B.A. (Gen. English)

DEGREE FIRST YEAR, ENGLISH LANGUAGE
SEMESTER -1, PAPER -1
LESSON WRITERS
1. Prof. M.Suresh Kumar,

Professor of English, Acharya Nagarjuna University
.
2. Dr. N. Vijaya Bhaskara Sarma,
SR & BGNR Government Arts & Science College,
Khammam , Telangana.
3. Dr. Inturi Kesava Rao,

TRR Government College, Kandukur
Prakasam district
4. Dr. Ashok Vardhan Garikimukku,

DVR & Dr. HS MIC College of Technology
Kanchikacherla, Krishna district
5. Dr. K.V. Koteswara Rao,

Lecturer in English, GDC, Banaganapalle, Kurnool District.
EDITOR
Prof. M. Suresh Kumar,

M.A, M.Ed, M.Phil, P.G.D.T.S, Ph.D
Professor of English, Acharya Nagarjuna University

.
DIRECTOR
Dr. NAGARAJU BATTU

MBA. MHRM. LLM. M.Sc. (Psy). MA (Soc)., M.Ed., M.Phil., Ph.D
CENTRE FOR DISTANCE EDUCATION
ACHARAYA NAGARJUNA UNIVERSITY
NAGARJUNA NAGAR – 522 510

Ph: 0863-2293299, 2293214, Cell: 9848477441
0863-2346259 (Study Material)
Website: www.anucde.info
e-mail:[email protected]
DEGREE I YEAR – ENGLISH, SEMESTER-1
First Edition: 2021

No. of Copies:
(C) Acharya Nagarjuna University
This book is exclusively prepared for the use of students of degree I year General
English, Centre for
Distance Education, Acharya Nagarjuna University and this book is meant for limited
circulation only.
Published by :
Dr. NAGARAJU BATTU,
Director
Centre for Distance Education, Acharya Nagarjuna University
Printed at:
FOREWORD
Since its establishment in 1976, Acharya Nagarjuna University has been forging ahead in the
path of progress and dynamism, offering a variety of courses and research contributions. I
am extremely happy that by gaining ‘ ’ grade from the NAAC in the year 2016, Acharya
Nagarjuna University is offering educational opportunities at the UG, PG levels apart from
research degrees to students from over 443 affiliated colleges spread over the two
districts of Guntur and Prakasam.
The University has also started the Centre for Distance Education in 2003-04 with the aim of
taking higher education to the door step of all the sectors of the society. The centre will be a
great help to those who cannot join in colleges, those who cannot afford the exorbitant fees as
regular students, and even to housewives desirous of pursuing higher studies. Acharya
Nagarjuna University has started offering B.A., and B.Com courses at the Degree level and
M.A., M.Com., M.Sc., M.B.A., and L.L.M., courses at the PG level from the academic year
2003-2004 onwards.
To facilitate easier understanding by students studying through the distance mode, these
self-instruction materials have been prepared by eminent and experienced teachers. The
lessons have been drafted with great care and expertise in the stipulated time by these
teachers. Constructive ideas and scholarly suggestions are welcome from students and
teachers involved respectively. Such ideas will be incorporated for the greater efficacy of
this distance mode of education. For clarification of doubts and feedback, weekly classes and
contact classes will be arranged at the UG and PG levels respectively.
It is my aim that students getting higher education through the Centre for Distance
Education should improve their qualification, have better employment opportunities and in
turn be part of country’s progress. It is my fond desire that in the years to come, the Centre
for Distance Education will go from strength to strength in the form of new courses and by
catering to larger number of people. My congratulations to all the Directors, Academic
Coordinators, Editors and Lesson- Writers of the Centre who have helped in this endeavour.
Prof. P. Raja Sekhar

Vice-Chancellor (FAC)
Acharya Nagarjuna University
English Praxis Course 1
A COURSE IN COMMUNICATION AND SOFT
SKILLS
Learning outcomes:
By the end of the course, the learner will be able to
1. Use grammar effectively in writing
2. Demonstrate the use of vocabulary
3. Demonstrate an understanding of writing skills
4. Acquire an ability to use Soft skills in professional and daily life
5. Confidently use the communication skills
Unit 1 Listening Skills
Unit 2 Speaking Skills
Unit 3 English Grammar
Unit 4 Writing Skills
Unit 5 Soft Skills
Semester end Exam pattern :

Five questions from five units with internal choice and each unit carries 14
marks.
30 marks for Internal Exams/Assignments
70 marks for final semester End Exam.
TABLE OF CONTENTS
UNIT LESSON NUMBER

NUMBER
Lesson 1 Listening Skills 1.1-1.3

Lesson 2 Types of Listening 2.1-2.3
UNIT 1
Listening Lesson 3. Barriers to Listening 3.1-3.3
Skills Lesson 4. Effective Listening 4.1-4.5
Lesson 5. Sounds of English 5.1-5.8

Lesson 6. Vowel sounds 6.1-6.8
UNIT 2 Lesson 7. Syllable 7.1-7.5
Speaking
Skills Lesson 8. Accent and Rhythm. 8.1-8.5
Lesson 9. Word Stress 9.1-9.5
Lesson 10. Intonation 10.1-10.6
Lesson 11. Vocabulary 11.1-11.14
Lesson 12. Parts of Speech 12.1-12.7
UNIT 3 Lesson 13. Sentences, Clauses and Phrases 13.1-13.3
English Lesson 14. Concord, Modals and Tenses 14.1-14.11
Grammar Lesson 15. Articles, Prepositions and Question Tags 15.1-15.9
Lesson 16.Transformation of Sentences 16.1-16.10
Lesson 17. Common Errors 17.1-17.10
UNIT 4 Lesson 18. Punctuation 18.1-18.4

Writing Lesson 19. Spelling 19.1-19.5
skills Lesson 20. Paragraph writing 20.1-20.5
Lesson 21. Soft skills and SWOC 21.1-21.6

UNIT 5 Lesson 22. Attitude and Emotional Intelligence 22.1-22.6
Soft skills Lesson 23. Telephone Etiquette 23.1-23.4
Lesson 24. Interpersonal skills. 24.1-24.4
Model
Paper Exam Pattern 25.1-25.2
Errata
Unit-1 LISTENING SKILLS
Lesson 1
Listening Skills
Structure of the lesson

1.1.Objectives of the lesson
1.2.Introduction
1.3.Hearing vs Listening
1.4.Purpose of Listening
1.5.Summary
1.6.Questions
1.1.Objectives of the Lesson

 Having completed the lesson, the learner differentiates hearing and listening.
 S/he will be able to understand the importance of listening and purpose of listening.
1.2. Introduction
Human beings are engaged in communication to understand one another.
Communication may be oral/ written. In the process of communication, listening is a skill
through which one improves one’s ability of understanding the exchange of information
effectively. All that is heard by a listener is not listening. Listening is an activity where the
listener puts his/her effort to understand the message being spoken by the speaker with great
interest.
1.3. Hearing vs Listening

Hearing is generally a perception, a physical activity. It requires no attention but
involves physical mechanism because it is absolutely mechanical in nature. Listening is a
thoughtful attention of hearing the message. Listening is not just hearing the speaker but
paying complete attention to understand both verbal and non-verbal messages often being
spoken by people. Listening is a process that involves receiving, understanding, evaluating,
remembering and responding to the message being spoken by the speaker consciously,
actively and systematically. Listening requires a perfect coordination between the ears and
the brain, which consequently results in decoding the message of the speaker. Listening
requires regular practice and effort to improve our skill of listening. Author Marvin Gottlieb
cites there are four elements of good listening. They are: Attention, Hearing, Understanding,
and Remembering. (“Managing Group Process”, Prager, 2003)
Activity-1
Identify the examples for hearing and listening in the following situations.
1. As Venu was talking to Srinu on phone, there was the sound of traffic at the
background. (Venu)…………
2. Ramya is giving a lecture in the conference room and Shyam is one of the
participants. (Shyam) ………….
Centre for Distance Education 1.2 Acharya Nagarjuna University
3. Steve was working on the computer. The children were making noise.
(Steve)…………..
4. When you are studying for the final examination, the fan above you is making noise.
(You) ………
5. Simran is playing her favourite song on gana.com. (Simran) ……….
(This activity is extracted from ‘Skills Enrich: A Course in Communication and Soft
Skills’ Page No.1)
Activity-2
Following are some differences to be identified by the learner after discussing with your
classmate or a fellow learner.
Hearing Listening
Ability Skill
Physiological process Psychological process
Passive Active
Requires no effort and attention Requires effort and attention
Perception of sound Understanding of sounds
(This activity is extracted from ‘Skills Enrich: A Course in Communication and Soft Skills’
Page No.1)
Activity-3
Fill the following blanks either with ‘hear’ or ‘listen’.
1. He has been carefully …………….. to the lecture.
2. As I came out, I …………….the explosion of a bomb.
3. Have you …………….any noise now?
4. ………… to the tune carefully. Don’t you think the singer copied it somewhere?
5. When did you ……………. this song for the first time?
6. As Harsha was climbing stairs, he ………… footsteps behind him.
7. I can’t …………. you. Could you please speak a bit louder?
8. ……………….., what’s that sound? Can you ………………. It?
9. Priya was .……………, intently to what Karen was saying.
10. I’m sorry. I wasn’t really………………
1.4. Purpose of Listening

Listening has been an important skill to achieve any kind of goal in one’s life. It is an
essential activity at every corner of life. It lays foundation to good communication. A listener
requires two components of active listening at workplace: attention and reflection. Attention
involves holding eye contact, nodding, having good posture, and imitation of the speaker’s
body language showing genuine interest, allowing the speaker to finish his/her talk by non-
verbal cues. Reflection is, in other words, repeating and paraphrasing of what the speaker
says in order to make him understand that you are listening to him. For example: An
GENERAL ENGLISH 1.3 LISTENING SKILLS
interviewee fails if he/she doesn’t listen to the question asked by the interviewer. Similarly, a
student doesn’t do well in the examinations unless he/she listens to the content from the
teacher in the class. A popular notion is that listening takes 40-50% of the time is spent in
communication compared to other skills like speaking, reading and writing.
Activity-4
Tell your partner, which among the following you think that ‘listening’ is necessary for and
why.
1. Learning knowledge
2. Understanding what others are saying
3. Understand attitude and behaviour of the speaker
4. Communicate better
5. Improve relations
6. Improve negotiation skills.
Page No.2)
1.5. Summary of the lesson

Importance of listening enables the listener to differentiate hearing and listening process. The
listener understands the purpose of listening and also understands the relation between the
speaker, the listener and the content.
1.6. Questions
1. What is the difference between hearing and listening?
2. How many elements of listening are there? What are they?
3. What is purpose of listening?
4. What is the use of practicing the activities of listening?
5. What are the essential factors involved in hearing and listening?
Reference Books
1. Prof. Hari Prasad. et.al. Skills Enrich, English Praxis Course-1: A Course in
Communication and Soft Skills. Guntur: Maruthi Publications, 2021.
2. Puspa Lata & Sanjay Kumar. Communicate or Collapse: A Handbook of Effective
Public Speaking, Group Discussions and Interviews. New Delhi: PHI (P) Ltd., 2010.
***
Lesson Writer
K.V.Koteswara Rao,
Lecturer in English,
GDC, Banaganapalle,
Kurnool District. A.P.
Lesson 2
Types of Listening
2.1. Objectives of the lesson
2.2. Introduction
2.3. Appreciative Listening
2.4. Empathetic Listening
2.5. Comprehensive Listening
2.6. Critical Listening
2.7. Summary
2.8. Questions

 To understand the emphasis of listening and gets an awareness of the types of
listening.
 To understand how to be focused while listening to the speaker with a specific
purpose.
 To make the speaker feel comfortable that the listener shows interest in his/her
speech.
2.2. Introduction
Every listening activity has its purpose. The most important function of listening is to
understand the message thoroughly from the speaker. Adrian Doff classifies listening into
two types: Casual Listening and Focused Listening (‘Teach English: A Training Course for
Teachers Course’).
Casual listening refers to just hearing without any particular purpose, Focused
listening refers to hearing with a specific purpose. It is evident that the listener doesn’t
concentrates on what the speaker says since he/she doesn’t reproduce the content to anywhere
else. If the listener listens with a purpose, he/she needs to listen the content with great interest
or focused listening as he/she needs to reproduce the content somewhere else. For example:
A student ought to listen to the professor with utmost care and interest because he/she needs
to reproduce the content in his/her examination. Knowing different types of listening skills
may strengthen the listener improve his/her ability to critical thinking and evaluation skills.
Listening skills can be classified into several types. Following are the four main types of
listening skills.
2.3. Appreciative Listening

Appreciative Listening is as same as Casual Listening. In this process of listening the
listener listens to the content or message to appreciate it after he/she enjoys it thoroughly. In
this connection, the listener not only listens to specific tune to be improved but also listens to
many unnecessary sounds. We also find people often listening to a learned man’s lecture on
the existence of GOD or on a motivational lecture. Sometimes, we also need to make
distinction between a music director listening to a song after the recording is completed and
some other from the audience has also listening to the same song. The music director on the
other hand gives maximum attention in improving the tune of the recorded song further is all
come under emphatic listening.
Activity-1
Ask your classmates what they have listened to recently, may be a joke/ a song/ a speech/ a
lecture etc.
Page No.5)
2.4. Empathetic Listening

Emphatic listening requires great empathy while listening to any message or content
from the speakers because of the problems they face in their individual lives and want to
share those problems with others. In empathetic listening the listener tries to identify
himself/herself with the speaker by understanding the situation of the speaker. It is otherwise
understood as the listener steps into the shoes of the speaker to get better understand what
they speak. The listener being the empathizer of the situation will be able to advise the
speaker towards solving their problems.
Activity-2
Identify yourself, when did you listen to the speaker with empathy last time? Talk
about that situation with your classmates. Do not mention their names while talking to your
classmates.
Page No.6)
2.5. Comprehensive Listening

People watch television for news and shows/movies or sometimes listen to music
from radio. It doesn’t mean the listener listens for entertainment, but to have an awareness
about what happening around us. This type of listening is called comprehensive listening. For
example, how does a student listen to his/her professor while the professor was giving his/her
lecture? The way the student listens to the professor is the comprehensive listening. This type
of listening needs not only attention but also active participation to understand the content
completely.
Activity-3
Watch any video on ‘Personality Development’ on YouTube and tell your friends the gist of
the video.
Page No.6)
2.6.Critical Listing
In this type of listening the listener listens to all parts of the content of the speaker
carefully and evaluates what he/she hears. The listener needs to have some background
knowledge about the topic that he/she has listened to analyze the message. The topic that is
listened to by the listener at seminars, workshops, symposiums etc. is a suitable example for
critical listening.
Activities-4
Listen to an audio/video lecture of any Professor and analyze the video by discussing it with
your classmates.
GENERAL ENGLISH 2.3 Types of Listening
2.7.Summary
Listening is not a casual activity but a voluntary activity with great focus on the content
spoken by the speaker. Appreciative listening, Empathetic listening and Critical listening are
the main types of listening. Each type of listening have their own emphasis in understanding
the listening as an important function of communication.
2.8. Questions
1. What are the types of listening?
2. What is appreciative listening?
3. What is empathetic listening?
4. What is critical listening?
Reference Books
***
Lesson Writer
K.V.Koteswara Rao,
GDC, Banaganapalle,
Unit-I LISTENING SKILLS
Lesson 3
Barriers to Listening
3.2. Introduction
3.3. Physical Barriers
3.4. Linguistic Barriers
3.5. Psychological Barriers
3.6. Summary
3.6. Questions

 To identify the various types of barriers to listening.
 To maintain clear understanding the content by avoiding the barriers of listening.
3.2. Introduction
A barrier to listening is anything that disturbs the process of listening without
recognizing and understanding the message being received from the speaker. There are a few
barriers of listening discussed here as:
3.3. Physical Barriers

It is learnt that listening requires a conscious act of attention and orientation to have
an effective communication. In this process, factors like place of communication, the medium
of communication, the environment effect on the listening along with noise, poor acoustics,
malfunctioning of the mechanical devices used in the communication and frequent
interruptions are a few physical barriers of listening.
Physical conditions such as fever, pain or any other bodily related problems effect the
listening process. Sometimes, physical disability particularly hearing disability becomes a
great disturbance to listening. At times, the speakers accent also becomes a barrier.
Activity-1
The following activity helps to identify, source of disturbance:
1. A teacher in an online class continues to talk unmindful of the fact that her
microphone is on mute.
2. A student in an online class cannot join the session due to erratic network which is a
result of bad weather and thunderstorm.
3. The teacher has just shifted from the Zoom platform to the Google meet platform and
is confused with the audio settings.
4. A commuter pillion riding on a bike cannot listen to the details via the phone call.
5. The participants seated in the last row at the auditorium cannot listen to the keynote
lecture.
6. A student cannot pay attention to the class lecture because he is excited about the
winning of the cricket match.
7. Protesters at a rally cannot listen to their representative, who is speaking without a
microphone.
Discussion
Listening takes place everywhere as it does not happen in a barrier free zone. The
devices, networks, the connections that bring the sound can also sometimes obstruct listening.
Sometime, distance from the source of the sound, movement of waves if any may also
become barriers to listening.
3.4. Linguistic Barriers

The language of the communication may also become a barrier to listening sometimes
if the speaker speaks in a foreign language which is not known by the listener. Linguistic
barrier is there in the listening comprehension for centuries together.
Activity-2
Find out the linguistic barriers in the following statements.
1. Employees experience difficulty in making notes while their new manager, who
comes from a different region, makes a presentation of the project.
2. I don’t understand English movies. The characters speak very fast.
3. The hall is so crowded. We don’t understand what the speaker is saying.
4. He is from South India. I don’t understand his Hindi.
5. I don’t understand the speaker because he uses very complex sentences.
6. I have never heard the words he uses in his speech. I can’t understand him.
7. I don’t have any idea about nuclear physics. How can I understand his speech though
I know English?
Page No.9)
Discussion
If we do not have knowledge about a language, we will not understand what the
speaker says all about anything. A listener needs to have sufficient knowledge of
pronunciation and vocabulary of the language to understand the structure of the sentence and
to interpret its context. The listeners’ knowledge of the language is low, he/she can not
understand what the speaker does speak, not only that the dictionary meaning of a word may
be different from the contextual meaning of the spoken sentence. The linguistic ability may
allow the listener understand the language and interpret according to the needs of the listener,
probably, at seminars/conferences etc. some other speakers speak very fast; consequently the
listener may not follow the language and interpret the context. All these factors, therefore,
make listening difficult.
3.5.Psychological Barriers
Some psychological factors may also influence our listening. For example, we are
forced to a lecture for which we do not have any interest, then it is obvious that we cannot
concentrate on the lecture and we will not understand the content and context of the lecture.
Such barriers are called psychological barriers.
Activity-3
The following are different states of mind of a student. Which of them enhance his/her ability
of listening to the teacher in the class and which of them impair his/her ability of listening?
1. Lack of interest in the subject.
General English 3.3 Barriers to Listening
2. Got a higher grade in the subject.

3. Unhappy because of the loss of a pet.
4. Excited about winning a cricket match.
5. Likes the teacher.
Page No.11)
Discussion
It is true that some of the psychological factors that influence listening are lack of
interest, attitude, impatience and over-enthusiasm.
a) Unless one is interested in the speaker or in the topic, one cannot concentrate on the
speaker.
b) Sometimes the attitude towards a person matters when we are listening to him/her.
Negative attitude towards the speaker may lead to misunderstanding the content being
spoken by the speaker. If we like the speaker then we cooperate with him so much
that even if he/she makes negative comments about us, we try to adjust with him/her
by convincing ourselves.
c) Excitement/stress about something will also affect listening. For example, someone is
stressed because of losing a job or losing a match or having a surgery, one may not
focus on what he/she is listening, because anxiety levels always affect listening
comprehension.
d) Speed thinking is usually faster than the speed speaking. A speaker cannot speak as
fast as his message is understood by the listener and so a listener may involve in
other activities while listening to the speaker.
3.6.Summary
Obstruction/barriers to listening are many but a few are reasonably discussed here in
this lesson for better understanding of the lesson. The physical barriers, linguistic barriers,
psychological barriers are explained with appropriate discussions following each of the
barriers.
3.7.Questions
1. How many barriers of listening are discussed in the listen? What are they?
2. What are physical barriers to listening?
3. What are the linguistic barriers to listening?
4. What are the psychological barriers to listening?
Reference Books
***
Lesson Writer
K.V.Koteswara Rao,
GDC, Banaganapalle,
Kurnool District. A.P
Lesson 4
4. Effective Listening
4.2. Introduction
4.3. What makes listening effective?
4.3.1. Preparation
4.3.2. Physical factors
4.3.3. Conscious attempt
4.3.4. Conclusion
4.4. Characteristics of a good listener.
4.5. Summary
4.6. Questions

 To be able to understand what is effective listening.
 To have an idea about what makes listening effective.
4.2. Introduction
We have essential information to be an effective listener in the previous lessons: The

importance of listening, Types of listening and Barriers to listening. In the present lesson one
learns to know what makes effective listening and how to become an effective listener by
training oneself.
Activity-1
A student generally moves forward to hear the lecture in a large class along with the required
stationery, takes notes for the important point being spoken by the professor.
What makes the student move forward in the class? Choose from the options bellow:
a) The student wants to listen to the lecture.
b) The student makes necessary arrangements to listen to the lecture.
c) The student wants to take notes for the future use.
d) The student wants to establish eye contact with the speaker.
e) The student is motivated and eager to learn from the listening activity.
Page No.14)
All of the options are important and we shall understand them in detail.
4.3. What makes listening effective?
One makes oneself an effective listener following a few important factors. They are a)
Preparation, b) Physical factors, c) conscious attempt to listening and d) conclusion to
listening process.
4.3.1. Preparation
One needs to prepare well by doing the following activity to be an effective listener.
Activity-2
Mr. Ramesh is invited to attend a talk on “The role of Indian programmers in the
making of a Hollywood movie.’ He has accepted the invitation and is ready to attend the talk
at 10 AM in the next morning. Could you help Mr. Ramesh make himself resourceful for the
talk? Why don’t you give numbers to the events to be followed by Mr, Ramesh towards
organize them himself?
1. Ramesh reads up a letter on Hollywood movies.
2. Ramesh tries to research about Indian Programmers in Hollywood.
3. Ramesh looks up for the speaker’s details and listens to the speaker’s past
presentations.
4. Ramesh organizes his stationery, picks his pen and stacks along with it a notebook for
the next day.
5. Ramesh enriches his vocabulary by making a list of words and phrases relevant to the
topic.
Page No.14)
It is evident from the above list that Ramesh equips himself ready to listen to the speaker by
having an idea of the speaker’s past speeches. Listening to the speaker’s past presentations
makes Ramesh to have an idea about the type of vocabulary used by the speaker. This
preparation helps him allow to gauge the speaker’s language and have thorough
understanding of the topic because a prepared listener is a speaker’s delight. He can
contribute actively to the speaker’s talk and reflect substantially.
4.3.2. Physical factors

To understand physical factors, the listener needs to do the following activity.
Activtiy-3
A meeting of student volunteers for the Akshara Initiative was taking place. Ms.
Maya a student volunteer was supposed to draft the minutes of the meeting but Maya got
struck in midst of heavy traffic and therefore she couldn’t do it on time because she could not
reach the place on time and find a place to sit for herself except the last seat at the end of the
table. Ms. Maya hardly listen to the proceedings and discussion. She had been constantly
disturbed by the other student who blocked her view of the members and leaned forward
making it difficult for her to locate the source of the sound. Maya could note details from a
few members who rendered themselves visible but other conversations remained unattended.
Ms. Maya’s draft was incomplete and inconclusive.
Match the correct reasons for Maya’s failure to draft the minutes of the meeting basing on the
above given situation.
1 Ms. Maya was late A she was seated at the end of the table.
2 She heard on part of the B blocking her view

proceedings
3 The students were leaning C inconclusive and insubstantial

forward
General English 4.3 Effective Listening
4 She was able to note details D while other conversations remained

inaccessible
5 The minutes of meeting remained E because she got delayed
Page No.15)
The preparation made by ourselves towards listening motivates us to listen the

speaker effectively. The listener must attend the program early so as to enable himself/herself
pay maximum attention to listen to the speech. In a physical situation, the organizers
sometimes conduct a trail run to check the acoustics to fix appropriately which helps the
listener to find the best place to sit and listen the speaker because enthusiastic listeners bring
out the best from the speaker’s performance.
4.3.3. Conscious attempt

We generally listen to the speaker for our better understanding of the content with full
attention, sometimes selectively listen. Conscious attempt to listening helps us understand the
content in tact without losing any information. Understanding information is very important
in listening to the speaker, sometimes we may encounter situations where listening can be
hampered. In this process of listening we need to be conscious and listen effectively.
Activity-4
Here is an activity to establish how to be a make a conscious attempt to listen to any speaker.
Vijay is the only participant of your college for an International Student’s Cultural Meet to be
held. He has reached early for the event, seated comfortably, near to the speaker. The
chairperson of the selection board invites Vijay formally to the Orientation program. The
chairperson discuses, budget, accommodation, and travel. Vijay is excited about the selection
and keeps looking around at the crowed so much so that he loses track of the chairperson’s
speech. When he reaches home, he could not recall the details of the budget and itinerary. To
add to his woes, he does not even remember the dates of his trave.
Now discuss with your friends why Vijay is unable to participate in cultural meet. What
would he have done in order to achieve the purpose he had gone for?
Page No.16).
4.3.4. Conclusion
It is indeed very common to judge the speaker’s statements while listening to the speaker,
sometimes we make conclusions even before the speaker completes his speech. Here is an
activity for better understanding of pre-conclusion of listening.
Activity-5
Mr. Rajan is listening to an inspirational talk on ‘Vegetables that Promote Good Health’.
During the presentation he realizes that the Food Expert warns the people against the
excessive consumption of Mr. Rajan’s favourite vegetable. Mr. Rajan is aggrieved and angry
and takes it as a personal insult. He is in stark opposition to the facts presented. The enraged
Mr. Twist decides to stop listening after the mention of his favourite vegetable. He ignores all
the science and facts behind the speaker’s research and enters into a mental fight with the
speaker. Mr. Rajan misses the part where the expert talks about moderate consumption of
vegetables.
1. Why is Mr.Rajan angry?
2. Do you think Mr. Rajan’t anger is baseless?
3. Would you suggest Mr. Rajan to listen to the lecture before jumping into conclusions?
4. Have you ever come across a similar situation?
5. Discuss with your friend or partner the consequence of the incident?
Page No.16)
It is understood from the above activity that personal judgement in a listening context during
listening activity has a detrimental value not just immediately but in a long duration. We can
see one steps backward from listening task when one is engaged to judge the content based
on its value. To have such engagement, one needs to have worth and also keep oneself an
open mind in listening to the entire lecture before forming an opinion about it.
4.4. Characteristics of a good listener

A good listener is one who overcomes all the obstacles/barriers while listening to any speech.
The following are the important characteristics of a good listener.
a. Proficiency
A good listener generally has good command over language in which the communication
is taking place whether the language may be English or some other language because the
listener will be able to guess the meanings of unfamiliar words from the context of the
speech often been listened. It will help the listener to understand and point of view of the
speaker and he/she even applies his/her knowledge to question the statements of the
speaker without much difficulty.
b. Knowledgeable
One needs background knowledge to understand any talk by the speaker on a specific
topic. An effective listener knows what he is listening and evaluates what the speaker is
dealing with. He/she does not jump into immediate conclusions; he/she does not either
accept or reject the speaker without any reason.
c. Active in listening
An active listener involves completely in listening to the content. He/she will be critical
about the speaker’s thoughts and ideas. He/she ever separates the main idea from the
supporting ideas while listening to any talk/speech actively without being passive.
d. Composed listener
A composed listener will always be composed and cool to listen to anybody, he/she never
show any kind of hurry to listen to anything. He/she waits until the speaker finishes
his/her speech/talk. The listener evaluates the speech by listening to the speaker
composedly, until then, he/she doesn’t form any opinion about the speech.
In addition to these qualities, the effective listener
i) does not sit too close or too far from the speaker.
ii) does not sit close to air conditioners or any such equipment which may disturb
him/her.
iii) observes the body language and lip movement of the speaker to have clarity on what
he/she listens to.
iv) knows the purpose of his/her listening to the speech/talk, and
v) tries to speak to the speaker either before or after the lecture, if there is an
opportunity.
General English 4.5 Effective Listening
4.5. Summary
Effective listening is required preparation, with conscious attempt of listening without
jumping into premature conclusions. A good listener should have proficiency,
knowledgeable, active and composed to listening any speech/talk/lecture.
4.6. Questions
1. What makes listening effective?
2. How physical factors help to effective listening?
3. What is conscious attempt in effective listening?
4. What are the characteristics of an effective listener?
Reference Books
*****
Lesson Writer
K.V.Koteswara Rao,
GDC, Banaganapalle,
UNIT 2 SPEAKING SKILLS
Lesson-5
Sounds of English -Vowels- Pure Vowels
(Monophthongs)
5.2. Introduction
5.3. Front Vowels
5.4. Central Vowels
5.5. Back vowels
5.6. Conclusion
By the end of the lesson you will know

 how the vowel sounds are produced
 twelve pure vowel sounds and their symbols
 how to write the symbols and pronounce the sounds
5.2. Introduction
Observe the pronunciation of the following words with a focus on the underlined
sound.
Sign = /saɪn/ (ai)

Signature = /sɪɡnətʃə/ (i)
Vaseline = /væsəliːn/ (i)
Third = /θɜː(r)d/ (ɜ:)
The same letter ‘I’ of alphabet gives four sounds here.
Four vowel letter thus give 20 vowel sounds. Moreover the letters ‘u’ and ‘io’ are also
used to represent the consonant sound/j/ as in “community”, “million”. Learning the vowel
sounds and their phonemic symbols is the best way to come out of the confusion created due
to the mismatch between spelling and sounds.
You know that consonants are produced with an obstruction or close narrowing in the
mouth. However vowel sounds are produced with no obstruction or narrowing in the mouth.
The mouth is wide/open enough to let the air pass freely and continuously. Yet another point
that distinguishes vowels from consonants is that they are compulsory in the formation of a
word unlike consonants. There are words like “eye” and “I” pronounced as/ai/or “are”
pronounced as /a:/, thus containing only vowel sounds.
Let’s learn to pronounce the simple / pure vowels now.
Watch this diagram that shows the vowels and is called vowel diagram. The vowel
diagram represents the mouth starting from lips and going back to the back of the tongue and
Center for Distance Education 5.2 Acharya Nagarjuna University
the roof of the mouth. If the vowels are produced in the front of the mouth they are called
front vowels. Similarly if they are pronounced in the centre of the mouth they are called
central vowels and are called back vowels if they are produced in the back of the mouth.
5.3. Front Vowels
Activity 5
A. Listen to the poem on the CD and focus on the sounds underlined.
Don’t sit on that sleepy seat

Its wet as Sam sat
With his drenched pants
Said the host easily to the guest
Now repeat the poem and also the individual sounds along with your teacher.
B. Listen again and observe the phonemic symbol that is given to show the underlined
sound.
Add to the list of the words in the first column from the above poem.
Example: words with /i/ : with, its....
Word in Spelling Sound in phonemic symbol

Sit /i/
Seat /i:/
Wet /e/
Sam /æ/
These four sounds are called front vowels since they are uttered in the front of the mouth. All
these four are unrounded vowels as the lips are spread when you say /i/, / i:/ and open and
neutral when you say /e/ and /æ/
C. Listen these words and practice saying them. Focus on the vowel.
/I/ /i:/ /I/ /i:/ /I/ /i:/

igloo eager will wheel city see
ill Eden mill meal happy sea
image eel still steal easy tree
General English 5.3 Sounds of English
inner email knit neat witty decree

eradicate ego fill feel kitty key
Note: In Daniel Jone’s English pronouncing Dictionary, the pure vowel /I/ is transcribed
as /i/ when it occurs word finally as in the case of city, happy, easy, witty and kitty.
D. Listen to these words and practice saying them. Focus on the vowel.
/e/ /æ/ /e/ /æ/

entertain actor pen pan /e/ and /æ/do
any ant bet bat not occur in
empire ample repel react word final position
edge abacus pepper pamper
epic android temper tamper
Activity 2
A. Read aloud these sentences with a focus on the above sounds. Write down the
phonemic symbol of the underlined sound in the brackets provided. One is done for
you
(Pair Work)
Use these phonemic symbols: /i/, /i:/, /e/, /æ/
A friend (/e/) in ( ) need ( ) is ( )a help ( ) indeed ( ).

East ( ) or west, ( ) home is ( ) the best. ( )
One man ( ) beats ( ) the bush, another man catches ( ) the bird.
B. Recollect the minimal pairs that were presented with consonants. Observe similar
minimal pairs with vowels too given below.
It-eat; will-well; bet-bat
1. ....................................., ....................................., .....................................,

2. ....................................., ....................................., .....................................,
3. ....................................., ....................................., .....................................,
4. ....................................., ....................................., .....................................,
5. ....................................., ....................................., .....................................,
5.4. Central Vowels
(Note: There are three central vowels in English, As the sound /a:/ as in ‘pass’, ‘large’ is the
longer version of /ʌ/ as in ‘cup’ and ‘nut’, it is included here so that you can learn and
remember it easily)
Activity 5
A. Listen to poem on the CD and focus on the sounds underlined.
Uncle and aunt

Learnt that the earthen urn
They hunted for

Is an art of Armenians
sound. Add to the list of the words in the first column from the above poem.
Example: words with /ə / : and that ....
Word in spelling Sound in phonemic symbol

for /ə/
learnt /ɜː/
uncle /ʌ/
aunt /a:/
5.3.2 / ə /, /ɜː/, / ʌ / are produced in the centre of the mouth. So they are called central
vowels.
These three vowels are unrounded vowels as the lips are not rounded when you utter
these
sounds. /a:/ is a back vowel as it is produced in the back of the mouth. It is an
unrounded
vowel.
C. Listen to these words and practice saying them. Focus on the vowel.
/ʌ / /a:/ /ʌ / /a:/ /a:/

up art cut cart car
undo ask button barter star /ʌ / does
under answer hut heart far not occur in
ugly aunt mud mart bar word final
position
unrest arch gun garner jar
D. Listen to these words and practice saying them. Focus on the vowel.
/ə/ /ɜː/ /ə/ /ɜː/ /ə/ /ɜː/

about urban rotten pearl for fur
ago urge button burnt eater blur
across earn incident certain father sir
attend urgent Iceland learn peter purr
allow early curtain curl sinner slur
Activity 2
phonemic symbol of the underlined sound in the brackets provided. One is done for
you. (Pair work)
Use these phonemic symbols : /ə /,/ɜː/, /ʌ /, /a:/
Earn, (/ɜː/) while you learn ( ).

My cousin’s ( ) mother ( ), ( ) laughed ( ) at ( ) me.
First ( ) assistant ( ) of ( ) the farm ( ) merged ( ) all the crops.
B. Observe the following minimal pairs with the above vowels
Cut-cart; lurk-lark; turn-tonne
Write five minimal pairs each as the above
1. ................................, ................................, ................................,

2. ................................, ................................, ................................,
3. ................................, ................................, ................................,
4. ................................, ................................, ................................,
5. ................................, ................................, ................................,
5.5. Back Vowels
Activity 5
A. Listen to the poem on the CD and focus on the sounds underlined

You too Brutus!
You fought against me?
Honesty is awfully absent in the mob
What a lot has fallen on me!
sound.
Add to the list of the words in the first column from the above poem.
Example: words with /u/ : you....

you /u/
too /u:/
honesty /ɒ/
fought /ɔː/
These sounds are produced in the back of the mouth. So they are called back vowels.
The lips are rounded when you say these sounds and so they are called rounded
vowels.
C. Listen to these words and practice saying them. Focus on the vowel.
/u:/ /ʊ/ /u:/ /u:/

oops pull pool new /ʊ/ does not occur
ooze wood whoop glue in word initial

ooh woman school few and final positions
oodles put soup true
oozing could prove threw
D. Listen these words and practice saying them. Focus on the vowel.
/ɒ/ /ɔː/ /ɒ/ /ɔː/ /ɔː/

opt orbit want wall sure
onward ought dog born four /ɒ/does not
optics oar cough cause war occur in word
object author quarrel quorum floor final position
otter awesome thong thorn jaw
Activity 2
phonemic symbol of underlined sound in the brackets given. One is done for you
(Pair Work)
Use these phonemic symbols : /u/, /u:/, /ɒ/, /ɔː/
Little pot (/ɒ/) is soon hot ( ).

A Spot ( ) is most seen on the finest cloth ( )
New lords ( ), new laws. ( )
Walls ( ) have ears
Good ( ) food ( ) is all the secret of health
B. Observe the following minimal pairs with the above vowels
Pull-pool; pot-port; boon-born

1. ................................., ................................., .................................,
2. ................................., ................................., .................................,
3. ................................., ................................., .................................,
4. ................................., ................................., .................................,
5. ................................., ................................., .................................,
Learning Check Activities
You have learnt the pronunciation of twelve pure vowels along with their phonemic symbols.
Let’s check our learning of these pure vowels.
A. Listen to the words and circle the vowel that you hear.
I) cut /ə / /ʌ/ /ɒ/
a) got /ə / /ʌ/ /ɒ/
b) heart /ɜː/ /ɑː/ /ɔː/
c) but /ə / /ʌ/ /ɒ/
d) bark /ɜː/ /ɑː/ /ɔː/
e) lock /ə / /ʌ/ /ɒ/

f) lurk /ɜː/ /ɑː/ /ɔː/
g) block /ə / /ʌ/ /ɒ/
h) bought /ɜː/ /ɑː/ /ɔː/
i) for /ə / /ʌ/ /ɒ/
j) shirt /ɜː/ /ɑː/ /ɔː/
k) shut /ə / /ʌ/ /ɒ/
l) short /ɜː/ /ɑː/ /ɔː/
m) teacher /ə / /ʌ/ /ɒ/
n) torch /ɜː/ /ɑː/ /ɔː/
o) touch /ə / /ʌ/ /ɒ/
B. Listen to the words and circle the vowel that you listen to.
i) put /ɪ/ /ʊ/ /e/
a) get /ɪ/ /ʊ/ /e/
b) heat /i:/ /u:/ /æ/
c) hit /ɪ/ /ʊ/ /e/
d) boost /i:/ /u:/ /æ/
e) best /ɪ/ /ʊ/ /e/
f) loop /i:/ /u:/ /æ/
g) lip /ɪ/ /ʊ/ /e/
h) slap /i:/ /u:/ /æ/
i) slip /ɪ/ /ʊ/ /e/
j) sleep /i:/ /u:/ /æ/
k) men /ɪ/ /ʊ/ /e/
l) man /i:/ /u:/ /æ/
m) wool /ɪ/ /ʊ/ /e/
n) wheel /i:/ /u:/ /æ/
o) well /ɪ/ /ʊ/ /e/
C. Problem Vowels
1) Listen to the following anecdote and place the words with underlined syllable in
the correct column.
Rama gave birth to bay boy in a corporate hospital. The baby was born with a
weight of 3.5 kg, a healthy one indeed. She decided to save the cord blood of the
bay in a cord blood bank. But her husband was against the proposal terming the
procedure a waste. However Rama was firm and got the documents. Her husband
turned violent and tore all the papers. The torn bits of paper burned Rama’s heart
and she’s hurt. She warned him of the consequences he would have to face from
her lawyer. A tinge of fear lurked in his heart.
/ɑː/ /ɔː/ /ə / /ɜː/
2. Choose the correct vowel symbol from among the following for the underlined
part. Write it in the brackets provided and read aloud to your partner. If none of the
symbols matches the under lined part leave the brackets empty. Take turns in reading
aloud.
/ɑː/, /a:/, /ɔː/, /æ/, /ɜː/
1. The cost ( ) of the farm ( ) is given by the firm ( ) in a form ( ).
2. The bored ( ) bard ( ) has painted birds ( ) on a board ( ).
3. He casted ( ) his last ( ) vote at the cost ( ) of his post and lost ( ) his past ( ) caution ( )
4. Fox () company faxed ( ) him that it sent five sacks ( ) of socks ( ) of the first ( ) fast
( ) track ( ) winner.
5. He heard ( ) hard ( ) horn ( ) of a lorry ( )of logs ( ) lagging ( ) behind.
6. A carton ( ) of cotton ( ) curtains ( ) was found in a car ( ) parked ( ) at the Urn ( )

auditorium.
D. Listen to the words below write down the phonemic symbol for vowel sound. Observe
the example.
1. car /ɑː/ 55. want
........................
2. cash ........................ 52. wall
........................
3. firm ........................ 53. girl
........................
4. fox ........................ 54. shirt
........................
5. court ........................ 55. slap
........................
6. deal ........................ 56. west
........................
7. gum ........................ 57. cost
........................
8. first ........................ 58. curl
........................
9. bag ....................... 59. cord
........................
10. dog ....................... 20.four
........................
5.6. Conclusion
You have known how vowels are produced. With the help of vowel diagram you have learnt
twelve pure vowels along with their pronunciation and phonemic symbols.
Reference books
Skill Pro Communication and Soft Skills -55 : EMESCO: Hyd: 2056.
Developing Soft Skills: Pearson: New Delhi: 2009
Lesson writer
Prof. M.Suresh Kumar,
Professor of English,
Acharya Nagarjuna University, Guntur.
Lesson 6
Sounds of English-Vowels, Vowel Glides (Diphthongs)
6.2. Introduction
6.3. Glides ending in /i/
6.4. Glides ending in /ə /
6.5. Glides ending in /u/
6.6. Conclusion
6.1. Objectives
By the end of the lesson you will know
 how the vowel glides are produced
 diphthongs (vowel glides) and their symbols
 to write the symbols and pronounce the sounds
6.2. Introduction
‘Diphthongs’ or’ vowel glides’ are also vowels in their quality as the air passes freely
and continuously through the mouth during their production. But during the production of
diphthongs, tongue takes position for the production of a particular vowel and glides to the
position for the production of a particular vowel and glides to the position of the production of
another vowel. So a diphthong consists of two vowel sounds. However they are not two
independent sounds but are a single sound.
Observe this vowel diagram showing all the eight diphthongs of English.
The arrow marks in the diagram show that during the production of diphthongs tongue position
starts at one vowel point and moves to another vowel point. The tongue glides from one vowel
point to another. So, these sounds are called vowel glides. These vowel glides can be grouped
into three sets, as each set of diphthongs end in particular vowel. The following diagram shows it
clearly.
In the following sections of the lesson you will learn to identify and produce these diphthongs
and write phonemic symbols
6.3. Glides ending in /i/
Activity 1

I waited, annoyed at
My disappointed self
I am frightened, fainted,
Destroyed my mighty
Composed plight of mind...
Example: words with /ei/fainted: ......

Waited /ei/
I, my /ai/
Annoyed /ɔɪ/
C. Listen to these words and practice saying them. Focus on the diphthong.
1. eye 6. bike 11. try
2. ice 7. sign 16. die
3. isle 8. bright 13. high
4. icon 9. type 14. buy
5. iPod 10. height 15. dye
D. Listen to these words and practice saying them. Focus on the diphthong
1. oil 6. boil 11. boy
2. oik 7. coin 16. employ
3. ointment 8. doyen 13. coy
General English 6.3 Vowel Sounds
4. oyster 9. moist 14. toy

5. oilcan 10. rejoice 15. enjoy
E. Listen to these words and practice saying them. Focus on the diphthong.
1. eight 6. fail 11. pay
2. ate 7. pale 16. prey
3. aide 8. veil 13. pray
4. aim 9. break 14. way
5. ailment 10. deity 15. Play
F. Listen to the words and circle the diphthongs that you listen to.
a) coil /aɪ/ /ɔɪ/ /eɪ/
b) tame /aɪ/ /ɔɪ/ /eɪ/
c) time /aɪ/ /ɔɪ/ /eɪ/
d) boil /aɪ/ /ɔɪ/ /eɪ/
e) bail /aɪ/ /ɔɪ/ /eɪ/
f) joy /aɪ/ /ɔɪ/ /eɪ/
g) jail /aɪ/ /ɔɪ/ /eɪ/
h) join /aɪ/ /ɔɪ/ /eɪ/
i) make /aɪ/ /ɔɪ/ /eɪ/
j) mike /aɪ/ /ɔɪ/ /eɪ/
Activity 2
A. Read aloud these sentences with a focus on the above sounds. Write down the phonemic
symbol of the underlined sound in the brackets provided. One is done for you (Pair
Work)
Use these phonemic symbols: /ei/, /ɑiː/, /ɔɪ/
Night’s (/ai/) air tightens ( ), its silence ( ) gathers.

Waiting ( ) takes ( ) away ( ) pleasure.
Good advice ( ) is beyond price ( ). No joy ( ) without toys ( ).
B. Recollect the minimal pairs that were presented with consonants and pure vowels in the
previous lessons. Observe similar minimal pairs with diphthongs too given below.
Might-mate; tale-toil; buy-boy

1. ................................., ................................., .................................,
2. ................................., ................................., .................................,
3. ................................., ................................., .................................,
4. ................................., ................................., .................................,
5. ................................., ................................., .................................,
6.4. Glides ending in /ə /

Activity 1
A. Listen to the poem on the CD and focus on the sounds underlined.
Hi, near and dear ones !
Where have you disappeared? Your care keeps me alive,
Can’t bear fewer viewer moments
Actually, we must go on a tour!
B. Listen again and observe the phonemic symbol that is given to show the under lined
sound.
Example: words with /iə / dear: ...
Word spelling Sound in phonemic symbol

Near /ɪə/
Where /eə/
Fewer /uə/
1. ear 6. beard 11. dear
2. eardrum 7. real 16. mere
3. earache 8. clearly 13. sphere
4. eardrops 9. peerless 14. peer
5. earflaps 10. zero 15. Media
D. Listen to these words and practice saying them. Focus on the diphthong.
1. airbag 6. shares 11. wear
2. aerate 7. careless 16. bare
3. aerial 8. mayoral 13. dare
4. aerobic 9. pairs 14. rare
5. airbase 10. chairs 15. Tear
E. Listen to these words and practice saying them. Focus on the diphthong.
1. jury 6. poor
2. curious 7. cure /uə/does not occur
3. furious 8. tour in word initial position
4. purely 9. moor
5. actual 10. Sure
F. Listen to these words and circle the dipthong that you listen to.
i)pure /ɪə/ /eə/ /uə/
a) care /ɪə/ /eə/ /uə/
b) cure /ɪə/ /eə/ /uə/
c) bare /ɪə/ /eə/ /uə/
d) beer /ɪə/ /eə/ /uə/
e) boor /ɪə/ /eə/ /uə/

f) tear /ɪə/ /eə/ /uə/
g) tare /ɪə/ /eə/ /uə/
h) moor /ɪə/ /eə/ /uə/
i) mere /ɪə/ /eə/ /uə/
j) mayor /ɪə/ /eə/ /uə/
Activity 2
A. Read aloud these sentences with a focus on the above sounds. Write down the phonemic
symbol of the underlined sound in the brackets provided. One is done for you. (Pair
work)
Use these phonemic symbols: /ɪə/,/eə/,/uə/
Hear! (/ɪə/) Here’s ( ) a daring ( ) aid.

She is the heiress ( ) to a weird ( ) area ( ), ( ).
She wears ( ) jewels ( )
All stare ( ) at and are scared ( ) of her fierce ( ) personality.
Clear ( ) your fear ( ) of her.
B. Observe the following minimal pairs with the above diphthongs.

Here-hair; mere-moor; tear-tour
Write five minimal pairs each as the above.
1. ................................., ................................., .................................,
2. ................................., ................................., .................................,
3. ................................., ................................., .................................,
4. ................................., ................................., .................................,
5. ................................., ................................., .................................,
6.5. Glides ending in /u/
Activity 1
We are the grouches
We don’t want a mouse
Around in our house
No, no, only we in town
Totally no one else
We loudly shout
Get out get out
(Adapted from www.pintrest.com)
Example: words with /əu/ : no....
Words in spelling Sounds in phonemic symbol

don’t /əu/
grouches /au/
1. old 6. stroke 11. go
2. oats 7. mould 16. throw
3. opium 8. gold 13. show
4. open 9. whole 14. hoe
5. oath 10. rose 15.sow
D. Listen to these words and practice saying them. Focus on the diphthong
1. out 6. bounce 11. bow
2. ounce 7. house 16. how
3. owlish 8. gown 13. wow
4. oust 9. clown 14. plough
5. outbid 10. howl 15. Now
E. Listen to the words and circle the dipthong that you listen to
i) brown /əu/ /au/
a) loan /əu/ /au/
b) rouse /əu/ /au/
c) rose /əu/ /au/
d) house /əu/ /au/
Activity 2
Read aloud these sentences with a focus on the above sounds. Write down the phonemic
symbol of the underlined sound in the brackets provided. One is done for you. (Pair Work)
Use these phonemic symbols : /əu/, /aʊ/
An ounce (aʊ) of discretion is worth a pound ( ) of learning.

Don’t ( ) go ( ) out ( ) without ( ) your overcoat ( ), ( ).
Please throw ( ) away the opium ( ).
Little strokes ( ) fell great oaks ( ).
As you sow ( ) you shall mow ( ).
Observe the following minimal pairs with diphthongs
No-now; stone-stain; out-eight

Write five minimal pairs each as the above.
1. ................................., ................................., .................................,
2. ................................., ................................., .................................,
3. ................................., ................................., .................................,
4. ................................., ................................., .................................,
5. ................................., ................................., .................................,
Learning Check activities
You have learnt the pronunciation and phonemic symbols of the diphthongs of English. Listen to
the words, check your ability to identify the sound and write down the phonemic symbol.
1. care ........................ 11. ware ........................

2. cane ........................ 16. pure ........................
3. foam ........................ 13. clear ........................
4. poor ........................ 14. slow ........................
5. mere ........................ 15. cow ........................
6. chase ........................ 16. wild ........................
7. child ........................ 17. coin ........................
8. frown ........................ 18. stair ........................
9. boil ........................ 19. cure ........................
10. tear ........................ 60. flow ........................
C. Choose words at random from the above list and read them aloud. Request your partner
say new words with the same sounds. (Pair Work)
D. Read the following conversation and identify the diphthongs. Place the words containing
diphthongs in the suitable column in the grid. Add two more words containing the same
sound to every column. The first one is done for you..
A: Hey! How’s life ?
B: No dear, not really fine.
A: Come on buddy, what are you annoyed at?
B: Yesterday I joined in an aeronautical training course.

A: Interesting! Good you are up to something useful.
B: Listen! The institute wanted me to pay an amount of fifty thousand and I paid it.
A: That’s a big amount.
B: Ya! Now they say that the training is postponed.
A: Is it? Why?
B: Some silly reason. I was furious with them and demanded refund of fees, which hasn’t
yet been materialised.
/ei/ /ai/ /ɔi/ /iə/ / eə / /uə/ /əu/ /au/

E. As you are familiar with the phonemic symbols of both consonants and vowels,
transcribe the following words using the phonemic symbols you have learnt. The first one
is done for you.
Word in Spelling Word in phonemic transcription
puppy /pʌpɪ/
boast
rumour
theatre
breathe
waiter
menace
allow
massive
choice
shout
nation
sorrow
provision
visual
longer
gave
quality
capacity
pleasure
zero
university
6.6. Conclusion
In this unit, you have learnt where and how the speech sounds are produced and what organs are
involved in the utterance of speech sound. You have also learnt the sound and phonemic symbols
of vowels including diphthongs
Reference books
Skill Pro Communication and Soft Skills -11: EMESCO: Hyd: 6016.
Lesson writer
Lesson 7
Pronunciation – II
Syllable
7.2. Introduction
7.3. What is a Syllable?
7.4. Syllable structure
7.5. Syllabic consonants
7.6. Conclusion
7.1. Objectives
By the end of the lesson you will be able to know
 what is a syllable
 its structure
 how to divide a word into syllables
 syllabic consonants
7.2. Introduction
In the previous unit we looked at the sounds of English. A sound is the primary and the
fundamental unit of spoken language. Sounds are combined to make words. This lesson
introduces you to the idea what syllable is a speech unit which falls in between a sound and a
word.
7.3. What is a Syllable?
Observe the following two sets of words and read them aloud
Son Announcement
Pen graduation
Give fundamental
Book phonological
You will notice that you are able to say the words in the first column at once but the words in the
second column take a little longer time. When we try to pronounce the longer words as given in
the second column, we divide them in to small parts. You can read them easily now because they
are cut into small units of speech. These units of speech are called syllables. Observe the
following word divided into small units of speech.
A nnounce ment
Grad ua tion
Phon o log i cal
Activity 1
A. Read aloud the words given in the third column below, note down individual sounds and
parts of the word. One is done for you.
Sounds Parts of the word (Syllable) Word

/d//i//v//e//l//ə//p//m//ə//n//t/ di-vel-əp-mənt development
temporary
punishment
level
participate
primary
From the above activity you have learnt that sounds make words. You also came to know that
sounds are formed into parts, which are called syllables in the language of phonetics. You have
observed that a syllable is thus above a sound and below a word. Thus it’s a speech unit which is
higher than a sound and lower than a word.
Sound
Syllable
Word
7.4. Syllable structure
A syllable is composed of consonants and vowels. Every syllable in English must have a vowel
which is shown with the symbol ‘V’ and it may also have a consonant which is shown with the
symbol ‘C’.
Read these words aloud and count the vowels in each word.
1. Pen= /pen/ (CVC) (/p/ consonant, /e/vowel, /n/ - consonant)
2. Ability= /ə-bil-ə-ti/ (V-CVC-V-CV)
The first word has one vowel while the second word has four vowels. As the first word has only
one vowel the word cannot be further divided since every syllable must have a vowel
compulsorily. The second word can be divided into four syllables as it has four vowels.
Syllable division is shown with a small hyphen, called syllable boundary.

General English 7.3 Syllable
Activity 2
A. Read the following words aloud. Arrange them into the two categories in the table given
here show the sounds in the words with ‘C’ and ‘V’ representation. A few are done for
you.
Pain, mother, animal, eye, err, spot, morose, school, fun, imagine, board, write, paper, college,
account, imagination,
Words with one vowel (one syllable) Words with many vowels (many syllables)
Pain CVC mother CVC-V
Eye V Animal VC-V-CVC
Err V
Observe some of these syllables do not have a consonant. A syllable must have a vowel and it
may no have a consonant. As vowels are compulsory, there cannot be a syllable without vowel
sounds in the English language.
Activity 3
A. Read the following words aloud. Identify the vowels and note them down. Note down the
number of syllables. First one is done for you.
Words Vowel sounds in the word Number of syllables in the word

Mine /ai/ one
Smiled
Between
Uniformity
Magazine
Remember
Activity
Suspect /ə/,/e/ two
Refugee
From the above activity in the previous page, you understand that the number of syllables in a
word depend on the number of vowels that the word has. Remember a diphthong is a single
vowel unit though it is shown with two vowel symbols.
B. Read aloud the divide the following words in syllables. Place the word into relevant column
according to the number of syllables it has. One is done for you.
Word syllable division Mono (one) Di (Two) Tri (Three) Poly (more
Syllabic Syllabic Syllabic than three)
Exercise /ek-sə-saiz/
Identify
Migrate
Information
Host
Phonology
Division
Response
Smart
Curious
Passionate
Miracle
Spleen
Student
Material
Prepare
Splash
Activity
Assessment
Confidence
Analyse
Caravan
Fragmentation
Benevolent
Embrace
C. Divide the following words into syllables and underline the consonant sounds. The first one
is done for you
Words Words divided into syllables

Enthral en-thrall /en-eral/
Content (N)
Character
Textual
Prosperity
Administration
Interpretation
Crunchy
Symptomatic
Brimming
From the above division of words into syllables and underlining of consonant sounds we
understand that one syllable may have more than one consonant at the beginning/opening
(Eg: prosperity) or the ending/closing (Eg: character) of a syllable. Such sequence (more than
one consonant in a row) consonant sounds at the beginning or ending of a syllable is called
consonant cluster. The English language can have a maximum of three consonants in a row at
the beginning of a syllable and maximum of four consonants in a row at the ending of a
syllable.
General English 7.5 Syllable
D. Now look at the words in the table below and note down the phonemic symbols of consonant
clusters.
Words Consonant clusters
Cloud /k,l/
Dwindle
Matched
Twelfths
Straight
Tempts
Blasts
7.5. Syllabic consonants

Observe the syllable structure in the following words.
Sudden=/sʌ-dn/= CV-CC
Bottle= /bɒ-tl/=CV-CC
Prism=/pri-zm/=CCV-CC
We are informed that every syllable in English has a vowel sound compulsorily. For this
reason vowel sound is called the nucleus of the syllable as it gives structure and thus life to
syllable. But there are some syllables in English, which do not have a vowel sound. In such
syllables consonant sound /m/, /n/, and /l/ play the role of vowel and thus they play the role of
the nucleus. Since these consonants play the role of the nucleus and thus give structure to the
syllable these consonants are called syllabic consonants. The above words are examples of
syllables with syllabic consonants.
Refer to a dictionary and write some more words with syllables having syllabic consonants like
the above.
Example : mutton /mʌ-tn/ cv-cc
1 2 7 4 5
7.6. Conclusion
So far in this lesson you have learnt what a syllable is; how to divide a word into
syllables; the structure of syllable; and syllabic consonants. In the next lesson you will know how
this syllable becomes the basis for word accent.
Reference books:
Lesson writer

Unit 2 SPEAKING SKILLS
Lesson 8
Accent and Rhythm in Connected Speech
8.2. Introduction
8.3. What is connected speech?
8.4. Weak and contracted forms in connected speech
8.5. Rhythm in connected speech
8.6. Conclusion
 How to use accent or stress in connected speech
 The aspects that contribute to the rhythm of spoken English
 Strong and weak forms of structure words
8.2. Introduction
Accent or stress at sentence level lends it rhythm, a kind of musical quality. It also
contributes to the meaning that the speaker wants to invest his sentences with. This quality of
accent at sentence level makes English a stress-timed language.
8.3. What is connected speech?

Our spoken language or connected speech includes different kinds of words. They will
include our main ideas and also grammar. For example check the sentence below:
Raju! Go to the computer lab and get me a CD.
The words that are not underlined are content words. The words that are underlined are
structure words because they indicate grammar.
Activity 1
Now read the following sentences and write the content words and structure words in the
relevant column.
1. I want to learn pronunciation to improve my speaking

2. All the students are excited about the youth festival in the college.
3. My friends and I are planning to go to a movie.
4. Have you been working on the assignment?
5. Can I borrow your dictionary for a while?
Content Words Structure Words

Want I, to
If you observe the words in the first group, you will notice that all of them give meaning to the
sentence. As they give meaning to the utterance they are called content words. The words in the
second group give structure to the sentence. They help framing sentence. So these grammar
words are called structure words.
Activity 2
In connected speech speakers don’t pronounce every word of the sentence fully, clearly and
separately from one another. The words get connected to each other; some are even compressed
and are used in short forms.
A. Listen the following conversation and observe the stressed words in the text given below.
Hemantha : ˈHi! ˈWhat’s up?
Paul : ˈHi! ˈNothing much.
Hemantha : ˈWhat’ve you been up to the ˈthese ˈdays?
Paul : Yeah! I’ve been ˈattending ˈclasses for my adˈmission to
ˈMasters.
Hemantha : That’s ˈreally ˈgreat! I’m also ˈplanning to aˈttend ˈclasses. Can
you
suˈggest to me aˈ good ˈInstitute.
Paul : ˈWhy don’t you ˈjoin ˈmine? They ˈteach ˈwell both for ˈscience
and ˈcommerceˈ courses.
Hemantha : I’d ˈlove to, ˈsince I’ll have ˈyour ˈcompany.
B. Listen to the conversation again. While listening, note down stressed words in the first
column and unstressed words in the second column. One is done for you.
Words with stress Words without stress

Hi, What’s up
Content or meaning words like verbs, nouns, adverbs, adjectives and ‘wh’ – words are stressed
generally and structure words like articles, prepositions, conjunctions, interjections, auxiliaries,
and pronouns are not usually stressed. However structure words are also accented when a special
meaning or emphasis is desired.
Observe the sentence given below:
This messenger has aˈrrived ˈfrom ˈHyderabad and is not ˈgoing ˈto ˈHyderabad. If the above
sentence is carefully observed then you will notice that along with content words that give
meaning, structure words ‘from’ and ‘to’ are also accented. Now the stress of these structure
words has a special emphasis: that the person is coming FROM Hyderabad and is not going TO
Hyderabad.
8.4. Weak and contracted forms in connected speech
Listen to the conversation ‘A’ again and focus on the pronunciation of structure words.
General English 8.3 Accent and Rhythm
You will notice that they are not pronounced in their full /strong form. Structure words are
usually unaccented, so they are not pronounced in their strong form. The unaccented structure
words like pronouns, articles, prepositions, auxiliaries are used in their weak forms. Observe the
pronunciation f a part of the conversation ‘A’ where structure words are used in their strong/full
form.
Hemantha :What have you been upto?

/wɒt hæv ju biːn ʌptu/
Paul : I have been attending classes for admission to my masters
/aɪ hæv biːn atendin klɑːsiz fɔːr ədˈmɪʃn tu mai mɑːstəz /
Given below is the pronunciation of the same part of conversation with structure words in their
weak/short form
Hemanta : What’ve you been upto

/wɒtəv iə bin əptu /
Paul : I’ve been attending classes for admission to my masters.
/aiv bin atendin kla:siz fər ədmiʃn tu mə mɑːstəz /
In both the versions of the pronunciation, the structure words are shown in bold form. You must
have noticed that in the second box not only the weak forms of the structure words are used but
the structure words are combined by contraction.
8.5. Rhythm in connected speech

Accent in connected speech gives it the quality of rhythm. The quality of rhythm is due to the
occurrence of stressed syllables at regular time intervals. Listen to the conversation ‘A’ again.
Observe that the time taken to pronounce a stressed syllable is the same as the time taken for the
production of the following unstressed syllables. This stressing of some syllables and weakening
of some syllables brings in the quality of rhythm. As the time spent on the stressed syllable and
on the following unstressed syllables is almost equal, the English language is called a stress-time
language.
Refer to the tables given in the Appendix to know the weak forms, contractions of structure
words Study them and then do the following activities.
Learning Check Activity:
A. Read the following conversation between two friends. Identify the structure words. Write
them and their phonemic transcription. One is done for you.
Sentence Structure words Weak form in transcription

Arun: HI, I called you in the I, you, in, the, but, didn’t, /ai/, /ju/, /in/, /qə/, /bət/,
morning. But you didn’t my /dint/, /mai/
accept my call!
Swetha: Sorry, battery was

down, so it was switched off.
Arun: Fine, I wanted to share
with you the news that the
Last date for the P.G. entrance
is announced.
Swetha: Is it? When’s the last date?
Arun: It’s the 31st of
this month. So get ready
with the fee.
Swetha: Sure. How
much is it?
Arun: It’s 500/-. We’ll go to
the bank today to get the D.D.
Swetha: Sorry, I can’t. I’ll
have to look after my baby
sis today as mom’s busy
with some work.
Arun: Then, shall we go
tomorrow?
Swetha: Sure. I’ll be
at your home by 10 a.m.
Now practice this conversation with your partner using stressed syllables, weak and contacts.
B. Rewrite the sentences using the contracted forms of auxiliary verbs (one type of structure
words). Use pronouns in the place of nouns underlined. Use stress in content words. Observe
the example.
Example: Raghu has agreed to our proposal.
He’s agreed to our proposal
1. Suneeta and Sanjay have missed classes for two weeks.

................................................................................................................................................
2. Grandparents will not like to be a burden on the youngsters.
................................................................................................................................................
3. I am very busy these days.
................................................................................................................................................
4. Sravya and Lavanya have attended may competitions.
................................................................................................................................................
5. Ramesh could not submit the project in time.
General English 8.5 Accent and Rhythm
................................................................................................................................................
6. You have succeeded in the examinations.
................................................................................................................................................
7. Students are in the mood for celebration.
................................................................................................................................................
Practice reading the sentences you have written with a partner. Use contacted forms too. Pay
attention to stress in content words.
8.6. Conclusion
In this lesson you have learnt that importance of accent at sentence level and how to use it in
one’s connected speech.
Reference books:
Lesson writer

Lesson 9
Word Stress
9.2. Introduction
9.3. What is Word Stress?
9.4. Importance of word stress
9.5. Stress in compounds
9.6. Conclusion
 What is word stress and how it is produced
 Role of stress in spoken English
 How to mark and use stress
9.2. Introduction
Tonal qualities, pitch and lengthening of vowel influence speaking styles of different
spoken languages. Some sound harsh; some sound musical; some sound loud; and some may
sound even indifferent. A quality that makes the English languages stand out thus is “word
stress”. This quality the English language makes it musical. In the following sections of the
lesson you will know which word stress is, how it is produced and why it is important in spoken
English.
9.3. What is Word Stress?
Activity 1
A. Listen to these names on the CD and identify the parts in each name and note them do
separately in the related column in the table.
Names (Word) of people parts of the word

Catherine cathe – rine
Anupama
Robert
Srinivasu
Anthony
Renuka
Margaret
Sarita
Barbara
Rajitha
Patricia
Did you listen to different parts in both the English and Indian names? What is the difference
between the pronunciation of these names from these two languages? When you listen to the
English names, you listen to a kind of strong loud emphasis on a part of the name. But when you
listen to the Indian names all the parts are heard almost equally.
All the syllables in Indian names are said equally while one syllable is said stronger, louder and
sometimes even longer in the English names. We use strong breach force, energy or even a long
vowel to sound them so. The words in English are thus said with stress on one or two syllables.
Those syllables are called stressed syllables.
B. Listen to the following words and note down the syllable which is strong, loud or long. One
is done for you.
Word Strong, loud or long syllable
Greeting gree
Communication
Refugee
Photograph
Political
Potato
Seduction
August
Remember
Never
9.4. Importance of word stress

As Indians we don’t use stress in our spoken languages and so we tend not to use it in the
English we speak. This often leads to confusion and misunderstanding in the conversation since
word stress and sentence stress are intrinsic features of the English language.
Observe these sentences and listen to them with a focus on stressed word.
He is considered an imPOrtant/ ɪmˈpɔːtənt /member of the team

He is considered an IMportant/ ɪmˈpɔːtənt /member of the team.
The second sentence carries the stress in the word ‘important’ on the first syllable which sounds
like ‘impotent’ and thus gives a negative meaning that ‘he is an incapable member’.
So, we understand that no use or wrong use of stress in words leads to confusion and
misunderstanding too.
Representation of word stress in speech and writing When you listen to the word Communication
The syllable ‘CA’ is heard stronger

Louder
Longer
General English 9.3 Word Stress
Of the five syllables in the word this syllable ‘ca’ is the loudest, strongest and so carries the
primary stress which is shown (ˈ) with a small vertical bar above and before the syllables as in
/kəm-ju:ni-ˈkei-ʃn/.
If you observe carefully you will notice that the syllable /ju:/ too is heard a little louder and
strong when compared to the other syllables except ‘ca’ in the word. So, it receives secondary
stress which shown with a small vertical bar ( ) below and before the syllable as in /kəm-ju:ni-
ˈkei-ʃn/.
Activity 2
Observe some more examples of words with primary and secondary stress in the box below.
Listen the remaining words and mark primary and secondary stress wherever necessary.
1. sinˈcerity 11. compulsory

2. coˈrruption 12. domestic
3. aˈpology 13. corrupt
4. ˈfrustrate 14. democracy
5. eˈxasperate 19. vacation
6. punctuality 16. activity
7. matinee 17. amplify
8. diligent 18. nation
9. intrinsic 19. receptive
10. patriotic 20. graduation
Functional Stress
Word stress in English serves a grammatical function too. In verbs with two syllables stress falls
the second syllable and in nouns and adjectives with two syllables the stress falls on the first
syllable.
Activity 3
A. Listen to the following sentence with a focus on the words highlighted.
The science teacher has asked all the students to reCORD their observations of the experiment
they have conducted in their science REcord. I requested her not to obJECT to my late
submission of my PROject. Please proJECT that OBject clearly in your camera.
Observe the meanings, caused by the choice of stress, with which the words are used in both the
places.
Word category Meaning

to reˈcord (V) to not the observations
ˈrecord (N) a special book
to obˈject (V) to disagree with something
ˈobject (N) thing
ˈproject (N) carefully planned enterprise
to proˈject (V) to show
B. Listen to these words on the CD and mark the stress.

Listen to each word and repeat it. While repeating, observe the stressed – syllable in each
word.
conduct /kəndʌkt/ conduct /kɒn.dʌkt/
perfect /pəfekt// perfect /pɜːfekt/
record /rIkɔːd/ record /rek.ɔːd/
object /ebdʒekt/ object /ɒb.dʒekt/
project /prədʒekt/ project /prɒdʒ.ekt/
In English, the syllable with /ə/ is never stressed. Therefore in disyllabic words, when the
syllable with /ə/ is not stressed, the other syllable has to be stressed.
Now listen again to the words with stress and repeat them. Use these words with correct stress in
your own sentence and share with your partner.
Listen to and observe the stress in the following words.
I) angry = ˈan-gry canteen = can-ˈteen

II) family = ˈfami-ly committee= co-ˈmmitt-ee employee=em-plo-ˈyee
In disyllabic words stress may fall either on the first or the second syllable as given in the first
set examples. It may fall on the first or the second or the third and final syllable in polysyllabic
words a given in the second set of examples.
9.5. Stress in compounds

A compound consists of two independent words functioning together as one word.
Examples:
1. notebook [note+book]
2. four-wheeler [four+wheeler]
3. northeast [north+east]
4. down-grade [down+grade]
In compounds like notebook with two nouns, normally the first noun is stressed. In all the other
cases like four-wheeler, north-east, and down-grade the second word is stressed. Therefore,
observe the examples again.
1. notebook /ˈnəʊtˌbʊk/
2. four-wheeler /fɔː.ˈwiːlə/
3. northeast /nɔː(r)θˈiːst/
4. downgrade /daʊnˌɡreɪd/
Project: make a list of 90 words with different number of syllables. Refer to a dictionary and
marked stress.
General English 9.5 Word Stress
9.6. Conclusion
In this lesson, you have learnt that strong breath force, energy and length of a vowel are used to
stress a syllable. Some rules of stress that help you in placing the stress on the correct syllable
are in the appendix.
Reference books:
Lesson writer

Acharya Nagarjuna University, Guntur
LESSON 10
Intonation
10.2. Introduction
10.3. What is Intonation?
10.4. Choice of tone in a context
10.5. Functions of intonation in English
10.6. Conclusion
By the end of the lesson you will.
 Know different tones used in English
 Know the function of these tones
 Use major tones in your speaking of English
10.2. Introduction
Successful communication is not entirely dependent on good grammar, sentence structure
and efficient vocabulary that one uses while speaking to others. Tone and pitch of the voice play
a pivotal role along with gestures, facial expressions and eye contact. Research has proved that
the tone we employ and our pitch of the voice convey more meaning than the words we use. This
lesson is talking about various tones that are used in the spoken English.
10.3. What is Intonation?
Activity 1
Listen to the following conversation. Observe the way the people express themselves.
Teacher : Hello Geeta, I wanted you to meet me yesterday. But you didn’t come.
Geeta : Sorry sir, I wanted to meet you. But.....
Teacher : These days you are not regular to English classes. May I know the reason?
Geeta : No sir. I come to classes every day.
Teacher : Is it? Then, I think I’m not regular to classes.
Geeta : No sir, I don’t mean it that way....
Listen to the conversation again and choose one of the options given against each blank to
complete the statements.
1. The teacher is (warm/serious) ......................... in the opening of the conversation.

2. Geeta is (polite/indifferent) ......................... in her first response to her teacher.
3. Teacher is (serious/sarcastic) ......................... in his enquiry above the reason.
4. Teacher is (funny/sarcastic) ......................... in saying that he misses classes.
5. Geeta is (confident/hesitant) ......................... in her conclusion.
6. Teacher used (rude words/tone) ......................... to express his displeasure.
Speakers of any language in the world thus use the tone and pitch of the voice to convey the
emotions and shades of meaning such as the above.
We have read in the first lesson of Unit 1 that vocal cords play a very important role in speaking
a language. When we speak they vibrate rapidly giving the quality of voice of the majority of
sounds that we produce. So if a person has a high pitch then his/her vocal cords vibrate more
number of times. This pitch varies: begins at low and goes up or starts at high and comes down.
This rising up and falling down of pitch gives different tones to language and these tones
determine the meanings that are employed with each utterance. Various pitch movements like
rise, fall, fall-rise or rise-fall, which are called Rising, Falling, Fall-rise, Rise-Fall tones, are the
Intonation of a Language. You are familiar with and use these tones quite naturally in your
mother tongue.
The change of pitch or pitch movement or the tone that is used, as you have listened to in
conversation above, s shown in phonemic transcription in the following way.
High Fall-the pitch falls from very high to very low and this is shown as [\]
Low Fall- the pitch falls from mid to very low and this is shown as [\]
High Rise- the pitch rises from very low to very high and this is shown as [/]
Low Rise- the pitch rises from mid to very high and this is shown as [/]
Fall Rise-the pitch falls from mid to low and then rises again to mid and this is shown as [v]
Rise Fall- the pitch rises from low to mid and again falls to low and this is shown as [ʌ]
Our lesson we focus only on the major tones. They are

High Fall called falling tone [\]
High Rise called rising tone [/]
Fall Rise tone [V]
There are three steps to be observed here:

1. Decide the meaning
2. Decide the tone as per the meaning
3. Consider on which part of the utterance it has to be used.
Usually the stressed syllable of the last important meaning or content word is selected for the
pitch movement, i.e., for the rise or fall the pitch. However if he speaker wants to add a
special meaning then other words are chosen for the placement of tone.
Listen to the following sentences and observe the syllable on which tone is placed.
A contrast can be brought about between two persons or things through intonation.
ˈLakshmi like dancing.

(it means Lakshmi likes dancing, not some else.)
Lakshmi ˈlikes dancing.
(She likes and not hate dancing)
Lakshmi likesˈ dancing.
(She likes dancing and not singing)
General English 10.3 Intonation
If you observe the syllables on which the tone is placed in the above sentences, you will notice
that syllable which takes the tone, changes with the change of meaning.
10.4. Choice of tone in a context

Different tones are used to express different meanings of language. In this section you will know
kind of tone is used to express a particular meaning.
Activity2
Listen to this conversation and observe various language functions that express different
meaning. Some of these are requests, some are questions or enquiries, some share information,
and some assurances.
Kaushik : Hey! How are you? Where have you been all these days?
Keertana : I’m fine. I have been attending an NCC camp at Vizag.
Kaushik : Oh! You are attending college from today.
Keertana : Yes, by the way give me your physics notes. I need to cover some miss
parts.
Kaushik : Sure, I shall get it tomorrow.
Keertana : When are you going to Hyderabad?
Kaushik : On Monday. O.k, catch you later.
Keertana : O.k., bye!
A. Listen to the conversation again. State whether the following statements are True/False
1. Kaushik is causal about Keertana’s absence at college. T/F
2. Kaushik declares that Keertana is attending college from that day. T/F
3. Keertana has requested him for his notes T/F
4. Keertana is concerned about his going to Hyderabad. T/F
From the above conversation you can observe that without using ‘question form’ or ‘request
word’ one can convey the same by using an appropriate tone.
A. Falling tone is used in statements, ‘wh’ – question asked neutrally or as matter-of-fact, tag
questions expecting confirmation or agreement, commands and exclamations. Observe the
following examples.
1. You have an ˈextraˈ class at ˈnine to \morrow. (statement)
2. ˈWhen is theˈ nightˈ train for \Mumbai? (wh-question)
3. The ˈweather is ˈvery \nice \Isn’t it? (confirmation or agreement in tag question)
4. ˈCome andˈ meet me in the de\partment. (command/order)
5. ˈWhat a ˈpleasant sur\prise! (exclamation)
Exercise
Listen to the following sentences and mark stress and locate the tone on the prominent syllable in
the word which you think is prominent. Only a Falling tone is used in the following sentences.
Also notice the weak forms of structure words.
1. Jim looked up ˈset.
2. It’ the best move I’ve ˈseen.
3. You were as ˈleep when I came.
4. She canˈ hear us.
5. These are ˈgood books.

6. Wait for me till I ˈcome.
7. Ram ˈmust take the exam.
Rising tone is used in wh- questions asked with interest and concern, in yes/no questions, polite
requests, in tag questions seeking information and pauses in sentences or in incomplete
utterances.
ˈHow do you ˈfeel to, day? (wh-question with interest / concern)

Are you, hungry? (yes/no question)
Can you ˈget me a ˈglass of, water? (police request)
He didn’t subˈmit the, project, Did he? (seeking information in tag questions)
Listen to the following sentences and repeat them. Remember to focus on the tone:
The second tone is a rising tone which is marked (‘) below the accented syllable. It is used for
incomplete sentences, listing or counting items, yes-no questions, apologies, greeting etc.,
Listen and repeat the sentences.
1. ˈAre you, coming?

2. Can you, help me lift this box?
3. Is he ‘sure he can ‘reach in, time?
4. I’m ‘very sorry.
5. ˈPlease sit, down.
6. ˈGet me a glass bf ‘water, please.
7. ˈGood, morning.
8. Latha, Prema and Hema came for the wedding.
A. Fall Rise tone shows that something is implied which is not expressed directly in the sentence.
It carries shades of meaning like doubt, sympathy and encouragement.
a. When can we, start? V Now. (doubtful)
b. She’s V beautiful. (but not very clever)
Listen to the sentences and repeat them focusing on the tone that is used. Observe the tone marks
used in the text.
1. ˈWhat’s you name? wɒts jə neɪm
2. My name is Kiran. maɪ neɪmz kɪrʌn
3. ˈAre you a fresher? ɑː ju ə freʃə
4. ˈYes. I am. Jes aɪ æm
5. ˈWhy do you want to join this company? waɪ du ju wɒnt tə dʒɔɪn ðɪs kʌmpəni
6. This is a reputed company. ðɪs ɪz eɪ rɪˈpjuːtɪd kʌmpəni
7. What’re your strengths? wɒt eje streŋθ
8. Punctuality and honesty. pʌŋktʃuəl ænd ɒnɪsti
9. ˈWhat’re your weaknesses? wɒt eje wiːknəsiz
10. I ˈeasily ˈlose my temper. aɪ iːzɪli luːz maɪ tempə
11. ˈOpen the door. əʊpən ði dɔː
12. ˈOpen the door. əʊpən ði dɔː
General English 10.5 Intonation
13. ˈTell us about your experience. tel əs əˈbaʊt jər ɪkˈspɪəriəns

14. ˈTell us about your experience. tel əs əˈbaʊt jər ɪkˈspɪəriəns
15. ˈLearn the skills. lɜːn ðə skɪlz
16. ˈLearn the skills. lɜːn ðə skɪlz
17. ˈCan you tell me a bout your grades? kæn ju tel mi əˈbaʊt jə ɡreɪdz
18. ˈCan you tell me a bout your grades? kæn ju tel mi əˈbaʊt jə ɡreɪdz
19. ˈCan you send the files to me? kæn ju send ðə faɪl tə mi
20. ˈCan you send the files to me? kæn ju send ðə faɪl tə mi
Read the conversation. With the help of the tips given above choose correct tone. Now practice
the conversation with your partner using the tones. Choice of tones in a few sentences is done for
you.
Sruthi : Good morning! (Falling)

Sundar : Good morning. (falling) Do we have the test today? (falling)
Sruthi : I think so. Where is Gayatri? She has been absent to classes for many days.
Sundar : She’s at home, looking after her mom.
Sruthi : What happened to her?
Sundar : She is down with typhoid.
Sruthi : You told her about test. Didn’t you?
Sundar : Yes, I did.
Sruthi : Give me your phone. I’ll call her.
Sundar : You are not going to ask her to come for exam. Are you?
Sruthi : No, I’ll just enquire about her mom’s health.
Sundar : Can you wait for an hour? She must be with doctor now.
Sruthi : Gayatri! What a surprise! We thought you are at hospital.
Gayatri : I dropped mom home, and requested my cousin to look after her.
Sruthi : Are you going to write the test today?
Gayathri : Yes, I don’t want to miss it.
10.5. Functions of intonation in English
Intonation in English serves two functions namely grammatical and attitudinal function. The
grammatical function helps in understanding whether an utterance is a statement, command
question or request. Consider these examples.
Shut the door (order-Falling tone)

Shut the door (request-Rising tone)
Going to Bombay (statement-Falling tone)
Going to Bombay (question-Rising tone)
Activity – 3
I. Listen to each of the following sentences and say whether it is a request or a command
1. ˈPay the dues. Command
2. ˈPay the dues. ...........................
3. ˈDon’t trouble me. ...........................
4. ˈDon’t trouble me. ...........................

5. ˈOpen the chapter nine ...........................
II. Listen to each of the following sentences and say whether it is an inquiry or a demand
1. ˈWhy don’t you finish the work? Inquiry
2. ˈWhy don’t you finish the work? ...........................
3. ˈWill you come to the office tomorrow? ...........................
4. ˈDo you understand the problem?
III. Listen to each of the following sentences and say whether it is a question or a statement
1. ˈJohn is a doctor question
2. ˈKiran is working in America ...........................
3. ˈSwetha has finish her studies ...........................
4. You’ve been in London ...........................
5. You can speak French ...........................
The attitudinal function helps in finding the mood and attitude of the speaker whether he is
friendly, concerned, bored, annoyed, interested, irritated or sarcastic.
10.6. Conclusion
In this lesson you have learnt about different tones of the English language and how these tones
are produced and identified in one’s voice.
Reference books:
Lesson writer

UNIT III ENGLISH GRAMMAR
LESSON 11
Vocabulary
Objectives of the lesson
One of the important aims of teaching English in India is to enable the students to use it as
a library language. A student of humanities or sciences must have a good grounding in English.
This topic is introduced in order to equip the students with the means of enriching the vocabulary.
Introduction
Language is the medium of communication. A word is the basic unit of language. To

master a language we must acquire the four fold skills of language i.e., listening, speaking reading
and writing. There are more than six lakhs of words in English language. It is highly impossible
to learn all these words. Selecting words depends on their frequency of occurrence, usefulness and
range of their applicability. There are many ways of learning the words. To improve vocabulary we
must have interest in learning them. We must practise speaking the language. We must be exposed
to the English-speaking atmosphere around. We must cultivate the habit of reading newspapers,
magazines and storybooks. We can listen to the radio and television. Adequate command of
vocabulary is very essential for good self – expression.
STRUCTURE:
1 Word formation
11.1. Lexical sets
11.2. Antonyms and synonyms
11.3. Collocation
11.4. Roots of English words
11.5. Prefixes and suffixes
11.6. Words often confusing
11.7. Compound words
11.8. Spelling
I. Word formation:- Most of the words in English are nouns, verbs, adjectives and adverbs. If we
know one form of the word we can change it into another form. For example, if we know the word
‘observation’ (noun) we can change it into ‘observe’ (verb). Many verbs in English take–ed in the
past tense and many nouns end with - tion or- sion
Examples:
1. The doctor examined the patient (verb)
2. The selection of candidates is based on their performance in the written examination
(noun)
3. He associated himself with the Rotary club. (verb)
4. The association has called for nominations to conduct elections (noun)
5. The people were informed of the new tax rules (verb)
6. The information on the new tax rules was given to the people (noun)
7. The Nizam collected beautiful pieces of jewelry during his life time (verb)
8. The Jacob Diamond is the best piece of Nizam’s jewellery collection. (Noun)
9. The committee has resolved to promote international understanding (noun)
10. The board has formulated new rules for the promotion of cricket (noun)
11. I have an examination today. (noun)
12. The candidates should apply for the post of computer operator in the Army school. (Noun)
13. Applications are invited for the post of computer operator in the Army school. (Noun)
A few more examples.

Verb - noun
decide - decision
register - registration.
select - selection
verify - verification
accomplish - accomplishment
acquaint - acquaintance
commit - commitment
General English 11.3 Vocabulary
conceive - conception.
admit - admission.
apply - application.
select - selection.
collide - collision.
examine - examination.
attest - attestation.
belief - believe
center - centralization
bathe - bathe
feed - food
furnish - Furniture
characterize - character
accompany - company
conies - colony
encircle - circle
befriend - friend
glorify - glory
enforce - force
freeze - frost
befool - fool
Exercise: I
Complete the following table:
Verb - noun
1. to agree -
2. to amuse -
3. to perform -
4. to appoint -
5. to invite -
6. to Operation -
7. to Constitution -
8. to Argument -
9. to Exhibition -
10. to Pollution -
Assignment - I
Write the noun forms of
1) to regularize -
2) to connect -
3) to delegate -
4) to appreciate -
5) to assert -
6) to object -
7) to complete -
8) to destroy -
9) to omit -
10) to explain -
Assignment - II
Write the verb forms of
1: pollution -
2: arrangement -
3: prevention -
4: operation -
5: maintenance -
6: imagination -
7: comparison -
8: statement -
9: argument -
10: presentation -
1.1 Lexical sets: - Each topic has a set of inter related words. Such sets are called lexical sets.
1) Platform, train, compartment, coupe, berth, reservation, coolies, first class, general, three tier,
luggage, rush, beggar, ticket, collector, newspaper and magazine vendors, fruits and biscuit
vendors, tea and coffee vendors, signal, announcement, arrival and departure etc.
2) Bell, prayer, headmistress, teacher, pupil, books, time table, laboratory, library, drill, games,
blackboard, classroom, test, examinations, benches, tables, duster, chalk, attendance register,
uniform, literary club, reading room maps and pictures.
Exercise - II
1. Give as many lexical sets of words as possible to describe a cricket match
2. Give a lexical set of words to describe a market place.
11.2 Antonyms and synonyms: - Each word in English has its own meaning. One word cannot
replace another word. Words, which have similar meanings, are called synonyms and words, which
have opposite meanings, are called antonyms.
Examples : synonyms.
Abandon : desert, forsake
Abolish : eradicate, extinguish
Beautiful : elegant, graceful,
pretty. Correct : exact, precise, right.
Glad : cheerful, happy.
affection : love, friendship
Assemble : gather, unite, collect
barbarous : uncivilized, savage,
rude brilliant : bright, dazzling,
luminous brisk : quick, alert, busy
category : class, race, grade,
capacity : skill, ability,
capability check: control, stop, hinder
companion : friend, comrade,
associate damage: loss, harm, injury
demand : request, ask, implore
Antonyms:
Above x below
Accept x reject
Attract x repel
Encourage x discourage
Increase x decrease
acquit x convict
artificial x natural
assemble x disperse
beautiful x ugly
careful x careless
contract x expand
dead x alive
dry x wet
exclude x include
inferior x superior
Assignment - III
Write the synonyms
of 1: abundant ––––
––
2: begin - ———–
3: callous - ———–
4: delicate - ——–—
5: dislike - ——–—
6: effort - ——–—
7: embellish - ——–—
8: ferocious - ————
9: grief - ————
10: idle - ————
Assignment - IV
Write the antonyms
of 1: allow x
2: benevolent x
3: create x
4: elevate x
5: frequent x
6: hasty x
7: nebulous x
8: obstinate x
9: pathetic x
10: generous x
11.3. Collocation: This refers to the occurrence of some words in the company of certain other
words. The combination of such words is determined by convention and there is no rule,
which explains why. Eg: Commit suicide, commit a crime, commit a blunder but not do a
suicide, do a crime and do a blunder.
11.4. Roots of English words: Almost half of the words in the English language are derived
from Greek and Latin roots. These root words help us to grasp the meanings of the words. For
example: the word philosophy. ‘Sophia’ means knowledge, ‘Phil’ means love. Philosophy
means love of know ledge.
audi = to hear – audible, auditorium.
bio = life – biology, autobiography.
tele = far off – telephone, television
verb = word – verbal, verbose.
11.5. Prefixes and suffixes: A prefix is a group of letters added to the beginning of a word to
change its meaning.
Examples:
a) The leader is capable of doing service to the people
b) The leader is incapable of doing service to the people.
c) The committee has approved the chairman’s decision
d) The committee has disapproved the chairman’s decision
e) The officer was appreciated for using the funds property
f) The officer was prosecuted for misusing the funds
g) I was able to contact him an telephone
h) I am unable to contact him on telephone
i) We furl the flag with flowers before it is hoisted
j) The flag is unfurled
A Suffix is a letter or group of letters added to the end of a word, to change its meaning examples.
a) He created history in the world of cricket.
b) We are studying the topical background of the French Revolution.
c) Rajani was asked to sing a prayer song
d) Rajani is a singer
e) I like his friendliness
Assignment -V
Add prefixes to change the meanings of the following
1. Normal
2. Like
3. partial
4. pure
5. known
6. decent
7. successful
8. comfortable
9. locate
9. integrate
10. adequate
11. human
Assignment- VI
Add suffixes to change the meaning of the following words
1: advice
2: resist
3: Europe
4: lonely
5: fever
6: danger
7: regular
8: dispose
9: rely
10: examine
11: care
12: friend
11.6 . Words often confusing: Some words in English are confusing due to their similarities in
spelling and pronunciation. For example, weak and week, soul and sole, right and write etc.
These words are called Homonyms. If we do not make the right, choice, when we use these
words in a sentence, the meaning of the entire sentence is changed or sometimes the sentence
becomes meaningless
e.g., Already (Previously)
I had already finished my homework before you called.
All ready
We are all ready to play.
Accept (agree)
The principal did not accept the proposal made by the teacher.
Except (not including)
The entire class has reserved first division except one student.
Allusion (reference)
Milton’s ‘Paradise Lost’ is full of biblical allusions.
Illusion (false impression)
Ravi is under the illusion that he can get a job easily.
Course (path of action)
He completed a course in Hotel management last year.
Coarse (rough, rude)
The carpet is made of coarse material
compliment (praise or favorable remark)
The captain complimented the team on their victory.
Co mple ment (to make it better or to improve or to
complete)
The Indian team needs good players to complement are
another
Judicial (concerned with law).
The culprit was taken into judicial custody.
Judicious (prudent, thoughtful)
Mamata made a judicious decision by choosing to do
medicine. Device (a piece of equipment).
Television is an electronic device.
Devise (to find a plan or method).
The government has devised a plan to eliminate terrorists.
Assignment: VII
Select an appropriate word for each of the following sentences from those given in brackets
1: The letter had (already, all ready) been
collected.
2: The material seems to be very (course,
coarse).
3: Rasagulla is a delicious (dessert, desert).
4: Delhi is the (capitol capital) of
India.
5: Everyone prefers (piece,
peace) to war.
6: The team’s (morale, moral) has been high since their victory in the last match.
Assignment: VIII
Consult a good dictionary to find out the meaning of the following pairs of words and use them
in your own sentence.
1. draught, drought
2. elusive, illusive
3. formerly, formally
4. memorable, memorial
5. virtual, virtuous.
6. official, officious
7. urban, urbane
8. gentle, genteel
11.7 Compound words :

By combining two or more words new words can be formed in English. E.g.:
Mainroad, moonlight
Assignment - IX
Combine the words from group A and B to make compound words.
Group A Group B
1. telephone ( ) a) hall
2. wheel ( ) b) keeper
3. chewing ( ) c) machine
4. calling ( ) d) brush
5. speed ( ) e) bag
6. cricket ( ) f) chair
7. tooth ( ) g) operator
8. dining ( ) h) complex
9. washing ( ) I) breaker
10. shopping ( ) j) bell
11. hand ( ) k) ball

12. store ( ) l) gun
11.8 Spelling - Spelling is a skill, which should be acquired by everyone. We can learn to
spell words by syllables. A syllable is a part of a word, which can be pronounced by
itself. Spelling can be mastered by dividing the words into convenient parts.
Examples. Monosyllabic
words show, throw, script,
fate.
Two parts
words. aspect,
active, basic
Three parts
words
Attention, absolute,
alphabet
Four-part words.
effectively, absolutely,
consciously Some words do not
go by pronunciation
lieutenant, lightning, genre.
Examples for spellings Look at

the following words
Sab –bat –ic-al
cal – cu- la-tion
con – gra-tu-
la- tion con –

junc-ti- vi-its
ap – pro-xi-
mation ap –
pro-pri-a-tion
be- ne-vo-lent
fac- sim-i-le
im– prac –tic-able
Assignment: X
Correct the spellings of the underlined words in the following paragraph:-
Many comparys have now computried there acounting procejures because computers can do
the work more quikly and more acurately than people. The work the computer does is called data
processing. The part of the computer that processes the data is called CPU (central prosessing
unit) componants called microchips. A computer can only do what it is instructed to do. The
insstrucsions that are stored in a computer are called the computer program. The people who
write these instructions are called computer programers.
ANSWERS
Exercise I
1. Agreement 2) amusement 3) performance 4) appointment 5) invitation 6) to operate 7) to
constitute to argue 9) to exhibit 10) to pollute
Exercise II
1. coach, captain, vice-captain, ground, spectators, tickets, stadium, batsmen, bowlers, fast
bowler, medium pace, bowler, spinner, boundary, aerial, route sixer, stumps, L B W, catch,
stumping, innings out, overslip, onside, hit wicket, clean bowled, silly point, long off etc.
2. Shops, rows fruits, vegetables, flowers fancy goods, bags, soaps, pins, purses, grain, rice,
sugar, coffee, tea, belts, powders oils, ghee, tamarind, coconuts, tooth paste, cosmetics etc.
Assignment: 11
1. Regularization 2) connection 3) delegation 4) appreciation 5) assertion 6) objection 7)
completion 8) destruction 9) omission 10) explanation
Assignment: II
1. to pollute 2) to arrange 3) to prevent 4) to operate 5) to maintain 6) to imagine 7) to
compare 8) to state 9) to argue 10) to present
Assignment: III
1. plenty 2) start 3) insensible 4) fine 5) aversion 6) striving 7) impoverish 8) cruel 9)
sorry 10) lazy
Assignment: - IV
1. disallow 2) cruel 3) destroy 4) diminish 5) rare 6) slow 7) clear 8) pliable 9) cruel
10) stingy
Assignment: V
1. abnormal 2) dislike 3) impartial 4) impure 5) unknown 6) indecent 7) unsuccessful 8)
uncomfortable dislocate 10) disintegrate 11) inadequate 12) inhuman.
Assignment: VI
1. advisor, 2) resistance 3) European 4) loneliness 5) feverish 6) dangerous 7) regularise
8) disposal 9) reliance 10) examine 11) careful 12) friendly
Assignment: VII
1. already 2) coarse 3) dissert 4) capital 5) peace 6) morale.
Assignment: VIII
1. draught -amount drunk during one continuous process of swallowing
He could drink a mug of water at a draught.
2. Illusive – deceptive
All hopes of rainfall proved illusive.
3. formerly – previously
Formerly she worked as the principal of the women’s college.
Formally – as per rules.
He is given an appointment formally
4. memorable: fit to be remembered
His speech on the occasion is memorable
Memorial – something made in memory of something
Every village has a war memorial.
5. Virtual – real.
He is the virtual head of the business, though he is not a
manager, Having virtues.
Virtuous –we rarely find such a virtuous man.
6. Official – a person who holds an office
Miss Vanaja is a central Government official. Officious –to offer advice.

An officious guard told me not to whistle in the museum
7. urban – a town or city This is an urban area.
Urbane – smooth and confident manners. We like her for her urbane manners
8. Gentle –soft
The slope is quite gentle.
Genteel - showing unnatural manners I was surprised at his genteel manners.
Assignment : IX
1. telephone operator 2) wheel chair 3) chewing gum 4) calling bell 5) speed breaker 6)
hand bag.7) cricket ball 8) tooth brush 9) dining hall 10) washing machine, 11) shopping
complex 12) store keeper
Assignment : X
Companies, computerised, accounting, procedures, quickly, accurately processing,
components, instructions; programmers.
Reference books
Lesson writer

UNIT 3 ENGLISH GRAMMAR
Lesson 12
Parts of Speech
Objectives: Parts of speech are introduced to enable the students to grasp the functions of words
in a sentence, to classify the words according to the functions and to make use of the words
according to the functions in different situations.
STRUCTURE:
12. 1 The noun
12. 2 The pronoun
Personal pronouns
Possessive pronouns
Predicative possessive
Reflexive pronouns
Demonstrative pronouns
Indefinite pronouns
Relative pronouns
Interrogative pronouns
Reciprocal pronouns
12.3 The Adjective
12.4 The Adverb

12.5 The Interjection
Introduction: Words are named according to their functions in the sentences. There are eight kinds
of functions to be performed in the sentence. These are called the parts of speech. They are.
1. Noun 5. Adverb.
2. Pronoun 6. Preposition
3. Adjective. 7. Conjunction.
4. Verb. 8. Interjection.
12.1 The Noun: - A noun is the name of a person, place or a thing. Nouns may be divided into
several classes. One among them is very important, i.e. the proper noun. The proper noun is
the name of person, place or a thing. They must be capitalized when we write.
e.g., 1. Rama was an ideal king.
12. Delhi is the capital of India.
Exercise: I
Read the following paragraph and identify the nouns.
Buddha’s real name was Goutama. He was the son of Suddodana, the king of northern India.
Buddha was born 500 years before Christ was born. He preached a religion called Buddhism.
Though Hinduism is older than Buddhism, it was losing its significance by the time Buddha
came. Many Indians were growing dissatisfied.
12.2 The Pronoun: - A pronoun stands for or refers to a noun, an individual or individuals or
a thing or things whose identity is made clearer in the preceding or following sentences. e.g., “Is
there Mr. Vikram”?
“No he has gone out.”
Pronouns are divided into several classes
i) Personal Pronouns: The pronouns I, we, you, he, she it, that, this are called personal
pronouns because they refer to the three persons
1st Person- I, my, mine,

we, us, our, ours,
2nd person-you, your, yours
3rd person-he, him, his, she, her, hers, it its

They, their, theirs, them.
ii) Possessive pronouns:- A pronoun, which refers to possession or ownership, origin or kind, is
called possessive pronoun.
e.g.,1. This is my book
2. I borrowed his book.
3. I depend on their support
General English 12.3 Parts of Speech
4. We are staying in her house.
iii) Predicative possessive: These are pronouns used as a part of

predicates.
e.g., 1. This book is mine.
2. The dress is hers.
3. That pen is yours.
iv) Reflexive pronouns:- The pronoun, which is used to co-refer to the subject (being in the
place of object), is called a reflexive pronoun. It is also used to emphasize the nominal
e.g.,1. He praised himself.
2. The car moved itself in the slope.
3. You can do it yourself (emphasis)
4. They did it themselves (emphasis)
Demonstrative Pronouns: Sometimes a pronoun may not come in the place of a noun. But, it is
used to refer to something, or someone.
e.g.,1. This is my book.
2. That is fantastic.
3. These are delicious.
Indefinite pronouns: - Some pronouns refer to persons, places or things in general. They are
called indefinite pronouns.
e.g.,1. One should love one’s own country.
2. None of them is busy.
3. Some of them are Punjabis.
4. Many of them could not reach in time.
Relative Pronouns: Relative pronouns relate two units of a sentence by referring back to
somebody or something indicated by the noun/pronoun it is linked with.
e.g., 1. This is the man, who helped me that day.
2. He is the person who won in the election.
3. This is the train, which goes to
Tirupathi.
4. This is the place where I did my
graduation.
Interrogative pronouns: Interrogative pronouns are the words used to ask
questions.
e.g., 1. What is happening there?
2. Who is investigating the case?
3. Why are you standing here? These are also used to report questions.
e.g.,1. She asked me what the time was.
2. They enquired about why the train was delayed.
3. He wanted to know how I was feeling.
The reciprocal pronouns are each other and one another.
12.3 The Adjective

An adjective is a word that modifies a noun.
e.g., 1. She is wearing a green dress.
2. He is a strong man.
An adjective may point out which one
e.g., 1. The approaching train is coming from Kashmir.

2. A singing bird is sitting on the branch.
An adjective may tell how many / how much.
e.g., 1. I bought it for ten rupees
2. She drank one cup of milk
An adjective is not always placed close to the word it modifies. It may be separated from the
word it modifies by other words in the sentence.
e.g., 1. Hemanth was very tired.
2. Arun looks happy.
2.4 The Adverb

An adverb is a word used to modify a verb, an adjective, or another adverb.
e.g., 1. The man came swiftly around the corner.
2. She followed her teacher timidly.

Adverbs usually tell one of the four things about the verb. It may tell when the act was done,
e.g., 1. Jim came at 12.15
2. Jim came to the park.
3. Jim came early.
4. Jim came far.
2.5 The Interjection

The words which are used as exclamations to show strong feelings such as anger, surprise
excitement etc are called as interjections.
e.g., 1. Oh! We lost the game.
2. Alas! He met with an accident.
3. Hurray! I’ve got first class.
Assignment: I
Complete the dialogue given below using appropriate interrogative pronouns.
1 ” ———— do you live? “ I live in Guntur.”
2 “ ———— is your father doing?
“He is working in the Indian Railways.”
3 “———— did you come here? ” I came by car.”
4 “ ———— will you go back.? “ I will go back at 4 0’ clock.”
5 “———— long have you been living in this city?” “ I have been living in this city for
three years.”
6 “————— have you come here? “ I have come to see my friend.”
7 “———— often do you come to see your friend?” “ once in a week I come to see her.”
8 “ ————— book is this?” “ That is my friend’s book.”
Assignment : II
Fill in the blanks with suitable relative pronouns
(Who, what, when, how, where, which etc)
1. I asked my mother ——— I should do it.
2. Pavan asked me ———— he should say if his. Wife asks him about his lost purse.
3. Tell me ———— I should search.
4. He selected a dress ——— he liked.

5. I want to know ————happened yesterday.
6. The man ————— owns the house has not come.
7. He stopped crying ———— he saw his mother.
8. He noticed some bottles ——— were floating on the sea
9. I am looking for a man ——— could do this work.
Assignment: III
Identify the parts of speech of the underlined words.
1. Akbar was a great king.
2. His courage won him honor.
3. There are twenty boys in the class.
4. The girl wrote a letter to her cousin.
5. Iron and copper are useful metals.
6. He worked the sum quickly.
7. The girl is fond of music.
8. A fair little girl sat under a tree.
9. Alas! She is dead.
10. I ran fast but missed the train
ANSWERS
Exercise-1
Buddha, name, Gouthama, son, suddhodhana king, India, year, Christ, religion, Buddhism,
Hinduism Indians
Assignment: I
1. where 2) what 3) how 4) when 5) how 6) why 7) how 8) whose
Assignment: II
1). when 2) what 3) where 4) which 5) what 6) who 7) when 8).which 9) .who.
Assignment : III
1. Noun, adjective 2) pronoun 3) Adjective 4) verb 5) conjunction 6) adverb 7)

preposition 8) preposition 9) interjection 10) conjunction.
Reference books
Lesson writer

UNIT 3 ENGLISH GRAMMAR
Lesson 13
Sentences, Clauses and Phrases
Objectives: The main objective of the introduction of this unit is to enable the students to
understand the structure of the sentence, clause and Phrase and to classify the sentences,
clauses and phrases.
Introduction: In the previous unit you have studied vocabulary, spelling and parts of
speech. In this unit you are going to study sentences, clauses and phrases.
A Sentence is the unit of any composition. We speak or write in sentences. To speak or to write
correct sentences, let us study the structure of a sentence.
STRUCTURE
13.1 Subject and Predicate.
13.2 Declarative sentence
13.3 Interrogative sentence
13.4 Imperative sentence
13.5 Exclamatory sentence
13.6 Phrases and clauses
13.7 The main clause
13.8 The subordinate clause
A sentence is a group of words, which can stand alone as a single utterance. It should stand
by itself. A sentence consists of two parts, the subject and the predicate. The naming part of
the sentence is called the subject and what is talked about the subject in that sentence is
called the predicate.
13.1 Subject and Predicate

The Taj Mahal / is one of the Seven Wonders of the World
Examples for subject and predicate
The boy / stood on the burning deck.
Subject Predicate
Edison / invented the Phonograph.
Subject Predicate
The early bird / catches the worm.
Subject Predicate
The dew drops / glitter in sunshine.
Subject Predicate
The rainbow / soon faded away.
Subject Predicate
Sentences can be classified into four types
13.2 A declarative sentence is a statement.
e.g., 1. I want to become a doctor.

1. The lion is the king of animals.
2. There is enough food for five people.
3. It is 10.15P.M now.
4. She is a hard-working girl.
5. The cat sat on a wall.
6. She is going to the market now.
13.3 An Interrogative Sentence presents a question

e.g., 1.What are you doing?
2. Can you speak
Telugu?
3. Where do you live?
4. How long have you been waiting here?
5. Did you send your application?
6. When are you coming?
7. Are you going home now?
13.4 An imperative sentence is one that expresses a command, request

or wish.
e.g., : 1. Do as I say.
2. Please give your pen.
3. May the Lord’s blessings be with you?
4. “Don’t drink that!”
5. “Stop making noise!”
6. “Listen to what I say!”
7. “May I come in, Sir!”
8. “Please lend me your pen”
13.5 An exclamatory sentence expresses a sudden feeling or a feeling of

surprise.
e.g.,: 1. “Run, there is a snake in the garden!
2. “Hurray! We have won the game!”
3. “Oh! My god!”
4. “What a shame!”
5. “How very cold it is!”
EXERCISE: I
Identify the subjects of the following sentences.
1. The garden is full of roses.
2. The sky is clear after it has rained.
3. Shakespeare in a world famous dramatist.
4. The Falaknuma express is late by 45 minutes.
13.6 Phrases and clauses:

The clause: A group of words containing a subject and a predicate, which forms a part of the
sentence, is called a clause.
e.g., 1. Have you seen a man/who wore a blue shirt? There are two clauses in this sentence, each
having a subject and a verb.
2. I like the flowers/which are fragrant.
The phrase: A group of words, which forms a part of the sentence, which does not have a subject
or a verb, is called a phrase.
e.g., 1. Vijayawada has a railway station with many platforms.
2. Greatly disappointed, he burst out into tears.
3. Climbing the tree, he lost his balance.
4. I shall do the work as soon as possible.
5. The post office is in front of the church.
6. A servant is expected to be at the beck and call of his master.
7. His brother worked in place of him.
Clauses are classified into two types: Main clause and subordinate clause.
13.7 The main clause: A main clause is a group of words in a sentence which has a subject and a
verb, and can express a complete thought without depending on any other part of the sentence.
It can be called a simple sentence as an independent structure but when written as a part of a
sentence, it is called a main clause.
e.g., 1. The thief ran away. (Simple sentence)
The thief ran away when the policeman whistled.
“The thief ran away” becomes the main clause when it is written as part of the sentence.
13.8 The subordinate clause: The subordinate clause is a group of words in a sentence, which
depends on the main clause to express complete meaning and thought. It cannot stand as an
independent sentence.
e.g., 1. The meeting started /when the chief guest

The meeting started main clause
arrived.
When the chief guest arrived - subordinate
2. He was angry / when he heard the result
clause
Main clause / Subordinate clause
3. I shall follow you / wherever you go
Main clause / Subordinate clause
4. He returned home / when the sun set
Main clause / subordinate clause
5. The dog jumped up / when he saw the cat
Main clause / subordinate clause
Lesson Writer
Dr. N. Vijaya Bhaskara Sarma,
Assistant Professor of English,
Unit III ENGLISH GRAMMAR
Lesson 14
Grammar - Concord, Modals and Tenses
Structure of the Lesson:
14.0 Objectives
14.1 Introduction
14.2 Concord
14.2.1 Important Rules of Concord
14.2.2 Exercise
14.3 Modals
14. 3.1. Shall, will, should and would.
14.3.2 Can, could, may and might
14.3.3 Must, ought to, need and used to
14.3.4 Exercise
14.4 Tenses
14.4.1 Present Tenses
14.4.2 Past Tenses
14.4.3 Future Tenses
14.5.4 Exercise
14.0 Objectives
After completing the lesson the student will be able understand:
● The meaning of Concord in grammar.
● Rules governing the subject - verb agreement.
● Modals in grammar.
● Various modalities expressed by modals.
● The three main tenses and their sub-division.
● Sentence pattern in different tenses.
● The way the twelve tenses are used to express time and progress of different actions
14.1 Introduction
Grammar can simply be defined as a set of rules used to frame error free sentences so that the
communication either written or oral can be effective. In order to be a good writer or speaker,
one requires the knowledge of these rules to a considerable extent. In this lesson, you are going
to learn three different grammar topics - Concord, Modals and Tenses. Concord helps you
choose appropriate verb form according to the number and person of the subject of the sentence.
Modals assist you in making written or oral communication effective. After learning Tenses,
your ability to write correct expressions will be enhanced. The exercises are given at the end of
each topic so that you can assess yourself of your understanding of the particular topic. After all,
as it has already been stated, grammar is a set of rules and the best way to master them is using
their examples frequently.
14.2 Concord
Concord literally means a state of agreement or harmony. In grammar, concord refers to the
agreement of the verb with its subject in person and number. The verb form that is chosen in a
sentence depends on the subject of the sentence.
I am learning English grammar.

We are learning English grammar.
He is learning English grammar.
They are learning English grammar.
Agreement of Personal Pronouns and Helping Verbs
Be
Be Past Have Present Have past
Number Person Pronoun Present
forms forms form
forms
First Person I am was have
Second Person You are were have

Singular
he/she/it/Raju/
Third Person is was has
Rani had
First Person
We/you/they/
Plural Second Person are were have
Raju and Rani
Third Person
Generally, there is no ambiguity in placing an appropriate verb in a sentence. But there are some
peculiar cases where students get confused in choosing the verb.
14.2.1 Important Rules of Concord:

Special attention should be given to the following points.
1. Usually, the noun near the verb is misunderstood as its subject. The proper subject
should be identified before choosing the appropriate verb.
E.g. The quality of the apples was extremely good.
Proper subject near noun
2. A plural verb is required when two or more singular nouns or pronouns are joined by
‘and’.
Platinum and gold are precious metals.
Exception: A singular verb is required when the two nouns refer to one person or one idea.
Dr. Manmohan Singh, the politician and great economist is dead. (Politician and
economist refer to one person)
General English 14.3 Concord, Modals and Tenses
3. A singular verb is required when words are connected to a singular subject by ‘with’
‘as well as’.
English as well as Sanskrit was opted by him under electives.
4. Two or more singular subjects joined by ‘or’ or ‘nor’ take a singular verb.
Our sorrow or our happiness is largely due to our own deeds.
Exception: A plural verb is taken when one of the subjects is a plural one.
Neither the principal nor the lecturers were convinced of his explanation.
5. Either, neither, each, every, and ‘many a’ are followed by a singular verb.
Each of the boys is running for the ball.
6. A verb in singular number is used after a collective noun when the group is taken as a
whole.
The jury has given the verdict.
But a plural verb is used when the individuals in the group are thought of.
The jury are divided on one major point.
7. A singular verb is used when some quantity or amount is taken as a whole.
Twenty minutes extra time is given for every student.
14.2.2 Exercise:
1. Bread and butter _________( is/ are) good for his health.
2. Slow and study _________ (win/ wins) the race.
3. The director and actor _______ (is/ are) dead.
4. Many a people ________ (try/ tries) hard to get selected in the university cricket team.
5. Ten kilometers _______ (is/ are) a long distance.
6. The minister along with his officials _____ (has/ have) come for the press meet.
7. The committee _________( is/ are) divided on the expenditure made towards
entertainment.
8. Rs. 40000/- a month ________(is/ are) a handsome salary for a clerical job.
9. Neither Raju nor Ravi ______ (know/ knows) the solution to the riddle.
10. The Chief Minister along with his ministers _____ (is/ are) working for the welfare of the
state.
14.3.0 Modals
The words that denote modality i.e. permission, likelihood, possibility, certainty, and necessity
are called modals or modal verbs in grammar. They are often grouped with the auxiliary verbs or
helping verbs which are used with the main verb or ordinary verb to form different tenses,
passive forms of the verbs, questions and negative sentences.
The helping verbs shall, should, will, would, can, could, may, might, must, and ought are
known as modal verbs. At times, need and dare are also used like modals.
14.3.1. Shall, will, should and would.

● Shall is used in the first person and will in the second and third persons to indicate pure
future. But today, ‘I shall or we shall’ is very rarely used. ‘I will or we will’ has become most
common.
We will need the house by next month.
Tomorrow will be Monday.
Note: In modern English, people generally use ‘will’ for all persons i.e. first, second and
third persons.
● Use of shall with the first person in questions, asks the intention of the person who is
addressed.
Shall I close the window? (Do you want me to close the window?)
Where shall we go for a walk? (Seeking the suggestion of the other person)
Which book shall I read? (Seeking the advice of the person addressed)
● Will is used to indicate promise, willingness, probability or a characteristic habit.
I will try to do better next time. (Promise)
I will carry your luggage to the station. (Willing to do)
He will sit for hours watching the television. (Characteristic habit)
This will be the book you want. (Probability)
● Will with a second person indicates an invitation or a request.
Will you lend me your bicycle? (Request)
Will you have lunch? (Invitation)
● Should and would are the past tense forms of shall and will.
She said that she would be thirty next birthday.
● Should indicates duty or obligation.
We should obey the rules and regulations of the university.
14.3.2 Can, could, may and might

● Can is used to indicate ability or capability.
He can lift this box.
● Can and may are used to indicate permission.
You can/may leave now.
Note: To express permission may is rather formal.
● May is used to indicate possibility or wish.
It may rain in the evening. (Possibility)
May the newly married couple live happily (wish)
● Could and might are the past tense forms of can and may.
I said that he could lift this box.
The manager said that I could/ might leave then.
● Might is also used to indicate dissatisfaction.
You might pay a little more attention to this project.
14.3.3 Must, ought to, Need and used to

● Must is used to indicate necessity or obligation.
You must get up early.
Note: must is used to indicate the present but to indicate the past had to is used.
You had to get up early yesterday.
● When the application is self-imposed, must is used but when it is from outside, have to is
used.
I must walk for forty minutes a day. (Self imposed obligation)
I have to walk for forty minutes a day. (Doctor has told me to do so)
● Ought to is used to indicate moral obligation or probability.
We ought to love our neighbours. (Moral obligation)
Petrol prices ought to come down soon due to the efforts of the government.
(Probability).
● Need is used to denote necessity or obligation.
She need not go there.
Need I speak to her?
● The auxiliary verb dare means ‘be brave enough to’. It does not take ‘s’ in the third person
singular, simple present tense.
It is usually used in the negatives or questions.
She dare not take such a move.
How dare you criticize my speech?
14.3.4 Exercise
1. You ________ (should/ would) be punctual.

2. ________ (may/can) I help you.
3. Abdul Kalam says that we ______ (need/ dare) to be self-sufficient.
4. Children ________ (should/ would) obey their parents.
5. _____ (May/can) God bless you!
6. _________ (Shall/will) I take leave now?
7. We _____ (ought/might) to help the poor.
8. I _______ (need/should) not see him anymore.
9. If I asked him again, he _____ (may/might) refuse.
10. _______ (may/ might) I take your pen.
11. ______ (shall/ should) we visit the Taj Mahal.
14.4.0 Tenses
A tense in grammar, to say simply, is a change made to the verb to indicate time of an action or
event. The three main tenses are - the past tense, the present tense and the future tense. These
three tenses are again divided into four each - simple, continuous, perfect and perfect continuous
- to indicate the progress of the action or event.
● In a simple tense, the action is mentioned without any reference to its progress.
I sing.
● A continuous tense indicates the continuity of an action or event.
He is singing a song.
● A perfect tense denotes the completion or the finish of an action at a particular point of
time.
He has finished his homework.
● A perfect continuous tense indicates the continuity of an action for sometime before it
completes later at a particular point of time.
He has been singing for two hours.
14.4.1 Present Tenses

The present tenses indicate the actions in the present time.
I play
Simple Present Tense
● The present tense form or the first form of the verb is used in the simple present tense.
Sentence pattern: Subject + Verb 1 + Object/Complement

They like chocolates.
Note: When the subject of a simple present tense is in the third person singular i.e. he, she, it,
Raju or Rani, ‘s’ or ‘es’ is added to the verb.
She drinks coffee every evening.
Raju teaches us English grammar.
● The present simple tense is used to indicate:
● A present action.
He runs for the ball.
● A habitual action.
She gets up daily at 6 o'clock in the morning.
● Universal or general truths.
The sun sets in the west.
● A future event when it is a fixed programme.
The train leaves at 7:30 p.m.
● Usually the simple present tense is used with the adverbial time phrases like always, usually,
generally, regularly, frequently, everyday, daily etc.
Present Continuous Tense

● In forming the present continuous tense, the helping verbs am, is, or are and the present
participle or the -ing form of the verb are used.
Sentence pattern: Subject + am/is/are + Verb-ing + Object/Complement
They are running for the ball.
● The present continuous tense is used to indicate:
● An action occurring at the time of speaking.
She is reading a comic book now.
● An already arranged action that will occur in the near future.
We are going to Guntur tomorrow.
● For an obstinate habit in the derogatory sense with adverbs like always, continually etc.
He is always smoking on campus.
Note: The following verbs are not usually used in the continuous form when they indicate a
state.
1. Verbs of perception like see, hear, taste, smell etc.
2. Verbs of mental activity like think, want, desire, wish, forgive, care, hate, love etc.
3. Verbs of possession like have, own, belong, process etc.
Wrong: I am having a car.
Right : I have a car.
● The present continuous tense is usually used with the expressions like now, at present, Look!
Hear! Listen! Watch! Don't disturb etc. which indicate the continuity of the action before the
speaker.
Present Perfect Tense

● The present perfect tense is formed by using the helping verbs has or have with the past
participle or the third form of the verb.
Sentence pattern: Subject + has/ have + Verb 3 + Object/Complement
He has finished reading the novel.
● The present perfect tense is used to indicate an action that has just completed or finished in
the recent past.
We have just finished our dinner.
● It is used to indicate a past action without mentioning the past time or place.
Right: I have seen the movie.
Wrong: I have seen the movie yesterday.
Right : I saw the movie yesterday.
Present Perfect Continuous Tense

The present perfect continuous tense is formed by using the helping verbs has been or have
been along with present participle form or the -ing form of the verb.
Sentence pattern: Subject + has been/ have been +Verb -ing + Object/Complement
● The present perfect continuous tense is used to indicate an action started at a particular point
of time in the past and continuing up to the time of speaking or completed by the time of
speaking.
Vishal has been working in the university since 2001.
The present perfect continuous tense is usually used with the prepositions for or since.
‘Since’ is used to indicate ‘point of time’ and ‘for’ is used to indicate ‘period of time’.
He has been working in the factory since 2001. (Point of time)
He has been working in the factory for the last twenty years. (Period of time)
14.4.2 Past Tenses

The past tenses are used to indicate the actions occurred in the past.
The past tense is further divided into the simple past, the past continuous, the past perfect and
the past perfect continuous.
Simple Past Tense

The simple past tense is formed by the past tense form or the second form of the verb.
Sentence pattern: Subject + Verb 2 + Object/Complement
They went to the market.
● The simple past tense is used to indicate:
● An action that took place in the past.
It is often used with the adverbs of past time words like yesterday, last week, last month, last
year, ago, in 2020 etc.
I met him yesterday.

● A past action without the past adverbs of time when the past time is indicated or implied by
the situation.
I met him in Hyderabad. (Now, the speaker is in Vijayawada)
● A past habit often with the modal verb ‘used to’.
She used to study many hours a day. (She is not doing so now)
Past Continuous Tense

The past continuous verb form is formed by using the helping verbs was or were along with
the present participle form or -ing form of the base verb.
Sentence pattern: Subject + was/were + Verb-ing + Object/Complement
Shiva was reading a novel then.
● The past continuous tense is used to indicate:
● The continuity of an action at a particular point of time in the past.
I was watching television all evening.
● A persistent habit in the past usually with always, continuously etc.
He was always sitting on the last bench. (Now, he is sitting elsewhere)
● The past continuous tense is used with the simple past tense when a new action occurred
while a longer action was going on.
Archana was watching television when her father came.
Past Perfect Tense

The past perfect tense verb form is formed by using the helping verb had along with the past
participle form or third form of the base verb.
Sentence pattern: Subject + had +Verb 3 + Object/Complement
We had completed the work by 5 p.m.
● The past perfect tense is used to indicate the completion of an action by a particular point of
time in the past.
We had already reached Vijayawada by this time yesterday.
● The past perfect tense is often used with the simple past tense in situations when two actions
occurred in the past. In such cases, the past perfect tense is used to indicate the action which
occurred earlier than the other action which is indicated by the simple past tense.
Past Perfect Tense: First action Simple Past: Second action
The cinema had already begun before we entered the theatre.
Past Perfect Continuous Tense

The past perfect continuous tense verb form is formed by using the helping verb had been
along with the present participle form or the -ing form of the base verb.
Sentence pattern: Subject + had been +Verb -ing + Object/Complement
They had been living here for twenty years by last month.
● The past perfect continuous tense is used to indicate an action that had started in the past and
continued up to a particular point of time in the past.
He said that I had been working there for five years.
14.4.3 Future Tenses

The future tenses are used to indicate actions that will occur in the future time.
The future tense is further divided into the simple future, the future continuous, the future
perfect and the future perfect continuous.
Simple Future
The verb form used in the simple future tense is the helping verb will or shall and the base form
or the first form of the verb.
Sentence pattern: Subject + will/shall + Verb 1 + Object/Complement
He will come to college tomorrow.
● The simple future tense is used to indicate:
● A future action not in our control.
He will be thirty next Monday.
● An action that is believed or thought to occur in the future with the phrases like I think, I
believe, I am sure etc.
I think India will win the match.
Future Continuous Tense

The future continuous tense verb form is formed by the helping verbs will be or shall be
along with the present participle form or the -ing form of the base verb.
Sentence pattern: Subject + will be/shall be + Verb-ing + Object/Complement
They will be writing the exam at this time tomorrow.
● The future continuous tense is used to indicate an action that will be continuing at a particular
point of time in the future.
We will be going to Chennai at this time next week.
Future Perfect Tense

The future perfect tense verb form is formed by the helping verbs will have or shall have
along with the past participle form or the third form of the verb.
Sentence pattern: Subject + will have/shall have + Verb 3 + Object/Complement
We shall have finished the examination by this time tomorrow.
● The future perfect tense is used to indicate an action that will be completed by a particular
point of time in the future.
We shall have finished the play by 5 p.m.
Future Perfect Continuous Tense

The verb form of the future perfect continuous tense is formed by the helping verbs will have
been or shall have been along with the present participle form or the -ing form of the verb.
Sentence pattern: Subject + will have been/shall have been + Verb-ing +
Object/Complement
They will have been living here for twenty years by next month.
The future perfect continuous tense is used to indicate an action that began in the past,
continues for some time and will finish in the future.
They will have been constructing the house for nine months by tomorrow.
14.4.4 Exercise
1. Most snakes _______ (lay) eggs but the python _______ (give) birth to its young ones.
2. I ___________ (work) in this college for five years.
3. My brother is a writer. He ______ (write) novels. He _______ (write) since 2001 and
_____ (write) eight novels so far.
4. He _____ (resolve) the puzzle before everyone else did.
5. He ________ (watch) television when the calling bell rang.
6. Minakshi has decided to deposit Rs. 5000 in the bank every month. By the end of the
year she _______ (save) Rs. 60000.
7. Ram Charan ______ (be) a famous Telugu film actor.
8. Both the girl and her sister _______ (be) in the house yesterday.
9. Rajesh usually _____ (sit) in the front row.
10. It ______ (rain) when I met Swati.
11. Ravindra ______ (have) a beautiful villa in Vijayawada.
12. The lecturer asked the student why he ______ (come) so late to the college.
13. Saujanya _____ just _____ (return) from the market.
14. By this time tomorrow, they ______ (reach) Chennai.
15. Honey ____ (be) sweet.
16. Look! The old man ______ (walk) across the road.
17. _______ you _____ (read) the Geetanjali?
18. They _______ (construct) the house for two years.
19. I ______ (write) a letter to him last month.
20. The light _____ (go) out when they were reading.
21. He _____ (drive) fast when he hit the divider on the highway.
22. Don't disturb her. She _____ (do) her homework.
23. Deepika ____ (go) out ten minutes ago.
24. This journal _______ (appear) twice a year.
25. I ______ (buy) a new car last month.
26. Ramesh ______ (use) to visit the library every week but he rarely comes now.
27. Vijayawada _______ (change) its appearance completely since 2020.
28. When I _____ (finish) my supper I went to bed.

29. The next semester _______ (begin) on 23rd December.
30. We _____ (have) to reach home before it gets dark.
31. They ______ (go) to Guntur at this time tomorrow.
Lesson writer

Lesson 15
Grammar - Articles, Prepositions and Question Tag
Structure of the Lesson
15.0 Objectives
15.1 Introduction
15.2 Articles
15.2.1 Choice between a or an
15.2.2 Uses of the definite article the
15.2.3 Uses of the indefinite article a or an
15.2.4 Omission of the articles
15.2.5 Exercise
15.3 The Preposition

15.3.1 Certain relations expressed by prepositions
15.3.2 Appropriate prepositions
15.3.3 Exercise
15.4 Question tag

15.4.1 Important points to remember
15.4.2 Exercise
15.0 Objectives
After going through the lesson, the student will be able to understand:
● Types of articles.
● The use of a, an and the.
● When the articles should not be used.
● The relations expressed by prepositions.
● Choosing appropriate prepositions.
● The formation of a question tag.
● Rules of placing a right question tag.
15.1 Introduction
In this lesson, you are going to learn articles, prepositions and question tags. Articles are
structure words. They are demonstrative adjectives used before nouns. For using the articles
effectively, one should know the types of articles, the use of articles and also special cases
which require no article. Like articles, prepositions are also structure words. Most of the students
get confused in choosing the right preposition due to the want of considerable knowledge of the
relations expressed by various prepositions and the appropriate prepositions used after particular
words. It is not an exaggeration that the use of the right prepositions shows the proficiency one
has in the English language. The use of question tags is more frequent in spoken English rather
than in written form. Instead of using the right question tag, it has become a common mistake of
using ‘isn’t it?’ for all statements. Therefore, one should learn articles, prepositions and question
tags and understand the set of rules governing their usage so that one may not make common
mistakes in English.
15.2 Articles
The structure words a, an and the are called articles in English. They are determiners used
before nouns.
Articles are of two types:
1. The Indefinite Article: A or an are called the indefinite articles as they do not specify a
particular person or a thing.
A student (any student)
2. The Definite Article: The is called the definite article as it refers to a particular person or
a thing.
I saw the beggar (a particular beggar)
15.2.1 Choice between A or An:
● An is used before the words beginning with a vowel sound.

An apple, an island, an electrician, an inspiring story, an honest man and an MP, an MLA
etc.
● A is used before the words beginning with a consonant sound.
A boy, a tree, a rose and also a one eyed man, a European, a University, a unicorn etc.
15.2.2 Uses of the Definite Article the:

The definite article ‘the’ is used before:
● A particular person already referred to.
Once there lived a king. The king had four sons.
● Nouns, which are unique of their kind.
the sun, the moon, the earth, the world, the Charminar, the Red fort, the ocean, the sea
etc.
● Names of the musical instruments.
The violin, the tabla, the veena, the flute etc.
● Superlatives.
The most, the greatest, the tallest etc.
● Ordinals
The first, the second, the fifth etc.
● Most common time expressions.
The evening, the morning, the afternoon
● Names of seas, rivers, mountain ranges, groups of Islands etc.
The Dead Sea, the Red Sea, the Godavari, the Himalayas, the Andamans etc.
● Names of religious scriptures or epics.
The Ramayana, the Mahabharata, the Quran, the Bible, the Iliad, the odyssey etc.
But Vyasa’s Mahabharata, Valmiki’s Ramayana, Homer’s Iliad
● The adjective to give it the force of a plural noun.
The rich ought to help the poor.
Here, the rich means rich people and the pure means poor people.
General English 15.3 Articles, Prepositions and Question Tags
● Surnames used in the plural.

The Tatas, the Birlas etc.
● With the comparative adjective as an adverb.
The more, the merrier. The more you sow, the more you reap.
● A singular noun to denote the whole class.
The cow is a useful animal.
Here, the cow represents the whole class in the sense that cows are useful animals.
15.2.3 Uses of the Indefinite Article a or an:

The indefinite article is used:
● In the numerical sense of ‘one’.
A bird in the hand is worth two in the bush.
● In the vague sense of ‘a certain’.
A Ram came to meet you when you were away.
Here, Ram is not known to the speaker.
● Before a proper noun to make it a common noun.
A Tendulkar came to play.
Here. Tendulkar refers not to the famous cricketer Tendulkar but to a great cricket player.
● Before a singular countable noun to represent the whole class.
A dog is a faithful animal.
Here, a dog represents the whole class in the sense that any dog is a faithful animal.
● Before names of professions.
Ramakrishna is a teacher.
15.2.4 Omission of the Articles:

Articles are not generally used:
● Before abstract nouns like politeness, kindness, happiness, wisdom etc.
● Before material nouns like gold, silver, platinum etc.
● Before proper nouns like Hyderabad, India, Vijayawada etc.
● Before human body parts, used with possessive pronouns like my legs, his hands, my
face etc.
● Before names of meals like lunch, dinner, supper in general.
Note: But when used specifically, they take articles before them.
This chain is made of gold. (general)
The gold that he bought is 22 carat only. (specific)
Lunch is ready. (general)
The lunch I had at DV Manor is very tasty. (specific)
● Before certain places like hospital, school, college, church, temple, prison when these
places are visited for their primary purpose.
Raju went to hospital for health check up (primary purpose)
Raju went to the hospital to see his friend. (secondary purpose)
15.2.5 Exercise
Fill in the following blanks with suitable articles.
1. Vishal is _____ software professional. a
2. It is ______ interesting story. an
3. _____ Bhagavad Gita is an epic. The

4. Lord Krishna played on ____ flute. the
5. The Chief Minister will attend the function in ____ evening. the
6. I saw ___ one eyed beggar in the Zoo. a
7. _____ movie that I watched last night was very horrible. The
8. Venu is one of ___ tallest boys in the class. the
9. She is ____ first woman to raise her voice against gender discrimination. the
10. ____ more you go up, ____ more it becomes difficult. The, the
11. _____ Tatas are the pioneers of the aircraft industry in India. the
12. They have purchased ____ new car. a
13. Honesty is _____ best policy. the
14. My father came to ____ college to pay my fees. the
15. ____ over can alter the victory of a cricket team. An
16. Delhi is ____ capital of India. the
17. Traffic rules are laid down by _____ Transport Department. the
18. Twelve inches make ____ foot. a
19. ____ sun shines brightly. The
20. She likes to walk in ___ open . the
21. I did not tell my mother about _____ accident. the
22. Do you come for ___ walk with me? a
23. He pretends to be ____ original writer. an
24. I have not seen her since she was ___ child. a
25. They started the concert late in ____ evening. the
26. West Bengal is _____ largest producer of paddy. the
27. ____ Andamans are a group of islands in the bay of Bengal. The
28. Rajahmundry is on ____ Godavari. the
29. Swami Vivekananda was ____ great orator. a
30. How wonderful ____ painting looks! the

Prepositions are structure words that appear in front of nouns or pronouns to denote the relation
the noun or pronoun has with something else in the sentence. They are useful in framing a
syntactic and semantically sound sentence.
There is a dog in the garden.
At times, the use of the prepositions is confusing as most of them can be used to denote more
than one meaning.
There are three classes of prepositions.
1. Simple prepositions
yet, by, for, from, off, on, out, through, till, to, up, with.
2. Compound prepositions
They are formed by adding a or b meaning no or by respectively to nouns, adjectives or adverbs.
about, above, across, along, before, behind, between, among etc.
3. Phrase prepositions
These are a group of words used in a sentence as a single preposition.
according to, in place of, in front of etc.
15.3.1 Certain Relations Expressed by Prepositions

Prepositions indicate different relations like time, place, purpose, direction, movement, agency,
instrumentality, concession, comparison, source, manner etc.
Ramu sat between Raju and Gopal. (position)
Swati travelled from Delhi to Vijayawada. (movement or direction)
He rang me at 6 o'clock. (time)
The highway is blocked because of the truck accident. (reason)
My brother went to the park for a walk. (purpose)
Deepika cut the mango with a knife. (instrumentality)
Devi comes to college by bus. (means)
In spite of being weak, he completed the project in time. (concession)
She dances like a peacock. (comparison)
The inspector investigated the murder case with utmost care. (manner)
● Special attention should be given to the following prepositions.
In-at
● Both in and at can be used before the names of cities, towns or villages. In denotes the
place as an area and at as a point.
They stayed in Hyderabad for 20 years.
The Prime Minister stopped at Vijayawada on his way to Delhi. (a point).
● In is used with street names and at with door numbers.
Priyanka lives in Rajagopalachari Street.
Priyanka lives at number 72, Rajagopalachari Street.
Till-to
● The preposition till refers to time and to refers to place.
He did not wake up till 9 o'clock.
He walked to the end of the corridor.
With-by
● With is used with the instrument of action and by with the agency of action.
The two birds were killed by the hunter with one shot.
Since-for
● Since is used to denote the point of time i.e. the starting time of an action. For denotes the
period of time i.e. the total time period from the beginning to the the time of speaking of
an action.
They have been living in Guntur since 2001.
They have been living in Guntur for 20 years.
In-within
● Both in and within can be used to denote time. In indicates ‘at the end’ of the scheduled
time period and with indicates ‘before the end’ of the scheduled time period.
I shall return the book in two days. (at the end of two days)
I shall return the book within two days. (before the end of two days)
Beside-besides
● Beside means ‘by the side of’ and besides means ‘in addition to’.
Raju sat beside his sister.
Ravi can speak French besides English.
Between-among
● Between is used when there are two persons or two things and among is used when there
are more than two persons or things.
Ravali sat between Jyoti and Priya.
She sat among her friends.
Mode of transport
● One travels by car, by taxi, by bus, by train, by bicycle, by bus etc.
He came to college by bicycle.
● Using ‘by walk’ for ‘on foot’ is wrong.
Right: Raju comes to college on foot.
Wrong: She comes to college by walk.
15.3.2 Appropriate prepositions

● Certain nouns, verbs and adjectives always go with particular prepositions. They are
called appropriate prepositions. Some of the important appropriate prepositions are:
account for careful about opposed to

accurate in comment on popular with
accused of comparison with preside over
acquaint with compete with protest against
addicted to complaint with proud of
affectionate to confident of quarrel with
affection for congratulate on refer to
afraid of consist of rely on
agree to something contribution to resemble to
agree with a person deal with revenge on
alarmed at delight in revolt against
angry at a thing depend on satisfy with
angry with a person derived from subsist on
annoy with differ from suffer from
anxious about disappoint with sufficient for
apologize to something wrong discussed with suitable for

apologize to a person divide into surprise at
argue for a point eager for sympathy for
argue against a point eligible for thankful to
argue with a person escape from translate into
arrive at exempt from trust in
ashamed of fall from your place vote for
associate with fall in love vote against
astonished at fall into a trap weak in
aware of fall into a river welcome to
revenge on familiar to wonder at
based on famous for jealous for
beg for fond of
begin with glad at
believe in good at
belong to married to
beware of jealous of
boast of know about
borrow from listen to
busy with obedient to
15.3.3 Exercise
1. We are sorry ___ disturbing you. for
2. The clients are happy _____ Rajan’s argument. with
3. Chocolates were distributed ______ the children. among
4. The flower pot was kept ______ the refrigerator. beside
5. Start anytime ________ 11 a.m. and 12 p.m. between
6. It has been raining ____ two hours. for
7. There is a musical concert ____ the evening. in
8. Gandhi was born ____ 2nd October. on
9. She has been suffering ____ covid-19. from
10. We went to the zoo ____ bus. by
11. She has to come to college ___ foot due to the RTC strike. on
12. Follow the guidelines _____ page number 30. at

13. Ajay is fond ____ classical music. of
14. He died _____ cancer. of
15. The Prime Minister left ____ Malaysia. for
16. Vijay prefers coffee ____ tea. to
17. Ramesh is good ____ English. at
18. He offered me a cup ____ coffee. of
19. Doctor advised him to abstain ____ liquor. from
20. The inspector inquired _____ the case. into
21. She insisted ______ continuing the game. on
22. The principal is not satisfied ______ his explanation. with
23. He aimed ______ climbing Everest. at
24. Recently, there has been a reduction _____ the price of petrol and diesel. in
25. He failed to give a satisfactory explanation _____ his failure. for
26. Only post graduates are eligible to apply ____ the job. for
27. He is very sensitive _____ criticism. to
28. Sneha is afraid _____ dogs. of
29. His lecture does not rest _____ firm foundation. on
30. Divya is weak _____ physics. in
15.4 Question tag

Question tags are short questions added at the end of a statement for emphasis, listener’s
agreement or confirmation. They are commonly found in spoken English.
15.4.1 Important points to remember

● The question tag begins with a small letter and ends with a question mark.
● It is separated from the statement by a comma.
● It consists of a helping verb, usually given in the sentence, followed by a pronoun
corresponding to the subject of the statement.
● The negative question tag consists of the abridged form of the helping verb and not.
Amn’t, isn’t, aren’t, wasn't, weren’t, hasn't, haven't, hadn't, won’t. shan’t etc..
● A positive statement takes a negative question tag.
He is coming to college, isn't he?
● A negative statement takes a positive question tag.
He did not come to college, did he?
● Statements without helping verbs i.e. the simple present tense and the simple past tense
take don't, doesn't, or didn't depending on the main verb of the statement.
They work in the factory, don't they?
Moti likes music, doesn't he?
They went to Hyderabad, didn't they?
● Statements expressing negative ideas take a positive question tag.
She met none there, did she?
None of the songs was melodious, was it?
● The words little, few, hardly and scarcely etc. are semi-negatives. Therefore, a statement
with any of these words takes a positive question tag.
Few people attended the meeting, did they?

Little alteration was made to the design, was it?
Note: But a few and a little are positive, therefore, a negative question tag follows the
statement.
A few people attended the meeting, didn't they?
A little alteration was made to the design, wasn't it?
● Statements that express ‘wishes’ take ‘won't you’ as the question tag.
Have a nice day, won't you?
● Statements with everyone, everybody, someone, no one, nobody, anyone, none take ‘they’
as a pronoun.
Everyone tried to see the chief guest, didn't they?
● Irrespective of positive or negative, imperative sentences usually take ‘will you’ as the
question tag.
Close the door, will you?
Don't wait there, will you?
● Statements with some of you take ‘you’ as the pronoun.
Some of you have been shortlisted for the interview, haven't you?
● A statement with let's take ‘shall we’ as the question tag.
Let’s go for a walk, shall we?
● But statements with let me take ‘will you’ as the question tag.
Let me do this, will you?
● Statements with I am take ‘aren’t I’ as the question tag and I am not take ‘am I’ as the
question tag.
I am a citizen of India, aren't I?
I am not a player, am I?
15.4.2 Exercise
1. Raju repaired the television, __________? didn't he?
2. They were going to the movie, _________? weren’t they?
3. Lucy loves ice cream, __________? doesn't she?
4. Let’s go to the movie, _______? shall we?
5. She could hardly walk, _______? could she?
6. Keep quiet, ________? will you?
7. You are fine now, ________? aren’t you?
8. Have some more rice, ________? will you?
9. There is a temple in that village, ________? isn't there?
10. Someone has called me,________? haven't they?
Lesson writer

Lesson - 16
Transformation of Sentences
16.0 Objectives
16.1 Transformation of Sentences - Introduction
16.2 Active and Passive Voice
16.2.1 Transformation of Active Voice into Passive Voice
16.2.2 Exercise
16.3 Direct and Indirect Speech
16.3.1 Transformation of Direct Speech into Indirect Speech
16.3.2 Exercise
16.4 Degrees of Comparison
16.4.1 Formation of Comparative and Superlative
16.4.2 Interchange of Degrees of Comparison
16.4.3 Exercise
16.0 Objectives
After completing the lesson, you will be able to comprehend:
● The transformation of sentences from one form into the other without changing their
meaning.
● The way of using either the active or the passive voice depending on the situation.
● Transformation of a sentence from the active into the passive.
● Transformation of Direct into the Indirect Speech.
● Different degrees of comparison.
● Formation of the comparative and the superlative.
● Interchange of a sentence from one degree into the other degree.
16.1 Transformation of Sentences - Introduction
Transformation of a sentence refers to the change of the sentence from one form into the other
without changing the meaning of the sentence. It allows the writer or the speaker to use the same
sentence in a variety of forms without altering the meaning. Transforming a sentence from the
active into the passive makes you give preference to the person or thing which is important rather
than making the doer of the action always the subject. Reporting the words of a speaker to the
other indirectly relieves you from reporting the exact words which may sometimes be difficult to
remember or may hurt the other person. Interchange of degrees of comparison allows you to
compare the quality, grade or size of different persons or things and adds another feather to your
effective writing skill.

Voice is the form of the verb which shows whether the subject is ‘the doer’ or ‘the receiver’ of
the action. In the active voice statement, the subject is ‘the doer’ of the action and in the passive
voice something is done to the subject.
Active voice is used when the doer is to be made prominent and passive voice is used when the
thing or person suffered or received is to be made prominent. Usually, passive voice is used
when the active voice involves indefinite or vague pronouns or nouns like somebody, they,
people, we etc.
16.2.1 Transformation of Active Voice into Passive Voice

Assertive or declarative sentences
● Step 1: The subject of the active voice becomes the object of the passive voice and
vice versa. In doing so, the following changes occur in personal pronouns.
Subject Object
I me
We us
You you
He him
She her
It it
They them
Note: As the object of the passive voice becomes the subject of the active voice, sentences with
an object i.e. with a transitive verb can only be transformed into the passive voice.
Active: They bought a new car.
Passive: A new car was bought by them.
● Step 2: An appropriate ‘be form’ and the past participle form or the third form of the verb
is placed after the subject of the passive voice according to the tense of the active voice
statement.
Change of helping verbs for the main verb ‘work’
Tense Active Voice Passive Voice
Simple Present work/ works am/is/are/ + worked
Present Continuous am/is/are + working am/is/are + being + worked
Present Perfect has/have + worked has been/ have been + worked
Present Perfect
Continuous has been/ have been + working No passive voice
Simple Past worked was/were + worked
Past Continuous was/were + working was/were + being + worked
Past Perfect had worked had been worked
Past Perfect
Continuous had been working No passive voice
General English 16.3 Transformation of Sentences
Simple Future will/shall + work will be/shall be + worked

Future Continuous will be/ shall be + working No passive voice
will have been/shall have been +
Future Perfect will have/shall have + worked worked
Future Perfect will have been/shall have been +
Continuous working No passive voice
Active: He had completed the work.

Passive: The work had been completed by him.
● Step 3: A preposition ‘by’ is usually placed before the object of the passive voice.
Active: He drinks coffee.
Passive: Coffee is drunk by him.
Examples
Active: I am cutting a mango.
Passive: A mango is being cut by me.
Active: He has brought two books.
Passive: Two books have been brought by him.
Active: They sold apples.
Passive: Apples were sold by them.
Active: They were playing chess.
Passive: Chess was being played by them.
Active: He had returned the letter.
Passive: The letter had been written by him.
Active: He will purchase a new car.
Passive: A new car will be purchased by him.
Active: They will have built a house.
Passive: A house will have been built by them.
● At times, prepositions like at, to, in, are used instead of the preposition by.
Active: French interests him.
Passive: He is interested in French.
Active: The news of the accident alarmed Vijay.
Passive: Vijay was alarmed at the news of the accident.
Sentences with Two Objects

● When there are two objects in the active voice sentence - the direct object which denotes
a thing and an indirect object which denotes a person - either of the objects can be made
the subject of the passive voice.
Active: Rajesh teaches us English.
Passive: English is taught to us by Rajesh.
Passive: We are taught English by Rajesh.
Interrogative Sentences
● Step 1: Change the interrogative sentence into an assertive sentence by placing the
helping verb after the subject and keep aside the question word if any.
● Step 2: Transform the active voice assertive sentence into the passive voice.
● Step 3: Transform the passive voice assertive sentence into the interrogative sentence by
placing the helping verb before the subject and place the question word kept aside at the
beginning. There is no change in the question mark at the end.
When did you buy this book? (Active voice question)
You bought this book. (Active voice assertive)
This book was bought by you. (Passive voice assertive)
When was this book bought by you? (Passive voice interrogative)
● Questions with ‘who’ are transformed in the following manner.
Active: Who + Verb + Object
Passive: By whom + helping verb + Object + V3
Active: Who wrote the Gitanjali?
Passive: By whom was Gitanjali written?
Imperative Sentences
● Let is used to transform an imperative active voice sentence into a passive voice sentence
as mentioned below.
Sentence Pattern: Active: Verb + Object/Complement.
Passive: Let + Object + be + Past participle
Active: Close the door.
Passive: Let the door be closed.
Request with please or kindly

Sentence pattern: Active: Please/kindly + Verb + Object/Complement.
Passive: You are requested to + Verb + Object/Complement.
Active: Please close the door.
Passive: You are requested to close the door.
Active: Please don't open the door.
Passive: You are requested not to open the door.
Order/Advise
Active: Get out of the class.
Passive: You are ordered to get out of the class.
Active: Prepare well for the exams.
Passive: You are advised to prepare well for the exams.
16.2.2 Exercise
1. Swati is reading a novel.
2. Do you speak Tamil?
3. The servant closed the door.
4. A cruel boy hanged the bird.
5. The Chief Minister has inaugurated the event.
6. The manager will give you a letter.
7. We prohibit drinking in the village.
8. Sweta drew the picture.
9. His advice pleased the chairman.

10. Shall we ever forget our college days?
11. Who broke the glass?
12. Please give me your pen.
13. Open the window.
14. He will buy the farmland.
15. When did you buy the Bungalow?

The words spoken by a person can be reported to the other in two ways. It can be done either by
quoting the exact words spoken by the speaker or by conveying the message of the words
without mentioning the words exactly. The exact words spoken by the speaker are reported to the
other in the Direct Speech by keeping them within inverted commas. The message of the words
spoken by the speaker is reported to the other person in the indirect speech.
He said, ‘I am going to the market.’
He said that he was going to the market.
16.3.1 Transformation of Direct Speech into Indirect Speech

Assertive Sentences
● Step 1: There are two parts in the direct speech.
● The reporting part which is outside the quotation marks and the reported speech which is
enclosed within the inverted commas. Identify the two parts and the subject, verb and
object of each part.
He said to me, ‘I am going to college.’
Reporting Part : He said to me Reported Speech: I am going to college
Reported
Reporting Reporting Reporting Reported
Reported Verb Object/com
Subject Verb Object Subject
plement
He Said me I am going to college
● Step 2: If the reporting verb is followed by the proposition ‘to’, it becomes tell, tells or
told.
He said to me ---- He told me
● Step 3: The conjunction ‘that’ is placed by removing the comma and the quotation marks.
He told me that ______________
● Step 4: Change the personal pronoun as follows:

1. The first person of the reported speech is changed according to the reporting
subject.
2. The second person of the reported speech is changed according to the reporting
object. When there is no reporting object ‘me’ is considered a reporting object.
3. There is no change in the third person.

He said to me, “I am going to Vijayawada.”
He told me that he was going to Vijayawada.
He said, “You are mistaken.”
He said that I was mistaken.
He said, “He is doing his homework.”
He said that he was doing his homework.
● Step 5: If the reporting verb is in the present or in the future tense, there is no change in
the tense of the reported speech.
Direct: He says to me, ‘I am reading a novel.’
Indirect: He tells me that he is reading a novel.
Direct: He will say to me, ‘I am reading a novel.’
Indirect: He will tell me he is reading a novel.
● For universal truths also there is no change in the tense of the reported speech.
The teacher said, “Water boils at 100 degrees centigrade.”
The teacher said that water boils at 100 degrees centigrade.
● If the reporting verb is in the past tense the verb in the reported speech is changed
into the appropriate past tenses.
Direct: He said to me, ‘I am reading a novel.’
Indirect: He told me that he was reading a novel.
● Step 6: Words indicating time and place are changed as follows.
Now - then; here - there; ago - before; today - that day; tomorrow - the next day;
last night - the night before; yesterday - the day before.
Direct: He said to me, ‘I am playing chess now.’
Indirect: He told me that he was playing chess then.
Interrogative Sentences
● Step 1: The reporting verbs used are asked, inquired, questioned etc.
Direct: He said to me, ‘Where are you going?’
Indirect: He asked me where I was going.
● Step 2: The question word of the reported speech is taken as the conjunction. If there is
no question word, ‘if’ or ‘whether’ is used after the reporting verb.
Direct: He said to me, ‘Are you coming to the movie?’
Indirect: He asked me whether I was coming to the movie.
● Step 3: The interrogative sentence is changed into the assertive by placing the helping
verb after the subject and a full stop at the end of the sentence.
Direct: He said to me, ‘Have you read the news.’
Indirect: He asked me whether I had read the news.
Imperative Commands and Requests

● Words like request, command are used as reporting verbs.
The imperative mode is changed into the indicative mode by placing ‘to’ before the verb.
Direct: He said to me, ‘Please close the door.’
Indirect: He requested me to close the door.
Exclamatory Sentences and Wishes

● Words like exclaim, wish are used as reporting verbs.
Direct: He said, ‘Alas! I have lost my purse.’
Indirect: He exclaimed that he had lost his purse.
16.3.2 Exercise
1. The teacher said, ‘Have you prepared for the test?’
2. Raju said, ‘I am very busy now.’
3. He said, ‘I am listening to the radio now.’
4. He said to me, ‘What are you doing?’
5. He will say to me, ‘I am preparing for examinations.’
6. Vivek says, ‘I know his whereabouts.’
7. The teacher said, ‘The moon goes around the earth.’
8. She said, ‘Is French easy to learn?’
9. She said, ‘Where do you live?’
10. He said to me, ‘Please go away.’
11. He said, ‘Alas! My father is dead.’
12. He said, ‘Please give me your pen.’
13. He said to me, ‘Wait until I return.’
14. He said to me, ‘I did not listen to you.’
15. He asked me, ‘Leave me alone.’
16. He said, ‘I am tired.’
17. He said to me, ‘I will buy the car tomorrow.’
18. He said to me, ‘Do you know the answer?’
19. He angrily remarked, ‘What a fool you are.’
20. He exclaimed, ‘how wonderful the picture is!’

The degrees of comparison denote the gradation of the quantity or the size of the persons, places
or things compared. There are three degrees of comparison depending on the form of the
adjective or adverb.
1. Positive degree; 2. Comparative degree; 3. Superlative degree.

Positive Degree: The positive degree form of the adjective denotes mere existence of some
quality, quantity or grade in a person or thing.
Sreeja is a tall girl. (Here, the adjective ‘tall’ indicates that Srija has that quality.)
Comparative Degree: The comparative degree form of the adjective denotes a higher degree or
grade of the quantity or grade and compares the same quality between two persons or two
things.
Ravali is taller than Sreeja.

(Here, the comparative degree form ‘taller’ indicates that Ravali is ‘tall’ and Sreeja is
also tall but Ravali possesses the quality to a higher degree.)
Superlative Degree: The superlative degree form of the adjective denotes the presence of the
highest degree or grade of the quality in a person or thing. It is also a comparison and used when
there are more than two persons or two things.
Manasa is the tallest girl in the class.
(Here, the superlative degree form ‘tallest’ indicates that Manasa possesses the quality
to the highest degree.)
16.4.1 Formation of Comparative and Superlative

● Most of the adjectives or adverbs form their comparative and superlative forms by
adding ‘er’ or ‘est’ to the positive degree form.
Positive Degree Comparative Degree Superlative Degree

Bold bolder boldest
Clever cleverer cleverest
Great greater greatest
Long longer longest
Rich richer richest
● The adjectives ending in ‘e’ take only ‘r’ and ‘st’ to form the comparative and the
superlative degree forms.

Able abler ablest
Brave braver bravest
Fine finer finest
● In the adjectives ending in ‘y’ and preceded by a consonant, the ‘y’ becomes ‘i’ before
taking ‘er’ or ‘est’.

Easy easier easiest
Happy happier happiest
Healthy healthier healthiest

Merry merrier merriest
● The adjectives that end with a single consonant letter take ‘er’ or ‘est’ after doubling the
last letter.

Big bigger biggest
Fat fatter fattest
Hot hotter hottest
Sad sadder saddest
● For some adjectives ‘more’ or ‘most’ is placed before the positive form to form
comparative and superlative forms.

backward more backward most backward
beautiful more beautiful most beautiful
Careful more careful most careful
courageous more courageous most courageous
● Some adjectives take entirely new forms in the comparative and the superlative degrees.

Bad worse worst
Good better best
16.4.2 Interchange of Degrees of Comparison

Model 1
● Shakespeare is the greatest playwright in English. (Superlative Degree)
Shakespeare is greater than any other playwright in English. (Comparative Degree)
No other playwright in English is as great as Shakespeare. (Positive Degree)
Model 2
Delhi is one of the biggest cities in the world. (Superlative Degree)
Delhi is bigger than many other cities in the world. (Comparative Degree)
Very few cities in the world are as big as Delhi. (Positive Degree)
Model 3
Sravanthi is not the tallest girl in the class. (Superlative Degree)
Sravanthi is not taller than some other girls in the class. (Comparative Degree)
Some other girls in the class are at least as tall as Sravanthi. (Positive Degree)
Model 4
Veeresh is cleverer than Raju. (Comparative Degree)
Raju is not as clever as veeresh. (Positive Degree)
Model 5
Mrinalini is not braver than Veena. (Comparative Degree)
Veena is as brave as Mrunalini. (Positive Degree)
16.4.3 Exercise
1. Varanasi is the oldest city. (Change into the Positive Degree)
2. Beans are as nutritious as meat. (Change into the Comparative Degree)
3. The tiger is the most ferocious of all animals. (Change into the Positive Degree)
4. A foolish friend is not as good as a wise enemy. (Change into the Comparative Degree)
5. Bheem is the strongest man. (Change into the Comparative Degree)
6. Ravi Varma is one of the most famous painters. (Change into the Positive Degree)
7. Very few poets in English are as great as Keats. (Change into the Superlative Degree)
8. Iron is the most useful metal. (Change into the Positive Degree)
9. Fiction is not as strong as fact. (Change into the Comparative Degree)
10. Kartik is more industrious than any other boy in the class. (Change into the Superlative
Degree)
11. Coffee is more popular than tea. (Change into the Positive Degree)
12. This is the unkindest cut of all. (Change into the Comparative Degree)
13. Australia is larger than any other island in the world. (Change into the Superlative
Degree)
14. Very few Indian kings are as great as Samudragupta. (Change into the Comparative
Degree)
15. The sword is not as mighty as the pen. (Change into the Comparative Degree)
Lesson writer

Lesson - 17
Common Errors
17.0 Objectives
17.1 Common Errors - Introduction
17.1.1 Common Errors in using Nouns
17.1.2 Common Errors in using Pronouns
17.1.3. Common Errors in using Adjectives
17.1.4 Common Errors in using Verbs
17.1.5 Common Errors in using Adverbs
17.1.6 Common Errors in using Prepositions
17.1.7 Common Errors in using Conjunctions
17.1.8 Exercise
17.0 Objectives
After going through the lesson, the student will be able to understand:
● The way common errors occur in English.
● Identifying the most common errors.
● The rules regarding the proper use of different aspects of grammar.
● Correcting the wrong sentence.
● Avoiding the most common errors while writing.
17.1 Common Errors - Introduction

One of the most basic principles of writing or speaking involves avoiding errors in grammar. An
incorrectly written sentence or paragraph not only leads to misunderstanding but also makes the
reader uncomfortable. It is not only necessary to identify the wrong portion of a sentence but also
important to rewrite the sentence without any error. Therefore, one should be aware of the
grammatical rules regarding the correct usage of nouns, pronouns, articles, prepositions, tenses
etc. so that one can avoid making basic mistakes of usage.
17.1.1 Common Errors in using Nouns

● The nouns information, furniture, scenery, poetry, advice, knowledge, news, politics,
alphabet, imagery, luggage etc are usually used in the singular form only.
Wrong: The scenery in the countryside are beautiful.
Right: The scenery in the countryside is beautiful.
Wrong: He gave me excellent advices.
Right: He gave me excellent advice.
Wrong: Where are my luggages?
Right: Where is my luggage?
● The nouns police, savings, innings, surroundings, premises, spectacles, goods, shoes,
thanks are always used in the plural form only.
Wrong: He has been observing our surrounding.
Right: He has been observing our surroundings.
Wrong: The premise of the college should be kept clean.
Right: The premises of the college should be kept clean.

Wrong: The first inning has just begun.
Right: The first innings has just begun.
Wrong: Where is my spectacle?
Right: Where are my spectacles?
● The nouns physics, civics, economics, series, gymnastics, measles, mumps, though
appear plural, are actually singular and take a singular helping verb after them.
Wrong: Economics deal with financial matters.
Right: Economics deals with financial matters.
Wrong: Gymnastics are very difficult to practice.
Right: Gymnastics is very difficult to practice.
Wrong: Mumps were a painful disease.
Right: Mumps was a painful disease.
● Abstract nouns, material nouns and proper nouns do not generally take articles before
them.
Wrong: This plate is made of the silver.
Right: This plate is made of silver.
Wrong: The gold is a precious metal.
Right: Gold is a precious metal.
Wrong: The Rahul is an industrious boy.
Right: Rahul is an industrious boy.
Note: The definite article ‘the’ is used before abstract nouns and material nouns when they are
used to express a specific occasion.
Wrong: Gold which he has bought is twenty carats only.
Right: The gold which he has bought is twenty carats only.
Wrong: Iron used for this building is cheap.
Right: The iron used for this building is cheap.
● The plural forms of the compound nouns are formed by adding ‘s’ ‘es’ to the principal
word.
Wrong: He has two brother-in-laws.
Right: He has two brothers-in-law.
Wrong: His three sister-in-laws are lawyers.
Right: His three sisters-in-law are lawyers.
● Male and female are not used as nouns. They are adjectives. Men and women should be
used.
Wrong: There are fifty males in the class.
Right: There are fifty men in the class.
Wrong: Thirty females attended the workshop.
Right: Thirty women attended the workshop.
● The word cousin never takes ‘sister’ or ‘brother’ after it.

General English 17.3 Common Errors
Wrong: Jyoti is my cousin sister.

Right: Jyoti is my cousin.
Wrong: Vishal is his cousin brother.
Right: Vishal is his cousin.
17.1.2 Common Errors in using Pronouns

A pronoun should agree with its antecedent, i.e. the noun instead of which the pronoun is used,
in person, number and case.
Wrong: All students must clear his dues within a week.
Right: All students must clear their dues within a week.
● If the indefinite pronoun ‘one’ is used, it must be continued throughout the sentence.
Wrong: One should respect his parents.
Right: One should respect one’s parents.
● ‘Either’ is used when there are two persons or two things and ‘anyone’ is used when there
are more than two.
Wrong: Ramesh is taller than anyone of his two brothers.
Right: Ramesh is taller than either of his two brothers.
Wrong: Geeta is taller than either of her five sisters.
Right: Geeta is taller than anyone of her five sisters.
● The distributive pronouns either, each and neither are followed by a singular verb.
Wrong: Each of the players are running for the ball.
Right: Each of the players is running for the ball.
Wrong: Neither Rajesh nor Rakesh were invited to the function.
Right: Neither Rajesh nor Rakesh was invited to the function.
● The expression ‘one of’ is always followed by a noun in the plural and a verb in the
singular.
Wrong: This is one of the most interesting stories that have appeared this month.
Right: This is one of the most interesting stories that has appeared this month.
Wrong: This is only one of his stories that are worth mentioning.
Right: This is only one of his stories that is worth mentioning.
17.1.3. Common Errors in using Adjectives

● The words superior, inferior, senior, junior, prayer, anterior, posterior are followed by
‘to’ but not by ‘than’.
Wrong: He thinks that he is superior than anyone else in the factory.
Right: He thinks that he is superior to anyone else in the factory.
Wrong: Raju is junior than Ramu.
Right: Raju is junior to Ramu.
● A comparison involving a comparative degree must exclude the item, person or thing
compared.
Wrong: Sravan is more intelligent than any student in the class.
Right: Sravan is more intelligent than any other student in the class.
Wrong: Raju is stronger than any boy in the class.
Right: Raju is stronger than any other boy in the class.
● Care should be taken in comparing one quality of a thing or person to that of another
person or thing.
Wrong: The population of China is greater than India.
Right: The population of China is greater than that of India.
● Double comparatives and double superlatives are to be avoided.
Wrong: He is the most ablest player in the team.
Right: He is the ablest player in the team.
Wrong: He is more taller than his brother.
Right: He is taller than his brother.
● ‘Fewer’ is used with countable nouns and with uncountable nouns ‘less’ is used.
Wrong: Less than two hundred people attended the conference.
Right: Fewer than two hundred people attended the conference.
● No comparison is made for certain adjectives like unique, ideal, perfect, universal, round,
square etc. They express superlative meanings.
Wrong: This is the most unique thing about the new product.
Right: This is the unique thing about the new product.
● ‘Older’ and ‘oldest’ are used with persons and things and ‘elder’ and ‘eldest’ with
persons only, particularly confined to the members of the family.
Wrong: He is my older brother.
Right: He is my elder brother.
17.1.4 Common Errors in using Verbs

● The participle form of the verb should have a proper agreement with the subject.
Wrong: Being a rainy day, I did not go out.
Right: As it was a rainy day, I did not go out.
Wrong: Sitting on the wall, a scorpion stung him
Right: While he was sitting on the wall, a scorpion stung him
● The verb ‘make’ with a noun or a pronoun, should not be used with ‘to infinitive’.
Wrong: He made me to do the entire work.
Right: He made me do the entire work.
● The words enjoy, avoid, miss, postpone, are used with the -ing form of the verb.
Wrong: We missed to see the film star.
Right: We missed seeing the film star.
Wrong: He enjoys to swim.
Right: He enjoys swimming.
● The verb ‘suggest’ is used with a ‘that clause’.
Wrong: I suggest you to meet the doctor.
Right: I suggest that you should meet the doctor.
● The verbs discuss, describe, order and request are not followed by prepositions.
Wrong: The cabinet discussed about the recent developments.
Right: The cabinet discussed recent developments.
Wrong: He described about the incident.
Right: He described the incident.
Wrong: They ordered for a cutlet.
Right: They ordered a cutlet.
● The verbs of perception, appearing, emotion, possession and thinking are not used in the
continuous tense.
Wrong: I am thinking they are right.
Right: I think they are right.
Wrong: This scooter is belonging to him.
Right: This scooter belongs to him.
● The present perfect tense is not used with the past time phrases like yesterday, last year,
last month etc. The simple past is used.
Wrong: I have seen the movie yesterday.
Right: I saw the movie yesterday.
Note: For other errors in tense, please go through the lesson ‘Tenses’ in the Unit.
17.1.5 Common Errors in using Adverbs

● An adjective should not be used in place of an adverb.
Wrong: She ate chocolates greedy.
Right : She ate chocolates greedily
● Else is followed by ‘but’ not ‘than’.
Wrong: It is nothing else than pride.
Right: It is nothing else but pride.
● The adverb ‘fast’ has the same form for both adjective and adverb. The adverbs ‘hard,
late’ have different meanings when ‘-ly’ is added.
Wrong: He ran fastly.
Right: He ran fast.
Wrong: He works very hardly.
Right: He works very hard.
Wrong: He came lately.
Right: He came late.
17.1.6 Common Errors in using Prepositions

● The preposition ‘between’ is used when there are two persons or two things and ‘among’
when there are more than two.
Wrong: The thieves distributed the loot between themselves.
Right: The thieves distributed the loot among themselves.
Wrong: The issues among the two families are resolved.
Right: The issues between the two families are resolved.
● ‘Beside’ means ‘by the side of’ and ‘besides’ means ‘in addition to’.
Wrong: She sat besides her friends.
Right: She sat beside her friends.
Wrong: He knows English beside Telugu.
Right: He knows English besides Telugu.
● ‘Since’ is used to indicate ‘point of time’ and ‘for’ to ‘period of time’.
Wrong: They have been working here since ten years.
Right: They have been working here for ten years.
Wrong: They have been working here for 2011.
Right: They have been working here since 2011.
● ‘With’ is used to indicate the instrument of action and ‘by’ the agent of action.
Wrong: She cut the apple by a knife.

Right: She cut the apple with a knife.
● ‘By walk’ should not be used. ‘On foot’ should be used.
Wrong: He comes to college by walk.
Right: He comes to college on foot.
Note: Go through the lesson Prepositions in this unit for other rules.
17.1.7 Common Errors in using Conjunctions

● The conjunction ‘scarcely’ is followed by ‘when’ but not by ‘than’.
Wrong: Scarcely had he escaped than a policeman came.
Right: Scarcely had he escaped when a policeman came.
● The conjunction ‘no sooner’ is followed by ‘than’ but not by ‘but’.
Wrong: No sooner did the doctor arrive but the patient had already died.
Right: No sooner did the doctor arrive than the patient had already died.
● The correlative conjunctions neither-nor, either-or, and not only-but also should be used
before the same parts of speech.
Wrong: He not only lost his purse but also his flight ticket.
Right: He lost not only his purse but also his flight ticket.
● ‘Neither’ is always followed by ‘nor, but not by ‘or’.
Wrong: He neither cleared NET or SET.
Right: He neither cleared NET nor SET.
● Double conjunctions should not be used in a sentence.
Wrong: As he is weak so he cannot walk.
Right: As he is weak he cannot walk.
17.1.8 Exercise
1. He is more fatter than his father.
2. They are the most happiest couple in the village.
3. John is an European.
4. She has been waiting for a hour there.
5. They have met the principal of the college last week
6. Rakesh works hardly for his company.
7. We cannot run fastly without shoes.
8. The two brothers divided their ancestral property among themselves.
9. The issue of giving grace marks is discussed between the members of the steering
committee.
10. Sweta prefers coffee than tea.
11. One should respect his motherland.
12. The distance between Vijayawada to Guntur is 40 kilometres.
13. Though they are poor yet they are very hardworking.
14. Neither Anjali nor Sravani are right.
15. Neither of the villages have been developed.
16. As they followed all precautions so they were able to escape from the pandemic.
17. Since they have some issues so they assemble to discuss.
18. There are no less than twenty chairs in the room.
19. Vinati is more taller than her mother.
20. He is older than his sister by three years.

21. She is one of the most bravest girls in their family.
22. I have been reading a novel since two hours.
23. We must prohibit them to enter the village.
24. Some are remembering the important points accurately.
25. Neither he knows English nor Telugu.
26. Either you should accept or reject.
27. I made him to do the work completely.
28. Are you thinking about the incident?
29. These furnitures are damaged due to the recent flood.
30. One of my relatives are living in the US.
References:
Aarts, Bas. Oxford Modern English Grammar. United Kingdom, OUP Oxford, 2011.
Common Errors in English. India, S CHAND & Company Limited, 2017.
Carter, Ronald. Cambridge Grammar of English: A Comprehensive Guide. Cambridge
University Press, 2012.
Murphy, Raymond. English Grammar in Use: A Self-study Reference and Practice Book for
Intermediate Learners of English : Mit Kurzgrammatik Für Deutschsprachige Lernende : with
Answers and EBook. Germany, Cambridge University Press, 2012.
Wren, P. C. High School English Grammar & Composition (Multicolour Edition). New Delhi,
S.Chand Publishing, 2017.
Unit III
Lesson14
Answers
14.2 Concord
14.2.2 Exercise
1. is; 2. Wins; 3. is; 4. Tries; 5. Is; 6. has; 7. are 8. is; 9. knows; 10. is
14.3 Modals
14.3.4 Exercise
1. should; 2. may; 3. need; 4. should; 5. may; 6. shall; 7. ought; 8. need; 9. might; 10. may;
11. shall
14.4 Tenses
14.4.4 Exercise
1. lay, gives; 2. have been working; 3. writes, has been writing, has written;
4. had resolved; 5. was watching; 6. will have saved; 7. is; 8. were; 9. sits;
10. was raining; 11. has; 12. had come; 13. has, returned; 14. will have reached;
15. is; 16. is walking; 17. have, read; 18. have been; 19. wrote; 20. went;
21. was driving; 22. is doing; 23. went; 24. appears; 25. bought; 26. used;
27. has changed; 28. had finished; 29. begins; 30. Have; 31. will be going
Lesson - 15
15.2 Articles
15.2.5 Exercise
1. a; 2. an; 3. the; 4. the; 5. the; 6. a; 7. the; 8. the; 9. the; 10. the, the; 11. the; 12. a
13. the; 14. the; 15. an; 16. the; 17. the; 18. a; 19. the; 20. the; 21. the; 22. a; 23. an
24. a; 25. the; 26. the; 27. the; 28. the; 29. a; 30. the.
15.3.3 Exercise
1. for; 2. with; 3. among; 4. beside; 5. between; 6. for; 7. in; 8. on;. 9. from; 10. by;
11. on; 12. at; 13. of; 14. of; 15. for; 16. to; 17. at; 18. of; 19. from; 20. into; 21. on;
22. with; 23. at; 24. in; 25. for; 26. for; 27. to; 28. of; 29. on; 30. in;
15.4 Question tag

15.4.2 Exercise
1. didn't he? 2. weren’t they? 3. doesn't she? 4. shall we? 5. could she? 6. will you?
7. aren’t you? 8. will you? 9. isn't there? 10. haven't they?
3.2.2 Exercise
1. A novel is being read by Swati.
2. Is Tamil spoken by you?
3. The door was closed by the servant.
4. The dragonfly was tortured by a cruel boy.
5. The event has been inaugurated by the Chief Minister.
6. A letter will be given to you by the manager.
7. Drinking is prohibited in the village.
8. The picture was drawn by Sweta.
9. The chairman was pleased by his advice.
10. Shall our college days be ever forgotten by us?
11. By whom was the glass broken?
12. You are requested to give your pen.
13. Let the window be opened.
14. The farmland land will be bought by him.
15. When was the Bungalow bought by you?

16.3.2 Exercise
1. The teacher asked whether I had prepared for the test.
2. Raju said that he was very busy then.
3. He said that he was listening to the radio then.
4. He asked me what I was doing.

5. He will tell me that he is preparing for examinations.
6. Vivek says that he knows his whereabouts.
7. The teacher said that the moon goes around the earth.
8. She asks whether French is easy to learn.
9. She asked where I lived.
10. He requested me to go away.
11. He exclaimed that his father was dead.
12. He requested me to give him my pen.
13. He asked me to wait until he returned.
14. He told me that he had not listened to me.
15. He asked me to leave him alone.
16. He said that he was tired.
17. He told me that he would buy the car the next day.
18. He asked me whether I knew the answer.
19. He angrily remarked that I was a fool.
20. He exclaimed that the picture was wonderful.

16.4.3 Exercise
1. No other city is as old as Varanasi

2. Meat is not more nutritious than beans.
3. No other animal is as ferocious as the tiger.
4. A wise enemy is better than a foolish friend.
5. Bheem is stronger than any other man.
6. Very few painters are as great as Ravi Varma.
7. Keats is one of the greatest English poets.
8. No other metal is as useful as iron.
9. Fact is stranger than fiction.
10. Kartik is the most industrious boy in the class.
11. Tea is not as popular as coffee.
12. This is more unkind than any other cut.
13. Australia is the largest island in the world.
14. Samudragupta is one of the greatest Indian kings.
15. The pen is mightier than the sword.
Lesson - 17
Common Errors
17.1.8 Exercise
1.He is fatter than his father.
2. They are the happiest couple in the village.
3. John is a European.
4. She has been waiting for an hour there.
5. They met the principal of the college last week
6. Rakesh works hard for his company.
7. We cannot run fast without shoes.

8. The two brothers divided their ancestral property between themselves.
9. The issue of giving grace marks is discussed among the members of the steering committee.
10. Sweta prefers coffee to tea.
11. One should respect one’s motherland.
12. The distance between Vijayawada and Guntur is 40 kilometres.
13. Though they are poor, they are very hardworking.
14. Neither Anjali nor Sravani is right.
15. Neither of the villages has been developed.
16. As they followed all precautions, they were able to escape from the pandemic.
17. Since they have some issues, they assemble to discuss.
18. There are no fewer than twenty chairs in the room.
19. Harita is taller than her mother.
20. He is elder than his sister by three years.
21. She is one of the bravest girls in their family.
22. I have been reading a novel for two hours.
23. We must prohibit them from entering the village.
24. Some remember the important points accurately.
25. He knows neither English nor Telugu.
26. Either you should accept or reject.
27. I made him do the work completely.
28. Do you think about the incident?
29. This furniture is damaged due to the recent flood.
30. One of my relatives is living in the US.
Lesson Writer
Khammam, Telangana.
Unit IV. WRITING SKILLS
Lesson 18
Punctuation
Objectives:
1. To clarify the meaning of the text.
2. To make sense of written texts.
3. To express the intended meaning to the reader.
4. To make our writing silent intonation.
5. To give emphasis to certain parts of the sentence.
Outcomes:
After going through punctuation, we are able
1. To learn about the different types of punctuations.
2. To understand the intended meaning of the text.
3. To guide the reader where words relate to each other.
4. To communicate the message.
5. To develop written expression of thought.
Structure:
1.1 Introduction
1.2 The principal punctuation marks
1.3 Exercises
1.4 References
18.1 Introduction:
Compare the following sentences:
Ravi says Gopi is fool.
‘Ravi’ says Gopi, ‘is a fool’.
From these two sentences it is clear that stops may change sense of a sentence.
Proper punctuation makes the impact of well-constructed sentences. The basic rules strengthen
our sentences with the punctuation. So our ideas are communicated with precision and clarity.
18.2 The following are the principal punctuation marks:

1. The Full Stop (.)
2. The Comma ( , )
3. The Semi-colon ( ; )
4. The Colon ( : )
5. Question mark (?)
6. The Exclamation Mark (!)
7. The Dash ( - )
8. The Quotation marks (“)
9. The Apostrophe (‘)
10. The Hyphen (-)
1. The Full Stop (. )

The full stop is used to express a long stop.
At the end of a complete meaningful sentence,itmay be a statement or imperative sentence.
e.g. Rama is a teacher. (Statement)
Close the door. (Imperative)
ii. After initials and abbreviations:
e.g. B. A. , M.A. Dr. Mr. Mrs. , etc
2. The Comma ( , )
It is used to express a short stop.
i.To separate words, phrases, or clauses in a series:

e.g. I am tired, hungry, and dejected.
Though she is poor, she is honest.
ii. To separate a quoted sentence.

e.g. He said, “I can’t help her”.
iii. To set off certain words or phrases like however, moreover, finally, in short, firstly,
secondly, of course, etc.
e.g. of course , it is true.
iv. To separate elements in dates, addresses, and place names:

e.g. March 30, 1969 ( comma between day and year)
Brodipet, Guntur, Andhra Pradesh. (Comma between street and city and between city and
state)
v. In the following constructions :

e.g. in figures ------22, 969 ; 5,067,199
*In names followed by titles---- N. Bose, M. A.
*After an introductory yes or no—Yes, I can.
vi. To avoid the repetition of a verb:
e.g. Sita received a watch; Mounika, a book
3. The Semi-colon ( ; )
i. The semicolon marks a longer stop than the comma. It is used between two main clauses
when the second main clause is not linked grammatically to the first.
e.g. The car stopped ; John got in.
ii. To separate a series of loosely connected clauses.
Reading maketh a full man; speaking a ready man; writing an exact man.
4. The Colon ( : )
The colon is used to separate two statements when the second statement explains the first:
e.g. We have to give up our holiday plans: the dates don’t work out.
General English 18.3 Punctuation
i. to introduce a list:
The scientists I like best are: Khorana, Raman, J. C. Bose, and Kalam.
ii. To introduce a quotation.
Keats says: “A thing of beauty is a joy forever.”
5 Question mark ( ? ):
The question mark is used to ask questions. It is placed at the end of the interrogative
sentence.
e.g. Where are you going?
Do you like coffee?
6. The Exclamation Mark (! ):

The exclamation mark is used after exclamatory sentence, exclamatory phrases, and
interjections.
e. g. What a lovely garden!
Alas! The old man is dead.
7.The Dash ( -)
The dash is used to make an abrupt break in a sentence.
e.g. Mr.Kiran is a – I’d better not say that.
ii. To indicate words in apposition or explanation.
e.g. Money, men, machines, friends-all are gone.
8.The Quotation marks ( “ ):

Quotation marks are used to express the exact words of a speaker or quotation.
e.g. He said, “ Iwon’t speak to her”.
9.The Apostrophe ( ‘ ):
The apostrophe is used in the possessive forms of nouns and contracted forms
e.g. Milton’s poems
We‘ve (= we have) had a nice time.
ii. To form the plural of letters and figures.
e.g. Mind your P’s Q’s.
Add two 6’s and four7’s.
10. The Hyphen ( - ):

The hyphen is used to form compound words
e.g. sister-in-law, booking-clerk, etc
to divide words into syllables
e.g. un-certain, ex-am-i-na-tion,etc.
11.A word on capital letters. Capitals are used

i. at the beginning of the sentence.
ii. For pronoun I and the interjection O.
iii. For proper nouns e.g. Sita, India, French, June
iv. For the first letter of each line in poems most poems.
v. for the names of organisations, societies, holy books, chapters, titles of the books, essays,
etc.
vi. For all Nouns and pronouns which indicate God.
O God, Thou art merciful.
18.3 Exercises:
Use punctuation marks correctly in the following sentences. 1x3=3
1. at the supermarket i bought bread butter sugar chocolate and biscuits
2. rekha said i hate watching films
3. what a lovely garden she exclaimed
4. what are you doing next weekend
5. did you understand why i was upset
6. yes sir he said ill meet you again
7. hes going to the clubisnt he
8. though he is rich he doesn’t pay the rent regularly
9. infacti don’t know the actual cause for the quarrel
10. icant replied vasu because my wife is ill
11. on christamas day uncle George gave smith a ten shilling note
12. india celebrates the independence day on 15th august every year
13. lord nelson was killed at the battle of Trafalgar
14. on new year day the prime minister of china reaches india
15. Michael farady was born on London in1791
16. Sir Winston Churchill was the prime minister of great Britain during the second world war
17. The statue of liberty was presented to the united states of America by the people of france
18. Last Sunday henry brown took his sons tom peter and fred to see the taj mahal.
19. Large crowds gathered outside the red fort to see queen Elizabeth
20. Marshall compares and contrasts the Indus valley civilization with those of Egypt and
Mesopotamia
References:
Prasada Rao N.D.V.2000Learners’ English grammar And Composition.New Delhi: S.
Chand& company LTD.
Brathwaite, Rudolph.1995Writing Through Grammar. McGraw. Hill.
Chapman, James A.2003 Handbook of Grammar and Composition. 4thed.. Pensacola, FLA
Beka Book.
Jhon E. Warriner .1946. English grammar and composition, Harcourt Brace Jovanovich, No.
of books six.
Lesson writer
Dr. Inturi Kesava rao

Sr. Lecturer in English,
TRR Government College,
Kandukur, Prakasam district.
UNIT IV WRITING SKILLS
Lesson 19
Spelling
Objectives :
i. To improve both reading and writing.
ii. To concrete the connection between the letters and their sounds.
iii. To facilitate communication.
iv. To understand the text correctly.
Outcomes :
After going through this chapter, you should be able
i..To perfect in writing skill.
ii. To know the silent letters
iii. To spell words correctly and avoid mistakes in spelling.
iv. To understand the letters often don’t match the sounds.
Structure:
19.1 Introduction
19.2 Rules
19.3 Exercises
19.4 References
19.1 Introduction:
English is very difficult language to spell. There are twenty six letters in English alphabet against
forty four sounds. The letters often don’t match the sounds. So, spelling is problematic to
students of India. Below are some spelling rules. You will be able to avoid many spelling
mistakes if you observe these rules.
19.2 Rules :
Final “E”
1. When –ed, -ing, er,-est is added to a word ending in silent ‘e’, the ‘e’ is normally dropped
before a vowel.
e.g. hope + ed= hoped
like + ing= liking
wise+ er= wiser
brave+ est = bravest
move +able= movable
2. Final ‘e’ is not normally dropped before a consonant.

e.g.
hope+ ful =hopeful
like+ness=likeness
sure+ly =surely
Centre for Distance Educaiton 19.2 Acharya Nagarjuna University
move+ ment =movement

Exceptions:
True+ly= truly
Due+ly= duly
3. In the following words the final ‘e’ is retained to keep ‘e’ or ‘g’ soft before ‘a’or‘o’.
e.g.
notice+able =noticeable
change+able=changeable
Final “Y”
1. In words ending in a consonantly, the y changes to ie before –s and to I before-ed, -er, est
andly.
e.g.
lady+s=ladies
marry+s= marries
worry+ ed= worried
try + ed=tried
happy+ ly= happily
2. The‘Y’doesn’t change if it comes after a vowel letter.

e.g.
play+ s= plays
play+ed= played
play+ing= playing
play+er= player
Exceptions:
Pay+ed=paid
Say+ed=said
3. The‘Y’ does not change before –ing.

Try+ing =trying
Marry+ing=marrying
4.final‘ie’ changes to ‘ y’ before-‘ing’.

e.g.
lie+ing=lying
Die+ ing=dying
Final consonant:
In short word ending in one vowel-letter+ one consonant-letter, the consonant is doubled before
an ending with a vowel.
Drop+ed=dropped
Beg+ed=begged
Stop+ing=stopping
Big+er=bigger
Hot+est= hottest
General English 19.3 Spelling
But:
Clean+ed=cleaned
Ask+ed= asked
2.In longer words the final syllable is doubled.

e.g.
begin+ing= beginning
refer+ ed= referred
admit+ed= admitted
Exception:
e.g.
i. visit+ ing= visiting
suffer+ing= suffering
Benefit+ ed= benifited
ii.‘ L’ is doubled in the final position
e.g.
travel+ ed =travelled
travel + er=traveller
quarrel+ ing= quarrelling
iii.When full is added to a word, the second l is dropped
joy+ full= joyful
use+full= useful
iv.
When‘ie’ or ‘ei’ is sounded like ‘ee’ in fee, ‘I’ comes before ‘ e’ except after ‘ c’.
e.g.
ie
Thief, believe, achieve, field, etc
ei after c
Receive, receipt, deceive, deceit, etc
Exception:
These two vowels aren’t sounded like ‘ee’ as in fee:
Eight, height, weight, friend, foreign, fiery, leisure, neighbor, etc
Silent letters: ‘B’ is silent before final ‘t.
Doubt, debt
ii.‘b’ is silent in the words ending ‘mb’

Comb, womb, tomb
iii. ‘g’ is silent in words before word final ‘n’

Sign, resign, foreign, complain, reign, sovereign
iv. ‘g’ is silentin words ending with‘ augh’

Though, taught, through, thorough
V.‘h’ is silent in beginning position

Centre for Distance Educaiton 19.4 Acharya Nagarjuna University
Honest, honour
vi.‘k’ is silent words followed by ‘n’

Knowledge, know, knit, knee, knave, knuckle
vii.‘l’ is silent before word final m.

calm, palm,
viii.‘m’ is silent word ending‘n’

Condemn, column, autumn
ix. ‘p’ is silent in word beginning position followed by‘s’

Psychology, psalm, pseudo
x. ‘r’ is silent followed by a consonant letter

World, card
xi. ‘T’ is silent words in some words
Castle, whistle, often, listen
xii. ‘W’ is silent in some words

Write, wrap, know, fawn, lawn
19.3 Exercises:
*Rewrite the following words making corrections in spelling: 3x1=3
a.i.facalty ii. Expres iii. Semester
b. grammer ii.skilful iii.forighn
c. i.servise ii.tryed iii. Beging
d i.schalar ii. Tradition iii.technalagy
e. i.devlopment ii. Occasion iii.comute
f. imegazine ii.equelity iii.creeative
g. refugee ii.chalange iii. Permanent
i.immadately ii. Eqquipmant iii. Govarnmant
j.financl ii. Employe iii. Indivdul
k.accedent ii. Tornament iii. Brilliant

l.choras ii. Aukward iii. Customery
m. i. deliteful ii. Dareing iii. Genious

General English 19.5 Spelling
n. tution ii. Pronounce iii. Neighbor
o. i. Illiterate ii.victori iii.Fallan
p.i.momonto ii.restaurent iii.lesure
q.gurante ii.celing iii.shild
r.i.grif ii.lugage iii.traveled
s.i. simutanes ii. Thororly iii.chocolet
t.miscelaneous ii.suplemant iii.compitnet
19.4 References:
Prasada Rao N.D.V.2000 Learners’ English grammar And Composition. New Delhi: S. Chand&
company LTD.
Brathwaite, Rudolph.1995 Writing Through Grammar. McGraw. Hill.
Chapman, James A.2003 Handbook of Grammar and Composition. 4thed.. Pensacola, FLA Beka
Book.
John E. Warriner.1946. English grammar and composition, Harcourt Brace Jovanovich, No. of
books Six.
Lesson writer

Sr. Lecturer in English,.
TRR Government College. Kandukur
Prakasam district
UNIT IV WRITING SKILLS
Lesson 20
Paragraph writing
Objectives:
i. To develop the logic of argument.
ii. To improve the expression of thought
iii. To explore new ideas.
iv. To inculcate the grasping power and its implications
v. to strengthen critical thinking skills and coordinating skills.
Outcomes:
After going through this chapter, the students should be able
i. to write well structured paragraph effectively and creatively
ii. to organize the collected thoughts and ideas.
iii. to identify the different steps and terms to remember in writing.

iv. to cultivate the language style.
v. to know how to explain it clearly and lucidly.
Structure:
20.1 Introduction
20.2 Qualities of a good paragraph

20.3 Paragraph Writing
20.4 References
20.1 Introduction
A paragraph is a connected series of sentences relating to the same subject. Just as a sentence
contains one main thought, in the same way paragraph contains one main topic or theme. All the
sentences in a paragraph should be so groped together that they must serve to develop the man
theme.
20.2 Qualities of a good paragraph

A good paragraph, like a good sentence, must possess:
1.Unity.
2.Order
3.variety
Unity : A paragraph must contain one main theme. The theme of good paragraph can be
expressed in one sentence called the topic sentence. A good paragraph should be in short. A
suitable title can be given to it.
Order: The thoughts of a good paragraph are always arranged in a clear and logical order. The
events are given in the order of their occurrence. All ideas are connected with the main idea and
are arranged according to their importance or order.
Variety: lastly, a good paragraph contains both short and long sentences. It contains sentences of
different length and of different construction.
How to write a paragraph

We should bear in mind the following points to write a good paragraph
i. Think out the points upon which you wish to write.
ii. After getting the points, arrange them in proper order.
iii. Make the first and last sentences of your paragraph most attractive.
iv. All the points must deal with the main theme.
v. we should take care that every sentence is clear and complete.

vi. Revise what you have written.
vii. Check thoroughly spelling, grammar, punctuation, etc.
viii. See that paragraph should have unity and coherence.
20.3 Write a paragraph of about fifty words on the following topics 1x5=5
Study carefully the following paragraphs:
i.My favorite hobby:

General English 20.3 Paragraph Writing
My favorite hobby is stamp- collecting. I have a stamp- album. I pasted all the foreign stamps in
it. It is really a nice collection. I have stamps from all foreign countries-from USA, China, Japan
Russia, UK, etc. I have also rare stamps which are issued recently. I enjoyed the pictures of
natural scenery, crowns, arms historical monuments lovely actors and ladies printed on these
stamps. Stamp- collecting is really a very useful and instructive hobby.
ii. The Book I like:

The “Bhagawad Gita” is the book I like most. It contains the essence of all human divine
wisdom. After reading the book, I understand my own life and form my habits and outlook on
life. It inspires me to the ends of life. It makes me a balanced man. It enables me to achieve the
best of the worlds- physical and spiritual. So Gandhi called it “The Mother”.
iii. Pleasure of reading:

We are happy when we acquire the habit of reading. It gives us a life –long pleasure, instruction
and inspiration. He, having the habit of reading, is the possessor of wealth. When we love books,
we never feel lonely. We get the pleasure of wealth, when we cultivate the reading of books.
Reading gives the highest kind of pleasure. It is a healthy recreation to our brain. There are so
many noble books which we ought to read. Books give us not only pleasure but also education.
They give us noble thoughts and beautiful minds. Our books are always patiently waiting to talk
to us. They are our most faithful friends and philosophers.
iv. Advantages and disadvantages of social media:

Social media is a boon when we use it properly. It is a bane when we misuse it. The youth use
social media prominently. It is a useful tool for education. It is a powerful device for self
learning. The entire world is at our fingertips. We are just a click away. It builds relations. There
is another side of the coin. It spreads misinformation quickly. It occupies in our personal life.
The addiction to social media is harmful for academic performance. Fake news poisons our
peace of mind. It all depends on the user at the end. We should lead a balanced life.
v. Good Manners:
Good manners are needed and followed. They determine our behaviour towards fellowmen.
Please and thank you are the common words which show our good manners. A well cultured
man is liked and respected everywhere. If you are not friendly and sociable with others, you are
called ill-mannered. An ill-mannered man is hated by everybody. So for a social and respectable
life in the society, we must be good mannered.
vi. Friendship:
Friendship is a devoted relationship between two persons. Usually friendship is shared by two
people. They have similar interests and feeling. A true friendship based on mutual respect,
admiration, and gratitude of the person. They care and love for each other. We are lucky when
we have a true friend. Friends bring more happiness into our lives. Friendship has a large impact
on your mental health and happiness. Good friends relieve stress and give comfort and joy.
Friendship has a powerful impact on your physical health.
vii. My favourite job:

I love teaching profession. A teacher is a wonderful gift given by god. A teacher moulds the
next generation. The destiny of nation is shaped by the teacher. A teacher develops human
resources of the country. He is open to new ideas for a quickly changing world. A teacher
changes the lives of the students. A teacher exposes students to a world of different nations,
cultures and varieties of personalities. Teacher is a lifelong learner. He teaches life skills.
viii. The English language:

English becomes the lingua franca of India. It becomes a world language. It becomes very
necessary for educated people. We must learn it and use it. English is preferred because it is
already an international language. Indian languages are of no use to us outside India. It will be a
link between us and the rest of mankind. English is necessary for anyone entering into
government service, trade, or legal profession in India. It is noble language and possesses the
finest literatures in the world. Knowledge of English introduces us to the finest books ever
written.
ix. Women Empowerment:

Women must be given equal status as men. Empowering women is to bring equality with men. It
is essential to have a bright future, society and family. They are shaping our future and
development of the children of country. In this way they are backbone of the society. It is
possible to make them educated and leave them free. Then they can do wonders and make the
society better. They are highly talented which are helpful for our economy. Now they are on the
right path.
x. Pollution:
Adding harmful substances to the environment, land, water and airis called pollution. It causes
imbalances in the environment. This leads to the threat of survival of all beings. Pollution causes
health disorders to beings. We can reduce pollution by following the methods. Let us encourage
public transport system. We should turn off lights, fans ACs when they are not necessary. Please
cultivate the habit of recyclable and reusable materials. We should take a pledge not to use
plastic material in any form. We should inculcate the concept of social forestation in the minds
of people. Let us avoid the usage of crackers.
xi. Physical Exercises:

Physical exercises relax our body and take away the mental stress. It is important to do regular
exercises. Then we will be fit both physically and mentally. It keeps away different diseases. If
we are healthy we contribute to the expansion of society. If you do exercises daily, it improves
your concentration power. It helps to prevent or delay diseases. It reduces the symptoms of
anxiety and depression. So exercise is important for the overall growth of a person. Therefore let
us do physical exercise daily.
General English 20.5 Paragraph Writing
xii. The sporting spirit:

Sports are essential for healthy body. Sports make us understand the importance of exercises. We
learn how to develop understanding, cooperation friendship, patience, etc. through sports. Sports
must be played sportively. The true sportsman keeps in a good humour when he is losing the
game. People feel that losing a match is losing the prestige of their country. Victory or defeat
must be taken equally. Sports must promote healthy atmosphere among nations.
xiii. Education:
The word education means to draw out or develop the faculties of mind. The object of the
education is how to make the best use of our faculties. Education should be practical. Practical
training should be given in various crafts. In addition to that moral education is important. But
real education should never finish. All through life we should be learning not only from books
but from experience from life.
xiv. News papers:

The primary use of a newspaper is to give news. They are windows to the world around us.
There are special papers devoted to different departments of life, such as religion, sports
literature, art, music farming, competitive exams, etc. Now a days most papers are the organs of
political parties and their main interest is politics. The policy of the paper reflected in the
editorial of the paper. The press has enormous power. It can profoundly influence public opinion
for good and bad. They give a platform to advocate the social reforms. So Newspapers have
become indispensable.
References:
Prasada Rao N.D.V.2000 Learners’ English grammar And Composition. New Delhi: S. Chand&
company LTD.
Brathwaite, Rudolph.1995 Writing Through Grammar. McGraw. Hill.
Chapman, James A.2003 Handbook of Grammar and Composition. 4thed.. Pensacola, FLA Beka
Book.
John E. Warriner.1946. English grammar and composition, Harcourt Brace Jovanovich, No. of
books Six.
Lesson writer

Sr. Lecturer in English,
TRR Government College. Kandukur
Prakasam district
Unit V SOFT SKILLS
Lesson 21
Soft Skills and SWOC
Structure of the lesson:
21.1. Objectives of the Lesson
21.2. SOFT SKILLS
21.2.1. Introduction
21.2.2. Definition
21.2.3. Soft Skills and their Grouping
21.2.4. Conclusion
21.3. SWOC
21.3.2. SWOT/SWOC Quadrant
21.3.3. Models
21.3.4. Key Points
21.3.5. Conclusion
21.4. Questions
21.1 Objectives of the Lesson

The objective of this lesson is to help the learner understand
 The meaning and importance of Soft Skills
 Various components of Soft Skills
 Various nuances associated with SWOC/SWOT analysis
21.2. SOFT SKILLS
In the 21st century workplace, MNC’s are rooting for graduates who understand the role
they are to play in building their organizations, and have the practical skills to work effectively
in their ‘company-assigned’ roles. Plainly speaking, it means engaging with the organization and
its goals, understanding the dynamics of the workplace etc. These are the skills, attitudes and
actions that enable workers to get along with their fellow workers and supervisors so that they
are able to make sound and critical decisions that would positively impact the workflow of the
company besides contributing to its growth and development.
The corporate world is seeking a whole package of talent that displays proficiency in hard
skills and versatility in soft skills. In fact, the real problem today lies in ‘suitability’ rather than
‘availability’ of man power.
21.2.2. Definition
Wikipedia defines soft skills as “a combination of people skills, social
skills, communication skills, character or personality traits, attitudes, career attribute, social
intelligence and emotional intelligence quotients among others that enable people to navigate
their environment, work well with others, perform well, and achieve their goals with
complementing hard skills”.
Soft Skills can also be called as life skills, people skills, human relationship skills,
employability skills etc. Every prospective employee is expected to possess a good range of Soft
Skills to:
 get a Job and RETAIN IT

 survive in the World ( Survival of the Fittest… in Soft Skills); and
 create a Market for oneself.
21.2.3. Soft Skills and their Grouping
Soft Skills can be broadly categorized into four groups. They are:
1. Communication Skills
2. Management Skills
3. Leadership Skills
4. Thinking Skills
Communication Skills include: Management Skills include:

 LSRW Skills  Time management
 Presentation Skills  Stress Management
 Conversational Skills  Mind Management
 Negotiation Skills  Memory Management
 Inter-personal Communication  Finance Management
Skills  Health Management
 Non-verbal Communication  Change Management
Leadership Skills include: Thinking Skills include:
 Team Building  Logical Thinking
 Decision Making  Lateral Thinking
 Problem Solving  Positive Thinking
 Patience / Tolerance  Creative Thinking
 Planning & Organizing  Analytical Thinking
 Motivation  Innovative Thinking
 Human Relations
 Quick Learning / Adaptability
Eastern Kentucky University has come out with the following list of Soft Skills that aid a
prospective candidate to succeed at the higher level:
1. “Communication – oral speaking capability, written, presenting, listening, clear speech &
writing.
2. Courtesy – manners, etiquette, business etiquette, gracious, says please and thank you,
respectful.
3. Flexibility – adaptability, willing to change, lifelong learner, accepts new things, adjusts,
teachable.
4. Integrity – honest, ethical, high morals, has personal values, does what’s right.
General English 21.3 Soft Skills and SWOC
5. Interpersonal skills – nice, personable, sense of humor, friendly, nurturing, empathetic,

has self-control, patient, sociability, warmth, and social skills.
6. Positive attitude – optimistic, enthusiastic, encouraging, happy, confident.
7. Professionalism – businesslike, well-dressed, appearance, poised.
8. Responsibility – accountable, reliable, gets the job done, resourceful, self-disciplined
wants to do well, conscientious, common sense.
9. Teamwork – cooperative, gets along with others, agreeable, supportive, helpful, and
collaborative.
10. Work ethic – hard working, willing to work, loyal, initiative, self-motivated, on time,
good attendance.” (Marcel M. Robles in his article ‘Executive Perceptions of the Top 10
Soft Skills Needed in Today’s Workplace’ published in Business Communication
Quarterly, 75(4) 453–465)
21.2.4. Conclusion
The demand for soft skills has been growing at a rapid pace due to the LPG
(Liberalization, Privatization and Globalization) revolution of the 1990s. The 21 st century
workplace needs people who are strong in soft skills, employability skills, life skills and
professional skills.
21.3 SWOC/SWOT
SWOT stands for Strengths, Weaknesses, Opportunities, and Threats and the ‘C’ in
SWOC stands for ‘Challenges’. In the business world, a SWOT/SWOC analysis is a powerful
way to look at the present situation of the business/product to help identify its comparative
advantages and possible ways to improve its performance. Even individuals can use this model
to identify their strengths and weaknesses. They can also identify opportunities available to them
and make good use of them while also understanding challenges (threats) and learn to deal with
them. It is to be reiterated that any person who understands his strengths and weaknesses and
learns to handle them judiciously is bound to go places.
Strengths and weaknesses are internal aspects of a company/product/person etc.,-things

that you have some control over and can change. Opportunities and threats are external—things
that are going on outside. You have no control over them. You can take advantage of
opportunities and protect against threats, but you can’t change them.
21.3.2. SWOT/SWOT Quadrant

The SWOT/SWOT analysis is generally done using the following quadrant:
STRENGTHS WEAKNESSES
(Positive internal forces that work to one’s (Negative internal forces
advantage) which one may want to improve)
Strengths are INTERNAL ASPECTS. Weaknesses are INTERNAL ASPECTS.
They signify what you do well. They signify what is lacking in you and in what
Realistically, ask yourself: measure.
• What do you do better than others? Be realistic.

• What advantages does your organization have?  Accept your weaknesses, but start working
• What do others see as your strengths? on them to build for the future.
 Identify what can be improved and start
improving it.
 Find out what others see as your
weaknesses?
OPPORTUNITIES THREATS (CHALLENGES)
(Positive external conditions which one can (Negative external conditions one can’t
take advantage of. They are not in one’s control. Effect may be lessened through
control) planning.)
Opportunities are EXTERNAL ASPECTS. Threats (Challenges) are EXTERNAL ASPECTS.

Ask yourself: Ask yourself:
What are the opportunities available? What are the external obstacles?
Are these opportunities promising? Who are your competitors?
What should I do embrace these promising Could any weaknesses threaten your future?
opportunities?
21.3.3. Models
General English 21.5 Soft Skills and SWOC
21.3.4. Key Points
What to do NOW?
 Fortify your strengths.  Identify opportunities.
 Weaken Weaknesses.  Identify threats.
 Turn Weaknesses into Strengths.  Make use of the opportunities.
 Turn threats into opportunities,
where possible.
 At least, weaken the effect of
threats.
21.3.5. Conclusion
When we undertake SWOT/SWOC analysis of a company/product, it helps to take
informed decisions in the larger interests of the company/product. If the same analysis is done by
a person about himself/herself, it will provide a comprehensive outlook of that person.
If this analysis is done by each one individually one will be able to understand oneself.
Once one understands oneself, one understands and empathizes with others. Self-knowledge
earned through SWOC analysis will lead to good inter personal relationships and create an
empathetic approach towards others.
21.4. Questions
I. Answer the following questions:
1. Explain the relevance of Soft Skills in the 21 st century workplace.
2. Write about Soft Skills and their grouping.
3. What are the skill sets proposed by Eastern Kentucky University?
4. Analyze the relevance of SWOT/SWOC analysis for a company/product/person.
5. Explain the SWOT/SWOC quadrant with an example.
6. Prepare the SWOT/SWOC analysis of the following:
a. Abdul Kalam
b. Santoor Soap
c. Jio Network
d. Your own
II. Write a short note on the following topics:

a) Definition of Soft Skills
b) SWOC/SWOT
c) Components of Communication Skills
d) Component s of Leadership Skills
e) Components of Management Skills
f) Component s of Thinking Skills
g) Key points of SWOT/SWOC
References
 Andrea J. Rutherford. Basic Communication Skills for Technology. New
Delhi:Pearson,2008.
 Gopalaswamy Ramesh and Mahadevan Ramesh. The Ace of Soft Skills, Attitude,
Communication and Etiquette for Success. New Delhi: Pearson, 2010.
 Marcel M. Robles, Executive Perceptions of the Top 10 Soft Skills Needed in Today’s
Workplace Archived 2016-08-12 at the Wayback Machine, Business Communication
Quarterly, 75(4) 453–465
 Martin Carole (2008) “How to stand out from a crowd of candidates”.
www.career_intellegence.com
 Murali Krishna KVSG and Prasad KVKK. Placement & Personality Development.
Kakinada:Environmental Protection Society, 2003.
 Nasha Fitter, You’re Hired,How to Get that Job and Keep it too. New Delhi: Penguin
Books, 2009.
Lesson writer
Dr. Ashok Vardhan Garikimukku

Professor of English
Kanchikacherla-521180
Krishna district
UNIT V SOFT SKILLS
Lesson 22
Attitude and Emotional Intelligence
22.2. Attitude
22.2.2. Beliefs
22.2.3. Personal Values
22.2.4. Attitudes
22.2.4.1. Components of attitudes
22.2.4.2. Tips for developing our personality and attitude
22.2.4.3. Characteristics of attitude
22.2.4.4. Conclusion
22.3. Emotional Intelligence
22.3.2. Definition
22.3.3. Characteristics of Emotional Intelligence
22.3.4. Pillars of Emotional Intelligence
22.3.5. Impact of Emotional Intelligence
22.3.6. Conclusion
22.4. Questions
22.1 Objectives of the Lesson

 the meaning of attitude, beliefs and personal values
 how we can develop our personality and attitude
 the importance of Emotional Intelligence
 factors associated with Emotional Intelligence
22.2. ATTITUDE
22.2.1 Introduction
“We select students for their attitude and we train them for skills” is the often quoted
statement made by various recruiters. ‘Attitude’ is a state of mind or feeling and our disposition
towards others. It is a feeling that comes from our heart and is explained by our behaviour
towards others. It can be both positive and negative. The thoughts associated with feelings of
self-confidence, achievement, progress etc., constitute positive attitude that leads to constructive
action whereas thoughts associated with self-doubt, inferiority complex, failures etc., constitute
negative attitude that leads to destructive action.
The attitude of a person is determined by various psychological factors like ideas, values,
beliefs, perceptions etc. All these factors play a vital and complex role in determining a person's
attitude. Before we attempt to understand aspects of ‘attitude’, we need to understand concepts of
‘beliefs’ and ‘values’ because there is a direct relationship between ‘beliefs and values’ and our
attitudes and the resulting behaviour.
22.2.2. Beliefs
A belief is an idea that a person holds as being true. A belief can come from different
sources, including: a person’s own experiences; the acceptance of cultural and societal norms
(e.g. religion); what other people say (e.g. education or mentoring).
22.2.3. Personal Values

Values are stable and long-lasting beliefs about what is important to a person. They
become standards by which people lead their lives and make their choices. It is possible to
categorize beliefs into different types of values – examples include values that relate to
happiness, wealth, career success or family. A person must be able to articulate their values in
order to make clear, rational, responsible and consistent decisions.
22.2.4. Attitude
Attitudes are the mental dispositions people have towards others and the current
circumstances before making decisions that result in behaviour. People primarily form their
attitudes from underlying values and beliefs. However, at the point of decision-making, factors
which may not have been internalized as beliefs and values can still influence a person’s
attitudes. The desire to please, political correctness, convenience, peer pressure, and
psychological stressors could be typical influences.
Allport (1935) defined attitude as “a mental and neural state of readiness, organized
through experience, and exerting a directive or dynamic influence upon the individual’s response
to all objects and situations with which it is related”. Psychologists use specialized terms to
describe certain classes of attitudes. For example, an attitude towards the self is called self-
esteem, negative attitudes towards specific groups are called prejudice, attitudes towards
individuals are called interpersonal attraction, and attitude towards own job is called job
satisfaction.
22.2.4.1. Components of attitudes:

 COGNITIVE: Opinion or beliefs about attitude object (both positive and negative)
 AFFECTIVE: Emotions and feelings the object triggers (both positive and negative)
 BEHAVIORAL: Reaction toward the object (both positive and negative)
22.2.4.2. Tips for developing our personality and attitude

 Dress well. Give your appearance the attention it deserves. Good clothes and good
grooming boost your confidence.
 Promise to yourself that you will become the world’s most positive person. Move away
from people with pessimistic attitude.
 Think of success, achievement, happiness etc., every single moment of your life. “As you
think, so shall you become”. Visualize yourself achieving success and work towards
achieving it. You shall achieve it.
 To fill your mind with positive thoughts, read motivational books or listen to/watch
motivational speeches.
General English 22.3 Attitude and Emotional Intelligence
 Maintain a diary and write down positive things happening in your life. Record all happy
events, achievements and compliments you received.
 Develop a cheerful voice and a warm disposition.
 Spend time with nature. Allow nature to replenish you.
 Compliment people on their achievements/dress sense.
 Develop a sense of humor. Enjoy reading humorous books and watching comedy shows.
 Have belief in goodness of people around you and empathize with them.
 Try yoga and pranayaama.
22.2.4.3. Characteristics of attitude:

1. Attitudes are the complex combination of things we call personality, beliefs, values,
behaviours, and motivations.
2. They can be termed favorable or unfavorable.
3. An attitude is a point of view, substantiated or otherwise, true or false, which one holds
towards an idea, object, or person.
4. An attitude exists in every person’s mind. It helps to define our identity, guide our
actions, and influence how we judge people.
5. Although the feeling and belief components of attitude are internal to a person, we can
view a person’s attitude from their resulting behaviour.
6. Attitudes can also be explicit and implicit. Explicit attitude is that attitude which we are
consciously aware of whereas an implicit attitude is that which we are unaware of but
still, it affects our behaviours.
7. Attitudes cause us to behave in a particular way toward an object or person.
8. It may be positive or negative and may be affected by age, position, and education.
In this context, it may be noted that with a bad attitude, one can never have a positive day
and with a positive attitude, one can never have a bad day.
22.2.5. Conclusion
Our attitude is what influences all our actions. The right attitude gets us good results. To
a person of ‘positive’ attitude, a problem is just a temporary set-back, and also a stepping stone
to success. To a ‘negative’ thinker, every problem only confirms his pessimistic view that
whatever can go wrong will go wrong. It is up to us to choose to be a ‘positive thinker’ or
‘negative thinker’. Once we make the right decision to be a person of positive attitude,
everything else will fall in place.
22.3. EMOTIONAL INTELLIGENCE

There are times in life when you look at someone and wonder, “How is he/she always so
totally in control of things?” It may be a colleague who deals with tricky work situations easily
and smoothly or a friend who makes complete strangers feel comfortable within minutes of
meeting them. The answer to this pertinent question lies in their great level of emotional
intelligence or their ability to monitor their own emotions as well as those of others.
Emotional intelligence, also known as emotional quotient or EQ is the ability to

understand, use, and manage your own emotions in positive ways to relieve stress, communicate
effectively, empathize with others, overcome challenges and defuse conflict. Emotional
intelligence helps you build stronger relationships, succeed at school and work, and achieve your
career and personal goals.
22.3.2. Definition
Emotional intelligence has been defined, by Peter Salovey and John Mayer, as "the
ability to monitor one's own and other people's emotions, to discriminate between different
emotions and label them appropriately, and to use emotional information to guide thinking and
behavior". This definition was later broken down and refined into four proposed abilities:
perceiving, using, understanding, and managing emotions.
Although the term first appeared in 1964, it gained popularity in the 1995 best-selling
book Emotional Intelligence, written by science journalist Daniel Goleman. Goleman defined EI
as the “array of skills and characteristics that drive leadership performance”.
As we know, it’s not the smartest people who are the most successful or the most fulfilled
in life. You might know people who are academically brilliant and yet are socially inept and
unsuccessful at work or in their personal relationships. Intellectual ability or your intelligence
quotient (IQ) isn’t enough on its own to achieve success in life. Your IQ(Intelligence Quotient)
can help you get into college, but it’s your EQ that will help you manage the stress and emotions
when facing your final exams. IQ and EQ exist in tandem and are most effective when they build
off one another.
22.3.3. Characteristics of Emotional Intelligence

According to Daniel Goleman, who helped to popularize emotional intelligence, there are five
key elements to it:
 Self-awareness
 Self-regulation
 Motivation
 Empathy
 Social skills
22.3.4. Pillars of Emotional Intelligence

1. Self Awareness
 Emotional self-awareness: the ability to know yourself and understand your feelings.
 Accurate self-assessment: understanding your strengths and weaknesses and their effects.
 Self-confidence
2. Self-Management
 Emotional Self-control
 Achievement, i.e. being goal-oriented
 Initiative
 Transparency, being honest and open, interacting with integrity and being trustworthy.
General English 22.5 Attitude and Emotional Intelligence
 Adaptability
 Optimism
3. Social Awareness
 Empathy; understanding and acknowledging others’ emotions.
 Service Orientation
 Organizational Awareness
4. Relationship Management
 Inspirational leadership, like being a good mentor, role model, and authority figure.
 Influence, articulating points in persuasive, clear ways that effectively motivate others.
 Conflict management
 Change catalyst, recognizing and supporting the need for change, and making it happen.
 Developing others, helping others build their skills and knowledge.
 Teamwork and collaboration, working with others in an effective manner.
22.3.5. Impact of Emotional intelligence

Emotional Intelligence creates a great impact on :
 your performance at school or work,
 your physical health,
 your mental health,
 your relationships, and
 your social intelligence.
22.3.6. Conclusion
Nobody will ask you to behave like a robot or to leave your emotions behind in the
workplace. In fact, to be a great leader, you need to be a human who has mastered emotional
intelligence skills.
Remember, you need to channel your emotions to drive things and people forward, rather
than getting carried away yourself. As a leader, you need to constantly pursue self-improvement
and harness the potential of your coworkers to achieve bigger goals.
22.4. Questions
1. Explain the importance of beliefs and personal values in developing attitude.
2. Write, in detail, about ‘Attitude’.
3. Mention various characteristics of ‘Attitude’
4. From your experience, explain how attitudes impact one’s behaviour.
5. What is ‘Emotional Intelligence/Emotional Quotient’? How is it different from
‘Intelligence Quotient’(IQ)?
6. Explain four pillars of ‘Emotional Intelligence’.

a) Impact of ‘Emotional Intelligence’
b) Attitude
c) Personal Values
d) Beliefs
e) Four Pillars of ‘Emotional Intelligence’
f) Difference between IQ and EQ

g) Five elements of ‘Emotional Intelligence’ proposed by Daniel Goleman
References
 Andrea J. Rutherford. Basic Communication Skills for Technology. New Delhi: Pearson,
2008.
 Baron, R. A., Branscombe, N. R., & Byrne, D. (2009). Social Psychology, 12th
Ed. Boston, MA: Pearson/Allyn and Bacon.
 Franzoi, S.L. (2008). Social Psychology, 5th Ed. New York: McGraw-Hill.
 https://egyankosh.ac.in/bitstream/123456789/23576/1/Unit-1.pdf
 https://www.iedunote.com/attitude-definition-characteristics-types
 https://www.helpguide.org/articles/mental-health/emotional-intelligence-eq.htm
 https://en.wikipedia.org/wiki/Emotional_intelligence
Lesson writer

Krishna district
UNIT V. SOFT SKILLS
Lesson 23
Telephone Etiquette
23.2. Telephone Etiquette
23.2.2. The Dos and Don’ts of Telephone Etiquette
23.2.3. Seven P’s of Telephone Etiquette
23.3. Conclusion
23.4. Questions

 the importance of acquiring the skill of handling telephone
 various facets of telephone etiquette
 gentle methods of handling telephonic calls and people who communicate over
telephone
 do’s and don’ts of handling telephonic calls
23.2. Telephone Etiquette

Telephone is a vital source of communication. The use of cell phones is commonplace in

our life today. It is inevitable that we will be required to speak on the phone sometimes. Some
people are very confident speaking on the phone while others are not confident enough or they
lack basic telephone good manners / etiquette. It is important to learn proper telephone etiquette
so that you can give others a good impression of you or the business you represent, and also
make it a pleasant experience for the other person on the other side of the line.
Many things have changed over the years, especially in the evolving world of business.
The need for proper telephone etiquette in the work place hasn’t changed much. The ground
rules have always remained the same.
Since customers are the ones who infuse the profits into a business, they do not
appreciate being treated with rudeness in their business dealings with a company. This includes
any business, which is conducted on the telephone lines. Proper telephone technique involves
some basic common sense which everyone who works for a company should use.
23.2.2. The Dos and Don’ts of Telephone Etiquette

Adherence to the following practical suggestions with regard to telephone etiquette will
show you how paying attention to detail will make a big difference in other’s impression of
you... both at a personal and professional level.
 Answer the phone as soon as possible.
 Greet first and announce yourself clearly. Give your name when the telephone is
answered, before asking for the person you are requesting. State your name when placing
a call.
 Put a “smile” in your voice. Remember that your ‘smile’ can be heard. Please remember
that your voice reflects your courtesy. Since that person on the other end of the line
cannot see your facial expressions, your "tone of voice" will need to express this.
 Never pass on a bad mood to the client. Try and make it the client’s best call of the day.
The next call from that client will go smoother.
 Provide “value” to the client and his needs. Try and meet his requirements instead of
giving lame excuses.
 If you put someone on hold, give him or her details of the progress regularly. After
placing someone on hold and returning to the line, say "Thanks for waiting" rather than
"I'm back."
 Have information and paperwork ready if you are expecting a call.
 Always have paper and a pen near the phone. A client’s time is valuable – make every
attempt not to waste it.
 Concentrate on the call – do not let your mind wander or get distracted.
 Use the caller’s name frequently to add ‘personalized touch’ to the conversation and
make the client feel special.
 If you do not know the answer to a question, do not bluff. Rather, take the client’s name
and number, research the item and phone him back with the correct answer. If it is still
beyond you – have a superior return the call on your behalf.
 Be positive in your statements – say what you can do, not what you can’t do. For
example, say “Mr. Varma can help you, can I put you through?” as opposed to “I cannot
help you, you will have to speak to Mr. Varma.”
 Never take rude callers personally. Remain calm and do not allow yourself to become
rude as well.
 Thank the client for their call. Wait until the client puts the phone down before you do.
 When receiving an incoming business call, always use a phrase like, "Good morning,
ABC Company, Hari speaking, may I help you?" When answering a call, simply
answering "yes" is a curt and inappropriate response. The person making the call can
think of that person as cold and aloof, and hesitates to communicate readily.
 At times, someone other than the person to whom the call is intended will answer the
telephone. If that person has been asked, "May I speak to Mr. ________ please," the
response should be, "One moment please, I will get him connected for you". If he is not
available, the response should be, "I am sorry, Mr. _____ is not available at this time,
may I take a message?"
 When leaving a phone message, always state your name, company’s name, phone
number and reason for calling.
 Think about what time it is when placing a call. You would not want to call when there is
the possibility that the person may be asleep/when the person is enjoying some quality
‘self-time’.
 When you have dialled a ‘wrong number’, we generally hang the phone up. Instead,
express apology, letting them know you have dialled a wrong number.
General English 23.3 Telephone Etiquette
 When speaking, make sure you enunciate your words clearly and precisely. Do not slur or
mumble your words. Speak with confidence. It is embarrassing to be asked to repeat
what you are saying.
 When speaking to anyone who is working, make your call informative and short.
 Never be rude to a caller, no matter how nasty they are. Always remember to handle
yourself in a professional, business-like manner. This includes handling the situation in a
calm, cool manner.
 When calling another business, it is proper etiquette to give your name and the
company’s name you work for to whoever answers the telephone. Do not play ‘Guess
Who’ game.
 Respect others’ time. When placing a call, identifying yourself and ask, "Do you have a
minute?" or "Is this a good time to reach you?" before explaining the reason for your call.
 When calling a professional office for any reason, always identify yourself and explain
the reason for your call. Example: “ Hello, this is Ashok and I’m calling in response to
the newspaper ad for an actor”.
 When reaching an answering machine, if you had sufficient reason for calling…leave a
message. Sometimes this helps the other person know how to respond…whether to
expect another call from you or if they should attempt to return your call. An expression
like “Hi, its Anu, Bye!” doesn’t say anything. Instead, say, “ I am Anu from XYZ
company. Please inform Mr. Alok that I would call him at 1.00 pm today.”
 Use good speech habits and phrases like: ‘One moment please’, ‘Yes’, ‘All right’, ‘She’s
not available now’,’Good-bye’ etc. Please avoid using phrases like ‘Hang on’, ‘Yeah’,
‘Okey-Dude’, ‘Uh, dunno where he is’.
 Don’t be distracted. Although the caller may not be able to see what you are doing, you
can be heard in your tone and responses. Distractions can be anything from responding to
an email, replying to a text, scrolling through online shopping, reading a news article, or
nibbling something, while answering the call.
 Let’s avoid shouting and/ or whispering. Being overly loud or overly quiet can make a
phone conversation very awkward. Try and speak in a calm tone that will be easy to hear
and understand.
 Do make the caller feel welcome. Although it is a phone call, if your answers are short or
you don’t sound interested, the caller may leave the call feeling unwelcome.
 The following terminology would be more appropriate:
o "May I put you on hold?”
o “May I say who is calling please?”
o “I am having a little difficulty hearing you. Can you please speak up?”
23.2.3. Seven P’s of Telephone Etiquette

The 7 P’s of Call Handling Excellence expects us to:
 Be Prepared
 Be Present
 Be Polite
 Be Patient
 Be Personable
 Be Professional
 Be Proactive
If we don’t follow any of these 7 p’s, it can have a negative impact on your caller
experience, which can lead to a negative impact on your company’s image.
23.3. Conclusion
Telephone is part of our lives. Handling telephonic calls is an art. At most times, we give
telephone etiquette little thought. We generally never think of the times we have displayed our
bad manners while speaking on the telephone. We will surely think about it when we have had
the experience of being treated rudely or abruptly while using this mode of communication. Let’s
remember the golden rule No. 1: “Remember You only get ONE chance to make a first
impression!”
23.3. Questions
1. Why should one acquire the skill of handling telephone?
2. Describe various facets of telephone etiquette, giving suitable examples.
3. Why is it important to handle telephonic calls and people who communicate over
telephone, in a gentle manner?
4. Mention the do’s and don’ts of handling telephonic calls, especially in the
business world.
5. What are the ground rules of telephone etiquette?
6. ‘Handling telephone calls is an art.’ Do you agree? Why/why not?
a. Importance of greeting when making or answering a call.
b. What expressions of English language can we use to start a conversation over the
phone?
c. What should we do when we place a caller on ‘Hold’?
d. How should a caller leave a message when the person he/she wants to talk to is
not available?
e. Mention the technique of answering the ‘Answering Machine’
f. Why is telephone etiquette important?
g. State the seven P’s of telephone etiquette.
References
Kakinada: Environmental Protection Society, 2003.
 https://www.dexcomm.com/blog/business-phone-etiquette-101-the-7-ps-of-call-handling-
excellence
 https://info.umkc.edu/hr/wp-content/uploads/2017/04/Telephone-Etiquette.pdf
Lesson writer
Krishna district
UNIT V SOFT SKILLS
Lesson 24
Interpersonal Skills
24.2. Interpersonal Skills
24.2.2. Four basic behaviour styles
24.2.3. List of interpersonal skills
24.2.4. Tips to develop interpersonal skills
24.3. Conclusion
24.4. Questions

 the importance of nurturing interpersonal skills to develop good relations with others
 how to work harmoniously with others
 four basic behaviour styles
 tips to develop interpersonal skills
24.2. INTERPERSONAL SKILLS
Interpersonal skills are the skills “you need and use to communicate and interact with
other people.” Interpersonal skills include the attitudes, manners, appearance, habits and
behaviours we use with other people, which affect how we get along with them. The
development of interpersonal skills begins early in life and it is influenced by family, friends and
the society we live in and the kind of observation we do of the world around us. These skills are
either inherited or adapted during the course of our lives.
For us to improve our interpersonal skills, we must first be aware of what we are(through
SWOT analysis) and what others think we are ( through feedback). When we were kids, our
teachers and parents used to correct our bad habits with regard to our handling of people around
us. In the process, our interpersonal skills got developed automatically. Whether you are an
introvert or an extrovert or an ambivert kind of person can decide the kind of interpersonal
skills you possess. Direct result of good interpersonal skills is development of good relations
with all those we come across. Good relations with others will lead to increasing mutual
influence and increasing influence leads to leadership.
24.2.2. Four basic behaviour styles

OPEN RESERVED
 Open persons readily express emotions,  Reserved persons keep their emotions,
thoughts and feelings. thoughts and feelings to themselves.
 They don’t hold anything back.  They maintain secrecy.
 They are easy to identify.  They are easy to identify.
 They are willing to reach out and touch.  They are unwilling to reach out.
 They use eye contact profusely.  They use eye contact sparingly.
 They can quickly establish a good  It is difficult to establish rapport with
rapport with anyone. them. However, a reserved person can
establish eye contact with another
reserved person easily.
Note: We are either ‘Open’ or ‘Reserved’. Some of us fall in between. If we want to
improve our interpersonal skills, we need to identify where we actually stand.
DIRECT INDIRECT
 They are fast-paced, assertive and forge  They are slow-paced and security-
ahead in their decisions. conscious.
 They are open to engaging in social  They don’t take the social initiative to
interactions to enjoy quick introduce themselves at a party.
conversations.  They prefer a conversation with a good
 Even in meetings, they will make their friend in a quiet corner.
point emphatically.  Positively, they can provide accurate
 Their arguments are quite good and are and carefully-thought out results.
in the right direction.  They are prone to taking ‘less risk’.
 They are ready to ‘take risks’.
Note: We need to communicate with others based on the kind of behaviour style we possess
and the other persons possess.
24.2.3. List of interpersonal skills

Interpersonal skills are the skills we use every day when we communicate and interact with
other people, both individually and in groups. People with strong interpersonal skills tend to be
able to work well with other people, including in teams or groups, formally and informally. They
include a wide range of skills like:
 Communication skills (Verbal Communication/Non-Verbal Communication/Listening
Skills
 Emotional intelligence
 Team-work
 Negotiation, persuasion and influencing skills – working with others to find a mutually
agreeable (Win/Win) outcome.
 Conflict resolution and mediation
General English 24.3 Interpersonal Skills
 Problem solving and decision-making

 Empathy
 Openness to feedback
 Reliability and dependability
 Assertiveness: Don’t say ‘Yes’ when you want to say ‘No’ and don’t say ‘No’ when you
want to say ‘Yes’. The success lies in identifying when to say ‘Yes’ and when to say
‘No’.
 Patience
 Good work ethic
 Collaboration
 Professionalism
 Networking
 Mentoring and motivation
24.2.4. Tips to develop interpersonal skills

Interpersonal skills are inborn, but they CAN also be developed and nurtured over a period of
time. Here are some ways to develop your interpersonal skills:
 Preserve your relationships. Continue to network with friends of the past and the present.
 Put yourself in other people’s shoes. Observing things from other people’s perspective
will help develop empathy and compassion, and give you a fresh approach of looking at
the same old problems.
 Look for the positives in others.
 Control your emotions.
 Pay attention to body language and practice reading nonverbal cues.
 Own up to your mistakes. Be willing to accept the feedback you get from others when the
feedback is constructive.
 Practice friendly approach with colleagues and strangers.
 Acknowledge other person’s expertise. Credit and compliment them for their efforts.
 Show genuine interest in others.
 Practice active listening.
 Practice eye contact.
 Keep interactions focused.
 Use the ‘right’ language.
 Accept responsibility.
 Display uncompromising honesty, integrity and loyalty.
 Give others the space they need.
24.3. Conclusion
The success of any person in personal life or professional life depends on how well
he/she is able to handle people he/she comes into contact with, during the daily course of life. A
person may be the most skilled professional in his/her field, he/she may have won awards, he/she
may be a path-creator or history-maker, but without proper dosage of interpersonal skills, he/she
will never be able to reach his/her full potential. A sincere effort in the right direction must be
made by everyone to ensure that good interpersonal skills are nurtured because without
interpersonal skills, we will find it difficult to move ahead…in career and in life.
24.4. Questions
1. Why should we nurture interpersonal skills to develop good relations with others?
2. “In the 21st century workplace, if we want to work harmoniously with others, we need
good interpersonal skills”. Do you agree/disagree with the statement? Why/why not?
3. Explain the four basic behaviour styles that determine our interpersonal skills.
4. Mention the tips to develop interpersonal skills.
5. Provide the list of the interpersonal skills required in the corporate world.
6. Explain the relevance of improving communication skills with regard to enhancing
interpersonal skills.

a. Communication Skills
b. Empathy
c. Open vs Reserved behavioural style
d. Direct vs Indirect behavioural style
e. Importance of complimenting and congratulating others
f. Networking
g. Controlling emotions
h. Approach to feedback and constructive criticism
i. Active listening
j. Conflict resolution
k. Negotiation
l. Mentoring and motivation
24.5. References
 Andrea J. Rutherford. Basic Communication Skills for Technology. New
Delhi:Pearson,2008.
Kakinada: Environmental Protection Society, 2003.
 https://www.skillsyouneed.com/interpersonal-skills.html
 https://www.wikijob.co.uk/content/interview-advice/competencies/interpersonal-skills
 https://novoresume.com/career-blog/interpersonal-skills
Lesson writer

Krishna district
MODEL QUESTION PAPER
B.A./B.Com./B.Sc./B.B.M./B.H.M. DEGREE EXAMINATION, MAY 2022.
(Examination at the end of First Semester)
Part I — English
Paper I — GENERAL ENGLISH
Time : Three hours Maximum : 70 marks
Unit -1 PART A (Compulsory) 14 marks
1. Read the following passages and answer the questions: (5  1 = 5)
(a) (b) Students cannot afford to have party politics. They may hear all parties as they
read all sorts of books but their business is to assimilate the truth of all and
reject the balance. That is the only worthy attitude that they can take. Power
politics should be unknown to the student world. Immediately they dabble in
that class of work, they cease to be students and will therefore, fail to serve the
country in its crisis - let them, therefore, think fifty times before rejecting my
advice :
(i) What is the writer's advice to the students about party politics?
(1) Keep themselves out of active politics.
(2) Involve in political parties.
(3) Be a silent spectator.
(4) Establish a part.
(ii) What good attitude that the students should develop?
(1) Reading all kinds of books.
(2) Known about all parties.
(3) Understand the truth.
(4) Politics in a dirty game.
(iii) What is the effect of power politics?
(1) Become a minister.
(2) Fails to be a good citizen.
(3) Serving the country.
(4) Popularity.
(iv) What is the writers final request?
(1) To following words.
(2) Cease to be students.
(3) Avoid strikes.
(4) Build good character.
(v) Pick out the word from the above passage to mean ‘‘interfere’’?
(1) Attitude
(2) Assimilate
(3) Dabble
(4) Crisis.
(b) Correct any Five of the following sentences: (5  1 = 5)
(i) Females under the age of 21 participated in Fancy Dress competition.
(ii) What food are we having for dinner?

(iii) I am going to the market to buy some foodstuffs.
(iv) The army had an enough supply of ammunition.
(v) I could finish my homework in record time last night.
(vi) He is working in Acharya Nagarjuna University since 2003.
(vii) I am loving my country
(viii) One of my friends live in the U.S.A.
(c ) Write any four the verb forms of following nouns 4x1=4m
1: pollution -
2: arrangement -
3: prevention -
4: operation -
5: maintenance -
6: imagination -
7: comparison -
8: statement -
PART –B (14x4 =56m)
Answer the following questions from each unit one question
UNIT 2
Q2. Explain different types of Listening with Examples. 14x1=14 m
Or
Examine the barriers of Listening
UNIT 3
Q3 Explain the differences between Vowel sounds and Consonant sounds.14x1=14m
Or
Explain the importance of Intonation in English
Unit 4
Q4. Write a dialogue between a traveler and a guide at a historical place (5 turns each)
14x1=14 m or
Write a paragraph using the following hints :
Student unions — elections — necessary to students — but politics should not
enter — education should not be spoiled — should not be selfish — students
should be careful.
Unit 5
Q5. Explain the relevance of Soft Skills in the 21st century workplace and explain the grouping
of Soft skills. 14X1=14M
Or
Write an essay in about 300 words on any ONE of the following :
(i) Literature and society.
(ii) The importance of English in Today's India.
(iii) Impact of global inflation.

B.A. (Gen. English)

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DEGREE FIRST YEAR, ENGLISH LANGUAGE

SEMESTER -1, PAPER -1

1. Prof. M.Suresh Kumar,

3. Dr. Inturi Kesava Rao,

4. Dr. Ashok Vardhan Garikimukku,

5. Dr. K.V. Koteswara Rao,

Prof. M. Suresh Kumar,

Professor of English, Acharya Nagarjuna University

Dr. NAGARAJU BATTU

CENTRE FOR DISTANCE EDUCATION

ACHARAYA NAGARJUNA UNIVERSITY

NAGARJUNA NAGAR – 522 510

0863-2346259 (Study Material)

First Edition: 2021

(C) Acharya Nagarjuna University

Prof. P. Raja Sekhar

By the end of the course, the learner will be able to

1. Use grammar effectively in writing

2. Demonstrate the use of vocabulary

3. Demonstrate an understanding of writing skills

4. Acquire an ability to use Soft skills in professional and daily life

5. Confidently use the communication skills

Unit 1 Listening Skills

Unit 2 Speaking Skills

Unit 3 English Grammar

Unit 4 Writing Skills

Unit 5 Soft Skills

Semester end Exam pattern :

UNIT LESSON NUMBER

Lesson 1 Listening Skills 1.1-1.3

Lesson 5. Sounds of English 5.1-5.8

UNIT 4 Lesson 18. Punctuation 18.1-18.4

Lesson 21. Soft skills and SWOC 21.1-21.6

Structure of the lesson

1.1.Objectives of the Lesson

1.3. Hearing vs Listening

Perception of sound Understanding of sounds

1.4. Purpose of Listening

1.5. Summary of the lesson

2.1. Objectives of the lesson

2.3. Appreciative Listening

2.4. Empathetic Listening

2.5. Comprehensive Listening

3.1. Objectives of the lesson

3.3. Physical Barriers

3.4. Linguistic Barriers

2. Got a higher grade in the subject.

4.1. Objectives of the lesson

We have essential information to be an effective listener in the previous lessons: The

4.3. What makes listening effective?

4.3.2. Physical factors

2 She heard on part of the B blocking her view

3 The students were leaning C inconclusive and insubstantial

4 She was able to note details D while other conversations remained

5 The minutes of meeting remained E because she got delayed

The preparation made by ourselves towards listening motivates us to listen the

4.3.3. Conscious attempt

4.4. Characteristics of a good listener

5.1. Objectives of the lesson