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DEPARTMENT OF HUMANITIES & SCIENCES ELCS LAB MANUAL
PREFACE
English is a universal language and it is understood all over the world. In fact, in today's world
speaking English has become a necessity it is not only that our today's generation looks down upon
anyone who is unable to speak English. It has become more like a status symbol. All the companies
are recruiting only those people who speak fluent and correct English. With the coming up of
the call centers and Multinational companies the need for English language has increased ten folds.
With all this happening one cannot afford to live without speaking English.
The manual provides Five units with exclusive exercises of Computer Assisted Language
Learning (CALL LAB) followed by activities of Interactive communication Skills (ICS
LAB) . Exercises are followed for mastering the soft skills, apart from oral exercises in the
lab through the use of software. Chapter wise space is provided for student to practice one or two
exercises in written form. The rest of the exercises are done orally in the lab hours allotted to
them. Chapter wise teacher evaluation on various aspects of verbal and non verbal communication
helps the student to perform better as he progresses in practicing his communication skills. Thus the
student slowly realizes the importance of professional communication and etiquettes which are
now in demand. Hope the manual fulfils the desire of the readers in acquiring soft skills required
for their success.
The preponderance of communication in the academic and professional arena motivated us to take
up this assignment of writing ELCS LAB Manual. We hope that this manual with comprehensive
coverage of all aspects will prove to be relevant and useful for the students. We would like to
extend our sincere gratitude to Dr S Srinivasa Rao, Principal, Malla Reddy College of
Engineering and Technology (autonomous) under whose patronage we were able to write this
manual, we are also indebted to our Head of the Department, Humanities & Sciences, MRCET,
Dr. V Madhusudhana Reddy, for his constant support and motivation to us. All and all, this manual is
your free ticket to the world of speaking better and fluent English. With great pleasure, we
acknowledge the compatible environment shared by our colleagues.
MRCET EAMCET CODE: MLRD www.mrcet.ac.in

I YEAR B. TECH SEM I (CSE, IT AI&ML, IOT, DS, L T/P/D C

CS, AI&DS)
SEM II (ECE, EEE, Mech. & ANE) 3 - / - / - 1.5
(R20A0081) ENGLISH LANGUAGE COMMUNICATION SKILLS LAB
The Language Lab focuses on the production and practice of sounds of the English language and
familiarizes the students with its use in everyday situations and contexts.
Objectives:
➢ To facilitate computer-aided multi-media instruction enabling individualized and

independent language learning
➢ To sensitize the students to the nuances of English speech sounds, word accent,
intonation and rhythm
➢ To bring about a consistent accent and intelligibility in their pronunciation, ample speaking
opportunities are provided.
➢ To improve the fluency in spoken English and neutralize mother tongue influence
➢ To train students to use language appropriately for interviews, group discussions and
public speaking
English Language Communication Skills Lab has two parts:

a. Computer Assisted Language Learning (CALL) Lab
b. Interactive Communication Skills (ICS) Lab
The following course content is prescribed for the English Language Communication Skills
Lab
UNIT –I
CALL Lab: Introduction to Phonetics –Speech Sounds –Vowels and Consonants-
Transcriptions
ICS Lab: Ice-Breaking activity - JAM session
UNIT –II
CALL Lab: Pronunciation: Past Tense Markers and Plural Markers
ICS Lab: Situational Dialogues/Role Plays-–Greetings - Taking Leave – Introducing Oneself
and Others - Requests and Seeking Permissions

UNIT–III
CALL Lab: Syllable and Syllabification
ICS Lab: Describing Objects/ Situations/ People
UNIT –IV
CALL Lab: Word Stress and Intonation
ICS Lab: Information transfer – from visual to verbal - maps, charts, tables and graphs
UNIT –V
CALL Lab: Errors in Pronunciation - Accent - the Influence of Mother Tongue (MTI)
ICS Lab: Making a Short Speech - Extempore
ELCS Lab:
1. Computer Assisted Language Learning (CALL) Lab:
The Computer aided Language Lab for 60 students with 60 systems, one master
console, LAN facility and English language software for self-study by learners.
System Requirement (Hardware component):
Computer network with LAN with minimum 60 multimedia systems with the
following specifications:
i) P –IV Processor
a) Speed –2.8 GHZ
b) RAM –512 MB Minimum
c) Hard Disk –80 GB
ii) Headphones of High quality
2. Interactive Communication Skills (ICS) Lab :

This lab is a spacious room with movable chairs and audio-visual aids with a Public
Address System, a T. V., a digital stereo –audio & video system and camcorder etc.

DISTRIBUTION AND WEIGHTAGE OF MARKS

English Language Laboratory Practical Examination:
1. The practical examinations for the English Language Laboratory shall be conducted as per the
University norms prescribed for the core engineering practical sessions.
2. For the Language lab sessions, there shall be a continuous evaluation during the year for 30 marks
and 70 year-end Examination marks. Of the 30 marks, 20 marks shall be awarded for day-to-
day work and 10 marks to be awarded by conducting Internal Lab Test(s). The year-end
Examination shall be conducted by the teacher concerned with the help of another member
of the staff of the same department of the other institution.
OUTCOMES:
• Learning with precision through computer-assisted individualized and independent

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

CODE OF CONDUCT
1. Students should bring lab Manual/Record for every laboratory session and enter the lab in time.
2. Students should follow professional dress code.
3. The group- wise division made in the beginning should be adhered to, and no mix up of students
among different groups will be permitted later.
4. Any damage to the devices that occurs during the activity should be brought to the notice of lab in-
charge, consequently, the cost of repair or new device should be brought by the students.
5. After completion of the activity, certification of the concerned staff in –charge in the observation
book is necessary.
6. Students should be present in the labs for the total scheduled duration.
7. Students should not carry any food items inside the laboratory.
8. Use of cell phones and IPODs is forbidden.
9. Students should not write on or deface any lab desks, computers, or any equipment provided to them
during the experiment.
10. Every student should keep his/her work area properly before leaving the laboratory.
INDEX
S.NO TOPICS PG. NO
1. UNIT – I
CALL Lab: Introduction to Phonetics 01
ICS Lab: Ice-Breaking activity and JAM session 11
2. UNIT – II
CALL Lab: Pronunciation: Past Tense Markers and Plural Markers 17
ICS Lab: Situational Dialogues – Role-Play 23
3. UNIT - III
CALL Lab: Syllable and Syllabification 31
ICS Lab: Describing Objects/ Situations/ People 34
4. UNIT - IV
CALL Lab: Word Stress and Intonation 42
ICS Lab: Information Transfer 51
5. UNIT – V
CALL Lab: Errors Pronunciation in Accent - MTI 58
ICS Lab: Extempore 68

UNIT – I
(CALL LAB)
INTRODUCTION TO PHONETICS
Phonetics is the systematic study of speech sounds and their production, audition, and
perception. It is the branch of linguistics that deals with the speech sounds and their
combination, description and representation by written symbols. It is the systematic study of speech
sounds of language. Phonetics can deal with the speech sounds of any language.
Speech Sounds
In English, there are twenty-six letters but forty-four sounds (44) the sounds of English are
divided into two main categories; the vowels and the consonants. All these are represented by
specific symbols. The source of symbols is the International Phonetic Alphabet (IPA), a system of
transcription which attempts to represent each sound of human speech using symbols.
VOWELS
A vowel sound is unobstructed in articulation as it is produced without friction. Of

the 20 vowel sounds, 12 are pure vowel sounds or single sounds and are called
monophthongs; while 8 are vowel glides from an initial sound to a final sound and are
called diphthongs.
These are of three types:
a) Front: A front vowel is that during the production of which the tongue is raised in the direction
of the hard palate.
MRCET EAMCET CODE: MLRD www.mrcet.ac.in 1

b) Central: A central vowel is that during the production of which the centre of the tongue
is raised towards that part of the roof of the mouth which lies at the meeting point of the hard
palate and the soft palate
c) Back: A back vowel is that during the production of which the back of the tongue is raised
in the direction of the soft palate.
Pure Vowels
Or Examples
Monophthongs
/ɪ/ kill, fill
/iː/ feel, meet
/e/ bet, set
/æ/ cat, mat
/ɑː/ car, park
/ɒ/ pot, cot
/ɔː/ Ball, fall
/ʊ/ put, good
/uː/ shoot, root
/ʌ/ cut, but
/ɜː/ heard, bird
/ə/ about, around
DIPHTHONGS
A diphthong is a combination of two pure vowel sounds which changes its quality in a
syllable. A diphthong always occupies one syllable. Diphthong is not two vowels but one
vowel sound leads to another vowel sound.
Diphthongs Examples
/eɪ/ day, play

/aɪ/ fly, tie

/əʊ/ go, no
/aʊ/ cow, now
/ɔɪ/ oil, boil
/ɪə/ fear, dear
/eə/ fare, hare
/ʊə / sure, poor
CONSONANT SOUNDS
Consonant sounds are the sounds which are produced with obstruction of air. There
are 24 consonant sounds in English according to the RP of England and production of them
involves some friction. They are given below with examples.
Consonants Examples
/p/ pen, copy, happen

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

/ŋ/ ring, anger, thanks ,sung

/l/ light, valley, feel
/r/ right, wrong, sorry, arrange
/j/ yet, use, beauty, few
/w/ wet, one, when, queen
THREE TERM LABEL
Usually, consonant sounds can be described in terms of the following:
1. Place of articulation
2. Manner of articulation
3. Voice of articulation
The Place of Articulation
This refers to the articulators that are involved in the production of a particular sound. These
are divided into eight types:
Bilabial: Bilabial sounds are those sounds made by the articulation of the lips against each
other. Examples of such sounds in English are the following: [b], [p], and [m].
Labiodentals: Labiodentals sounds are those sounds made by the articulation of the upper
teeth towards the lower lip. Examples of such sounds in English are the following: [f], [v].
Dental: Dental sounds are those sounds made by the articulation of the tip of the tongue
towards the back of the teeth. The sounds [θ] [ð] are pronounced with a dental articulation.
Alveolar: Alveolar sounds are those sounds made by the articulation of the tip of the tongue
towards the alveolar ridge, the ridge of cartilage behind the teeth. Examples of such sounds in
English are the following: [t], [d], [s], [z], [n], [l]
Alveo-Palatal: Alveo-palatal sounds are those sounds made by the articulation of the front of
the tongue towards the area between the alveolar ridge and the hard palate. Examples of such sounds
in English are the following [ʒ], [ʃ], [tʃ], [dʒ]
Palatal: Palatal sounds are those sounds made by the articulation of the body of the tongue
towards the hard palate. An example of such a sound in English is [j].

Velar: Velar sounds are those sounds made by the articulation of the body of the tongue
towards the velum. Examples of such sounds in English are the following: [k], [g]
Glottal: Glottal sounds are those sounds made at the glottis. An example of glottal sound in
English is the [h].
The Manner of Articulation
This refers to how a sound is produced and the way in which the air-stream is modified as it
passes through the vocal folds/cords. These are of seven types:
Plosive: It is formed by a blockage of the vocal tract, followed by an explosive release of air.
Examples of plosives in English are , , , , , .
Fricative: It is formed by slight contact between articulators, allowing turbulent airflow.

Examples of fricatives in English are [θ], [ð], , , , , , , [h].
Affricate: It is formed by a blockage of the vocal tract, like plosive, followed by a gradual
release of turbulent air, like a fricative. Examples of affricates in English are [tʃ] [dʒ]
Nasal: It is formed by the lowering of the velum, allowing air to flow through the nasal
cavity. Examples of nasals in English are [m], [n], [ŋ].
Approximant (laterals and glides): It is formed by the constriction of the vocal tract, but
with no blockage of the airflow. Examples of approximants in English are [l], [r], [j], [w]
Tap: It is formed by a quick contact between articulators. , for example, there is the tap [r],
which can be found in the middle of words such as ladder, and butter.
Trill: It is formed by the rapid vibration of the tongue tip by a current of air. For example, in
varieties of British and Scots English it is also known as "rolled r” [r]
Voice of Articulation:
Voice of Articulation can be divided into two-voiced and voiceless. Voiced: Voiced
sounds are produced when the vocal cords vibrate in the larynx. Voiceless: Voiceless sounds
are produced without the vibration of the vocal cords.

THREE-TERM LABELS FOR OF CONSONANTS SOUNDS
Consonant Voice Place of articulation Manner of Articulation Examples
/p/ voiceless bilabial plosive pin, spin
/b/ voiced bilabial plosive big, about
/t/ voiceless alveolar plosive tank, act
/d/ voiced alveolar plosive danger, adapt
/k/ voiceless velar plosive king, speaker
/g/ voiced velar plosive gone, begin
/ tʃ / voiceless alveo palatal affricate church, batch
/dʒ/ voiced alveo palatal affricate jar, bridge
/f/ voiceless labio-dental fricative fill, farm
/v/ voiced labio-dental fricative vow, vine
/θ/ voiceless dental fricative thick, eighth
/ð/ voiced dental fricative then, weather
/s/ voiceless alveolar fricative size, sum
/z/ voiced alveolar fricative zoo, desert
/ʃ/ voiceless palato alveolar fricative sheep, cash
/ʒ/ voiced palato-alveolar fricative measure, provision
/h/ voiceless glottal fricative home, behold
/m/ voiced bilabial nasal man, calm

/n/ voiced alveolar nasal know, canal
/ŋ/ voiced velar nasal ring, English
/l/ voiced alveolar lateral love, life
/r/ voiced post alveolar lateral red, great
/j/ voiced unrounded palatal glide yellow. Beauty
/w/ voiced rounded – palatal glide water, wonder
EXERCISES
I. Give five examples for each of the following sounds.
Sounds Examples
/ʊ/
/ɪ /
/ʌ/
/ə/
/ɒ/
/ ɜː/
/e / _
II. Identify and write the phonetic script of the underlined diphthongs in the following
words.
Words Sounds
Bite
Tear
Toy
Around
Dare
Gold _
III. Give one example for each of the following sounds:

Sound Example
/d/

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

a) Fish
b) Oath
c) Zero
d) Water
e) Forget
f) Hair
g) Idea
h) Bag
i) Phonetics
j) English
k) Manual

l) Food
m) Car
n) Machine
o) Judge
p) Measure
q) Kitchen
OBSERVATION NOTES

OBSERVATION NOTES

(ICS LAB)
ICE BREAKING ACTIVITY and JAM SESSION
A. Objectives
• To give a quick start and initiation.
• To make students to start things on a pleasant note and think differently
• To create interest among the students about a topic by exploring thoughts and
ideas
• To learn the use of body language and improve verbal message
• To gain experience in extemporaneous speaking or a prepared oral presentation
• To understand the use of articles and prepositions
• To gain knowledge of word formation through usage of suffix, prefix,
synonyms and antonyms.
B. Content
Introduction: Ice Breakers are an effective way of starting an interaction

session or team- building event. They can be interactive and fun sessions,
which run prior to the main event or day‘s activity. The activities can form a
number of varieties including problem solving, facilitation, communication,
leadership, team building, sharing and trust and decision making.
Ice breakers are particularly well suited for beginning a speech or starting a
meeting. As the name implies, they ―break the ice,‖ help participants relax, and
generally set the tone for the presentation. They help to relax participants, and that
makes them more receptive to listening and contributing. An ice breaker can also
serve to create a ―team atmosphere‖ and motivate participants to work with
others in a cooperative manner.
Our Ice Breaker Activities are aimed at adding some energy and fun,
allowing your team to think and look differently at how they can work together.
Knowing when to insert an ice breaker requires sensitivity and creativity. This
will provide a unique opportunity for your team to develop new skills that can
be critical for success in the workplace.

In order to make ice breakers to be effective, it must employ
• Content, appropriate to the group,

• Appropriately timed,
• Should occur at the beginning, and then at appropriate times during the program.
Lucky Penny: Each person takes a penny or other coin out of his/her pocket
and looks at the date. When it's his/her turn, s/he states the year that's on their
coin and recalls something spectacular that happened that year.
Categories - Have members of the group arrange themselves into groups by

their favorite dessert, sport, color, movie, car, etc. This is a good activity to get
people up and moving and to find out common likes. You can shift from one
category to another. ―Now group by group on favorite vacation spot.‖
Stereotype Chat: Place a paper on each person's back with a characteristic on

it (Valley Girl, Smart, Happy, Rich). Don't let them see what you are putting on
them. Let the participants wander around and talk to each other, treating each
other as they might treat someone with that characteristic. Afterward have
everyone guess what characteristic they had and tell how they felt (good way to
start a discussion on stereotypes or a cultural program).
True or False: Participants say three things about themselves - two true and
one false. Other participants guess what the lie is. The correct guesser goes
next.
Know thyself: In this activity, the participants are asked to make a sincere
attempt to symbolize themselves in the form of a pictograph. For example: a
flower for sensitiveness and a stone for hardness.

OBSERVATION NOTES

JUST A MINUTE (JAM)

Just-A-Minute (or JAM) is an all-round-fun event that is all about the control of the mind
over the mouth. A participant is expected to make it through sixty seconds of non-stop talking
without hesitation, repetition, or deviation.
‘Just a Minute’ or JAM is an impromptu speech test conducted with the time limit of one
minute.
Elements of JAM
Effective impromptu speaking is a skill that can be honed through constant practice and
deliberate, continuous training given to the brain.
Some situations which demand impromptu speech are…
Self introduction- introducing others-greetings and taking leave

Where your instructor would like to know what you understood
Viva-voce in a practical examination
Decisions in a committee
Introducing a celebrity/a person to an elite group of people
Status of a Project
Stating one’s point of view/ analysis of a situation etc…
Positives and Negatives in JAM

Positives
▪ Snatch every opportunity to make impromptu speeches

▪ Visualize what you would say in every situation.
▪ Analyze and assimilate your ideas in the given situation.
▪ Organize your ideas and stick to the topic.
▪ Be creative and express new ideas every time.
▪ Follow a sequence and be brief.
▪ Analyze audience needs, interests…(remember you could be talking to an informed audience)
▪ Sustain attention by including some interesting jokes, quotations anecdotes etc…
▪ Give examples from your life experience…it builds your confidence.
▪ Practice the use of one word substitutes, idiomatic expressions and vocabulary.
▪ Vary pace, pitch and tone of voice for greater impact.

Negatives
▪ Shy away from expressing your ideas.

▪ Seclude yourself from any situation in which you are present.
▪ Try and memorize what you will say.
▪ Deviate or detach your life experiences from your line of thought.
▪ Repeat the points or show lack of coherence.
▪ Ramble on or give too many pauses or excessively use ‘fillers’.
▪ Use negative, ambiguous jargon.
▪ Talk at or talk down but talk to your audience.
STEPS TO FOLLOW:
1. Go back to background knowledge and gather all the necessary ideas related to the topic given
to you.
2. Organize the ideas in a sequential order either thematically or chronologically.
3. Express them with clarity and cohesiveness.
4. Remember the three important rules:
• No deviation
• No repetition
• No hesitation
EXERCISES
JAM SESSION:
▪ If I were invisible
▪ What I did during my last vacation?
▪ All that glitters is not gold
▪ Most memorable moment
▪ My goal in life
▪ Women are good managers
Student’s Worksheet:
Choose one of the topics given above and write at least ten sentences on that.

OBSERVATION NOTES

UNIT – II
(CALL LAB)
PRONUNCIATION
(Listening Activities)
Importance of Pronunciation
In order to speak correct English, pronunciation should be used correctly. By using

careful speech habits in one’s speech, simple mistakes can be avoided. Learning appropriate
pronunciation techniques give one the confidence to avoid common errors in speech.
The distinction between letters and sounds
A lot of conscious and systematic effort will therefore be needed to acquire good
pronunciation and to make one ‘s own speech intelligible to the other. It is necessary and essential
for Indian students to be able to distinguish between sounds and letters. The English word “next”
for example, has four letters- n,e,x and t- but it has five sounds such as /n/,/e/,/k/,/s/ and
/t/.similarly the word “debt” has four letters – d,e,b and t- but it has only three sounds such as
/d/,/e/ and /t/.here, the letter ‘b’ is silent. The following explanation will help you understand the
exact distinction between sounds and letters.
We are aware that the English alphabet has 26 letters and these represent 44 distinct sounds.
For eg:the consonant sound /k/ is represented by different spellings as given below.
Sound Letters words
k kind
c call
cc accord
/k/ ck back
ch character
qu queen
qu conquer
Similarly,

different sounds are represented by consonant letters ‘ch’ in different words as given below.
Letter Sound Words
/k/ chemistry
ch /tʃ/ bench
/ʃ/ machine
Similarly, the vowel ‘a’ is represented by many sounds as given below.
Letter Sound Words
/eɪ/ Age
/ə/,/ɑ:/ banana
/æ/ mat
/ɔ:/ chalk
A /ɪə/ ear
/ɪ/ village

Further, some letters do not represent any sound. These are silent letters. Here are some examples,
Silent letter Words
b tomb
c rack
d wednesday
p psychology
t catch
k know
l talk
Another interesting feature of English language is that often we would find a latter or a group of
letters representing different sounds but no indication graphically.
Letter(s) Words sound
gh rough, enough /f/,

x
examine /gz/
x
box /ks/
x
xerox /z/
x
luxury /kʃ/
ph
photo /f/
Past Tense Markers
The suffix –ed is used for making past and participle forms. These suffixes are always represented
by the letter –d or the letters –ed. These suffixes are called inflexional suffixes. The inflexional

suffixes are pronounced as /-t/,/-d/ and /-id/.The different pronunciations of these suffixes are
governed by the following rules.
1. Whenever the past tense marker so called -d or –ed falls immediately after voiceless
sounds except -t then it is pronounced as /t/ .
Ex: kicked (t) laughed (t) locked (t) pushed (t) stopped (t)
Whenever the past tense marker so called -d or –ed falls immediately after voiced sounds
(vowels also) except -d then it is pronounced as /d/ .
Ex: begged (d) called (d) loved (d) played (d) carried (d)
2. Whenever the past tense marker so called -d or –ed falls immediately after the sounds -t
and –d then the past tense marker is pronounced as /Id/
Ex: handed (Id) hunted (Id)lamented (Id) loaded(Id) wanted (Id)
Plural markers
Plurals, Possessives of nouns and simple present tense third person singular forms of verbs
markers.
The inflectional suffixes –s or –es are pronounced as /-s/,/-z/ and /-iz/.The different
pronunciations of these suffixes are governed by the following rules.
1. Whenever the plural marker so called -s or -es falls immediately after the voiceless sounds
except /s/,/∫/ and /t∫/ then it is pronounced as /s/.
Ex: cats cooks cakes cups months
2. Whenever the plural marker so called -s or -es falls immediate after the voiced sounds
(vowels also) except /z/,/3/ and /d3/ then it is pronounced as /z/
Ex: bags (z) boards (z) calls (z) cities (z) comes (z)
3. Whenever the plural marker so called -s or -es falls immediately after the six siblings
/s/,/z/,/∫/,/3/,/t∫/ and/d3/ then it is pronounced as /-iz/

Ex: buses (iz) bushes (iz) catches (iz) edges (iz) roses (iz)
Exercises
Tick the appropriate word in the following sentences.
1. He wants to sell / sail his boat.

2. The ship is ready to sell / sail.
3. My hurt / heart aches.
4. I am hurt / heart.
5. That’s what he thought / taught by the teacher.
6. That’s what he thought / taught in his mind.
7. Don’t you want to leave / live this room?
8. Don’t you want to leave / live your life fully?
9. Their / There is a dog in the farm.
10. It is their / there domain of activity.
I. Underline the silent sounds and write the phonetic script.

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

II. Transcribe the following words, giving the correct past tense marker
1. Created
2. Granted
3. Locked
4. Pushed
5. Buzzed
6. Grabbed
7. Molded
8. Faded
9. Padded
10. Crowded
III. Give the word its plural and transcribe into plural markers
1. Page
2. Judge
3. Buffalo
4. Kilo
5. Baby
6. Monkey
7. Book
8. Kite
9. Class
10. Bench

(ICS LAB)
SITUATIONAL DIALOGUES / ROLE PLAY
Introduction:
Situational dialogues /role-play is the core of the communicative approach. It is a practical

dimension of enriching one’s communication skills. Situational dialogues /role play refers to the
changing of one’s behavior to assume a role. Role play is one such method that creates a platform
to improve the students’ speaking skills, non-verbal communication and contextual usage of
language and makes them understand how to face real life situations.
What is a role-play?
Role-play is the activity where one would be given a role to play. The students can assume
the role of any one- such as managers, chef, officers etc. and experience the joy of learning by
getting involved in the character chosen by him. While planning the role of someone else, the
student reflects on the character. By being involved in the character the student has to think in a
broader way, correct his attitude and find facts and responsibilities that are required for an ideal
personality. Role- play allows a student to prepare thoroughly for real life situations and paves a
way to think through the language at the initial stage.
Self-correction:
Audio visual recording of the Role-plays can be done. Students are given an opportunity to listen
to and watch their performance; to spot their own mistakes; learn and correct them.
Peer Evaluation:
Fellow students will be able to correct some mistakes made by their peers. Students could be
asked to listen for both great bits of language they would like to use themselves and some
mistakes they hear.
Conclusion:
Role-play improves speaking and listening skills. Students develop non-verbal communication
techniques. They learn to use appropriate language in real life communication.

2.2 DO’S
1. Understand and analyze the situation.

2. Identify your role and then act accordingly.
3. Frame sentences, questions and answers properly.
4. Be as natural as possible. Be yourself.
5. Check the posture and move a little.
6. Use your hands to express.
7. Maintain a good eye contact with the other person.
8. Make use of shortened forms of words like ‘shan’t, don’t etc., which are special for spoken
form of language.
9. Understand the question and then answer.
10. Check voice modulation, stress, intonation and speed.
DON’TS
1. Be in a hurry to say something.

2. Keep yourself detached from the role given.
3.Speak unchecked
4. Put on an accent or look animated.
5. Plant yourself to a particular point, bend or move excessively.
6.Use your hand excessively.
7.Avoid eye contact; roll your eyes/stare continuously.
8.Read out the written form of communication.
9. Answer urgently.
10. Be too fast / slow or shout unnecessarily.
2.2 Expressions used in different situations:
a) Self introduction and introducing others
• Good Morning! / Hello / My name is …….
• Good Morning! / Hi ……
• I have joined……
• I have Just moved……..
• I’m from…
• I work for…
• I am the new…..

b) Greeting and Leave taking

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

• Excuse me, could you help me please.
• At what time will the show start?
• Is there a medical store close by?
• Can you tell me the departure time of the bus?
• Could I ask a favor of you?
• I’m sorry to trouble you, but I need your help.
• Would you mind helping me with this, please?
• Certainly, I shall be glad to help.
• Of course, by all means
• Sure. I’d be glad to help
• Thank you / thank you very much/ thanks a lot.
• You’re most welcome
d) Complaining:
• I regret to bring to your notice that some of the items that you have supplied have been slightly
damaged.
• I’m sorry to say this, but your music is too loud….
• I’m sorry to trouble you, but there’s a problem I’d like to speak to you about.

• It would help if you have the leaking pipe repaired.

• That’s very kind of you.
• I hope you don’t mind…
• I have a complaint to make.
• My new washing machine is not working.
• You dealer has not responded to my calls.
• I’d like to have the piece replaced…
• Thank you for being so understanding and helpful…
• I’m afraid that I have a make a complaint about the computer I bought last week.
e) Offer suggestions, to advise or to persuade

• Stop using polythene bags immediately.
• Let’s stop now
• Why don’t we stop now?
• If I were you, I’d stop now
• I suggest that you repeat these expressions twice each.
• I think you should repeat these expressions as often as you can.
• Let’s repeat these expressions for practice.
• Why don’t we repeat these expressions a few more times?
• I really advise you to repeat these expressions a several times.
• You should repeat these expressions in order to perfect them.
• They ought to repeat these expressions if they wish to speak fluently.
• Why don’t you try repeating these expressions?
• Could I persuade you to repeat these expressions as many times as possible?
f) Congratulate on an achievement, to express sympathy

• Congratulations!
• We are proud of you.
• You really deserve this honor,
• Very well done! Keep it up!
• I’m sorry about what happened
• You mustn’t let this depress you.

• I’m sure this won’t happen again.

• I’ve no doubt that you’ll do much better next time.
• I just got the sad news. This must be terrible blow to all of you.
• It is a great loss indeed.
• You must be brave.
g) To extend invitations and also to accept and decline them.

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

• I must apologize for ……..
• I’m terribly sorry about……….
• Please accept my sincere apologies…
• I hope you’ll excuse me…
• Please forgive me…

• I’m so sorry…
• It won’t happen again, I promise.
• I’m really ashamed of myself.
• It’s quite all right.
• I really hope it won’t happen again.
• No need to feel so bad about it. These things happen.
i) Asking people’s opinions and giving opinions to others.

• I don’t think it’s possible
• I’d say ……………
• I think……. / I feel …….. / I believe………
• In my mind ……….. / In my opinion…. / In my view… / It seems to me
• As far as I can see ……./ As far as I am concerned……….
• I’m convinced ………………
• What would you say about .................. ?
• What do you think of ..................... ?
• What is your opinion of .................... ?
• What are your views on / about........... ?
• Are you in favor of ................. ?
j) Asking and giving directions.

• How do I get to ......................... ?
• What is the best way to ...................... ?
• Where is ............................................. ?
• Go straight on (until you come to ..............)
• Turn back / go back
• Turn left / right ( in to …….. lone )
• Go along …………
• Cross …………… across ( across from the park )
• Take the first / second road to the left right.
• It’s on the left /right
• Straight

• Opposite ( it’s opposite to the book store )

• Near, ( it’s near to the bank )
• Next to ( next to the bus station)
• Between ( between the post office & the law court )
• At the end ( of)
• On / at the corner ( it’s on the corner of the fourth lane )
• Behind
• In front of
• Cross roads, junction.
ACTIVITY
A) Write a conversation between two friends (one invites for the party and the other denies
with reasons).

OBSERVATION NOTES

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

Type-1 V I /aI/
A /eI/
Type-2 VC An / /
/ t/
at
Type-3 CV know /n /
go /g /
Type-4 CVC Cat /k t/

/b t/
but
Type-5 CCV Try /traI/

/gr /
grow

Type-6 CCCV Spray /spre /

/spr /
spree
Type-7 CCCVC Spread /spred/

/skr m/
scream
Type-8 CCCVC strange /stre ndʒ/
Syllabification
The number of vowel sounds generally indicates the number of syllables in a word. Let us
take a look at the different types of syllables in different words. A word can be mono syllabic
disyllabic poly syllabic in nature.
Monosyllabic: If a word has only one syllable, it is called as monosyllabic.

Ex- Hut - /hʌt /
Fight - / faɪt /
Screeched - / skri:tʃt /
Disyllabic: If a word consists of two syllables,it is called as disyllable.

Ex- Tea-cher- /ti:-tʃə/
Eng-lish- /ɪŋɡ-lɪʃ/
Mem-ber- /mem-b ə/
I-tem - /aɪ- təm/
Trisyllabic : If a word consists of three syllables, it is called as trisyllable.
Ex- pu-ri-ty - /pjʊə-rə-tɪ/

Pho-ne-tics - /fə-ne-tɪks/
Te-le-phone - /te-lɪ- fəʊn/
Note- To divide a word into syllables always go by the pronunciation but not by the
spelling of the word.

EXERCISES
SYLLABLE STRUCTURE:
Activity -1
Transcribe the following words, and divide them into syllables.
Word Syllabification No. of syllables
1. Management
2. Linguistics
3. Register
4. Day
5. Episode
6. Interview
7. Pronunciation
8. Raider

(ICS LAB)
DESCRIBING OBJECTS/ SITUATIONS/ PEOPLE
A. Objectives
• To develop oral communication skills.

• To become fluent in thought and speech
• To enable students to describe with ease the physical attributes of a
person, place or an event.
• To enable the students with good use of tenses
• To make students familiar with the use of appropriate terminology in
place of long sentences
• To develop the skill of using question tags
B. Content
Describing objects is one way of communicating information. By and

large, descriptions can range from general to specific, from qualitative to
quantitative descriptions. To be able to describe things properly, a good
observation would have to be made and that observation would have to be
translated to communicable language. Communicating as a process skill can be
done in different ways.
Descriptions could either be qualitative or quantitative. Both convey meanings

but one is more precise than the other especially if comparison is involved.
If you are describing anything to a person who is physically in front of

you, you can rely on non-verbal communication in addition verbal
communication. But in a telephonic conversation or writing you have to depend
on verbal communication alone. And in video conference, you have to depend
on body language such as hand movements, eye contact, posture and facial
expression along with the verbal part of communication.
In case of an object you need to know what the object is, what is it
useful for, what its physical and technical features are and what its unique
features are. While describing a person, his nativity, achievements, personality

and physical appearance are important. In the same way while describing a
process, one should mention what the process is, what it is conducted for, what
are the necessary equipment, steps involved and the results at every stage that
are essential to take up the task. And for describing a situation, details about
what happened, who were the persons involved, how it happened and what was
the situation at that point of time need to be mentioned.
For describing anything studying and understanding is very important.

Collect information related to the topic which you can use as supplement
material. Then organize all your ideas based on a proper thematic or
chronological order. While organizing your ideas, the following features should
be kept in mind.
Important Features
Brevity: You should not use lengthy sentences and verbose vocabulary to
describe anything. Limit your words and use one word substitutes, idioms and
phrases which directly communicate a lengthy expression. Do not let your
audience drown in the ocean ofdescription. Do limit yourself to important and
direct points that allow the reader or listener to imagine and understand clearly.
One word substitution, simple language and direct sentences would lend
brevity.
Clarity: Writer can get clarity of thought only with complete knowledge on the
topic. Once he/she is clear in his/her mind, clarity in description can be
achieved through direct and complete description of each stage that is well
linked with the previous stages as well as the stages that follow.
Factual Correctness: Experiment project or process should be done by

yourself so that you are aware of complete facts and figures of it. You ought to
have thorough knowledge on the result of each stage, so that you are giving
factual information at every step. Don‘t depend on your imagination while
describing anything as this might mislead the audience. Your precision in
expressing factual information will allow your audience to understand the topic
better.

Describing a process
(i) Face-to-Face: A process is a series of actions or operations done to achieve
the end result. Thus, it requires systematic, logical, and factual data along with
the skill of narration. You are expected to narrate a process in technical
language that facilitates your listener not only to comprehend the process of an
experiment or a process but also help him repeat the same with confidence.
Student must have complete knowledge about the entire process. You should
organize the entire process in a systematic manner. So, be careful with this and
always highlight or repeat the important steps or points. Prepare a caution list
as part of process description and give it to your audience at an appropriate
time, either at the beginning, at the concerned step or at the end.
You can adopt first person, second person or third person narration
while writing the description of a process, but whichever you select, stick to it
and practice. If you forget any important information, or want to give a specific
caution you can add it as a note at the end of the complete description. Writing
a process has got its own advantage and disadvantage: Advantage: You can
write, edit and re-edit the information many times until you are satisfied with
your work. You can also take expert opinion if you think it can help you in any
way.
Disadvantage: You cannot demonstrate anything physically and you cannot

depend on non- verbal communication aids. You have to express everything
through words, yet be brief.
(ii) Non-Verbal Communication: If you are describing a process through

video conference or in front of a listener, you can rely a lot on non-verbal
communication. Arrange everything earlier so that you are not running here and
there, and, thus, creating a confusing, panic- ridden atmosphere. Ensure
complete and clear visibility to the audience while demonstrating any process.
Maintain eye contact with the audience as this gives you a good hold on the
listener. You need to concentrate on the demonstration and the audience
simultaneously and this needs practice.

Describing a Situation
Describing a situation requires good understanding of the situation. For this,

you should study and analyze the situation before-hand.
1. Gather information regarding the people associated with it and their

relation to the incident.
2. Collect the information about the date and time of the situation.
3. Do a comprehensive survey of the facts and arrange them in order.
4. Then gather information regarding the result or the outcome of the situation.
5. Arrange all these facts in an order and present them using the same
techniques which you would use to describe a process.
Describing a person
You should gather as much information as you can about a person
before describing him/her. The information like nativity, identity,
achievements, ideological association and personality is needed. For example,
if you set out to describe Vivekananda, you cannot do it without mentioning his
ideology, morality, contribution and personality. If you are describing Badal
Sarkar, you cannot complete it without mentioning his contribution to theatre,
the awards he won and his popularity. For describing a known person, his
family and nativity are important but for an unknown person whom you have
seen in a train, bus or at the mall, you have to depend on his physical
appearance alone. If you can show any kind of diagrammatical representation to
the audience, it‘s a welcome change. Otherwise, you should use to your word
power to describe a person. Following an order, being clear, brief and direct
would help the audience identify the person quickly and accurately.
Describing an Object
It is almost the same as describing a person.
1- Identify the object, its uses, its physical appearance, and its
unique features.
2- Try to gather some information regarding its history and

contemporary plans.
3- Demonstrate the object to your audience and clearly describe each part separately.

4- Though it is an object, logically connecting one aspect with another is

very important for the audience to understand it effectively.
Do’s
1- Use proper language
2- Understand the medium through which you are
describing something. 3- Use the necessary sentence
linkers.
4- Give clarity.
5- Arrangement of facts should be in sequence.
6- Take care of non-verbal communication in face-to-face, video conference
or TV programme.
7- The focus on voice quality and clarity is a must on a
telephone medium. 8- Be crisp and to the point.
9- Give accurate and updated information.
Don’ts
1- Use the same techniques for all media to
describe something. 2- Use round about language.
3- Write complicated sentences. 4- Use ambiguous language.
5- Jumble ideas.
6- Show inappropriate body language.
7- Be in hurry to finish the matter without allowing the listener to understand it totally.
8- Use long and ambiguous expressions.

9- Indulge in imaginative, emotional and impressionistic statements.

Vocabulary
Adjectives Used to Describe a Person
Tall Short Curly hair Long hair Sharp nose Middle-aged Smart clothes
Fat Thin Short hair Wavy hair Blunt nose Teenage Tidy clothes
Fair Dark White hair Broom Well-built In 40s Casual clothes
hair
Dull Pale Dark- eyed Blue- eyed Young In 50s Messy clothes
Faint slim Bright- eyed Cat -eyed Elderly Bald Bespectacled
Adjectives Used to Describe Physical Features of an Object
Curved Square Conical angular Cubed

Long Straight Rounded Jagged Flat
Rectangular Circular Small Tiny Oval-shaped
Big Spherical Irregular Sloped Tall
Describing an Object Example-1
Touch screen is a video display screen that receives an input from the
finger touch. The screen is covered with a plastic layer. There are invisible
beams of infrared light behind the screen. The user enters data by touching
icons or menus on the screen. Most touch screen computers use sensors to
detect touch of a finger. Touch screen is commonly used in ATMs,
multinational companies etc.
Example-2
A trackball can be used as an alternative to a mouse. This device has

buttons similar to those on a mouse. It has a large rotating ball on the top. The
body of the track ball is not moved. The ball is rolled with fingers. The position
of the cursor on the screen is controlled by rotating the ball.

An advantage of the trackball is that it takes less space to move than

mouse. Trackball is often included in laptop computers. It can also be used as a
separate input device along with standard desktop computers.
Describing People (in conversation)
Example:
Vanita: Hi mam! I am Vanita. I have recently joined in this college, could I

know about our staff?
Kavya: Ofcourse, the first cabin is for the HOD Dr. J. Animesh. He is a tall,
slim, black- eyed, Curly haired and a well natured person.
Vanita: And the next cabin?
Kavya: It‘s Surana Sir‘s. He is an elderly man, good natured and the senior
most of all.
Vanita: Who is in the third cabin?
Kavya: It‘s Subhashini mam. She is a friendly lady with a fair complexion. Three
more ladies are in that cabin MS. Lavanya a calm lady, MS. Madavi the youngest
one in the department and MS. Sahithi the thin lady.
Vanita: Thank you for the information. I have a class now. I will talk to you
later.
OBSERVATION NOTES

OBSERVATION NOTES

UNIT – IV
(CALL LAB)
STRESS & INTONATION
WORD STRESS
Word Accent
In phonetics, accent / stress means expending extra breath on a particular syllable in a word.
it is a matter of greater prominence and greater audibility. Accent is very important to make
our speech intelligible. The mark (/) on the top of a syllable in a word indicates that
particular syllable is stressed.
Stress shifts
Rules of Word Stress in English
There are two very simple rules about word stress.
• One word has only one stress.
• We can only stress vowels, not consonants.
Functional shift of stress
There are a number of words of two syllables in which the accentual pattern depends on
whether the word is used as a noun, an adjective or a verb. When the word is used as a noun
or an adjective, the stress is on the first syllable. When the word is used as a verb, the stress
is on the second syllable. Here are a few examples-
Noun / Adjective Verb
/
absent ab/sent
/
object ob/ject
/
subject sub/ject
/
permit per/mit

Rules of word stress
Here are a few rules of word stress. These will help you locate stress in words.
1. In disyllabic words with weak prefixes, the stress is on the root.
Examples: a΄bove a΄cross be΄fore be΄come
2. In disyllabic nouns or adjectives, the first syllable is stressed.
Examples: ΄campus ΄factor ΄power ΄duty
3. In disyllabic verbs, the second syllable is stressed.
Examples: per΄form re΄fuse es΄cape con΄test
In many disyllabic words the stress pattern shifts according to the usage of that word as a
‘noun’ or a ‘verb’.
Examples: Nouns Verbs
΄advent ad΄vent
΄affix af΄fix
΄digest di΄gest
4. If a compound word is a noun, or a combination of a noun and another noun (noun+noun)

or an adjective and a noun (adj + noun) the stress is on the first part.
Example: ΄pinpoint ΄glasshouse ΄palmtop ΄counterpart
5. If a compound verb is an adjective or a combination of an adjective and the past participle

of a verb (adj +p.p), the last part is stressed.
Examples: clear- ΄headed Out- ΄bound Far- ΄sighted Short- ΄tempered
6. If a compound word is a verb or a combination of a preposition and a verb (prep+ verb),

the last part is stressed.

Examples: over΄power under΄stand draw΄back interre΄late
7. In phrasal verbs the prepositions are stressed
Examples: turn΄off break΄down set΄off
8. Words ending in derivational suffixes such as –ic, -ical, -ically, -ious, -ial, -ially have the
stress on the syllable preceding the suffix.
Examples: po΄etic pa΄thetic ener΄getic eco΄nomical
e΄lectrical am΄bitious con΄fidential con΄fidentially
9. Words ending with –tion, -cian, -sion, and –ion, have stress on the penultimate (last but
one) syllable.
Example: dramati΄zation ma΄gician in΄version situ΄ation
10. Words ending with –phy, -gy, -try, -cy, -fy, -al and –ity have accent on the third syllable
from the end.
Example: ste΄nography a΄cidify tech΄nology ac΄cidental
ge΄ometry responsi΄bility ac΄curacy pho΄tography
11. Words ending with –meter have stress on the last syllable before –meter.
Examples: ther΄mometer spee΄dometer cen΄timeter
12. Inflectional suffixes –s, -es, -d, -ed, -ing and derivational suffixes such as –age, -er, -ful,
-ance, -ess, -hood, -ice, -ish, -ive, -less, -ly, -ment, -ness, -or, -ship, -ter, and –zen do not
normally affect the stress pattern.
Examples: ΄term ΄terms ΄bus ΄buses
de΄mand de΄manded ac΄cept ac΄ceptance
΄child ΄childish

13. Compound words of two different words when pronounced individually, stress is on both
words; but when put together, then meaning changes and so does the stress pattern.
Examples: green΄fly a fly green in color ΄greenfly aphid
΄black ΄bird a bird black in color ΄blackbird a singing bird
Similarly, ΄black ΄board a board black in color ΄blackboard
ACTIVITY
Syllabify and mark the stress on the following words.
Enrich Orthography Authorized Guardian Optical
Opportunity Remedial Courteous Construct (Verb) Picnic
Present (Noun) Cupboard Education Photography Teacher
INTONATION
A. Objectives
• To enable student to speak with correct intonation and pronunciation

• To make them identify the intention of speaker based on the intonation
• To enable the students to familiarize themselves with the use of tone.
• To avoid the common errors in pronunciation and intonation
B. Content
Introduction: In English, there are different tones that the English speakers
use, and the ones you must know are described here.
In previous chapters we dealt with the word stress in English language.

In this chapter, we will learn the intonation of English words and sentences.
Intonation in English cannot be compared with the intonation in any other
language, and you need to learn the tones and the logic behind them
continuously as you are a foreign learner.

Pitch
The pitch of the voice is determined by the frequency of the vibration of
the vocal cords, i.e., the numbers of times they open and close in a second. The
patterns of variation of pitch of the voice (i.e., the fall or the rise) constitute the
intonation of a language. If you say,
―Put it down!‖ with a falling tone, the pitch of your voice will move from a
high level to a low level. It can be illustrated thus:
Put it D
N!
If you say the same sentence with a rising tone, the pitch of your voice will
move from low to high, as shown below:
N!
Put it
Types of intonation: Based on the variations and purposes of interaction

between people, the intonation can be divided into five types. They are:
1. Falling intonation (the glide-down)

2. Rising intonation (the glide-up)
3. Falling-Rising intonation
4. Rising-Falling intonation
5. Neutral (level) intonation

1. Falling intonation ( )
The falling tone is sometimes referred as the glide-down. It consists of a fall

in the pitch of the voice from a high level to a low level. It is marked with ( )
The Falling Tone:

It is used when the pitch of the voice moves from a high level to a low level. It is marked as
[\].
The falling tone is generally used in:
1. Ordinary statements.
a. It was quite \good .
b. I liked it very\ much .

2. Exclamations:
a. \ splendid !
b. How extra ordinary!
\
3. Commands
a. Go and open the \ window.
b. Take it a \ way.
4. Questions beginning with words like what, how , where, and why.
a. What is the \ matter?
b. Where are you \ going?
5. Question tags (expecting agreement)
a. It was a good film, \ wasn’t it?
b. Its pleasant today, \ isn’t it?
The Rising Tone:
It is used when the pitch of the voice moves from a low level to a high level .It is marked [/].
The rising tone is generally used in:
1. Polite requests
a. Go and open the / window.
b. Close the / door.

2. Incomplete statements.
a. I’ll buy you a / dress (If I go there).
b. It’s seven o’ clock (and she hasn’t got up as yet).
3. Yes/No Questions
a. Are they / coming?
b. Is father at / home?
4. Question Tags (Expecting disagreement).
a. You are a \ gardener, / aren’t you?
b. It was a good \ film, / wasn’t it?

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

2. Are you married?

3. Good Morning.
4. You should keep on trying.
5. He is a good student, isn’t he?
3. Try and say the following utterances using falling-rising tone
1. When are you coming?
2. Sachin has retired.
3. The train has left.
4. What are you saying?
5. Sumanth was sick
OBSERVATION NOTES

OBSERVATION NOTES

(ICS LAB)
INFORMATION TRANSFER
A. Objectives
• To understand what graphics convey
• To learn the various examples of graphics
• To know the use of visuals in seminars, conferences, etc
• To provide better leadership opportunities
• To learn how to organize a presentation to lure the audience.
• To make students familiar with the content development for oral presentations
• To gain experience in oral presentation
B. Content
Introduction (Information Transfer): Graphics that can be included to put
information or data in continues writing. They facilitate in showing
comparisons and trends over a period of time. Diagrams show the development
of something through different stages of progress. And finally the students learn
the pictorial representation of various steps involved in solving a problem.
TOOLS
Tables: A simple form of graphic representation is a table, in which data are
arranged in horizontal rows and vertical columns that carry labels to identify
what they represent.
Uses of a table: A table is both a mode of visual communication and also a

means of arranging data. The use of tables is pervasive throughout all
communication, research and data analysis. Tables appear in print media,
handwritten notes, computer software, architectural ornamentation, traffic signs
and many other places. A table consists of an ordered arrangement of rows and
columns.
One such example is as follows. The table below contains information about
the production of essential supplies in from 1993 to 1998.

Production in India 1993-94 1994-95 1995-96 1996-97 1997-98
Rice 57.06 48.98 59.01 60.8 62.22
Wheat 35.76 32.21 50.89 75.43 80.79
Sugarcane 25.11 24.10 28.08 29.31 30.08
Tea 15.88 20.11 25.77 30.80 48.92
Coffee 12.00 10.86 18.25 23.62 40.77
Bar charts
A bar chart or bar graph is a chart with rectangular bars with lengths
proportional to the values that they represent. The bars can also be plotted
horizontally. It is very useful if you are trying to record certain information
whether it is continuous or not continuous data.
The above bar-chart lists the number of seats allocated to each party group in
European elections in 1999 and 2004.
Pie-chart
A pie chart (or a circle graph) is a circular chart divided into sectors,
illustrating proportion. In a pie chart, the arc length of each sector (and
consequently its central angle and area), is proportional to the quantity it

represents. Together, the sectors create a full disk. It is named for its
resemblance to a pie which has been sliced.
Pie chart of populations of English native speakers
Line graphs
A line graph is a picture designed to express words. This is especially

true when two or more sets of numbers are related in some way and how they
vary in relation to one another.
This graph shows the robberies took place in the year 2009 in Hyderabad.

Flow chart
A flowchart is a common type of diagram that represents an algorithm
or process, showing the steps as boxes of various kinds, and their order by
connecting these with arrows. This diagrammatic representation can give a step-by-
step solution to a given problem. Data is represented in these boxes, and arrows
connecting them represent flow / direction of flow of data. Flowcharts are used
in analyzing, designing, documenting or managing a process or program in
various fields.
Uses of flow charts
Flowcharts are helpful in understanding a complicated process. This is

especially true if you have to make decisions and do different steps depending
on those decisions. By looking at a flowchart you can visually follow different
paths through the chart. For each step on a flowchart you can ask yourself "Is
this step necessary? Can it be improved?"
A simple flowchart representing a process for dealing with a non-functioning lamp

Maps and plans

A map is a visual representation of an area—a symbolic depiction
highlighting relationships between elements of that space such as objects,
regions, and themes. They show outlines and boundaries, names or codes of
areas within them and feature such as roads, coastlines, rivers, buildings and
rooms.
The map below represents the roadways and the other map represents the
distance between cities.
Pictogram
A pictogram or a pictograph is an ideogram that conveys it‘s meaning

through its pictorial resemblance to a physical object. They strive to
communicate as clearly as possible by removing details and focusing on the
simplicity of the likeness between a physical object and how they are most
easily recognized.
This makes pictograms incredibly potent at delivering clear messages as

long as the receiver understands the simplified representation. Pictograms form
part of our daily lives through their use in medication, transport, computers, etc.
They support interactive non- verbal communication.

OBSERVATION NOTES

OBSERVATION NOTES

UNIT – V
(CALL LAB)
ERRORS IN PRONUNCIATION
Importance of Pronunciation
In order to speak correct English, pronunciation should be used correctly. By using

careful speech habits in one’s speech, simple mistakes can be avoided. Learning appropriate
pronunciation techniques give one the confidence to avoid common errors in speech.
Common errors in pronunciation
Introduction: Proper English pronunciation can be a big problem for some

ESL learners and more difficult for some students than for others. A student‘s
native language determines, for the most part, the degree of difficulty and the
types of difficulties students will have. ESL students whose native language is
not English have a much harder time than those whose native language is
English, Spanish, Portuguese or French. But despite the differences between
countries, there are certain mistakes that are the most common among ESL
students all over the world. Here, we will see not only the problems in
pronunciation, but also how to overcome them.
Don't say: acrossed | Do say: across
Comment: It is easy to confuse "across" with "crossed" but better to keep them separate.
Don't say: Old-timer's disease | Do say: Alzheimer‟s disease
Comment: While it is a disease of old-timers, it is named for the German
neurologist, Dr. Alois Alzheimer.
Don't say: Antartic | Do say: Antarctic
Comment: Just think of an arc of ants (an ant arc) and that should help you
keep the [c] in the pronunciation of this word.

Don't say: athelete, atheletic | Do say:

athlete, athletic Comment: Two
syllables are enough for "athlete."
Don't say: bob wire | Do say: barbed wire
Comment: No, this word wasn't named for anyone named ''Bob;'' it should be
"barbed wire," although the suffix -ed, meaning ''having,'' is fading away in the
U.S.
Don't say: a blessing in the skies | Do say: a blessing in disguise
Comment: This phrase is no blessing if it comes from the skies. (Pronounce it

correctly and help maintain the disguise.)
Don't say: cannidate | Do say: candidate
Comment: You aren't being clever to drop the [d] in this word. Remember, it is
the same as "candy date." (This should help guys remember how to prepare for
dates, too.)
Don't say: close | Do say: clothes
Comment: The [th] is a very soft sound likely to be overlooked. Show your
linguistic sensitivity and always pronounce it.
Don't say: coronet | Do say: cornet
Comment: Playing a crown (coronet) will make you about as popular as

wearing a trumpet (cornet) on your head; reason enough to keep these two
words straight.

Don't say: diptheria | Do say: diphtheria
Comment: The ''ph'' in this word is pronounced [f], not [p].
Don't say: doggy dog world | Do say: dog eat dog world
Comment: The world is even worse than you think if you think it merely a
"doggy-dog world." Sorry to be the bearer of such bad news.
Don't say: drownd | Do say: drown
Comment: You add the [d] only to the past tense and past participle.
Don't say: elec'toral | Do say: e'lectoral
Comment: The accent is on the second, not the third, syllable and there is no [i] in it;
not
"electorial." (By the way, the same applies to "mayoral" and "pastoral.")
Don't say: excape | Do say: escape
Comment: The good news is, if you say "excape," you've mastered the prefix
ex- because its meaning does fit this word. The bad news is, you don't use this
prefix on "escape."
Don't say: excetera | Do say: et cetera
Comment: Latin for "and" (et) "the rest" (cetera) are actually two words that
probably should be written separately.
Don't say: fedral | Do say: federal

Comment: Syncopation of an unaccented vowel is fairly common in rapid

speech but in careful speech it should be avoided.
Don't say: fisical | Do say: fiscal
Comment: In fact, we don't seem to like any consonants together. Here is

another word, like athlete and film that is often forced to swallow an unwanted
vowel.
Don't say: foilage | Do say: foliage
Comment: Here is another case of metathesis, place-switching of sounds.

Remember, the [i] comes after the [l], as in related "folio."
Don't say: forte | Do say: fort
Comment: The word is spelled "forte" but the [e] is pronounced only when
speaking of music, as a "forte passage." The words for a strong point and a
stronghold are pronounced the same: [fort].
Don't say: heighth | Do say: height
Comment: The analogy with "width" misleads many of us in the pronunciation

of this word. 'erb herb Does, ''My friend Herb grows 'erbs,'' sound right to you?
This is a U.S. oddity generated by the melting pot (mixed dialects). Initial [h] is
always pronounced outside America and should be in all dialects of English.
Don't say: hi-archy | Do say: hierarchy
Comment: Remember, hierarchies go higher than you might think. This one is
pronounced "higher archy" and not "high archy."
Don't say: in parenthesis | Do say: in parentheses

Comment: No one can enclose an expression in one parenthesis; at least two

parentheses are required.
Don't say: irregardless | Do say: regardless
Comment: "-Less" already says ''without'' so there is no need to repeat the

same sentiment with "ir-." idn't isn't Again, the struggle of [s] before [n].
Don't say: jewlery | Do say: jewelry
Comment: The root of this word is "jewel" and that doesn't change for either
"jeweler" or "jewelry." The British add a syllable: "jewellery"
Don't say: lambast | Do say: lambaste
Comment: Better to lambaste the lamb than to baste him remember, the words
rhyme. "Bast" has nothing to do with it.
Don't say: libel | Do say: liable
Comment: You are liable for the damages if you are successfully sued for
libel. But don't confuse these discrete words.
Don't say: long lived | Do say: long-lived
Comment: This compound is not derived from ''to live longly'' (you can't say
that) but from ''having a long life'' and should be pronounced accordingly. The
plural stem, live(s), is always used: "short-lived," "many- lived," "triple- lived."
Don't say: miniture | Do say: miniature
Comment: Here is another word frequently syncopated. Don't leave out the
third syllable, [a].

Don't say: mute | Do say: moot
Comment: The definition of "moot" is moot (open to debate) but not the
pronunciation: [mut] and not [myut].
Don't say: mis'chievous | Do say: mischievous
Comment: It would be mischievous of me not to point out the frequent

misplacement of the accent on this word. Remember, it is accented the same as
mischief. Look out for the order of the [i] and [e] in the spelling, too and don't
add another [i] in the ending (not mischievious).
Don't say: off ten | Do say: often
Comment: The [t] was silent in the pronunciation of the word "often" until
circa 19th century English when more people became able to write and spell.
Today the [t] is widely pronounced in England, the British Isles, Australia and
in some regions of the U.S. Most U.S. dictionaries show both pronunciations,
frequently showing the unspoken [t] as the most preferred.
Don't say: ordinance | Do say: ordnance
Comment: You may have to use ordnance to enforce an ordinance but you
should not pronounce the words the same.
Don't say: parlament | Do say: parliament
Comment: Although some dictionaries have given up on it, there should be a

[y] after [l]: [pahr-lyê-mênt]
Don't say: pottable | Do say: potable

Comment: The adjective meaning "drinkable" rhymes with "floatable" and is

not to be confused with the one that means "capable of being potted."
Don't say: perscription | Do say: prescription
Comment: Same as above. It is possible that we simply confuse "pre-" and "per-
" since both are legitimate prefixes.
Don't say: prespire | Do say: perspire
Comment: "Per-" has become such a regular mispronunciation of "pre-," many

people now correct themselves where they don't need to.
Don't say: pronounciation | Do say: pronunciation
Comment: Just as "misspelling" is among the most commonly misspelled

words, "pronunciation" is among the most commonly mispronounced words.
Fitting, no?
Don't say: prostrate | Do say: prostate
Comment: Though a pain in the prostate may leave a man prostrate, the gland
contains no [r].
Don't say: Realator | Do say: Realtot
Comment: As you avoid the extra vowel in "masonry," remember to do the

same for "realtor," the guy who sells what the mason creates.
Don't say: silicone | Do say: silicon
Comment: Silicon is the material they make computer chips from but implants
are made of silicone.
Don't say: snuck | Do say: sneaked

Comment: I doubt we will get "snuck" out of the language any time soon but
here is a reminder that it really isn't a word.
Don't say: suit | Do say: suite
Comment: If you don't wear it (a suit [sut]), then it is a suite [sweet], as in a

living room suite or a suite of rooms.
Don't say: supremist | Do say: supremacist
Comment: This word is derived from "supremacy," not "supreme." A

supremist would be someone who considers himself supreme. You know there
is no one like that.
Exercises
Identify and mark the tone in the following statements.
1. Come here. (Command)

2. Could you open the window, please?
3. How dare you to enter into my room without my permission?
4. I am going.
5. Did you remember to buy the milk?
6. Where did you buy that?
7. This is our college.
8. Did you attend the classes yesterday?
9. Switch off all the fans and lights.
10. It is a wonderful weather today. Isn‘t it?

Neutralization of Mother Tongue Influence
OBJECTIVE:
To enable the learners to understand and use a neutral accent that can be easily understood by people
across the globe.
Ten Tips to neutralize mother tongue influence:

How do you train yourself?
By inculcating certain practices in your daily lifestyle, these will get you closer to sounding like a
native English speaker and equip you with a global accent -- and you will speak not American or
British English, but correct English.
This is the first step to learn any other accent, be it American or British or Australian.
Lisa Mojsin, head trainer, director and founder of the Accurate English Training Company in Los
Angeles, offers these tips to help 'neutralize' your accent or rather do away with the local twang, as
you speak.
i. Observe the mouth movements of those who speak English well and try to imitate them.
When you are watching television, observe the mouth movements of the speakers. Repeat what they
are saying, while imitating the intonation and rhythm of their speech.
ii. Until you learn the correct intonation and rhythm of English, slow your speech down.
If you speak too quickly, and with the wrong intonation and rhythm, native speakers will have a hard
time understanding you.
Don't worry about your listener getting impatient with your slow speech -- it is more important that
everything you say be understood.
iii. Listen to the 'music' of English.
Do not use the 'music' of your native language when you speak English. Each language has its own
way of 'singing'.
iv. Use the dictionary.
Try and familiarize yourself with the phonetic symbols of your dictionary. Look up the correct
pronunciation of words that are hard for you to say.
v. Make a list of frequently used words that you find difficult to pronounce and ask someone
who speaks the language well to pronounce them for you.
Record these words, listen to them and practice saying them. Listen and read at the same time.
vi. Buy books on tape.

Record yourself reading some sections of the book. Compare the sound of your English with that of
the person reading the book on the tape.
vii. Pronounce the ending of each word.
Pay special attention to 'S' and 'ED' endings. This will help you strengthen the mouth muscles that you
use when you speak English.
viii. Read aloud in English for 15-20 minutes every day.
Research has shown it takes about three months of daily practice to develop strong mouth muscles for
speaking a new language.
ix. Record your own voice and listen for pronunciation mistakes.
Many people hate to hear the sound of their voice and avoid listening to themselves speak. However,
this is a very important exercise because doing it will help you become conscious of the mistakes you
are making.
x. Be patient.
You can change the way you speak but it won't happen overnight. People often expect instant results
and give up too soon. You can change the way you sound if you are willing to put some effort into it.
Quick tips
Various versions of the English language exist. Begin by identifying the category you fall into and
start by improving the clarity of your speech.

(ICS)
EXTEMPORE
Aims and Objectives
To develop a simple, balanced, and orderly speech design.
To shape and arrange your main points.
To use transitions to make your speech flow smoothly
To prepare introductions that capture attention, establish credibility, and focus your speech.
To prepare conclusions that summarize your message, provide closure, and give the audience
something to remember.
EXTEMPORE- PUBLIC SPEAKING
Public speaking is the process and act of speaking to a group of people in a structured, deliberate
manner intended to inform, influence, or entertain a listening audience. Public speaking is commonly
understood as face-to-face speaking between individuals and an audience for the purpose of
communication. In short, being a good public speaker can enhance your reputation, boost your self-
confidence, and open up countless opportunities.
Public Speaking Tips
Twelve Steps to Great Presentations
1. Know your audience – what do they care about?
2. The main takeaways that you want to present

3. Preparation – Research your topic
4. The Room – Do a room check.
5. Audio Visual – Have a plan B.
6. Think positively.
7. Cope with your nerves
8. Eye contact – Windows to other worlds
9. Opener – How you start sets the tone for the whole talk.
10. Own the stage.
11. Keep track of time.
12 Summarize.

OBSERVATION NOTES

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MRCET EAMCET CODE: MLRD www.mrcet.ac.in

I YEAR B. TECH SEM I (CSE, IT AI&ML, IOT, DS, L T/P/D C

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

English Language Communication Skills Lab has two parts:

MRCET EAMCET CODE: MLRD www.mrcet.ac.in

2. Interactive Communication Skills (ICS) Lab :

MRCET EAMCET CODE: MLRD www.mrcet.ac.in

DISTRIBUTION AND WEIGHTAGE OF MARKS

• Learning with precision through computer-assisted individualized and independent

MRCET EAMCET CODE: MLRD www.mrcet.ac.in

2. Students should follow professional dress code.

among different groups will be permitted later.

8. Use of cell phones and IPODs is forbidden.

during the experiment.

S.NO TOPICS PG. NO

CALL Lab: Errors Pronunciation in Accent - MTI 58

ICS Lab: Extempore 68

MRCET EAMCET CODE: MLRD www.mrcet.ac.in

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

These are of three types:

MRCET EAMCET CODE: MLRD www.mrcet.ac.in 1

/æ/ cat, mat

/ɑː/ car, park

/ɒ/ pot, cot

/ɔː/ Ball, fall

/ʊ/ put, good

/uː/ shoot, root

/ʌ/ cut, but

/ɜː/ heard, bird

/ə/ about, around

MRCET EAMCET CODE: MLRD www.mrcet.ac.in 2

/aɪ/ fly, tie

/p/ pen, copy, happen

MRCET EAMCET CODE: MLRD www.mrcet.ac.in 3

/ŋ/ ring, anger, thanks ,sung

MRCET EAMCET CODE: MLRD www.mrcet.ac.in 4

The Manner of Articulation

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

MRCET EAMCET CODE: MLRD www.mrcet.ac.in 5

THREE-TERM LABELS FOR OF CONSONANTS SOUNDS

Consonant Voice Place of articulation Manner of Articulation Examples

/p/ voiceless bilabial plosive pin, spin

/b/ voiced bilabial plosive big, about

/t/ voiceless alveolar plosive tank, act

/d/ voiced alveolar plosive danger, adapt

/k/ voiceless velar plosive king, speaker

/g/ voiced velar plosive gone, begin

/ tʃ / voiceless alveo palatal affricate church, batch

/dʒ/ voiced alveo palatal affricate jar, bridge

/f/ voiceless labio-dental fricative fill, farm

/v/ voiced labio-dental fricative vow, vine

/θ/ voiceless dental fricative thick, eighth

/ð/ voiced dental fricative then, weather

/s/ voiceless alveolar fricative size, sum

/z/ voiced alveolar fricative zoo, desert

/ʃ/ voiceless palato alveolar fricative sheep, cash

/ʒ/ voiced palato-alveolar fricative measure, provision

/h/ voiceless glottal fricative home, behold

/m/ voiced bilabial nasal man, calm