-You Phrases
Bosses and employees love to be thanked, especially when they do something extra.
•I really appreciate the effort you have contributed to your team's project.
•I sincerely appreciate your flexibility and willingness to help.
•I wanted to express my personal gratitude for the effort and extra time you have
contributed.
•Thank you for your confidence and support.
•Thank you for your help. I'm thrilled to have you on our team.
•Thank you for always going above and beyond.
•Thank you for showing what it means to be part of a team.
•Thank you so much for meeting with me yesterday regarding the project I’m working on.
Thank You for Providing a Reference or Referral
Reference writing can be labor-intensive, and it can also take time to refer someone for a
job. Your connections will appreciate receiving a thank-you email or message.
•I appreciate your taking the time to write a reference for me.
•I really appreciate the reference you gave to [company name] on my behalf.
•Thank you for taking the time to provide me with a reference.
•Thank you very much for recommending me for the position.
•Thank you for referring me for the job at [company name].
•Thank you so very much for referring me for the [job title] position at [company name].
•Thank you so much for putting me in touch with [individual name] at [company name].
•Thank you so much; I really appreciate it!
How to Do It
Call to mind someone who did something for you for which you are extremely grateful but to whom you
never expressed your deep gratitude. This could be a relative, friend, teacher, or colleague. Try to pick
someone who is still alive and could meet you face-to-face in the next week. It may be most helpful to
select a person or act that you haven’t thought about for a while—something that isn’t always on your
mind.
Now, write a letter to one of these people, guided by the following steps.
•Write as though you are addressing this person directly (“Dear ______”).
•Describe in specific terms what this person did, why you are grateful to this person, and how this person’s behavior
affected your life. Try to be as concrete as possible.
•Describe what you are doing in your life now and how you often remember his or her efforts.
•Try to keep your letter to roughly one page (~300 words).
 For readers to be able to understand writing,
the information needs to be cohesive; it
needs to stick together.
 Writers have developed several strategies for

making information cohere:
◦ Repetition of key words and phrases
◦ Using the known-new contract
◦ Parallelism
 Writers and readers depend on conventions,
accepted ways of presenting written material
◦ Writers who are aware of writing conventions can

use them to make reading easier for audiences
◦ Readers appreciate conventional writing strategies

without always even being aware of them
◦ However, when these conventions are missing or

misused, the reader will think the writing is “bad” or
“awkward” even if they do not understand why
 what they have read in the past
◦ Just a title such as “Apes in Outer Space” will make some
readers assume the piece is science fiction
 what they read in YOUR writing

◦ So, if you title your piece, “Apes in Outer Space” and then
talk about the feeding and care of cats, obviously, you are
not meeting reader expectations. The title, the first
sentence, the first paragraph and so on set up reader
expectations that a writer MUST meet. Everything must
CONNECT.
 The repetition of key words and phrases in an
essay strengthens cohesion in writing
 You may have been told that repetition is a

“bad” thing, and sometimes repetition
becomes monotonous and/or annoying;
however, the repetition of key words and
phrases can be good, effective writing
 Even the English majors who have taken my
classes have complained to me about being
“marked down” for repeating words in essays
written for other classes
 And, even I mark “repetitive” in students’

essays, but I do so only if I feel the repetition
is not doing anything to move the argument
forward or to help strengthen cohesion
 Variety in wording IS important, so when an
instructor NOTICES and marks the writing for
overuse of certain words, the writing
probably DOES sound repetitive
 On the other hand, NOT REPEATING key ideas

will lead to such comments as “lacks
cohesion” or “seems disconnected” or
“difficult to follow”
 Writing is an art rather than a science, so
there is no easy answer, no “perfect” number
of allowed repetitions of a word
 Kolln and Gray advise us

◦ To aim for the middle ground
◦ To remember that using synonyms IS a form of
repetition
◦ To pay attention to feedback from your
instructors—it is most likely very accurate
 Repeating important words and phrases, or using
synonyms, is different from redundantly
repeating information
 To be “redundant” is to repeat information

needlessly
 “Repetition” is to repeat information needfully.
 As you become more proficient as a writer, you

will learn to balance repetition with variety
 Human beings understand information within
the context of what they already know.
 This reality is reflected in writing, with old

information coming first and new information
following
 Writers use this understanding of how human

beings comprehend information to make
their works cohesive.
 On a sentence level, writers can increase
coherence by referring to “known” information in
a new sentence. In other words, in some way
repeat information in the old sentence and then
move on to provide new information at the end
of the sentence:
EX: My dog is old and dying. His impending death

makes me feel sad and lonely.
In the second sentence, death refers to old information in the first sentence.
The new information about my feelings appears at the end of the second
sentence.
 The known-new technique works on an essay
level as well.
 Referring to previous information such as the

title, the introduction, the thesis, or the
previous paragraph later in an essay tends to
increase cohesion.
 As you may already have guessed, the
known-new contract is closely related to
repetition:
◦ The writer mentions or refers to an old idea before
giving the new information
 My daughter’s Siamese cat is hyper. I walk by her
hiding place, and she attacks me. The back door
opens. Out she dashes every time. Her 5-foot cat
pole is the place she acts the most crazy by hanging
from it upside down like a crazed monkey and
peering at us with her wide blue eyes.
 My daughter’s Siamese cat is hyper. She attacks my
feet every time I walk by her hiding place. She
dashes outside whenever the back door opens,
almost falling off the edge of the balcony. And she
attacks her 5-foot cat pole like a crazed monkey,
often hanging upside down to peer at us with her
wide blue eyes.
 My daughter’s Siamese cat is hyper. She attacks my
feet every time I walk by her hiding place. She
dashes outside whenever the back door opens,
almost falling off the edge of the balcony. And she
attacks her 5-foot cat pole like a crazed monkey,
often hanging upside down to peer at us with her
wide blue eyes.
 The topic sentence tells us we are talking
about a cat, so the pronoun “she” at the
beginning of each sentence is “old”
information.
 Then the “new” information comes at the end,

continually adding to our conception of the
cat as “hyper” through each new example.
 Pronouns can provide a strong cohesive
element in a paragraph. Remember,
pronouns substitute for nouns. Further, the
noun the pronoun refers to is called an
antecedent.
noun/antecedent pronoun
 As John walked home, he enjoyed the cool

breeze.
 Just remember that for a pronoun to provide
cohesion, the reader must be clearly aware to
whom or to what the pronoun refers. You
must use the noun before you can use the
pronoun.
 Simply sprinkling a paragraph with pronouns

will not increase cohesion but will inspire
CONFUSION.
 Readers expect pronouns to substitute for
nouns.
 Therefore, if it does not refer to a specific

noun or if the pronoun does not match the
noun in number (either singular or plural), the
reader frowns, scratches her head, and
reaches for red ink.
 For instance, what do you make of the word

“it” in the previous sentence?
 Weak: My roommate told me she has decided
to drop out of school and look for a job.
This has taken me completely by surprise,
and I know it will shock her parents.
◦ 1. This and it try to refer to the entire previous idea
rather than a specific noun. This pronoun use is
confusing.
◦ 2. To repair, add a noun after the pronoun
 Stronger: This decision of hers has taken me

completely by surprise.
 When a grammatical structure is parallel, we are
repeating a structure, a technique which is just as
effective at promoting cohesion as repeating key
words and phrases:
It can be a lonely place. It can be a place of discovery. It

can be a wild place. And it can be an exciting place.*
Note: Repeating grammatical structures has a

strong effect on readers. So use this technique,
but don’t overdo it.
“You know, my friends, there comes a time
when people get tired of being trampled over
by the iron feet of oppression. . . . There
comes a time, my friends, when people get
tired of being thrown across the abyss of
humiliation…. There comes a time when
people get tired of being pushed out of the
glittering sunlight of life’s July, and left
standing amidst the piercing chill of an
Alpine November”—Martin Luther King
 Using parallel structures like King can be
viewed as over-the-top drama
 Such drama is appropriate in the voice of

Martin Luther King but may NOT be
appropriate in all of your work
 Use this technique carefully, always

considering context and audience
 Use repetition to help tie information
together
 Put old information first before moving to
new information
 Use parallel structures to increase cohesion
 Do not forget to be thoughtful about using
repetition and parallelism because both
devices can be overdone
BUSINESS LETTER OF COMPLAINT
written by a customer of a
service/products commenting on a poor
service or product.
It usually outline the fault(s) with the

service/product.
It highlights the customers

dissatisfaction.
A complaint letter is any formal
legal document that sets out the facts
and legal reasons to make a
complaint, followed by a suggestive
remedy.
LAYOUT OF A BUSINESS LETTER
The parts of a business letter are as follows:
.Sender's address
.Date
.Inside address
.Salutation
.Body of the letter
.Complimentary close
.Signature
.Enclosure
1.Sender'sAddress is usually given in
the letterhead, but if there is none,
the address can be typed in the top
right-or left hand corner of the
letter.
2. The Date is written below the sender's
address. The month is usually not written out as
numbers–it could be confusing (different
sequences):20 December 2004 20th December,
2004.
3.The Inside address begins with the name of the company or–if you know
the name of the person you are writing to
–you can begin with his / her name. The address can also begin with a job title
or a department (if you do not know the name): The Sales Manager , The
Accounts Department.
The items that follow are:
-the name of the house or building
-the number of the building and the name of the street
-the name of the town and the postcode
-the name of the country
4.The salutations are as follows:
-Dear Sir–to a man whose name you do not know.
-Dear Sirs /Gentlemen–to a company
-Dear Madam–to a woman whose name you do not
know.
-Dear Sir or Madam–to a person whose name and sex
you do not know.
-Dear Mr Smith–to a person whose name you know,
but you do not know the person very well.
The British like to use the comma(,) after the salutation while
the Americans prefer a colon(:)
5. The Body of the letter is
usually written in the blocked style. A
line of space is left between the
paragraphs.
6. The complimentary close is related to the
salutations.
* If the letter begins Dear Sir / Sirs / Madam/ Sir or

Madam, the complimentary close should be (Yours faithfully).
*If the letter begins with a personal name, e.g. Dear Mr
James, it should be( Yours sincerely.)
A letter to someone you know well may end
with Best wishes.
A comma after the complimentary close is
optional.
7.Signature
Always type your name and possibly your job
title below your handwritten signature (the so called
signature block).
8.Enclosures
If there are any documents enclosed with a
letter, although they
might be mentioned in the body of the letter, it is
common to write Enc. or
Encl. below the signature block.
Rules to follow in making a
Business Complaint Letter
 It should be
Concise...
Authoritative...
Constructive...
and Friendly...
Letter of complaint
• Introduction:
• Letters written to bring the different
mistakes to the notice to the suppliers from
affected party are called complaint letters.
• In commercial correspondence letters of
complaint should not be rude or angry in
tone but gentle and yet firm by stating the
complaint clearly and precisely.
Letter of complaint
• Occasions for writing complaint letters:
• Late delivery of goods.
• Receipt of defective goods.
• Receipt of damaged goods.
• Shortage of goods.
• Receipt of wrong goods.
• Inferior quality goods.
• Misbehavior of an employee.
Letter of complaint
• Letter of complaint should state:
• The complaint clearly.

• Give relevant details about the quality or
quantity of goods you have received.
• Request remedial action.
Letter of complaint
• Opening statements:
• We are sorry to inform you that the goods
supplied by you were not ____________.
• We are sorry to inform that the supplies
made by were not according to the order
placed by us.
• We regret to point out to you the
unsatisfactory execution of our order.
Letter of complaint
• Closing statements:
• We wish you to send us promptly the right
quality of ____ and make good the loss
suffered by us.
• May we expect that such mistakes will be
avoided in future ?
• Would you be kind enough to replace the
defective items at the earliest ?
Letter of complaint
BHARAT ELECTRICALS
RAJKOT
20th July, 2012
To
The Manager
Gujarat Electricals
Ahmedabad.
Dear Sir,
Letter of complaint
SUB. : Complaints regarding damaged items.
We are thankful to you for your prompt action

on our request to supply fans as per our order
no. F/326, dated 15th July, 2012.
On opening the consignment, we were
Shocked to see that the blades of eight ceiling fans
were damaged. Moreover the paint of three
pedestal fans has peeled off awkwardly.
Letter of complaint
Would you be kind enough to replace these
damaged items at your earliest ?
Yours faithfully, --------------------

Letter of complaint
NEW CITY PRINTERY
Station Road, Rajkot
15th July, 2012.
To
The Sales Manager
Gujarat Paper Products Ltd.
Ahmedabad.
Dear Sir,
Letter of complaint
SUB.: Letter of Complaint against some paper
received in damaged condition.
Two reams of my paper of 14 kg. that you have

supplied against our order no. 456 of 10th July
have reached us in a damaged condition. Since
the other reams in the case are in a good
condition, we feel that the damage was not
caused in transit and it is perhaps at your
place.
Letter of complaint
We required this paper to print for one of our
clients who wants it immediately. We feel we
will have to suspend the work to the
displeasure of our customer, unless you hurry
up the replacement before 20th July.
Please confirm replacement at the earliest and

make good for the loss suffered by us.
Yours faithfully,
S. P. Vora
(Proprietor)
Comprehension

Reading Efficiency
be 64.
Retention
from reading.
comprehension
sentences.
What kind of privacy issues do people worry
about? Make a list.
Do you worry about them, too?

Read the article. What types of information does it mention?
Which of the ideas you discussed above does it include?
Read the article again and answer these questions.
1. Why are there so few laws against the invasion of privacy through smartphones?
2. What should you do in order to keep your location private?
3. Why do you think third parties want to know your location and personal tastes?
4. What should you do before you download a new app?
5. What two pieces of advice does the article give about passwords?
6. What else do you know about protecting your privacy?
Discussion
Have you/somebody you know ever had a problem because personal

information was shared by a service provider or app?
Phonetics:
The Sounds of Language
Sound Segments
• Knowing a language includes knowing the sounds of that
language
• Phonetics is the study of speech sounds
•• Everyone who knows a language knows how to

segment sentences into words and words into sounds
The Phonetic Alphabet
• In 1888 the International Phonetic
Alphabet (IPA) was invented in order to
have a system in which there was a one-
to-one correspondence between each
sound in language and each phonetic
symbol
• Someone who knows the IPA knows how

to pronounce any word in any language
Vowel practice
The Phonetic Alphabet
• Using IPA symbols, we can now represent
the pronunciation of words
guously:
Consonants: Manner of Articulation
• The manner of articulation is the way the
airstream is affected as it flows from the lungs
and out of the mouth and nose
• Voiceless sounds are those produced with the

vocal cords apart so the air flows freely through
the glottis
• Voiced sounds are those produced when the

vocal cords are together and vibrate as air
passes through
ELEMENTS
OF
EFFECTIVE WRITING
Writing is an essential skill
that students need if they
are to participate
meaningfully and
successfully in the modern
world.
Five Elements of Effective
Writing
1.Central idea
2.Organization
3.Supporting Material
4.Expression, word choice, and point of
view
5.Spelling, Grammar, and Punctuation
Central Idea
This element of good writing involves
focusing on a clear, manageable idea,
argument, or thesis around which to
organize your material. It includes selecting
subordinate ideas that support and reinforce
your central idea.
Checkpoints:
• Purpose or central idea is sufficiently
limited for meaningful discussion.
• Central idea is clearly stated, normally in
the opening.
• All subordinate ideas relate clearly to the
central idea.
ORGANIZATION
This element of writing has to do with coherent
arrangement of material. It involves keeping the
reader oriented to the central and subordinate
ideas. Good organization is logical and
sequential. It guides the reader between
divisions of the material.
Checkpoints:
• Introduction orients the reader to the central
idea and the line of reasoning.
• Material is arranged in a logical and coherent
sequence; subordinate ideas are effectively
identified.
• Transitions are clear and helpful.
• Conclusion or closing summarizes the
argument, emphasizes the central idea, and
leaves the reader with a sense of completion.
SUPPORTING MATERIAL
Explanations, examples, statistics, and quotations make
the ideas and information presented meaningful and
memorable for the reader. In exposition, the role of
supporting material is to clarify; in argument, to persuade.
Checkpoints:
• Examples are relevant, specific, detailed, sufficient, and
persuasive.
• Quotations support the argument.
EXPRESSION, WORD CHOICE, AND
POINT OF VIEW
Language is clear, specific, accurate, and appropriate to
the audience, purpose, and material. Variety in sentence
structure and length creates emphasis.
Checkpoints:
• Word choice is clear, specific, accurate, unassuming,
and free of jargons.
• Sentences are free of wordiness and ambiguity.
SPELLING, GRAMMAR, AND
PUNCTUATION
This element of good writing counts only

when it’s wrong. Fair or not, your reader
will notice your spelling, grammar, or
punctuation only when you make a
mistake.
Checkpoints:
• Spelling, including technical terms and proper names, is
correct.
• Correct words are used to convey the intended meaning.
• Generally accepted rules of grammar and syntax are
followed, including pronoun/noun agreement, subject/verb
agreement, appropriate verb tense, pronoun case,
possessive forms, parallel construction, etc.
• Punctuation, particularly comma placement, reflects
standard usage.
• Copy is free of mechanical errors and mistakes in
proofreading.
CHARACTERISTICS
OF
GOOD WRITING
Email writing
Email: Write precisely, accurately and
beautifully
E-mail
Message distributed by electronic means from one computer user to
one or more recipients via a network
The types of an E-mail
Informal/Personal Formal
• Written to friends and family • Written to a professor,
• Accuracy and grammar (spelling colleague, boss, etc.
and punctuation) are not • Must always be professional
important • Accurate grammar, punctuation,
• You can make up your own and spelling necessary
rules
Samples
Informal/Personal Formal
Dear Professor Johnson,
Hi Anne,
I was unable to attend class
I miss you so much! Can’t wait today due to a doctor’s
to see you on Friday!! We appointment. When you have a
haven’t hung out in so long! I moment, could please let me
miss my bestie! Maybe we can know what I missed and what
go to the movies or dinner or homework I need to have
just chill and watch TV and completed for Friday?
catch up…idc, whichever you
want.
Thank you,
Love ya, Julia Smith
Jules
Format
To: EMAIL ID MANDATORY CC: (OPTIONAL)
BCC: (OPTIONAL)
From: EMAIL ID MANDATORY
Subject:
Salutation,
Introduction —Reason/ purpose of writing email

Main body (important information)
Complimentary close (1 MARK)
Yours sincerely,
Name
(Designation)
CC v/s BCC
CC BCC
Carbon Copy Blind Carbon Copy
- Whose address would receive a - Email address of the recipients
copy of the message specified in this field do not
appear in the received message
header
- To or Cc fields will not know that
a copy sent to these address.
Writing a Job Application E-
mail
Subject
Format-Name of Applicant – Name

of Position, Job Reference Number
Example-
(Application for) Assistant Communications Director
– Joseph Q. Applicant
Write the Subject
Write an email to client requesting him to provide you with relevant

documents in a matrimonial/divorce litigation. Think what type of
evidence you may request for.
Salutation
Dear Mr./Ms. Last Name,
Message text
First Paragraph
The first paragraph of your letter should include information on why
you are writing. Mention the job you are applying for and where you
found the job listing. Include the name of a mutual contact, if you
have one. You might conclude by briefly and concisely saying why you
think you are an ideal candidate for the job.
Message Text-Continued
Middle Paragraph(s)
The next section of your application letter should describe what you
have to offer the employer.
It can be a single paragraph, or you can break it up into a couple of
paragraphs. If the section gets lengthy, you may use bullet points to
break up the text. Remember, you are interpreting your resume, not
repeating it.
Message Text-Continued
Final Paragraph
Conclude your application letter by thanking the employer for
considering you for the position. Include information on how you will
follow up.
Complimentary Close
• sign-off phrase
The following options are all good ways to close a formal letter:
Best regards/ Best wishes/ Best/ My best/ Regards/ Respectfully/
Respectfully yours/ Sincerely/ Sincerely yours/ Thank you/ Yours
respectfully/ Yours sincerely/ Yours truly/ Cordially/ With
appreciation/ With gratitude/ With sincere appreciation/ With
sincere thanks,
Caution!!!
• The first paragraph in the body of your letter should state your
intentions clearly.
• you can mention your work experience, but even that should be brief
and pertinent.
• In case an employee at the company referred you, make a note of
this in the email.
• State what you have enclosed.
• Do NOT use contractions. For example: don’t, haven’t, I’m, isn’t.
• Do NOT write in all capital letters.
• Use formal vocabulary and sentence structure. Do NOT use slang.
• Proofread the email at least twice.
Sample: For Young and Fresh
Graduates
Subject: Name of Applicant – Name of Position, Job Reference Number
Dear Mr./Ms. Last Name,
I came across a very exciting position on your job portal that I believe
fits me perfectly. After reading the job description and requirements
and matching it with my own experiences, I know that I would be a
valuable asset to your organization.
I recently graduated with a Bachelor of Science degree in Electrical
Engineering from the University of Texas. I now want to apply my skills
in a multinational company like Sony. As a development engineer, I can
implement engineering concepts to design innovative and ingenious
products for consumers.
I have attached a resume, and certificates for your consideration.
Please take a moment to go through them to get a better picture of
who I am.
It would give me great pleasure to hear back from you regarding my
application.
Sincerely,
Your Name
Your Phone Number
An email explaining an incident
To: steve@red-ribbon.com
From: sanjit@red-ribbon.com
Subject: Process issues in the team

Dear Steve,
Since you requested in our recent line management meeting for me to inform
you of any issues, I'm writing to tell you about a recent incident. Last week,
after experiencing some difficulties with the order processing system, tensions
arose in the team and a confrontation occurred between two team members.
I've outlined what led to this incident below:

1. There was a system update that we weren't expecting last week. The update
slightly changed the interface menu. Everything is still there but people have
said it's not easy to find some of the menu items they're looking for.
2. There seems to have been a period of time after the update that new entries
weren't being saved. This led to some work being lost. We worked overtime to
catch up on everything and all orders have been processed. But as a
consequence there was a general feeling of pressure and tiredness in the team.
An email explaining an incident
As a result of these challenging circumstances there was some tension, leading

to a disagreement between Johann and Maria. Johann lost his temper and
made some inappropriate remarks to Maria.
I met with them both in order to reflect on and resolve the conflict. Johann has
apologised for his behaviour and he realises that Maria could have chosen to
start disciplinary proceedings. They have worked together on a plan to improve
communication and therefore alleviate tensions within the team.
I've also asked our colleagues in the IT department to run a training session for
us all on how to best use the system in light of the recent software upgrades.
There's no specific action for you to take, but I felt it important that you're kept
in the loop.
I'll keep you posted.
Regards,
Sanjit
An Email Request
Sample Email
Dear Ms Leitman,
I am writing to request your help following a change in my circumstances.
As you know, I am enrolled on the Basic Spanish course at your college, which
starts in September. However, due to unforeseen family events, I have had to
leave the country for a while to assist my parents in Hong Kong.
At present it is not clear when I will be able to return and unfortunately I will not
be able to start the course as planned.
I would like to request a refund for the course fees already paid. I apologise for
the short notice and for any inconvenience caused. In the event that a refund is
not possible, I would be grateful if you could postpone my enrolment until my
return.
Thank you in advance for your help and I hope to be able to update you on the
situation soon.
Yours sincerely,
Keith Atherton
Expressions: Oxygen of Email
Opening Remarks
• I am writing to you about our last meeting/your presentation
yesterday/our next event.
• I am writing to you with regards to/regarding/concerning/in
connection with...
• I am writing to ask/enquire/let you know/confirm/check/invite you
to/to update you on/ask for a favor...
• I am writing you to follow up on...
continues
Asking for clarifications

I didn't/don't fully understand [something]. Could you please explain
that again?
I didn't quite get your point about [something]. Could you be more
specific?
Could you repeat what you said about...?
Could you give us some more details on...?
If you could please shed some light on this topic, I would really
appreciate it.
Could you please clarify [something]?
Could you please clarify when you would like us to finish this?
continues
Requests and enquiries

• Could you please...?
• Could you possibly tell me...?
• Can you please fill out this form?
• I'd really appreciate it if you could...
• I'd be very grateful if you could...
continues
Closing Lines
• Looking forward to hearing from you soon.
• I look forward to hearing from you soon.
• Please let me know if this works/if you are available/if that sounds
good/if you can/if you can help/if you need to reschedule...
• I look forward to seeing/meeting you.
Here we go…..
Ideally we must right email in 3-4 paragraph.

a) True
b)False
2
Salutation is not an integral part of email.

a) True
b)False
3
It is advisable to use some preferred expressions

while writing an email.
a) True
b)False
4
Typical jargons or excessive vocabulary outside the

business purview should be inculcate.
a) True
b)False
5
Shifting from one paragraph to another should be

lucid and smooth.
a) True
b)False
Conjunctions
Try combining sentences using a conjunction. Some conjunctions

you could use are:
And, But, Or, Nor, Yet, For, So
When combining two complete sentences, make sure that you use a
comma, too.
For example:
Before: We need to contact the doctor’s office. We should try to get
an appointment right away.
After: We need to contact the doctor’s office, and we should try to
get an appointment right away.
Subordination
• Subordination involves combining a main idea with an incomplete

clause using a connector. This helps show how the two sentences
work together. The connector is typically a word
like after, although, because, even
though, if, since, though, unless, whereas, and which. For example:
• Before: Don’t forget to wash your hands before handling food. You
don’t want to contaminate it.
• After: Since you don’t want to contaminate the food, don’t forget to
wash your hands before handling it.
Appositives
Appositives are phrases that add extra information about a noun in

the sentence. Rather than use a separate sentence to provide
information about that noun, you can include it right after
mentioning it:
Before: Buzz Aldrin was an astronaut. He was the second person to

walk on the moon.
After: Buzz Aldrin, an astronaut, was the second person to walk on
the moon.

When using appositives in a sentence, don’t forget to set the phrase
apart with commas
Transitional Markers
• A Transitional marker is a word or phrase placed at or near the

beginning of a sentence to indicate its relation to the preceding
sentence.
• In addition to, furthermore, moreover, besides, than, too, also, both-

and, another, equally important, first, second, etc., again, further,
last, finally, not only-but also, as well as, in the second place, next,
likewise, similarly, in fact, as a result, consequently, in the same way,
for example, for instance, ...
E-Resources
• https://www.grammarly.com/blog/email-writing-
tips/#:~:text=Every%20email%20you%20write%20has,standards%20t
hat%20should%20be%20followed.
• https://www.indeed.com/career-advice/career-development/how-
to-write-a-professional-email
• https://www.toppr.com/guides/business-correspondence-and-
reporting/writing-formal-mails/conventions-sample-mails/
The Anatomy of the
Vocal Tract Your
homework
is to go
online and
find out
what the
following
articulatory
places are
and where
they are
located:
Glottis
Uvula
Vowel practice
CONSONANTS
Next major topic: Consonant articulation.
What‟s a vowel? A speech sound produced with a
(relatively) unimpeded air stream.
What‟s a consonant? A speech sound produced with air
stream impeded, constricted, diverted, or obstructed.
Classification system for vowels:

tongue height, advancement, and lip rounding
Classification system for consonants:
place, manner, and voicing
A. Place (also called place of articulation): Where is the breath
stream impeded, constricted, diverted, or obstructed? For
example:
lips, teeth, alveolar ridge, palate, velum, …
(These are the articulatory landmarks that we reviewed earlier. More on place later.)
B. Manner: How is the breath stream impeded, constricted,

diverted, or obstructed? For example:
1. stop or plosive: complete obstruction of air stream
[b], [d], [g], [p], [t], [k] [/] (glottal stop, as in “uh-oh”)
2. fricative: air passed thru a narrow channel, creating
turbulence.
[s], [S] (as in “shoe”), [f], [T] (as in “theory”) [h],
[z], [Z] (as in “Zsa Zsa”), [v], [D] (as in “this”).
3. nasal: air stream redirected through the nasal cavity.
[m], [n], [N] (as in “sing”)
Manner categories (continued)
4. affricate: complete obstruction of air stream followed by
fricative release.
[tʃ] (as in “choke”), [dʒ] (as in “joke”)
5. approximants: consonants that are almost like vowels
[r] [l] [w] [j] (as in “yellow”)
These are the “open-est” of the closed-ish sounds – breath
stream is fairly unimpeded. But, these sounds “pattern” like
consonants; i.e., speakers treat them like consonants not
vowels.
a rat or an rat? a lake or an lake ?
a walk or an walk? a yak or an yak ?
So, these are consonants and that‟s that, even if we can‟t
supply a neat definition separating vowels from consonants.
c. Glottal stops occur in a few “exclamatory” words like
“uh-uh” (no) or “uh-oh” (whoops). They‟re more
common that you might think, though. Glottal stops
often serve as separators, as in:
no notion vs. known ocean
[no noʃən] vs. [non ʔoʃən]
353-7200: Phone number with “00” spoken as “oh-
oh.” A glottal stop will almost always be inserted to
separate the two “oh‟s; e.g.
[oʔo]
Glottal stops also appear as an allophone of /t/:
button [b/n`]
kitten [kI/n`]
cotton [kA/n`]
smitten [smI/n`]
Scranton [skrAn/n`]
sentence [sEn/n`s]
2. Fricatives
Mechanism of sound production is simple: Air is passed
through a narrow channel, creating turbulence. Turbulence
= noise.
When you look at white water on a river or stream you are
looking at turbulence. (You can also hear this turbulence; this is the
noise you hear when white water passes between boulders and whatnot.)
All fricatives involve this turbulence-generating mechanism.

English fricatives:
Voiceless: [f] [θ] (“theory”) [s] [ʃ] (“shoe”) [h]
Voiced: [θ] [ð] (“this”) [z] [ʒ] (“Zsa Zsa”)
All English fricatives except (maybe) [h] form voiced-
voiceless cognates:
[v]-[f] [ð]-[θ] [z]-[s] [ʒ]-[ʃ]
For each pair: Same place, same manner, different voicing.
FRICATIVES
WEAK (not very loud) STRONG (comparatively loud)

(Slit Fricatives) ` (Groove Fricatives)
[f] [v] [θ] [ð] [h] [s] [z] [ʃ] [ʒ]
(constriction shape for (constriction shape

for weak fricatives) for strong fricatives)
Long flat constriction = More circular constriction =
Inefficient noise generator Efficient noise generator
(noise is weak) (noise is strong)
3. Nasals
Vocal tract is closed (at the lips, alveolar ridge, or
velum); velum is lowered; acoustic energy flows
through the nose rather than mouth.
[m]: bilabial
[n]: alveolar
[ŋ]: velar
•[ŋ]: Symbol called engma or long n
•[ŋ] can end words (sing [sɪŋ]; lung [lʌŋ], bang
[beŋ], etc.) or appear in the middles of words
(singer [sɪŋɚ], sinker [sɪŋkɚ], languid [leŋgwɪd]),
but [ŋ] cannot begin words.
NOTE: Spelling convention: ng = [ŋ], but there is no [g]
and no [n] in sing, singer, song, hanger, stirring, bang, etc.
A [g] may follow the [ŋ], though:

strangle [streŋgəl]
Bangor ɔɚ]
[beŋg
languid [leŋgwɪd]
mangle [meŋgəl]
jungle [dʒʌŋgəl]
[k] following [ŋ] is also common:
sinker [sɪŋkɚ]
lanky [leŋki]
blank [bleŋk]
clunker [klʌŋkɚ]
4. Affricates
There are only 2 on these in English:
[tʃ] & [dʒ] (also [] and [])
church [tʃɚtʃ] (or [])
judge [dʒʌdʒ] (or [])
The mechanism of sound production: (1) the vocal
tract is completely occluded (with the velum up); the
occlusion is released into a short fricative: [ʃ] or [ʒ].
Affricates are stops followed by short fricatives.
Place: Alveopalatal/Palatoalveolar/Prepalatal; the
same as [ʃ]-[ʒ], not the same as [t]-[d].
Place is not alveolar, as indicated in the text.
5. Approximants (note the spelling)
Two Types of Approximants
Liquids Glides (also called semivowels)

[r] [l] [w] [j]
red [rɛd] led [lɛd] wed [wɛd] yet [jɛt]
These sounds are vowel-ish consonants, though they
are definitely consonants. For [r w j] (i.e., all but [l]),
there is a vowel with the same sound quality:
[r] : [ɚ] [w] : [u] [j] : [i]
[r] is the consonant version of [ɚ]
[w] is the consonant version of [u]
[j] is the consonant version of [i]
[l] is called a lateral: the tongue is on the alveolar ridge, and
acoustic energy flows along the two sides (lateral margins) of the
tongue. This is how [l] gets the name lateral. It‟s all by itself; i.e.,
[l] is the only lateral consonant in English.
[r w j]: these are produced in the same way as [ɚ u i]

[r]: retroflex or bunched, somewhat rounded (like [ɚ])
[w]: high, back, rounded (like [u])
[j]: high, front, retracted lips (like [i])
Notice that these are features of vowel articulation, not features
of consonant articulation. But since these really are consonants,
somehow we have to force these onto a consonant articulation
chart using features such as alveolar, palatal, alveopalatal, etc.
It‟s cumbersome and a bit forced, but it‟s done.
[r] = alveolar (sometimes palatal); [w] = bilabial and velar; [j] = palatal
Classifications are somewhat arbitrary, but you still have to learn
them.
One Other Way to Classify Approximants
[r w j]: These are central approximants. Sound

energy travels through the center of the
vocal tract.
[l]: This is a lateral approximant. Sound energy
travels around the sides of the tongue.
(Why? The tongue is in contact with the alveolar
ridge, forcing sound energy to go around the
sides).
That‟s all there is to it.

This is an important thing to know because McKay
uses this central vs. lateral approximant
distinction in his place-manner-voicing system.
Last Point on Approximants
The symbol we‟ve been using in here for

consonant R is [r].
In the IPA, [r] is used for a trilled R, as in Spanish
(and many other languages).
The official IPA symbol for the rhotic R that occurs
in English is [ɹ] (lower case „r‟ rotated 1800).
This is a headache to write, and since English does
not have a trilled R, it‟s convenient just to borrow
the [r] symbol. But you will sometimes see the [ɹ]
symbol.
6. Flap
Alveolar place; like a [d], but with very brief contact
with the alveolar ridge. In English flaps occur as an
allophone of /t/ and /d/ between vowels and preceding
unstressed vowels:
ladder [læɾɚ]
latter [læɾɚ] homophones
plotter [plɑɾɚ]
plodder [plɑɾɚ] homophones
kitty [kɪɾi]
butter [bʌɾɚ]
bladder [blæɾɚ]
seedy [siɾi]
ready [rɛɾi]
better [bɛɾɚ]
6. Flap (cont’d)
How are [d] and [ɾ] different? [d] and [ɾ] are essentially the
same sound, but [ɾ] has a very brief contact with the
alveolar ridge.
The word “identity” (spoken as it typically is in ordinary
conversational speech) has one [d] and one [ɾ]. Try
transcribing this word.
identity: [aidɛnəɾi] (Only the last /t,d/ becomes a [ɾ]. Why?)
Note the very brief contact for the flap – much shorter than for
the [d]. Also note: Flaps precede unstressed syllables. Also:
Wendy [wɛndi] vs. wedding [wɛɾɪŋ]
Andes [ændiz] vs. attic [æɾɪk] (or [æɾək])
One of the most common mistake students (& some
teachers) make is using a [t] rather than a [ɾ] in words like:
phonetics, butter, plotter, heterogeneity, pattern, crater
6. Flap (cont’d)
Last point: Many languages use a flap as their

R sound; e.g., Japanese.
Akira: [ɑkiɾɑ] (not [ɑkidɑ])

Hiroshi: [hiɾoʃi] (not [hidoʃi])
arigato: [aɾigɑto] (not [adigɑto])
Listening Styles
• LEARNING OBJECTIVES
• Understand the nature of listening styles.
• Explain the people listening style.
• Explain the action listening style.
• Explain the content listening style.
• Explain the time listening style.

People-oriented listener
Ø Interested in the speaker
They listen to the message in order to learn how the speaker
thinks and how they feel about their message. The people-
oriented listener is likely to be more attentive to the speaker
than to the message. (Interview) For instance, when people-
oriented listeners listen to an interview with a famous rap artist,
they are likely to be more curious about the artist as an
individual than about music,
Action-oriented listeners
Ø They primarily interested in finding out what the speaker wants.
Does the speaker want votes, donations, volunteers, or
something else? Action-oriented listening is sometimes called
task-oriented listening. (Flight attendant speech) For example,
when you’re a passenger on an airplane waiting to push back
from the gate, a flight attendant delivers a brief speech called
the preflight safety briefing. The flight attendant does not read
the findings of a safety study or the regulations about seat belts.
The flight attendant doesn’t explain that the content of his or her
speech is actually mandated by the Federal Aviation
Administration. Instead, the attendant says only to buckle up so
we can leave. An action-oriented listener finds “buckling up” a
more compelling message than a message about the underlying
reasons.
Content-oriented listeners
ØThey are interested in the message
itself, whether it makes sense, what it
means, and whether it’s accurate.
Content-oriented listeners want to listen to
well-developed information with solid
explanations. (Classroom speech) When
you give a speech, many members of your
classroom audience will be content-oriented
listeners who will be interested in learning from
you.
Time-oriented listening
Ø This style people prefer a message
that gets to the point quickly.
Ø They became impatient with slow
delivery or lengthy explainations.
ØTime-oriented listeners convey their
impatience through eye rolling,
shifting about in their seats, checking
their cell phones, and other
inappropriate behaviors.
Why Listening Is Difficult
At times, everyone has difficulty staying
completely focused during a lengthy
presentation. We can sometimes have
difficulty listening to even relatively brief
messages. Some of the factors that interfere
with good listening might exist beyond our
control, but others are manageable. It’s
helpful to be aware of these factors so that
they interfere as little as possible with
understanding the message.
• Noise
Noise is one of the biggest factors to interfere
with listening; it can be defined as anything
that interferes with your ability to attend to
and understand a message. There are many
kinds of noise, but we will focus on only the
four you are most likely to encounter in public
speaking situations: physical noise,
psychological noise, physiological noise, and
semantic noise.
Physical noise consists of various sounds in an
environment that interfere with a source’s
ability to hear. Construction noises right outside
a window, planes flying directly overhead, or
loud music in the next room can make it difficult
to hear the message being presented by a
speaker even if a microphone is being used. It is
sometimes possible to manage the context to
reduce the noise. Closing a window might be
helpful. Asking the people in the next room to
turn their music down might be possible.
Changing to a new location is more difficult, as
it involves finding a new location and having
everyone get there.
Psychological noise consists of distractions to a
speaker’s message caused by a receiver’s
internal thoughts. For example, if you are
preoccupied with personal problems, it is
difficult to give your full attention to
understanding the meanings of a message. The
presence of another person to whom you feel
attracted, or perhaps a person you dislike
intensely, can also be psychosocial noise that
draws your attention away from the message.
Semantic noise occurs when a receiver experiences
confusion over the meaning of a source’s word choice.
While you are attempting to understand a particular
word or phrase, the speaker continues to present the
message. While you are struggling with a word
interpretation, you are distracted from listening to the
rest of the message. One of the authors was listening to
a speaker who mentioned using a sweeper to clean
carpeting. The author was confused, as she did not see
how a broom would be effective in cleaning carpeting.
Later, the author found out that the speaker was using
the word “sweeper” to refer to a vacuum cleaner;.
Another example of semantic noise is euphemism.
Euphemism is diplomatic language used for delivering
unpleasant information. For instance, if someone is
said to be “flexible with the truth,” it might take us a
moment to understand that the speaker means this
person sometimes lies.
Many distractions are the fault of neither the
listener nor the speaker. However, when you
are the speaker, being aware of these sources
of noise can help you reduce some of the noise
that interferes with your audience’s ability to
understand you.
• Q.1: People-oriented listener is
• A) Interested in the speaker
• B) Interested in the speaker’s message
• C) Interested in the people
• D) Interested in the Interview.
• Q,2: Action-oriented listener is interested in
• A) What the speaker conveys
• B) What the speaker wants
• C) How the speaker performs
• D) What the speaker does
• Q. 3) Task-oriented listening is also called
• A) Action-oriented listening
• B) People-oriented listening
• C) Content-oriented listening
• D) Time-oriented listening
• Q.4) Content-oriented listeners
• A) They are interested in the message itself
• B) They are interested in the speaker
• C) They are interested in the action
• D) They are interested in the personality of
speaker
• Q.5) Content-oriented listeners want to listen
to well-developed information with solid
explanations.
• A) True B) False
• Q.6) Classroom speech is
• A) Action-oriented listening
• B) People-oriented listening
• C) Content-oriented listening
• D) Time-oriented listening
• Q.7) In Time-oriented listening people prefer
a message that gets to the point quickly.
• Q.8) Time-oriented listeners convey their
impatience through eye rolling, shifting
about in their seats, checking their cell
phones, and other inappropriate behaviors.
• Q.9) People became impatient with slow
delivery or lengthy explanations.
• A) In Action-oriented listening
• B) In People-oriented listening
• C) In Content-oriented listening
• D) In Time-oriented listening
• Q.10) Anything that interferes with your
ability to attend to and understand a
message is called.
• A) Voice
• B) Interference
• C) Noise
• D) Jolting
• Q.11) . Construction noise is an example of
• A) Physical Noise
• B) Psychological Noise
• C) Physiological Noise
• D) Semantic Noise.
• Q.12) Internal thoughts is an example of
• Q.13) When a receiver experiences confusion
over the meaning of a source’s word choice is
• Q.14. Euphemism is an example of
• Q.15. “flexible with the truth,” is
• A) Metaphor
• B) Euphuism
• C) Conceit
• D) Symbol
NOTICE WRITING
Format in a Glance
Please pay attention to the next slide that bears a
sample of a notice with all necessary instructions
indicated with the help of an arrow
Note down the same in your note book.
Question:
“You are the Cultural Committee Secretary of

your school. Your school is organising an Inter-
House English Debate Competition. Write a
Notice to be put o school’s notice board inviting
the names of participants for the same.”
Issuing Authority/
Name of School ASHOK HALL GIRLS’ RESIDENTIAL SCHOOL
MAJKHALI, ALMORA
Heading: Notice NOTICE
Date Subject: April 08, 2018
Catchy INTER –HOUSE ENGLISH DEBATE COMPETITION
Heading
All the students and House Coordinators are hereby informed that our
Content of the Notice
school is organising an Inter-House English Debate Competition for

classes IX to XII on April 28, 2018.
All the House Captains/Coordinators are requested to finalise two

students from their respective houses and submit the names to the
Cultural Committee latest by 21st April 2018.
For further details contact the undersigned.
Your Signature Signature

Your Full Name Your Name
Your Designation Secretary, Cultural Committee
ASHOK HALL GIRLS’ RESIDENTIALSCHOOL
MAJKHALI, ALMORA
NOTICE
April 08, 2018
INTER –HOUSE ENGLISH DEBATE COMPETITION
All the students and House Coordinators are hereby informed that our
school is organising an Inter-House English Debate Competition for
classes IX to XII on April 28, 2018.
All the House Captains/Coordinators are requested to finalise two students

from their respective houses and submit the names to the Cultural
Committee latest by 21st April 2018.
For further details contact the undersigned.
Signature
Your Name
Secretary, Cultural Committee
Hope You Have Assignment:
Understood You are the in-charge
of your school’s
Notice Writing Photography Club. In
not more than 50
words write a notice
to be put on your
school notice board
Now it’s time for requesting for the best
an photographs for the
assignment…….. upcoming school
magazine.
Quiz Time!
Notice is a formal form of communication.
 Yes
 No
Quiz Time!
It is advisable to keep the heading of Notice ‘catchy’!
 True
 False
Quiz Time!
The purpose of a Notice is to____________
A) To make announcement
B) Display Information
C) Both A and B
Quiz Time!
Notices that are issued by government appear in
Newspapers!
 True
 False
Quiz Time!
 Designation in a Notice is mentioned_________
 Before Subject Section
 After name in complimentary close section

Para-jumbles
Tips and Techniques to solve
What is a para-jumble?
A set of jumbled sentences that you need to unscramble

Paragraph + Jumbled
Para-Jumble
Thus, Para-jumbles are nothing else but another

method to test your Comprehension skills.
Types
• Fixed
Either one or both Opening and closing lines given
• Movable
All the lines are jumbled – need to identify theme and opening line
Example - Fixed
1. Opening statement 1. Opening statement

A. …………….
B. …………….
A. …………….
C. ……………. B. …………….
D. ……………. C. …………….
D. …………….
6. Closing statement
Example - Movable
A. …………….
B. …………….
1. ……………. a) …………….
C. ……………. 2. ……………. b) …………….
D. ……………. 3. ……………. c) …………….
4. ……………. d) …………….
5. ……………. e) …………….
f) …………….
Understand the central theme
• 1.The best way to solve Para jumbles is by

developing high reading speed and by scanning all
the options available.
• 2.Try getting the feel of what the passage is talking

about.
• 3.This will keep you in the right direction.

Track the chronology of events
• 1.In a few questions, the events mentioned in the

paragraph can be arranged in a timeline of occurrence
• 2.It becomes easier to logically construct a paragraph

using the sequence.
• 3.The events are usually mentioned in ascending or

descending order of their occurrence.
Review the options
• 1.Now, suppose you have 4 sentences A B C D. Based on

chronological order, you know that A and B will appear in
the order BA. Now scan the available options and match:
• (a)DABC(b) ACDB(c)CBAD(d) DBAC.
• 2. Now you know that the correct answer is either (c) or

(d). Choose the best option out of these two.
Identify Connectors
• Connectors are two statements which provides a logical connection
• One might be able to make a coherent paragraph. Connectors are of two

types supporting connectors and contradicting connectors
Supporting Contradicting
Likewise But
Similarly Despite This
In the same vein However
And On the other hand

• A) First may be necessary immediate relief.
• B)However to cure the problem from the root the treatment at the
elemental level is must.
• C)Therefore synergy of modern medical science and ancient Indian
wisdom is in the interest of humanity.
• D)Allopathic treatment is symptomatic while Ayurveda treats an
elemental level.
1. DBAC 2. DABC 3. DACB 4. BADC

• A) First may be necessary immediate relief.
• B)However to cure the problem from the root the treatment at the
elemental level is must.
• C)Therefore synergy of modern medical science and ancient Indian
wisdom is in the interest of humanity.
• D)Allopathic treatment is symptomatic while Ayurveda treats an
elemental level.
1. DBAC 2. DABC 3. DACB 4. BADC

Personal pronoun
• Look for pronouns
• 1.Pronouns like he, she, they, it, them, their, him, her, can be easily
spotted in para-jumbled sentences.
• 2.Such pronouns are always used when the person being talked
about has already been introduced.
• 3.So sentence with pronoun is most likely NOT the first sentence.
A. Passivity is not, of course, universal.
B. In areas where there are no lords or laws, or in frontier zones where all
men go armed, the attitude of the peasantry may well be different.
C. So indeed it may be on the fringe of the un-submissive.
D. However, for most of the soil-bound peasants the problem is not
whether to be normally passive or active, but when to pass from one state
to another.
E. This depends on an assessment of the political situation.
• 1. EDAC 2. CDABE 3. EDBAC 4 ABCDE
A. Passivity is not, of course, universal.
B. In areas where there are no lords or laws, or in frontier zones where all
men go armed, the attitude of the peasantry may well be different.
C. So indeed it may be on the fringe of the un-submissive.
D. However, for most of the soil-bound peasants the problem is not
whether to be normally passive or active, but when to pass from one state
to another.
E. This depends on an assessment of the political situation.
• 1. EDAC 2. CDABE 3. EDBAC 4 ABCDE
Look for transition words
• 1.When you see a transition word in a sentence, be 90% sure that this
sentence is not the first sentence.
• 2.Transition words are used in connecting a particular idea to the

next.
• 3.Example:
Also, again, as well as, after all, for example, for instance, in short,
likewise otherwise, subsequently, hence, simultaneously
Word in beginning and end
Beginning
• Firstly ,first and foremost ,initially at the outset,
Words which enumerate point:
Firstly, secondly, thirdly, lastly
• END
• Hence , in conclusion, thus, lastly, therefore, last but not the least
• It doesn’t take a highly esteemed medical expert to conclude that
women handle pain better than men.
A. First the men would give birth and then take six months to recover.
B. As for labour pains the human species would become extinct if men
had to give birth.
C. They do, however, make life hell for everyone else with their non-stop
complaining about how bad they feel.
D. The men in my life including my husband and my father would not
take a Tylenol for pain even if their lives depend on it.
6. And by the time they finish sharing their excruciating experience with
their buddies all reproduction would come to a halt.
A) ABDC B)DCBA C) CDBA D) BACD

• It doesn’t take a highly esteemed medical expert to conclude that
women handle pain better than men.
A. First the men would give birth and then take six months to recover.
B. As for labour pains the human species would become extinct if men
had to give birth.
C. They do, however, make life hell for everyone else with their non-stop
complaining about how bad they feel.
D. The men in my life including my husband and my father would not
take a Tylenol for pain even if their lives depend on it.
6. And by the time they finish sharing their excruciating experience with
their buddies all reproduction would come to a halt.
A) ABDC B)DCBA C) CDBA D) BACD

Sometime you Look for abbreviations
1.The sentence containing the full form will come before the sentence
containing the abbreviation
2.General information precedes specific information
3.Introduction of idea/ entity precedes its description
4.The conclusion comes in the end will find that for some terms in the
paragraph the full form as well as the abbreviation is present in the difference
sentences, then the containing the full form will obviously come before the
sentence containing abbreviation
• A) If you are used to having a stimulation come in from outside, Your mind
never develops its own habit of thinking and reflecting .
• B) Marx thought that religion was a opiate, because it soothed people’s
pain and suffering and prevented them from rising in rebellion .
• C) If Karl Marx were alive today ,He would say television is the opiate of
the peple .
• D) Television and similar entertainments are even more of an opiate
because of their an addictive tendencies .
1) BACD 2) ADBC 3)BDCA 4) CBDA
A) If you are used to having a stimulation come in from outside, Your mind
never develops its own habit of thinking and reflecting .
B) Marx thought that religion was a opiate, because it soothed people’s
pain and suffering and prevented them from rising in rebellion .
C) If Karl Marx were alive today ,He would say television is the opiate of the
peple .
D) Television and similar entertainments are even more of an opiate
because of their an addictive tendencies .
1) BACD 2) ADBC 3)BDCA 4) CBDA
• 1. The potential exchanges between the officials of IBBF and the Maharashtra
Body-Building Association has all the trappings of a drama we are accustomed
to.
• 2. In the case of sports persons, there is room for some sympathy, but the
apathy of the administrators, which has even led to sanctions from
international bodies, is unpardonable.
• 3. A case in the point is the hefty penalty of US $10,000 slapped on the Indian
Body-Building Federation for not fulfilling its commitment for holding the
Asian Championships in Mumbai in October.
• 4. It is a matter of deep regret and concern that the sports administrators
often cause more harm to the image of the country than sportsmen and
sportswomen do through their dismal performances.
• A. CABD B DBCA C. DABC D. CDBA
• 1. The potential exchanges between the officials of IBBF and the Maharashtra
Body-Building Association has all the trappings of a drama we are accustomed
to.
• 2. In the case of sports persons, there is room for some sympathy, but the
apathy of the administrators, which has even led to sanctions from
international bodies, is unpardonable.
• 3. A case in the point is the hefty penalty of US $10,000 slapped on the Indian
Body-Building Federation for not fulfilling its commitment for holding the
Asian Championships in Mumbai in October.
• 4. It is a matter of deep regret and concern that the sports administrators
often cause more harm to the image of the country than sportsmen and
sportswomen do through their dismal performances.
• A. CABD B DBCA C. DABC D. CDBA
1. Then two astronomers—the German, Johannes Kepler, and the Italian,
Galileo Galilei-started publicly to support the Copernican theory, despite the
fact that the orbits it predicted did not quite match the ones observed.
2. His idea was that the sun was stationary at the centre and that the earth
and the planets move in circular orbits around the sun.
3. A simple model was proposed in 1514 by a Polish priest, Nicholas
Copernicus.
4. Nearly a century passed before this idea was taken seriously.
• A. 3421 B 3241 C. 2314 D. 3142

1. Then two astronomers—the German, Johannes Kepler, and the Italian,
Galileo Galilei-started publicly to support the Copernican theory, despite the
fact that the orbits it predicted did not quite match the ones observed.
2. His idea was that the sun was stationary at the centre and that the earth
and the planets move in circular orbits around the sun.
3. A simple model was proposed in 1514 by a Polish priest, Nicholas
Copernicus.
4. Nearly a century passed before this idea was taken seriously.
• A. 3421 B 3241 C. 2314 D. 3142

Article approach
Articles can be divided into two categories -
1. Definite (the) and
2. Indefinite (a and an).
• ‘The’ is generally used when some person/place or event is being talked

about for the second or 3rd time.
• First time introductions are usually made with the help of ‘a/an’. So, the
sentence containing 'the' is most likely to come after the sentence
containing a/an.
Recap
• 1.Spot the link between the given sentences and group sentences by
applying
• a. Generalization concept
• b. Chronological order
• c. Pronoun reference
• d. Transition words
• e. Main idea / theme of passage
• 2.Review the options and eliminate the wrong answers based on the
above grouping
1.In simpler terms, it is the Indian version of the Razzies.
2.The 3rd Golden Kela Awards will be hosted by Cyrus Broacha this
year.
3.It was created in order to ridicule the bad performances and as a
revenge for wasting our precious time and money on such idiotic films.
4.The Golden Kela is held each year where awards are given for the
year's worst in Bollywood.
5.It was created by Random magazine, India's longest running humor
magazine in the year 2009.
1.DAECB
2.BACDE
3.ACEDB
4.CEADB
1.In simpler terms, it is the Indian version of the Razzies.
2.The 3rd Golden Kela Awards will be hosted by Cyrus Broacha this
year.
3.It was created in order to ridicule the bad performances and as a
revenge for wasting our precious time and money on such idiotic films.
4.The Golden Kela is held each year where awards are given for the
year's worst in Bollywood.
5.It was created by Random magazine, India's longest running humor
magazine in the year 2009.
1.DAECB
2.BACDE
3.ACEDB
4.CEADB
1.Despite the strong performance of the economy in 2010-11, the outlook
for 2011-12 is clouded by stubborn and persistently high inflation, and
rising external risks.
2.The three key macroeconomic concerns before the Union Budget 2011-12
were high inflation, high current account deficit (CAD), and fiscal
consolidation.
3.Additionally, there was an expectation that the government would restart
the reform process.
4.While the Budget sets a lower nominal gross domestic product (GDP)
growth target of 14%, we believe that the real GDP growth target of 9%
factored in the Budget is on the optimistic side.
5.E. The Budget has made an attempt to address all these issues, albeit
through small steps.
1.BCEAD
2.CBAED
3.DACEB
4.ADCEB
1.Despite the strong performance of the economy in 2010-11, the outlook
for 2011-12 is clouded by stubborn and persistently high inflation, and
rising external risks.
2.The three key macroeconomic concerns before the Union Budget 2011-12
were high inflation, high current account deficit (CAD), and fiscal
consolidation.
3.Additionally, there was an expectation that the government would restart
the reform process.
4.While the Budget sets a lower nominal gross domestic product (GDP)
growth target of 14%, we believe that the real GDP growth target of 9%
factored in the Budget is on the optimistic side.
5.E. The Budget has made an attempt to address all these issues, albeit
through small steps.
1.BCEAD
2.CBAED
3.DACEB
4.ADCEB
1.These were mainly bulwarks against winter, the hoarded dregs of more
plentiful seasons.
2.The first were the earliest mince pies, which saw cooked, shredded meat,
dried fruits, alcohol with its preservative qualities and perhaps a few spices
or herbs, all encased in large pies.
3.Subsequently, people baked this into a kind of pie, adding bread-crumbs
for bulk, eggs to bind it, and upping the dried fruits and called it 'plum
pudding'.
4.The pudding seems to have had two principal forerunners.
5.The second main pudding was a pottage or soup called frumenty, a fast
dish involving cracked wheat, currants and almonds which was ladled out at
the start of a meal.
6.ECDAB
7.BAECD
8.DACEB
9.DBAEC
1.These were mainly bulwarks against winter, the hoarded dregs of more
plentiful seasons.
2.The first were the earliest mince pies, which saw cooked, shredded meat,
dried fruits, alcohol with its preservative qualities and perhaps a few spices
or herbs, all encased in large pies.
3.Subsequently, people baked this into a kind of pie, adding bread-crumbs
for bulk, eggs to bind it, and upping the dried fruits and called it 'plum
pudding'.
4.The pudding seems to have had two principal forerunners.
5.The second main pudding was a pottage or soup called frumenty, a fast
dish involving cracked wheat, currants and almonds which was ladled out at
the start of a meal.
6.ECDAB
7.BAECD
8.DACEB
9.DBAEC
1.In a bid to placate the associate members, the ICC has decided to increase
the number of participating teams to 16 in the Twenty20 World Cup, as the
game's governing body feels these countries will have a greater chance of
competing on an equal footing in cricket's shortest format.
2.It is convenient just now to forget that in the last edition of the tournament,
considerable criticism was heaped on the governing body for the inordinate
length of the tournament, thanks in large part to the presence of the
associates.
3.To be fair to the ICC, criticism of the move to restrict the number of teams in
the next edition of the Cup is a case of damned if you do, damned if you don't.
4.The ICC's decision to restrict the number of teams in the 2015 World Cup has
evoked mixed responses, with opinion divided among players of the full
member teams.
5.Not surprisingly, the associate members aren't too thrilled about the idea of
being kept out of cricket's showpiece event.
6.ECDAB
7.BAECD
8.DACEB
9.DEACB
1.In a bid to placate the associate members, the ICC has decided to increase
the number of participating teams to 16 in the Twenty20 World Cup, as the
game's governing body feels these countries will have a greater chance of
competing on an equal footing in cricket's shortest format.
2.It is convenient just now to forget that in the last edition of the tournament,
considerable criticism was heaped on the governing body for the inordinate
length of the tournament, thanks in large part to the presence of the
associates.
3.To be fair to the ICC, criticism of the move to restrict the number of teams in
the next edition of the Cup is a case of damned if you do, damned if you don't.
4.The ICC's decision to restrict the number of teams in the 2015 World Cup has
evoked mixed responses, with opinion divided among players of the full
member teams.
5.Not surprisingly, the associate members aren't too thrilled about the idea of
being kept out of cricket's showpiece event.
6.ECDAB
7.BAECD
8.DACEB
9.DEACB
1.Environment Education unit of Centre for Science & Environment has
always been working towards providing easy to understand reading material.
2.Their new publication on this subject is an attempt to lend teachers a
helping hand.
3.It unfolds in two sections: Climate change: how to make sense of it all
4.And natural resources how to share & care.
5.However, they are introduced to students not as a paragraph to memorize
but as an activity to do.
6.ACEBD
7.DBCAE
8.ABCDE
9.BECAD
1.Environment Education unit of Centre for Science & Environment has
always been working towards providing easy to understand reading material.
2.Their new publication on this subject is an attempt to lend teachers a
helping hand.
3.It unfolds in two sections: Climate change: how to make sense of it all
4.And natural resources how to share & care.
5.However, they are introduced to students not as a paragraph to memorize
but as an activity to do.
6.ACEBD
7.DBCAE
8.ABCDE
9.BECAD
1.A famous Japanese rock garden is at Ryoan-Ji in Northwest Kyoto, Japan.
2.The rocks of various sizes are arranged on small white pebbles in five groups,
each comprising five, two, three, two, & three rocks.
3.The garden is 30 meters long from East to West & 10 meters from north to
south.
4.The garden contains 15 rocks arranged on the surface of white pebbles in
such a manner that visitors can see only 14 of them at once from whichever
angle the garden is viewed.
5.There are no trees, just 15 irregularly shaped rocks of varying sizes, some
arranged by gravel/sand that is raked everyday.
6.ACEBD
7.CAEDB
8.DEABC
9.BADEC
1.A famous Japanese rock garden is at Ryoan-Ji in Northwest Kyoto, Japan.
2.The rocks of various sizes are arranged on small white pebbles in five groups,
each comprising five, two, three, two, & three rocks.
3.The garden is 30 meters long from East to West & 10 meters from north to
south.
4.The garden contains 15 rocks arranged on the surface of white pebbles in
such a manner that visitors can see only 14 of them at once from whichever
angle the garden is viewed.
5.There are no trees, just 15 irregularly shaped rocks of varying sizes, some
arranged by gravel/sand that is raked everyday.
6.ACEBD
7.CAEDB
8.DEABC
9.BADEC
1.When they gathered together, the Buddha was completely silent & some
speculated that perhaps the Buddha was tired or ill.
2.It is said that Gautam Buddha gathered his disciples one day for a Dharma
talk.
3.One of the Buddha’s disciples, Mahakasyapa, silently gazed at the flower &
broke into a broad smile.
4.The origin of Zen Buddhism is ascribed to the Flower Sermon, the earliest
source which comes from the 14th century.
5.The Buddha silently held up & twirled a flower and twinkled his eyes, several
of his disciples tried to interpret what this meant though none of them was
correct.
6.EBDAC
7.DBAEC
8.BCDEA
9.CADBE
1.When they gathered together, the Buddha was completely silent & some
speculated that perhaps the Buddha was tired or ill.
2.It is said that Gautam Buddha gathered his disciples one day for a Dharma
talk.
3.One of the Buddha’s disciples, Mahakasyapa, silently gazed at the flower &
broke into a broad smile.
4.The origin of Zen Buddhism is ascribed to the Flower Sermon, the earliest
source which comes from the 14th century.
5.The Buddha silently held up & twirled a flower and twinkled his eyes, several
of his disciples tried to interpret what this meant though none of them was
correct.
6.EBDAC
7.DBAEC
8.BCDEA
9.CADBE
1.The post-election crisis in Kenya remains unresolved.
2.The damage being done to the country's economy is severe: tourism,
horticulture, and other industries that depend on trade beyond the Kenyan
border are reeling.
3.Many countries responded, providing essential humanitarian assistance
and logistical support. For this, I and many other Kenyans are very
grateful.
4.Thousands of livelihoods, along with investments throughout the region,
are threatened and collapsing.
5.As the situation in Kenya escalated with murders, rapes, burning of
property, looting, and the displacement of thousands of people throughout
the country - the international community was urged to help.
6.AEDBC
7.ABCED
8.ACDEB
9.ABDEC
1.The post-election crisis in Kenya remains unresolved.
2.The damage being done to the country's economy is severe: tourism,
horticulture, and other industries that depend on trade beyond the Kenyan
border are reeling.
3.Many countries responded, providing essential humanitarian assistance
and logistical support. For this, I and many other Kenyans are very
grateful.
4.Thousands of livelihoods, along with investments throughout the region,
are threatened and collapsing.
5.As the situation in Kenya escalated with murders, rapes, burning of
property, looting, and the displacement of thousands of people throughout
the country - the international community was urged to help.
6.AEDBC
7.ABCED
8.ACDEB
9.ABDEC
1.The US market will continue to be the dominant one in the foreseeable future.
The rupee could become even stronger.
2.A greater recourse to hedging as well as striving for multi-currency revenue
streams automatically suggests itself.
3.Already one company, TCS, by resorting to these methods extensively has
turned in an above - average performance during the first quarter.
4.Most IT companies have been grappling with more mundane problems such as
a high level of attrition amidst rising wage costs and inability to secure the right
type and number of American visas.
5.The BPO industry and many medium-sized software exporters are reportedly
operating on thin margins.
6.BCADE
7.ABCDE
8.DCBAE
9.EDABC
1.The US market will continue to be the dominant one in the foreseeable future.
The rupee could become even stronger.
2.A greater recourse to hedging as well as striving for multi-currency revenue
streams automatically suggests itself.
3.Already one company, TCS, by resorting to these methods extensively has
turned in an above - average performance during the first quarter.
4.Most IT companies have been grappling with more mundane problems such as
a high level of attrition amidst rising wage costs and inability to secure the right
type and number of American visas.
5.The BPO industry and many medium-sized software exporters are reportedly
operating on thin margins.
6.BCADE
7.ABCDE
8.DCBAE
9.EDABC
1.Last March, I was invited to present a paper on the topic of whether the
mistakes of the 20th century would be repeated in the 21st century as well.
2.The economic crisis hadn't become grave then.
3.But today the world is in the midst of the biggest economic crisis since 1929.
4.The key difference between then and now is that the old power structures have
finally disappeared.
5.Now even the US is pleading for financial help from China.
6.BCADE
7.ABCDE
8.CDEAB
9.DEABC
1.Last March, I was invited to present a paper on the topic of whether the
mistakes of the 20th century would be repeated in the 21st century as well.
2.The economic crisis hadn't become grave then.
3.But today the world is in the midst of the biggest economic crisis since 1929.
4.The key difference between then and now is that the old power structures have
finally disappeared.
5.Now even the US is pleading for financial help from China.
6.BCADE
7.ABCDE
8.CDEAB
9.DEABC
1.Thus, despite India's huge population, we have not done well in Olympic
Games.
2.During the British period also, cricket remained popular in India.
3.Cricket has been an extremely popular game in India for quite some time
now.
4.It is time our government and corporate fraternity pay due attention to other
games/sports and we redeem our national pride in Olympic Games.
5.However, due to this reason, other games/sports did not receive the
required attention they deserve.
6.EACDB
7.BDACE
8.CBEAD
9.DCEAB
1.Thus, despite India's huge population, we have not done well in Olympic
Games.
2.During the British period also, cricket remained popular in India.
3.Cricket has been an extremely popular game in India for quite some time
now.
4.It is time our government and corporate fraternity pay due attention to other
games/sports and we redeem our national pride in Olympic Games.
5.However, due to this reason, other games/sports did not receive the
required attention they deserve.
6.EACDB
7.BDACE
8.CBEAD
9.DCEAB
1.People started fearing a famine.
2.Monsoon turned out to be unusually abundant and the danger was averted.
3.The monsoon failed and water tanks became almost empty.
4.So, no grain could be sown by the farmers in their fields.
5.Farmers looked anxiously for the next monsoon.
6.CADBE
7.CDAEB
8.AEDCB
9.DABCE
1.People started fearing a famine.
2.Monsoon turned out to be unusually abundant and the danger was averted.
3.The monsoon failed and water tanks became almost empty.
4.So, no grain could be sown by the farmers in their fields.
5.Farmers looked anxiously for the next monsoon.
6.CADBE
7.CDAEB
8.AEDCB
9.DABCE
1.Economists all over the world have expressed anxiety in this regard.
2.As a result, Indian people have been subjected to high cost of living and inflation.
3.Indian economy has not shown desirable growth in the recent years.
4.Grim global economic scenario has also contributed to this problem and it seems
quick fix solution is yet far away.
5.But, one of the primary reasons for such a situation has been Indian government'
inability to take tough decisions.
6.CDAEB
7.ACDBE
8.DEABC
9.EADCB
1.Economists all over the world have expressed anxiety in this regard.
2.As a result, Indian people have been subjected to high cost of living and inflation.
3.Indian economy has not shown desirable growth in the recent years.
4.Grim global economic scenario has also contributed to this problem and it seems
quick fix solution is yet far away.
5.But, one of the primary reasons for such a situation has been Indian government'
inability to take tough decisions.
6.CDAEB
7.ACDBE
8.DEABC
9.EADCB
1.They fled to the higher ground.
2.Soon the floods retired and the villagers were able to
return.
3.The river overflowed its banks.
4.The rain fell steadily for several days.
5.The terrified villagers abandoned their homes.
6.CEBAD
7.DEBCA
8.DCEAB
9.EDABC
1.They fled to the higher ground.
2.Soon the floods retired and the villagers were able to
return.
3.The river overflowed its banks.
4.The rain fell steadily for several days.
5.The terrified villagers abandoned their homes.
6.CEBAD
7.DEBCA
8.DCEAB
9.EDABC
12 Grade Grammar
 In this chapter you will review or learn about:
 Adjectives
 Adverbs
 Conjunctions
 Interjections
 Nouns
 Prepositions
 Pronouns
 Verbs
 In this chapter, you’ll review parts of speech
so that you have a standard way to describe
how words are put together to create
meaning.
 The parts of speech are arranged in
alphabetical order for easy reference.
 In later chapters, you will learn how to correct
errors caused by misusing these parts of
speech.
 English is a very flexible language. A word’s
meaning is derived not only from how it is
spelled and pronounced but also from how it
is used in a sentence. As you review the parts
of speech, remember that the way a word is
used in a sentence determines which part of
speech it is. For example:
 Noun: I ate a fish for dinner.
 Verb: We fish in the lake on every Tuesday.
 Adjectives are words that describe nouns and
pronouns. Adjectives answer the questions:
What kind? How much? Which one? How
many? For example:
 What kind? red nose gold ring
 How much? more sugar little effort
 Which one? second chance those chocolates
 How many? several chances six books
 There are four kinds of adjectives: common
adjectives, proper adjectives, compound
adjectives, and indefinite adjectives.
 Common adjectives describe nouns or
pronouns.
 strong man
 green plant
 beautiful view
 Proper adjectives are formed from proper
nouns.
 California vegetables.
 Mexican food.
 Compound adjectives are made up of more
than one word.
 far-off country
 teenage person
 Indefinite adjectives don’t specify the
specific amount of something.
 all another any
 both each either
 few many more
 most neither other
 several some
 Follow these guidelines when you use adjectives:
 Use an adjective to describe a noun or a pronoun.
▪ Jesse was unwilling to leave the circus.
 Use vivid adjectives to make your writing more
specific and descriptive.
▪ Take a larger slice of the luscious cake.
 Use an adjective after a linking verb. A linking verb
connects a subject with a descriptive word. The most
common linking verbs are
be, seem, appear, look, feel, smell, sound, taste, becom
e, grow, remain, stay, and turn.
▪ Chicken made this way tastes more delicious.
 Predicate adjectives are adjectives separated
from the noun or pronoun by a linking verb.
Predicate adjectives describe the subject of
the sentence.
 The weather was cold all week.
 Articles are words that combine with a noun
to indicate the type of reference being made
by the noun. There are three articles: a, an,
the.
 The is called a “definite article” because it
refers to a specific thing.
 A and an are called “indefinite articles”
because they refer to general things. Use a
with consonant sounds; use an before vowel
sounds.
 Adverbs are words that describe verbs,
adjectives, or other adverbs. Adverbs answer
the questions: When? Where? How? or To
what extent?
 When? left yesterday begin now
 Where? fell below move up
 How? happily sang danced badly
 To what extent? partly finished eat completely
 Most adverbs are formed by adding -ly to an
adjective. For example:
Adjective Adverb
Quick Quickly
Careful Carefully
Accurate Accurately
 Here are some of the most common non-ly
adverbs:
 afterward almost already also
 back even far fast
 hard here how late
 long low more near
 never next now often
 quick rather slow soon
 still then today tomorrow
 too when where yesterday
 Follow these guidelines when you use
adverbs:
 Use an adverb to describe a verb.
▪ Experiments using dynamite must be done carefully.
 Use an adverb to describe an adjective.
▪ Sam had an unbelievably huge appetite for chips.
 Use an adverb to describe another adverb.
▪ They sang so clearly.
 Conjunctive adverbs are used to connect
other words and to link ideas and paragraphs.
 accordingly again also
 besides consequently finally
 for example furthermore however
 indeed moreover otherwise
 on the other hand nevertheless then
 therefore
 Conjunctions connect words or groups of
words and show how the words are related.
There are three kinds of conjunctions:
 coordinating conjunctions
 correlative conjunctions
 subordinating conjunctions.
 Coordinating conjunctions link similar words
or word groups. There are seven coordinating
conjunctions:
 for and nor but or yet so
 Use this mnemonic to help you remember
the seven coordinating conjunctions:
 FANBOYS (for, and, nor, but, or, yet, so).
 Correlative conjunctions also link similar
words or word groups, but they are always
used in pairs. Here are the correlative
conjunctions:
 both…and
 either…or
 neither…nor
 not only…but also
 whether…or
 Subordinating conjunctions link an independent
clause (complete sentence) to a dependent clause
(fragment). Here are the most often used
subordinating conjunctions:
 after although as
 as if as long as as soon as
 as though because before
 even though if in order that
 since so that though
 till unless until
 when whenever where
 wherever
 Interjections show strong emotion. Since
interjections are not linked grammatically to
other words in the sentence, they are set off
from the rest of the sentence with a comma
or an exclamation mark. For example:
 Oh! What a shock you gave me with that gorilla
suit.
 Wow! That’s not a gorilla suit!
 A noun is a word that names a person, place,
or thing. Nouns come in these varieties:
common nouns, proper nouns, compound
nouns, and collective nouns.
 Common nouns name any one of a class of
person, place, or thing.
 girl city food
 Proper nouns name a specific
person, place, or thing. Proper nouns are
always capitalized.
 Barbara New York City Rice-a-Roni
 Compound nouns are two or more nouns that
function as a single unit. A compound noun
can be two individual words, words joined by
a hyphen, or two words combined.
 Individual words: time capsule
 Hyphenated words: great-uncle
 Combined words: basketball
 Collective nouns name groups of people or
things.
 audience
 family
 herd
 crowd
 In grammar, possession shows ownership. Follow
these rules to create possessive nouns.
 With singular nouns, add an apostrophe and an s.
▪ dog → dog’s bone
▪ singer → singer’s voice
 With plurals ending in s, add an apostrophe after the s.
▪ dogs → dogs’ bones
▪ singers → singers’ voices
 With plurals not ending in s, add an apostrophe and an s.
▪ men → men’s books
▪ mice → mice’s tails
 Here are the guidelines for creating plural nouns.
 Add s to form the plural of most nouns.
▪ cat → cats computer → computers
 Add es if the noun ends in s, sh, ch, or x.
▪ wish → wishes inch → inches box → boxes
 If a noun ends in consonant -y, change the y to i and
add es.
▪ city → cities lady → ladies
 If a noun ends in vowel -y, add s. Words ending in -quy
don’t follow this rule (as in soliloquies).
▪ essay → essays monkey → monkeys
 Prepositions link a noun or a pronoun following it to
another word in the sentence. Use this chart to help
you recognize some of the most common
prepositions:
about above across after against along
amid around as at before behind
below beneath beside between beyond but
by despite down during except for
from in inside into like near
on onto of off opposite out
outside over past since through to
toward under underneath until upon with
 A noun or pronoun always follows a preposition.
A prepositional phrase is a preposition and its
object. A prepositional phrase can be two or
three words long.
 on the wing in the door
 However, prepositional phrases also can be
much longer, depending on the length of the
preposition and the number of words that
describe the object of the preposition.
 near the violently swaying oak trees
 on account of his nearly depleted bank account
 A pronoun is a word used in place of a noun or
another pronoun. Pronouns help you avoid
unnecessary repetition in your writing and
speech. A pronoun gets its meaning from the
noun it stands for. The noun is called the
antecedent.
 Although Seattle is damp, it is my favorite city.
 There are different kinds of pronouns. Most
of them have antecedents, but a few do not.
 The word antecedent comes from a Latin
word meaning “to go before.” However, the
noun does not have to appear before the
pronoun in a sentence. It often
does, though, to keep sentences clear and
avoid misreadings.
 Personal pronouns refer to a specific person, place,
object, or thing.
Person Singular Plural
First I, me, mine, my we, us, our, ours
Second you, yours, yours you, yours, yours
Third he, him, his, she, they, them, their,
her, hers, it, its theirs
 Possessive pronouns show ownership. The possessive

pronouns are: your, yours, his, hers, its, ours, their,
theirs, whose.
 Is this beautiful plant yours?
 Yes, it’s ours.
 Don’t confuse personal pronouns with
contractions. Personal pronouns never have
an apostrophe, while contractions always
have an apostrophe. Use this chart:
Pronoun Contraction
yours you’re (you are)
its it’s (it is)
their they’re (they are)
whose who’s (who is)
 Reflexive pronouns add information to a
sentence by pointing back to a noun or pronoun
near the beginning of the sentence. Reflexive
pronouns end in -self or -selves.
 Tricia bought herself a new car.
 All her friends enjoyed themselves riding in the
beautiful car.
 Intensive pronouns also end in -self or -selves
but just add emphasis to the noun or pronoun.
 Tricia herself picked out the car.
 Demonstrative pronouns direct attention to a specific
person, place, or thing. There are only four
demonstrative pronouns: this, that, these, those.
 This is my favorite movie.
 That was a fierce rain storm.
 Relative pronouns begin a subordinate clause. There
are five relative pronouns: that, which, who, whom,
those.
 Jasper claimed that he could run the washing machine.
 Louise was the repair person who fixed the machine after
Jasper washed his sneakers.
 Interrogative pronouns ask a question. They
are: what, which, who, whom, whose.
 Who would like to cook dinner?
 Which side does the fork go on?
 Indefinite pronouns refer to people, places,
objects, or things without pointing to a
specific one. The most common indefinite
pronouns are listed in the chart on the next
slide.
Singular Plural Singular or Plural
another someone both all
anyone anybody few any
each anything many more
everyone either others most
everybody little several none
everything neither some
much no one
nobody one
nothing somebody
other something
 Verbs name an action or describe a state of
being. Every sentence must have a verb.
There are three basic types of verbs: action
verbs, linking verbs, and helping verbs.
 Action verbs tell what the subject does. The action
can be visible (jump, kiss, laugh) or mental
(think, learn, study).
 The cat broke Louise’s china.
 Louise considered buying a new china cabinet.
 An action verb can be transitive or intransitive.
Transitive verbs need a direct object.
 The boss dropped the ball.
 The workers picked it up.
 Intransitive verbs do not need a direct object.
 Who called?
 The temperature fell over night.
 To determine if a verb is transitive, ask
yourself “Who?” or “What?” after the verb. If
you can find an answer in the sentence, the
verb is transitive.
 Linking verbs join the subject and the predicate.
They do not show action. Instead, they help the
words at the end of the sentence name or
describe the subject.
 The manager was happy about the job change.
 He is a good worker.
 Many linking verbs can also be used as action
verbs.
 Linking: The kids looked sad.
 Action: I looked for the dog in the pouring rain.
 To determine whether a verb is being used as
a linking verb or an action verb, substitute
am, are, or is for the verb. If it makes sense,
the original verb is a linking verb.
 Helping verbs are added to another verb to
make the meaning clearer. Helping verbs
include any form of to be, do, does, did,
have, has, had, shall, should, will, would,
can, could, may, might, must. Verb phrases
are made up of one main verb and one or
more helping verbs.
 They will run before dawn.
 They still have not yet found a smooth track.
 English has eight parts of speech:
 Adjectives Nouns
 Adverbs Prepositions
 Conjunctions Pronouns
 Interjections Verbs
 The way a word is used in a sentence
determines what part of speech it is.
Essential Skills for Reading
Comprehension
1. Decoding
• sound out words they’ve heard before but haven’t seen written out.
• Grasping the connection between a letter (or group of letters) and the
sounds they typically make is an important step toward “sounding
out” words.
Solution: phonological awareness

2. Fluency
• Fluency speeds up the rate at which they can read and understand
text.
• Sounding out or decoding every word can take a lot of effort. Word
recognition is the ability to recognize whole words instantly by sight,
without sounding them out.
• When you can read quickly and without making too many errors,you
are “fluent” readers.
• they use the proper tone in their voice when reading aloud
3. Vocabulary
• Having a strong vocabulary is a key component of reading

comprehension.
• Increase vocabulary frequent conversations on a variety of topics.
• use context to help figure it out.- the meanings

4. Sentence Construction and Cohesion
• Understanding how sentences are built might seem like a writing

skill.
• ‘connecting ideas within and between sentences, which is
called cohesion.
• Helps you get meaning from passages and entire texts.
5. Reasoning and Background Knowledge
• it’s important to have background or prior knowledge about the

world when you read.
• You need to be able to “read between the lines” and pull out meaning
even when it’s not literally spelled out.
Take this example:
A child is reading a story about a poor family in the 1930s.
Having knowledge about the Great Depression can provide
insight into what’s happening in the story. The child can use
that background knowledge to make inferences and draw
conclusions.
6. Working Memory and Attention
• These two skills are both part of a group of abilities known
as executive function. They’re different but closely related.
• attention allows you to take in information from the text.
• Working memory allows you to hold on to that information and use

it to gain meaning and build knowledge from what they’re reading.
The ability to read accurately with expression and
at a speed that lends itself to comprehension.
A. decoding
B. Comprehension
C. Fluency
D. None of these
____________ is a basic reading skill that
develops as learners learn to sound out
words.
A. Comprehension
B. Skimming
C. Scanning
D. Fluency
____________is a text that wants to
advise or tell something.
A. Descriptive text
B. Informative text
C. Instructive text
D. Persuasive text
____________ is a text that is
constructed to make you do something.
A. Descriptive text
B. Informative text
C. Instructive text
D. Persuasive text
Descriptive texts usually make use of
Adjectives and _______________.
A. Conjunctions
B. Nouns
C. Adverbs
D. Pronouns
What is critical reading?
A. Reader read with critical attention to comment and make necessary
changes to the text.
B. Reader applies certain processes, models, questions, and theories that
result in enhanced clarity and comprehension.
C. It is merely just a reading technique.
D. It is a reading technique also known as skimming.
Critical approach means finding fault or
criticizing.
A. True
B. False
Critical approach to reading and researching
means asking yourself why a particular
author____________.
A. Published text
B. Examine the text
C. Wrote the text
D. Read the text
One of the advantages of reading is that it engages
various parts of your brain. When you read, you
exercise your .................... and your analytical
abilities.
A. Comprehension abilities
B. listening skills
C. writing skills
D. Oral fluency
------------has a sequence of events, the plot
also have characters and a setting,
A. Descriptive texts
B. Narrative texts
C. Expository texts
D. Exploratory texts
Fairly tales are written
B. Narrative texts
C. Expository texts
------------text is a text which says what a
person or a thing is like. Its purpose is to
describe and reveal a particular person,
place, or thing.
B. Narrative texts
C. Expository texts
........skill is used to sound out words that
students ’ve heard before but haven’t seen
written out.
A. Decoding
B. Fluency
C. Memory
D. Vocabulary
When students can read quickly and without
making too many errors, they are “fluent”
readers.
A. True
B. False
Reading fluency is the power to read
quickly and .............
A. fast
B. Accurately
C. recognizing
Reading fluency is important because it
provides a bridge between word recognition
and reading comprehension.
A. True
B. False
Background knowledge of a text means
A. something written at the back of the book
B. To know about the personal life of author.
C. To have some prior knowledge of the topic of the text.
D. Something that is hidden
While reading memory helps to
• remember that you have read
• recall that you have read or heard about the topic discussed in
the text
• memorise some parts/things associated with the text

• All of the above
What do you know about twins? Make a
class list.
•Read the article.
•Why did it take so long for these
identical twins to meet?
What's the best way to solve problems?
Read the article.
Which of the ideas above are recommended?
Read the article. Which of the ideas above are recommended?
Comprehension

Reading Efficiency
be 64.
Retention
from reading.
comprehension
sentences.
What kind of privacy issues do people worry
about? Make a list.
Do you worry about them, too?

Read the article. What types of information does it mention?
Which of the ideas you discussed above does it include?
Read the article again and answer these questions.
1. Why are there so few laws against the invasion of privacy through smartphones?
2. What should you do in order to keep your location private?
3. Why do you think third parties want to know your location and personal tastes?
4. What should you do before you download a new app?
5. What two pieces of advice does the article give about passwords?
6. What else do you know about protecting your privacy?
Discussion
Have you/somebody you know ever had a problem because personal

information was shared by a service provider or app?
Four language skills—writing,
speaking, reading and listening
Reading
•the reader’s ability to activate prior

knowledge, use reading strategies and
adapt to the reading situation.
Reading Objectives
Reading for Literary Experience
• reading novels, short stories, poems, plays and essays.
• knowing what and how an author might write in a specific genre
• how the author explores or uncovers experiences
Reading for Information
• reading articles in magazines and newspapers
• obtaining general information
Reading to Perform a Task
• reading documents such as bus or train schedules, directions for
games, classroom and laboratory procedures, tax or insurance forms,
recipes, voter registration materials
• applying, not simply understanding the information.
Components of Reading Skills
• reading speed,
• comprehension,
• efficiency and
• retention.
Reading Speed
• Word a Minute (W.A.M.) =
•Total number of words read × 60/Number of

seconds actually taken to read such material.
• Careful reading
• used for analysis, proofreading and accuracy checking.
• retained in the memory for a longer period.
• Rapid reading:
• the retention of material for a longer period is not
required,
• Skimming: skipping the details, grasp main ideas
• Scanning: search for particular information.
• Careful reading Complex reading 50 to 350 words a minute
• Rapid reading Simple reading 300 to 600 words a minute
• Skimming Main idea reading Up to 1500 words a minute
• Scanning Search for specific facts reading Up to 3000 words a
minute
Comprehension

Reading Efficiency
be 64.
Retention
Factors Affecting Reading Skills
• Educational background
• Physical capability
• Mental capability
• Interest
• Practice
Techniques for Improving Reading Skills
• Active Reading
• Selection of Appropriate Reading Type
• Setting Realistic Time Schedules
• Keep Eyes Moving
• Concentration on Content and Speed
• Quick and Silent Reading
• Preview and Review of Material
• Read in Logical Block or Words
• Underline and Take Notes Randomly
Control on Personal and Environmental
Factors
• Proper lighting
• 2. Good seating (chairs, tables or desks)
• 3. Ventilation
• 4. Temperature
• 5. Lighting
Comprehension

Reading Efficiency
be 64.
Retention
from reading.
comprehension
sentences.
•Can you think of some ways to dress well
without spending a lot of money? Tell the
class
Read the article. Does it mention any of your ideas? Which ideas are the best? Which ideas have you tried?
1. Don't wear clothes that are too "old" or too "young" 5. Call attention to your best features. Choose colors that
for you, and choose styles that are appropriate for your bring out the color of your eyes. ______ If you're not as
lifestyle. ______ You want to feel as comfortable as slim as you'd like to be, buy tailored clothes that fit well.
possible. Don't just wear baggy outfits to cover up those few
extra pounds. Choose the best fabrics for your shape.
Silk may feel nice, but be careful - shiny fabrics can
2. Flip through a magazine to find styles you like. Use the make you look heavier. Cashmere, on the other hand,
photos as a guide. _____ can make you look slimmer and looks especially good
on muscular men.
3. Look at photos of yourself wearing a variety of outfits. 6. Clean out your closet. _____ Get rid of stained, out of
Which ones look good on you? Which ones aren't shape, torn, faded, or out-of-style clothing and scuffed
particularly flattering? Notice what you like and dislike shoes. Sell them at a consignment store, and use the extra
about different outfits. Is it the fabric? The color? The cash to jazz up your wardrobe.
style?
7. Update an outfit you already have. Add a new belt. If
your jeans are worn at the bottom, cut them off to make
4. Think about your life goals. Are you looking for a job? a pair of capris.
To impress potential employers, liven up your professional
look by adding some accessories to the suit you already 8. Make sure you have a few essentials. Men need a
have. How about a scarf? A colorful new tie? well-fitting sweater with a pair of casual but
well-cut pants. For women, a classic
black dress and a pair of simple pants
that you can dress up or down are
must-haves._______________________
Where do these sentences fit in the article? Write the correct letters in
the spaces.
a. If you want to look taller, wear clothes with vertical stripes.

b. Bring the pictures with you when you go shopping.
c. And for both men and women, a pair of classic black shoes is a necessity.
d. Take out everything that doesn't fit you anymore.
e. If you walk everywhere, be sure to buy shoes that are comfortable as well as
stylish.
How would you describe
your taste in clothes?
Bits and pieces
• Meaning: Small individual things
• E.g. Then there are all the other bits and pieces involved in a wedding:
invitations, photos, and car hire.
By and large
• Meaning: Mostly, generally; with few exceptions

• E.g. It was, by and large, an unexceptional presentation.
Give or take
• Meaning: Approximately; plus or minus some unknown amount.

• E.g. He was six feet tall, give or take.
Hustle and bustle
• Meaning: A large amount of activity and work, usually in a noisy

surrounding.
• E.g. He moved to his parents’ farm to have a break from the hustle
and bustle of the big city.
More or less
• Meaning: Mostly/ approximately/ almost

• E.g. There are a hundred people in the room, more or less.
Sentence Stress
What is stress?
Stress means to pronounce some syllables and words more strongly
than others.
More loudly
More clearly
A bit slowly
Where to stress?
• Content = information, meaning
• Function/Grammar = necessary words for grammar
• In other words, content words give us the most important

information while function words are used to stitch those words
together.
Content Word Types
• Content words are usually nouns, verbs, adjectives, and adverbs.

• Noun = person, place or thing
• Verb = action, state
• Adjective = describes an object, person, place or thing
• Adverb = tells us how, where or when something happens
Function Word Types
• Function words help us connect important information. Function
words are important for understanding, but they add little meaning
beyond defining the relationship between two words.
• Auxiliary verbs = do, be, have (help with conjugation of tense)
• Prepositions = show relationships in time and space
• Articles = used to indicate specific or non-specific nouns
• Conjunctions = words that connect
• Pronouns = refer to other nouns
Read the sentence
How about we go for coffee this afternoon?
Identify the content words and grammar
words
Content words- go, coffee, afternoon
Grammar words- how about, for, this, we

continues

Poll
• Stress means to pronounce some syllables and words more strongly
than others.
• True
• False
continues
My phone is broken so I am going to buy a new one.

Content words: Phone, Broken, buy, new, one
Grammar words: My, is, so, I am, to going, a
Is it correct?
My phone is broken so I am going to buy
a new one.
Content words: Phone, Broken, buy, new, one
Grammar words: My, is, so, I am, to going, a

Practice makes Perfect
Could you get some bread from the bakery on your way home?
Words in Red are:
A. Content Words
B. Grammar Words
continues
I heard that the weather’s going to be bad tomorrow.

continues
He has no idea what he wants to do after he graduates.
Syllable
A syllable is defined as a single unit of speech which usually contain a vowel, it may consist of a whole word or
one or more parts of a word. For example:
 ‘Car’ has one syllable as a whole word
 ‘Water’ has two syllables- ‘Wa’ & ‘Ter’
 ‘Content’ has two syllables- ‘Con’ and ‘Tent’
 Beautiful
 Wonderful
Rules about Syllable Stress
1. Most two-syllable nouns have stress on the first syllable- EXport,
CHIna, TAble
2. Most two-syllable adjectives have stress on first syllable- CLEver,
HUNGry, ANGry
3. Most two-syllable verbs have stress on second syllable- conTENT,
deCIDE, beGIN
4. Words ending in -ic, -sion and -tion have stress on the second syllable
from the end- geOLOGic, teleVIsion, retardation, conTROversy
1. Words ending is -cy, -ty, -phy, -gy and -al have stress on the third
syllable from the end- deMOcracy, phoTOgraphy, geOLogy
2. Compound nouns have stress on the first part- WHITEhouse,
DOGhouse
3. Compound adjectives have stress on the second part- ill-MANnered,
out-DAted
4. Compound verbs have stress on the second part- understand,
overFLOW
Read the words loudly and clearly after learning the concept
of syllable stress.
nouns verbs adjectives
1st syllable 2nd syllable 1st syllable
address address address
compact compact compact
compound compound compound
conscript conscript conscript
contract contract contract
convict convict convict
discount discount discount
dispatch dispatch dispatch
object object object
perfect perfect perfect
permit permit permit
present present present
produce produce produce
project project project
protest protest protest
rebel rebel rebel
recall recall recall
record record record
refund refund refund
reject reject reject
relay relay relay
survey survey survey
transfer transfer transfer
Essential Skills for Reading
Comprehension
1. Decoding
• sound out words they’ve heard before but haven’t seen written out.
• Grasping the connection between a letter (or group of letters) and the
sounds they typically make is an important step toward “sounding
out” words.
Solution: phonological awareness

2. Fluency
• Fluency speeds up the rate at which they can read and understand
text.
• Sounding out or decoding every word can take a lot of effort. Word
recognition is the ability to recognize whole words instantly by sight,
without sounding them out.
• When you can read quickly and without making too many errors,you
are “fluent” readers.
• they use the proper tone in their voice when reading aloud
3. Vocabulary
• Having a strong vocabulary is a key component of reading

comprehension.
• Increase vocabulary frequent conversations on a variety of topics.
• use context to help figure it out.- the meanings

4. Sentence Construction and Cohesion
• Understanding how sentences are built might seem like a writing

skill.
• ‘connecting ideas within and between sentences, which is
called cohesion.
• Helps you get meaning from passages and entire texts.
5. Reasoning and Background Knowledge
• it’s important to have background or prior knowledge about the

world when you read.
• You need to be able to “read between the lines” and pull out meaning
even when it’s not literally spelled out.
Take this example:
A child is reading a story about a poor family in the 1930s.
Having knowledge about the Great Depression can provide
insight into what’s happening in the story. The child can use
that background knowledge to make inferences and draw
conclusions.
6. Working Memory and Attention
• These two skills are both part of a group of abilities known
as executive function. They’re different but closely related.
• attention allows you to take in information from the text.
• Working memory allows you to hold on to that information and use

it to gain meaning and build knowledge from what they’re reading.
The ability to read accurately with expression and
at a speed that lends itself to comprehension.
A. decoding
B. Comprehension
C. Fluency
D. None of these
____________ is a basic reading skill that
develops as learners learn to sound out
words.
A. Comprehension
B. Skimming
C. Scanning
D. Fluency
____________is a text that wants to
advise or tell something.
A. Descriptive text
B. Informative text
C. Instructive text
D. Persuasive text
____________ is a text that is
constructed to make you do something.
A. Descriptive text
B. Informative text
C. Instructive text
D. Persuasive text
Descriptive texts usually make use of
Adjectives and _______________.
A. Conjunctions
B. Nouns
C. Adverbs
D. Pronouns
What is critical reading?
A. Reader read with critical attention to comment and make necessary
changes to the text.
B. Reader applies certain processes, models, questions, and theories that
result in enhanced clarity and comprehension.
C. It is merely just a reading technique.
D. It is a reading technique also known as skimming.
Critical approach means finding fault or
criticizing.
A. True
B. False
Critical approach to reading and researching
means asking yourself why a particular
author____________.
A. Published text
B. Examine the text
C. Wrote the text
D. Read the text
One of the advantages of reading is that it engages
various parts of your brain. When you read, you
exercise your .................... and your analytical
abilities.
A. Comprehension abilities
B. listening skills
C. writing skills
D. Oral fluency
------------has a sequence of events, the plot
also have characters and a setting,
B. Narrative texts
C. Expository texts
Fairly tales are written
B. Narrative texts
C. Expository texts
------------text is a text which says what a
person or a thing is like. Its purpose is to
describe and reveal a particular person,
place, or thing.
B. Narrative texts
C. Expository texts
........skill is used to sound out words that
students ’ve heard before but haven’t seen
written out.
A. Decoding
B. Fluency
C. Memory
D. Vocabulary
When students can read quickly and without
making too many errors, they are “fluent”
readers.
A. True
B. False
Reading fluency is the power to read
quickly and .............
A. fast
B. Accurately
C. recognizing
Reading fluency is important because it
provides a bridge between word recognition
and reading comprehension.
A. True
B. False
Background knowledge of a text means
A. something written at the back of the book
B. To know about the personal life of author.
C. To have some prior knowledge of the topic of the text.
D. Something that is hidden
While reading memory helps to
• remember that you have read
• recall that you have read or heard about the topic discussed in
the text
• memorise some parts/things associated with the text

• All of the above
What do you know about twins? Make a
class list.
•Read the article.
•Why did it take so long for these
identical twins to meet?
What's the best way to solve problems?
Read the article.
Which of the ideas above are recommended?
Read the article. Which of the ideas above are recommended?
Types of
Text
Text
• Diction – Choice of words for a message.
• Adjectives and Adverbs
• Nouns
• Verbs
• Prepositions
• Syntax – [Structure] Arrangement of words to transmit a clear

message.
• Both are used to create a readable text and sense-making
communication.
Five (5) Domains of Text:
• Narrative
• Autobiographical Writing
• Biographical Writing
• Short Story [The 5 W’s; When, Where, Who, What, Why]
• Descriptive
• Creative Writing
• Sensory Writing [The 5 Senses; Poetry/Lyrics]
• Persuasive
• Editorial and Advertisement Writing
• Speech Writing
• Expository [Exposes the reader to new information]
• Informational Writing [Encyclopedias, Dictionaries, etc.]
• Research Reports
• Everyday, Career, and Technical Writing
• Response to Literature
• Compare and Contrast Writing
• Cause and Effect Writing
• Writing to a Specific Task/Prompt
We can Predict text types…
• Author (Who wrote it?)

• Author Background Connection
• Format (How is it structured?)
• Titles, Headings, Paragraphs, Stanzas, Columns
• Audience (Who is it written for?)
• Pictures help for this prediction
• Content (What is it about?)
• Pictures help for this prediction
• Motive (Why is it written?)
• Pleasure, Persuasion, Information, Task/Prompt
Narrative Text =
Writing that tells a story.
•Stories, novels and fables are the most

common narrative texts.
•This text is written in the When, Where,
Who, What and Why format.
•Autobiographies, biographies, and
personal stories are written narratively.
Narrative text includes these elements:
- Exposition
setting (time/place)
character introduction
conflict (theme) introduction
-Plot [begins the Rising Action]
characters
conflicts (problems)
similes and metaphors
-Climax [begins the Falling Action]
characters meet the greatest conflict
-Resolution/Denoument
conflicts become resolved
moral and theme are realized
Graphic Organizer for Narrative Text:
Climax
Resolution
Exposition
Descriptive Text =
Sensory and detailed writing
• Poetry and Creative text-types are the most common descriptive
texts.
• This type of writing creates an experience for the reader through
the use of sensory language.
• Sight
• Smell
• Sound
• Taste
• Touch
Persuasive Text =
Writing that tries to convince you to think a
certain way.
Speeches, advertisement writing, and

opinion letters, articles or essays are
the most common persuasive texts.
This text uses a specific format, which
includes pro and con sides of an issue.
Exclamatory and emphatic language is
used to persuade the reader to the
author’s viewpoint.
Elements of Persuasive Text:
-Main Idea/Argument
author’s statement/side of issue
intended purpose to the reader
reveals silliness of opposing side
-Supporting Ideas [For and Against/Pro and Con]
facts vs. opinions
comparisons and contrasts
*persuasive techniques – exaggeration (over and
under statements of facts), repetition of pro or
con “catch words,” name-calling, visual examples
-Closing Argument
logic and opinion
Expository/Informational Text =
Text that exposes new information to the reader
or explains or gives information about a topic.
Functional Documents and Everyday Documents
are also expository text.
Types of Expository/
Informational text:
Textbooks
Encyclopedias
Research and Data Reports
Maps, Tables, and Timelines
Elements of Informational Text:
-A Central Purpose
What the author wants you to learn
Overview of the main points covered
- Main Idea/Point
Headings
The most important point made
- Supporting Ideas/Concepts/Details
Subheadings
Details
- Illustrations
Supporting these details
Response to Literature =
Response and Review Writing
• This domain of reading and writing includes elements of all the other
domains of text types.
• The text type chosen, depends upon the writing prompt or task
assigned to the reader.
• The prompt will specify “key words” to decode to decide which type of text
to use for your response or review.
Balance of the Literary Response
• Body Paragraphs
• Must connect to the prompt.
• Separates the prompt into two or more concepts.
• Must use support from the text in quotes.
• Needs to include your feelings or views.
• Conclusion Paragraph
• Connects/restates the opening sentence.
• Finalizes your feelings or views.
• Leads to further connections.

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