ELCS Lab Handout

I. Introduction to the Sounds of English- Vowels & Consonants

Objectives:

1. To acquaint the students with the concept of spoken forms of English language.
2. To acquaint the students with the speech organs.
3. To expose the student to different kinds of sounds in English – Vowels and Consonants.

Introduction:

Phonetics is the Study of sounds on English Pronunciation. In most Indian languages one
letter in writing stands for one sound in speech, and one sound in speech is represented by
one letter in writing. It is said that these languages are phonetics that is there is one to one
correspondence between letters of the alphabet and their sounds. English is said to be an
‘Un-phonetic Language’. So it is not always possible to decide how to pronounce a word
by looking at its spelling.

Organs involved in producing the sounds:

Sounds of English:

English language has 44 sounds. Out of these, 20 are vowel sounds and the rest 24 are
consonant sounds. As there is a wide range of variation in accent, it is essential to learn

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spoken English which follows native regional accent that has gained social prestige as the
Received Pronunciation of England. i.e., R.P.

Consonant Sounds:

1. Plosives/ Stop Consonants: It is a consonant characterized by complete obstruction of

the outgoing air stream by one of the articulators, a build of intra-oral pressure and a
release.
2. Fricatives/ Friction Consonants: It is a consonant produced by forcing the breath
stream through a construction formed by articulators in vocal folds.
3. Nasal Consonants: It refers to a consonant produced with complete closure in the oral
cavity along with a lowered soft palate to allow air flow through the nasal cavity.
4. Lateral Consonants: One English consonant - /l/ - is formed laterally, that is, instead of
the breath passing down the centre of the mouth; it passes round the sides of an
obstruction set up in the centre.
5. Gliding Consonants: This consonant is quick glide from the position of the vowel /i:/
or /I/ to any other vowel.

Vowel Sounds:

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

twelve pure vowels and eight diphthongs are impure vowels; in total, twenty vowel sounds.
Vowels are divided into two categories based on sound production; Monophthongs (pure
vowels) and Diphthongs.

1. Monophthongs: A single vowel articulated without change in quality throughout the

course of a syllable, as the vowel of English bed.

2. Diphthongs: A complex speech sound or glide that begins with one vowel and gradually
changes to another vowel within the same syllable, as (oi) in boil.

Observation Notes

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Stress and Intonation

The Role of Pronunciation

There exist two points of view: Some people claim that students do not need to learn
pronunciation because pronunciation will take care of itself as the students develop overall
language ability. Some people think that failure in pronunciation is a great obstacle in language
learning.

The teaching of pronunciation should focus on the students’ ability to identify and produce
English sounds themselves. Phonetic rules are helpful for students to develop the ability to cope
with English pronunciation and they should be introduced at a suitable stage.

Stress and intonation are as important as the sounds themselves and should be taught from the
very beginning, for different intonation can create different meanings.

Understanding Syllables

• To understand word stress, it helps to understand syllables.

• Every word is made from syllables.
• Each word has one, two, three or more syllables.
•

S. no Monosyllabic Disyllabic Tri-syllabic Tetra Syllabic

1 Two Pre.sent Ob.jec.tion Re.mar.ka.ble

2 Plenty Win.dow Wed.nes.day a.vai.la.ble

3 Next Mon.soon Pa.ssen.ger e.lec.tri.ci.ty

4 End Ga.rage Re.se.lect Im.med.iate.ly

What is Word Stress?

In English, we do not say each syllable with the same force or strength. In one word, we
accentuate ONE syllable. We say one syllable very loudly (big, strong, important) and all the
other syllables very quietly.

Words shape total stressed

syllables syllable

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PHO TO GRAPH 3 #1

PHO TO GRAPH ER 4 #2

PHO TO GRAPH IC 4 #3

This happens in ALL words with 2 or more syllables: TEACHer, JaPAN, CHINa, aBOVE,
converSAtion, INteresting, imPORtant, deMAND, etCETera, etCETera, etCETera

Rules of Word Stress in English

There are two very simple rules about word stress:

1. One word has only one stress. (One word cannot have two stresses. So if you hear two
stresses, you have heard two words, not one word.)

2. We can only stress vowels, not consonants.

1. Stress on first syllable (ex: PRESent)

2. Stress on last syllable (ex: preSENT)
3. Stress on penultimate syllable (penultimate = second from end) ex: teleVIsion, revelation
4. Stress on ante-penultimate syllable (ante-penultimate = third from end) ex: dependaBIlity
5. Compound words (words with two parts) ex: BLACKbird, GREENhouse

Intonation: When speaking people general raise or lower the pitch of the voice, forming pitch
pattern. They also give some syllables in their utterances a greater degree of loudness and change
their speech rhythm. These phenomena are called intonation.

Intonation has definite patterns which can be analyze according to their structure and functions.
Intonation patterns may have:

1) It has grammatical functions, they can show that an utterance is a question and not a
statement.

( 2 ) give additional information to that given by the words of an utterance.

I GOT the job. ( it was doubtful whether I could.)

( 3 ) indicate the speaker’s attitude to the matter discussed or to the listener.

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But I TOLD you.

Rhythm: Rhythm in speech is created by the contracting and relaxing of chest muscle ( pulses).
This causes changes air pressure.

Students should pay attention to Stress and intonation. Research has showed that when a native
speaker mishear something, it is because the foreigner has put the Stress on the wrong place, but
because she/ he has mispronounced the sounds of the words.

Language learning needs of practice and it is true with pronunciation. There are two kinds of
practices:

Practice is necessary for the development of many skills, for example, typing.

Meaningful practice is more desirable. Everything can be learned more effectively if it is

meaningful.

Practising Stress and Intonation

There are two kinds of Stress that are important in achieving good pronunciation.

Word - Level Stress: It is very important to Stress the proper syllable in multi-syllabic words. If
the wrong syllable is stressed, listeners will not understand what word is being pronounced. So
the best strategy is to emphasize the importance of learning the Stress as part of learning a word.

Phrase - Level Stress: Each phrase has one syllable which receives greater or more prominent
Stress than the others. Some phrases have only one stressed syllable, while others may have 5 - 6
stressed syllables.

Observation Notes

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Role Playing
Objectives:
• To make the student understand the role of role-play.
• To build the confidence levels.
• To enhance the communication skills through role-play.

Introduction: Role-play is where an individual plays at or pretends to occupy the role of

another. This concept is useful for understanding the socialization of children and in particular
that stage during which they play at being mothers, fathers, doctors, nurses, or other
professionals. It is during this playing that they master the ability to engage in reflexive role-
taking and thus to develop their own sense of self.

The following are the Role Play Topics for students practise
A: Invite B to go somewhere this weekend.
B: Politely refuse A's invitation.
A: Call and tell your boss (B) you can't come to work because of illness.
B: You think A is bluffing (not really sick).
A: Ask B to teach you to play tennis.
B: You hate coaching for free.
A: Try to get B to divulge a secret about someone else.
B: Don't be persuaded to do it.
A: Ask B to give you a ride home.
B: A's house is out of the way, and your time is limited.
A: Call and tell B you can't come to the party on Friday.
B: Try to get A to come to the party. (It's a surprise party for him/her.)
A: Try to get B to smoke marijuana.
B: You don't want to use any illegal drug.
A: Call to order a pizza.
B: Wrong number. You sell pitas, not pizzas.
A: Present B with an unsolicited gift.
B: You do not feel comfortable accepting the gift.
A: Try to get B to go on a date with your niece/nephew.
B: You can't stand A's niece/nephew.
A: You ran over B's favorite pet with your truck. Apologize to him/her.
B: You are very upset with the news. The pet is irreplaceable.

A: You lost your wedding ring. Tell your spouse (B).

B: Get angry with A for losing the ring.

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Giving Directions

Overview:

Giving and receiving directions in English is a great lesson because it is

useful, easy, and can be modified to suit different levels and abilities. In
addition students practice movement, speaking, listening, and critical
thinking skills. Because of this, the students tend to remember this lesson
pretty well.

OBJECTIVES :

1 Hone the student’s skills of giving precise & clear directions to others.

2. Through this form of communication, students learn to apply their

theoretical knowledge into practicality in various personal/professional
situations.

3. Application of knowledge into practical work requires mental mapping

and then verbal directions, which ultimately lead to the performing of
the task.

WAYS OF GIVING DIRECTION

A) WRITTEN DIRECTIONS

i) Five major features

a) Clarity

b) Brevity

c) Directness

d) Completeness

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ii) Layout of the document must have clear brief steps to follow to reach
the goal.

) What to do? (Task)

) What to have?(materials-description, number)

) How to get about?(instructions/description-simplified, appropriate,

accurate, and sequential correlation)

d) Warn about dangers, complications & pitfalls.

(B) ORAL DIRECTIONS:

In oral communication, one may not get the advantage of adequate time to
think, fine tune and edit the work as in written communications. But the
advantages in oral communication are that one can make use of:

1) Body language

2) Maps, models, route, demonstration items to communicate effectively.

Thus primarily oral communication needs to be honed.

Giving directions - Preparation:

1) Analyze your audience/reader (use techniques distinctly)

a) Age group, education & professional background

b) Cultural background

c) Nativity

d) Basic Knowledge
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2) Understand the context and situation.

3) Organize your ideas into sequential steps ( chorological or thematic order)

and correlation.

4) Collect the required material/information according to the situation, check

and arrange them.

5) Make a clear list of drawbacks, lacunae, problems or obstacles and

measurers to safeguard / take care of during the whole process of giving
directions.

Remember that once you start your presentation you cannot pause in between.

GIVING DIRECTIONS:

1) Begin with an effective introduction

a) Announce the topic

b) Tell them the capabilities required.( Material, skills knowledge)

2) Use attention grabber techniques

a) Humour

b) Story line

c) Personal experience

d) Materials such as models, routes, maps, effective pictures, or

handouts efficiently as supplements

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3) Ensure that it reaches every individual in your audience.

4) Issue list of warnings, cautions and danger notices

a) At the beginning,

b) At particular crucial stages, or

c) At the end of the process.

5) Clarity regarding landmarks gives the audience a clear picture.

6) Non verbal Communication play a vital role

Eye contacts

Facial expressions

Posture movement

Appearance and

Proximity with the listener.

7) Use verbal cues to keep the audience alert

a) Maintain optimum speed

b) Audible pitch

c) Correct pronunciation

d) Stress of intonation

e) Enunciation (distinctiveness)

8) Finally conclude by summarizing the whole process.

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9) Take adequate feedback from the audience, & find out the difficult
areas.

Words and Sentences: Asking Directions

Where ,Go(to), Turn, Right, Left, Straight, Forward, Back, Past (pass), Block,
Street, Before, Signal, (Stop) Sign.

Key sentences:

Where is the post office?

(location)

At the signal, turn right.

(location) (action)

Go straight past the post office

Turn right at the Lawson’s

(action) (location).

Can you tell me the way

to...

I'm looking for...

I'm trying to find

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Excuse me, How do I find...

please.
How do I get to...

Could you tell me how to

reach...

Can you tell me where ......

is?

Giving directions

Go straight on

Keep going Go to the end

Carry on

Turn left/right Cross/Go across

Take the
first/second..
Pass/Go past
turning on the
right

Go round Go along

It's on the left. It's on the right.

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It's behind you. It's in front of you

II. Describing Objects, Situations and People

When you describe something face to face or through video conference you can effectively make
use of verbal as well as non verbal communication, like body movement, eye contact, posture,
and facial expression. But when you are doing the same over telephonic conversation or writing,
you have to rely only on verbal communication.
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When you describe something you need to

1) Study & understand it thoroughly

2) Collect necessary material or information
3) Arrange and check them thoroughly
4) Organize ideas in thematic or chronological order

The three important features of description in terms of language are

a) Brevity:- Avoid lengthy verbose, unnecessary and roundabout description use simple
language and direct sentences.

b) Clarity:- Complete knowledge of all the details give clarity of thought. Proper linkage
between the previous stages and the stages that follow is necessary.

c) Factual corrections:- You should have personal experience of the results of each stage,
so that you are giving factual information at every step, your precision enable the
audience to understand the topic better

DESCRIBING A PROCESS:

A process is a series of action, operations done to make or achieve the end results. It
requires

1) Organization of factual data in systematically logical way.

2) Skill of narration
3) Technical language
4) Proper connectivity
5) Caution list
6) Non verbal cues like eye contacts, facial expression, body movement etc should be
taken care of.
7) Adequate attention should be paid to voice qualities audibility, correct pronunciation,
enunciation, and optimum pace of speech and maintenance of pitch. This will give a
good hold on the listeners.

DESCRIBING A SITUATION:

1) Study of analyse the situation

2) Do a comprehensive survey of the facts and arrange them in order

3) Gather information regarding the result or the outcome of t he situation

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4) Know the date & time of the situation

5) Arrange all those facts in an order

6) Present the situation using the same techniques used to describe a process.

DESCRIBING A PERSON:

1) Gather information regarding his nativity identity, achievements, ideological association

and personality.

2) When you describe an acquaintance, his family background and nativity are very
important.

3) When you describe a person you have seen in a mall you can depend on his physical
appearance alone some kind of diagrammatical representation would also help.

4) Otherwise, use your word power to describe a person

5) Following an order, being clear, brief, direct, would help the audience identity the target
person quickly and effectively.

DESCRIBING AN OBJECT:

2) Identify the object, its physical appearance, its unique features etc.,

3) Gather information regarding its history and contemporary plans.

4) Demonstrate the object to your audience and clearly describe each part separately &
unambiguously

5) Logically connect one aspect with another.

6) Improving on verbal & non verbal cues for description would give picture to the listeners and
grab the attention.

ACTIVITIES:

Describing Process

1. Describe the Annual day function of your college.

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2. Describe the process of making tea/coffee/juices etc.,

3. Describe how to send an email.

4. Describe a science experiment performed in the chemistry or physics lab.

5. Describe the advertisement in fig 6.1

Describing Object

1. Describe an i-pod.
2. Describe a laptop.
3. Describe an instrument in any of your labs .
4. Describe the product advertised in Fig. 6.2 .

Describing Person

1. Describe Dr. Abdul Kalam to a foreign tourist.

2. Describe your favorite cricket star.

3. Describe a gentleman /woman whom you have recently met at an Exhibition.

Describing Situation

1. How will you organize a science exhibition?

2. How will you search for a book-in the digital library?
3. Describe how a white tiger attacked an inebriated zoo visitor.
4. Describe the event depicted in fig. 6.3 .

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III. INFORMATION TRANSFER

OBJECTIVES:
• How to compare and contrast.
• How to emphasize adverbs, adjectives.
• How to improve fluency (speech skills)
• How to improve writing skills.
• How best the coverage of all the points that are to be transferred is done.
• How the pie chart, bar diagrams etc visual aids, aid in our presentation skills.
• Helps us to choose the right language.

INTRODUCTION:

Information Transfer helps us to further develop the ideas, compare the facts. A pie
chart, a table, a bar graph are but the visual aids in the best presentation.

LANGUAGE FOCUS:

Most visuals used for presentations represent some kind of change or trend an increase or
a decrease. Some of them make comparisons. Language helps us to describe these accurately
and appropriately.

Ex: 1. There is a marginal fall/rise in .....

2. There is a nominal increase / decrease.....
3. There is a considerable improvement.....
4. There is a significant rise.....
5. The units are to be stressed
6. Words like gradual, slight, marked, drastic, remarkable, steadily, rapidly, are
used to describe changes or differences. The treasure of synonyms of
decrease like declined, deteriorated, came down etc.. and of increase like, rise,
enhanced, doubled, grown etc, are to be kept in mind.
7. Phrases like not only but also, moreover, similarly, initially / finally,
firstly/lastly, simultaneously, accordingly, and, but, so, in spite of,
nevertheless, either or, neither.... nor, though /although, etc., may help to
transfer the information.

Observation Notes

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Oral Presentations

Objectives:

• Understanding the nature and importance of presentation skills

• Knowing the planning steps for presentation
• Identifying the four important steps in preparing an effective oral presentation
• Understanding the major elements in the introduction, body, and conclusion of an oral
presentation
• Knowing how to identify specific techniques for rehearsing a presentation
• Reviewing techniques for effective delivery

INTRODUCTION

An oral presentation is a form of oral communication. It is a participative two-way

communication process characterized by the formal and structured presentation of a message
using visual aids. It is purposeful and goal oriented, and communicates a message to an audience
in a way that brings about desired change in their understanding or opinion.

The four main aspects of making a technical presentation:

• Purposeful – The presentation will be made with a definite purpose.

• Interactive – It involves both the speaker as well as the listeners.
• Formal – It is a formal Situation
• Audience oriented – The topic will have to be dealt with from the listener’s perspective.

Planning your Presentation:

• Define the Purpose

• Analyse the Audience
• Analyse the Occasion
• Choose a Suitable Title

Preparing your Presentation

• Develop the Central Idea
• Develop the Main Ideas
• Gather Supporting Material
• Plan Visual Aids

Organising your Presentation

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"Tell 'em what you're going to tell 'em, then tell 'em, and then tell 'em what you told 'em."

• Introduction
a. Get the audience’s attention
b. Introduce the Subject
c. Give the audience a reason to listen
d. Establish the credibility
e. Preview the main ideas

• Body
a. Sequential
b. General to specific
c. Specific to general
d. More to less important
e. Less to more important
f. Categorical
g. Problem and solution
h. Contrast and comparison

• Conclusion
a. Summarize the presentation
b. Re-emphasize the central idea
c. Focus on a goal
d. Motivate the audience to respond
e. Provide closure

Activity:
Oral presentations

Observation Notes

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Debate

Objectives

Introduction: Debate is an important tool which involves the active participation of the students.
A challenging or a burning top is given in advance where thorough knowledge and preparation
on the given topic is to be presented by each individual. Positive and a meaningful
argumentation should follow.

This activity calls for the participation of two groups on the arguments in favour of or
against the topic given.

Sample 1 (a) :

Saddam Hussein should be sentenced to death or not.

1. No he should not be sentenced to death as he was once in the prestigious position i.e.,
he was the President of the Iraq.

2. No he should not be sentenced to death because he is a very powerful man with many
followers, after his death, out of revenge another Saddam Hussein may come into light.

3. When Saddam is sentenced to death then even Bush should also be sentenced to death as
he was the main cause for lot of destruction in Iraq, when that is not happening even
Saddam should also not be sentenced to death.

4. And finally out of humanity it was his last wish that he should die like a soldier. So
therefore he should not be sentenced to death by hanging but instead he should be shot
dead.

Sample 1(b) :

1. He should be sentenced to death as he killed many innocent people, in the name of

power.

2. He was the founder of communist party and he encouraged people to agitate against
American government.

3. If he is not sentenced to death he may escape from jail. He will try to make many

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Saddam Husseins. So it is better if he is dead.

4. If he is not dead his followers may commit some illegal things, might be they plan for
another situation like collapsing a WTO or hijacking a plane in order to release their
master. This wills cause more destruction.

Sample II :

I 've selected "Property right to the woman daughter of the family." I've taken care to be
clear in my thoughts, expression. I tried to be free from inhibitions, without personalizing the
issue. This session enabled us to develop positive thinking. This helped to think over the social
problems that an individual faces in his/her lifetime, positively. Totally we would accomplish to
develop the skills in conversation.

Observation Notes

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Telephone Skills

Objectives:

• Use effective call greetings as a caller and receiver

• Project a positive manner
• Practice good telephone techniques and telephone manners
• Use appropriate language during telephone conversations
• Speak with an effective telephone voice
• Manage Difficult Calls
• Learn to manage stress levels during calls

Etiquette Essentials from Start to Finish

1. Your first impression Learn the best greeting to make a positive first impression and what
it takes to advance that first impression into a positive lasting impression.

2. Your voice

3. Tips and preparing mentally

4. Answer & close etiquette

5. Frustrations for callers

6. Coping with difficult people

Basic Good Manners, Telephone Tips:

* Let the telephone ring a reasonable length of time. It is frustrating to just get to the telephone
and hear a dial tone.

* If you dial a number that is wrong, apologize, promptly and hang-up.

* Calling a business at or very near closing time is to say the least un-thoughtful. When it is time
to go home, after a long day, do not delay them.

* State your name when placing a call. The game of "guess who this is" may not play very well
to a busy friend.

* When speaking to anyone who is working and time is of the essence, make your call
informative and short.
Bharat Institute of Engineering and Technology, Mangalpally, Ibrahimpatnam
-501510
ELCS Lab Handout

*Dial carefully and in proper lighting to avoid calling a wrong number and in-conveniencing
others.

Things to avoid when on the phone

It's easy to fall into the trap of believing that because your caller can't see you, they won't be
affected by what you are doing and what's going on around you. Remember not to:

• let it ring more than four times

• eat and drink while talking on the phone
• be too familiar
• talk to someone else in your office
• have too much background noise
• speak too quietly or too loudly
• speak too quickly.

Some useful Words and Phrases

Hello! I'm sorry to keep you waiting.

Good morning! Thank you for waiting.
Please. It was nice talking with you.
Thank you. Is there anything else I can do for you?
I'm very sorry. Thank you for coming in (or calling).
Excuse me. It's been a pleasure to serve you.
You're welcome. I'd be happy to do that for you.
May I help you? We appreciate your business.

Conclusion: The students will be able to handle telephonic conversations effectively and in
positive manner.

Activity:

Mock Telephone Calls

Observation Notes

Bharat Institute of Engineering and Technology, Mangalpally, Ibrahimpatnam

-501510