MALLA REDDY COLLEGE OF ENGINEERING & TECHNOLOGY

(An Autonomous Institution – UGC, Govt. of India)

B. Tech I Year
ENGLISH LANGUAGE COMMUNICATION SKILLS (ELCS) LAB

Na e: ……………………………………………………………….

Roll No: ……………………………………………………………..

Bra ch: ……………………………. Sectio ………………………

Year ……………………………… Se ester………………………

HOD’S SIGNATURE FACULTY’S SIGNATURE

 PROGRAM OUTCOMES

A B.Tech –graduate should posses the following program outcomes.

1. Engineering knowledge: Apply the knowledge of mathematics, science,

engineering fundamentals, and an engineering specialization to the solution of
complex engineering problems.

2. Problem analysis: Identify, formulate, review research literature, and

analyze complex engineering problems reaching substantiated conclusions using
first principles of mathematics, natural sciences, and engineering sciences.

3. Design/development of solutions: Design solutions for complex engineering

problems and design system components or processes that meet the
specified needs with appropriate consideration for the public health and safety,
and the cultural, societal, and environmental considerations.

4. Conduct investigations of complex problems: Use research-based knowledge

and research methods including design of experiments, analysis and interpretation
of data, and synthesis of the information to provide valid conclusions.

5. Modern tool usage: Create, select, and apply appropriate techniques,

resources, and modern engineering and IT tools including prediction and modeling to
complex engineering activities with an understanding of the limitations.

6. The engineer and society: Apply reasoning informed by the contextual

knowledge to assess societal, health, safety, legal and cultural issues and the
consequent responsibilities relevant to the professional engineering practice.

7. Environment and sustainability: Understand the impact of the professional

engineering solutions in societal and environmental contexts, and demonstrate
the knowledge of, and need for sustainable development.

8. Ethics: Apply ethical principles and commit to professional ethics and

responsibilities and norms of the engineering practice.
9. Individual and team work: Function effectively as an individual, and as a
member or leader in diverse teams, and in multidisciplinary settings.

10. Communication: Communicate effectively on complex engineering activities with

the engineering community and with society at large, such as, being able to
comprehend and write effective reports and design documentation, make effective
presentations, and give and receive clear instructions.

11. Project management and finance: Demonstrate knowledge and

understanding of the engineering and management principles and apply these to
one’s own work, as a member and leader in a team, to manage projects and in
multidisciplinary environments.

12. Life-long learning: Recognize the need for, and have the preparation and
ability to engage in independent and life-long learning in the broadest context of
technological change.

COURSE OUTCOMES

1. Learning with precision through computer-assisted individualized and independent

language learning to work independently in engineering set up.
2. Improved conversational reception and articulation techniques in the course of
repetitive instruction thereby gaining confidence both in institutional and professional
environment.
3. Accuracy in pronunciation and restoring Standard English thereby crafting better
command in English language so that the students have a cutting edge over others in
society.
4. Imbibing appropriate use of language in situations to work as an individual and as o
leader in diverse teams
 OBJECTIVE

Communication is the real work of leadership. Economy has been transformed

from manufacturing based economy into information/communication/services based
economy. The higher an individual in an organizational hierarchy, the higher he depends
on his soft skills for personal and organizational excellence. So quality performance
depends on how well the individual conducts himself individually and with others. Team
work plays a pivotal role in the present job market. Communication skills thus become
important for individual’s success and the success of the company. The manual endeavors
to fulfill the various demands of soft skills of the present day globally challenging needs of
communication skills, much sorted by the companies.
The manual provides Five units with exclusive exercises of Computer Assisted
Language Learning (CALL LAB) followed by activities of Interactive communication Skills
(ICS LAB) . Exercises are followed for mastering the soft skills, apart from oral exercises in
the lab through the use of software. Chapter wise space is provided for student to practice
one or two exercises in written form. The rest of the exercises are done orally in the lab
hours allotted to them. Chapter wise teacher evaluation on various aspects of verbal and
non verbal communication helps the student to perform better as he progresses in
practicing his communication skills. Thus the student slowly realizes the importance of
professional communication and etiquettes which are now in demand. Hope the manual
fulfils the desire of the readers in acquiring soft skills required for their success.
This manual definitely supports the students in improving their standards of
language with correct pronunciation and written skills.
 MALLA REDDY COLLEGE OF ENGINEERING AND TECHNOLOGY

B. TECH I YEAR I SEM (ECE, CSE, IT, EEE) L T/P/D /C

II SEM (MECH, AERO) -/ -/ 3 / -/ 1.5

(R18A0081) ENGLISH LANGUAGE COMMUNICATION SKILLS LAB

The Language Lab focuses on phonetic knowledge of the English language and its use in
everyday situations and contexts.

Objectives:

1. To expose students to a variety of self-instructional, learner-friendly modes of

language learning
2. To enable students to learn accurate pronunciation through stress on word accent,
intonation and rhythm.
3. To enable students to improve public speaking anxiety and equip them to become
employable.

Syllabus: English Language Communication Skills Lab has two parts:

a. Computer Assisted Language Learning (CALL) Lab
b. Interactive Communication Skills (ICS) Lab

The following course content is prescribed for the English Language Communication Skills
Lab.

UNIT –I
CALL Lab: Introduction to Phonetics –Speech Sounds –Vowels and Consonants-
Transcriptions
ICS Lab: Ice-Breaking Activity - JAM Session- Greetings – Taking Leave – Introducing
Oneself and Others.

UNIT –II
CALL Lab: Syllabification - Stress &Intonation- Rules of Stress Markings and
Intonation
ICS Lab: Situational Dialogues/Role Plays - Making Requests and Seeking
Permissions.

UNIT –III
CALL Lab: Listening Activities (Its Importance – Purpose- Process- Listening for
General and Specific Details.)
ICS Lab: Communication at work place-Professional Etiquettes, Telephone
Etiquette
ELCS Lab:
1. Computer Assisted Language Learning (CALL) Lab:
The Computer aided Language Lab for 60 students with 60 systems, one master
console, LAN facility and English language software for self-study by learners.

System Requirement (Hardware component):

Computer network with LAN with minimum 60 multimedia systems with the
following specifications:
i) P –IV Processor
a)Speed –2.8 GHZ
b)RAM –512 MB Minimum
c)HardDisk –80 GB
ii) Headphones of High quality

2. Interactive Communication Skills (ICS) Lab :

A spacious room with movable chairs and audio-visual aids with a public address
system, a T. V, a digital stereo –audio & video system and camcorder etc.

DISTRIBUTION AND WEIGHTAGE OF MARKS

1. The practical examinations for the English Language Laboratory shall be conducted as
per the University norms prescribed for the core engineering practical sessions.
2. For the Language lab sessions, there shall be a continuous evaluation during the year for
25 marks and 50 year-end Examination marks. Of the 25 marks, 15 marks shall be
awarded for day-to-day work and 10 marks to be awarded by conducting Internal Lab
Test(s). The year-end Examination shall be conducted by the teacher concerned with
the help of another member of the staff of the same department of the other
institution.
OUTCOMES:
Students will be able to:
1. understand the importance of learning phonetics.
2. learn how to pronounce words using phonetic transcription.
3. know the importance of speaking English with rhythm and intonation.
4. effectively participate in JAM session.
5. use polite expressions in all formal situations.
6. effectively communicate through telephone.
 INDEX

S.NO TOPICS Pg. No

1. UNIT – I
CALL Lab: Introduction to Phonetics 01
ICS Lab: Ice-Breaking activity and JAM session 11

2. UNIT – II
CALL Lab: Syllabification 17
ICS Lab: Situational Dialogues – Role-Play 26

3. UNIT - III
CALL Lab: Pronunciation 34
ICS Lab: Communication at work place 40
 DEPARTMENT OF HUMANITIES & SCIENCES ELCS LAB MANUAL

UNIT – I
(CALL LAB)
INTRODUCTION TO PHONETICS

Phonetics is the systematic study of speech sounds and their production, audition, and
perception. It is the branch of linguistics that deals with the speech sounds and their combination,
description and representation by written symbols. It is the systematic study of speech sounds of
language. Phonetics can deal with the speech sounds of any language.

Speech Sounds

In English, there are twenty-six letters but forty-four sounds (44) the sounds of English are
divided into two main categories; the vowels and the consonants. All these are represented by
specific symbols. The source of symbols is the International Phonetic Alphabet (IPA), a system of
transcription which attempts to represent each sound of human speech using symbols.

VOWELS

A vowel sound is unobstructed in articulation as it is produced without friction. Of the 20

vowel sounds, 12 are pure vowel sounds or single sounds and are called monophthongs; while 8
are vowel glides from an initial sound to a final sound and are called diphthongs.

These are of three types:

a) Front: A front vowel is that during the production of which the tongue is raised in the direction
of the hard palate.

b) Central: A central vowel is that during the production of which the centre of the tongue is
raised towards that part of the roof of the mouth which lies at the meeting point of the hard palate
and the soft palate

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c) Back: A back vowel is that during the production of which the back of the tongue is raised in
the direction of the soft palate.

Pure Vowels
Or Examples
Monophthongs
/ɪ/ kill, fill
/iː/ feel, meet
/e/ bet, set

/æ/ cat, mat

/ ː/ car, park

/ / pot, cot

/ɔː/ Ball, fall

/ʊ/ put, good

/uː/ shoot, root

/ʌ/ cut, but

/ɜː/ heard, bird

/ə/ about, around

DIPHTHONGS
A diphthong is a combination of two pure vowel sounds which changes its quality in a
syllable. A diphthong always occupies one syllable. Diphthong is not two vowels but one vowel
sound leads to another vowel sound.

Diphthongs Examples
/eɪ/ day, play

/aɪ/ fly, tie

/əʊ/ go, no

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/aʊ/ cow, now

/ɔɪ/ oil, boil

/ɪə/ fear, dear

/eə/ fare, hare

/ʊə / sure, poor

CONSONANT SOUNDS
Consonant sounds are the sounds which are produced with obstruction of air.
There are 24 consonant sounds in English according to the RP of England and production of
them involves some friction. They are given below with examples.
Consonants Examples

/p/ pen, copy, happen

/b/ back, baby, job
/t/ tea, tight, button
/d/ day, ladder, odd
/k/ key, clock, school
/g/ get, giggle, ghost
/tʃ/ church, match, nature
/dʒ/ judge, age, soldier
/f/ fat, coffee, rough, photo
/v/ view, heavy, move
/θ/ thing, author, path
/ð/ this, other, smooth
/s/ soon, cease, sister
/z/ zero, music, roses, buzz
/ʃ/ ship, sure, national
/ʒ/ pleasure, vision
/h/ hot, whole, ahead
/m/ more, hammer, sum
/n/ nice, know, funny, sun

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/ŋ/ ring, anger, thanks ,sung

/l/ light, valley, feel
/r/ right, wrong, sorry, arrange
/j/ yet, use, beauty, few
/w/ wet, one, when, queen
THREE TERM LABEL
Usually, consonant sounds can be described in terms of the following:
1. Place of articulation
2. Manner of articulation
3. Voice of articulation
The Place of Articulation

This refers to the articulators that are involved in the production of a particular sound.
These are divided into eight types:

Bilabial: Bilabial sounds are those sounds made by the articulation of the lips against each
other. Examples of such sounds in English are the following: [b], [p], and [m].

Labiodentals: Labiodentals sounds are those sounds made by the articulation of the upper
teeth towards the lower lip. Examples of such sounds in English are the following: [f], [v].

Dental: Dental sounds are those sounds made by the articulation of the tip of the tongue
towards the back of the teeth. The sounds [θ] [ð] a e p o ou ed ith a de tal
articulation.

Alveolar: Alveolar sounds are those sounds made by the articulation of the tip of the
tongue towards the alveolar ridge, the ridge of cartilage behind the teeth. Examples of
such sounds in English are the following: [t], [d], [s], [z], [n], [l]

Alveo-Palatal: Alveo-palatal sounds are those sounds made by the articulation of the front
of the tongue towards the area between the alveolar ridge and the hard palate. Examples
of such sounds in English are the following [ʒ], [ʃ], [tʃ], [dʒ]

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Palatal: Palatal sounds are those sounds made by the articulation of the body of the
tongue towards the hard palate. An example of such a sound in English is [j].

Velar: Velar sounds are those sounds made by the articulation of the body of the tongue
towards the velum. Examples of such sounds in English are the following: [k], [g]

Glottal: Glottal sounds are those sounds made at the glottis. An example of glottal sound
in English is the [h].

The Manner of Articulation

This refers to how a sound is produced and the way in which the air-stream is modified as
it passes through the vocal folds/cords. These are of seven types:

Plosive: It is formed by a blockage of the vocal tract, followed by an explosive release of

air. Examples of plosives in English are , , , , , .

Fricative: It is formed by slight contact between articulators, allowing turbulent airflow.

E a ples of f i ati es i E glish a e [θ], [ð], , , , , , , [h].

Affricate: It is formed by a blockage of the vocal tract, like plosive, followed by a gradual
release of turbulent air, like a fricative. Examples of affricates in English are [ tʃ] [dʒ]

Nasal: It is formed by the lowering of the velum, allowing air to flow through the nasal
cavity. Examples of nasals i E glish a e [ ], [ ], [ŋ].

Approximant (laterals and glides): It is formed by the constriction of the vocal tract, but
with no blockage of the airflow. Examples of approximants in English are [l], [r], [j], [w]

Tap: It is formed by a quick contact between articulators. , for example, there is the tap
[r], which can be found in the middle of words such as ladder, and butter.

Trill: It is formed by the rapid vibration of the tongue tip by a current of air. For example,
in varieties of British and Scots English it is also known as "rolled r [r]

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Voice of Articulation:
Voice of Articulation can be divided into two-voiced and voiceless. Voiced: Voiced
sounds are produced when the vocal cords vibrate in the larynx. Voiceless: Voiceless
sounds are produced without the vibration of the vocal cords.

THREE-TERM LABELS FOR OF CONSONANTS SOUNDS

Consonant Voice Place of articulation Manner of Articulation Examples

/p/ voiceless bilabial plosive pin, spin

/b/ voiced bilabial plosive big, about

/t/ voiceless alveolar plosive tank, act

/d/ voiced alveolar plosive danger, adapt

/k/ voiceless velar plosive king, speaker

/g/ voiced velar plosive gone, begin

/ tʃ / voiceless alveo palatal affricate church, batch

/dʒ/ voiced alveo palatal affricate jar, bridge

/f/ voiceless labio-dental fricative fill, farm

/v/ voiced labio-dental fricative vow, vine

/θ/ voiceless dental fricative thick, eighth

/ð/ voiced dental fricative then, weather

/s/ voiceless alveolar fricative size, sum

/z/ voiced alveolar fricative zoo, desert

/ʃ/ voiceless palato alveolar fricative sheep, cash

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/ʒ/ voiced palato-alveolar fricative measure, provision

/h/ voiceless glottal fricative home, behold

/m/ voiced bilabial nasal man, calm

/n/ voiced alveolar nasal know, canal

/ŋ/ voiced velar nasal ring, English

/l/ voiced alveolar lateral love, life

/r/ voiced post alveolar lateral red, great

/j/ voiced unrounded palatal glide yellow. Beauty

/w/ voiced rounded – palatal glide water, wonder

EXERCISES
I. Give five examples for each of the following sounds.
Sounds Examples
/ʊ/ ___________________________
/ɪ/ ___________________________
/ʌ/ ___________________________
/ə/ ___________________________
/ / ___________________________
/ ɜː/ ___________________________
/e/ ____________________________

II. Identify and write the phonetic script of the underlined diphthongs in the following
words.
Words Sounds
Bite ___________________
Tear ___________________
Toy ___________________

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Around ___________________
Dare ___________________
Gold ___________________

III. Give one example for each of the following sounds:

Sound Example
/d/ __________________
/p/ __________________
/f/ __________________
/j/ __________________
/ʃ/ __________________
/dʒ/ __________________

IV. Identify the sound and write the phonetic script of the underlined sound in the
following words.
Word Sound
a) chat __________________
b) rest __________________
c) thin __________________
d) ship __________________
e) leisure __________________
f) judge __________________
g) laugh __________________
h) cathartic __________________
i) brother __________________
j) singing __________________
k) yacht __________________

V. Transcribe the following words

a) Fish __________________
b) Oath __________________
c) Zero __________________

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d) Water __________________
e) Forget __________________
f) Hair __________________
g) Idea __________________
h) Bag __________________
i) Phonetics __________________
j) English __________________
k) Manual __________________
l) Food __________________
m) Car __________________
n) Machine __________________
o) Judge __________________
p) Measure __________________
q) Kitchen __________________

OBSERVATION NOTES

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OBSERVATION NOTES

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(ICS LAB)
ICE BREAKING ACTIVITY and JAM SESSION

OBJECTIVES:
1. To start a training session or team-building event
2. To make everyone involved
3. To stimulate creative thinking

Ice Breakers can be an effective way of starting a training session or team-building event. As
interactive and often fun sessions run before the main proceedings, they help people get to know
each other and buy into the purpose of the event. As a facilitator, the secret of a successful
icebreaking session is to keep it simple: Design the session with specific objectives in mind and
make sure the session is appropriate and comfortable for everyone involved.

When to Use Icebreakers!

As the name suggests, an ice breaker session is designed to "break the ice" at an event or
meeting. The technique is often used when people who do not usually work together, or
may not know each other at all, meet for a specific, common purpose.

Consider using an ice breaker when:

 Participants come from different backgrounds.

 People need to bond quickly so as to work towards a common goal.
 Your team is newly formed.
 The topics you are discussing are new or unfamiliar to many people involved.
 As facilitator you need to get to know participants and have them know you better

ACTIVITY: Introduce to each other in a group of five and know each other in terms of
likes, dislikes, hobbies and interests.

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ACTIVITY-1

1. Find the hidden words from the following figures, and write a short paragraph based on that
in the space provided below. (Word limit-100)

a)

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______________ b)

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_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
___________________________________________

ACTIVITY 2

Can you relate yourself with the words you have found from the above figures!

Speak at least for two minutes on how you relate them with your life s experience.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________________________

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JUST A MINUTE (JAM) SESSION

Just-A-Minute (or JAM) is an all-round-fun event that is all about the control of the mind over the
mouth. A participant is expected to make it through sixty seconds of non-stop talking without
hesitation, repetition, or deviation.

Just a Minute or JAM is an impromptu speech test conducted with the time limit of one minute.

Elements of JAM

Effective impromptu speaking is a skill that can be honed through constant practice and deliberate,
continuous training given to the brain.

Some situations which dema d i pro ptu speech are…

Self introduction-introducing others-greetings and taking leave

Where your instructor would like to know what you understood
Viva-voce in a practical examination
Decisions in a committee
Introducing a celebrity/a person to an elite group of people
Status of a Project
Stating one s poi t of ie / a al sis of a situatio et …

Positives and Negatives in JAM

Positives

 Snatch every opportunity to make impromptu speeches

 Visualize what you would say in every situation.
 Analyze and assimilate your ideas in the given situation.
 Organize your ideas and stick to the topic.
 Be creative and express new ideas every time.
 Follow a sequence and be brief.
 A al ze audie e eeds, i te ests… e e e ou ould e talki g to a i fo ed audie e)
 Sustai atte tio i ludi g so e i te esti g jokes, uotatio s a e dotes et …
 Gi e e a ples f o ou life e pe ie e…it uilds ou o fide e.
 Practice the use of one word substitutes, idiomatic expressions and vocabulary.
 Vary pace, pitch and tone of voice for greater impact.

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Negatives

 Shy away from expressing your ideas.

 Seclude yourself from any situation in which you are present.
 Try and memorize what you will say.
 Deviate or detach your life experiences from your line of thought.
 Repeat the points or show lack of coherence.
 Ramble on or give too many pauses or excessively use fillers .
 Use negative, ambiguous jargon.
 Talk at or talk down but talk to your audience.
STEPS TO FOLLOW:

1. Go back to background knowledge and gather all the necessary ideas related to the topic given to
you.
2. Organize the ideas in a sequential order either thematically or chronologically.
3. Express them with clarity and cohesiveness.
4. Remember the three important rules:
 No deviation
 No repetition
 No hesitation

EXERCISES
JAM SESSION:
 If I were invisible
 What I did during my last vacation?
 All that glitters is not gold
 Most memorable moment
 My goal in life
 Women are good managers
Student’s Worksheet:
Choose one of the topics given above and write at least ten sentences on that.

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OBSERVATION NOTES

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UNIT – II
(CALL LAB)
SYLLABIFICATION

SYLLABLES
Syllables are the phonological building blocks of words. There is at least one syllable in a
word. Whenever we speak a word it spontaneously breaks into syllables. A syllable consists
of one vowel sound and two or more consonant sounds as one unit. To understand this,
look at the words below. When you pronounce them their syllables in them become quite
clear.
Example-
1. Go - one syllable
2. Ta-ble - two syllables
3. Au-di-tor - three syllables
When we describe the structure of a syllable the symbol C is used to represent consonant
and V is used to represent a vowel.
Example- Book-/buk/ (It has the structure of CVC)

Types of Syllables in English

Type-1 V I /aI/

A /eI/

Type-2 VC An / /
/ t/
at

Type-3 CV know /n /
go /g /

Type-4 CVC Cat /k t/

/b t/
but

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Type-5 CCV Try /traI/

/gr /
grow

Type-6 CCCV Spray /spre /

/spr /
spree

Type-7 CCCVC Spread /spred/

/skr m/
scream

Type-8 CCCVC strange /stre ndʒ/

Syllabification
The number of vowel sounds generally indicates the number of syllables in a word. Let us
take a look at the different types of syllables in different words. A word can be mono
syllabic disyllabic poly syllabic in nature.

Monosyllabic: If a word has only one syllable, it is called as monosyllabic.

Ex- Hut - /hʌt /
Fight - / faɪt /
Screeched - / skri:tʃt /

Disyllabic: If a word consists of two syllables,it is called as disyllable.

Ex- Tea-cher- /ti:-tʃə/
Eng-lish- /ɪŋɡ-lɪʃ/
Mem-ber- /mem-bə/
I-tem - /aɪ-təm/

Trisyllabic : If a word consists of three syllables, it is called as trisyllable.

Ex- pu-ri-ty - /pjʊə-rə-tɪ/

Pho-ne-tics - /fə-ne-tɪks/
Te-le-phone - /te-lɪ-fəʊn/

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Note- To divide a word into syllables always go by the pronunciation but not by the
spelling of the word.

EXERCISES

SYLLABLE STRUCTURE:

Activity -1

Transcribe the following words, and divide them into syllables.

Word Syllabification No. of syllables

1. Management ______________ _______________

2. Linguistics ______________ _______________
3. Register ______________ _______________
4. Day ______________ _______________
5. Episode ______________ _______________
6. Interview ______________ _______________
7. Pronunciation ______________ _______________
8. Raider ______________ _______________

STRESS & INTONATION

WORD STRESS

Word Accent

In phonetics, accent / stress means expending extra breath on a particular syllable in a word. it is a
matter of greater prominence and greater audibility. Accent is very important to make our speech
intelligible. The mark (/) on the top of a syllable in a word indicates that particular syllable is
stressed.

Stress shifts

Rules of Word Stress in English

There are two very simple rules about word stress.

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 One word has only one stress.

 We can only stress vowels, not consonants.

Functional shift of stress

There are a number of words of two syllables in which the accentual pattern depends on
whether the word is used as a noun, an adjective or a verb. When the word is used as a
noun or an adjective, the stress is on the first syllable. When the word is used as a verb,
the stress is on the second syllable. Here are a few examples-

Noun / Adjective Verb

/
absent ab/sent

/
object ob/ject

/
subject sub/ject

/
permit per/mit

Rules of word stress

Here are a few rules of word stress. These will help you locate stress in words.

1. In disyllabic words with weak prefixes, the stress is on the root.

Examples: a΄ o e a΄ oss e΄fo e e΄ o e

2. In disyllabic nouns or adjectives, the first syllable is stressed.

Examples: ΄ a pus ΄fa to ΄po e ΄dut

3. In disyllabic verbs, the second syllable is stressed.

Examples: pe ΄fo e΄fuse es΄ ape o ΄test

In many disyllabic words the stress pattern shifts according to the usage of that word as a noun or
a verb .

Examples: Nouns Verbs

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΄ad e t ad΄ e t

΄affi af΄fi

΄digest di΄gest

4. If a compound word is a noun, or a combination of a noun and another noun (noun+noun) or an

adjective and a noun (adj + noun) the stress is on the first part.

Example: ΄pi poi t ΄glasshouse ΄pal top ΄ ou te pa t

5. If a compound verb is an adjective or a combination of an adjective and the past participle of a

verb (adj +p.p), the last part is stressed.

Examples: clear- ΄headed Out- ΄ ou d Far- ΄sighted Sho t- ΄te pe ed

6. If a compound word is a verb or a combination of a preposition and a verb (prep+ verb), the last
part is stressed.

Examples: o e ΄po e u de ΄sta d da ΄ a k i te e΄late

7. In phrasal verbs the prepositions are stressed

Examples: tu ΄off eak΄do set΄off

8. Words ending in derivational suffixes such as –ic, -ical, -ically, -ious, -ial, -ially have the stress on
the syllable preceding the suffix.

Examples: po΄eti pa΄theti e e ΄geti e o΄ o i al

e΄le t i al a ΄ itious o ΄fide tial o ΄fide tiall

9. Words ending with –tion, -cian, -sion, and –ion, have stress on the penultimate (last but one)
syllable.

Example: d a ati΄zatio a΄gi ia i ΄ e sio situ΄atio

10. Words ending with –phy, -gy, -try, -cy, -fy, -al and –ity have accent on the third syllable from
the end.

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Example: ste΄ og aph a΄ idif te h΄ olog a ΄ ide tal

ge΄o et espo si΄ ilit a ΄ ua pho΄tog aph

11. Words ending with –meter have stress on the last syllable before –meter.

Examples: the ΄ o ete spee΄do ete e ΄ti ete

12. Inflectional suffixes –s, -es, -d, -ed, -ing and derivational suffixes such as –age, -er, -ful, -ance, -
ess, -hood, -ice, -ish, -ive, -less, -ly, -ment, -ness, -or, -ship, -ter, and –zen do not normally affect the
stress pattern.

Examples: ΄term ΄te s ΄ us ΄ uses

de΄ a d de΄ a ded a ΄ ept a ΄ epta e

΄ hild ΄ hildish

13. Compound words of two different words when pronounced individually, stress is on both
words; but when put together, then meaning changes and so does the stress pattern.

Examples: g ee ΄fl a fl g ee i olo ΄g ee fl aphid

΄ la k ΄ i d a i d la k i olo ΄ la k i d a singing bird

Similarly, ΄ la k ΄ oa d a oa d la k i olo ΄ la k oa d

ACTIVITY
Syllabify and mark the stress on the following words.
Enrich Orthography Authorized Guardian Optical
Opportunity Remedial Courteous Construct (Verb) Picnic
Present (Noun) Cupboard Education Photography Teacher

INTONATION
Beauty of English language lies in using an appropriate tone which conveys the
meaning according to speaker s intention. When we hear someone s voice while speaking,
we find that he does not speak always in the same tone. We also hear constant variations
in the pitch of the voice (the pitch of the voice is determined by the frequency of the

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vibration of the vocal cards) which is continuously in the process of falling or rising. That is
to say, sometimes the pitch rises and sometimes it falls. The patterns of variation of the
pitch of the voice (i.e., the fall or the rise) constitute the intonation of the language.
The tone is decided by number of important words in a word group and by the
attitude we wish to express. Let us see what tones you must learn to use while speaking.
There are three important tones and they are the falling tone, the rising tone and the
falling-rising tone.
The Falling Tone:
It is used when the pitch of the voice moves from a high level to a low level. It is marked as
[\].
The falling tone is generally used in:
1. Ordinary statements.
\
a. It was quite good .

b. I liked it very \ much .

2. Exclamations:
\
a. splendid !
b. How extra \ ordinary!
3. Commands

a. Go and open the \ window.

b. Take it a \ way.
4. Questions beginning with words like what, how , where, and why.

a. What is the \ matter?

b. Where are you \ going?

5. Question tags (expecting agreement)

a. It was a good film, \ wasn t it?

b. Its pleasant today, \ isn t it?

The Rising Tone:
It is used when the pitch of the voice moves from a low level to a high level .It is marked
[/].
The rising tone is generally used in:

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1. Polite requests
a. Go and open the / window.

b. Close the / door.

2. Incomplete statements.
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).

3. Yes/No Questions
a. Are they / coming?

b. Is father at / home?

4. Question Tags (Expecting disagreement).

a. You are a \ gardener, / aren t you?

b. It was a good \ film, / wasn t it?

5. Greetings, partings, apologies, encouragement, etc.

a. Good / bye.

b. I m so / sorry.

c. Good / evening.
The Fall – Rise Tone:
The falling-rising tone is normally used for special implications, not verbally expressed.
It consists of a fall from high to low and then a rise to the middle of the voice. This tone
can be used either on one syllable or different syllables of a word or sentence. It is marked
as [V]. Let us look at the following examples.
a. She is Vbeautiful. (But not very clever)
b. The houses are Vnice (but perhaps the people are not).
c.\ I / can (I am almost sure you can t)
ACTIVITIY:
1. Try and say the following utterances using falling tone.
1. Sit down
2. What is the time?
3. She is a doctor

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4. He dances very well, doesn t he?

5. What a pretty girl!
2. Try and say the following utterances using rising tone.
1. Shut the window.
2. Are you married?
3. Good Morning.
4. You should keep on trying.
5. He is a good student, isn t he?
3. Try and say the following utterances using falling-rising tone
1. When are you coming?
2. Sachin has retired.
3. The train has left.
4. What are you saying?
5. Sumanth was sick.

OBSERVATION NOTES

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(ICS LAB)
SITUATIONAL DIALOGUES / ROLE PLAY
Introduction:

Situational dialogues /role-play is the core of the communicative approach. It is a practical

dimension of enriching one s communication skills. Situational dialogues /role play refers to
the changing of one s behavior to assume a role. Role play is one such method that creates a
platform to improve the students speaking skills, non-verbal communication and contextual
usage of language and makes them understand how to face real life situations.

What is a role-play?

Role-play is the activity where one would be given a role to play. The students can assume
the role of any one- such as managers, chef, officers etc. and experience the joy of learning by
getting involved in the character chosen by him. While planning the role of someone else, the
student reflects on the character. By being involved in the character the student has to think in
a broader way, correct his attitude and find facts and responsibilities that are required for an
ideal personality. Role- play allows a student to prepare thoroughly for real life situations and
paves a way to think through the language at the initial stage.

Self-correction:

Audio visual recording of the Role-plays can be done. Students are given an opportunity to
listen to and watch their performance; to spot their own mistakes; learn and correct them.

Peer Evaluation:

Fellow students will be able to correct some mistakes made by their peers. Students could be
asked to listen for both great bits of language they would like to use themselves and some
mistakes they hear.

Conclusion:

Role-play improves speaking and listening skills. Students develop non-verbal communication
techniques. They learn to use appropriate language in real life communication.

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2.2 DO’S

1. Understand and analyze the situation.

2. Identify your role and then act accordingly.
3. Frame sentences, questions and answers properly.
4. Be as natural as possible. Be yourself.
5. Check the posture and move a little.
6. Use your hands to express.
7. Maintain a good eye contact with the other person.
8. Make use of shortened forms of words like shan t, don t etc., which are special for spoken
form of language.
9. Understand the question and then answer.
10. Check voice modulation, stress, intonation and speed.

DON’TS

1. Be in a hurry to say something.

2. Keep yourself detached from the role given.
3. Speak unchecked
4. Put on an accent or look animated.
5. Plant yourself to a particular point, bend or move excessively.
6. Use your hand excessively.
7. Avoid eye contact; roll your eyes/stare continuously.
8. Read out the written form of communication.
9. Answer urgently.
10. Be too fast / slow or shout unnecessarily.
2.2 Expressions used in different situations:
a) Self introduction and introducing others
 Good Mo i g! / Hello / M a e is …….
 Good Mo i g! / Hi ……
 I ha e joi ed……
 I ha e Just o ed……..

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I fo …
 I o k fo …
Ia the e …..

b) Greeting and Leave taking

 Hi, how are you?
 Helo! What a lovely surprise!
 Hello! It s nice meeting you again.
 Hi! It s great to see you too.
 How re you and where have you been?
 Just fine, thanks. How re things with you?
 Everything s Okay. Thanks.
 Wish I could have stayed longer, but I must run.
 Sure, see you sometime. Bye, bye!
 Good bye/ see you/ so long/till we meet again, bye!

c) Enquiring / make requests for help, to seek directions:

 Excuse me, could you help me please.
 At what time will the show start?
 Is there a medical store close by?
 Can you tell me the departure time of the bus?
 Could I ask a favor of you?
 I m sorry to trouble you, but I need your help.
 Would you mind helping me with this, please?
 Certainly, I shall be glad to help.
 Of course, by all means
 Sure. I d be glad to help
 Thank you / thank you very much/ thanks a lot.
 You re most welcome

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d) Complaining:
 I regret to bring to your notice that some of the items that you have supplied have been
slightly damaged.
I so to sa this, ut ou usi is too loud….
 I m sorry to trouble you, but there s a problem I d like to speak to you about.
 It would help if you have the leaking pipe repaired.
 That s very kind of you.
 I hope you don t i d…
 I have a complaint to make.
 My new washing machine is not working.
 You dealer has not responded to my calls.
 I d like to ha e the pie e epla ed…
 Thank ou fo ei g so u de sta di g a d helpful…
 I m afraid that I have a make a complaint a bout the computer I bought last week.

e) Offer suggestions, to advise or to persuade

 Stop using polythene bags immediately.
 Let s stop now
 Why don t we stop now?
 If I were you, I d stop now
 I suggest that you repeat these expressions twice each.
 I think you should repeat these expressions as often as you can.
 Let s repeat these expressions for practice.
 Why don t we repeat these expressions a few more times?
 I really advise you to repeat these expressions a several times.
 You should repeat these expressions in order to perfect them.
 They ought to repeat these expressions if they wish to speak fluently.
 Why don t you try repeating these expressions?
 Could I persuade you to repeat these expressions as many times as possible?

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f) Congratulate on an achievement, to express sympathy

 Congratulations!
 We are proud of you.
 You really deserve this honor,
 Very well done! Keep it up!
 I m sorry about what happened
 You mustn t let this depress you.
 I m sure this won t happen again.
 I ve no doubt that you ll do much better next time.
 I just got the sad news. This must be terrible blow to all of you.
 It is a great loss indeed.
 You must be brave.

g) To extend invitations and also to accept and decline them.

 There s some good news
 I m so happy to hear that.
 My son is getting engaged
 I ll be happy if you and your family could come.
 Are you free tomorrow evening?
 Why don t you join us at a get-together?
 Thank you for the invitation. We ll certainly come.
 It ll be a pleasure.
 Oh, sure I d love to come!
 Thank you for inviting me. I wish I could have come.
 I m afraid I will not be able to come.
 I m sorry, but I will have to miss the engagement.
 What a pity I won t be able to come!
 Thank you so much. We look forward to seeing you.
 Thanks for saying yes. Be there on time.
 It s disappointing that you won t be there.
 We ll all miss you.

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 It can t be helped. I suppose. But we ll make it up some other time.

h) Make apologies and respond to them.
 I ust apologize fo ……..
 I te i l so a out……….
 Please a ept si e e apologies…
 I hope you ll e use e…
 Please fo gi e e…
 I m so so …
 It won t happen again, I promise.
 I m really ashamed of myself.
 It s quite all right.
 I really hope it won t happen again.
 No need to feel so bad about it. These things happen.
i) Asking people’s opinions and giving opinions to others.
 I don t think it s possible
 I d sa ……………
 I thi k……. / I feel …….. / I elie e………
 I i d ……….. / I opi io …. / I ie … / It see s to e
 As fa as I a see ……./ As fa as I a o e ed……….
 I o i ed ………………
 What ould ou sa a out …………?
 What do ou thi k of …………….?
 What is ou opi io of ……………?
 What a e ou ie s o / a out …….?
 A e ou i fa o of ………….?

j) Asking and giving directions.

 Ho do I get to …………….. ?
 What is the est a to ……………?
 Whe e is ………………………?
 Go st aight o u til ou o e to ………

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 Turn back / go back

 Tu left / ight i to …….. lo e
 Go alo g …………
 C oss …………… a oss a oss f o the pa k
 Take the first / second road to the left right.
 It s on the left /right
 Straight
 Opposite ( it s opposite to the book store )
 Near, ( it s near to the bank )
 Next to ( next to the bus station)
 Between ( between the post office & the law court )
 At the end ( of)
 On / at the corner ( it s on the corner of the fourth lane )
 Behind
 In front of
 Cross roads, junction.

ACTIVITY
A) Write a conversation between two friends (one invites for the party and the other denies
with reasons).

OBSERVATION NOTES

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OBSERVATION NOTES

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UNIT – III
(CALL LAB)
PRONUNCIATION
(Listening Activities)
Importance of Pronunciation

In order to speak correct English, pronunciation should be used correctly. 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
speech.

The distinction between letters and sounds

A lot of conscious and systematic effort will therefore be needed to acquire good
pronunciation and to make one s own speech intelligible to the other. It is necessary and
essential for Indian students to be able to distinguish between sounds and letters. The English
word next for example, has four letters- n,e,x and t- but it has five sounds such as
/n/,/e/,/k/,/s/ and /t/.similarly the word debt has four letters – d,e,b and t- but it has only
three sounds such as /d/,/e/ and /t/.here, the letter b is silent. The following explanation will
help you understand the exact distinction between sounds and letters.

We are aware that the English alphabet has 26 letters and these represent 44 distinct
sounds. For eg:the consonant sound /k/ is represented by different spellings as given below.

Sound Letters words

k kind

c call

cc accord

ck back
/k/
ch character

qu queen

qu conquer

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Similarly, different sounds are represented by consonant letters ch in different words as given
below.

Letter Sound Words

/k/ chemistry

ch /tʃ/ bench

/ʃ/ machine

Similarly, the vowel a is represented by many sounds as given below.

Letter Sound Words

/eɪ/ Age

/ə/,/ :/ banana

/æ/ mat
A

/ɔ:/ chalk

/ɪə/ ear

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/ɪ/ village

Further, some letters do not represent any sound. These are silent letters. Here are some
examples,

Silent letter Words

b tomb

c rack

d wednesday

p psychology

t catch

k know

l talk

Another interesting feature of English language is that often we would find a latter or a group
of letters representing different sounds but no indication graphically.

Letter(s) Words sound

gh rough, enough /f/,

x
examine /gz/

x
box /ks/

x
xerox /z/

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x luxury /kʃ/

ph photo /f/

Past Tense Markers

The suffix –ed is used for making past and participle forms. These suffixes are always
represented by the letter –d or the letters –ed. These suffixes are called inflexional suffixes.
The inflexional suffixes are pronounced as /-t/,/-d/ and /-id/.The different pronunciations of
these suffixes are governed by the following rules.

1. Whenever the past tense marker so called -d or –ed falls immediately after
voiceless sounds except -t then it is pronounced as /t/ .

Ex: kicked (t) laughed (t) locked (t) pushed (t) stopped (t)

Whenever the past tense marker so called -d or –ed falls immediately after voiced sounds
(vowels also) except -d then it is pronounced as /d/ .

Ex: begged (d) called (d) loved (d) played (d) carried (d)

2. Whenever the past tense marker so called -d or –ed falls immediately after the
sounds -t and –d then the past tense marker is pronounced as /Id/

Ex: handed (Id) hunted (Id) lamented (Id) loaded(Id) wanted (Id)

Plural markers

Plurals, Possessives of nouns and simple present tense third person singular forms of verbs
markers.

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The inflectional suffixes –s or –es are pronounced as /-s/,/-z/ and /-iz/.The different
pronunciations of these suffixes are governed by the following rules.

1. Whenever the plural marker so called -s or -es falls immediately after the voiceless
sou ds e ept /s/,/∫/ a d /t∫/ the it is p o ou ed as /s/.

Ex: cats cooks cakes cups months

2. Whenever the plural marker so called -s or -es falls immediate after the voiced
sounds (vowels also) except /z/,/3/ and /d3/ then it is pronounced as /z/

Ex: bags (z) boards (z) calls (z) cities (z) comes (z)

3. Whenever the plural marker so called -s or -es falls immediately after the six
si li gs /s/,/z/,/∫/,/3/,/t∫/ a d/d3/ the it is p o ou ced as /-iz/

Ex: buses (iz) bushes (iz) catches (iz) edges (iz) roses (iz)

Exercises

Tick the appropriate word in the following sentences.

1. He wants to sell / sail his boat.

2. The ship is ready to sell / sail.
3. My hurt / heart aches.
4. I am hurt / heart.
5. That s what he thought / taught by the teacher.
6. That s what he thought / taught in his mind.
7. Don t you want to leave / live this room?
8. Don t you want to leave / live your life fully?
9. Their / There is a dog in the farm.
10. It is their / there domain of activity.

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I. Underline the silent sounds and write the phonetic script.

1. Wednesday _________________________
2. Handkerchief _________________________
3. Plumber _________________________
4. Hour _________________________
5. Honest _________________________
6. Listen _________________________
7. Island _________________________
8. Pneumatic _________________________
9. Psychology _________________________
10. Knowledge _________________________
11. Subtle _________________________
12. Bouquet _________________________
13. Aisle _________________________
14. Womb _________________________
15. Know _________________________

II. Transcribe the following words, giving the correct past tense marker

1. Created __________________
2. Granted __________________
3. Locked __________________
4. Pushed __________________
5. Buzzed __________________
6. Grabbed __________________
7. Molded __________________
8. Faded __________________
9. Padded __________________
10. Crowded __________________

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III. Give the word its plural and transcribe into plural markers

1. Page __________________
2. Judge __________________
3. Buffalo __________________
4. Kilo __________________
5. Baby __________________
6. Monkey __________________
7. Book __________________
8. Kite __________________
9. Class __________________
10. Bench __________________

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(ICS LAB)
COMMUNICATION AT WORK PLACE
(Etiquette)

Human Being is a social animal and it is really important for him to behave in an
appropriate way. Etiquette refers to behaving in a socially responsible way. Etiquette
refers to guidelines which control the way a responsible individual should behave in the
society.

Types of Etiquettes

• Social Etiquette- Social etiquette is important for an individual as it teaches him how to
behave in the society.

• Restroom Etiquette- Bathroom etiquette refers to the set of rules which an individual
needs to follow while using public restrooms or office toilets. Make sure you leave the
restroom clean and tidy for the other person.

• Corporate Etiquette- Corporate Etiquette refers to how an individual should behave

while he is at work. Each one needs to maintain the decorum of the organization. Don t
loiter around or peep into other s cubicles.

• Wedding Etiquette- Wedding is a special event in every one s life. Individuals should
ensure they behave sensibly at weddings. Never be late to weddings or drink excessively.

• Meeting Etiquette- Meeting Etiquette refers to styles one need to adopt when he is
attending any meeting, seminar, presentation and so on. Listen to what the other person
has to say. Never enter meeting room without a notepad and pen. It is important to jot
down important points for future reference.

• Telephone Etiquette- It is essential to learn how one should interact with the other
person over the phone. Telephone etiquette refers to the way an individual should speak

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on the phone. Never put the other person on long holds. Make sure you greet the other
person. Take care of your pitch and tone.

• Eating Etiquette- Individuals must follow certain decorum while eating in public. Don t
make noise while eating. One should not leave the table unless and until everyone has
finished eating.

Business Etiquette- Business Etiquette includes ways to conduct a certain business. Don t
ever cheat customers. It is simply unethical.

Professional Etiquette

Meeting and Greeting

Etiquette begins with meeting and greeting. A limp handshake sends the message that
you re not interested or qualified for the job. Good social skills include having a firm
handshake, smiling, making eye contact and closing the meeting with a handshake.

The following basic rules will help you get ahead in the workplace:
 Always rise when introducing or being introduced to someone.
 Provide information in making introductions—you are responsible for keeping the
conversation going. Unless given permission, always address someone by his or her title
and last name.
 Practice a firm handshake. Make eye contact while shaking hands.
 Wait for people to finish their sentences and listen to what they are saying instead of
waiting for your turn to speak. If all you are waiting for is a chance to interject, you will
inevitably interrupt and quite possibly offend the person you are with.
Telephone Etiquette
Phone etiquette is important, especially in professional life and there are a few things
everyone who is a working professional need to keep in mind while taking or making calls.
Here are some things you may want to think about and practice next time you receive or
make calls.

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First Impressions:
Yes, even on the phone first impressions make a difference. The way you speak, your tone,
vocabulary and language all make a lasting impression on the person at the other end of
the line. The correct way to answer a phone call is Hello . A curt Yes is not appropriate
for phone calls especially at the work place. You can even add your name to the greeting;
this is common during official calls.
- answer the phone in the first couple of rings
- Smile when you talk over the phone; the person on the other side can make out your
smile in your voice
- make sure you get the callers details in case you are taking a message for someone

During the call:

- official calls should be handled professionally
- don t get informal over the call - during conference calls ensure that you never speak
out of tone
- if you want to make a point, wait for the other person to finish.
- be calm while answering a phone call; handle difficult situations tactfully.
- make sure that you do not speak colloquial English; it is considered highly
unprofessional

After the call:

- make sure you have taken down important details if the call was meant for
someone else
- Messages should be clear and should make sense, so ensure that you ask twice if you
have to jot down any message .
- If you have promised to call back, follow up and do so within 24 hours.
 Summarize your objective of calling and confirm if the receiver has understood the
subject correctly.
 Close the conversation with formal thanks.

Tips on Telephone Etiquette:

 Speak Clearly

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 Modulate your voice to exhibit your polite and positive attitude.

 Confident, clear, audible and composed voice indicates balanced and assertive
personality.
 Use your normal tone of voice when answering a call.
 If you have a tendency to speak loud or shout avoid doing so on the telephone.
 Pace of speech, pitch of voice, stress, intonation, and pronunciation play a key role in
achieving the desired result.
 Address the caller properly by his/her title
 Never address an unfamiliar person by his/her first name.
(i.e. Good Morning Mr. Brown, Good Afternoon Miss. Sanders).
 Respond pleasantly, positively, and do not keep the speaker wait too long.
 Listen to the caller and what they have to say.
 Clarity, aptness and presence of mind is required.
 Always ask if you can put the caller on hold.

Useful Phrases
Stage Phrase Response

Opening
Good morning! Good morning/hello!
Hello! Who is calling please?
This is…… Nice to hear from you.
Ma I ask ho is speaki g….?

Warming up
I d like to speak to….. Just a minute. I ll put you
Could I speak to….? through.
Ia alli g o ehalf of…… Hold on please.
Ma I speak ith…..? I am sorry she s not in.
The line s busy, will you hold?
Giving the Ia pho i g a out….
message Could you give her a message? I will give her a message.

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I am afraid he is not in his seat. I shall pass on the message.

I am sorry he isn t in the office May I pass on the information
today to o o …
I am sorry the line is very I will connect him to you right
ad…. a I i fo ou late a a …

Rounding off Thank you for your help. Thank you for calling.
Fine/great/ok. Ok/right/fine.
I ll look forward to your call.
Closing Ha e a good da … With pleasu e…
Nice talking to ou… Pleasu e is i e…..

Sample Conversations:
1) A: My name is Reni. I d like to speak to Anjuma, please.
B: Hold the line, please. I ll see if she s in.
2) A: Good afternoon. This is Sunitha here. Can I speak with Arati, please
B: Yes, just a moment.
3) A: Hello! I m Ashish, calling from HDFC Bank. Can you put me through to George in
the marketing division?
B: Hold the line, please. I ll see if he s available.
Professional etiquette:
ACTIVITY
List any 10 ways in which you exhibit professional etiquette.

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Telephone etiquette:
ACTIVITY
Write the dialogues for one of the following situations in at least ten exchanges.
1. Making an appointment with the ABC company sales manager to advertise your
product.
2. A wrong number
3. Ordering a Pizza

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OBSERVATION NOTES

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OBSERVATION NOTES

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