Elcs Lab Manual With Record r18

OBJECTIVES OF THE COURSE
The Language Lab focuses on the production and practice of sounds of language and familiarizes
the students with the use of English in everyday situations and contexts.
 To facilitate computer-aided multi-media instruction enabling individualized and
independent language learning.
 To sensitise the students to the nuances of English speech sounds, word accent, intonation
and rhythm.
 To bring about a consistent accent and intelligibility in their pronunciation of English by
providing an opportunity for practice in speaking.
 To improve the fluency in spoken English and neutralize mother tongue influence.
 To train students to use language appropriately for interviews, group discussion and public
speaking.
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COURSE CONTENT
The following course content is prescribed for the English Language Communication Skills Lab
Exercise – I
CALL Lab: Introduction to Phonetics – Speech Sounds – Vowels and Consonants
ICS Lab: Ice-Breaking activity and JAM session
Exercise – II
CALL Lab: Structure of Syllables - Past Tense Marker and Plural Marker – Weak Forms and
Strong Forms -Consonant Clusters.
ICS Lab: Situational Dialogues – Role-Play- Expressions in Various Situations – Self-introduction
and Introducing
Others – Greetings – Apologies – Requests – Social and Professional Etiquette –
Exercise - III
CALL Lab: Minimal Pairs- Word accent and Stress-
ICS Lab: Descriptions- Place, Person and object
Exercise – IV
CALL Lab: Intonation and Common errors in Pronunciation.
ICS Lab: Extempore- Public Speaking
Exercise – V
CALL Lab: Neutralization of Mother Tongue Influence and Conversation Practice
ICS Lab: Giving Directions
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ELCS WEEKWISE PLAN
Weekwise Topics to be covered Remarks

Exercise
Plan
covered
CALL Lab : Introduction to
Phonetics
Week 1 Exercise - 1 And Consonant sounds
ICS : Ice –Breaking activity
CALL : Introduction to
consonant sounds & practice
Week 2 Exercise - 1 ICS Lab: Ice Breaking activity
and JAM session
CALL Lab : Introduction to

Week 3 vowel sounds & practice
Exercise - 1 ICS Lab: JAM session
CALL Lab : Practise of

consonant &vowel sounds
Exercise - 1 ICS Lab: Practise of consonant
Week 4 &vowel sounds
CALL Lab: Structure of

Syllables
Week 5 Exercise - 2 Past Tense Marker and Plural
Marker
ICS Lab : Situational
Dialogues
Role Play
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CALL Lab: Consonant
Week 6 Exercise - 2 Clusters.
ICS Lab : Expressions in
Various Situations Self-
introduction and Introducing
Others
I
CALL Lab: Weak Forms and
Week 7 Exercise - 2 Strong Forms
ICS Lab: Apologies Requests
SocialandProfessionalEtiquette
Week 8 CALL Lab: Minimal Pairs

ICS Lab: Descriptions
Exercise - 3
Week 9 Exercise - 3 CALL Lab: Word accent and
Stress
ICS Lab: Descriptions
Week 10 Exercise - 3 CALL Lab: Listening

Comprehension
ICS Lab: Greetings
Week 11 Exercise - 4 CALL Lab: Intonation and

Common errors in
Pronunciation.
ICS Lab: Extempore Public
Speaking
Week 12 Exercise - 5 CALL Lab: Neutralization of

Mother Tongue Influence
ICS Lab: Social Etiquette
Week 13 Exercise - 5 CALL Lab : Conversation
Practice
ICS Lab: Professional
Etiquette
Week 14 Exercise - 5 ICS Lab Giving Directions
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INDEX
Pg. No.
1. Exercise – I 6 - 18
2. Exercise – II 19 - 34
3. Exercise – III 34 - 48
4. Exercise – IV 49 - 53
5. Exercise – V 54 - 61
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In order to speak correct English, pronunciation should be used. By using careful speech habits in
one’s speech, simple mistakes can be avoided. Learning appropriate pronunciation techniques give
one the confidence to avoid common errors in speaking. Interestingly, there is no such thing as
correct English pronunciation because there is no one right way of speaking.
English is the mother tongue of the people living in U.K, America, Canada, and Australia. But the
pronunciation of English varies from one country to another country. Even within the same country
in between the states, there is difference of accent. Now the question arises, “which one of out of
these we follow”? The best thing would be to keep RP (Received Pronunciation) as model
pronunciation.
What is RP?
RP means Received Pronunciation which is a standard pronunciation used by the BBC and spoken
by educated English men in south east England around Oxford & Cambridge public schools.
Therefore RP is accepted as the standard spoken English all over the English speaking world.
 Components of spoken English
1. Vocabulary
2. Fluency and accuracy
3. Correct pronunciation
4. Appropriate Stress and Intonation
 In order to overcome the barriers of communication one must acquire vocabulary,
knowledge of grammar and good pronunciation.
 In order to acquire right pronunciation one must have knowledge of phonetics.
 Basics in phonetics:
Phonetics is a branch of linguistic science which deals with pronunciation. The

word pronunciation refers to the study of speech sounds. Basic knowledge of
phonetics is enough for a person to acquire correct pronunciation. Knowledge
of these symbols is useful in referring to a dictionary to find out pronunciation
of any word. Every book dictionary contains a list of these pronunciation
symbols.
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Sounds of English: To understand the nature of speech sounds and how we produce
them, it is necessary in the first place to identify the organs involved in the articulation of
these sounds at a very basic level. Speech starts out as air-stream which is initiated by the
lungs and then travels up through various organs in our body before it is converted into
speech. The air that we breathe comes out of the lungs. Before it gets out into the
atmosphere, various organs of body convert it into speech. These organs are called
organs of speech. . The various important organs of speech are vocal cords, tongue, teeth,
nose, hard and soft palate and the lips.
Introduction to the Organs of Speech:
The organs speech or articulators—are of two types: passive articulators and active
articulators. Passive articulators remain static during the articulation of sound. Upper
lips, teeth, alveolar ridge, hard palate, soft palate, uvula, and pharynx wall are passive
articulators. Active articulators move relative to these passive articulators to produce
various speech sounds, in different manners. The most important active articulator is the
tongue. The lower lip and glottis are other active articulators. The organs of speech
further classified into three systems are
1.The Respiratory System.

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2. The Phonetory System and
3. The Articulatory System. The organs of speech and their speech functions
can be described under three headings:
1. The Respiratory System:
The respiratory system (initiation process) comprises the lungs, the muscles of the chest
and the windpipe. The role of the respiratory system in relation to the production of
speech sounds is that the out flowing air stream initiated by the lungs is used for speech
production.
2. The Phonetory System: This system comprises the larynx and the vocal cords. The air-stream
released by the lungs, and comes up through the windpipe.
 The main types of the Phonetory system:
a. The larynx: The larynx is positioned at the top of the windpipe, and is commonly
known as the voice box. What makes the larynx an important speech organ is that it
houses the vocal cords.
b. The vocal cords: They are two thick flaps of muscle or like a pair of lips.
The space between the vocal cords is called the glottis.
 There are four states of the vocal cords:
1. Wide apart: This is the normal position for breathing and usually during
the productionof voiceless sounds like [p, t, k, s, f…].
2. Narrow glottis: When air flows through narrow glottis, the result is ‘h’ sound.
3. Tightly closed: When the vocal cords are drawn firmly together, no air
passes through them. It is called a glottal stop, and it resembles a gentle
cough.
4. Position for vocal cords: When the edges of the vocal cords are touching
each other, they vibrate when the air passes from the lungs. The sounds
produced when the vocal cords vibrate are called voiced sounds. Whereas
sounds produced with no vibration are called voiceless sounds. Example, fat
and vat. The sound /f/ is voiceless and the sound
/v/ is voiced.
3. The Articulatory System:
The Articulatory System refers to the organs like roof of the mouth, the nose, the teeth, the lips and
the tongue. The convex bony part of the roof of the mouth which lies begin the upper front teeth is
called “teeth ridge” also called “alveolar ridge”, next to the teeth ridge is called hard palate, the part
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next to the hard plate is called soft palate known as “velum”. Soft palate ends in prolonged fleshy
part that hangs down at the entrance to the throat called uvula. Soft palate acts like a wall that
opens and closes the nasal passage of air.
Oralsounds: Oral sounds are those in the production of which the soft palate is raised and the
nasal passage gets closed and the air escapes through the mouth.
Example: /P/ as in Pen, /b/ as in bag, /g/, /s/ and /k/.
NasalSounds: Nasal Sounds are those in the production of which the soft palate is lowered
nasal passage gets opened and if the oral passage gets closed due to the closing of lips or
tongue touching firmly some part of the roof of the mouth the air escapes through the nose.
Example: /m/, /n/ / ɳ/.
English, like any other language, has a number of speech sounds which function as basic
building blocks of the spoken language. In (Standard British) English there are 44 such speech
sounds, divided into different categories, the most basic categories being VOWELS and
CONSONANTS.
VowelSounds: Vowel sounds are those in the production of which air stream escapes
through the mouth without making any friction or obstruction partially, and completely. Vowel
sounds are twenty (20), in that 12 are pure vowel sounds also known as Monopthongs and 8
vowels sounds are diphthongs also known as vowel glides.
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In the production of vowel sounds the tongue and lips are involved, the vowels are
either short vowel sounds or long vowel sounds. Short vowel sound is represented by a symbol
and the long vowel sound is represented by symbol and colon. They are further classified from
the point of view are:
1. Height to which the tongue is raised
2. Position of tongue as active articulator (part of the tongue raised )
3. Position of lips
Based on the height to which tongue is raised the classification of vowel sounds are done in
four kinds
1. Close Vowel sounds: Close vowel sounds are those in the articulation of which tongue is
very close to the roof of the mouth or hard palate.
Ex: /i: / as in keen, feet
/u: / as in food, fool
2. Half Close Vowel sounds: Half Close Vowel sounds are those in the articulation of which
tongue is between the close and open positions and near to the close position.
Ex: /I/ as in Pin, Tin
/U/ as in Put, pull
3. Half Open Vowel sounds: Half Open Vowel sounds are those in the articulation of which
tongue is between the close and open positions and near to the open position.
Ex: /e/ as in Pen,
/ɔ:/ as in saw, hall, fall, call
4. Open Vowel sounds: Open vowel sounds are those in the articulation of which tongue is
far away from the roof of the mouth or hard palate.
5. Ex: /æ/ as in fat, mat,
sat, ,
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/a: / as car, bar
/ɔ/ as in pot, cot, dog, not,
Based on the position of the tongue or the part of raised as active articulator the classification
of vowel sounds are done in three kinds.
1. Front vowel sounds
2. Central vowel sounds
3. Back vowel sounds
Front vowel sounds: Front vowel sounds are those in the articulation of which front part of the
tongue is raised towards the hard palate.
Ex:
/i: / Beat Seed Lead(v) Peel
/ɪ / Bit Sick Lid Pin
/e/ Best Set Lead(n) Pen
/æ/ Bat Sand Lad pack
Central vowel sounds: Central vowel sounds are those in the articulation of which mid part of the tongue is
raised towards the place where soft palate and hard palate meet.
Ex:
/ʌ/ Sun cut hut But
/ɜ:/ Surname Curd Hurt Earth
/ə/ Supply Curriculum Hookah ago
Back vowel sounds: Back vowel sounds are those in the articulation of which back part of the tongue is raised
towards the soft palate.
Ex:
/ʊ/ Put Hood Shoe Muslim
/ʊ:/ Pool Human Shoot Mule
/ɒ/ Pot Hog Shot Mosque
/ɔ:/ Pork Hoard Shore More
/a:/ Pal Hard Sharp Master
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Based on the Position of the lips the classification of vowel sounds are done in two kinds they are 1.Rounded
vowel sounds & 2.Unrounded vowel sounds
Rounded vowel sounds: Rounded vowels are those in the production of which lips are rounded.
Ex: cot, caught, put, fool
Unrounded vowel sounds: Unrounded vowels are those in the production of which the lips are spread or
neutral. Ex: seat, sit, and sat.
Diphthongs (8)
Diphthongs are the combination of two pure vowel sounds. When they are pronounced they begin with one
vowel sound and end with another vowel sound known as vowel glide. Vowel glides are of two kinds 1.
Closing Diphthongs and 2. Centering Diphthongs
Dipthongs are classified into two types based on the moment of the tongue from one position
to another.
Diphthongs
Centering Diphthongs Closing Diphthongs
Narrow wide
Centering diphthongs: The diphthong start with one sound & moves towards the center of the tongue.
Ex: /ɪə/, /eə/, /ʊə/
Closing diphthongs: The diphthong starts with one sound & moves towards the close position of the tongue
are called closing diphthongs.
/aɪ/, /ɔɪ/, /əʊ/, /aʊ/
Exercises
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S.No Phoneme Description Intial Middle Final Speeling
1. 1. 1.
2. 2. 2.
3. 3. 3.
1 /i: / 4. 4. 4.
5. 5. 5.
6. 6. 6.
1. 1. 1.
2. 2. 2.
3. 3. 3.
2 /ɪ / 4. 4. 4.
5. 5. 5.
6. 6. 6.
1. 1. 1.
2. 2. 2.
3. 3. 3.
3 /e/ 4. 4. 4.
5. 5. 5.
6. 6. 6.
1. 1. 1.
2. 2. 2.
3. 3. 3.
4 /æ/ 4. 4. 4.
5. 5. 5.
6. 6. 6.
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1. 1. 1.
2. 2. 2.
3. 3. 3.
5 /ʌ/ 4. 4. 4.
5. 5. 5.
6. 6. 6.
1. 1. 1.
2. 2. 2.
3. 3. 3.
6 /ɜ:/ 4. 4. 4.
5. 5. 5.
6. 6. 6.
1. 1. 1.
2. 2. 2.
3. 3. 3.
7 /ə/ 4. 4. 4.
5. 5. 5.
6. 6. 6.
1. 1. 1.
2. 2. 2.
3. 3. 3.
8 /ʊ/ 4. 4. 4.
5. 5. 5.
6. 6. 6.
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1. 1. 1.
2. 2. 2.
3. 3. 3.
9 /ʊ:/ 4. 4. 4.
5. 5. 5.
6. 6. 6.
1. 1. 1.
2. 2. 2.
3. 3. 3.
10 /ɒ/ 4. 4. 4.
5. 5. 5.
6. 6. 6.
1. 1. 1.
2. 2. 2.
3. 3. 3.
11 /ɔ:/ 4. 4. 4.
5. 5. 5.
6. 6. 6.
1. 1. 1.
2. 2. 2.
3. 3. 3.
12 /a:/ 4. 4. 4.
5. 5. 5.
6. 6. 6.
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1. 1. 1.
2. 2. 2.
3. 3. 3.
13 /eɪ/ 4. 4. 4.
5. 5. 5.
6. 6. 6.
1. 1. 1.
2. 2. 2.
3. 3. 3.
14 /aɪ/ 4. 4. 4.
5. 5. 5.
6. 6. 6.
1. 1. 1.
2. 2. 2.
3. 3. 3.
15 /ɔɪ/ 4. 4. 4.
5. 5. 5.
6. 6. 6.
1. 1. 1.
2. 2. 2.
3. 3. 3.
16 /ɪə/ 4. 4. 4.
5. 5. 5.
6. 6. 6.
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1. 1. 1.
2. 2. 2.
3. 3. 3.
17 /eə/ 4. 4. 4.
5. 5. 5.
6. 6. 6.
1. 1. 1.
2. 2. 2.
3. 3. 3.
18 /ʊə/ 4. 4. 4.
5. 5. 5.
6. 6. 6.
1. 1. 1.
2. 2. 2.
3. 3. 3.
19 /əʊ/ 4. 4. 4.
5. 5. 5.
6. 6. 6.
1. 1. 1.
2. 2. 2.
3. 3. 3.
20 /aʊ/ 4. 4. 4.
5. 5. 5.
6. 6. 6.
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Consonants (24)
Consonants : consonants are those in the production of which air stream is obstructed
completely or partially by the active articulator and air escapes suddenly or slowly when it is
released. There are 24 different consonants in English.
Classification ofconsonantsounds
Classifications of consonant sound are done based on three aspects
1. Place of articulation (obstruction)
2. Manner of articulation (obstruction)
3. Position of Vocal cords
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1. According to place of articulation consonants are further classified into 8 different types
1. Bilabial Sounds: Bilabial sounds are those in the production of which air stream is obstructed when lower
lip comes close to upper lip.
Ex. /p/ as in pen, pepper, cup /b/ as in ball, cabbage, tub
/m/ as in map, summer, slim /w/ as in one, word
2. Labiodentals sounds: Labiodentals sounds are those in the production of which air stream is obstructed
when lower lip comes close to upper front teeth.
Ex: /f/ as in fan. Father, suffer, enough
/v/ as in van, envy, move, love
3. Dentals: Dental sounds are those in the production of which air stream is obstructed when tip of the
tongue touches upper front teeth.
Ex: /Ѳ/ as in thin, think, synthetic, myth
/ð/ as there, then, weather, the
4. Alveolar sounds: Alveolar sounds are those in the production of which air stream is obstructed when tip
of the tongue touches the teeth ridge.
Ex: /t/ as in tin, sitting, sat,
/d/ as in danger, dinner, children, kid and /n/ as in night, signature, sin, tin
5. Pala to-alveolar sounds: Pala to-alveolar sounds those in the production of which air stream is obstructed
when tip of the tongue and blade of the tongue touches in between the teeth ridge and hard palate.
Ex: /r/ as in ribbon, cartoon,
/s/ as in circus, cinema, mass,
6. Palatal sounds: Palatal sounds those in the production of which air stream obstructed when blade of
the tongue touches the hard palate.
Ex: /j/ as in young
7. Velar sounds: Velar sounds are those in the production of which air stream obstructed when black
part of the tongue touches the soft palate.
Ex: /k/ as kite, skip, car, chemical, circus,
/g/ as in gain, ago, eager, forget
/ŋ/ as in king, ding, coming

8. Glottal Sounds: Glottal Sounds are those in the production of which vocal cords are open to emit the
sounds in the glottis.
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Ex: /h/ as in happy
II. According to Manner of articulation or Nature of obstruction consonants are further classified into 6
different types
1. Plosives or Stops: plosives are called as stops, these are the sounds in the production of
which air passage is completely closed & sudden release of air escapes through the small explosion.
These are three kinds
a. Bilabial plosives Ex: /p/, /b/ b. Alveolar
plosives Ex: /t/, /d/ c. Velar plosives Ex: /k/, /g/
2. Fricatives: Affricates are the sounds in the production of which air passage is
partially obstructed & the air escapes with audible friction.
/f/, /s/, /z/, /v/, /Ѳ/, /ð/, /ɜ/
3. Affricates: Affricates are the sounds in the production of which air passage is completely closed &
slow release of air escapes through the mouth. These are two kinds
a. / ʃt/ as in chair, cheeks, chin,
b. /dɜ/ as in judge, edge, join, enjoy

4. Nasals: Nasals are the sounds in the production of which air passage is completely closed and air
escapes through the nose.
/m/ as in mat, summer, mix, sum
/n/ as in ink, sink, nice man
/ ŋ / as in king, sing,
5. Laterals: Lateral sounds are those in the production of which tip of the tongue
touches upper teeth and the air stops but escapes through the lateral sides of the
tongue
/r/ as in ring, mirror, whirr
/l/ as in lamp, mileage, bell
6. Semi vowel sounds: Semi vowel sounds are those in the production of which oral
passage is closed partially and the air escapes through it with little audible friction.
/w/ as in word, one rupee, sword,
/j/ as in young, mayor,
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S.No Phoneme Description Intial Middle Final Speeling
1 /p/
2 /b/
3 /t/
4 /d/
5 /k/
6 /g/
7 /tʃ/
8 /dɜ/
9 /m/
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10 /n/
11 /ŋ/
12 /j/
13 /r/
14 /l/
15 /f/
24 | P a g
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ELCS LAB MANUAL & WORK BOOK
16 /v/
17 /w/
18 /j/
19 /θ/
20 /ð/
21 /ɜ/
22 /ʃ/
23 /s/
24 /h/
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UNIT-II
(Stucture of Syllables - Past Tense Marker and Plural Marker –
Weak Forms and Strong Forms - Consonant Clusters
2.1.THE
SYLLABLE
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2.2. PAST TENSE MARKERS (alveolar plosives, / t / and / d /)
The alveolar plosives, / t / (voiceless) and / d / (voiced) are in flexional suffixes when used for
making past and past participle forms of verbs. The suffixes are always represented by the letter
-d or the letters -ed. The different pronunciations of these suffixes are governed by the following
rules.
1. These suffixes are pronounced / t / after voiceless consonants other than / t /.
2. The following are pronounced / d / after voiced sounds (remember, voiced sounds include
vowels) other than / d /.
3. They are pronounced /-Id / when the root verb ends in / t / and / d /.
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2.3. PLURAL MARKERS (alveolar fricatives / s / and / z

/)
Both Alveolar Fricatives / s / and / z / are in flexional suffixes and plural markers. These are used
for making plurals and possessives of nouns and simple present tense third person singular
forms of verbs. The suffixes are always represented by the letter -s or the letters -es. The
different pronunciations of these suffixes are governed by the following rules.
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.4. CONTENT WORDS AND FUNCTION

WORDS
It is generally the case that one word is stressed more than any other since it possesses the
highest information content for the discourse utterance, that is, it informs the hearer most.
The group of words described above is largely from what is called 'content' words as
opposed to 'function' words.
Content (stressed) words are nouns, verbs, adjectives, and adverbs while function
(unstressed) words are articles, prepositions, conjunctions, and modal auxiliaries.
Furthermore, it is content words that are polysyllabic, not function words.
This classification conforms to grammatical considerations. The classification we present
here from a super segmental viewpoint that is on the basis of being stressed or not, is
slightly different from that of grammar. Consider the following
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2.5. WEAK FORMS AND STRONG

FORMS
Content or lexical words tend to be stressed and structural or functional words are generally
not stressed in connected speech. Structural or functional words have a strong form and
weak form. When these words are not stressed the weak form is used. For example, the
word and is pronounced / ænd / in isolation, but in connected speech it is reduced to /*nd /,
/ *n/ or /n /. People often say butter and jam and bread and butter as and not with the
strong form / ænd /.
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31
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A consonant cluster is a group of two or more consonant letters together in a word. For
example, in the word “brilliant”, “br” is a consonant cluster, as is “ll”, and also “nt”.
Consonant clusters are also sometimes known as “consonant blends”.
Consonant clusters can occur at the beginning (an initial consonant cluster), in the middle (a
medial consonant cluster) ofar at the end of a syllable (a final consonant cluster). For example, /-
st / in the word test, /-mpt/ in the word tempt and /-ks_s/ in the word sixths. Here are a few
examples of common English consonant clusters.
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34
UNIT-III
(Minimal Pairs- Word Accent and Stress Shifts- Listening Comprehension)

3.1. MINIMAL PAIRS
A minimal pair is a group of words that differ from each other only in one sound. However, this
difference brings about a c
hange in meaning. For example, the words fill and till differ only in the first consonant sound but
they mean different thi
(Minimal Pairs- Word Accent and Stress Shifts- Listening Comprehension)
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3.2. WORD ACCENT / STRESS
Accent/Stress is an important feature of English language. This feature of Enlish needs some
explanation.
Stress is the degree of force with which we pronounce a sound. This degree of force is mainly
pressure from the chest affecting the air-stream.
Words are made up of one or more than one separately pronounced parts, which are called
syllables. A syllable is a group of sounds with one vowel sound and one or more than one
consonant sounds.
The syllables of a word can be spoken with more or less force or emphasis. Where a syllable is
spoken with emphasis it is s
aid to be stressed/accented. Syllables that are not spoken with emphasis are unstressed. Thus, a
stressed syllable has the
following three features:
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Ice-breakers are speaking activities used with a new class in order to give the learners an
opportunity to meet each other. In order to complete an ice-breaker task learners must talk to
each other.
Activity 1: Work alone

Answer the following questions in 5 minutes: (Writing)
1. Where do I live? __________________________________
1. Where did I grow up? __________________________________
2. What are my hobbies? __________________________________
3. If I were famous, who would I be? _____________________________
Activity 2: Work in pairs (Speaking & Writing)

Now answer the following questions about your partner in 5 minutes:
1. Where does he/she live? ________________________________________
2. Where did he/she grow up? ____________________________________
3. What are his/her hobbies? _____________________________________
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4. What sort of person he/she is? ________________________________
Activity 3: Team work (Speaking)

In your team list the advantages and disadvantages of each idea.
Introduce a ‘sensor’ in mobile phones, which automatically switches off the phone if the owner
is talking too loudly (very useful in a cinema or museum!).
Develop an app that finds the best route to travel to an artistic event.
Instructions: Imagine you have been given a grant to set up one of these businesses. Which one
you choose? Why?
15 minutes to reach a decision
5 minutes presentation to group
Questions from the audiences
Remarks : …….............................................................................................................................
Teacher’s Signature & Date : …………………… Grade awarded : ……...………...……….
JUST A MINUTE
‘Just a Minute’ or JAM is an impromptu speech test conducted with the time limit of one minute.
As a student and as a budding technocrat you will be asked to speak on the spur of the moment
more number of times, than you are asked to make prepared presentations.
Important rules to follow:
1. No hesitation: You may pause for effect but not for thought. ‘Ums’ and ‘ahs’ count as hesitation.
2. No deviation: Should not deviate from the topic or correct English.
3. No repetition: You may not repeat a word with the following exceptions; little words such as
“and, but, a, the, are, were, of, etc., the name of the topic.
Practice the following topics: (Speaking)

1. Are films only for entertainment?
2. Self-confidence
3. Engineering is a right platform to take-off for a bright career
4. Swach Bharath
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5. Education qualification for politicians.
6. Human being most advanced and powerful species on earth. Is that so?
7. Sometimes wars are the best solution to a problem.
8. Is there any future to languages other than English?
9. Role of youth in Global warming.
10. Examination Stress on students
Write about the chosen topic: (Writing)
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_____________________________________________________________________________
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Remarks : …….............................................................................................................................
Teacher’s Signature & Date : …………………… Grade awarded: ……...………...……….
40
Exercise - II
SYLLABLE STRUCTURE
A syllable can be analysed in terms of its segments which are also called speech sounds.
These segments fall into two categories, consonants and vowels. The consonant function as a
marginal element, i.e., it occurs at the beginning or at the end of a syllable when it is termed a
releasing or an arresting consonant. The vowel is the nucleus or the central part of the
syllable.
To describe the structure of a syllable, the symbol C is used to represent a consonant and V to
represent a vowel. For example, the word book /b U k/ has the structure CVC (i.e., it is made
up of one consonant, one vowel and one consonant) the structure of the syllable /b U k/ can
be shown thus:
C V C
b U k
releasing Consonant nucleus arresting consonant
The word eye /aI/ is made up of just one speech sound, the diphthong /aI/. This is the nucleus
of the syllable and it has no consonant before or after it. Thus the structure of the syllable is V.
Let’s take two other words which have the syllable structure CV and VC respectively. She
/∫i:/ has the structure CV and ill /Il/ has the structure VC
A syllable which is arrested by a consonant is called a closed syllable, for example, ill /Il/. A
syllable which has no arresting consonant is called an open syllable, for example, She /∫i:/
Activity 1:
Transcribe the following words, divide them into syllables with a hyphen (-) and
describe the structure of each syllable in terms of CVC
Word Transcription No. of syllable
1. Linguistics CVC-CCVC-CVCC
2. Author
3. Arrangement
4. Around
5. Between
6. Boxes
7. Consonant-
8. Management
9. Ordinary
10. Register
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Activity 2:
1. Recommendation
2. Steel
3. Strange
4. Twelfth
5. Wanted
6. Phone
7. Gas
8. Day
9. Tea
10. About
Activity 3:

1. Study
2. Letter
3. Rhythm
4. Settle
5. Cotton
6. Develop
7. Episode
8. Usually
9. Allow
10. Luxuriously
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CONSONANT CLUSTERS
To point out that a syllable can have up to three consonants before the nucleus and up to four
consonants after the nucleus. Such sequences of two or more consonants at the beginning or
at the end of a syllable are called consonant cluster.
Here are a few examples:
1. Scheme /ski:m/
2. Cream / kri:m/
3. Scream / skri:m/
4. Next / nekst/
5. Texts / teksts/
Notice that these consonant sequences are in a single syllable. If they are in different syllables
they cannot be called consonant clusters. For example, /s/ and /k/ in the word scheme, and /k/
/s/ /t/ and /s/ in the word texts form consonant clusters because they occur in the same
syllable. But /m/ and /p/ in the word dimple and /ŋ / and /k/ in the word uncle do not form
consonant clusters as they occur in different syllables:
Dimple / dim-pl /
Uncle /  ŋ-kl /
The syllables are divided in this way in English.
When two or three consonants occur at the beginning of a syllable the sequence is called an
initial consonant cluster, for example, /pl-/ in the word play and /str-/ in the word strike.
When two, three, or four consonants occur at the end of a syllable the sequence is called a
final consonant cluster, for example, /-st/ in the word test, /-mpt/ in the word tempt /-ksӨs/ in
the word sixths.
Activity A
Initial cluster: as the first member of the cluster
Consonant sound Words
1. /p/ /pl/ place, play
/pr/ pray, private 5. /k/
/pj/ pupil, pure
2. /b/
6. /g/
3. /t/
7. /f/
4. /d/
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8. /v/ 11. /h/
9. /Ө/ 12. /m/
10. /s/ 13. /n/
Activity B
Final cluster: as the final element of the cluster
Consonant sound Words 7. /f/
1. /p/ /-mp/ pump,
stamp
/-lp/ help, pulp 8. / ʃ /
2. /t/
9. /Ө/
3. /d/
10. /s/
4. /k/
11. /z/
5. /t∫/
6. /dʒ/
Activity 3
Give five examples of each of the following consonant clusters.
Initial CC-
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Final –CC
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___________________________________________________________________________
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Initial CCC-
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Final –CCC
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Remarks : …….............................................................................................................................
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WEAK FORMS AND STRONG FORMS

The use of weak forms is one of the important features of English rhythm. The content or
lexical words tend to be stressed and structural or functional words are generally not
stressed in connected speech. It is these structural or functional words which have a strong
form and a weak form. When these words are not stressed the weak form is used.
For example, the word and is pronounced /ænd/ in isolation, but in connected speech it is
reduced to / ənd/, / ən/ or /n/. People often say butter and jam and bread and butter as
/bʌtər ən dʒæm/ and /bred n bʌtə/ respectively; and not with the strong form /ænd/. The use
of weak forms is an essential part of English speech and you must learn to use the weak
forms of structural words if we want to acquire the rhythm of English speech.
Examples of Content word: Nouns, Main verbs, Adjectives, Adverbs, Demonstratives,
Interrogative pronouns. These words are stressed.
Examples of Structural words: Articles, Auxiliary verbs, Prepositions, Conjunctions, Personal
and Reflective pronouns. These words are generally not stressed.
Activity 1
Underline the weak forms in the following passage.
She looked at him with her lips pressed firmly together, then laughed in a way quite different
from the way she’d laughed the previous evening; in fact, Dixon thought, rather unmusically.
A blonde lock came away from the devotedly-brushed hair and she smoothed it back. “Well,
what are you going to do about it?”
“I don’t know yet. I must do something, though.”
“Yes, I quite agree. You’d better start on it quickly, hadn’t you before the maid goes round?’
“I know. But what can I do?’
“How bad is it?”
“Bad enough. There are great pieces gone altogether, you see.”
Remarks : …….............................................................................................................................
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PAST TENSE MARKERS AND PLURAL MARKERS

Pronunciation of Past tense marker –d or –ed
The past tense marker –d or –ed is pronounced as /-t/, /d/ or /id/. The choice depends upon the
sound with which the present tense form ends. The following rules will have to be
remembered in this context:
1. If the present tense ends in voiceless consonant other than /t/ the past tense marker –d
or –ed is pronounced as /t/. For example
Capped /kæpt/ Passed /pa:st/

Cooked /kukt/ Pushed /puʃd/
Laughed /la:ft/
2. If the present tense ends in voiced sounds other than /d/ (voiced sounds include
vowels) the past tense marker is pronounced as /d/. For example,
Rubbed /r  bd/ Loved /l  vd/

Bagged /bægd/ Pulled /puld/
3. If the present tense ends in /t/ or /d/ the past tense marker is pronounced as /id/. For example,
Wanted /w  ntid/ Mended /mendid/

Activity 1
Transcribe the following words
1. Thatched / /
2. Pushed / /
3. Loathed / /
4. Sawed / /
5. Buzzed / /
Pronunciation of Plural markers
There are three rules for forming regular plurals in English, exemplified by: book/books ([-
s]), dog/dogs ([-z]), and bus/buses [-əz]). (Note that in General American English [-əz] is
probably more common than the [-Iz] you likely learned in English class. [-Iz] is more
common in British English than in American.) These are phonological rules, because the
phonological structure of a word determines which type of plural ending is added.
The same rules also apply to adding the /-s/ marker for possessives, e.g. Mark/Mark's,
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Bob/Bob's and Trish/Trish's, as well as for the third person singular form of verbs, as in
take/takes, drag/drags, and push/pushes.
Plural of nouns: Pronunciation:
In English , the sound of "s" depends on which sound comes before it.
1. If the noun ends in an unvoiced consonant sound: /f/, /k/, /p/, /t/, /th/-(thin), pronounces "s"
as /s/.
2. When it ends in a voiced consonant sound, /b/, /d/, /g/, /l/, /m/, /n/, /ng/, /r/ or with a vowel
sound, /a/, /e/, /i/, /o/, /u/, pronounce "s" as /z/.
3. If it ends with /s/, /z/, /sh/, /ch/-chair, /zh/-the second "g" in garage, /dz/-(j), pronounce "s"
or "-es" as /iz/.
In other words, if the noun ends with a sound other than the 5 unvoiced consonants,
pronounce "s" with a /z/ (or with an /iz/ as the case may be).
Singular Plural
Apple /æ-pul Apples /æ-pulz/
Activity 2
Give the word its plural markers and write the transcription
1. Page Pages /______________ /
2. Bus ___________ /______________/
3. Fox ___________ /______________/
4. Activity ___________ /______________/
5. Knife ___________ /______________/
6. Church ___________ /______________/
7. Daisy ___________ /______________/
8. Mango ___________ /______________/
Remarks : …….............................................................................................................................
Teacher’s Signature & Date: …………………… Grade awarded: ……...………...……….
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SITUATIONAL DIALOGUES
Activity 1 (Listening)
Listen to the audio and fill the gaps.
Dialogue 1: Two students in a language school café.
A: Hi! I'm Hong lei. What's your name?
B: Hello, Hong Lei. My name's Ricky.
A: Hi Ricky. _____________ a new student here?
B: Yes, I had my first lesson this morning. Are you a new student too?
A: No, _______________ here for six months.
B: Six months. That's a long time.
A: It's not so long really. What class are you in? Intermediate or …?
B: Intermediate Three. ______________________ ?
A: I'm in Advanced One. Who's your teacher?
B: I can't remember her name, but she's got curly red hair.
A: Ah! __________ she wear glasses?
B: Yes, ______________.
A: That's probably Anne Wallis.
B: Yes that's right. _____________________? Is she your teacher too?
A: No. But she taught me last term. __________________________?
B: Only a week.
A: Wow, not long. Where do you live? With a family?
B: Well, I'm staying at the YMCA at the moment. I'm looking for somewhere more
permanent. Do you know of any good places?
A: Yes. Actually my friend has a spare room in here apartment and she's looking for a
flatmate. ____________________ her phone number?
B: That would be great! Thanks for your help. _______________ you coffee?
Dialogue 2: Husband and wife.

Wife: Hello darling! Did you have a good day today?
Husband: It was okay.
Wife: ________________like a drink?
Husband: No thanks, I'm not thirsty.
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Wife: Dinner will be ready at six. ______________ hungry?

Husband: Not really.
Wife: Oh. Did you pick up the suits from the cleaners?
Husband: Yes I did.
Wife: Good. Are you going to the pub tonight?
Husband: Yes. _____________ back at the same
Dialogue 3: Visiting a friend

Hostess: Come and sit down. ________________ like a drink?
Guest: Oh, _______________! I'd love a gin and tonic.
Hostess: Do you like olives? Or ______________ prefer crisps?
Guest: Oh, just olives please. What music is this?
Hostess: Do you like it? It's Irish music?
Guest: ___________________! Where did you get the CD?
Hostess: Erm - I think it was in the CD shop in the Mall. Have you been there?
Guest: Yes. I buy a lot of stuff from there. It's a good shop, _____________ ?
Hostess: Yes. Hey, I've got some photos of our holiday in Ireland. Would you like to see
them?
Guest: Why not? I'd love to!
Remarks : …….............................................................................................................................
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ROLE PLAY
Role Play is any speaking activity where you either put yourself into somebody else’s
shoes or you may stay in your own shoes but put yourself into an imaginary situation, i.e, you
play another person’s role.
Activity (Speaking)
1. Identify the persons in the picture and enact
_____________________
_____________________
_____________________________________________________
Activity (Speaking)
Practice the following
1. A: Invite B to go somewhere this weekend
B: Politely refuse A’s invitation.
2. A: Call and tell your boss (B) you can’t to work because of illness
B: You think A is bluffing (not really sick)
3. A: Call and tell B you can’t come to the party on Friday
B: Try to get A to come to the party. (It’s a surprise party for him/her)
4. A: Ask B to teach you to play tennis
B: You hate coaching for free
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Activity (Writing)
Write the dialogues for any of the above topics
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Remarks: …….............................................................................................................................
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SELF INTRODUCTION AND INTRODUCING

Activity1
Introduce yourselves:
Say: Hello. Hello.
I’m ____________________ (or) My name is _________________
How do you do? Pleased to meet you.
Introduce others:
Say: This is _________________
He’s / She’s my friend.
He’s a / she’s / an _____________
Practice Dialogues:
Formal introduction:
1. Rakesh: Hello!
Dravid: Hello!
Nalini: My name is Nalini. I’m your lecturer.
Rakesh: how do you do, Ms. Nalini.
Nalini: What’s your name?
Dravid: My name is Dravid. I’m a student.
Nalini: Pleased to meet you, Dravid.
Pre closings
Formal Informal Very Informal
Thank you for your time Well, thanks for your time. Hey, I gotta get going now.
It’s been a pleasure I am afraid it’s getting late. Oh-oh! I gotta go.
I’m sorry. I‘ve to go now. I am afraid. I’ve to go now. Hey, time for class.
Well, it’s getting late……… Sorry, gotta go!
I’d better be going It’s dinner time.
Well it was nice to see you
today.
Closings:
Formal Informal Very formal
Good bye Bye for now! See you.
Bye. I’ll see you later. See you later.
I catch you later. Catch you later!
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Have a nice day! Talk to you later!
Activity 1
Formal
1. A: Good morning, Sir! How do you do. Nice to meet you.
B: Good morning! ____________________________________________
2. A: Good evening, Mr.Sam! How are you?
B: Good evening! _____________________________________________
3. A: Good morning. I’m pleased to meet you again.
B: _____________________________________
4. A: I’ve heard Rajeev speak about you often.
B: _____________________________________
Informal:
4. A: Hi, John!
B: Hi, Jack! ________________________________
A: it’s a pleasure meeting you too. I’ve to hurry up for my class now. See you some
time later.
B: _______________________________________
5. A: Hello Rahul! How are you doing?
B: Hi! It’s going great. What about you?
A: ____________________________________________
Apologies
Language for saying sorry
To emphasise how you Examples

feel
I'm really sorry... I'm really sorry, Pete, I didn't mean to lose your book.
I'm so sorry... I'm so sorry I forgot your birthday, Oliver!

To say why you're sorry Examples
Sorry about... Sorry about the mess. I'll clear up later.
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Sorry for... Sorry for taking your DVD.
To say sorry without using the words 'I'm sorry'!
I'd like to apologise for... I'd like to apologise for the way I spoke to you earlier.
Vocabulary around saying sorry
to apologise
to say sorry, to ask for forgiveness, to express regret
an exclamation
a word, phrase or sentence that is shouted out suddenly, often through surprise or anger
to hurt someone's feelings

to make someone feel upset or unhappy
a misunderstanding
this can mean 'a small disagreement'
trouble
unhappiness, distress, worry or danger
a hard time
a difficult time
to be out of order (informal)

to be impolite or rude
Language for accepting
Examples
apologies
That's OK. I'm really sorry, Pete, I didn't mean to hurt your feelings.
That's OK.
No problem. I'm so sorry I forgot your birthday, Oliver!
No problem.
Don't worry about it. I'm sorry about the trouble I've caused.
Don't worry about it.
No worries. I'm sorry for drinking all the milk.
No worries.
Activity 1: Read the dialogues given below about ‘The Dead Dog’ and write dialogues
for ‘Apologizing for the killing’
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1.1. The Dead Dog
A: You look worried. Why?

B: I think I have killed our neighbour’s dog.
A: What happened?
B: I ran over it with my motorbike.
A: Why don’t you apologize to him?
B: To the dog? I told you, it is dead.
A: No,................, to your neighbour.
B: Are you crazy? He will kill me if I tell him about the dog.
1.2 Apologizing for the Killing
A: I am sorry, _______________________________________
B: _________________________________________________
A: _________________________________________________
B: _________________________________________________
A: _________________________________________________
B: _________________________________________________
Remarks : …….............................................................................................................................
Exercise – III
MINIMAL PAIRS
Phonetics is a study of sounds and it explains how these sounds are produced, transmitted,
and received, but it is Phonology which tells us how these sounds are selected and organized
within a language.
Single unit/sound in Phonology is called a 'Phoneme'
Phoneme is a minimal distinctive unit of sound..It is minimal because it is a single
unit/sound and cannot be further be subdivided. By distinctive, we imply that each phoneme
is different from other
That is, for example, a word like /m æ p/ .This word consists of three units /phonemes./m/ /
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æ / and /p/ when we say each one of them is a distinctive /single unit what we imply is that if
we substitute the sound /m/ by the sound / t/ in the word map then the meaning of the word
will change ,as it will become different word( tap) / t æ p / altogether. This change in
phoneme to give a new meaning, results in formation of minimal pairs. Therefore minimal
pairs are formed, if we substitute one sound/phoneme by another sound the meaning of the
word will change.
A change may occur in a word in initial, medial or final position.
Initial position - map-tap /m æ p/ - /t æ p/
Middle position - cap-cop first –fast
Final position - back-bag /b æ k/ b æ g/
In short, minimal pairs are pairs of words whose pronunciation differs at only one segment,
such as sheep and ship or lice and rice and results in the change of meaning of a word.
Examples:
a. chip ship
b. rope robe
c.. bad- bed
ACTIVITY - 1
Transcribe the words into phonetic symbols and underline the vowel and consonant sounds
which bring a change in the meaning of a word to make a minimal pair.
1. chop – shop _____________________
2. jest-zest _____________________
3. stak-stag _____________________
4. Park - bark _____________________
5. cut-curt _____________________
6. tail-tile _____________________
7. cart-caught _____________________
8. bet-bat _____________________
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9. clock-cloak _____________________
10. worse-worth _____________________
11. pot - posh _____________________
12. Weep - jeep _____________________
13. kite - tight _____________________
14. starch- start _____________________
15. Vest - best _____________________
16. teeth-tease _____________________
17. worm - germ _____________________
18. leak-league _____________________
19. pot - posh _____________________
20. deem-dean _____________________
21. goof - goose _____________________
22. moss-mosh _____________________
Remarks : …….............................................................................................................................
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ACTIVITY - 2
Frame ten minimal pairs of your choice and underline the segment of differentiation in the
minimal pairs
Initial position minimal pairs
1) ___________________________________
2) ___________________________________
3) ___________________________________
Final position minimal pairs
1) ___________________________________
2) ___________________________________
3) ___________________________________
Middle position minimal pairs
1) ___________________________________
2) ___________________________________
3) ___________________________________
Remarks : …….............................................................................................................................
WORD ACCENT & STRESS
A word in English has one or more syllables. In each syllable there is one sound, usually a
vowel that is more prominent than the rest. Those that are more prominent than others are
said to receive the accent. The syllable which is to be accented has a small upright mark ( ' )
in front of it, for example 'almost , a' bove.
 We can only stress/accent vowels, not consonants.
Examine the following words which has two syllables and the accent is on the first
syllable.
'better
'answer
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'Honesty
'output
'nation
'people
'wisdom
Examine the following words which has two syllables and the accent is on the second
syllable.
a ' dopt
ac ' cord
a ' sleep
be ' side
com ' bine
ho ' tel
 If the word is a noun or adjective the accent is on the first syllable of a word.
 If the word is a verb the accent is on the second syllable of a word.
Words of three syllables with primary accent on the second syllable
Ad/ver/tise – ad-'ver-tise
Es/sen/tial - es-'sen – tial
Ex/cep/tion – ex-'cep-tion
Words of three syllables with primary accent on the third syllable
Af/ter/noon – af-ter-'noon
In/tro/duce – in-tro-'duce
Un/der/stand – un-der-'stand
Example
Present (v) - Pre'sent (accented on the second syllable)
1) Please pre'sent your case.
2) The Principal will pre'sent the winners a trophy.
Present (adj) -'Present (accented on the first syllable)
1) Who is the 'present Director?
2) He was 'present at the conference
Present (n) - 'Present (accented on the first syllable)
1) I have sent him a birthday 'present.
2) Mohan is not able to decide a 'present for Milie.
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STRESS
In English, stress is most dramatically realized on focused or accented words.
Accent is a local property of one particular syllable in the word. It is a ‘once-per-word’
property, i.e. only one syllable in the word can be accented. In English, if more than one
syllable precedes the accent, a second accent is possible, often indicated by a second type of
accent mark (secondary stress) or primary accent (primary stress)
In a word, a syllable which has primary stress becomes a tonic syllable and the other
prominent syllable is said to have a secondary stress/accent.
Primary stress is marked with a vertical bar above and in front of a syllable to which it refers.
Secondary stress/accent is marked by a vertical bar below and in front of the syllable or
example, in the following words
'repre'sent
'After'noon
The primary stress is on the last syllable and the secondary stress is on the first syllable.
DESCRIPTIONS
Guidelines for Description of an Object

Organization - . Begin with a brief overview that reveals the object's overall framework,
arrangement, or shape, and purpose or function.
Parts - Divide the object into parts and describe each part in a way that reveals its role, its
relation to other parts.
Order - Organize the part descriptions to help your reader:
A) Spatial order (top to bottom, outside to inside).
B) Specifics - Include relevant specific features (such as size, shape, color, material,
technical names).
Comparison - Compare features or parts with other things already familiar.
Contrast - Contrast properties with different ones to reveal their significance
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Example: Description of Fountain Pen

The first pens ever devised were fountain pens--an adaptation of the feathered quill.
A fountain pen is a nib pen that, unlike its predecessor the dip pen, contains an internal
reservoir of water-based liquid ink. The earliest historical record of a reservoir pen dates to
the 10th century. The reservoirs of the earliest fountain pens were mostly filled by
eyedropper. Later on, for more convenience filling mechanism came into existence
Fountain pens have a different internal structure for the storage of ink, and specially designed
nib to progress the process of writing it has a narrow channel that leads to the reservoir, a
small hole that contains extra ink. It works by a fine balance between gravity and capillary
action. It has no moving parts, but also doesn't store a huge amount of ink, only the amount
that's held inside the reservoir, which means you have to dip it in ink every few words
They come in different colors and are made by different companies. Parker, Serwex, Camlin,
Chelpark are some of the companies that manufacture fountain pens in India. Fountain pens
are expensive and classic in appearance and usage. Fountain pens can serve various artistic
purposes such as expressive penmanship and calligraphy, pen and ink artwork, and
professional art and design.
Unlike ballpoint pens a fountain pen can cost several thousand dollars or rupees. In fact,
some fountain pens cost so much they’re almost better seen as an investment than a writing
tool. The reason why this type of pen costs more is because they’re designed to be used over
and over again for years or even decades, which means that a fountain pen needs to be
manufactured to a higher quality standard than any ballpoint pen would ever require.
Activity - A
Describe an object
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Remarks : …….............................................................................................................................
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Guidelines for Description of a Place
Introduction - Give brief introduction of the place you have chosen and explain why it is
special for you.
Details of - geographical location, people and population, customs and traditions, tourist
sights, shops and places of entertainment: Finally, you can add a short summary of your
feelings about the place.
The prepositions of places: Inside / outside, Into / out of, Near, Next to, On top of,
Opposite of, Far............ From, Past, Round, Up, Under, Down, Above, Over, Through, To,
Towards, Between, At the corner, Behind, Although, Across, at the end.
Example: Description of a place – London

London is the capital of England and the capital of Great Britain. It is one of the greatest
cities in the world. It is a seat of government, a center of learning and cult
ure, it is an important business and financial center.
London has four major areas. The city is the oldest part of London. It stretches from Fleet
Street to the Tower. Many financial and business buildings are in the city.
The West End lies between Fleet Street and Hyde Park; it includes the houses of Parliament,
Whitehall, Buckingham Palace, the University of London, the Museum and Galleries. The
East End is East of the Tower. It includes the port of London and large industrial and
residential areas.
The South Bank is in the South of Thames between Lambeth and Tower Bridge. Several
important buildings and Skyscrapers, housing government departments and private firms are
there.
London is also very famous for its parks. Kensynton Gardens, Hyde Park, Green Park, St
James Park and Regent’s park can be seen there.
Activity -1
Write a description on Hyderabad .Make use of suitable prepositions and following adjectives
-
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bustling, contemporary, cosmopolitan, polluted, fascinating, picturesque, touristy, lively,

inexpensive
• Use present simple tense in description.
• Underline the adjectives in the description
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Remarks : …….............................................................................................................................
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Guidelines for Description Of a Painting/Picture
1. make sure that your picture description is logically structured
2. Give description of the scene (e. g. place, event)
3. Scrutinize the details (who / what can you see)
4. Background information-
 Picture - place, important persons or event

 Paintings - name of the artist and picture, year of origin, impression on the
viewer, artist’s intention, perspective, colours, forms, proportions etc.
Example: Description of a Painting - Monalisa
Leonardo da Vinci's Portrait of Mona Lisa (1479-1528), also known as La Gioconda, the
wife of Francesco del Giocondo; 1503-06 (150 Kb); Oil on wood, 77 x 53 cm (30 x 20 7/8 in);
Musee du Louvre, Paris, sfumato technique( of soft, fine shading)
Mona Lisa, oil painting on a poplar wood panel by the Italian painter, draftsman, sculptor,
architect, and engineer Leonardo da Vinci, probably the world’s most famous painting. It was
painted sometime between 1503 and 1506, when da Vinci was living in Florence, and it now
hangs in the Louvre, in Paris, where it remains an object of pilgrimage in the 21st century.
The painting presents a woman revealed in the 21st century to have been Lisa del Giocondo
(née Gherardini), the wife of the Florentine merchant Francesco di Bartolomeo del Giocondo,
hence the alternative title to the work, La Gioconda. The picture is a half-body portrait, which
has as a backdrop a distant landscape. Yet this simple description of a seemingly standard
composition gives little sense of Leonardo’s achievement. The sensuous curves of the sitter’s
hair and clothing, created through sfumato (use of fine shading), are echoed in the shapes of
the valleys and rivers behind her. The sense of overall harmony achieved in the painting—
especially apparent in the sitter’s faint smile—reflects Leonardo’s idea of the cosmic link
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connecting humanity and nature, making this painting an enduring record of Leonardo’s
vision.The Mona Lisa's enigmatic expression, which seems both alluring and aloof, has given
the portrait universal fame.
Activity - 2
Have a close look at the picture and decide on how to structure your description. What is
important or special? What should the viewer pay attention to?
Make use of the following adjectives to describe the picture – Captivating, Historic,
Primitive, mesmerizing, contemplative, expressive, decadent, poetic, Intuitive,
overwhelming
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Remarks: …….............................................................................................................................
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Guidelines for Description of a Person
1. Use past tense if you are describing someone you used to know.
2. If you still know the person, use present tenses.
3. Start your description by saying WHO you are describing and WHY you choose this
person.
4. Write something about what he/she looks like-this may only be one or two sentences.
5. Write something about his/her character. If possible give an example of something
this person does to show his/her character. Use the present simple for this.
6. Finish by saying what you or other people think about this person.
7. Use different adjectives and superlatives to make the description interesting.
Example :Description of a person
My Mother, by Amitha
My mother is a beautiful person. She is not tall but not short, and she has curly and brown
hair. Her eyes color is like honey and her skin color is light brown, and she has a beautiful
smile.
She is a very kind person. She is very lovely, friendly, patient, and she loves to help people. I
love my mom, because she is a good example to me. She loves being in the Temple, and she
loves to sing and dance too.
She is a very good child, wife and mother. She always takes care of her family. She likes her
house to be clean and organized. She’s a very organized person, and all things in the house
are in the right place. She doesn't like messes.
She always has a smile on her face. She is so sweet and lovely. when I go to sleep or when I
wake up or when I go to some places, she always gives me blessing, and when the family has
a problem she is always with us to help and to give us all her love.
Activity -1
Write a description of a person. Use the following adjectives in the describing process -
artistic, charismatic, gregarious, dependable, impulsive, devious, anxious, presentable,
and unkempt.
 Underline the adjectives in the description
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Greetings:
Greetings are short utterances used when we meet people. These greetings depend on whether
we are meeting someone, taking leave of someone or meeting someone for the first time. In
English (as in all languages), there are different ways to greet people in formal and informal
situations.
Useful phrases
Formal Greetings Informal Greetings Very Informal
Good Morning! Hello! Hi! Hi!
Good Afternoon! How are the things going? How’s life?
Good Evening! How are you doing? How’re things?
How are you? How is everything? How’s it going?
How do you do? How have you been? What’s happening?
It’s nice to see you What’s new?
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What’s up?
Greetings Responses
Good morning! Good morning!
Good afternoon! Good afternoon!
How do you do? How do you do?
How are you? Very well, thank you.
Responses to Informal Greetings

Greetings Responses
Hello! Hello!
How are you doing? Fine, thanks/ Great, thanks.
It’s good to see you! Good to see you, too!
Responses to very Informal Greetings:

How’re things? Good!
How’s it going? Not bad / Good/Okay. How about you?
What’s up? Nothing much/Not much
How’re you doing? Great/ Good.
Remarks : …….............................................................................................................................
Exercise – IV
INTONATION
The patterns of variation of the pitch of the voice (i.e., the rise and fall) constitute the
intonation of a language. The rise and fall of voice is determined by the frequency of the
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vibration of the vocal cords, that is, the number of times they open and close in a second,
The speaker divides his utterances into tone groups, each group having a nucleus, also called
as the tonic syllable. It is on this tonic syllable that a noticeable pitches movement, that is,
changes in the pitch of the voice, is initiated. If the voice falls we say we have a falling tone
and is marked ( \ ). If the voice rises we have a rising tone and is marked thus ( / )
TYPES OF INTONATION
1) The falling tone:
The falling tune is also called as the glide-down.It consists of a fall in the pitch of the voice
from a high level to a low level.It is marked [\ ]
Falling tone is normally used in
Ordinary statements
A) I want you to \ wait.
B) It was quiet \ good.
Commands
A) Keep it \ back.
B) Open the \ window.
Questions beginning with a question-word such as what, how, where, why,etc.
A) Where’s your \ father?
B) What’s the \ matter?
Exclamations
\
A) How extra ordinary!
\
B) Splendid!
Question tags when the speaker expects the listener to agree with him, e.g;
Its \ pleasant today, \ isn’t it?
It was a good \ film, \ wasn’t it ?
Rhetorical questions, e.g:
A. Wasn’t that a \ difficult exam?
B. Isn’t that \ kind of her?
2) The rising tone
The rising tune is also called as the glide-up. It consists of a rise in the pitch of the voice from
a low level to a high level.It is marked [ / ]
The rising tone is normally used in
Incomplete sentences,e.g.,
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A) I’ll buy you a / dress(if I go there)

B) It’s seven o/ clock(and she hasn’t got up as yet)
Polarity type questions which demand a yes/no answer,e.g:
A) Are they / coming?
B) Will you / do it?
Non-polarity (wh-type)questions when said in a warm /friendly way,e.g
A) What’s the / matter?
B) How’s your / daughter?
Polite requests,e.g.:
A) Go and open the / window?
B) Take it a / way?
Question tags:when the speaker gives his/her listener the option to disagree with
him/her , e.g.:
A) You’re a \gardener, / aren’t you?
B) It was a good \film, / wasn’t it ?
Expected responses
A. / Thank you
(If you wish to express real gratitude, you should say thank you with a falling tune.A rising
tune shows a rather casual acknowledgement of something not very important)
Alternative questions,e.g.:
A) Do you like / tea / coffee or \coke ?
B) Shall we / drive or go by \train ?
Enumeration,e.g.:
\
A) /one /two /three /four five
Greetings, partings, apologies, encouragements,e.g.:
A. Hel/lo
B. Good /bye
C. I’m so /sorry
3) The falling –rising tune

This tune is sometimes referred to as the dive. It consists of a fall from high to low and then a
rise to the middle of the voice. The fall-rise can be marked in [ v]
v
e.g., a) seventy
b) she’s v
beautiful
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Ear training
Listen to the teacher and mark the intonation on the particular words.
EXERCISE
1) Interesting
2) Why don’t you do it your self?
3) This is the end of the exercise
4) Have you got any library books?
5) He won’t do it for you,will he?
6) It’s not as late as I thought it was.
7) Are you ready for tea?
8) Sorry to keep you waiting.
9) May I ask a question?
10) As far as I’m concerned, the matter is closed.
11) Dad
12) Most afternoons, we have lectures.
13) Shall I see you later?
14) His business has failed ,or so it seems.
15) Fill it.
Remarks : …….............................................................................................................................
EXTEMPORE
Extempore is an impromptu speech. The speech is intended to reveal a competitor’s ability to
develop a point of view on a general topic and to organize a presentation within limited
preparation time. The topics chosen will be broad in nature, capable of a variety of
74
interpretations to suit the experience and background of the participants. The other
commonly used names for extempore speeches are impromptu speaking, improvised
speaking and extemporaneous speaking.
Rules and Regulations

Duration of 2 minutes will be given to speak on a topic with 5 minutes preperation time.
A warning bell is given at the end of 1 ½ minutes.
Tips for Extempore
 Focus on one point – concentrate on a single point and take it forward
 Limit your speech to your knowledge – talk as far as you know correctly about the
topic and nothing more.
 Do not memorize – memorizing information only leads to it being stiff and less
conversational. Memorizing will also result in you forgetting a point and getting stuck
in a particular place, which can be avoided by impromptu speaking.
 Focus on opening and closing statements – the opening and closing statements decide
on how the audience welcomes your speech. To make the audience glued to your
speech opening and closing statement is very vital/important.
 Impromptu speech is better developed by constant practice. Confidence is the key to
help you develop this method of communication to a large audience.
Judging Criteria:
1. Approach of the participant
2. Appearance - dressing style and manner
3. Exhibition of Self-confidence
4. Clarity in Voice
5. Good Diction/words to express his ideas
6. Suitable Facial Expressions
7. Gestures-hand and body movements
8. Eye Contac t-keeping eye contact with judges and co-participants
9. Enthusiasm - delivering speech with energy and interest
10. Persuasiveness-power/strength to induce the argument
11. Ideas Clearly Presented
12. Worthwhile Message
Remarks: …….............................................................................................................................
75
Exercise - V
NEUTRALIZATION OF MOTHER TONGUE INFLUENCE AND
CONVERSATION PRACTICE
In India the standard Indian English is a non-native variety. There are also a
number of regional varieties of Indian English. This is because of the baffling
mosaic of the multilingual set-up that is present in India and because we Indians
tend to learn the English language based on the rules of our representative
mother tongue. Therefore, the English we speak is influenced by our mother
tongue and sounds drastically different from the native variety.
As explained in the preceding section, the use of English by a large number of
Indians hailing from diverse linguistic background has resulted in the
emergence of regional verities of English with describable phonological and
syntactic features. The articulation of various sounds of the native English
undergoes changes due to the influence of the mother tongue. Thus we have in
India, Bengali-English, Punjabi-English, Tamil-English, Telugu-English, etc.
Some Telugu speakers pronounce the following words as:
Zed (the last letter of the English alphabet) as /dʒed/ instead of /zed/
Zebra as /dʒi:bra/ instead of /zi:brə/
Zoo as /dʒu:/ instead of /zu:/
Exams as /egdʒæmz/ instead of / Igzæmz/
Most of the Indians especially Bihari, Hindi, and Marathi speakers do not
distinguish between the labio-dental fricative /v/ and the labio-velar semi-vowel
/w/. Thus there is no distinction between
Vine and wine Vest and west
Vile and while Veil and whale
Vent and went Vie and why
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Some Bengali speakers use /b/ for /v/ and /w/. Thus they say,
Bite for white
Beranda for veranda
Bhy for why
Bengali names too are pronounced differently:
Baishali for Vaishali
Bijoy for Vijay
Beena for Veena
They also substitute /  / for /  / and pronounce names like:
Joya for Jaya
Onuraag for Anurag
Oporna for Aparna
Some Bengali speakers replace / U / with /u:/. Thus distinction between certain
pairs of words is lost. For example:
Would and wooed
Full and fool
Pull and pool
Should and shooed
Some Assamese, Bihari, Hindi, and Oriya speakers show a free variation (the
two sounds are used one for the other) between the sounds /  / and /s/. Thus
there is no distinction between words like:
Same and shame
Said and shed
Seat and sheet
Seep and sheep
Seen and sheen
Sin and shin
Sign and shine
Some Telugu and Malayalam speakers replace / a:/ by /æ/ and pronounce words
like:
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Class - /kl a:s/ as /klæs/
Dance - /d a:ns/ as /dæns/
Plant - /pla a:nt/ as /plænt/
Some Telugu speakers use / : / instead of / a:/ and articulate words like:
Laugh as /l :f/ instead of /l a:f/
Marks as /m :ks/ instead of /m a:ks/
Father as /f :ð  r/ instead of /f a:ðə/
They also replace /eI/ for /aI/ and /aI/ for /eI/ and pronounce words like child as /
tʃeIld/ instead of / tʃaIld/, train as /traIn/ instead of /treIn/ etc... Because of this
problem the distinction between words likes:
Remained and remind
Fail and file
Raid and ride
Praise and prize is lost. This affects the meaning of the word as a whole.
Some other typical mispronunciations by Indian speakers of English are;
Advertisement /ədvrtaIzment/ For /ədv ʒ:taIzment/
Against /  genest/ For /əgnest/
Alarm /əl a:rəm/ For /əl a:m/
All / a:l/ For / : l/
Almond /ælm  nd/ For / a:mənd/
Activity 1:
Look at the words given below. Give the phonemic transcription for them and
check for yourself if your pronunciation is correct:
1. Word Phonetic transcription
2. Cuisine
3. Government
4. Endure
78
5. Environment
6. Vase
7. Honest
8. Jeopardy
9. Magnificent
10. Atmosphere
11. Develop
12. Police
13. Breakfast
14. Colonel
15. Advertisement
16. Buffet
17. Pressure
18. Xerox
19. Tortoise
20. Garage
21. Decipher
22. Yacht
23. Resume
24. Against
25. Cruise
26. Valve
27. Cafe
Remarks : …….............................................................................................................................
79
GIVING DIRECTIONS
Directions must be clear and simple. You must also ensure directions are not misunderstood.
Make use of the following terms to give directions
1. ‘you're going the wrong way ,you're going in the wrong direction’
2. ‘take the second on the right’
3. ‘take this road, go down there’
4. ‘take the first on the left’
5. ‘turn right at the crossroads’
6. ‘continue straight ahead for about a mile’
7. ‘continue past the fire station’
8. ‘you'll pass a supermarket on your left’
9. ‘two hundred metres , half mile (about 800 metres)’
10. ‘it'll be ... on your left , on your right’
11. ‘straight ahead of you’
12. ‘turn right at the T-junction’
13. ‘go under the bridge’
14. ‘go over the bridge’
15. ‘a long way on foot’
16. ‘how far is it to ... from here?’
17. ‘you'll cross some provision shops’
Examples - 1
A - Can I ask you how to get to the nearest bus stop please?
B - You just go down the stairs here, turn right and it's just on your right.
Just go straight to the bottom there, just take a left turn, take a left turn – and that's it, yeah,
it's just round the corner
Example - 2
A - Do you know how to get to Covent Garden?
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B - Yeah, yeah, you just go…at the end of the street, go left and then go right and take the
second right around the Anand theatre, go right up there, then go left and Covent Garden
Market will just be right in front you – you just walk down…
Activity - A
a Excuse me. What street is this ?
b. This___________________________________________________________
a. Could you tell me the way to the beach ?
b. Sure ___________________________________________________________
a. Thanks, my friend.
Activity – B
a. How long does it take to get to the market from where you live ?
b. It ___________________________________________________________
a. How do you get there ?
b. I ___________________________________________________________
a. OK ....
1)In narration form give directions from your residence to Shamshabad Airport.
81
2)Help a stranger reach from Secunderabad station to Golconda fort (dialogue form)
82
Remarks : …….............................................................................................................................
83
CMR COLLEGE OF ENGINEERING & TECHNOLOGY
(Autonomous)
KANDLAKOYA, MEDCHAL ROAD, HYDERABAD
DEPARTMENT OF HUMANITIES & SCIENCES
R-18 Subject code A30002

ENGLISH LANGUAGE COMMUNICATION SKILLS
SCHEME OF EVALUATION
Internals 40
Written test 8
VIVA 2
Day to Day: 30
Dress code 3
Behavior 6
Activities 6
Punctuality 3
Record + Observation 6
Attendance 6
Total 40
Externals: 60
Written + Activity 45
Viva 15
Total 60
CMR COLLEGE OF ENGINEERING & TECHNOLOGY
(An UGC Autonomus Institution, Approved by AICTE, Affliated to JNTU, Hyderabad)
Kandlakoya, Medchal Road, Hyderabad -501 401.
GRADING GIVEN FOR ENGLISH LANGUAGE COMMUNICATION SKILLS LAB
S.NO. PERFORMANCE GRADE

1 EXCELLENT (100-90%) A+
2 VERY GOOD (90-80%) A
3 GOOD (80-70%) B+
4 AVERAGE(70-60%) B
5 POOR (BELOW 60%) C

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OBJECTIVES OF THE COURSE

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

independent language learning.

 To bring about a consistent accent and intelligibility in their pronunciation of English by

providing an opportunity for practice in speaking.

Weekwise Topics to be covered Remarks

CALL Lab : Introduction to

CALL Lab : Practise of

CALL Lab: Structure of

Week 8 CALL Lab: Minimal Pairs

Week 10 Exercise - 3 CALL Lab: Listening

Week 11 Exercise - 4 CALL Lab: Intonation and

Week 12 Exercise - 5 CALL Lab: Neutralization of

Phonetics is a branch of linguistic science which deals with pronunciation. The

Introduction to the Organs of Speech:

1.The Respiratory System.

Centering Diphthongs Closing Diphthongs

Ex: /ɪə/, /eə/, /ʊə/

/aɪ/, /ɔɪ/, /əʊ/, /aʊ/

/ŋ/ as in king, ding, coming

a. / ʃt/ as in chair, cheeks, chin,

b. /dɜ/ as in judge, edge, join, enjoy

2.2. PAST TENSE MARKERS (alveolar plosives, / t / and / d /)

2.3. PLURAL MARKERS (alveolar fricatives / s / and / z

.4. CONTENT WORDS AND FUNCTION

2.5. WEAK FORMS AND STRONG

(Minimal Pairs- Word Accent and Stress Shifts- Listening Comprehension)

3.2. WORD ACCENT / STRESS

Activity 1: Work alone

2. What are my hobbies? __________________________________

3. If I were famous, who would I be? _____________________________

Activity 2: Work in pairs (Speaking & Writing)

2. Where did he/she grow up? ____________________________________

3. What are his/her hobbies? _____________________________________

4. What sort of person he/she is? ________________________________

Activity 3: Team work (Speaking)

Teacher’s Signature & Date : …………………… Grade awarded : ……...………...……….

Practice the following topics: (Speaking)

3. Engineering is a right platform to take-off for a bright career

5. Education qualification for politicians.

7. Sometimes wars are the best solution to a problem.

8. Is there any future to languages other than English?

9. Role of youth in Global warming.

10. Examination Stress on students

Write about the chosen topic: (Writing)

Teacher’s Signature & Date : …………………… Grade awarded: ……...………...……….

Word Transcription No. of syllable

8. /v/ 11. /h/

9. /Ө/ 12. /m/

10. /s/ 13. /n/

Teacher’s Signature & Date : …………………… Grade awarded : ……...………...……….

WEAK FORMS AND STRONG FORMS

Teacher’s Signature & Date : …………………… Grade awarded : ……...………...……….

PAST TENSE MARKERS AND PLURAL MARKERS

Capped /kæpt/ Passed /pa:st/

Rubbed /r  bd/ Loved /l  vd/

Wanted /w  ntid/ Mended /mendid/

Pronunciation of Plural markers

Plural of nouns: Pronunciation:

Apple /æ-pul Apples /æ-pulz/

1. Page Pages /______________ /

2. Bus ___________ /______________/

3. Fox ___________ /______________/

2. Bus _ /____/

3. Fox _ /____/

4. Activity _ /____/

5. Knife _ /____/

6. Church _ /____/

7. Daisy _ /____/

8. Mango _ /____/