ROLL NO

PROGRAMME BACHELOR OF BUSINESS ADMINISTRATION

(BBA)

SEMESTER SEMESTER I
SUBJECT NAME & COMMUNICATION AND PERSONALITY
CODE DEVELOPMENT (DBB1101)
SESSION FEB/MAR 2021

Q1. Explain the evolution of English Language

Ans

Evolution of the English Language:

History of the Origins and Development of the English Language In the fifth and sixth
centuries AD, the Angles, Saxons, and Jutes invaded the British Isles, each speaking
languages that could be mutually understood amongst themselves. This language is
known today as Old English (500-1100), which contained four dialects: west Saxon,
Mercian, north Umbrian, and Kentish. Approximately half of all modern English words
are derived from Old English roots. Unlike Middle English, which can be deciphered by
speakers of Modern English, Old English can no longer be understood without being
extensively studied as a "foreign" language.

English is an ever-changing form of mutual expression that is unique to humans and

humans alone. The history of a language is as vast as the language itself, showing distinct
periods of change and development. English can be crudely shaped into three distinct
periods: Old English (500-1100 AD), Middle English (1100-1500), and Modern English
(1500-Present.)

Old English (450-1100AD)

Old English, also known as Englisc or Anglo-Saxon, is an early version of the English
spoken today in Britain. Old English was the West Germanic language spoken in the area
now known as England between the 5th and

11th century. Speakers of Old English called their language Englisc. Old English began
to appear in writing during the early 8th century. Most texts were written in West Saxon,
one of the four main dialects. The other dialects were Mercian, Northumbrian and
Kentish. Old English varies widely from the language we know today. Throughout the
centuries, it experienced influence from Germanic dialects and Celtic languages.

Middle English (1100-1500)

The English language has changed continually throughout history. In the early Middle
Ages, these changes were often the result of invasions or migrations; as people from
other countries settled in the British Isles, they brought their own languages, which
combined with or even super ceded the native languages. The period of Middle English
covers the period between the twelfth and the first half of the fifteenth century – the time
when Britain was under Norman rule. The French kings who ruled England at that time
spoke no, or very little English and only some of them, as for example, Henry II,
understood it, but did not speak it. As the French introduced their laws, the predominant
external influence on the Middle English was French.

Early modern English (1500-1800)

From the 16th century, the British had contact with many nations from around the world.
During this period-the Renaissance-a great revival of interest in learning swept over
England and much of Europe, leading people to become more aware of the importance of
language as they studied the writings of the past. Furthermore, many words from other
languages (especially Latin and Greek) were introduced into English as a result of this
growing interest in the writings of the distant past.

Late modern English (1800-present)

 The main difference between Early Modern English and Late Modern English is
vocabulary. Late Modern English has many more words, arising from two principal
factors: firstly, the Industrial Revolution and technology created a need for new words;
secondly, the British Empire at its height covered one quarter of the earth's surface, and
the English language adopted foreign words from many countries.

Q2. Discuss various types of sentences with usage.

Ans 2.

Types of Sentences with Usage :

After having understood the basic components of a sentence, now let us move to the
various types of sentences. Sentences are primarily of following types:
1. Positive
2. Negative
3. Statement
4. Interrogative
5. Exclamatory

Now understand each of them one by one.

Positive

Positive sentences are also known as affirmative sentences. These sentences allow us to
affirm or state something in a straight forward manner.

Example,
1. I brush my teeth.
2. He drank the soup.

Negative
Negative sentences are those sentences which deny an affirmation. Obviously, they
are considered to be the opposite of positive sentences. Example,

1. I do not brush my teeth.

2. I never brush my teeth.

• We use has not/ does not in a negative sentence when the subject is singular (he, she, it,
etc.) and have not/ do not when the subject is plural (they, boys, flowers, etc.)

Example,

1. He has not stood first in his class.

2. He does not want to stand first in his class.

3. The flowers have not faded tilll now.

4. These flowers do not smell sweet.

Statement

A statement is also known by the name of a declarative sentence. This type of sentence
simply states a fact, an argument or an idea, without requiring any answer or action from
the reader. It does not give a command or request, nor does it ask a question.

There are two types of statements, viz.

1. Unconditional statement

2. Conditional statement

Now understand both of them one by one.

1. Unconditional Statement: These are the statements without any condition in

them.

Example,
(a) Marina plays the piano. (b) I think you will pass.

2. Conditional Statement: These are the statements with a condition(s) in a clause

accompanied by the main clause which shows the action.

The conditional statements are of three types:

(a) The open conditional statement.

(b) The hypothetical conditional statement.

(a) The open conditional statement: This type of statement generally refers to a future
event which is conditional on another future event. The verb of the conditional clause is
in the simple present tense and the verb of the main clause is in the future tense (usually
with "will"). Example,

1. If I sleep too much, my eyelids swell.

2. My eyelids swell if I sleep too much.

(b) The hypothetical conditional statement: The hypothetical conditional statement

refers to a possible future situation which depends on another possible future situation.

The verb of the main clause uses the present conditional tense (would + infinitive,
or could + infinitive) and the verb of the conditional clause normally uses
the present subjunctive. Sometimes, the conditional aspect of the statement can be
emphasized by using the form were + to + infinitive.

Example,

1. If you slept well at night, you would be relaxed in the morning.

2. You would be relaxed in the morning if you slept well at night.

(c) The unfulfilled hypothetical statement: The unfulfilled hypothetical statement

refers to a situation which an event might have taken place, but did not, because a
condition was not fulfilled.
Example,

1. If you had slept too much, your eyelids would have swollen.

Interrogative

An interrogatory sentence asks a question and ends with a question mark (?). It may ask
for information or for confirmation or denial of a statement. They typically begin with a
question word such as what, who, or how, or an auxiliary verb such as do/does, can or
would.

Example,

1. What is in the name?

2. Will you go to the market for me?

There are four types of interrogative sentences.

1. Yes/No interrogatives

As obvious by name, Yes/No questions are answered by ‘yes’ or ‘no’. Example,

1. Did you score highest? (Answer: Yes/No)

2. Will you go to the market for me? (Answer: Yes/No)

2. Alternative interrogatives

Exclamatory

An exclamation mark (!) is used to express an emotional utterance. Therefore, an

exclamatory sentence is used to express astonishment or extreme emotion. An
exclamation can be a word, phrase, or complete sentence that conveys great emotion or
intensity. An exclamatory sentence ends with an exclamation mark.

Example,
 1. Congratulations! You have been promted.
2. Alas! I could not win.

Q3. What do you mean by direct-indirect speech? Explain various concepts of

vocabulary building

Ans 3.
Direct speech: You use Direct Speech whenever words of a speaker are recorded/written
exactly as they are spoken. Whenever you use direct speech in writing or speaking, the
words spoken or written are put in inverted commas ("....") and there is no change in
these words.
Indirect speech: You use Indirect Speech (also called as Reported Speech) to present in
writing or verbally what someone else said, but without using the exact words. The tense
of the verbs is often changed. 
 
Concepts of Vocabulary Building
Each of us stands testimony to the fact that it is an essential prerequisite to have a good
vocabulary in order to communicate effectively. There are many ways to improve our
vocabulary. Some of them are as under:

Flash Cards: Flash cards are an excellent method of reviewing both old and new
vocabulary words. Not only are they the best way to learn vocabulary, you may also use
them in other ways. For example, key ideas may be written out and reviewed. In addition,
declensions such as the article can be put on a card for easy reviewing. These types of
cards will need to be larger than 2 "x 4". A full size index card would work for these
purposes. Let us make a flash card now.

(a) On the front of the flash card: Write a vocabulary word, and only the word, neatly
on the front of the card. Center the word both horizontally and vertically, and be sure to
keep the front of the card free from extra markings, smudges or doodles.
(b) In the upper left corner of the back of the flash card: On the reverse side, the
information side of the flash card, write a definition of the word in the upper left corner.
Make sure you write the definition in your own words. This is the key. If you write a
dictionary definition, you will be less likely to remember what the word means!

(c) In the upper right corner of the back of the flash card: Write the part of speech in
the upper right corner of the info side. Make sure you understand what the part of speech
means before writing it down. Then, colour-code it. Highlight the part of speech with one
colour.

(d) In the lower left corner of the back of the flash card: Use the vocabulary words in
a sentence you will remember. Make the sentence steamy, hilarious, or creative in some
other way. If you write a bland sentence, your chances of remembering what the word
means go way down.

My pompous ex-boyfriend used to think he could get any girl he wanted, until he met my
friend Mandy, who laughed at his conceited self in front of the entire school.

(e) In the lower right corner of the back of the flash card: Draw a small
picture/graphic to go with the vocabulary word. It doesn't have to be artistic – just
something that reminds you of the definition. For the word "pompous," or "conceited",
maybe you'd draw a stick person with his nose in the air. Why? You remember pictures
much better than words, which is the reason you can't write anything on the front of the
card besides the vocabulary word – you'd remember the design and associate it with the
definition instead of associating the word with the definition.

Repeat this process for every one of your vocabulary words, until you have a deck of
flash cards.
Rote method (repetition): This is something that we all hate. Rotate the new words up
to remember them. But isn’t it the way we used to learn new words in childhood? So
remember, when no other methods work, you should not hesitate to resort to the time-
tested rote method.
We hear and read new words all the time, but rarely do we take the time to look them up.
When you hear an unfamiliar word, jot it down and take the time to look it up later.

Word games: There are many games that can be played online. It not only serves as a
way to entertain but, at the same time, develops your vocabulary. Some of the examples
of such games are Word Search, Cross Words, Hang Mouse, Quiz, Match Game,
Scramble, Letter Blocks, etc.

Visualisation: At times, there are very difficult words that can’t be learnt by any method
other than visualization. Words can be related to something familiar and funny so that it
can be remembered.

All said and done, we must try to improve our spoken English so as to write better. The
more we speak in English, the better it would be for us to improve our vocabulary.