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ELCS LAB
Autonomous

St. PETER’S ENGINEERING COLLEGE

UGC-Autonomous

DEPARTMENT OF COMPUTER SCIENCE AND ENGINEERING

LABORATORY

STUDENT LAB MANUAL

Name of the Student:

Roll No :

Class : __ Year __ Semester (R__)

Branch :

Year : 2022-23

Prepared by : Ms. G Shailaja Reddy

Mr. G Victor Emmanuel Raju
Dr. Mani Baachu

Signature of Faculty Signature of HOD

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ELCS LAB
Autonomous

TABLE OF CONTENTS

S. No Title Page No

1. Institute Vision and Mission 3

2. Department Vision ,Mission, PEO, PO and PSO Statements 4

3. General Instruction /Guide lines 6

4. List of Activities and Open ended Activities 7

5. Course Outcome 9

6. Activities mapping with Course Outcomes 10

7. Course Outcomes Justification 13

8. Additional Activities 84

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ELCS LAB
Autonomous

INSTITUTE VISION

To promote quality education accessible to all sections of the Society without any
discrimination of caste, creed, color, gender and religion and help students to discover their
true potential.
INSTITUTE MISSION

• IM1: To provide and equip stakeholders with knowledge and skills, social values and
ethics, scientific attitude and orientations for lifelong learning.
• IM2: To create an environment conductive to inhibiting their total involvement and
participation
• IM3: Provide infrastructure to arm the students with the competence to be at the forefront
of cutting edge technology and entrepreneurship in highly competitive global market.

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ELCS LAB
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DEPARTMENT VISION

To emerge as a centre for computer technology meeting the needs of society.

DEPARTMENT MISSION

DM1: To provide quality education towards academic and industry requirements.

DM2: To offer state-of-art infrastructure for research and professional skill development through value
added programs.
DM3: To promote student centric activities that encourage interpersonal skills.

Program Educational Objectives (PEO’S)

PEO 1 Learn and Integrate

Graduates shall apply knowledge to solve computer science and allied engineering problems with continuous
learning.
PEO 2 Think and Create
Graduates are inculcated with a passion towards higher education and research with social responsibility.
PEO 3 Communicate And Organize
Graduates shall pursue career in industry, empowered with professional and interpersonal skills.

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ELCS LAB
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Signature of the HOD

PROGRAM OUTCOMES (POs)

PO1 ENGINEERING KNOWLEDGE:

Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialization to the
solution of complex engineering problems.

PO2 PROBLEM ANALYSIS:

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

PO3 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.

PO4 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.

PO5 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.

PO6 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.

PO7 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.
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PO8 ETHICS:

Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice.

PO9 INDIVIDUAL AND TEAM WORK:

Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings.

PO10 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, give and receive clear instructions.

PO11 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.

PO12 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.

Program Specific Outcomes (PSOs)

PSO-1 APPLICATIONS OF COMPUTING DOMAIN AND RESEARCH:

Able to use the professional , managerial, interdisciplinary skill set , and domain specific tools, in
development processes , identify the research gaps , and provide innovative solutions to them.
PSO-2 COMPETITIVE APPLICATIVE: An ability to succeed in competitive examinations like GATE,
TOEFL, GRE etc.

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ELCS LAB
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Signature of the HOD

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St. PETER’S ENGINEERING COLLEGE

UGC - Autonomous

DEPARTMENT OF ______________________

GENERAL LABORATORY INSTRUCT IONS

1) Every student must speak only in English language. No other language will be entertained
2) Every student should enter the lab in professional/ formal dress code along with ID Cards and
essentially bring their Lab manual to the lab.
3) After completion of every topic the student has to record the same in the record.
4) Use of mobile phones during lab hours is strictly prohibited.
5) Headphones should be handled careful and be placed at the same after the usage
6) Students are required to be careful while handling and operating the computers.
7) Should Wear Formal Dress only. And should come to the lab in-time.
8) All students should actively participate in the lab activities.
9) Full preparation on your part and a dutiful preview will ensure your success in the subject. In lab
practice, team work is often required. Many exercises are also practiced through interaction and team
work.
10)Students are evaluated based on their active participation and proper behavior.

Head of the Department Principal

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List of Activities and Open ended Activities

Activity – I (12hrs)
● CALL Lab: Introduction to Pronunciation – Speech Sounds – Vowels and Consonants.

● ICS Lab: Greetings – Introducing Oneself and Others -Taking Leave – JAM Session- Situational Dialogues.

Activity – II (9hrs)
● CALL Lab: Understand: Structure of Syllables – Word Stress.

● Practice: Basic Rules of Word Accent.

● ICS Lab: Understand: Features of Good Conversation – Non- verbal Communication.

Practice: Role Play- Expressions in Various Situations –Making Requests and Seeking Permissions – Telephone
Etiquette.

Activity – III (9hrs)

● CALL Lab: Understand: Intonation- Rhythm-The Interference of Mother Tongue (MTI).

Practice: Differences in British and American Pronunciation.

● ICS Lab: Formal Presentations- Poster Presentations and PPT’s.

Activity – IV (9hrs)

CALL Lab: Understand: Listening for General Details.

Practice: Listening to Comprehension Tests.

ICS Lab: Public Speaking – Introduction to Structured Talks (Individual& Group)- Group Discussion
Practice: Group Discussion- Dynamics of GD- Dos& Don’ts of GD- Debate

Activity – V (9hrs)

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CALL Lab: Understand: Listening for Specific Details.

Practice: Listening to Comprehension Tests.

● ICS Lab: Interview Skills – concept and process, pre-interview- during interview- after interview,
mock interviews.

Practice: Mock Interviews

Team Building

Leadership

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Course Objective: The course will help to

● To facilitate computer-assisted multi-media instruction enabling individualized and independent

language learning

● To sensitize students to the nuances of English speech sounds, word accent, intonation and rhythm

● To bring about a consistent accent and intelligibility in students’ pronunciation of English by

providing an opportunity for practice in speaking

● To train students to use language appropriately for public speaking and interviews

● To improve the fluency of students in spoken English and neutralize their mother tongue influence

Learning Outcomes:

● Develops better understanding of nuances of English language through audio-visual experience

● Learn how to pronounce words using phonetic transcription

● Improves communication skills for employability

● Develops Neutralization of accent for intelligibility

● Improves collaborative skills and maximizes speaking skills

● Develops linguistic, communicative and critical thinking

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Activities mapping with Course Outcomes

Activities CO Pos PIs PSOS

Activity – I : C112.1, 9,10,12 9.2.3, 10.3.2. 2

C112.2,
CALL Lab: Introduction to C112.5
Pronunciation – Speech Sounds – Vowels C112.6
and Consonants.

ICS Lab: Greetings – Introducing

Oneself and Others -Taking Leave – JAM
Session- Situational Dialogues.

Activity – II: C112.2, 8,9,10,12 9.2.3, 10.2.2, 2

C112.5, 10.3.2, 9.2.1
CALL Lab: Understand: Structure of C112.6
Syllables – Word Stress.

Practice: Basic Rules of Word Accent.

ICS Lab: Understand: Features of Good

Conversation – Non- verbal
Communication.
Practice: Role Play- Expressions in
Various Situations –Making Requests and
Seeking Permissions – Telephone
Etiquette.

Activity – III: C112.2, 9,10,12 9.2.3, 10.2.2, 2

C112.3, 10.3.2, 9.2.1
CALL Lab: Understand: Intonation-
C112.4,
Rhythm-The Interference of Mother C112.5,
Tongue (MTI). C112.6
Practice: Differences in British and
American Pronunciation.

ICS Lab: Formal Presentations- Poster

Presentations and PPT’s.

Activity – IV C112.2, 9,10,12 10.3.2, 10.1.3, 2

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C112.3, 10.3.1, 9.1.2

C112.4,
CALL Lab: Understand: Listening for C112.5,
General Details. C112.6
Practice: Listening to Comprehension
Tests.

ICS Lab: Public Speaking – Introduction

to Structured Talks (Individual& Group)-
Group Discussion
Practice: Group Discussion- Dynamics of
GD- Dos& Don’ts of GD- Debate
Activity – V C112.2, 8,9,10,12 9.2.3, 10.3.2, 2
C112.3, 9.2.1, 9.1.2
CALL Lab: Understand: Listening for C112.4,
Specific Details.
Practice: Listening to Comprehension C112.5,
Tests. C112.6

ICS Lab: Interview Skills – concept

and process, pre-interview- during
interview- after interview, mock
interviews.

Practice: Mock Interviews

Additional Activities C112.2, 8,9,10,12 9.2.3, 10.3.2, 2

C112.3, 9.2.1, 9.1.2
C112.4,
C112.5,
Team Building C112.6
Giving Directions

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COURSE OUTCOME JUSTIFICATION

C112.1. Students should learn how to pronounce words using phonetic transcription

C112.2. Students should improves collaborative skills and maximizes speaking skills

C112.5. Students should improve language skills according to the different situations, discussions and

Interviews

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C112.6 .Students have to develop linguistic, communicative and critical thinking.

Activity – I :

● CALL Lab: Introduction to Pronunciation – Speech Sounds – Vowels and Consonants.

ICS Lab: Understand: Communication at Work Place- Spoken vs. Written language.
Practice: Greetings – Introducing Oneself and Others -Taking Leave – JAM Session- Situational
Dialogues.

C112.2. Students should improves collaborative skills and maximizes speaking skills

C112.5. Students should improve language skills according to the different situations, discussions and

Interviews

C112.6 .Students have to develop linguistic, communicative and critical thinking.

Activity – II :

● CALL Lab: Understand: Structure of Syllables – Word Stress.

Practice: Basic Rules of Word Accent.

● ICS Lab: Understand: Features of Good Conversation – Non- verbal Communication.

Practice: Role Play- Expressions in Various Situations –Making Requests and Seeking Permissions –
Telephone Etiquette

C112.2. Students should improves collaborative skills and maximizes speaking skills

C112.3 Students must develop Neutralization of accent for speaking intelligibility

C112.4. Students have to develop better understanding of nuances of English language through audio-visual

Experience

C112.5. Students should improve language skills according to the different situations, discussions and

Interviews

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C112.6 .Students have to develop linguistic, communicative and critical thinking.

Activity – III:

● CALL Lab: Understand: Intonation- Rhythm-The Influence of Mother Tongue (MTI).

Practice: Common Indian Variants in Pronunciation – Differences in British and American
Pronunciation.

● ICS Lab: Oral Presentations- Introduction to Formal Presentations

Practice: Formal Presentations- Poster Presentations and PPT’s.

C112.2. Students should improves collaborative skills and maximizes speaking skills

C112.3 Students must develop Neutralization of accent for speaking intelligibility

C112.4. Students have to develop better understanding of nuances of English language through audio-visual

Experience

C112.5. Students should improve language skills according to the different situations, discussions and

Interviews

C112.6 .Students have to develop linguistic, communicative and critical thinking.

Activity – IV

CALL Lab: Understand: Listening for General Details.

Practice: Listening to the Comprehension Tests.

ICS Lab: Public Speaking – Exposure to Structured Talks- Group Discussion

Practice: Group Discussion.

C112.2. Students should improves collaborative skills and maximizes speaking skills

C112.3 Students must develop Neutralization of accent for speaking intelligibility

C112.4. Students have to develop better understanding of nuances of English language through audio-visual

Experience

C112.5. Students should improve language skills according to the different situations, discussions and

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Interviews

C112.6 .Students have to develop linguistic, communicative and critical thinking.

Activity – V

CALL Lab: Understand: Listening for Specific Details.

Practice: Listening to the Comprehension Tests.

● ICS Lab: Interview Skills – concept and process, pre-interview planning, opening
strategies, answering strategies, mock interviews.

Practice: Mock Interviews

C112.2. Students should improves collaborative skills and maximizes speaking skills

C112.3 Students must develop Neutralization of accent for speaking intelligibility

C112.4. Students have to develop better understanding of nuances of English language through audio-visual

Experience

C112.5. Students should improve language skills according to the different situations, discussions and

Interviews

C112.6 .Students have to develop linguistic, communicative and critical thinking.

Team Building

Leadership

LIST OF ACTIVITIES
S.No Title of the Experiment Page No Marks Signature

1.

2.

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3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13. Additional Experiments

14. Open ended Experiments

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Head of the Department

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List of Activities:

Activity – I (12hrs)
● CALL Lab: Introduction to Pronunciation – Speech Sounds – Vowels and Consonants.

● ICS Lab: Greetings – Introducing Oneself and Others -Taking Leave – JAM Session- Situational Dialogues.

Activity – II (9hrs)
● CALL Lab: Understand: Structure of Syllables – Word Stress.

● Practice: Basic Rules of Word Accent.

● ICS Lab: Understand: Features of Good Conversation – Non- verbal Communication.

Practice: Role Play- Expressions in Various Situations –Making Requests and Seeking Permissions – Telephone
Etiquette.

Activity – III (9hrs)

● CALL Lab: Understand: Intonation- Rhythm-The Interference of Mother Tongue (MTI).

Practice: Differences in British and American Pronunciation.

● ICS Lab: Formal Presentations- Poster Presentations and PPT’s.

Activity – IV (9hrs)

CALL Lab: Understand: Listening for General Details.

Practice: Listening to Comprehension Tests.

ICS Lab: Public Speaking – Introduction to Structured Talks (Individual& Group)- Group Discussion
Practice: Group Discussion- Dynamics of GD- Dos& Don’ts of GD- Debate

Activity – V (9hrs)

CALL Lab: Understand: Listening for Specific Details.

Practice: Listening to Comprehension Tests.

● ICS Lab: Interview Skills – concept and process, pre-interview- during interview- after interview,
mock interviews.

Practice: Mock Interviews

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Activity- I

CALL LAB

UNDERSTAND:

INTRODUCTION TO PHONETICS SPEECH

SOUNDS

VOWELS AND CONSONANTS

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.
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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.
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
Monophthongs Examples

/ɪ/ kill, fill

/iː/ feel, meet
/e/ bet, set
/æ/ cat, mat
/ɑː/ car, park
/ɒ/ 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.

Diphthon Exampl
gs es
/eɪ/ day,
play
/aɪ/
fly, tie
/əʊ/ go, no
/aʊ/
cow,
now
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/ɔɪ/ oil, boil

/ɪə/
fear,
dear
/eə/ fare,
hare

/ʊə / sure,
poor
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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.

Consona Examples
nts
/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
/ŋ/ ring, anger, thanks ,sung

/l/
light, valley, feel
/r/ right, wrong, sorry,
arrange
/j/ yet, use, beauty, few
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/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].
Labiodental: Labiodental 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] are pronounced with a dental 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]
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.

Examples of fricatives in English are [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
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cavity. Examples of nasals in English are [m], [n], [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]

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

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/θ/ voiceless dental fricative thick, eighth

/ voiced dental fricative then, weather

ð/
/ voiceless alveolar fricative size, sum
s/
/ voiced alveolar – fricative zoo, desert
z/
/ voiceless palate alveolar fricative sheep, cash
ʃ/

/ voiced palato-alveolar fricative measure, provision

ʒ/
/ voiceless glottal fricative home, behold
h/
/ voiced bilabial nas man, calm
m al
/
/ voiced alveolar nas know, canal
n/ al
/ voiced velar nas ring, English
ŋ/ al
/ voiced alveolar lateral love, life
l/
/r/ voiced post alveolar lateral red, great

/j/ voiced unrounded palatal glid yellow. Beauty

e
/w/ voiced rounded – palatal glid water, wonder
e
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EXERCISES

I. Give five examples for each of the following sounds.

Sounds Examples

/ʊ /

/ɪ /

/ʌ /
II. Identify and write the phonetic script of the underlined diphthongs in the
following words.
Words Sounds

Bite Tear
Toy
Around
Dare Gold

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

Sound Example

/d/
/p/
/f/
/j/
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/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
d) Water
e) Forget

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

ICS LAB

UNDERSTAND

DIFFERENCES BETWEEN WRITING AND SPEECH

Writing is usually permanent and written texts cannot usually be changed once they have
printed/written out.

Speech is usually transient unless recorded, and speakers can correct themselves and
change their utterances as they go along.

Writers receive no immediate feedbacks from their readers, except in computer based
communication. Therefore, they cannot rely on context to clarify things so there is more need
to explain things clearly and unambiguously than in speech, except in written correspondence
between people who know one another well.

Speech is usually dynamic interaction between two or more people. Context and shared
knowledge play a major role so it is possible to leave much unsaid or indirectly implied.

WRITTEN LANGUAGE SPOKEN LANGUAGE

Changes very little over the years More dynamic, and changes
quite
noticeably with the passage of time
Permanent, in the sense that on cannot Relatively transient, since the speaker can
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change what is written down or printed retract or add to what is being

out said
once it reaches the reader depending on the listener’s response
Can be used to communicate across time Usually restricted to more immediate
and space(the plays of Shakespeare, communication (what you said to your
written 400 years ago in England, are still friend yesterday cannot be heard again
read in unless it had been recorded)
India today)
Punctuation is an essential part of written
language: commas, full stops, colons, Stress and pauses pay the role
semicolons, etc., help to clarify and of punctuation in spoken
organize our writing. language
Usually more thought out and Characterized by repetitions, interruptions,
better etc.
Planned
Complete, grammatical sentences Contractions (e.g., ‘I’m’ instead of ‘I am’)
are preferred of every kind are more common; sentences
are often left incomplete
Can be read repeatedly and analyzed very Unless recorded, cannot be
closely heard repeatedly, nor a
particular speech act
analyzed minutely
Feedback may take a while Feedback can be immediate
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PRACTICE

ICE BREAKING 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 word 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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32
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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 demand impromptu speech are…

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 point of view/ analysis of a situation etc…

Positives and Negatives in JAM

Positives

▪ Snatch every opportunity to make impromptu speeches

▪ Visualize what you would say in every situation.
▪ Organize your ideas and stick to the topic.
▪ Be creative and express new ideas every time.
▪ Sustain attention by including some interesting jokes, quotations anecdotes etc…
▪ Give examples from your life experience…it builds your confidence.
▪ Practice the use of one word substitutes, idiomatic expressions and vocabulary.
▪ Vary pace, pitch and tone of voice for greater impact.
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’.
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▪ Use negative, ambiguous jargon.

▪ Talk at or talk down but talk to your audience.
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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

ICS 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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Situational Dialogues

Art of Small Talk

Conversational English

Most of us are comfortable talking with our friends and family, but find it difficult to converse
with a stranger or indulge in a small talk with people we do not know well. As we step out of
college and move into the professional world, there will be an increasing need to converse
with different people in different situations. One has to understand how and when to switch
roles – from being a listener to a speaker.

Initiating a Conversation

One has to be very much aware in taking care of the situations and the kind of people we meet
so that the language used may also differ accordingly. There are two ways of involving
ourselves in conversation with various people we come across.

1. Formal Conversation
It takes place between officials, superiors and strangers where the intimacy level is very less.
One has to be polite, courteous, sophisticated, fluent and expressive in using the language.

2. Informal Conversation
It takes place between friends, neighbors, relatives and family members where the intimacy
level is very high and it happens by way of talks and chats without being polite or respectful in
using the language. One of the best strategies to start a conversation with known or unknown
ones is ISRF:
Initiate, Respond, Sustain and Follow-up.

Greeting & Introducing

How do you greet people?

What are the different greetings for different occasions? How
do you introduce yourself and others?

There are some useful expressions for greeting and introducing:

Expressions used in different situations:

a) Self introduction and introducing others

 Good Morning! / Hello / My name is …….

 Good Morning! / Hi ……
 I have joined……
 I have Just moved……..
 I’m from…
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 I work for…

 I am the new…..

b) Greeting and Leave taking

 Hi, how are you?

 Hello! 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!

Examples

a. Lata and Shanta are friends and classmates. They meet outside a classroom.

Lata : Hello, Shanta!

Shanta : Hi, Lata! Do you like our new physics teacher?

Lata : Oh,she's good. But I'm not able to keep pace with her.

Shanta : No wonder you looked lost during class!

Lata : How about you?
Shanta : I didn't have a problem following her lecture.
Lata : I want to discuss the lecture with you.
Shanta : Okay.Shall we meet this evening?

Lata : So kind of you. Thanks! I'll be at your room by 6. Is that alright?

Shanta : Sure. I'll wait for you. See you.
Lata : Bye!

Dialogue (formal)

Prakash Reddy is a new teacher. He introduces himself to the headmistress, Nina Shetty time:
morning.

Prakash Reddy: Good morning,Mrs Shetty.I'm Prakash Reddy.I'm the new history teacher reporting for
duty.
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Nina Shetty : Good morning, Prakash (I'm) pleased to meet you. Welcome to the National
School.We're glad to have you.

Prakash Reddy: Thank you. I’m looking forward to working here.

Dialogue (informal)

John is at a party. He introduces himself to Ahmed, his brother's friend.

John : Hello. I’m John. I’m Joseph's brother.
Ahmed: Hello, John! Nice to meet you.
John : Nice meeting you too.

Two strangers introducing themselves to each other

Read the following dialogues, nothing which parts are spoken with more force than the others.

Dialogue (formal)

Two scientists meet at a seminar time: afternoon

Shailaja: Good afternoon! I'm Shailaja from NIT Rourkela.

Dr Asha: Pleased to meet you, Shailaja. I'm Dr Asha from Punjab Technical University.
Shailaja: I’m so glad to meet you. Will you be presenting a paper today?
Dr Asha: Yes, it’s a report on my latest project.
Shailaja : That’s interesting. I’m looking to your paper. Dr
Asha: Thank you.

Dialogue (formal)

Two strangers meet at a function in Rashtrapati Bhavan where children are to receive awards for
outstanding bravery.

Mr Victor : Good morning! I'm Victor from Kolkata.

Ms Shailaja: Pleased to meet you, Mr. Victor. I'm Ms Shailaja from Agra. Mr
Victor : Glad to meet you. Has your son won an award?
Ms Shailaja: Yes.
Mr Victor : Congratulations! My grandson's also won an award. Ms
Shailaja: Congratulations to you too.
Mr Victor : Thank you.
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Here are some expressions used in both formal and informal situations to introduce yourself.

Let me introduce myself. I'm... Good

morning!/Hello! My name is... I have

just moved in...

I'm from...

I work for...

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EXERCISE II

Call lab

UNDERSTAND & PRACTICE

STRUCTURE OF SYLLABLES

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/

Type-2 VC
at / t/

Type-3 CV kno /n /
w go /g /

Type-4 CVC cat /k t/

but /b t/
Type-5 CCV try /traI/
grow /gr /
Type-6 CCCV spray /spre /
spree /spr /
Type-7 CCCV spread /spred/
C scream /skr m/
Type-8 CCCV Strange /stre ndʒ/
CC
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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:-tʃ ə/
Eng-lish- / ɪŋɡ-l ɪʃ/
Mem-ber- /mem-b ə/ I-
tem - /aɪ-t əm/

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

Ex- pu-ri-ty - /pj ʊə-rə-t ɪ/ Pho-ne-

tics - /fə-ne-t ɪks/ Te-le-phone
- /te-l ɪ-fəʊn/

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

Polysyllabic: If a word consists of three syllables, it is called as polysyllable.

Ex: Communication /kəmjuːnɪˈkeɪʃ(ə)n/

Notification /nəʊtɪfɪˈkeɪʃn/
Information /ɪnfəˈmeɪʃ(ə)n/
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
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5. Episode
6. Interview
7. Pronunciation
8. Raider

WORD STRESS/ ACCENT

Word Stress/ 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.

● 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 Here are a few examples-
syllable.
Noun / Adjective Verb

/
absent ab/
sent
/
object ob/
ject
/
subject sub/
ject
/
permit per/
mit

RULES OF WORD STRESS

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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΄bove a΄cross be΄fore be΄come

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

Examples: ΄campus ΄factor ΄power ΄duty

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

Examples: per΄form re΄fuse es΄cape con΄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

΄advent ad΄vent

΄affix af΄fix

΄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: ΄pinpoint ΄glasshouse ΄palmtop ΄counterpart

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- ΄bound Far- ΄sighted Short- ΄tempered

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: over΄power under΄stand draw΄back interre΄late

7. In phrasal verbs the prepositions are stressed

Examples: turn΄off break΄down 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.
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Examples: po΄etic pa΄thetic ener΄getic eco΄nomical

e΄lectrical am΄bitious con΄fidential con΄fidentially

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

Example: dramati΄zation ma΄gician in΄version situ΄ation

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

Example: ste΄nography a΄cidify tech΄nology ac΄cidental

ge΄ometry responsi΄bility ac΄curacy pho΄tography

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

Examples: ther΄mometer spee΄dometer cen΄timeter

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 ΄terms ΄bus ΄buses

de΄mand de΄manded ac΄cept ac΄ceptan

ce
΄child ΄childish

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: green΄fly a fly green in color ΄greenfly aphid

΄black ΄bird a bird black in color ΄blackbird a singing bird

Similarly, ΄black ΄board a board black in color ΄blackboard

Exercises
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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

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ICS LAB

UNDERSTAND

Features of good conversation

Being able to converse well is an ability that will be of great use to you in every social context.

Here are some ways in which you can enhance your conversation skills.

*a conversation is between two people so there is must be given and take between the two
participants. Do not dominate conversation or make it only about you allow the other person to
speak too.

*Demonstrate that you are interested in what the other person is saying. Ask questions to draw
the person out.

*listen actively and maintain eye contact.

*when the other person is speaking, do not interrupt. Put your ideas forward once the others
person has finished talking.

*keep an open mind and be receptive. Even if you disagree with others people’s ideas, listen to
them carefully. Everyone has a right to express themselves.

*Read up on the latest development in the world so that you have something to contribute to
the conversation.

*maintain a friendly attitude so that people feel comfortable to approach you

Dialogue 1 (formal)

Jayaram wants to get attention of his science teacher, who is in the staff room correcting
examination scripts.
Jayaram : Excuse me, ma’am. I know (that) you’re busy, bit may I speak to you for a
moment?
Teacher: Yes, Jayaram? What can I do for you?

Dialogue 2 (informal)

Veena is among her friends. Something occurs to her suddenly and she butts into the
conversation to ask a question.
Veena : Just a minute. Does anyone know if Mrs Sharma is leaving for Allahabad tomorrow?
Naresh : I think she is.
Veena : Thanks, I need to send a packet for Sunder with her. Sorry, what were we talking
about? Oh, yes, the movie.
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Non-verbal communication

Non-verbal communication (body language, paralinguistic’s) has been a focus of attention for
some time in areas such as the refinement of presentation skills, developing social skills, and
even as a realistic alternative to the lie-detector test.

Relatively little attention, however, has been given in language teaching to non-verbal
communication as a complement to spoken language, though recent trends in neuro- linguistic
programming regarding mirroring and parallel body language have filtered into current
research and practice.

● Components of non-verbal communication

● Teaching non-verbal communication
● A non-verbal communication lesson
● Conclusions

Components of non-verbal communication

Non-verbal communication is a system consisting of a range of features often used together to
aid expression. The combination of these features is often a subconscious choice made by
native speakers or even sub-groups/sub-cultures within a language group. The main
components of the system are:

● Kinesics (body language) Body motions such as shrugs, foot tapping, drumming fingers, eye
movements such as winking, facial expressions, and gestures
● Proxemics (proximity) Use of space to signal privacy or attraction
● Haptics Touch
● Oculesics Eye contact
● Chronemics Use of time, waiting, pausing
● Olfactics Smell
● Vocalics Tone of voice, timbre, volume, speed
● Sound symbols Grunting, mmm, er, ah, uh-huh, mumbling
● Silence Pausing, waiting, secrecy
● Posture Position of the body, stance
● Adornment Clothing, jewellery, hairstyle
● Locomotion Walking, running, staggering, limping

Of the above, body language (particularly facial expressions and gestures), eye contact,
proximity and posture are probably those which learners most need to be aware of in terms of
conveying meaning, avoiding misunderstandings and fitting in with the target culture.

In terms of skills development, non-verbal clues should not be underestimated when

developing both the listening and speaking skills. Like grammatical structures, non-verbal
communication has form, function and meaning, all of which may vary from language to
language.

ROLE PLAY
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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.

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.
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DON’TS

1. Be in a hurry to say something.

2. Keep yourself detached from the role given.
3. Plant yourself to a particular point, bend or move excessively.
4. Use your hand excessively.
5. Avoid eye contact; roll your eyes/stare continuously.
6. Read out the written form of communication.
7. Answer urgently.
8. Be too fast / slow or shout unnecessarily.

2.2 Expressions used in different situations:

a) Self introduction and introducing others

● Good Morning! / Hello / My name is …….

● Good Morning! / Hi ……
● I have joined……
● I have Just moved……..
● I’m from…
● I work for…
● I am the new…..

b) Greeting and Leave taking

● Hi, how are you?

● Hello! 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!
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TELEPHONE ETTIQUTTE

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.

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
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subject correctly.
● Close the conversation with formal thanks.

Tips on Telephone Etiquette:

● Speak Clearly
● 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 Good morning/hello!
morning! Who is calling please?
Hello! Nice to hear from you.
This is…… May I ask who is speaking….?
Warming up
I’d like to speak Just a minute. I’ll put
to….. Could I speak you through.
to….? Hold on please.
I am calling on behalf I am sorry she’s not in.
of…… May I speak The line’s busy, will you hold?
with…..?
Giving I am phoning about….
the Could you give her a I will give her a message.
message message? I am afraid he is I shall pass on the message.
not in his seat. I am sorry he May I pass on the
isn’t in the office today information tomorrow…
I am sorry the line is very I will connect him to you right
bad….may I inform you away…
later
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 Have a good day… With pleasure…
Nice talking to you… Pleasure is mine…..

Sample Conversations:

1) A: My name is Reni. I’d like to speak to Anjuma, please. B:

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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.

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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Activity– III

CALL LAB

Understand
Intonation:

Stress and intonation blend together to lend charm to English speech. Intonation means variation of voice
or pitch or pitch fluctuation. By pitch fluctuation we mean that the pitch of the voice is continually in the
process of either falling or rising while we are talking. In fact, it never remains constant for more than a
fraction of a second. Pitch fluctuation is found in the speech of all communities. It is not a random
fluctuation but follows well-defined melodic patterns, which are meaningful.

Pitch
The pitch of the voice is determined by the frequency of the vibration of the vocal cords, i.e., number of
times they open and close in a second. The patterns of variation of the pitch of the voice (i.e., the fall or
the rise) constitute the intonation of a language.

Tune / tone shapes

The shape of a tune (tone) is decided by the number of important words in a word group and by the
attitude you wish to express. By important words we mean the words which carry most of the meaning in
a group.

Before we talk about the speakers’ attitude(s) let’s see what tunes you must learn to use while speaking
English.
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The Falling Tune

The falling tune is sometimes referred to 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 [ \ ]

The falling tune is normally used in:

1. Ordinary statements made without any implications, e.g.:

a. I ‘liked it ‘very much
b. It was ‘quite good

2. Questions beginning with a question-word such as what, how, where, why, etc., when said in a
neutral, way, e.g :
a. ‘Who were you talking to?
b. ‘What’s the matter?

3. Commands, e.g :
a. ‘Go and ‘open the window
b. ‘Take it a way

4. Question tags: when the speaker expects the listener to agree with him, e.g:
a. It’s pleasant today, isn’t it?
b. It was a ‘good film, wasn’t it?
c. The two most common pitch movements are:

Rising pitch yés

falling pitch yès

The rising tone

The rising tune is sometimes referred to 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, tune is normally used in :

1. Incomplete statements, e.g:

a. It’s seven O clock (and she hasn’t got up as yet).
b. I’ll buy you a dress (if I go there)

2. Polarity type questions which demand a yes/no answer, e.g.:

a. ‘Are they coming?
b. ‘Will you do it?

3. 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?

4. Greetings, partings, apologies, encouragement, e.g.:

a. Hello
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b. ‘Good bye
c. I’m so Sorry

The falling-rising tone

The last of the tunes that you must learn is 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. This tune can be
used either on one syllable or different syllables of a word or sentence. It can be illustrated thus:

The fall-rise can be marked in two ways. If the tune is used on one syllable it is marked [ ∨ ]Eg: Seventy

If the tune is used on different syllables of a word it is marked [\ /].

E.g. \ seventy.

If the fall-rise is used on two different words in a sentence it is marked as in the following example.
e.g. \That was/nice

Consider the following examples, in which the falling-rising tune is used to convey special implications,
e.g.:
a. I am ∨ waiting (so do hurry up)
b. I haven’t ‘much ∨ appetite (but I’ll join you to be polite)
c. The ‘houses are ∨ nice (but perhaps the people are not)
The tunes that we have described are called kinetic tunes, i.e., there is a pitch change on a particular
syllable. If a syllable is said on a level pitch it is said to have a static tone.

Rhythm
The rhythm of English is based on the contrast of stressed and unstressed syllables. The
rhythm may not be always there, but overall, it follows a musical unity. The following
sentences will give you an idea of how they are said. The stressed syllables are in capital
letters, but the unstressed parts are underlined, its rotation shows the “do-me-do-me” rhythm,
which is mentioned in Unit 4. Rhythm is most obvious in report English, such as news reports
and narration of a reading passage. While the most common narration we experience, such as
telling a children’s story, presents the most distinctive rhythm. Please note No. 10 in this
exercise to feel the rhythm of report English.

1. You can either walk or take the subway.

2. Well, they also come in smaller sizes.

3. In fact, both of my daughters live in Chicago.

4. You can either drive or take a bus.

5. I should be back no later than three.

6. I’ll give her the message as soon as she gets in.

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7. My brother and i used to fight all the time.

8. I’m so hungry i could eat a horse.

9. I guess a little exercise would do you good.

10. The human body is made to move and it works best when it gets regular exercise.

NEUTRALIZATION OF MOTHER TONGUE INFLUENCE

The 'accent neutralization', in speech training refers to the module in which the participant is
taught how to get rid of his/her MTI (Mother Tongue Influence). This kind of training is
mostly used in businesses where interaction with over-seas customers/clients is a prerequisite.
Accent means “an accent the world understands".

Steps for Neutralization of Mother Tongue

 Get familiar with the sounds of English, and learn about the International
Phonetic Alphabet. For example: “day” and “they”, or “bark” and “back”. Once
you become acquainted with the sounds, it will be priceless instrument to see frail
points and make them stronger.
 Keep in mind that in English there is no matching association amid letters and
sounds, as in different languages That is to say that the letter “p” for example doesn’t
entirely relate to the /p/ phoneme. The sound will change conditional on the syllable
where it is situated, on the intonation, and on the prior and following sounds.
 Practice translates into perfect. Once you get acquainted with the English phonemes
-this is how sounds are known, phonemes-, you need to train, not merely your accent,
but your ear. Study how to listen. Try to face the English language as often as possible.
A good idea is to remove subtitles from movies.
 Nothing beats a live show. For sure, in your town there’s an English studies group or
Institute that presents theater plays going on. They are amazing chances to mingle with
English speakers.
 Enjoy singing: This is your occasion. Get the lyrics of your favorite songs and, let
yourself go. Keep in mind to constantly be conscious of your accent and the sounds
you release.
Examples that show mother tongue or regional influence:
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Very/wary/vary
Friend/farend
The snacks are in the hall / the snakes are in the hole
Thirty / thiraty
HR / Yech R
There/dare
Matter/mutter
Want/won’t

The Consonant sound K is aspirated sound, which is to be pronounced like “kh”with puff of
air thrown out.

Examples:

Colour khalar

Contribute khantribute

Customer khustomer

Practice:

Difference between British and American pronunciation

Presented below are some differences between British English and America English lexis
(vocabulary), spelling, pronunciation, grammar, . However British and American English are
more similar than different.

Lexis (vocabulary) and spelling;

From the lists below, choose the pair of words that have the same meaning and identify them
as American English or British English.

A+Eng B+Eng

airplane - aeroplane

defense - defence
check - cheque
theater - theatre
tire - tyre
elevator lift
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Garbage rubbish
Vacation holiday
Truck lorry
Sweater jumper
cookie biscuit
French fries chips
line queue
parking lot car park
Silverware cutlery
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Pronunciation:

Americans and Britons agree in most cases on where a word in stressed. For example,
everyone says pencil and relax, cinema and consider, but the following words from the table
are stressed differently in the two dialects:

 ballet - BrE : ballet - AmE

 address - BrE : address * - AmE
 garage - BrE : garage - AmE
 advertisement - BrE : advertisement – AmE

The differences in pronunciation of the other words lie in the vowel sounds, not in differently-
stressed syllables. They are therefore more difficult to illustrate in writing without recourse to
phonetic script, which few people know. Their proununciations are illustrated therefore by
reference to common words with the same sound

 vase: vars as in cars (BrE) : vace as in face (AmE)

 route: root as in shoot (BrE) : route * as in shout (AmE)
 buoy: boy as in toy (BrE) : booey as in the French name Louis (AmE)
 ate: et as in let (BrE) : ate as in late (AmE)
 tomato: tomarto (BrE) : tomayto * (AmE)
 leisure as in pleasure (BrE) : leesure (lee as in she) (AmE)
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ICS Lab

Understand:

HOW TO MAKE A PRESENATION

Planning Your Presentation

Preparing a presentation can be an overwhelming experience if you allow it to be one. The

strategies and steps below are provided to help you break down what you might view as a
large job into smaller, more manageable tasks.

Step 1: Analyze your audience

The first step in preparing a presentation is to learn more about the audience to whom you'll be
speaking. It's a good idea to obtain some information on the backgrounds, values, and interests
of your audience so that you understand what the audience members might expect from your
presentation.

Step 2: Select a topic

Next, if possible select a topic that is of interest to the audience and to you. It will be much
easier to deliver a presentation that the audience finds relevant, and more enjoyable to research
a topic that is of interest to you.

Step 3: Define the objective of the presentation

Once you have selected a topic, write the objective of the presentation in a single concise
statement. The objective needs to specify exactly what you want your audience to learn from
your presentation. Base the objective and the level of the content on the amount of time you
have for the presentation and the background knowledge of the audience. Use this statement to
help keep you focused as you research and develop the presentation.

Preparing the Content of Your Presentation

Step 4: Prepare the body of the presentation

After defining the objective of your presentation, determine how much information you can
present in the amount of time allowed. Also, use your knowledge about the audience to
prepare a presentation with the right level of detail. You don't want to plan a presentation that
is too basic or too advanced.

The body of the presentation is where you present your ideas. To present your ideas
convincingly, you will need to illustrate and support them. Strategies to help you do this
include the following:
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 Present data and facts

 Read quotes from experts
 Relate personal experiences
 Provide vivid descriptions

And remember, as you plan the body of your presentation it's important to provide variety.
Listeners may quickly become bored by lots of facts or they may tire of hearing story after
story.

Step 5: Prepare the introduction and conclusion

Once you've prepared the body of the presentation, decide how you will begin and end the
talk. Make sure the introduction captures the attention of your audience and the conclusion
summarizes and reiterates your important points. In other words, "Tell them what you're going
to tell them. Tell them. Then, tell them what you told them."

During the opening of your presentation, it's important to attract the audience's attention and
build their interest. If you don't, listeners will turn their attention elsewhere and you'll have a
difficult time getting it back. Strategies that you can use include the following:

 Make the introduction relevant to the listeners' goals, values, and needs
 Ask questions to stimulate thinking
 Share a personal experience
 Begin with a joke or humorous story
 Project a cartoon or colorful visual
 Make a stimulating or inspirational statement
 Give a unique demonstration

During the opening you want to clearly present your topic and the purpose of your
presentation. Clearly articulating the topic and purpose will help the listeners focus on and
easily follow your main ideas.

During the conclusion of your presentation, reinforce the main ideas you communicated.
Remember that listeners won't remember your entire presentation, only the main ideas. By
reinforcing and reviewing the main ideas, you help the audience remember them.

Practicing and Delivering

Step 6: Practice delivering the presentation

Most people spend hours preparing a presentation but very little time practicing it. When you
practice your presentation, you can reduce the number of times you utter words and phrases
like, "um," "well," and "you know." These habits can easily diminish a speaker's credibility.
You can also fine-tune your content to be sure you make your most important points in the
time allotted.

In addition to planning the content of your presentation, you need to give advanced thought to
how you want to deliver it. Do you want to commit your presentation to memory, use cards to
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guide you, or read from a script? Or, you might want to use a combination of methods. To help
you decide, read the advantages and disadvantages of the four delivery methods described
below.

PRACRICE:

FOMAL PRESENTATIONS

Instructions for Designing a Formal Presentation

Your presentation should contain sufficient information so that, along with your
extemporaneous comments, others can understand the logic of your research project, the
methods used in the project, the results of your data analysis, and your conclusions. The
following information is a guide for your presentation, and it is based on the guidelines
provided for creating an abstract. Presentations are really just flushed out descriptions of a
person’s project abstract.

Presentations should be a talk, not a reading. Do NOT read verbs each of your slides if you’re
using PowerPoint. Use the software to give the audience some phrases or images to cling to;
then talk about them on your own!
Provide a Title (with your name below) – 1 slide

Abstract (1 paragraph, double spaced) – 1 slide

You do NOT need to read this during your presentation, nor is it always necessary.

Review of Literature: Briefly show that you’ve read/studied what others have said on your
topic! Summarize the major findings on important independent and dependent variables, listed
as key points (cite authors as needed). – 1 slide

Theory & Hypotheses: Discuss what you wanted to find out and what you thought you would
discover. Or, in other words: State your propositions and each hypothesis relevant to them.
Use as few slides as necessary without having your slides appear to be crowded.

Research Design: Show how you went about your research (observation, experiment, textual
analysis, interviews, etc.). Summarize your research design, but include all important aspects
regarding your sample, research method, and return rate. These can be listed as key points -
use as few slides as necessary without having your slides appear to be crowded.

Analysis of Data: Show your data and how you analyzed it. In scientific terms, state each
hypothesis, present the data in table form that you used in testing each hypothesis, and state
whether the hypothesis was supported (not proven!)
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Conclusions: Summarize your conclusions, particularly how your findings support or fail to
support your theory and any weaknesses in your research design and/or problems that you
encountered that may have affected your results.

References: If you cited research in a slide, include a list of your references – 1 slide

You don’t want viewers to have to squint at your slides, so adjust the font of the type to make
your information readable from a distance. Adjust the spacing of the information so that each
slide appears neat and orderly. Don’t run information between slides. Adjust the font or edit
the information so that each slide contains “1 unit” of information. Feel free to use slides
containing photographs, video clips, or other visual information useful in your PP
presentation. Your verbal comments will be a VERY important aspect of your PP presentation.

Obviously, your slides will point out bits of information; however, most of your slides will list
only key points, so your comments should serve to supplement the information on the screen
and take the audience through the important details of each section of your project. Your
comments should lead the audience through the data in any tables, explain what statistics
mean, and demonstrate how you reached your conclusions about each hypothesis being
supported or refuted. In short, structure your comments so that the audience understands the
logic and reasoning behind your research, your findings, and your conclusions. This advice
works for scientific research AND it works for any other kind of research being presented. In
essence, you want to discuss your project with your audience; use the slides to help the
audience stay with you.

Your presentation MUST NOT exceed 15 minutes. Plan your presentation for 10-12 minutes.
That way, if you run over slightly, you will still be within the 15 minute window. And, any
remaining time can be devoted to questions from the audience. The faculty Moderator will be
seated near you and will have several small cards to inform you how much time you have
remaining in your 15 minutes. Even if you have not finished your presentation, the Moderator
will have to stop you after 15 minutes. This will be embarrassing for your department, faculty
sponsor, and the College, but mostly embarrassing for you. So, practice your presentation
several times until you are certain that you will not exceed the 15 minute time frame. Feel free
to have some notes in front of you at the podium, but DO NOT read from these notes. Your
attention should be primarily focused on the audience and the slide on the screen as you
explain the information it contains.

Finally, you should be prepared to answer any and all questions about your project.
Remember, you know more about your project than anyone else. You are the expert, so, don’t
be nervous! Some of the questions may ask about how any problems you experienced may
have biased your results, what the implications of your findings are, or ask you to speculate
about some issues related to your research. If you don’t understand a question that is asked, it
is always better to ask for clarification of the question, rather than attempting to answer a
question that you don’t understand. (Plus, asking for clarification gives you time to think about
an answer!) Have a copy of your entire project paper on hand for quick reference.

Be sure to save your presentation, in whatever form you will be using, to an external memory
device in case of emergency.

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EXERCISE IV

CALL LAB

UNDERSTAND

LISTENING FOR GENERAL DETAILS

When you are listening for general content, the questions asked are called gist questions.
Usually the questions are provided to you before you listen to the passage.
In order to answer such questions, you need to understand:

 The general theme of the passage --- what is it about?

 The mood or tone of the passage --- is it happy? Sad? Ironic? irate
? Etc.
 Who the characters are -- if there are any, including the narrator
 What the content or setting is --- where is it happening?

HOW TO LISTEN FOR GENERAL CONTENT

When listening for general content pay attention to following.
Theme What is the passage really about? Do the examples support the
theme / argument?
Tone of the author Is she/he being ironic or straight forward? What mood is the
author in? Does the passage convey this? Does the tone seem
formal or
relaxed?
Range of What effect do these create? The choice of words can indicate
vocabulary used whether a passage is meant for an academic audience or one
composed of lay people. The words used can also make a passage
staccato, jarring or musical to the ear.
Characters Does the author let the characters speak for themselves instead of
telling the reader about them directly? What can you tell about the
speaker, author or narrator from the passage?
Context and setting Where is the thing being talked about happening? Under what
circumstances is it happening? Is it a railway announcement or a
classroom lecture? Would you hear it at a political rally or during
a
sports match?

Focus on the above when listening to people (on television, on radio, in internet videos, at
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debates, speeches, presentations, conversations, etc.) and you will have sharpened your ability
to listen for general content.

PRACTICE:
LISTENIG COMPREHENSION TEST
The Listening Comprehension section tests your ability to listen for basic interpersonal,
instructional and academic purposes.
During the test, you will hear recordings of different talks and discussions. Then, following
each audio, you will hear a question or a number of questions about what you just heard.
For each of the questions, read the four possible answers and choose the best answer by filling
in the space — see sample answer below — that corresponds to the letter of the answer you
have chosen.

ICS LAB

UNDERSTAND

PUBLIC SPEAKING

Public speaking is the process and act of speaking to a group of people in a structured, deliberate
manner intended to inform, influence, or entertain a listening audience. Public speaking is commonly
understood as face-to-face speaking between individuals and audience for the purpose of
communication. In short, being a good public speaker can enhance your reputation, boost your self-
confidence, and open up countless opportunities.

Tips for Public speaking

1. Know your audience – what do they care about?

2. The main takeaways that you want to present
3. Preparation – Research your topic
4. Audio Visual – Have a plan B.
5. Think positively.
6. Eye contact – Windows to other worlds
7. Opener – How you start sets the tone for the whole talk.
8. Own the stage.
9. Keep track of time.
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10. Summarize.

Exposure to structured talks:

1. Research a topic Good speakers stick to what they know. Great speakers research what they need to convey
their message.
2. Focus Help your audience grasp your message by focusing on your
3. Organize ideas logically A well-organized presentation can be absorbed with minimal mental strain.
Bridging is key.
4. Employ quotations, facts, and statistics of including them, but do use them appropriately to complement
your ideas.
5. Tell a story everyone loves a story. Points wrapped up in a story are more memorable, too!
6. Start strong and close stronger the body of your presentation should be strong too, but your audience will
remember your first and last words (if, indeed, they remember anything at all).
7. Incorporate humor knowing when to use humor is essential. So is developing the comedic timing to deliver
it with greatest effect.
8. Analyze your audience Deliver the message they want (or need) to hear.
9. Connect with the audience Eye contact is only the first step. Aim to have
10. Interact with the audience Ask questions (and care about the answers). Solicit volunteers. Make your
presentation a dialogue.
11. Exhibit confidence and poise these qualities are sometimes difficult for a speaker to attain, but easy for an
audience to sense.
12. Handle unexpected issues smoothly maybe the lights will go out. Maybe the projector is dead. Have a plan
to handle every situation.

CHECK YOUR PROGRESS:

TOPIC: Life without Internet:

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PRACTICE

Group Discussion

Introduction

A group discussion (GD) is a type of interactive, oral communication which takes place when
a group of people get together to discuss something. A group discussion can be informal or
formal. An informal group discussion occurs when a group of friends talk about things in
general at their college canteen, outside the classroom, at a bus stop or any other place; or
when a family talks about various things, or when a group of people talk about various
matters, such as sports, train travel, price rise, examinations, favorite film stars etc. In these
informal discussions, each one freely expresses his/her views on the subject. In formal
contexts, group discussions are increasingly used as a tool to identify candidates with the right
abilities, either for employment or for admission to various courses. As the term itself
suggests, a GD is a discussion, but most students misinterpret it to be a debate. What is
actually expected in a GD is participation in a systematic way on a particular topic finding a
solution to it...

The prospect of a GD tends to leave good number of participants petrified. You can get rid of
that feeling of fear by remembering you have experienced group discussions right from
childhood. Remember those heated discussions you had across the dinner table with family
members, friends and relatives? Consciously or unconsciously, they have helped you learn a
thing or two about discussing in a group. As a result, you would have often felt the desire to
prove that you were right and they were wrong. A bundle of angst would build within you.
Discard that feeling now. Remember, a GD is a discussion -- and not a debate -- between the
members of a group.

There are two kinds of GD. Structured and Unstructured Structured

GD is where each participant gets specific time to speak. Unstructured is anyone in the group
can speak at any point of time without disturbing general decorum.

Uses of a GD

1. To express important points about a given topic.

2. Telling facts about the topic with justification

3. To develop oratory skills

4. To drive fear away

5. To share opinions

6. To arrive at a positive conclusion

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The main areas of a GD are:

1. Subject knowledge about current affairs, politics, and social issues, and economic issues,
scientific and environmental problems.

2. Analysis will help to discard unimportant and irrelevant points

3. GD develops communication skills such as listening, language, expression, articulation and

pronunciation, verbal and non-verbal.

4. It develops leadership skills like initiation, assertiveness, self confidence, persuasiveness,

patience, body language and motivation.

5. Team management skills include adaptability, positive thinking, cooperation,

coordination and correcting attitudinal lapses.

Dynamics of GD

1. The opening of a GD should be attractive and direct the course of discussion.

2. Reasoning ability plays an important role.

3. Plan a strategy

4. The motivator or the leader of a group should roll the topic on, avoiding pauses.

5. The leader should see that bitter arguments and personal criticism are avoided

6. Understanding the topic from all possible angles

7. summing up is very important for a good GD

8. Proper body language and eye contact makes a GD effective.

9. Use position, reason, and example and position formula

Useful phrases of a GD

Agreeing: You are absolutely right∙

Disagreeing: I am sorry; I don’t see it in that way∙

Interrupting: Sorry, do you mind, if I say something here?∙

Dealing with interruptions: Could I just finish with what I am saying?∙

Asking for information: Would you mind saying a little more about it?∙

Adding more information: Another point I would like to make is…..∙ Do’s

of a GD
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● Listen to the speaker carefully

● Put your thoughts on paper
● Initiate the discussion if you are thorough with the subject.
● Support your point with some facts and figures.
● Give others a chance to speak and respect their contribution.
● Disagree politely.
● Do not forget to summarize, if you are the initiator.
Don’ts of a GD

● Sitting with crossed arms and legs.

● Throwing your body organs or limbs.

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● Fidgeting∙ Sitting stiff

● Scratching, pricking or rubbing
● Expressing anger or uncontrollable laughter
● Over speak or intervene without proper usage of vocabulary
● Argue or shout
● Erratic statistics
● Speak about intercultural or socio economic background of any
● Participant

A few expressions used in GD

Activity Expression

1. Lead the discussion *It is not difficult to understand the problem but…..

*The actual point of discussion is….

*Dear friend, don’t deviate

2. Draw someone into discussion *what is your opinion about this?

*Do you agree, if I say…?

*May I draw your attention…..?

3. Refocus the discussion *for instance or example

* I think we are drifting

4. Help someone to participate * Can you speak something…?

* Can you elaborate?

*Please continue…

5. Make suggestions *could you explain?

*Can you give details…?

6. Conclude *at the end, I say

* I will sum up

Discussion Topics

1. Disaster management is still a dream in India.

2. Why should only Gandhiji’s imprint be on currency?
3. Research is stealing.

4. Indians lack etiquette.

5. Women empowerment is a curse for mankind.
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EXERCISE- V

CALL LAB

UNDERSTAND

Listening for specific details

An important listening skill consists in being able to get the details of what you hear. Training
yourself to do this will help you not only in the classroom or at the workplace, but also in other
everyday situations.

Listening for details includes identifying specific words and phrases that help you
understand the finer points of what is being communicated. In daily life you will often
have to pass on the finer points of what is being communicated. In daily you will often
have to pass on messages with detailed information in order to prevent misunderstandings.
In the work place incomplete messages can often lead to inefficiency. If you do not
understand the finer details of what you are supposed to do, you could spend valuable time
trying to figure out the answers yourself or if you have misunderstood some details you
may make unnecessary mistakes.

Questions asking you for specific details of passages may be in a variety of formats;

*sentences completion

*correcting wrong information

*short answers to questions

*note taking, e.g., making lists

*labelling pictures or diagrams

*choosing the correct option(MCQ, true/false)

*gap filling ,e.g., writing information in a form

*matching tasks, e.g., linking views expressed and the people who said those things

The following exercises will help you train yourself to listen for detailed

information.

PRACTICE:
LISTENIG COMPREHENSION TEST

The Listening Comprehension section tests your ability to listen for basic interpersonal, instructional and
academic purposes.
During the test, you will hear recordings of different talks and discussions. Then, following each
audio, you will hear a question or a number of questions about what you just heard.

For each of the questions, read the four possible answers and choose the best answer by filling in the
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space — see sample answer below — that corresponds to the letter of the answer you have chosen.

ICS LAB

UNDERSTAND

INTERVIEW SKILLS

Introduction:

Life is full of challenges. To meet the challenges of professional life, one has to be familiar with many
skills to grab the attention of an interviewer, out of which Interview skills are the basic necessities to meet
up the future challenges with success. Either you are applying for a job or want to qualify an entrance
examination for a professional degree; you should have to be prepared in advance for an interview. An
interviewer always attempt to decide that why they should select you? If you can show your trust, your
confidence, your commitment, and appropriate skills, then you could win a successful future.

Interview is a form of oral communication. It’s one to one, or one to group interaction, where an applicant
proves themselves as a unique person to be the part of an organization.

Remember that interview is always pre-planned and structured. It’s a formal presentation between an
interviewer and an interviewee.

Planning – The Interview Process

Once you have sent your resume to a company and survived the weeding out process, your resume
typically gets passed along to the hiring manager.

Before the Interview

● Identify your strengths and weaknesses, goals, skills, etc

● Research the company
● Rehearse what you plan to say
● Practice answers to common questions
● Prepare questions to ask the employer

During the Interview

● Make sure you arrive a few minutes early

● Be aware of nonverbal communication. Sit up straight, look alert, speak clearly and forcefully, but
stay relaxed.
● Make good eye contact, avoid nervous mannerisms, and
● Try to be a good listener as well as a good talker. Smile!
● Follow the interviewer's lead, but try to get the interviewer to describe the position and duties to
you fairly early in the interview so that you can then relate your background and skills in context
● Be specific, concrete, and detailed in your answers. The more information you volunteer, the better
the employer gets to know you
● Offer examples of your work and references which will document your best qualities
● Answer questions as truthfully and as frankly as you can. Answer honestly, while trying not to say
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more than is necessary

After the Interview

● Take notes on what you feel you could improve upon for your next interview
● If offered the position, one to two weeks is a reasonable amount of time to make a decision. All
employment offers deserve a written reply whether or not you accept them.

Establishing Rapport

This is a very important part of the interview because while establishing rapport, first impressions are
made, and the tone of the interview is set. Some people suggest that the decision to hire is greatly
influenced by the first five minutes of the interview. A good interviewer will introduce him/herself, and
take the lead.

Exchange of Information:

It is your opportunity to let the interviewer know what you have to offer, and your chance to learn more
about the organization.

Closing the Interview:

When the interviewer is done gathering the information that is needed, he or she will ask if you have
anything to add, or if you have any questions. This is your opportunity to mentally review your inventory
of skills and make sure that you have communicated everything that you wanted to. If any of your
questions have not been addressed during the course of the interview, now is the time to ask them.

● Don't be discouraged if no definite offer is made or if no specific salary is discussed

● If you get the impression that the interview is not going well and that you have already been
rejected, do not let your discouragement show. Once in a while an interviewer who is genuinely
interested may seem to discourage you to test your reaction
● A typical interviewer comment toward the close of an interview is to ask if you have any
questions. Use those that you've prepared
● At the conclusion of your interview, thank your interviewer for his or her time and express your
interest in the position once again

Interview Preparation

Research is a critical part of preparing for an interview. Spend time researching and thinking about
yourself, the occupation, the organization, and questions you might ask at the end of the interview.

Know Yourself:

The first step in preparing for an interview is to do a thorough self-assessment so that you will know what
you have to offer an employer. It is very important to develop a complete inventory of skills, experience,
and personal attributes that you can use to market yourself to employers at any time during the interview
process.

Know the Occupation:

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The second step in preparing for an interview is to research the occupation. This is necessary because in
order to present a convincing argument that you have the experience and skills required for that
occupation, you must first know what those requirements and duties are. It is also in your best interest to
identify the approximate starting salary for that position, or those similar.

Know the Organization:

The more you know about an organization, the better prepared you will be to discuss how you can meet
its needs. Some of the characteristics that you should know about an organization are:

● Where is it located?
● How big is it?
● What are its products and who does it serve?
● How is the organization structured?
● What is its history?
● Have there been any recent changes, new developments?

Prepare Questions:

Try to think of questions for which the answer was not readily available in company literature. Intelligent
well thought-out questions will demonstrate your genuine interest in the position. Some sample questions
are:

● What future direction do you see the company taking?

● Where is the greatest demand for your services or product?
● How do you differ from your competitors?
● How much responsibility will I be given in this position?
● Can you tell me more about the training program?
● Have any new product lines been introduced recently?
● What criteria will be used to evaluate my performance?
● Will I work independently or as part of a team?
● What are the career paths available in this organization?

SAMPLE INTERVIEWS

Read the sample interview given below. Note how the interviews are conducted, the type
of questions asked:

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INTERVIEW FOR A JOB:

Candidate: May I come in sir.

Manager: yes, please come in. Good morning.

Candidate: Good morning sir, good morning ma'am.

Assistant manager: please sit down.

Candidate: thank you, sir.

Manager: could you begin by telling us about yourself.

Candidate: Mam I am from Myanmar, but grew up in Bangalore. I studied law. But I've
always had interest in books, which led to my carrier in the publishing industry.

Assistant manager: I assume you speak both Telugu and Kannada. Am I right?

Candidate: yes, sir, absolutely. I also speak Hindi.

Manager: why do you want to join our company?

Candidate: you're one of the leading publishers of law books in our country.

Manager: actually, the vacancy we have is for Pune. Would you be open to being based there?

Candidate: yes mam I am willing to relocate from Bangalore to any part of the country.

Assistant manager: could you tell us what kind of salary you expect.

Candidate: I am earning Rs 32,000 net in my current job; I think anything a little over that
should be okay.

Manager: well, thank you Mr. Vamsi Krishna. We’ll get back to you in a week time.

Candidate: Thank you ma'am.

PRACTICE:

Mock Interview

A typical mock interview is a practice job interview held with a professional career counselor.
A mock interview helps you learn how to answer difficult questions, develop interview
strategies, improve your communication skills and reduce your stress before an actual job
interview.

During a mock interview, the interviewer may use a semi-structured interview format rather
than asking a formal list of questions.
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In-Person Mock Interviews

You can make an appointment with a mock interviewer, and provide her with information on
either a specific company with whom you are interviewing, or your general career field.

The more specific information you can provide for your mock interviewer, the better. The mock
interviewer will often record the interview with a video camera.

After the mock interview (which usually lasts about 30 minutes), the interviewer will then review
the interview with you, and provide feedback.

Examples of Mock Interview Questions

The questions asked during a mock interview are typically the more general employer interview
questions that are asked during a first round or screening interview.

For example, if you are searching for a tech job, the interviewer can ask a series of tech interview
questions to familiarize you with the types of questions that will be asking and to help you frame
good responses.

If you're interviewing for a summer job, as another example, the interviewer can ask you the same
questions you will be asked by the people who hire for summer positions.

Do take the time to prepare responses to the questions you will be asked during a mock interview.
This is an opportunity to practice interviewing and to make sure that you have the interview
skills to make the best impression on your interview.

How to Prepare for a Mock Interview

Be sure to take your mock interview as seriously as you would an actual interview. Get ready for
the interview just as you would for an interview with a hiring manager:

 Arrive 10 - 15 minutes early, and bring your resume and any other materials you would
bring to a real interview.
 Bring a notebook to take notes on what your mock interviewer tells you.
 Dress in professional interview attire.

You should also prepare answers to general interview questions before arriving. Mock interviews
are an ideal way to practice for real job interviews, because you are in a situation that mirrors an
actual interview with a company. When you review your interview with the interviewer, you'll be
able to modify your responses and interview behavior, if necessary.

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Online Mock Interviews

Another option for mock interviewing, is utilizing an online program or application. Online
practice interview programs provide job seekers with a pressure-free way to prepare and practice
for upcoming job interviews. Some of these programs are very basic; users are given a series of
random interview questions (either verbally or in writing) and type in answers. While these
programs get users thinking about how to answer various questions, they do not allow users to
practice verbalizing responses.

More sophisticated interview practice programs allow users to select questions related to their
particular career field or the type of interview for which they are preparing (i.e . behavioral
interview, group interview, etc.). A pre-recorded video of a mock interviewer asks a series of
questions; the user must then orally answer each question.

Sometimes users are given a time limit, so they learn to answer questions concisely. The program
will record these audio answers, or users may be able to record themselves via webcam. After the
simulated interview, the user can review his recording, or email the file to a friend, family
member, or career counselor for review.

Some programs even allow users to conduct live online interviews via webcam with actual career
counselors. The interviewer records the interview and then critiques the user's performance.

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Team Building
When individuals with similar interest, attitude, and taste come together to work for a common objective,
a team is formed. Every individual contributes equally and performs his level best to meet the team targets
and achieve the organization’s goal. Team members strive hard to live up to the expectations of others and
successfully accomplish the assigned task. A team cannot do well unless and until each and every member
is focused and serious about his responsibilities. For every team member, his team should come first and
everything else later. Personal interests must take a backseat.

Every individual must feel motivated to perform his level best. Never impose things on anyone; instead,
the individuals must take the initiative on their own. They should come forward and accept the challenge.

What is Team Building?

Team building refers to the various activities undertaken to motivate the team members and increase the
overall performance of the team. You just can’t expect your team to perform on own. A motivating factor
is a must. Team Building activities consist of various tasks undertaken to groom a team member, motivate
him and make him perform his best.

Any individual performing exceptionally well must be appreciated well in public. He feels happy and
motivated to perform even better the next time. If any team member has come out with a unique idea; treat
him with anything that makes him happy. Never criticize any team member or demotivate him if he has
failed to perform. Ask him to “Buck up”.

Tips for team building in corporate:

▪ The team leader plays a very important role in binding his team together.
▪ Invite suggestions from your team members.
▪ Go out for lunch or movies with your entire team once in a while.
▪ Keep a day separate for team building activities preferably the weekends.
▪ Motivate your team members to share responsibilities among themselves at the workplace.
▪ Always ask your team members to first discuss things among themselves before escalating it further.
▪ Encourage morning meetings at workplace so that all the team members can assemble to discuss the
agenda of the day.
▪ Team members must take their lunch together at work

Tips to be a good team leader:

▪ Try to make them realize their mistakes without being rude or harsh.
▪ Accept the responsibilities only if you have interest in the same.
▪ Your performance will not be affected if you help your team members and be a little more cooperative.
▪ A team member must avoid playing blame games or dirty politics at the workplace.
▪ A professional must develop the habit of using planners and organizers at work to set reminders against
the desired date and time.
▪ An individual must be transparent with his colleagues.

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▪ Adopt a friendly attitude at work.

▪ Be a good communicator.
▪ One has to be disciplined at work.
▪ Take care of your dressing also.
▪ A team member should be organized.

Leadership

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Leadership is the ability of an individual or a group of individuals to influence and guide followers or other
members of an organization.

Leadership involves making sound -- and sometimes difficult -- decisions, creating and articulating a clear vision,
establishing achievable goals and providing followers with the knowledge and tools necessary to achieve those
goals.

Leaders are found and required in most aspects of society, from business to politics to region to community-based
organizations.

An effective leader possess the following characteristics: self-confidence, strong communication and management
skills, creative and innovative thinking, perseverance in the face of failure, willingness to take risks, openness to
change, and levelheadedness and reactivates in times of crisis.

Qualities of a Leader

● Personality: A pleasing personality always attracts people. A leader should also friendly and yet authoritative
so that he inspires people to work hard like him.

● Knowledge: A subordinate looks up to his leader for any suggestion that he needs. A good leader should thus
possess adequate knowledge and competence in order to influence the subordinates.

● Integrity: A leader needs to possess a high level of integrity and honesty. He should have a fair outlook and
should base his judgment on the facts and logic. He should be objective and not biased.

● Initiative: A good leader takes initiative to grab the opportunities and not wait for them and use them to the
advantage of the organization.

● Communication skills: A leader needs to be a good communicator so that he can explain his ideas,
policies, and procedures clearly to the people. He not only needs to be a good speaker but also a good
listener, counsellor, and persuader.

● Motivation skills: A leader needs to be an effective motivator who understands the needs of the people and
motivates them by satisfying those needs.

● Self-confidence and Will Power: A leader needs to have a high level of self-confidence and immense will-
power and should not lose it even in the worst situations, else employees will not believe in him.

● Intelligence: A leader needs to be intelligent enough to analyze the pros and cons of a situation and take a
decision accordingly. He also needs to have a vision and fore-sightedness so that he can predict the future
impact of the decisions taken by him.

● Decisiveness: A leader has to be decisive in managing his work and should be firm on the decisions are taken
by him.

● Social skills: A leader should possess empathy towards others. He should also be a humanist who also helps
the people with their personal problems. He also needs to possess a sense of responsibility and accountability
because with great authority comes great responsibility.

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Leadership Styles

● Autocratic leadership style: It refers to a leadership style where the leader takes all the decisions by himself.

● Democratic leadership style: It refers to a style where the leader consults its subordinates before taking the
final decision.

● Laissez-faire or Free-rein leadership style: It refers to a style where the leader gives his subordinates
complete freedom to take the decisions.

Characteristics of leadership:

1. There must be Followers

2. Working Relationship between Leader and Followers
3. Personal Quality
4. Reciprocal Relationship
5. Community of Interests
6. Guidance
7. Related to a Particular Situation

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