Teacher's Hand Book For 3rd Semester

C-14
Communication Skills Lab Practice
Teacher’s Handbook
State Board of Technical Education & Training, Telangana
7th Floor, BRKR Bhavan, Near Tank Bund Road,
Hyderabad - 500063
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Course Writers
Faculty of English, Government Polytechnics,

Telangana
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Contents
I. Schedule 4
II. Guidelines to Teachers 5
III. Communicative Language Teaching 6
1. Listening – I 11
2. Listening- II 27
3. Introducing Oneself 45
4. Describing Objects 48
5. Reporting Past Incidents 50
6. Describing Events 52
7. Speaking from Observation / Reading 54
8. Just a Minute 56
9. Group Discussion 61
10. Interview Skills 67
11. Making Presentations 70
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DA 30 minutes 40 min 40 min 40 min
Y
1 Listening 1 - Sounds Introducing oneself (120 min)
2 Listening 2 – Main Idea – General Describing objects (120 min)
Comprehension
3 Listening 3 – Write up – Listening for details Reporting past incidents (120 min)
4 Listening 4 – News Describing events (120 min )
5 Listening 5 – Poem Speaking from observation/reading (120 min)
6 Listening 6 – Song JAM GD Student
Presentations:
PIN 1 - 6
7 Listening 7 – Passage JAM GD PIN : 7 - 12

8 Listening 8- Humourous story JAM GD PIN : 13 - 18
9 Listening 9 – Recipe JAM GD PIN : 19 - 24
10 Listening 10 – Dialogue JAM GD PIN :25 - 30
11 Listening 11 – Biography Mock Interviews PIN : 31 - 36
12 Listening 12 - Interview Mock Interviews PIN : 37 - 42
13 Listening 13 – Report Mock Interviews PIN : 43 - 48
14 Listening 14 – Dialogue Mock Interviews PIN : 49 - 54
15 Listening 15 – Telephone Conversation Mock Interviews PIN : 55 - 60
Suggested Schedule for Communication Skills Lab Practice (408)
Guidelines to teachers
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 This is Communication Skills Practice Lab.
 The students’ reading and writing skills were evaluated in the first year. Now focus in
this semester is on listening and speaking skills.
 The role of a teacher is that of a facilitator.
 Teacher’s talk time shall be less; the students’ talk time shall be more.
 The lab sessions shall be more lively and creative.
 It is activity based learning. It is practice oriented.
 Role plays, pair work and group work shall be a part of all sessions.
 Plan the lesson well in advance.
 Elicit information from students rather than providing them with answers.
 Follow Communicative Language Teaching method.
 At the end of each session, ask the students to sum up what they have learnt in that
particular session to reinforce the learning.
 Experiment and be creative for better outcome.
 Give general and individual feedback.
 Give more importance to fluency than to accuracy in the initial stages. Error corrective
feedback shall be given at the end of each activity. Feedback may be presented
positively. Errors to be corrected gently without offending or demeaning.
 Be resourceful. Use realia, charts, models and other teaching aids.
 Verify the assignments.
 Preserve the lab records of students for at least five years.
Communicative Language Teaching
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Important Techniques and Activities in CLT:
Eliciting: It means drawing out information. Use questions, pictures, situations, gestures, realia,
etc. to elicit language, ideas, feelings, meanings, contexts, memories. Teacher cannot elicit the
information that students do not know. Use elicitation regularly as a basic technique in most of
the lessons.
Remember always: Ask, don't tell.
Eliciting tips:
1. Give sufficient information.
2. Use hand gestures to indicate who is asked to speak.
3. Give feedback to each student utterance.
4. If the correct answer doesn't come, don't stretch eliciting too long.
Icebreaker: It is a creative way to begin a topic or sentence. Pictures, questions, riddles,

gestures, etc. can be used. Teachers are advised to start every lesson with an icebreaker. Activity
1 in all the units can be used for an icebreaker. Teacher can create an appropriate activity also
for beginning a topic.
Brainstorming: This technique can also be used to involve the whole class as part of eliciting an
answer. It is used to test the previous knowledge of the students or to confirm student’s level of
comprehension.
Pair work: Students work in pairs.
Steps involved in pair work:
 Teacher forms pairs.
 Students complete the work individually.
 Share their answers in pairs.
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 Finally, discuss the answers.
Remember always: TPS = Think – Pair - Share
Group Work: Students work in small groups on tasks that require interaction, exchanging
information. The teacher monitors the activity silently. The teacher doesn’t intervene, unless
asked. The teacher can form the students into groups of six to eight students by counting.
Students sit with their groups. Appoint (or let students appoint) a spokesperson, moderator, and
note-taker and time keeper for each group. Be sure students know the duties for each role. Give
groups a time limit. Monitor groups while they work. Announce when groups have five minutes
remaining, then 2 minutes. Call on the spokesperson from each group to present. Other groups
listen.
Teachers are free to improvise and be creative while forming groups. Instructions need
to be precise, clear and timed well. Just telling the learners to get into pairs or groups is not
enough. Many times the teacher must actually show learners who they must work with.
Remember Always: TBA = Task Before Activity (Give the task to students before forming
them into groups)
Preference Line: Choose any topic on which students can express a preference and draw a line
on the board to represent the scale of preference. At both ends of the line write two preference
possibilities.
Procedure:
 Students from one row or section of the class come to the board and write their names
along the line where they feel that they belong.
 Students take turns standing in front of their choice and explain why they chose that
particular position.
 A new group comes to the board to write their choice.
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 The procedure is repeated and can be repeated as long as the class is interested and
involved.
 It is usually used for group work but can be used for individual or pair work activities.
Line up: This activity works well with the classes that are normally little shy and reserved.
Students show interest to participate in this activity as they interact with the other students.
Procedure:
 Students call out 1 and 2 alternately.
 All ones form a line.
 All the twos form a line and face the ones.
 When the teacher gives the signal (a verbal instruction / gesture) the ones start speaking
to the twos.
 The twos speak after the ones finish.
 Now the ones take a step to their right or left. The twos do not move.
 When the ones move the first person's place is vacant. Ask the last person in the ones line
to come.
 Again the ones speak to the twos and vice versa. Repeat the activity.
 Repeat the instructions, if necessary.
The activity seems confusing in the beginning but the students get used it.
Inner circle/ Outer circle: It is also similar to line up activity. The difference is that the
students stand in two circles.
Procedure:
 Divide the class into two groups.

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 One group forms the inner circle.
 The other group forms the outer circle.
 As the students in the line up the students in the inner circle and outer circle face each
other.
 The inner circle is still, the outer circle moves.
 Repeat the activity.
Variation
Sometimes this activity can be used in mock interviews and group discussions. A group stands or
sits in a circle. Another group stands around this circle. The inner circle discusses a topic or
does a mock interview. The outer circle observes them and gives feedback. Then the circles
switch places.
Common Instructions for listening activities: Each listening activity has three phases, viz. pre-
listening, while listening and post listening.
Pre-listening: -listening activities should stimulate ss.

 Stimulates students.
 Works as ice-breaking sessions.
 Provides background knowledge of the topic.
 Introduces relevant vocabulary.
 Students predict what they might listen.
 They become familiar with the topic.
While listening:
 Ensure there is no external noise in the room before beginning to read.
 Reading passage / audio file should be clear, audible at a comfortable pace.

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 Students comprehend the passage/ audio clip.
 Activity can be individual, pair work or group work.
 Allow students to ask questions.
 Clarify difficult vocabulary
Post listening: It helps in closer analysis of the listening.
 Students’ understanding of the listening is reinforced.

 Stimulates students to be creative
 Allows students to personalize the topic.
1. Listening- I
Objectives: On completion of the lesson the students will be able to
 listen for the main idea.

 listen for specific details.
There are seven parts in this lesson. In each session, introduce a part.
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Session 1
Sounds
Activity 1
Teachers may use the tongue twisters for an ice breaking session on the first day of
Communication Skills Lab Practice.
 Ask the students to read the tongue twister loudly and clearly.
 Ask them to recollect some other tongue twisters they had learnt in the past.
Activity2
 Ask students to read the words given loudly and clearly and identify the difference in
pronunciation of the two sounds.
 Ask students to make some tongue twisters using these two sounds.
Activity 3
 Ask students to read the words given loudly and clearly and identify the difference in
pronunciation of the two sounds.
 Ask students to make some tongue twisters using these two sounds.
Activity 4
 Minimal pairs are given in the table. (Minimal pair is two words that differ in only one
sound.)
 Ask students to read them loudly and identify the difference in pronunciation of the two
sounds.
 Ask students to write some more minimal pairs using these two consonants.
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Activity 5
 Five minimal pairs are given using two diphthongs.
 Ask students to read them loudly and identify the difference in pronunciation of the two
sounds.
 Ask students to write some more minimal pairs using some other diphthongs.
***
Session 2
A passage
Activity 1
 Use the questions for pre-listening activity.

 Lead the students to the topic or main idea.
 Elicit the words: mobile camera, digital camera, old cameras.
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Activity 2 Pair Work
Read the passage / play the audio clip.
Digital cameras are so useful. I love my digital camera. I take it everywhere with me. My
friends think I am mad, but I have got thousands of really good photos. Digital cameras are so
much better than the old cameras with film. They are also much better than mobile phone
cameras. My digital camera fits in my pocket and takes great photoes. I usually take a few
photos every day and then put them online for my friends to see. The best thing about digital
cameras is that they are so easy to use. It’s child’s play. The good thing is that digital cameras
today give the same quality photos as you could only get on really expensive cameras. All you
need is 10 to 12 megapixels. That’s more than enough.
(Source: http://www.listenaminute.com/d/digitalcamera.html)
 Ask students to identify the main idea.
 Write the questions on the board.
 Read the passage / play the audio clip again.
 Ask students to answer the questions.
 Let students check answers with the partners.
Activity 3 Group Work

 This is post listening activity.
 Draw a line on the board. Write digital camera at extreme left and mobile camera at the
extreme right.
0__________________________________________________10
Digital Camera Mobile Camera
 Choose a student randomly from each group to express their preference.

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 Ask them to justify their preference.
***
Session 3
Write Up
Activity 1
 Use the questions for pre-listening activity.

 Lead the students to the topic or main idea.
4. Kailash Satyarthi and Malala Yousufzai
5. They jointly received the Nobel Peace Prize in 2014.
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 Before students listen to the passage they should take a look at the questions.
 Check that they understand the questions. Remember it is always task before activity.
Kailash Satyarthi has been campaigning against child labour for years. He first became aware of
the problem of children working when he was six. He noticed that a boy younger than himself
had to spend all day polishing shoes and was unable to go to school. When he was eleven, he
began to collect money to help buy text books for other children. He studied Electrical
engineering, but when he was twenty six, he gave up his job as a lecturer to fight against child
labour in India. He introduced a programme called Rug Mark, now known as Good weave,
which puts tags on child labour free rugs made in factories. He has saved over 83,000 children
from 144 countries from a terrible life of enforced labour and helped them to get education. He
founded the Bachpan Bachao Andolan in 1980. He has won several national and international
awards, including the Nobel peace prize, which he shared with Malala Yousufzai. It is because
of his efforts that the International Labour Organization adopted convention number 182 on the
worst forms of child labour around the world. He has been physically attacked for helping
children. Two of his colleagues have been murdered because of his activism.
 Use pair work for checking the answers.

 Allow them to answer individually and ask them to check their answers with their partners.
Then a class check can follow.
Activity 3, 4 Pair Work

 Read the passage or play the audio file again.
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This is a post listening activity.
***
Session 4
News
Activity 1
 This is a pre-listening activity.

 Lead the students to the main idea.
Activity 2, 3, 4 Pair Work
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 Play the record or select two students and ask them to role play the conversation.
Conversation:
Pavani: Hello, Sunitha have you read the news about the crocodiles entering the fields in
Zaheerabad.
Aruna: Hello, Pavani. In fact I have the news paper with me. These days animals straying into a
human habitat has become quite common.
Pavani: Yes, a few days ago there was a report about a herd of elephants entering a school
premises in Karnatka.
Aruna: Oh, true may be they want to become educated! Jokes apart, I read about tuskers
entering villages and attacking fields destroying the crops and harming people.
Pavani: I see, I have also watched the news of bears and boars entering the villages of Telangana.
Aruna: By the by why do you think animals venture into human habitat.
Pavani: The reasons are many like drought, acute scarcity of water, drying up of water bodies in
the forests, shortage of food, etc.
Aruna: In addition to this the noise caused by blasting of rocks for quarrying frightens the
animals and they leave their habitat and risk their lives. Not only this, even forest fires are
also responsible for this straying.
Pavani: Yes that is one of the facts. But can’t we do something to protect the animals and
safeguard ourselves.
Aruna: That’s a good thought. This problem can be controlled to some extent, if the
farmers stop cultivating at the foothills and fringes of forests.
Pavani: That’s not all. The officials have to take up some action like keeping the water bodies
charged by not allowing the rain water to go waste.
Aruna: Nice suggestion. If we all become responsible and work in collaboration, the
problem will be solved.
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***
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Session 5
Poem
Activity 1

 Lead the students to the main idea.
 Elicit the words: Anger, hurt, fight, etc.
Recite the poem / play audio file to students.
A Poison Tree
-William Blake
What pent up anger can do to you.
I was angry with my friend

I told my wrath, my wrath did end.
I was angry with my foe:
I told it not, my wrath did grow.
And I watered it in fears,

Night and morning with my tears;
And I sunned it with smiles,
And with soft deceitful wiles.
And it grew both day and night,

Till it bore an apple bright.
And my foe beheld it shine.
And he knew that it was mine,
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And into my garden stole
When the night had veiled the pole;
In the morning glad I see
My foe outstretched beneath the tree
 Recite the poem/ play audio file for second time.

 Check the answers.
 Select a student to recite the poem/ play audio file for third time.
Recite the poem / play audio file again.
Activity 4
***
Session 6
Song
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Activity 1
 This is a pre-listening activity. The purpose of the activity is to set the stage for the song.
 Generate interest in the students by asking pre-listening questions.
 Write their responses on the board.
Activity 2
 Ensure there is no noise in the room before playing the song.
 Ensure the necessary equipment is available before the class commences.
 Play the audio file for the first time.
 Ask the students to fill in the blanks while they listen to the song.
Song
When I was just a little girl

I asked my mother, what will I be
Will I be pretty, will I be rich
Here’s what she said to me
Que Sera, Sera,
Whatever will be, will be
The future’s not ours, to see
Que Sera, Sera
What will be, will be
When I was young, I fell in love

I asked my sweetheart what lies ahead
Will we have rainbows, day after day
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Here’s what my sweetheart said.
Que Sera, Sera
Que Sera, Sera
Now I have children of my own

They ask their mother, what will I be
Will I be handsome, will I be rich
I tell them tenderly.
Que Sera, Sera,
Que Sera, Sera
 Play the audio file for the second time.
 Ask students to fill in the blanks they couldn't fill when played earlier.
Activity 3
 Play the song for the third time
 Ask them to write answers.
 Check the answers with the class
 Open ended questions may be used for discussion.
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Activity 4
 Play the song again.
 Make the students write as many questions as possible that start with ‘will’ in the song.
Assignment:
 Ask the students to collect an English song, listen to it and enjoy while listening.
 Ask them to learn that song.
 Ask them to write the lyric in the lab record.
***
Session 7
A Passage
Activity 1
 Ask questions for pre listening activity.

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 Elicit the word computers from the students. Probable answers could be TV, smart
phones, etc.
 Let the students talk about development of computers with the help of the pictures given.

 Play the audio file / read the passage for the first time.
 Ask the students to answer the questions given in this activity.
Listening passage
There has been rapid progress in the development of computers, with more and more
efficient machines emerging one after the other in quick succession. This is due to the
revolutionary changes in the field of electronics. The development can be divided into five
distinct phases, known as computer generations.
The computers produced between 1945 and 1960 made use of thermionic valves. They
were huge in size, produced much heat, and had low reliability. They used punched cards.
UNIVAC I (Universal Automatic Computer) built by Remington Rand in 1951 was a first
generation computer and was available commercially.
The invention of transistors in 1948 dramatically changed the construction of computers. The
thermionic valves were replaced by transistors which made the computers smaller and more
reliable. Heat generated and power consumed were greatly reduced. This second - generation
computer typically used tape drives for external storage.
The third generation computers are characterized by the use of integrated circuits
(ICs).These were mainly mainframe and mini computers used between 1965 and 1971.
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After 1971 were introduced the fourth-generation computers. They made use of the large
scale integration (LSI) technology. Microprocessors were developed by this technology. Further
development of LSI into very large scale integration (VLSI) led to the present day computers
called micro computers, home computers, or personal computers (PCs).
The human brain is the ultimate marvel of nature. It has always remained a dream to
make computers function exactly like the human brain. A lot of research is going on in artificial
intelligence (AI) leading to the development of fifth-generation computers.
(Source: English for Technician Engineers)
 Play the audio file / read the passage for the second time.
 While listening to the passage, students fill in the table.
 Play the audio file / read the passage for the third time.
 The students answer the questions given in this activity.
***
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2. Listening-II
Objectives: On completion of this lesson the students will be able to

 Listen for the main idea
 Listen for specific details
This lesson has eight parts. In each session, introduce a part.
Session 8
Humourous Story
Activity 1
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 This is pre-listening activity.
 Elicit answers from the students.
 Write the questions given in Activity 2 on the board.
 Read the story or play the audio file for the first time.
Story
Suresh meets Harry abroad and they become friends.
One day, Suresh goes to Harry’s farm. They go walking. Harry stops at a place, gives Suresh a
spade and a crowbar and asks Suresh to dig up the land. Suresh starts digging ten feet, twenty
feet, thirty feet. It goes on. He is stopped by Suresh after every ten feet and is asked, “Have you
found anything?”
Suresh checks and replies, “No, I haven’t.”
He continues up to one hundred feet. When Suresh asks him again, he jumps with enthusiasm
and says, “Yes, I have found a wire”.
Harry beams with pride.
He smiles and says. “See, even a hundred years ago, we had wire in our country.”
Suresh smiles back.
He returns to India.
After many years, Harry visits India.
Suresh takes him to his orchard. He asks Harry, “Would you like to see what is below this
land?”
Harry is curious.
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He starts digging….ten feet, twenty feet, thirty feet. It goes on and on.
He is tired and desperate.
When he reaches two hundred feet he stops exhausted.
“Suresh,” he says. “I haven't found anything even after digging two hundred feet.
Suresh stands there beaming with pride.
With a twinkle in his eyes he says, “See, two hundred years ago, we had wireless.”
Activity 3
 Write the questions given in this activity on the board.
 Read the Story or play the audio file for the second time.
Activity 4
 Brainstorm to elicit answers for the third question. Write them on the board
Activity 5

 Ask the students to recollect a humorous incident that happened in their lives
***
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Session 9
Recipe
Activity 1

 Ask the questions to lead students to the topic.
Read the recipe or play the audio file.
Recipe
Take two eggs. Take a small mixing bowl. Crack the eggs. Empty both the
yellow yolks and whites into the bowl. Add a pinch of salt, half a teaspoon of chilli powder,
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half a teaspoon of ginger garlic paste, an onion finely chopped, a bunch of coriander (washed and
finely chopped) a green chilly (washed and finely chopped) to the egg mixture.
Beat the mixture. Whip it till it becomes fluffy. Add a teaspoon of milk to it and
whip it more.
Take a frying pan. Light the stove. Place the frying pan on the stove. Pour two
tablespoons of cooking oil on the pan.
When the oil begins fuming, pour the egg mixture on the pan and spread it with a
spoon. Let it fry on one side. Then turn it over.
Ensure that there is no raw smell. The omelette should be properly done. Turn off
the stove. Omelette is ready. Now serve it on a plate.
Activity 3
 Read the recipe or play the audio file for the second time.
 For question 6, brainstorm as many words as possible related to cooking and write them
on the board. Ex: strain, stir, sauté, deep fry, shallow fry, vessel, bowl, pan, etc.
Fluffy = soft and woolly or like fur
Whip = to beat food in order to make it thick and firm
Activity 4
 Read the recipe once again.
 Ask students to note down the expressions that denote quantity.
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 Students can write some other expressions that denote quantity.
 This is a post listening activity.

 Ask the students to explain the procedure for making a dish of their choice to their
partner.
Assignment
 Ask the students to listen to a recipe of their choice on Television or YouTube.
 Ask them to write a recipe in their lab record.
***
Session 10
Dialogue
Activity 1
 This is a pre -listening activity.

 Elicit the names of a few social reformers by asking questions.
Activity 2

 Play the audio file or select two students and ask them to role play the conversation.
Conversation
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Meena: Hello Aditi! How are you?
Aditi: Hello Meena! I am fine. How about you?
Meena: Oh good, I happened to attend a seminar on the pioneers of women empowerment.
Aditi: Good. What have you learnt?
Meena: Do you know what have we achieved today is due to a few brave women and their
supportive husbands, brothers.
Aditi: Tell me about them.
Meena: Have you heard the names of Savitri Bai Phule, Begum Ruquia and Anandi Gopal
Joshi?
Aditi: No. I would love to know about them.
Meena: I will tell you about Savitri Bai Phule. She was born on 3rd January 1831 in Niagaon
Maharashtra, belonged to a family of farmers. She was married at the immature and
tender age of nine years. She received immense support from her husband, Jyothi Rao
Phule. He rebelled against the system present in those days and helped her become
educated. Together they found the first women’s school at the Bhidwada in Pune. In
1848, she fought against ill treatment of widows and provided help to them. While
taking care of Plague affected patients she contracted it and died on 10th March 1897.
Aditi: Oh, her portrait is quite interesting. I hope the school still exists.
Meena: Of course it does.
Aditi: Thank you for enriching me.
Meena: Welcome. See you. Bye.
Aditi: Bye.
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 Play the audio file for the second time or select two other students and ask them to role
play the conversation.

 Ask the students to identify the synonyms of the words given.
 Discuss the various ways of removing gender discrimination.
***
Session 11
Biography
Activity 1
 This is pre-listening activity.

 Lead the students to the topic.
Activity 2
 Read the passage or play the audio file.

 Elicit the main idea.
Prof. Jayashankar – Visionary of Telangana Statehood.
Prof. Jayashankar was born to Mahalaxmi and Laxmi Kantha Rao on 6th August 1934 in
Akkampet village, Warangal District. He was a Doctorate in Economics. He worked as the
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Vice- Chancellor of Kakatiya University. He worked in many capacities. He was popularly
known as “Pedda Sir”. He inspired many a people to fight for the cause of Telangana Statehood.
At the age of twelve, Jayashankar refused to sing songs in praise of the Nizam and
insisted on singing Vande Mataram instead. As an intermediate student, in 1952, he protested
against State Reorganization Committee plan to merge with Andhra Rashtra. He took an active
part in the agitations of “Non-Mulki go back” and “Idli Sambar go back”. He took an active part
in Telangana separate statehood agitation in 1969 too. In 1999, Prof. Jayashankar started the
Telangana Development Forum in the USA which helped to propagate the injustice,
discrimination and exploitation meted out to Telangana region and people in the aspects of
employment, funds and Water resources. He relentlessly put his efforts to end the struggle of
Telangana people. He passed away on June 21, 2011. He was 76 years old at the time of his
death.
Activity 3
 Read the passage or play the audio file again.

 Randomly select some students and check their answers.
 Read the passage or play the audio file for the third time.
 Randomly select some students and check their answers.
Activity 5

 Provide opportunities to several students for discussion.
***
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Session 12
Interview
Activity 1

 Elicit answers from the students. Write their responses on the board.
 Write the questions given in Activity 2 on the board.

 Select two students and ask them to role play the interview or play the audio file for the
first time.
An extract of an Interview
Interviewer: Yes, Please come in.
Candidate: Good morning sir.
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Interviewer: Good morning. Please take your seat.
Candidate: Thank you.
Interviewer: Could you locate this place easily?
Candidate: Yes sir. I checked it on Google maps before leaving home and also used a
navigator to locate the place.
Interviewer: That’s cool. Could you please introduce yourself?
Candidate: I am Bhavana. I completed my Diploma in Electronics from Government

Polytechnic, Yadagirigutta. I secured 85 percent of marks in my Diploma.
I am from Jagityal. I did my schooling from ZPHS, Karimnagar. I got 9.5 GPA
in S.S.C. I am a very hardworking, sincere and focussed individual. My
hobbies are singing, dancing and painting. My dream is to get a good job in a
reputed Electronics company.
Interviewer: Nice to hear that. Well Bhavana! Why have you chosen Electronics?
Candidate: I have been fascinated by Electronic goods since my childhood and have a natural
inclination towards it. Moreover, my models of electronic goods in science fairs,
while I was at school, fetched me many prizes. .....
 Play the audio file or role play the interview for the second time.
 Check their answers.
GPA = Grade Point Average.
Activity 4

 Elicit the answers and ask students to justify their answers.
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***
Session 13
Report
Activity 1
 It is pre-listening activity.
 Ask a few more questions to lead them to the topic.
 Read the report or play the audio file for the first time.
Report
It has been a momentous year for our Polytechnic in the field of sports. Many
students from our institute participated in sports and games at various levels and won laurels to
our Institute.
37
Two of our sixth semester students, Miss Sandhya and Miss Anusha participated in
Tennis Doubles Tournament at the State Level and won the Inter-Polytechnic Championship
title. They competed with twelve teams and emerged winners.
Another feather in our cap is that our cricket team was declared runners up at district
Level Cricket Tournament. The team received the Cup from the Governor of Telangana on the
Republic Day.
Another great news is that Mr. Vishwa, Chess champion of our institute, has been
selected for National level for the upcoming Chess Tournament at New Delhi. On behalf of our
Polytechnic, I wish him all the very best for the tournament.
Our Polytechnic is proud of these champions. This credit goes to the students, their
parents and to our Physical Director Mr. Ramesh Babu for encouraging and training them to
perform well in the sports events.
I heartily congratulate them and thank them for bringing glory to our Institute.
Activity 3

 Read the report or play the audio file for the second time.
 Give them sufficient time to answer the questions.
Activity 4
Elicit the answers and write them on the board.
Activity 5
38
This is post listening activity.
***
Session 14
Dialogue
Activity 1

 Ask students some more questions to lead them to the topic.
 Read the dialogue or play the audio file for the first time.
Dialogue
Host : Good evening madam. Welcome to our chat show - Businezz Buzz.
Guest : Good evening Priya.
Host : From humble beginnings to a great empire. How do you feel?
Guest : I feel happy. I feel blessed. I have been fortunate enough to do what I love
doing.
39
Host : How did Shilpa Savouries start?
Guest : It all started with my husband's transfer. I had to quit my job in a private
firm and go and live at a new place.
I have loved cooking since my childhood and I started making snacks with
the help of my neighbour and selling them. As the demand grew, I
took the help of some other unemployed women and opened a shop.
That's how it all started.
Host : And now it's doing great with your branches in all towns and cities. How
did it expand?
Guest : I found there were many women in the area who needed some kind of
employment. So I hired them. I applied for a loan and gradually the
business grew over the years.
Host : What do you think made it popular?
Guest : Quality, Packaging, Marketing
Host : Have you ever thought that you can make it so big in life?
Guest : No, I was not born with a silver spoon in my mouth. So I never imagined
this would happen.
Host : I heard you have a charitable trust. Could you tell us more about it?
Guest : Yes. It’s named 'Blessing'. We provide medicines to under privileged

ailing patients.
Host : You are doing a great job madam. Thank you for being on our chat show -
Businezz buzz. It was a pleasure talking to you.
Guest : Thanks for inviting me. It’s my pleasure.
40
Activity 3
 Read the dialogue or play the audio file for the second time.
 Give them sufficient time to answer the questions.
 Cross check the answers with the class.
Activity 4
 Read the dialogue or play the audio file for the third time.
1) Born with a silver spoon in your mouth = to have a high social position and be rich from
birth
2)
a) /ˌɒntrəprəˈnɜːr/
b) /ʃef/
c) /tʃɔr, tʃoʊr/
d) /ˈrɑn·dɪˌvu/
Activity 5
 Select some students and ask them the question.
***
41
Session 15
Telephone Conversation
Activity 1

 Ask questions to lead them to the topic.

 Play the audio file or select two students to role play the telephone conversation.
Telephone conversation
Venkat: Hello! This is Venkat calling. Is this Uma?
Uma: Hi Venkat! How are you? Sorry I didn't recognize the number.
Venkat: It's O.K. I am fine. What are your plans for the evening?
Uma: Nothing specific. I was thinking of going out for some shopping.
Venkat: Even I have nothing to do. Hey! What about watching a movie?
Uma: Great idea. Sure. Do you have any movie in mind?
Venkat: Well, there are two horror movies ' The Dead Man' and 'The Ghost’.
I was really keen on watching 'The Ghost'.

42
Uma: No way Ananth. You know horror movies terrify me. I hate them. Let's
watch the comedy ‘Tangled’.
Venkat: Oh Uma! I have already seen the movie. It's good but I don't want to
see it again.
Uma: Fine. Let's go and watch the action movie' The Hunger Games'.
Venkat: That's a good idea. What time is it?
Uma: It is at 6.30 this evening at PTR Cinema.
Venkat: Great. Shall we meet at PTR Cinema at 6 0'clock?
Uma: Fine. See you then.
Venkat: Bye. See you.

 Play the audio file or select two students to role play the telephone conversation.

 Play the audio file again or select two students to role play the telephone conversation.

 You can use the names of movies, film actors, and genres to form pairs.
43
***
3. Introducing Oneself
 introduce himself/herself
 learn relevant vocabulary
 know the difference between an informal and formal introduction
Activity 1
 Introduce the topic by asking questions.

 Elicit the answers from the students.
Activity 2
 Introduce yourself.
 Brainstorm the answers and write them on the board.
 Students should be encouraged to speak.

 Use pair work for checking answers.
 Let them write the answers on their own.
 Then form them into pairs.
 Ask them to share their answers.
 Pair work steps are: TPS
a) Think (individually)
b) Pair (form students into pairs)
c) Share (allow them to share the information)
Activity 4
44
Monitor the students silently during the activity.
Activity 5
 Ask students to write their informal introduction.
 Conduct Line up or inner/outer circle activity.
Line up:
 Ask the students to call out 1 and 2.

 Now all, the 1 s stand in a line.
 Now ask the 2 s to stand facing the 1 s.
 When you say start all the 1s tell their introduction to 2s.
 After they finish, 2s tell their introduction to 1s. Now ask the 1s to take a step towards
their left.
 The 2s do not move.
 In 1s line, the last person will come to the empty spot created. Again they tell their
introduction. You can repeat this for 3 times. e.g.
1 1 1 1 1
2 2 2 2 2
 Inner circle / outer circle is similar to a lineup but they stand in two circles. One inner
circle doesn't move. The outer circle moves.
1 1 1
1 1
2 2 2 2
1 1
2 2
2 2 2 45
1
1 1 1
Pair work can be used, if space is a constraint for lineup or inner circle / outer circle activities.
Teachers are free to innovate and improvise.
Activities 6, 7 and 8 Pair Work
 Encourage students to participate in activities actively.
 Introduce simple present tense. Check the answers.
Activity 9
 Read the example given and discuss where it differs from an informal introduction.
 Ask students to write introduction.
 Form students into two circles and ask them to practice their introduction.
***
46
4. Describing Objects
Objectives: On completion this unit the students will be able to
 learn vocabulary and expressions useful for describing objects

 describe objects
Activity 1
Elicit the need for describing objects using the questions given in the activity.
Activity 2
 Read the riddles slowly and ask the students to identify them.
Answers:
1. Aeroplane
2. Snake
3. Broom
4. Egg
 Collect some more riddles that describe objects and ask students to identify the objects.
Activity 3
 Randomly choose two students and give them each a topic to describe.
 Write down their answers on the board.
 Discuss their answers.
 Ask them how an object can be described effectively. Write their responses on the board.
 Then give the steps to be followed for describing an object.
 Elicit vocabulary and write the words on the board.
 Give a couple of words or phrases given in the table to describe an object and elicit the
remaining ones.
47
Activity 4 What is in the Bag?
 Keep an object in a bag.

 Ask students to guess what is there in the bag.
 Do not allow them to guess the name of the object in the initial stage.
 Ask students to frame either ‘yes/no’ questions or ‘wh’-questions to know about the
object. Ex:
1) Is it made of steel?
2) What is its shape?
 Teacher has to answer their questions.
 Finally, ask them to guess the object.
 This activity can be done several times using different objects.
Activity 5 What is it?
 Keep some unfamiliar objects in a bag. Ex: crown (cap) of a soft drink bottle, sharpener,
a big size screw, starter of a tube light, a paper weight, cold cream bottle, etc.
 Choose a student and ask him/her to feel an object.
 Do not allow student to see the objects.
 Ask the student describe it. (The student should not tell what it is)
 Ask the remaining students to guess what it is.
 Continue this activity till each object in the bag is described.
Assignment
 Ask the students to submit the assignment in the next practical session.
 Check their assignment in the next practical session.
***
48
5. Reporting Past Incidents
Objective: On completion this lesson the students will be able to
 describe past incidents

Activity 1
 Elicit the topic by asking a few more questions.

 Elicit a few past tense verbs.
 Elicit a few more words and phrases required to describe past incidents and write
them on the board.
 Ask the students to imagine or recollect their memories on the given topic before they
speak.
 Form them into pairs.
 Elicit some more words related to their past incidents and write them on the board.
 During the deconstruction of the activity, elicit and show them that simple past tense
is used to report past incidents.
 Encourage students to speak a few lines using the hints given.

 Motivate them to speak from different perspectives.
 Give students the tasks.

 Form them into groups.
 Assign the roles.
 Monitor them while discussing and taking notes.
 Ask someone from the group or speaker to present the ideas.
 Give error corrective feedback at the end of activity.
49
 Some more topics can be used in this activity to make students speak fluently and
accurately.
***
6. Describing Events
50
Objectives: On the completion of this lesson the students will be able to
 learn relevant vocabulary and expressions useful for describing objects
 describe events
Activity 1
 Elicit why we celebrate events and write them on the board.

 Elicit which events they celebrate every year.
 Elicit the reasons why they are their favourite events.
 Brainstorm the different events students know.

 Ask students to tell their favourite events.
 Brainstorm the favourite events of some students.
 List out the events that are celebrated in polytechnics.
 Describe any event in your own words.
 Explain briefly the need for describing events.
Activity 3
Brainstorm the words related to birthday.
Cake Balloons
Gifts
BIRTH
DAY
Ask students to speak a few sentences using the expressions given.
51
 Elicit the answers to the questions given in this activity.
 Make students realize that simple past tense is used to describe an event.
Activity 5
Elicit the answers to the questions given.
 Brainstorm the works to do on the occasion of the annual day.

 Form students into groups.
 Write the names of the following committees on strips of papers and fold them.
 Reception Committee
 Games Committee
 Cultural Committee
 Refreshments Committee
 Discipline Committee
 Logistics Committee
 Media Committee
 Ask each group to take a folded strip of paper.

 Ask them to work in groups and list out the works to be done by the committee they have
been allotted.
 Ask the speaker of each group to present it to the class.
***
7. Speaking from Observation
Objectives: On completion of this unit the students will be able to
 express ideas, thoughts

52
 speak describing visual clues
Activity 1
 Read the conversation and elicit the usage of the following words.
see, watch, look and observe.
 Ask students a few questions to lead them to the topic.
Activity 2
 Before showing the movie clip ask students a question like

How can we save the life of an injured person?
 Write the answers on the board.
 Show the video clip.
 Elicit the answers to the questions given.
 Show them the video clip again and ask them to check their answers.
Activity 3
 Ask students to observe the picture.

 Select some students randomly and ask them to speak.
 Students individually identify the differences.

 Form students into pairs.

53
 Give a picture to a group.
 Students discuss.
 Write answers and share it with the class.
Activity 6
 Randomly select a student ask him to speak from a view.

 Similarly ask several students.
***
8. Just A Minute
 learn a few techniques to speak fluently and accurately for one minute
Activity 1
 Ask the questions to many students and write their responses on the board.
54
 Elicit the words/phrases: brevity, proper planning, rehearsing, avoiding repetition,
focusing on the important topics, etc.
 Make students realize the importance of speaking for one minute.
Activity 2
 Ask: What should a one minute speech contain?
 Ask: How do they prepare themselves for delivering one minute speech?
 Write the responses of students under each sub-heading on the board.
 From students into ten groups and give each group a topic and elicit their responses.
 At this stage, do not explain them or provide them how to speak efficiently for one
minute.
Activity 3
 Select twelve students randomly.
 Ask them to choose a topic given in this activity.
 Ask them to speak only for fifteen to twenty seconds and identify some effective openers
to the topics given to them.
 Finally give them the tips for beginning a one minute speech.
Activity 4
 Choose some other ten students and ask them to choose a topic from the list.
 Ask them to provide an effective opener to the one minute speech.
 Elicit whether there are any other ways to begin the one minute speech on the given
topics from the other students after the completion of the activity.
55
Activity 5
 From students into groups. Give each group a short name like A, B, C, D, E, etc. or 1, 2,
3, 4, 5, etc.
 Draw a table like the one given below:
Feature Useful Avoid
a) Circumlocution
(Roundabout telling)
b) Arranging the ideas in

a logical manner
c) Focus on minute detail
d) Humour
e) Repetition
f) Eye contact with

audience
g) Too many examples
h) Facial expressions
i) Transitions like
meanwhile, firstly, the
first one is, etc.
j) Voice modulation
k) Allocating time for

good beginning,
supporting sentences
and a proper ending
l) Use of pauses
56
m) Describing persons or
events
n) Use one word

substitutes or
appropriate terms
o) Gestures
p) Audibility
 Ask one person from each group to write the name of their group against each feature
either in the column ‘Useful’ or ‘Avoid’. Ask them to justify their answers.
 At the end of the activity, deconstruct the activity by giving the right answers with the
appropriate reasons and examples.
Answers:
a) Roundabout telling : Avoid

b) Arranging the ideas in a logical manner: Useful
c) Focus on minute details: Avoid
d) Humour: Useful
e) Repetition: Avoid
f) Eye contact with audience: Useful
g) Too many examples: Avoid
h) Facial expressions: Useful
i) Transitions like meanwhile, firstly, the first one is, etc.
j) Voice modulation: Useful
k) Allocating time for good beginning, supporting sentences and a proper ending: Useful
l) Use of pauses: Useful if used as a transition. Avoid along pauses.
m) Describing persons or events: Avoid
57
n) Use one word substitutes or appropriate terms: Useful
o) Gestures: Appropriate gestures are useful.
p) Audibility: Useful
Activity 6
 Elicit a few ways of concluding speech and write them on the board.
 Tell them the remaining ways of concluding speech.
Activity 7
 Select students randomly and ask them to choose a topic from the list given below.
 Select a time-keeper. Ask him/her to tap on the table once after forty-five seconds to
indicate the speaker to conclude it and three times after sixty seconds to indicate that the
allocated time is over.
 Ask the remaining students to observe silently and note down the speakers’ strengths and
limitations.
 Provide error corrective feedback in general.
Activity 8
Elicit answers from some randomly chosen students.
***
58
9. Group Discussion
On completion of the lesson the students will be able to
 understand what is a group discussion

 participate in a group discussion
 learn do s and don't s of a group discussion
Activity 1
 Ask the questions to elicit what the students know about group discussion.
 Explain how a group discussion is different from an informal conversation.
Tell the students that a Group Discussion is more organized, focussed and dynamic than a
conversation. A Group Discussion is used for selection and elimination of candidates during the
selection procedure. The skills that recruiters look for are communications skills, specifically
listening, speaking, team dynamics, etc.
59
 Monitor the activity.
 Elicit the answers and write them on the board.
 Give them the correct information, if they do not know.
ANSWERS
1. Semi circle
2. 2to 5 minutes, immediately
3. 15 to 20
4. 3to 4
5. yes
6. Wait. Listen to others and understand
7. Quality over quantity
8. Address them as friends
9.4 times, 30 seconds
10. Yes
Activity 3
 This activity is used to check and also equip the student with appropriate vocabulary for a
group discussion.
 Answers: 1-c, 2-e, 3-f, 4-g, 5-d, 6-a, 7-b.
60
 Select some volunteers from the class.

 Give them a topic for group discussion.
 Ask them to discuss the topic in a group.
 Ask other students to observe the group discussion.
 Other students discuss the allotted topics in groups.
 Listen to their presentations and add information, if required.
 Body language
1. True
2. False
3. True
4. False
5.True
6. True
7.False.
8.True
9. False
Etiquette
1. True
2.False
3. False
4. False
5. False
6.False
Language
1.False
2.False
3.True
4.False
61
5.True
6.True
7.True
Do s and don't s
1. True
2. True
3. False
4.False
5.False
6.False
7.False
8.True
9.True
10.True
11.False
12. False
13.False
Group Dynamics.
1.True
2. False
3.True
4.False
5. False
6.True
7.True
8.False
9.True
10.False
11.False
12.True
62
13. True
 Make students sit in two circles. (Eight to ten students in the inner circle and the
remaining students in the outer circle)
 Give a topic for discussion to the inner circle students.
 The students in the inner circle discuss the topic allotted to them.
 Monitor the activity.
 The students in the outer circle observe the group discussion to give feedback.
 Randomly select some students from the outer circle for feedback.
 You can use the group discussion from Activity 4 to use as a framework for feedback. Let
the students give feedback on fluency, leadership, team work, body language etc. Let the
feedback be positive.
 Repeat the activity by giving an opportunity to the students in the outer circle.
(The students in the inner circle join the students in the outer circle and eight to ten
students from the outer circle form an inner circle.)
 Continue this activity till all the students in the outer circle get at least one opportunity.
 Discuss the strengths and limitations of students in general.
 Show the videos of group discussions available to you.
Suggested Topics for Group Discussion:
1. Do we need the presidential form of democracy?
2. Should voters be given the NOTA option?
3. Illiterates should not be allowed to contest in the elections.
4. Minimum age for casting vote should be raised to 21.

63
5. Retirement Age for politicians
6. Reservations in the private sector
7. Reservations should be banned in India
8. Women should be given at least 33% of seats in Parliament.
9. Should India decrease its defense expenditure?
10. Privatization in higher education
11. Cricket should be banned in Indi to encourage other sports
12. All work and no play makes Jack a dull boy
13. Should government provide free education up to S.S.C?
14. Should cell phones be banned in educational institutions?
15. Elections in educational institutions
16. Semester system at tertiary level of education
17. Private Universities should be banned in India.
18. Distance Education
19. Technology is misused.
20. Five working days a week.
***
64
65
10. Interview Skills

 make yourself ready for an interview
 face an interview
Activity 1
 Introduce the topic using the questions given in the activity.
 Use any other relevant questions or situations to lead students to the topic.

 Know about inner and outer circle activity.
 Select twenty students and divide them into two groups.
 Form them into two circles, ten in inner circle and ten in outer circle.
 The students standing in the inner circle ask the questions given in Activity 2 to the
students standing opposite to them in the outer circle.
 Select some students randomly and ask them to report the details of the person
interviewed to the class.
 Ask the students standing in inner circle to move a step to their right.
 Thus, students standing in the inner circle move to the right four or five times.

Check the answers.
Discuss clothes, accessories and grooming required for an interview.

 Discuss the steps to be followed to face interview effectively.
 Form students into four groups.
 Give each group a question.
66
 Give them adequate time.
 Ask each group to present their views.
 Write the points on the board.

 Describe briefly the words: Interviewer and Interviewee
 Students practice interviewing their partners in this activity.
 Explain them the following procedure.
The procedure is:
 Arrange furniture like in an interview. (A table, a chair for interviewer on one side, a
chair for the candidate on the other side)
 a table and two chairs for this activity.
 A student acts like an interviewer.
 Another student acts like an interviewee.
 Interviewee opens the door and greets interviewer.
 The interviewer offers a chair and asks general questions to interviewee to initiate the
interview.
 The interviewer uses some of the frequently asked questions also in this activity.
 Enact this for three or four times.
Activity 6 Panel Interview
 Plan and initiate panel interviews.

 Explain the guidelines of interviewer.
 Explain check list of do’s and don’ts of interview.
 Explain the role of observers.
Part 1
67
 Arrange furniture like in an interview. (A table, few chairs for interviewers on one
side, a chair for the candidate on the other side)
 Demonstrate to the class how an interviewee’s body language should be.
 Select students to volunteer to be the Interview Panel.
 Ask them to come and sit down across the interview table.
 Give instructions to the interviewers/panel. (refer to guidelines and FAQs )
 Ask students to be the interviewees. (refer to check list Dos and Don’ts)
 The other students in the class will observe keenly.
 Give some papers to the panel members to make note of the candidates’
performance.
 Allot 6 to 10 minutes time for the interview.
 Panel Interview ends.
 Rate his/her performance on a scale of 1 - 10
 Identify where he/ she needs to improve.
 Teacher at this stage should give the feedback to the candidates and also to the
panel.
Part 2
Now plan for mock interviews
Divide the class into 3 groups- Interviewer
Interviewee
Observers (to analyse the interview)
Role play of three groups needs to be swapped.
Ensure that every student gets an opportunity to be an interviewee.
Monitor the mock interviews.
Give your constructive feedback at the end of the activity.
***
11. Making Presentations

68
 Display the list of topics during the fifth practical session.
 Make the students select a topic each through lottery.
 Presentation should be for five minutes.
 All the presentations of the students should be completed before the end examination.
 Follow the schedule for the presentations.
 Assess the performance of students during the presentations. The marks scored by the
students must be considered for internal examination.
 Encourage them to use power point presentations, charts, models, realia, etc. during
their presentations.
 Some topics for the presentations are given below. However, teacher can use any
relevant topic for the presentations.
 Topics should be simple and non-controversial.
 Focus should be more on the students’ ability to present a topic than on the information
provided in it.
Suggested topics for presentations:
1. Global Warming
2. Online Education
3. Nano-technology
4. Online Shopping
5. Mobile games
6. My favourite person
7. The dish I can make
8. My favourite author
9. Independence day
69
10. My native place
11. My grand father
12. My smart phone
13. Yoga
14. Bad habits
15. Most memorable incident in my life
16. Vedic Mathematics
17. Forests in India
18. Latest technology
19. Traffic problems
20. Unemployment
21. Terrorism
22. My hobbies
23. Fast food
24. Eve teasing
25. Ragging
26. Pollution
27. My best friend
28. My long term goal
29. Elections in India
30. Library
70
31. Cricket
32. Corruption in India
***
71

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C-14

Communication Skills Lab Practice

State Board of Technical Education & Training, Telangana

7th Floor, BRKR Bhavan, Near Tank Bund Road,

Faculty of English, Government Polytechnics,

II. Guidelines to Teachers 5

III. Communicative Language Teaching 6

5. Reporting Past Incidents 50

7. Speaking from Observation / Reading 54

10. Interview Skills 67

11. Making Presentations 70

7 Listening 7 – Passage JAM GD PIN : 7 - 12

Communicative Language Teaching

Remember always: Ask, don't tell.

1. Give sufficient information.

2. Use hand gestures to indicate who is asked to speak.

3. Give feedback to each student utterance.

Icebreaker: It is a creative way to begin a topic or sentence. Pictures, questions, riddles,

Pair work: Students work in pairs.

Steps involved in pair work:

 Teacher forms pairs.

 Students complete the work individually.

 Share their answers in pairs.

Remember always: TPS = Think – Pair - Share

 A new group comes to the board to write their choice.

 Students call out 1 and 2 alternately.

 All ones form a line.

 All the twos form a line and face the ones.

 The twos speak after the ones finish.

 Repeat the instructions, if necessary.

 Divide the class into two groups.

 The other group forms the outer circle.

 The inner circle is still, the outer circle moves.

 Repeat the activity.

Pre-listening: -listening activities should stimulate ss.

 Ensure there is no external noise in the room before beginning to read.

 Reading passage / audio file should be clear, audible at a comfortable pace.

Post listening: It helps in closer analysis of the listening.

 Students’ understanding of the listening is reinforced.

Objectives: On completion of the lesson the students will be able to

 listen for the main idea.

 Use the questions for pre-listening activity.

Read the passage / play the audio clip.

Activity 3 Group Work

 Choose a student randomly from each group to express their preference.

 Use the questions for pre-listening activity.

 Write the questions on the board.

 Use pair work for checking the answers.

Activity 3, 4 Pair Work

 Write the questions on the board.

This is a post listening activity.

 This is a pre-listening activity.

Activity 2, 3, 4 Pair Work

 Write the questions on the board.

This is a post listening activity.

 This is a pre-listening activity.

Activity 2 Pair Work

Recite the poem / play audio file to students.

What pent up anger can do to you.

I was angry with my friend

And I watered it in fears,

And it grew both day and night,

 Recite the poem/ play audio file for second time.