COMMUNICATIVE

ENGLISH
Empowering Engineering Students with
Corporate-Ready Communication

Dr. Rajaneesh HV Aradhya M.A., M.Phil., Ph.D

Assistant Professor of English
School of Arts, Humanities and Social Sciences
REVA University
Bengaluru-560064

Prof. Rajashekar MN M.A., M.Phil., B.Ed., (Ph.D)

Assistant Professor & Head
Department of English
Govt. SKSJ Technological Institute
KR Circle, Bengaluru-560001

SAMVN PUBLICATION
Stories Are Meant to be Voiced Now
Communicative English

Authors : Dr. Rajaneesh HV Aradhya

&
Prof. Rajashekar MN

Published by : SAMVN PUBLICATION 2023

MSME REGD & ISO 9001:2015 Certified
Address - Aburoad, Sirohi, Rajasthan
www.samvnpublication.com
Email – [email protected]
Instagram – @samvn_publication

Copyright : © 2023 by
Dr.Rajaneesh HV Aradhya & Prof. Rajashekar MN

All Rights Reserved. No part of this publication may be reproduced,

transmitted, stored or used in any form or any means like graphic, electronic
or mechanical including but not limited to photocopying, recording,
scanning, digitizing information and retrieval systems without the prior
permission of the authors.

ISBN : 978-81-962040-1-3

Edition : 2023

Price : ` 150/-

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 PREFACE
Dear Readers,
It is with immense pleasure and a deep sense of purpose that we
present to you "Communicative English: Empowering Engineering
Students with Corporate-Ready Communication." As authors,
our primary objective in creating this book was to provide a
vital resource for engineering students and professionals alike,
equipping them with the essential skills necessary to thrive in
today's corporate landscape.
Effective communication is the cornerstone of success in any
professional endeavor. In the dynamic world of engineering where
innovation, collaboration and global engagement are the norm,
the ability to convey ideas, negotiate with colleagues, and present
technical information with clarity and impact has never been more
crucial. We recognize that the demands placed on engineering
students are multifaceted, and this book is our response to the
need for a comprehensive and tailored guide to mastering the art of
professional communication.
As authors, we come from diverse backgrounds, each contributing
a unique blend of academic knowledge and real-world experience.
Dr. Rajaneesh HV Aradhya's expertise in the English language,
postcolonial theories, and feminism, coupled with his corporate
insights, enriches the content with an interdisciplinary perspective.
Prof. Rajashekar MN's extensive teaching experience and
contributions to the field of English language and literature provide
an academic depth to our approach.
Our collective aim is to empower you, the reader, to communicate
with confidence and competence."Communicative English" is
more than just a theoretical discourse; it's a practical roadmap.
Within these pages, you'll find not only the principles of effective
communication but also a wealth of exercises and real-world
examples to help you apply these principles in your academic and
professional life. Whether you're delivering presentations, drafting
reports, or engaging in everyday conversations, this book is your
comprehensive guide.
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We understand that the journey to mastery may seem daunting,
but rest assured, you are not alone. Let this book be your steadfast
companion on this voyage. As you delve into its contents, you'll
discover strategies, techniques, and best practices that are aimed
at making you corporate-ready. We encourage you to embrace
the challenges, learn from your experiences, and celebrate your
successes.
Remember, communication is a skill that can be honed and
perfected with practice, guidance, and the right mindset. As you
embark on this journey, you are not merely acquiring knowledge;
you are developing a critical skill set that will set you apart and
empower you in your engineering career.
We extend our heartfelt thanks to you for choosing "Communicative
English." We believe that this book will not only aid your professional
development but also become a valuable companion in your
academic and corporate pursuits. Your journey to mastering the art
of professional communication begins now, and we are delighted to
be a part of it.
Best wishes on your path to success!

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 ACKNOWLEDGMENTS
In the journey of crafting "Communicative English: Empowering
Engineering Students with Corporate-Ready Communication," we
want to take a moment to extend our heartfelt acknowledgments to
the many individuals and organizations who have played a pivotal
role in making this book a reality.
Our gratitude begins with the students who have always been at the
heart of our mission. Your curiosity, questions, and enthusiasm for
learning have not only made teaching a joy but have also challenged
us to refine our approach to the art of communication. It is through
your engagement that we continuously seek to enhance our
teaching methods.
We owe a debt of gratitude to our colleagues and mentors whose
guidance and unwavering support have been instrumental in
shaping our perspectives and approaches to teaching and research.
Your wisdom and experience have served as beacons illuminating
the path to effective communication.
Our institutions, REVA University and Government SKSJ Techno-
logical Institute deserve recognition for providing the conducive
environments in which we have grown and thrived as educators
and researchers. These institutions have been our homes of
learning and discovery.
A special note of thanks goes to the professionals from the corporate
world who have generously shared their real-world insights and
experiences. Your contributions have significantly enriched the
practical dimension of this book, making it a valuable resource for
engineering students preparing to enter the corporate landscape.
We express our deepest appreciation to our families who have stood
by us with unwavering support, understanding and patience during
the countless hours dedicated to this project. Your encouragement
has been our driving force.
The expertise and commitment of our publishers and the editorial
team have been vital in transforming our vision into a tangible

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resource. Without their diligence and dedication, this book would
not have been possible.
Lastly, and most importantly, we want to thank you, our readers.
Your choice to explore the world of professional communication
with "Communicative English" is a testament to your commitment
to personal and professional growth. We sincerely hope this
book serves as a valuable resource on your journey towards
communication excellence.
In closing, we recognize that every book is a collective effort, a
culmination of the wisdom, inspiration, and dedication of many.
We extend our gratitude to each and every one of you for being an
integral part of this endeavor.
With deep appreciation,
Dr. Rajaneesh HV Aradhya
Prof. Rajashekar MN

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 CONTENTS
Module -1 Introduction to Communicative English
1.1 Importance of Communicative English 1-7
1.2 Fundamentals of Communicative English 8-10
1.3 Process of Communication 10-12
1.4 Barriers to Effective Communicative 12-15
English
1.5 Different Styles and Levels in Communicative 16-19
English
1.6 Interpersonal and Intrapersonal 20-24
Communication
Module -2 Introduction to Phonetics
2.1 Introduction to Phonetics 25-28
2.2 Phonetic Transcription 28-28
2.3 English Pronunciation 29-31
2.4 Pronunciation Guidelines to Consonants 31-33
and Vowels
2.5 Sounds Mispronounced 33-34
2.6 Silent and Non-silent Letters 34-38
2.7 Syllables and Structure 38-41
2.8 Word Accent 41-48
2.9 Stress Shift and Intonation 48-49
2.10 Spelling Rules and Words often 49-52
Misspelt
2.11 Common Errors in Pronunciation 52-59
Module -3 Basic English Grammar and Vocabulary
Part-I
3.1 Basic English Grammar & Parts of Speech 60-69
3.2 Articles 69-75
3.3 Question Tag 75-76

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 3.4 One Word Substitutes 77-80
3.5 Strong and Weak Forms of Words 81-83
3.6 Introduction to Vocabulary 84-93
Homophones, Homonyms & Homograms
Synonyms & Antonyms
Module -4 Basic English Grammar and Vocabulary
Part-II
4.1 Word Formation – Prefixes & Suffixes 94-96
4.2 Contractions & Abbreviations 97-100
4.3 Word Pairs (Minimal Pairs) -Exercises 100-102
4.4 Tense & Types of Tenses 103-108
4.5 The Sequence of Tenses (Rules in use of 108-111
Tenses) – Exercises
Module -5 Communication Skills for Employment
5.1 Information Transfer: Oral Presentation 112-115
and its Practice
5.2 Difference between Extempore and 115-119
Public Speaking, Communication
Guidelines
5.3 Mother Tongue Influence (MTI), Various 119-122
Techniques for Neutralization of Mother
Tongue Influence
5.4 Reading and Listening Comprehension - 122-127
Exercises

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Introduction to Communicative English 1

MODULE
INTRODUCTION TO
1 COMMUNICATIVE
ENGLISH
CONTENTS
 Importance of Communicative English
 Fundamentals of Communicative English
 Process of Communication
 Barriers to Effective Communicative English
 Different Styles and Levels in Communicative English
 Interpersonal and Intrapersonal Communication

1.1 Importance of Communicative English

Communicative English refers to the ability to effectively use the
English language to communicate with others in various contexts.
This skill goes beyond just knowing grammar and vocabulary;
it involves using language to convey ideas, share information,
express thoughts and feelings, and interact with people from
diverse backgrounds. The importance of communicative English
is multi-faceted:
1. Global Interaction: English enables effective communi-
cation across borders and cultures.
2. Career Advancement: Many job opportunities require
proficient English for international collaboration.
3. Education Access: English is a common language in
universities and research, aiding academic pursuits.
4. Cultural Bridge: Communicative English fosters cross-
cultural understanding and appreciation.
5. Confidence Boost: Strong English skills enhance self-
confidence and interpersonal relationships.
6. Information Access: Proficiency in English grants access
to a wealth of global information.
 2 Communicative English

7. Travel Convenience: English eases travel experiences and

interactions in foreign countries.
8. Social Networking: English proficiency widens social circles
in person and online.
9. Problem-Solving: Clear communication aids collaborative
solutions and conflict resolution.
10. Digital Proficiency: English is essential for effective online
communication and digital navigation.
In summary, mastering communicative English opens doors to
personal growth, professional success, and global engagement.

Add-ons
 Importance of Communicative English in companies,
firms, enterprises or institutions
In an increasingly interconnected and globalized world, effective
communication stands as the cornerstone of success in various
spheres. Among these, the significance of communicative English
in companies, firms, enterprises, and institutions cannot be
overstated. This linguistic bridge holds the power to shape
relationships, drive collaboration, and amplify success in diverse
professional environments.
1. Global Business Communication:
• English as the universal language of business.
• Facilitates collaboration and idea exchange across
borders.
• Strengthens multinational corporations and global
enterprises.
2. Elevating Client Relationships:
• Clear English communication fosters strong client
connections.
• Enables precise understanding of client requirements.
• Contributes to improved customer satisfaction and
loyalty.
Introduction to Communicative English 3

3. Strategic Leadership and Management:

• Effective English articulation by leaders and managers.
• Essential for conveying visions, delegating tasks, and
providing feedback.
• Boosts productivity and team morale.
4. Collaboration and Innovation:
• Proficient English enables open discussions and idea
sharing.
• Crucial for collaborative problem-solving.
• Enhances creativity and innovation within teams.
5. Enhanced Professional Image:
• Fluent English communication signifies profession
alism.
• Builds credibility and confidence among colleagues and
partners.
• Elevates individual and organizational reputation.
6. Navigating Cross-Cultural Terrain:
• English bridges language gaps in diverse teams.
• Encourages cross-cultural understanding and inclu-
sivity.
• Promotes cohesion among multicultural team members.
7. Adapting to Digital Age:
• English fluency vital for online interactions and virtual
collaborations.
• Supports participation in global digital forums.
• Facilitates communication in the evolving digital
landscape.
8. Expanding Market Reach:
• English proficiency essential for entering international
markets.
• Enables effective marketing and precise product
descriptions.
 4 Communicative English

• Ensures successful customer engagement in new

markets
 How to improve Communicative English?
Improving communicative English involves a combination of
practice, exposure, and targeted learning. Here are some effective
strategies to enhance your English communication skills:
1. Read Regularly:
• Engage with a variety of written materials such as
books, newspapers, articles and online content.
• Reading exposes you to different vocabulary, sentence
structures, and writing styles, enhancing your language
proficiency.
2. Listen Actively:
• Watch movies, TV shows, podcasts, and news broadcasts
in English.
• Listening helps you understand different accents,
improve your pronunciation, and grasp colloquial
language.
3. Speak Frequently:
• Engage in conversations with native or proficient
English speakers.
• Practice speaking aloud, even if it’s just talking to
yourself or repeating sentences you hear.
4. Expand Vocabulary:
• Learn new words every day and use them in sentences.
• Utilize vocabulary-building apps, flashcards, or word-
of-the-day resources.
5. Practice Pronunciation:
• Pay attention to pronunciation patterns and practice
enunciating words correctly.
• Use online resources or language apps that offer
pronunciation exercises.
Introduction to Communicative English 5

6. Use Language Learning Apps:

• Utilize apps like Duolingo, Babbel, or Rosetta Stone to
structure your learning and practice reading, writing,
listening, and speaking.
7. Engage in Writing:
• Start a journal, write essays, or maintain a blog in
English.
• Writing helps improve your grammar, sentence
structure and clarity of expression.
8. Join Language Exchange Groups:
• Participate in language exchange groups where you can
practice speaking with native speakers who want to
learn your language.
9. Take Online Courses:
• Enrol in online courses focused on English language
skills, such as grammar, writing, or public speaking.
10. Watch Subtitled Content:
• Watch movies or shows with English subtitles to
associate spoken words with their written form.
11. Practice Role-Playing:
• Engage in role-playing scenarios to simulate reallife
conversations.
• This can improve your ability to respond effectively in
various situations.
12. Get Feedback:
• Seek feedback from proficient speakers or language
teachers.
• Constructive feedback helps you identify areas for
improvement.
13. Use Language Apps with Speaking Exercises:
• Apps like Tandem, HelloTalk, or Speaky connect you with
language partners for speaking practice.
 6 Communicative English

14. Join Public Speaking Clubs:

• Participate in Toastmasters or other public speaking clubs
to improve your verbal communication skills.
15. Be Patient and Persistent:
• Language improvement takes time, so remain patient and
persistent in your efforts.
Remember, the key to improvement is consistent practice.
Incorporate these strategies into your daily routine, and over
time, you’ll notice significant progress in your communicative
English skills.
Multiple Choice Questions
1. What does “Communicative English” refer to?
A) Fluent reading skills
B) Ability to write essays
C) Effective use of English for communication
D) Learning English vocabulary
2. Why is English important for global interaction?
A) It’s a universal language for business.
B) It’s a native language in most countries.
C) It’s the easiest language to learn.
D) It has a simple grammar structure.
3. Which of the following is NOT an advantage of strong
English skills in a professional context?
A) Enhancing client relationships
B) Improving productivity
C) Narrowing market reach
D) Elevating professional image
4. What is the significance of English proficiency in the
digital age?
A) It’s essential for writing essays.
B) It supports participation in global digital forums.
C) It’s only necessary for travel.
D) It helps with reading skills.
Introduction to Communicative English 7

5. How can one improve communicative English skills?

A) Watching TV shows in any language
B) Reading only one type of material
C) Speaking frequently with native speakers
D) Avoiding vocabulary-building apps
6. What is one benefit of practicing pronunciation?
A) It helps with grammar.
B) It improves listening skills.
C) It enhances vocabulary.
D) It aids in clear communication.
7. Which resource is recommended for vocabulary
expansion?
A) Watching movies without subtitles
B) Using vocabulary-building apps
C) Avoiding reading materials
D) Ignoring new words
8. What is the purpose of language exchange groups?
A) To learn your native language
B) To improve pronunciation
C) To practice speaking with native speakers
D) To read books together
9. What type of content should you watch with English
subtitles to improve language skills?
A) Silent movies
B) Shows in a language you don’t understand
C) Movies or shows in English
D) Documentaries
10. What should you do if you want to get feedback on your
English skills?
A) Never seek feedback from others
B) Join language exchange groups
C) Use language apps without interaction
D) Avoid speaking to native speakers
 8 Communicative English

1.2 Fundamentals of Communicative English

The term ‘communication’ originated from the Latin word
‘communico’ or ‘communicare’ refers to the process of conveying
information, ideas, thoughts, feelings, or messages between
individuals or groups through various means, such as spoken
or written words, gestures, symbols, body language, and visual
or auditory cues. Effective communication involves the sender
encoding a message and transmitting it through a chosen
medium, while the receiver decodes and interprets the message
to understand the intended meaning. Successful communication
requires clarity, mutual understanding, and the ability to exchange
information accurately and efficiently.
The fundamentals of communicative English encompass key
aspects that enable effective language use. These include
building vocabulary, understanding grammar, mastering
pronunciation, developing listening skills, improving reading
comprehension, honing writing abilities, practicing speaking
fluently, using language contextually, being culturally aware,
recognizing nonverbal cues, learning functional language for
specific situations, understanding idiomatic expressions, fostering
confidence, and engaging in continuous self-assessment for
improvement.
The fundamentals of communicative English include:
• Vocabulary: Developing a diverse vocabulary for
accurate expression.
• Grammar: Understanding and applying proper
grammatical rules.
• Pronunciation: Mastering clear and precise pronun-
ciation.
• Listening: Enhancing active listening skills for com-
prehension.
• Reading: Proficiency in understanding written content.
• Writing: Expressing ideas logically and coherently in
writing.
Introduction to Communicative English 9

• Speaking: Achieving fluency and confident verbal

expression.
• Context: Understanding how language is used in
different situations.
• Cultural Awareness: Recognizing cross-cultural
nuances.
• Nonverbal Communication: Interpreting body lang-
uage and gestures.
• Functional Language: Learning situation-specific
language.
• Idiomatic Expressions: Incorporating colloquial
phrases.
• Confidence: Developing self-assurance in communi-
cation.
• Self-Assessment: Continuously evaluating and imp-
roving skills.
Multiple Choice Questions
1. What does the term ‘communication’ refer to?
A) Conveying information only
B) Conveying feelings and emotions
C) Conveying information, ideas, thoughts, and more
D) Nonverbal communication only
2. What is an essential aspect of successful communi-
cation?
A) Using complex vocabulary
B) Transmitting messages through any medium
C) Mutual understanding and clarity
D) Encoding messages without consideration for the
receiver
3. Which of the following is NOT considered a fundamental
of communicative English?
A) Vocabulary development
B) Learning body language
10 Communicative English

C) Pronunciation mastery
D) Reading comprehension improvement
4. What does ‘active listening’ involve?
A) Listening without paying attention
B) Listening with full attention to understand the message
C) Listening to respond immediately
D) Listening passively
5. Why is it important to be culturally aware in com-
municative English?
A) It helps you use complex vocabulary.
B) It enhances your writing skills.
C) It fosters an understanding of cross-cultural nuances.
D) It is not relevant to effective communication.
1.3 Process of Communication
The process of communication involves a series of interconnected
steps that facilitate the exchange of information, ideas, or
messages between individuals. It’s a dynamic and intricate
process that ensures effective transmission and comprehension.
Here’s an overview of the process:
1. Sender: The process begins with the sender, who has a
message to convey. This message could be thoughts, ideas,
feelings, or information.
2. Encoding: The sender encodes the message into a form that
can be transmitted to the receiver. This could be through
spoken words, written text, visual cues, gestures, or any
other suitable medium.
3. Message Transmission:The encoded message is trans
-mitted through a chosen channel. Channels can include
face-to-face conversations, phone calls, written letters,
emails, social media platforms and more.
4. Receiver: The receiver is the intended recipient of the
message. They receive the transmitted message through
the chosen communication channel.
Introduction to Communicative English 11

5. Decoding: The receiver decodes the message to interpret

its meaning. They extract the message from the transmitted
form and try to understand its intent.
6. Feedback: The receiver provides feedback to the sender,
indicating that they have received and understood the
message. Feedback can be verbal, nonverbal, or through a
response message.
7. Context: The context in which the communication occurs
plays a crucial role. Context includes the environment,
background information, cultural factors, and any relevant
information that aids in understanding the message
accurately.
8. Barriers and Noise: Communication can face various
barriers or noise that might hinder the accurate
transmission or reception of the message. These barriers
could be physical, linguistic, cultural, psychological, or
technical in nature.
9. Interpretation: The receiver interprets the message
based on their understanding, knowledge, and personal
perspective. Interpretation can vary from person to person,
which is why clear communication is essential.
10. Response: Based on their interpretation, the receiver
responds to the message in some way. This response
could be immediate or delayed, verbal or nonverbal, and it
completes the communication loop.
Multiple Choice Questions
1. What is the first step in the process of communication?
A) Message transmission
B) Encoding
C) Feedback
D) Receiver
2. What does “encoding” involve in the communication
process?
A) Providing feedback
12 Communicative English

B) Decoding the message

C) Converting the message into a transmittable form
D) The response of the receiver
3. What is the purpose of feedback in communication?
A) It helps the sender choose the right channel.
B) It ensures that the receiver understands the message.
C) It encodes the message.
D) It determines the context of the communication.
4. What role does context play in communication?
A) It is irrelevant in the communication process.
B) It includes barriers and noise.
C) It aids in understanding the message accurately.
D) It is synonymous with feedback.
5. What can be considered as a potential barrier to
communication?
A) Receiver’s response
B) Sender’s encoding
C) Cultural factors
D) Message transmission
1.4 Barriers to Effective Communicative English
Introduction to Communicative English 13

Barriers to effective communicative English are obstacles that

hinder clear and accurate communication between individuals.
These barriers can arise from various sources and can impact
both spoken and written communication. Here are some common
barriers to consider:
1. Language Barrier:
• Differences in native languages or accents can lead to
misunderstandings.
• Limited vocabulary or unfamiliar terms can make
communication unclear.
2. Cultural Differences:
• Different cultural norms, gestures and communication
styles can cause confusion.
• Nonverbal cues might be interpreted differently in
various cultures.
3. Lack of Clarity:
• Poorly structured sentences or vague expressions can
lead to confusion.
• Unclear pronunciation and mumbling can hinder
understanding.
4. Technical Jargon:
• Using specialized terminology that the listener/reader
is not familiar with can alienate them.
• Overuse of technical language might make the message
difficult to comprehend.
5. Physical Barriers:
• Background noise, poor phone reception, or loud
environments can disrupt communication.
• Visual impairments can impact reading and
understanding written content.
6. Psychological Barriers:
• Prejudices, biases, or stereotypes can influence how a
message is received.
14 Communicative English

• Emotional states like stress or anxiety can hinder

effective communication.
7. Lack of Attention:
• Distractions, multitasking, or lack of focus can prevent
individuals from fully understanding the message.
8. Ineffective Listening:
• Failing to actively listen and comprehend what’s being
said can lead to misunderstandings.
• Interrupting, not asking clarifying questions, or making
assumptions can hinder communication.
9. Cognitive Differences:
• Varied levels of education, knowledge, or cognitive
abilities can affect understanding.
• Complex ideas might be challenging to grasp for some
individuals.
10. Different Communication Styles:
• Some individuals prefer direct communication, while
others prefer more indirect approaches.
• Misalignment in communication styles can lead to
misinterpretation.
11. Time Constraints:
• Rushed conversations or written content might lack
clarity and details.
• Limited time for interaction can result in incomplete
information exchange.
12. Lack of Feedback:
• Not receiving or providing feedback can result in
assumptions about the message’s accuracy.
• Lack of feedback can prevent necessary clarification.
Awareness of these barriers is essential for effective communi
-cation. By addressing these obstacles, individuals can work
towards fostering clearer, more meaningful interactions in English
and overcoming challenges that may arise.
Introduction to Communicative English 15

Multiple Choice Questions

1. What is a common outcome of a language barrier in
communication?
A) Increased clarity
B) Improved vocabulary
C) Misunderstandings
D) Cultural awareness
2. How can cultural differences impact communication?
A) They always enhance understanding.
B) They lead to effective nonverbal cues.
C) They can cause confusion and misunderstandings.
D) They have no impact on communication.
3. Which of the following is a psychological barrier to
effective communication?
A) Background noise
B) Lack of attention
C) Limited vocabulary
D) Technical jargon
4. What can be a consequence of ineffective listening in
communication?
A) Enhanced understanding
B) Misunderstandings
C) Better communication styles
D) Increased technical jargon usage
5. How can time constraints affect communication?
A) They always lead to clearer messages.
B) They result in more comprehensive information
exchange.
C) Rushed conversations might lack clarity and details.
D) They encourage effective listening.
16 Communicative English

1.5 Different Styles & Levels of Communication

Communication is a multifaceted process that occurs at various

styles and levels, adapting to different contexts and objectives.
Here are some different styles and levels of communication:
Styles of Communication:
1. Verbal Communication:
• Oral Communication: Involves spoken words and
includes face-to-face conversations, phone calls, and voice
messages.
• Written Communication: Conveys information through
written words, such as emails, letters, reports and memos.
2. Non-Verbal Communication:
• Body Language: Uses gestures, facial expressions, posture
and eye contact to convey emotions and messages.
• Paralanguage: Involves tone of voice, pitch, volume, and
speech rate, which can significantly affect the meaning of
spoken words.
3. Visual Communication:
• Visuals: Utilizes images, charts, graphs, diagrams, and
videos to convey information.
• Presentations: Combines visuals with spoken or written
content to engage and inform an audience effectively.
Introduction to Communicative English 17

4. Digital Communication:
• Email: Common for professional and personal written
communication.
• Social Media: Platforms like Facebook, Twitter,
and Instagram facilitate interactive and multimedia
communication.
• Instant Messaging: Enables real-time text-based
communication, often used for quick exchanges.
5. Interpersonal Communication:
• In-Person: Occurs during face-to-face interactions,
allowing for immediate feedback and personal connection.
• Phone Conversations: Verbal communication over the
phone, which can be formal or informal.
• Video Calls: Combines visual and verbal communication,
bridging distances for remote conversations.
Levels of Communication:
1. Intrapersonal Communication:
• Self-talk and internal dialogue, involving thoughts,
reflections, and personal decision-making.
2. Interpersonal Communication:
• One-on-One: Communication between two individuals,
often characterized by intimacy and direct interaction.
• Small Group: Involves a limited number of participants,
allowing for discussion, collaboration, and exchange of
ideas.
• Large Group: Communication to a larger audience, such
as in lectures, conferences, or public speaking.
3. Organizational Communication:
• Vertical Communication: The flow of information up and
down the organizational hierarchy, ensuring alignment and
coordination.
18 Communicative English

• Horizontal Communication: Occurs between individuals

or departments at the same organizational level, promoting
teamwork and information sharing.
• Diagonal Communication: Cross-functional Communi
-cation that may bypass hierarchical levels for efficiency.
4. Mass Communication:
• Broadcast Media: Utilizes television, radio, and online
streaming to reach a wide, diverse audience.
• Print Media: Uses newspapers, magazines, and printed
materials to disseminate information and news.
5. Cross-Cultural Communication:
• Communication between individuals or groups from
different cultural backgrounds, requiring cultural
sensitivity and understanding.
6. Formal and Informal Communication:
• Formal: Structured and follows established protocols,
often used in professional settings.
• Informal: Casual and relaxed, suitable for personal
conversations and informal gatherings.
7. Transactional Communication:
• Two-way communication involving feedback and
interaction, where participants exchange messages in a
dynamic manner.
• These various styles and levels of communication serve
diverse purposes and adapt to different situations,
enabling effective information exchange, relationship
building, and collaboration in our personal and
professional lives.
Multiple Choice Questions
1. Which style of communication involves spoken words
and includes face-to-face conversations and phone
calls?
A) Visual Communication
Introduction to Communicative English 19

B) Non-Verbal Communication
C) Verbal Communication
D) Digital Communication
2. What type of communication utilizes images, charts,
graphs, and videos to convey information?
A) Non-Verbal Communication
B) Verbal Communication
C) Visual Communication
D) Interpersonal Communication
3. In which level of communication does communication
occur during face-to-face interactions, allowing for
immediate feedback and personal connection?
A) Intrapersonal Communication
B) Organizational Communication
C) Interpersonal Communication
D) Mass Communication
4. Which style of communication may involve email, social
media, and instant messaging for written or text-based
exchanges?
A) Digital Communication
B) Verbal Communication
C) Non-Verbal Communication
D) Visual Communication
5. What is the primary characteristic of informal
communication?
A) It is structured and follows established protocols.
B) It is suitable for personal conversations and informal
gatherings.
C) It involves communication between individuals from
different cultural backgrounds.
D) It is used in formal professional settings.
20 Communicative English

1.6 Interpersonal and Intra Personal Communication

Skills

Interpersonal and intrapersonal communication skills are crucial for

effective interaction and self-awareness. Let’s explore each type of
communication skill:
Interpersonal Communication Skills:
1. Active Listening: Paying full attention to the speaker,
showing empathy and providing verbal and non-verbal
feedback to demonstrate understanding.
2. Verbal Communication: Expressing thoughts and ideas
clearly and articulately, using appropriate language and
tone for the situation.
3. Non-Verbal Communication: Being aware of and using
body language, facial expressions, gestures, and eye contact
to convey messages accurately.
4. Empathy: Understanding and acknowledging
others’ feelings and perspectives, showing compassion and
support.
5. Conflict Resolution: Effectively addressing and
resolving disagreements or conflicts in a constructive and
collaborative manner.
6. Assertiveness: Expressing one’s needs, opinions, and
boundaries confidently and respectfully without being
passive or aggressive.
Introduction to Communicative English 21

7. Effective Questioning: Asking open-ended questions to

encourage discussion and gather information, and asking
clarifying questions to ensure understanding.
8. Feedback Skills: Providing constructive feedback to help
others improve their performance or understanding, using
a balanced and empathetic approach.
9. Adaptability: Adjusting communication style to match
the preferences and needs of different individuals and
situations.
10. Cultural Sensitivity: Being aware of and respecting
cultural differences in communication styles, norms, and
values.
Intrapersonal Communication Skills:
1. Self-Awareness: Understanding one’s thoughts, feelings,
and motivations, leading to better self-control and
emotional intelligence.
2. Self-Reflection: Regularly examining one’s actions,
behaviors, and decisions to gain insights and make personal
improvements.
3. Self-Management: Effectively managing stress, emotions,
and reactions to maintain a healthy and balanced mental
state.
4. Goal Setting: Setting clear and achievable personal and
professional goals, along with planning strategies to achieve
them.
5. Critical Thinking: Analyzing situations, problems, and
decisions objectively, considering various perspectives and
potential outcomes.
6. Decision-Making: Making informed and rational decisions
based on careful analysis and consideration of available
information.
7. Time Management: Efficiently allocating and prioritizing
tasks and activities to maximize productivity and achieve
goals.
22 Communicative English

8. Conflict Resolution (Intrapersonal): Resolving internal

conflicts, such as balancing personal and professional
responsibilities or managing inner conflicts and self-doubt.
9. Mindfulness and Relaxation: Practicing mindfulness
techniques and relaxation methods to reduce stress and
increase mental clarity.
10. Self-Motivation: Maintaining a positive attitude and inner
drive to achieve personal and professional success. Both
interpersonal and intrapersonal communication skills
are essential for building positive relationships, effective
collaboration, and personal growth. Developing these skills
can lead to improved communication with others and a
deeper understanding of oneself.

Add-ons
To improve interpersonal communication skills:
1. Practice active listening and empathy.
2. Be aware of non-verbal cues.
3. Learn conflict resolution and assertiveness.
4. Adapt your communication style.
5. Cultivate cultural sensitivity.
To enhance intrapersonal communication skills:
1. Reflect on thoughts and emotions.
2. Develop emotional intelligence.
3. Set achievable goals.
4. Manage time effectively.
5. Practice critical thinking and stress management.
6. Foster positive self-talk and motivation.
7. Seek feedback for personal growth.
8. Embrace mindfulness for increased self-awareness.
Consistent practice and self-awareness are key to improvement.
Introduction to Communicative English 23

Multiple Choice Questions

1. What does active listening involve in interpersonal
communication?
A) Talking while listening
B) Providing verbal feedback only
C) Paying full attention and demonstrating understanding
D) Interrupting the speaker frequently
2. Which intrapersonal communication skill involves
regularly examining one’s actions, behaviors, and
decisions for personal improvement?
A) Self-awareness
B) Goal setting
C) Time management
D) Self-reflection
3. What is the primary purpose of conflict resolution in
interpersonal communication skills?
A) Avoiding all conflicts
B) Ignoring conflicts to maintain peace
C) Effectively addressing and resolving disagreements
D) Letting conflicts escalate
4. What does cultural sensitivity in interpersonal
communication involve?
A) Ignoring cultural differences
B) Being aware of and respecting cultural differences
C) Promoting cultural clashes
D) Avoiding communication with individuals from
different cultures
5. Which intrapersonal communication skill focuses on
maintaining a positive attitude and inner drive for
personal and professional success?
A) Self-awareness
B) Self-management
24 Communicative English

C) Self-motivation
D) Self-reflection
Activities
Here are some activities that can help individuals understand and
appreciate the importance of communicative English:
 News Article Analysis: Provide participants with English
news articles on global topics. After reading, have group
discussions where they share their insights and opinions,
highlighting the role of English in accessing information
and participating in global discourse.
 Mock Job Interviews: Conduct mock job interviews,
simulating real interview scenarios. Participants take
turns as interviewees and interviewers, emphasizing the
importance of communicative English in the job market.
 Body Language Exercise: Discuss the significance of
nonverbal communication. Show images of people with
different body language and have participants interpret
their feelings or intentions.
 Non-Verbal Communication Exercise: Focus on non-
verbal cues by having participants engage in a conversation
where they can only use gestures, facial expressions and
body language to convey their messages.
rrrr
Introduction to Phonetics 25

MODULE
INTRODUCTION TO
2 PHONETICS

CONTENTS
 Introduction to Phonetics
 Phonetic Transcription
 English Pronunciation
 Pronunciation Guidelines to Consonants and Vowels
 Sounds Mispronounced
 Silent and Non-silent Letters
 Syllables and Structure
 Word Accent
 Stress Shift and Intonation
 Spelling Rules and Words often Misspelt
 Common Errors in Pronunciation

2.1 Introduction to Phonetics

Phonetics deals with the sounds of speech and its physical
properties. Some speakers of English language attract us with their
good command of language. It is their pronunciation that creates
the right kind of impact on the listener. As English is spoken by
people in almost every country, either as their mother tongue or
as their second language, there is no purity of its pronunciation.
No matter how common the incorrect pronunciation is, we need
to strive hard to acquire the correct accent of the language.
Reasons for Incorrect pronunciation:
The purity of English language is lost due to some of the following
reasons:
• Second language: English is pronounced differently by
people from different geographical places, social classes,
at different ages and educational backgrounds. This is
because, they tend to speak English as their mother tongue.
26 Communicative English

• Influenced due to elders: In country, where English is

used as second language, children are influenced by faulty
accents spoken by their elders or teachers, and tend to
follow the same pronunciation.
• Native English speakers: The native English speakers
speak in their own accent which is different from standard
or accepted pronunciation.
• Trying to matchup: Some try to over emphasize the
correctness in pronunciation of sounds to match the
speech of the native speakers and ultimately make the
pronunciation worst.
• Lack of clarity: Clarity in areas other than pronunciation,
such as stress, intonation, pause and rhythmic timing is
important. Otherwise, the pronunciation suffers.
Received Pronunciation (RP):
Languages have different accents. They are pronounced differently
in different parts of the world. As English is spoken worldwide,
as first or second language, it has wide range of variation in
pronunciation and accent. But we need to follow a standard
pronunciation. At present, the accent normally chosen as the
standard for people learning is the English spoken by the people
of South-East England. It is identified by the name Received
Pronunciation (abbreviated as RP).
Now-a-days, it is also referred as BBC pronunciation.
Articulators:
 All the sounds we make when we speak are the result of
muscles contracting and the flow of air.
 The tongue, heart palate, soft palate, pharynx, lower teeth,
upper teeth, lower lip, upper lip, nose, larynx and alveolar
ridge are the parts of mouth used in producing the sounds
when we speak.
 Fig. 2.1 is a diagram of articulators that is used frequently
in the study of phonetics.
Introduction to Phonetics 27

 It is necessary to become familiar with the different

articulators to understand how the sounds of speech are
produced.
 For example, the tongue is in contact with the upper side
front teeth, for sounds such as /t/,/d/,/n/ the tongue
touches the alveolar ridge.

Fig 2.1 – The Articulators

Multiple Choice Questions
1. What is the main focus of phonetics?
A) Grammar and syntax
B) Vocabulary and semantics
C) Sounds of speech and their physical properties
D) Writing and composition
28 Communicative English

2. Which factor can lead to incorrect pronunciation of

English?
A) Having a diverse range of native speakers
B) Following the standard accent of South-East England
C) Lack of clarity in stress and intonation
D) Overemphasis on correct pronunciation
3. What is Received Pronunciation (RP)?
A) A regional accent from South-East England
B) Pronunciation influenced by native English speakers
C) A phonetics study technique
D) The accent spoken by non-native English speakers
4. Which of the following is NOT one of the articulators
used in producing speech sounds?
A) Nose
B) Pharynx
C) Heart palate
D) Vocal cords
5. For which sounds does the tongue typically touch the
alveolar ridge?
A) /s/ and /z/
B) /t/, /d/, and /n/
C) /p/, /b/, and /m/
D) /f/ and /v/
2.2 Phonetic Transcription
Phonetic transcription is a system of symbols used to represent
the sounds of spoken language. It’s valuable for studying
pronunciation, language learning, and linguistic research. The
International Phonetic Alphabet (IPA) is a widely used standard
for this purpose, with symbols representing speech sounds. It
can be narrow (detailed) or broad (general), and it may include
diacritics for specific phonetic features. Phonetic transcription
is helpful for language learners and linguists to understand and
analyze pronunciation.
Introduction to Phonetics 29

2.3 English Pronunciation

English pronunciation refers to the way spoken English sounds.
It encompasses the articulation of individual sounds (phonemes),
stress patterns, intonation, and rhythm. English pronunciation can
vary significantly among different English dialects and accents.
English Sounds:
English sounds, also known as phonemes, are the distinct speech
sounds that make up the English language. These sounds can be
categorized into two main groups: consonant sounds and vowel
sounds. English pronunciation relies on the precise articulation
and combination of these sounds to convey meaning. Here’s an
overview of English sounds:
Consonant Sounds: Consonants are speech sounds produced
by partially or completely blocking the airflow in the vocal tract.
English has a variety of consonant sounds, including:
1. Voiceless Stops: Sounds produced by fully blocking and
then releasing the airflow without vocal cord vibration.
Examples include /p/ (as in “pat”), /t/ (as in “top”), and /k/
(as in “cat”).
2. Voiced Stops: Similar to voiceless stops, but with vocal cord
vibration. Examples include /b/ (as in “bat”), /d/ (as in
“dog”), and /g/ (as in “go”).
3. Fricatives: Sounds produced by narrowing the airflow,
creating friction. Examples include /f/ (as in “fish”), /s/ (as
in “snake”), and /v/ (as in “very”).
4. Voiced and Voiceless Th: The “th” sounds in English are
somewhat unique and are represented by /θ/ (as in “think”)
for the voiceless sound and /ð/ (as in “this”) for the voiced
sound.
5. Nasal Consonants: These sounds are produced by allowing
air to flow through the nasal passages while blocking the
30 Communicative English

oral cavity. Examples include /m/ (as in “man”), /n/ (as in

“net”), and /ŋ/ (as in “sing”).
6. Liquids: Liquids involve a partial blockage of airflow but
without the same friction as fricatives. English has two
liquid sounds: /l/ (as in “lip”) and /r/ (as in “run”).
7. Glides: Glides are also known as semi-vowels and include
/j/ (as in “yes”) and /w/ (as in “well”).
Vowel Sounds: Vowels are speech sounds produced with an
open vocal tract, and English has a relatively large number of
vowel sounds. Some common vowel sounds in English include:
1. Short Vowels: These are usually shorter in duration and
include /æ/ (as in “cat”), /ɛ/ (as in “bed”), /ɪ/ (as in “sit”),
/ɒ/ (as in “hot”), and /ʌ/ (as in “cup”).
2. Long Vowels: These are generally longer in duration and
include /eɪ/ (as in “say”), /i/ (as in “see”), /əʊ/ (as in “go”),
/uː/ (as in “blue”), and /ɑː/ (as in “car”).
3. Diphthongs: Diphthongs are combinations of two vowel
sounds within the same syllable, such as /aɪ/ (as in “ride”),
/ɔɪ/ (as in “boy”), and /aʊ/ (as in “house”).
Multiple Choice Questions
1. What are the two main categories of English sounds?
A) Nouns and verbs
B) Consonant sounds and vowel sounds
C) Stress patterns and intonation
D) Syllables and phonemes
2. Which of the following is an example of a voiceless stop
consonant sound in English?
A) /b/ (as in “bat”)
B) /d/ (as in “dog”)
C) /p/ (as in “pat”)
D) /v/ (as in “very”)
Introduction to Phonetics 31

3. What makes English “th” sounds unique in phonetics?

A) They are voiced fricatives.
B) They are nasal consonants.
C) They involve glides.
D) They are liquids.
4. Which category of English sounds is produced with an
open vocal tract?
A) Consonant sounds
B) Long vowels
C) Short vowels
D) Diphthongs
5. What are diphthongs in English pronunciation?
A) Single vowel sounds
B) Combinations of consonants and vowels
C) Combinations of two vowel sounds within the same
syllable
D) Stress patterns in words
2.4 Pronunciation guidelines for consonants and
vowels
Pronunciation guidelines for consonants and vowels in English
can be helpful for learners and individuals looking to improve
their pronunciation. Here are some general guidelines for both
consonants and vowels:
The following table provides a simplified overview of some
common English sounds. The IPA symbols represent the sounds,
and the examples show words that contain these sounds. English
pronunciation can vary by accent and dialect, so this table
captures a general overview of sounds found in standard English.
32 Communicative English

Sound Category Example Words IPA Symbol

Consonant Sounds
Voiceless Stops pat, top, cat /p, t, k/
Voiced Stops bat, dog, go /b, d, g/
Fricatives fish, snake, very /f, s, v/
Voiceless Th think, math /θ/
Voiced Th this, mother /ð/
Nasal Consonants man, net, sing /m, n, ŋ/
Liquids lip, run /l, r/
Glides (Semi-vowels) yes, well /j, w/
Vowel Sounds
Short Vowels cat, bed, sit /æ, ɛ, ɪ/
Long Vowels say, see, go /eɪ, i, əʊ/
Diphthongs ride, boy, house /aɪ, ɔɪ, aʊ/
Schwa about, taken, banana /ə/
R-Colored Vowels car, bird, her /ɑː, ɜː, ɝː/

Multiple Choice Questions

1. Which category of English sounds includes words like
“pat,” “top,” and “cat”?
A) Long vowels
B) Voiced stops
C) Voiceless stops
D) Fricatives
2. What is the IPA symbol for the voiced “th” sound found
in words like “this” and “mother”?
A) /θ/
B) /ʊ/
C) /ð/
D) /s/
Introduction to Phonetics 33

3. Which category of English sounds is produced by

allowing air to flow through the nasal passages while
blocking the oral cavity?
A) Voiceless stops
B) Liquids
C) Nasal consonants
D) Glides
4. What is the IPA symbol for the schwa sound, as in the
word “banana”?
A) /ʊ/
B) /ɛ/
C) /ə/
D) /æ/
5. Which category of English sounds is represented by the
IPA symbols /aɪ/, /ɔɪ/, and /aʊ/?
A) Diphthongs
B) Long vowels
C) Voiceless th
D) Schwa
2.5 Sounds Mispronounced
Every language is made of sounds. Non-native English language
learner uses certain sounds incorrectly. English pronunciation,
when mispronounced, may lead to:
• Laughter
• Listener walking out in anger
• Offence and misunderstanding by the listener.
To make the best possible impression with one’s English language
pronunciation skills, it is extremely important that one masters
some of the trickier sounds of English that cause non-natives to
struggle.
“A person who never made a mistake never tried anything
new” Albert Einstein.
34 Communicative English

The following sounds cause pronunciation mistake for non-native

English language learners:
• ‘th’ sounds→ /θ/ and /ð/
Example: /θ/ → thing, thin, thunder
/ ð / → the, this, that
• /a/ schwa
The vowel /ə/ known, phonetically ‘schwa’ or the ‘mid - central
vowel’ poses problems for English language learners. Schwa
sound, which is an unaccented word, is mispronounced by
replacing it with the accented version of the written vowel.
Example: The word ‘Apply’ is pronounced as / æplaɪ / instead
of / əplaɪ/.
• Non-natives confuse themselves while pronouncing the
fricative (air escapes through a narrow passage and makes
a hissing or buzzing sound) sounds like-/f/,/s/ and/z/.
Example: eyes- /aɪz/, ice- /aɪs /, his-/hɪz/, hiss-/hɪs/,
sheep/ʃiːp/, seep-/siːp/, ease-/iːz/, see-/siː/ , she-/ʃi:/.
• Non native speakers are unaware of the difference between
/v/ and /w/. The sound /w/ is pronounced by rounding
the lips and the sound /v/ is pronounced by touching the
upper teeth to the lower lip.
Example: verse - /vɜːs/ , while - /waɪl/ , vile - /vaɪl/ , west
- /west/ , vest - /vest/ , weak/wiːk/ , violet - /vaɪɵlɪt/.
• The sound /f/ is wrongly pronounced as /p^ 2 / by the
English language learners.
Example: fan is pronounced as/plan/.
• The sound /v/ is wrongly pronounced as /b^ e /
Note: The symbol C^ represent aspiration [Aspiration].
2.6 Silent and Non-silent Letters
SILENT LETTERS
• In the alphabetic writing system, some words consist of
letters that do not correspond to any sound in the word’s
pronunciation.
Introduction to Phonetics 35

• Such letters, that are not pronounced in words, even though

they exist in the spelling, are known as silent letters.
• Silent letters cause difficulties for both native speakers and
English learners, as they make the spelling of a particular
word different from its pronunciation.
Table below shows the silent letters(s) in the respective word(s):
Words containing the letter(s) in
Letter(s)
silent form
romantically, musically, logically, artis-
a
tically
‘b’ when it follows comb, tomb, crumb, climb, dumb,
letter ‘m’ or before plumber, thumb, lamb subtle, debt,
letter’t’ doubt
muscle, scissors, fascinate, scene, sce-
‘c’ after letter ‘s’
nario
ch yacht
Wednesday, handsome, sandwich,
‘d’
handkerchief bridge, edge, knowledge
rope, taste, come, breathe, clue, name,
‘e’ - end of the word
hate
‘g’ before ‘n’ sign, campaign, champagne, reign
‘gh’ after a vowel thought, high, light, daughter, bright,
sound dough, straight , sight
‘h’ at a start of some
words or when it why, what , when, whistle, honest ,
follows letter ‘w’ or hour, choir, echo, ghost, rhythm, rhyme
‘c’ or ‘g’ or ‘r’
I business, parliament
‘k’ when it is placed knot, knife, know, knight, knee, knock,
before ‘n’ knead, knowledge
‘l’ when place before
the letter could, should, half, calf, salmon, calm,
walk, talk, yolk, chalk, folk
‘d’ or ‘f’ or ‘m’ or ‘k’
36 Communicative English

m mnemonic
‘n’ when placed net to damn, autumn, hymn, column, con-
letter ‘m’ demn, solemn
o colonel, amoeba, chocolate
coup, psychology, pneumonia, cup-
p
board, receipt
r form, short, fort, government
s island, isle, debris, bourgeois
listen, castle, soften, fasten, whistle,
t
gourmet, rapport, christmas
th asthma, isthmus
‘u’ when placed after
the letter guitar, guilty, tongue, guard, colleague,
guess, guide
‘g’
wrong, wrist, write, wrap, who, whole,
w
two, sword, answer
faux pas[a word of french origin, which
x
means social mistake], bordeaux, sioux
rendezvous[ french origin word, which
z means, ‘meet at an agreed time and
place’]

NON-SILENT LETTERS
Modern day English is 40% phonemic and 60% non-phonemic.
Only same words are spelled as we pronounce them. Majority of
the English words are spelled differently from its pronunciation
as they contain some silent letters. This creates a barrier in the
process of pronunciation. Due to the presence of silent letters in
numerous words, we wrongly choose not to pronounce a letter in
a particular word, which should otherwise be pronounced, for the
word to have an appropriate pronunciation. Words like “resume”
and “epitome” are wrongly pronounced as /rɪzju:m/ and /ɪpɪtəm
Introduction to Phonetics 37

/; whereas the correct pronunciations are /rezju:meɪ/ and /

ɪpɪtəmi/ respectively. Even words such as recipe, catastrophe,
apostrophe, acne, acme, posse, syncope, vigilante and many more
are wrongly pronounced by silencing the letter ‘e’ at the end of
the word.
The correct pronunciation of these words are:
• Recipe -/resɪpi /
• Apostrophe - / əpɒstrəfɪ /
• Acne - / ækni /
• Acme - / ækmi /
• Posse - / pɒsi /
• Syncope - / sɪŋkəpi /
• Vigilante - / vɪdʒɪlængti /
The word HOUYHNHNM is pronounced either “hoo-in-um” or “
hwin-um”. IPA → / hu:ɪnəm /. A houyhnhnm is one member of a
fictional race of intelligent and ethical horses who rule the yahoos,
a race of degraded , brutish creatures having human form, that
appear in Jonathan Swift’s Gulliver’s Travels.
Multiple Choice Questions
1. What potential consequences can mispronunciation of
English sounds lead to for non-native speakers?
A) Improved communication
B) Increased understanding by listeners
C) Laughter, anger, and offense by listeners
D) Native-like fluency
2. Which of the following English sounds is often mis-
pronounced by non-native speakers and represented
by the IPA symbols /θ/ and /ð/?
A) Fricatives
B) Vowels
C) Nasal consonants
D) Glides
38 Communicative English

3. The schwa sound, represented by /ə/, is commonly

mispronounced by non-native English speakers. What
is unique about this sound?
A) It is always accented.
B) It is a nasal sound.
C) It is an unaccented, central vowel.
D) It is a voiced fricative.
4. Which pair of English sounds is frequently confused
by nonnative speakers, with one sound involving lip
rounding and the other involving upper teeth touching
the lower lip?
A) /s/ and /ʃ/
B) /v/ and /w/
C) /θ/ and /ð/
D) /f/ and /p/
5. Silent letters in English words can pose pronunciation
challenges. Which word contains a silent letter “b” in
standard pronunciation?
A) Comb
B) Muscle
C) Yacht
D) Wednesday
2.7 Syllables and Structure
A Syllable is a basic unit of pronunciation that consists of an
uninterrupted sound that can be used to make up words.It means
a syllable is a unit of a word having one vowel sound. The number
of vowel sounds in a word decides the number of syllables.So a
word has as many syllables as there are vowel sounds.
For example:Word ‘syllable’ is divided into three parts: /sɪl.ə.bəl/.
Here three vowel sounds can be found: /ɪ/, /ə/, /ə/. Hence there
are three syllables in the word ‘syllable’.
Introduction to Phonetics 39

Types of syllables
The number of vowel sounds in a word indicates the number of
syllables. Based on the number of syllables available in a word,
syllables can be categorized as
1. Monosyllable: A word consisting of only one syllable.
Ex: Eye -/ʌɪ/

Train -/treɪn/

Cold -/kəʊld/

Text -/tɛkst/
2. Disyllable: It is a linguistic form or word consisting of two
syllables.
Ex: la-dies - ladies
beg-gar - beggar
ce-real - cereal
fin-ger - finger
3. Polysyllable: It is a word consisting more than two
syllables.
Ex: dic-tion-ary - dictionary
re-la-tion - relation
a-li-en - alien
de-pen-da-bi-li-ty - dependability
cre-a-tion - creation
Syllabic Structure
While denoting the syllabic structure of a word, ‘C’ is used for
consonant sound and ‘V’ is used for vowel sound.
40 Communicative English

Ex: hope CVC /həʊp/

meet CVC /miːt/

enter VC-CVC /ˈɛntə/

syllable CVC-V-CVC /ˈsɪləb(ə)l/

texts CV-CCCC /tɛkst/

at VC /at,ət/

pie CV /pʌɪ/

address V-CCVC /əˈdrɛs/

ability V-CV-CV-CV /əˈbɪlɪti/

bear CVC /bɛː/

advocate VC-CV-CVC /ˈadvəkət/

college CV-CVC /ˈkɒlɪdʒ/

spray CCCV /spreɪ/

Multiple Choice Questions

1. How is the number of syllables in a word determined?
A) By counting the number of consonant sounds
B) By counting the number of vowels and consonants
C) By counting the number of vowel sounds
D) By counting the number of letters in the word
2. Which of the following words is an example of a
disyllable?
A) Syllable
B) Creation
C) Eye
D) Relation
Introduction to Phonetics 41

3. What type of word consists of more than two syllables?

A) Monosyllable
B) Disyllable
C) Polysyllable
D) Trisyllable
4. In the syllabic structure of a word, what does ‘C’
represent?
A) Consonant sound
B) Vowel sound
C) Number of letters
D) Accentuation
5. What is the syllabic structure of the word “advocate”?
A) CVC-V-CVC
B) VC-CVC
C) V-CV-CV-CV
D) VC-CV-CVC
2.8 Word Accent
• When we speak English, our words should not sound flat,
monotone and boring. There should be a rhythm (intonation
and raised pitch) to English sentences. This phenomenon is
called Word Accent or Word Stress.
• The word Accent comes from the Latin word Accentus,
which means the intonation of singing. In linguistic,
stress or accent is a relative emphasis or prominence
given to a certain syllable in a word or to a certain word in
a phrase or sentence.
Note: A syllable is a unit of pronunciation that has one vowel
sound. A word might have one syllable (an, can, a) or more (po-
lice, com-pany, ne-ce-ssa-ry).
• The emphasis in a word is caused by increased loudness,
increased vowel length, full articulation of the vowel and
changes in pitch. The particular syllable in a word, which is
emphasized, is called stressed syllable.
42 Communicative English

• It should be noted that only the vowel sound in the stressed

syllable is emphasized and not the consonant sound.
• I short, the vowels in the stressed or accented syllable
will sound higher in pitch, longer in duration and generally
a little louder than the under stressed or unaccented
syllables.
• There is only one stress or one syllable in a word which is
pronounced more strongly.
• In phonetic transcription, a dot (.) is used to divide the
word into syllables and an apostrophe or a vertical line
(‘) is used to symbolize stressed syllable, in accordance
with the current recommendations of the International
Phonetic Association. However, a dot (.) is not used where
a stress mark (‘) occurs, as it implicitly indicates the syllable
division.
For Example: *The word ‘Pronouncing’ is transcribed as /
prƏ’naƱnt.sIŋ/ as per the ‘English Pronouncing Dictionary’.
It means the word ‘pronouncing’ is divided into three
syllable /prƏ/, /naƱnt/ and /sIŋ/ and the stressed syllable
is /naƱnt/.
*Become = /bI’kɅm/ - stressed syllable = ‘come’
*Familiarize = /fƏ’mIl.IƏraIz / - stressed syllable = ‘mil’.
• If a word has only one syllable, then the stress mark (‘)
is not put before the word, as it is implicit that the word
should not be stressed. The schwa sound /Ə / sound is the
only vowel in English language that cannot be stressed.
Rules for word accent:
The rules that follow can give us an idea of how certain words in
English are stressed. But do not rely on them completely because
there are many exceptions to the rule. It is better to feel the music
of the language and add the word stress naturally.
Note: In all the transcriptions given below, the dot mark (.)
shows the syllable division and the apostrophe mark (‘) shows
the stressed syllable.
Introduction to Phonetics 43

1. Word stress rules for two – syllable words:

In a two – syllable word, the stress is put on that syllable –
a) Which has long vowel sound-long vowels are indicated
with colon mark (:); or
b) Which has a diphthong – except /ƏƱ/; or
c) Which has a consonant cluster – two or more consonant
sounds together; or
d) Which does not have the short vowel sounds in it, such
as /i/, or /I/ or /Ə/.
Note: One should never stress the syllable having the vowel
/Ə/ schwa sound.
Table showing word stress examples for two-syllable words-
WORD PARTS TRANSC STRESSED REASON
OF RIPTION SYLLABLE
SPEECH
addict verb /Ə’dIkt/ Second Consonant cluster
syllable /kt/ in the second
syllable.
advise verb /Əd’vaIz/ Second Diphthong /aI/ in
syllable the second
syllable.
attract verb /Ə’trӕkt/ Second Consonant cluster
syllable /kt/ in the second
syllable.
award verb /ǝ’wƆːd/ Second Long vowel /Ɔː/ in
syllable the second syllable.
mislead verb /mIs’liːd/ Second Long vowel /iː/ in
syllable the second
syllable.
enter verb /’en.tǝr/ First syl- Schwa /ǝ/ in the
lable second syllable.
bully verb /’bƱl.i/ First syl- Short vowel/i/ in
lable the second
syllable.
44 Communicative English

address noun /ǝ’dres/ Second Only schwa /ǝ/ in

syllable the first syllable.
money noun /’mɅn.I/ First syl- Short vowel /I/ in
lable the second
syllable.
product noun /’prɒd. First syl- Schwa /ǝ / in the
ǝkt/ lable second syllable and
consonant cluster /
pr/ in first syllable.
shampoo noun /ʃӕ.m’puː/ Second Long vowel /uː/ in
and syllable the second
adverb syllable.
abroad adverb /ǝ’brƆːd/ Second Only schwa /ǝ/ in
syllable the first syllable.
absent adjec- /’ӕb.sǝnt/ First syl- Schwa /ǝ/ in the
tive lable second syllable.
absent verb /ӕb’sent/ Second Consonant cluster
syllable /nt/ in the second
syllable.
above prepo- /ǝ’bɅv/ Second Only schwa /ǝ/ in
sition syllable the first syllable.
because con- /bI’kɒz/ Second Short vowel /I/ in
junc- syllable the first syllable.
tion

2. Word stress rules for three or more syllable words:

a) In three syllable words that end with -er or -ly, the main
stress falls on the first syllable. Example: orderly- /’Ɔː.
dǝli/ manager - /’ma.nI.dƷǝ/
Exception :There are some words that do not obey the
above rule ; such as the word correctly- /kǝ’rekt.li/.
b) Words that end with -it is, -ium, -ator ,-ic, -sion, tion,
-ian, -osis, -ish, -ics and -ial have the main stress on the
penultimate syllable (last but one).
Introduction to Phonetics 45

Below are someexamples of the following rule:

Bronchitis - /brɒŋ’kaI.tIs/
Paramecium - /pӕr.ǝ’miː.ʃi.ǝm/
Dictator - /dIk’tǝI.tǝr/
Photographic. - /fǝƱ.tǝ’grӕf.Ic/
Commission - /kǝ’mIʃ.ǝn/
Creation - /kri’eI.ʃǝn/
Electrician - /el.Ik’trIʃ.ǝn/
Diagnosis - /daIǝg’nǝƱ.sIs/
Accomplish. - /ǝ’kɅm.plIʃ/
Pediatrics - /piː.di’ӕt.rIks/
Differential - /dIfǝ’rǝn.tʃǝl/
Below are some exceptions for the following rule:
Navigator - /’nӕv.I.geI.tǝr/
Operator - /’ɒp.ǝreI.tǝr/
Impoverish - /Im’pɒv.ǝr.Iʃ/
Television - /’tel.I.vI.Ʒǝn/
c) Words that end with -cy, -ty, -phy, -gy, -ate, -fy, ize (-ise), -ute,
-ical and -ve, have the main stress on the ante penultimate
syllable (third from the end).
Below are some examples for the following rule:
Democracy - /dI’mɒk.rǝ.si/
Dependability - /dI.pen.dǝ’bIl.ǝ.ti/
Photography - /fǝ’tɒg.rǝ.fi/
Geology - /dƷi’ɒl.ǝ.dƷi/
Animate - /’ӕn.I.mǝt/
Amplify - /’ӕm.plI.faI/
Familiarize - /fǝ’mIl.i.raIz/
Persecute - /’pɜː.sI.kjuːt/
Technological - /tek.nǝ’lɒdƷ.I.kǝl/
Distributive - /dI’strIb.jǝ.tIv/
46 Communicative English

Below are some exceptions for the following rule:

Redistribute - /rI.dIstrIb.yut/
Dehydrate - /di’haI.dreIt/
d) Words that end with -ade, -ee, -eer, -ese, -ette, -que, -oon,
-esce, -isce and -ain have the main stress on the last syllable
(suffix). Below are some examples for the following rule:
Accolade - /ӕk.ǝ’leId/
Guarantee - /gӕr.ǝn’tiː/
Engineer - /en.dƷI’nIǝ/
Japanese - /dƷӕp.ǝn’iːz/
Cigarette - /sIg.ǝr’et/
Micro technique - /maI.krǝƱ.tek’niːk/
Afternoon - /aːf.tǝ’nuːn/
Coalesce - /kǝ.Ʊǝ’les/
Reminisce - /rem.I’nIs/
Entertain - /en.tǝ’teIn/
The exception for the following rule is:

Committee - /kǝ’mIt.i/
e) Compound noun (noun made of two or more words) will
have the main stress on the first word.
Below are some examples for the following rule:

Foot + ball = football = /’fƱt.bƆːl/
Any + thing = anything = /’e.nI.ϴIŋ/
Out + put = output = /’aƱt.pƱt/
f) Compound adjective and verb (adjective and verb made of
two or more words) will have the main stress on the second
word. Examples are as shown below:
Adjective: old + fashioned = old-fashioned =/ǝƱld’fӕ.ʃǝnd/
Verb: under + stand = understand = /Ʌn.dǝ’stӕnd/
Introduction to Phonetics 47

g) Nouns ending with -gamy, -gamist, -grapher. -logist, -lysis,

-meter, -pathy, -scopy and -tomy have the main stress on
the syllable immediately preceding the suffix. Below are
some examples for the following rule:
Monogamy - /mǝ’nɒ.gǝ.mi/
Bigamist - /’bI.gǝ.mIst/
Photographer - /fǝ’tɒ.grǝ.fǝ/
Geologist - /dƷI’ɒl.ǝ.dƷIst/
Cytolysis - /sɅI’tɒ.lI.sIs/
Thermometer - /ϴǝ’mɒ.mI.tǝ/
Naturopathy - /neI.tʃǝ’rɒ.pǝ.ϴi/
Microscopy - /maI’krɒs.kǝ.pI/
Mastectomy - /mӕ’stek.tǝ.mi/
h) Suffixes (-s, -es, -ed, -ing, -able, -age, -al, -en, -er, ful, -hood,
-ish, -less, -ly,-ment, -ness, -ship, -wise, -y) and prefixes (a-,
be-, dis-, en-, fore-, in-, un-) do not affect the position of the
stress. Below are some examples for the following rule:
Remark /rI’mark/ - remarkable /rI’maː.kǝ.bǝl/
Begin /bI’gIn/ - beginning /bI’gIn.Iŋ/
Rich /rItʃ/ - enrich /en’rItʃ/
i) When the prefix anti- or pre- is used, the stress falls on the
syllable next to the prefix. Below are some examples for
the following rule:
Antiwar - /ӕn.tiː’wƆː/
Prejudge - /priː’dƷɅdƷ/
Multiple Choice Questions
1. What is word accent or word stress in English?
A) The way words are pronounced in a monotone manner
B) The relative emphasis or prominence given to a certain
syllable in a word
C) The rhythm and intonation of a sentence
D) The pronunciation of consonants in stressed syllables
48 Communicative English

2. What is the primary factor that determines the stressed

syllable in a word?
A) The consonant sound in the syllable
B) The length of the word
C) The presence of consonant clusters
D) The vowel sound in the syllable
3. Which type of vowel sound is never stressed in English?
A) Long vowels
B) Short vowels
C) Schwa sound
D) Diphthongs
4. In the word “photography,” where is the main stress
placed according to the rules?
A) First syllable
B) Second syllable
C) Third syllable
D) Last syllable
5. What is the general rule for word stress in compound
nouns in English?
A) The main stress is on the first word.
B) The main stress is on the last word.
C) The main stress is on the middle word.
D) The main stress is evenly distributed across all words.
2.9 Stress Shift and Intonation
• There are any two – syllable words in English, whose
meaning and class changes with change in stress.
• For example – A two – syllable word pre-sent, is stressed
on the first syllable (pre) is a noun(meaning – gift) or an
adjective (meaning – existing). But if the stress is shifted to
the second syllable (sent), it becomes a verb (meaning – to
give something formally).
Introduction to Phonetics 49

Noun/Adjective Verb
Suspect - /’sɅs.pekt/ Suspect - /sǝs’pekt/
Progress - /’prǝƱ.gres/ Progress - /prǝƱ’gres/
Present - /’pre.zǝnt/ Present - /prI’zent/
Absent - /’ӕb.sǝnt/ Absent - /ӕb’sent/
Combat - /kɒm.bӕt/ Combat - /kǝm’bӕt/
Escort - /’es.kƆːt/ Escort - /I’skƆːt/
Import - /Im.pƆːt/ Import - /Im’pƆːt/
Export - /’ek.spƆːt/ Export - /ek’spƆːt/

Table showing examples for stress–shift.

• Exceptions to this rule are:
Respect - /rI’spekt/
Address - /ǝ’dres/
Shampoo - /ʃӕm’puː/
Have a stress, on the second syllable, when they are used both as
a noun and a verb.

2.10 Spelling Rules and Words often Misspelt

Spelling
 Spellings are originated as transcriptions of the sounds of
spoken language according to the alphabetic principle.
 Though spelling is often perceived as an indicator of
intelligence and literacy in traditional elementary education,
it cannot be considered as reflection of intelligence in
modern times.
 Learning to spell is never ending process. It helps English
learners to avoid confusion and to get good understanding
and impression in communication.
50 Communicative English

Spelling Rules
2. Every word has at least one vowel syllable.
Ex: cat, boy
3. Every syllable has one vowel sound.
Ex: cat /kæt/ CVC
4. If ‘c’ is followed by the letters ‘e’, ‘r’ or ‘y’, c will sound as
/s/ otherwise ‘c’ will sound as /k/.
Ex: cinema ‘c’ sounds as /s/
central cycle
cat ‘c’ sounds as /k/ clip
5. ‘G’ sounds /g/ when it is followed by the letters ‘e’, ‘r’, ‘y’.
Ex: gentleman ‘g’ sounds as ‘j’= /dʒ/
giraffe
gym
gun ‘g’ sounds as /g/ gang green
6. ‘Q’ is always followed by ‘u’.
Ex: queen quality
7. Double the consonants ‘f’, ‘l’ and ‘s’ at the end of one
syllable word has just one vowel.
Ex: stiff spell pass
8. If any word ends with ‘e’, ‘e’ is not pronounced.
Ex: site /saɪt/
mate /meɪt/
9. If a word ends with ‘ck’, it sounds as /k/.
Ex: back /bæk/
10. The first letter of all proper nouns should be written in
uppercase.
Ex: Linshika,
Pavagada.
11. Words do not end with ‘v’ or ‘j’.
Words often Misspelt
Introduction to Phonetics 51

 Commonly misspelt words are the words that are often

unintentionally misspelt in general writing.
 Officially spellings also vary by country or region.
 Spellings of many words in English are difficult as most of
them are either mispronounced or are not pronounced as
they are spelt.
A List of Commonly misspelt words:
• absence – absense, absentse, abcense,
absance.
• acceptable – acceptible.
• accidentally/accidently – accidentaly.
• accommodate – accomodate, acommodate.
• achieve – acheive.
• acknowledge – acknowlege, aknowledge.
• acquaintance – acquaintence, aquaintance.
• acquire – aquire, adquire.
• chief – cheif
• colleague – collaegue, collegue
• column – colum
• coming – coming
• committed – commited, comitted
• comparison – comparsion
• concede – conceed
• congratulate – congradulat
• embarrass – embarass
• exceed – excede
• exhilarate – exilerate
• existence – existance
• experience – experiance
• ignorance – ignorence
• imitate – immitate
52 Communicative English

• immediately – imediately
• indict – indite
• independent – independant
• indispensable – indispensible
• parliament – parliment
• pastime – passtime, pasttime
• perceive – percieve
• perseverance – perseverence
• personnel – personell, personel
• plagiarize – plagerize
• reference – referance, refrence
• relevant – relevent, revelant
• religious – religous, religius
• repetition – repitition
• restaurant – restarant, restaraunt
• rhyme – rime
• tyranny – tyrany
• underrate – underate
• until – untill
• upholstery – upholstery
2.11 Common Errors in Pronunciation
 English has been called one of the most difficult languages
to learn.
 One of the most common mistakes among new English
learners involves pronunciation.
 Mispronunciation can result from a poor grasp of phonics,
unusual spellings, guess work, vagueness and ineptness
of the language, misunderstanding of words and phrases,
and confusing letter sounds or combinations for non-native
speakers.
 The following table illustrates some of the words that are
often mispronounced in English language:
Introduction to Phonetics 53

Words Wrong Pronunciation Correct Pronunciation

Accept /ǝssept/ /ǝksept/

Access /ӕsses/ /ӕkses/

Ask /aːks/ /aːsk/

Asthma /ӕsϴmǝ/ /ӕsmǝ/

Athlete /ӕϴlete/ /ӕϴliːt/

Banquet /bӕŋkwet/ /bӕŋkwIt/

Barbiturate /baːbitǝrǝt/ /baːbitʃǝrǝt/

Bats /bӕtz/ /bӕts/

Bear /beer/ /beǝr/

Bowl /bƆːl/ /bǝƱl/

Breakfast /brekfaːst/ /brekfǝst/

Brochure /brǝƱzǝr/ /brǝƱʃǝr/

Bury /bɅri/ /beri/

Buses /bǝsez/ /bɅsIz/

Cacophony /kaƱkɒfǝni/ /kǝkɒfǝni/

Called /kƆːlld/ /kƆːld/

Candidate /kӕnnIdIdǝt/ /kӕndIdǝt/

Cavalry /kӕlvǝri/ /kӕvǝlri/

Cemented /sImented/ /sImentId/

54 Communicative English

Words Wrong Pronunciation Correct Pronunciation

Checked /tʃekd/ /tʃekt/

Clothes /klǝƱðs/ /klǝƱðz/

Colleagues /kɒliːgs/ /kɒliːgz/

Comb /kǝƱmb/ /kǝƱm/

Dais /daːis/ /deIs/

Data /daːtǝ/ /deItǝ/

Debris /deIbres/ /deIbrIː/

Demon /dӕmǝn/ /diːmǝn/

Dengue /deŋgƱǝ/ /neŋgi/

Diagonal /daIgƆːnl/ /daIӕgǝnl/

Dialogue /daIǝlɒgu/ /daIǝlɒg/

Diary /dǝjǝriː/ /daIǝri/

Discretion /dIskriːʃǝn/ /dIskreʃǝn/

Drummer /drɅmmǝr/ /drɅmǝ/

Looked /lƱkǝd/ /lƱkt/

Loved /lǝvt/ /lɅvd/

Luggage /lɅggeIdƷ/ /lɅgIdƷ/

Masonry /mǝIsǝnǝri/ /mǝIsǝnri/

Miniature /mIneItʃǝr/ /mInItʃǝ/

Introduction to Phonetics 55

Words Wrong Pronunciation Correct Pronunciation

Monk /mƆIŋk/ mɅŋk/

Monophthong /mɒnǝpϴɒŋ/ /mɒnǝfϴɒŋ/

Nuptial /nɅptʃǝl/ /nɅpʃǝl/

Overhauling /ǝƱvǝƆːlIŋ/ /ǝƱvǝhƆːlIŋ/

Packed /pӕkd/ /pӕkt/

Peoples /piːpls/ /piːplz/

Picked /pIkd/ /pIkt/

Pizza /piːzzaː/ /piːtsǝ/

Place /pleIs/ /pleIz/

Poem /pǝjem/ /pǝƱIm/

Poignant /pƆIgnǝnt/ /pƆInjǝnt/

Prescription /pǝrskrIpʃen/ /prIskrIpʃen/

Probably /prɒbli/ /prɒbǝbli/

Pushed /pƱʃǝd/ /pƱʃt/

Queue /kjuju/ /kjuː/

Roses /rǝƱzIs/ /rǝƱzIz/

Rough /rɅgf/ /rɅf/

Rushes /rǝʃIz/ /rɅʃIz/

Stammer /stӕmmǝr/ /stӕmǝ/

56 Communicative English

Words Wrong Pronunciation Correct Pronunciation

Subtract /sǝbstrӕkt/ /sǝbtrӕkt/

Talk /tƆːlk/ /tƆːk/

Three /ϴǝriː/ /ϴriː/

Tomb /tƆːmb/ /tƱːm/

Train /tǝreIn/ /treIn/

Utmost /ɅpmǝƱst/ /ɅtmǝƱst/

Verbiage /vɜːbeIdƷ/ /vɜːbIIdƷ/

Violin /vƆIlIn/ /vaIǝlIn/

Walk /wƆːlk/ /wƆːk/

Wednesday /wenesdeI/ /wenzdeI/

Womb /wuːmb/ /wuːm/

Worked /wɜːkǝd/ /wɜːkt/

Zoology /zuːledƷi/ /zǝƱɒledƷi/

Multiple choice Questions

1. What is one of the most common mistakes among new
English learners related to pronunciation?
A) Vocabulary usage
B) Punctuation errors
C) Misuse of prepositions
D) Mispronunciation
2. Which word is often mispronounced as /aksess/
instead of /akses/?
Introduction to Phonetics 57

A) Ask
B) Athlete
C) Access
D) Asthma
3. How is the word “brochure” often mispronounced?
A) /bruːʃər/
B) /broʊˈʃjʊər/
C) /brəˈʃʊr/
D) /brɒˈʃʊər/
4. Which of the following words is not a commonly
misspelled word?
A) February
B) Exaggerate
C) Accommodate
D) Knowledge
5. Which letter is sometimes pronounced as /j/ when
followed by the letters ‘e,’ ‘r,’ or ‘y’?
A) B
B) C
C) G
D) D
6. What is the correct pronunciation of the word “library”?
A) /laɪˈbrɛri/
B) /lɪˈbraɪri/
C) /ˈlaɪbrəri/
D) /ˈlɪbrəri/
7. How is the word “debris” correctly pronounced?
A) /ˈdeɪbris/
B) /dɪˈbraɪ/
C) /dəˈbriː/
D) /deɪˈbriː/
58 Communicative English

8. Which of the following words is often mispronounced

as /exsperience/ instead of /ɪkˈspɪəriəns/?
A) Government
B) Achievement
C) Experience
D) Restaurant
9. What is the correct pronunciation of the word “genre”?
A) /ˈdʒenrə/
B) /ˈdʒɑnər/
C) /ˈdʒɛnrə/
D) /dʒɑːnr/
10. Which word is often mispronounced as /ɜksstempor/
instead of /ɪkˈstɛmpəri/?
A) Extensive
B) Extempore
C) Extravagant
D) Extremely
Activities
Activity 1: Phonetic Transcription Challenge
Objective: To reinforce the understanding of phonetic transcription.
Instructions:
1. Prepare a list of words, both common and less common,
and their corresponding phonetic transcriptions.
2. Create a worksheet or an online quiz where participants
need to match the words with their correct phonetic
transcriptions.
3. Allow participants to check their answers and provide
explanations for any incorrect matches.
4. You can make this a timed challenge for added excitement.
Activity 2: Pronunciation Practice Game
Objective: To improve English pronunciation by practicing
consonants and vowels.
Introduction to Phonetics 59

Instructions:
1. Divide participants into teams.
2. Prepare a list of words with tricky consonants and vowels
that are commonly mispronounced.
3. Each team takes turns selecting a word from the list and
pronouncing it correctly.
4. If they pronounce it correctly, they earn points. If not, the
other teams have a chance to steal the points by pronouncing
it correctly.
5. Keep score and declare a winning team at the end.
Activity 3: Spelling Bee Challenge
Objective: To reinforce spelling rules and words often misspelled.
Instructions:
1. Organize a spelling bee competition with participants.
2. Prepare a list of commonly misspelled words and words
with challenging spellings.
3. Each participant takes turns spelling a word correctly.
4. If they spell it correctly, they remain in the competition. If
they make a mistake, they are eliminated.
5. Continue until you have a spelling bee champion.
Activity 4: Stress and Intonation Practice
Objective: To improve word accent, stress shift, and intonation.
Instructions:
1. Prepare a list of sentences with varying word accents and
stress patterns.
2. Have participants read the sentences aloud, paying
attention to the stressed syllables.
3. Create different scenarios or emotions for participants
to practice their intonation. For example, they can read a
sentence with excitement, sadness, or curiosity.
4. Record their readings and play them back for feedback and
improvement.
rrrr
(

60 Communicative English

MODULE BASIC ENGLISH

COMMUNICATIVE
3 GRAMMAR AND
VOCABULARY (PART I)
CONTENTS

 Basic English Grammar & Parts of Speech

 Articles & Prepositions
 Question Tag
 One Word Substitutes
 Strong and Weak Forms of Words
 Introduction to Vocabulary –Homophones, Homonyms and
Homographs , Synonyms and Antonyms

3.1 Basic English Grammar & Parts of Speech

• Words, in English, are divided into different kinds of classes,
called parts of speech according to the use / work they do
in a sentence.
• There are eight parts of speech: Noun, Pronoun, Adjective,
Verb, Adverb, Preposition, Conjunction and Interjection.
1. Noun
Noun is a word used as the name of a person, place, thing, etc. Ex.:
Shivaji, Tumakuru, Table.
Kinds of Noun
• Proper Noun Ex.: Prakhyathi, Pavagada, Linni.
• Common Noun Ex.: daughter, teacher, cat.
• Collective Noun Ex.: crowd, army, committee.
• Abstract Noun Ex.: beauty, happiness, childhood.
• Material / Concrete Noun Ex.: silver, diamond, sugar.
• Gerund Ex.: walking, dreaming, booking.
• Countable Noun Ex.: pen, teacher, book, computer etc.
• Uncountable Nouns Ex.: bravery, curd, oil.
Basic English Grammar and Vocabulary Part-I 61

Gender
• Masculine Gender Ex.: boy, man, lion.
• Feminine Gender Ex.: girl, woman, lioness.
• Common Gender Ex: student, parent, teacher.
• Neuter Gender Ex.: table, village, book.
Number
• Singular – pen, sister-in-law, baby.
• Plural – pens, sisters-in-law, babies.
2. Pronoun
A pronoun is a word used instead of a noun.
Kinds of Pronoun
• Personal Pronouns Ex.: I, we, my, you, yours, his.
• Reflexive Pronouns Ex.: myself, ourselves, himself - I told
myself.
• Emphatic Pronouns Ex.: myself, ourselves, himself - I
myself wrote this book.
• Demonstrative Pronouns Ex.: this, that, these, those.
• In definitive Pronouns Ex.: few, some, anybody.
• Distributive Pronouns Ex.: each of the girls, either or them.
• Relative Pronouns Ex.: Who, which, whose.
• Interrogative Pronouns Ex.: what, who.
3. Adjective
A word used with a noun to describe or point out the person, an-
imal, place or thing which the noun names, or to tell the number
or quantity is called an adjective.
Kinds of Adjectives
• Adjectives of Quality Ex.: largecity, honest man, foolishold
crow.
• Adjectives of Quantity Ex.: some rice, enough exercise,
great care, the whole sum.
• Adjective of Number Ex: first, five, few, many, all, most.
• Demonstrative adjectives Ex.: this, that, these, those.
62 Communicative English

4. Verb
Verb is a word that tells or asserts something about a person or
thing.
It is a word that shows or tells an action or action telling word.
Kinds of Verb
(i) Transitive & Intransitive Verbs

A transitive verb is a verb that denotes an action that passes
over from the doer or subject to an object. Ex.: The girl kicks
the ball.
An intransitive verb is a verb that denotes an action that
does not pass over to an object or which expresses a state
or being.
Ex.: (1) She ran a long distance.
(2) The baby sleeps.
(3) There is a flaw in diamond.
(ii) Regular & Irregular Verbs

Regular verbs form their past tense & past participle by
adding ‘ed’.
Ex.: walk, walked, walked.

Irregular verbs form their past tense & past participle in a
different way from adding ‘ed’.
Ex.: (1)sing, sang, sung. (2) go, went, gone.

(iii) Main Verb & Auxiliary Verbs
(A) Main Verbs: These are the central verbs in a sentence
that express the primary action or state of being. They
carry the main meaning of the sentence.
For example, in the sentence “She plays the piano,” the
word “plays” is the main verb, indicating the action
being performed.
Basic English Grammar and Vocabulary Part-I 63

(B) Auxiliary Verbs (or Helping Verbs): These work in

conjunction with main verbs to create different tenses,
moods, voices, and aspects. They provide additional
information about the action or state of being. Common
auxiliary verbs include “be,” “have,” and “do.”
For example, in the sentence “He is reading a book,”
the word “is” is an auxiliary verb, helping to form the
present continuous tense.
“Be” is used to form continuous tenses (e.g., “He is
running”) and passive voice (e.g., “The book was read
by her”).
“Have” is used to form perfect tenses (e.g., “She has
eaten”).
“Do” is used to form questions and negatives in simple
tenses (e.g., “Do you like ice cream?”).
(C). Modal Verbs (or Modals): These are a special category
of auxiliary verbs that express various meanings such
as ability, possibility, necessity, and more. Common
modals include “can,” “could,” “will,” “would,” “shall,”
“should,” “may,” “might,” “must,” and “ought to.”
Example sentences using modals:
- “She can speak French.” (Expressing ability)
- “You should exercise regularly.” (Expressing advice/
necessity)
5. Adverb
A word that modifies the meaning of a verb, an adjective or an-
other adverb is called an adverb.
Ex: quickly, very, quiet.
Kinds of Adverb
1. Adverbs of Manner:
• These adverbs describe how an action is performed.
Examples: She danced gracefully across the stage. He
spoke loudly to be heard over the crowd.
64 Communicative English

2. Adverbs of Place:
• These adverbs indicate where an action takes place.
Examples: The cat hid underneath the bed. They looked
for their lost keys everywhere.
3. Adverbs of Time:
• These adverbs tell us when an action occurs.
Examples: They arrived early for the meeting. She
wakes up daily at 6 AM.
4. Adverbs of Frequency:
• These adverbs indicate how often an action happens.
Examples: He always takes his coffee with cream. They
go to the gym twice a week.
5. Adverbs of Degree:
• These adverbs express the level or extent of an action.
Examples: She is very talented at playing the piano. He
is extremely happy with his new job.
6. Interrogative Adverbs:
• These adverbs are used to ask questions and often start
with “wh-” words.
Examples: Where did you find that book? How did you
solve the puzzle?
7. Relative Adverbs:
• These adverbs introduce relative clauses and include
“where”, “when”, and “why”.
Examples: This is the park where we used to play as
kids. He remembers the day when he first met her.
8. Conjunctive Adverbs:
• These adverbs connect independent clauses and show
the relationship between them.
Examples: She studied all night; however, she still didn’t
do well on the exam. He wanted to go out; instead, he
stayed home.
Basic English Grammar and Vocabulary Part-I 65

9. Adverbs of Affirmation and Negation:

• These adverbs express agreement or disagreement.
Examples: She certainly enjoyed the movie. He never
eats meat.
10. Adverbs of Evaluation:
• These adverbs express an opinion or evaluation of a
situation.
Examples: He played the game poorly. She sang
beautifully.
6. Preposition
A word placed before a noun or a pronoun to show what relation
the person or thing denoted by it stands in regard to something
else.
Kinds of Preposition
1. Single Prepositions: on, by, in, off, out, up, with, through,
on, from, by, to, a.
2. Compound Prepositions: about, among, before, behind,
between, outside, beyond.
3. Phrase prepositions: according to, behalf of, for the sake
of, in place of in favour of.
Prepositions are words that show the relationship between a
noun or pronoun and other words in a sentence. They indicate
location, direction, time, manner, and more. Here are some com-
mon prepositions with examples:
1. In:
• Example: She lives in a small town.

2. On:
• Example: The book is on the table.

3. At:
• Example: We’ll meet at the park.

4. By:
• Example: The letter was delivered by the mail carrier.
66 Communicative English

5. Over:
• Example: The plane flew over the mountains.
6. Under:
• Example: The cat hid under the bed.
7. Above:
• Example: The birds flew above the clouds.
8. Below:
• Example: The treasure was buried below the ground.
9. Between:
• Example: She stood between her parents.
10. Among:
• Example: The prize was shared among the winners.
11. Behind:
• Example: The car is parked behind the building.
12. In front of:
• Example: The children are playing in front of the house.
13. Beside:
• Example: He sat beside his friend.
14. On top of:
• Example: The hat is on top of the table.
15. Inside:
• Example: The keys are inside the bag.
16. Outside:
• Example: The dog is playing outside.
17. Within:
• Example: The answer lies within you.

18. Without:
• Example: She managed to succeed without any help.

19. Against:
• Example: The soccer ball hit the wall against great force.

20. During:
• Example: She studied during the night.
Basic English Grammar and Vocabulary Part-I 67

21. Throughout:
• Example: He traveled throughout the country.
22. Since:
• Example: He has been working here since 2010.

23. Until:
• Example: He will stay here until next week.

24. Before:
• Example: She arrived before the meeting started.

25. After:
• Example: We’ll go for a walk after dinner.

These are just a few examples, and there are many more
prepositions in the English language. Remember that the
correct use of prepositions is essential for clear and accurate
communication.
7. Conjunctions
Conjunction is a word which merely joins together, sentences
and sometimes words.
Kinds of Conjunctions
(i) Coordinative Conjunctions: and, but, for, or nor, also,
either… or, nether…nor.
(ii) Subordinating Conjunctions: after, because, if that, till,
unless, wher, while, al before, altogether, though.
8. Interjection
A word that expresses some sudden feelings or emotions.
Ex.: Ah ! well done! hurrah ! alas! ha ! what!
Multiple-choice questions (MCQs)
1. What is a noun?
A) A word used to describe a person, place, or thing.
B) A word used to join sentences.
C) A word used to express strong emotions.
68 Communicative English

2. Which of the following is a proper noun?

A) cat
B) Paris
C) happiness
3. What is the opposite of a collective noun?
A) Abstract noun
B) Singular noun
C) Individual noun
4. Which gender represents words like ‘book’ and ‘table’?
A) Masculine Gender
B) Feminine Gender
C) Neuter Gender
5. What is the plural form of “baby”?
A) babys
B) babies
C) babie
6. What is a pronoun?
A) A word used to describe a person, place, or thing.
B) A word used instead of a noun.
C) A word used to express strong emotions.
7. Which of the following is an example of an interrogative
pronoun?
A) my
B) that
C) what
8. What is an adverb?
A) A word used to describe a person, place, or thing.
B) A word used to join sentences.
C) A word that modifies the meaning of a verb, adjective,
or another adverb.
Basic English Grammar and Vocabulary Part-I 69

9. Which type of adverb describes how an action is

performed?
A) Adverb of Manner
B) Adverb of Place
C) Adverb of Time
10. What is a preposition?
A) A word placed before a noun or a pronoun to show the
relationship between them.
B) A word used to express strong emotions.
C) A word used to join sentences.
3.2 Articles
The words a or an and the are called Articles. They come be-
fore nouns. There are two Articles-a (or an) and the. A or an is
called the indefinite article, because it usually leaves indefinite
the person or thing spoken of; as, a doctor; that is, any doctor.
The is called the definite article, because it normally points out
some particular person or thing as, He saw the doctor; meaning
of some particular doctor.
A and An
The choice between a and an is determined by sound. Be-
fore a word beginning with a vowel sound an is used as: an
ass, an enemy, an ink-pad, an orange, an umbrella, an hour, an
honest man, an heir.
It will be noticed that the words hour, honest, heir begin with a
vowel sound, as the initial consonant h is not pronounced.
Before a word beginning with a consonant sound a is used
as: a boy, a reindeer, a woman, a yard, a horse, a hole, also a uni-
versity, a union, a European, a unicorn, a useful article; because
these words (university, union, etc.) begin with a consonant
70 Communicative English

sound, that of yu. Similarly, we say, a one rupeenote, such as a

one, a one-eyed man.
Because one begins with the consonant sound of w.
Use of indefinite article
The indefinite article “a” or “an” is used before a singular noun
to refer to any member of a group or to introduce something
for the first time. Here are some common situations where the
indefinite article is used:
1. When Introducing Something for the First Time
• Example: “She bought a new car.” (Referring to any new

car, not a specific one)

2. With Professions or Nationalities:
• Example: “He’s an engineer.” (Referring to any engineer)
• Example: “She’s a Canadian.” (Referring to any Canadian)
3. With Non-specific Quantities or Amounts:
• Example: “He had a piece of cake.” (Referring to any
piece of cake)
4. With General Statements or Categories:
• Example: “She’s a student.” (Referring to any student in
general)
5. Before Words Starting with a Vowel Sound, Use “an”:
• Example: “He found an interesting book.”
(Referring to any interesting book)
6. Before Words Starting with a Consonant Sound, Use “a”:
• Example: “She adopted a cat.” (Referring to any cat)
7. To Express Membership in a Group:
• Example: “She’s a member of the club.” (Referring to
any member of the club)
8. To Express Possession or Ownership:
• Example: “He has a car.” (Referring to any car he owns)
Basic English Grammar and Vocabulary Part-I 71

Use of definite article

The definite article “the” is used to specify a particular noun
that is known or can be identified based on the context. Here
are some common situations where the definite article is used:
1. When Referring to a Specific Noun:
• Example: “He gave me the book.” (Referring to a specific
book that is known or has been mentioned before.)
2. Before Superlative Adjectives:
• Example: “She is the tallest girl in the class.” (Referring
to the tallest girl among a specific group.)
3. Before Unique or Singular Nouns:
• Example: “He visited the Louvre.” (Referring to the
specific museum in Paris.)
4. Before Ordinal Numbers:
• Example: “I’ll see you on the fifth floor.” (Referring to a
specific floor in a building.)
5. Before Specific Geographical Features:
• Example: “They climbed the Rocky Mountains.”
(Referring to the specific mountain range.)
6. Before Names of Oceans, Seas, and Rivers:
• Example: “They sailed across the Pacific Ocean.”
(Referring to the specific ocean.)
7. Before Unique Descriptions:
• Example: “She’s the girl who won the contest.”
(Referring to a specific girl who won a contest.)
8. Before Musical Instruments:
• Example: “He plays the piano.” (Referring to a specific
musical instrument.)
9. Before Ships and Aircrafts:
• Example: “I saw the Titanic exhibit.” (Referring to the
specific ship.)
72 Communicative English

10. Before Historical or Well-Known Events:

• Example: “They studied the French Revolution.”
(Referring to the specific historical event.)
11. Before Specific Objects in Context:
• Example: “She reached for the keys on the table.”
(Referring to the specific keys in the context.)
12. Before Names of Newspapers:
• Example: “She writes for the New York Times.”
(Referring to the specific newspaper.)
No Articles Zone
The definite and indefinite articles “the,” “a,” and “an” are not
used in certain situations. Here are some common cases where
articles are omitted:
1. With Plural Nouns:
• Example: “Dogs are loyal animals.” (Not “The dogs are
loyal animals.”)
2. With Non-Countable Nouns:
• Example: “She has a talent for music.” (Not “She has a
talent for the music.”)
3. Before Abstract Nouns:
• Example: “Love is a powerful emotion.” (Not “The love
is a powerful emotion.”)
4. Before Names:
• Example: “John is coming over.” (Not “The John is
coming over.”)
5. In General Statements About a Category:
• Example: “Cars need fuel to run.” (Not “The cars need
fuel to run.”)
6. With Most Proper Nouns:
• Example: “Paris is beautiful in spring.” (Not “The Paris
is beautiful in spring.”)
Basic English Grammar and Vocabulary Part-I 73

7. In Titles of Books, Films, and Works of Art:

• Example: “War and Peace” (Not “The War and Peace”)
8. With Most Names of Countries and Cities:
• Example: “India is a diverse country.” (Not “The India is
a diverse country.”)
9. In Expressions of Time and Place:
• Example: “At noon,” “In June,” “On Saturday”
10. Before Languages:
• Example: “She speaks French.” (Not “She speaks the
French.”)
11. In Certain Fixed Expressions:
• Example: “By accident,” “On time,” “In danger”

12. With Meals:

• Example: “They had breakfast together.” (Not “They had

the breakfast together.”)

Remember, the omission of articles can change the meaning or
tone of a sentence, so it’s important to consider the context and
rules of usage when deciding whether to use an article or not.
Multiple Choice Questions (MCQs)
Articles:
1. What is the difference between “a” and “an” as indefinite
articles?
A) “a” is used before vowels, and “an” is used before
consonants.
B) “a” is used before consonants, and “an” is used before
vowels.
C) There is no difference; they can be used inter changeably.
2. Which article is used before singular nouns to refer to
any member of a group or to introduce something for
the first time?
A) The
B) A
C) An
74 Communicative English

3. What is the definite article?

A) A
B) An
C) The
Prepositions:
4. In the sentence, “She lives in a small town,” what is the
preposition?
A) in
B) small
C) lives
5. Which preposition indicates a location above something
else?
A) on
B) under
C) above
6. In the sentence, “He arrived before the meeting started,”
what is the preposition?
A) before
B) He
C) started
7. Which preposition is used to express possession or
ownership?
A) at
B) on
C) of
8. In the sentence, “The keys are inside the bag,” what is
the preposition?
A) keys
B) bag
C) inside Mixed Questions:
Basic English Grammar and Vocabulary Part-I 75

9. Which of the following sentences uses the definite

article correctly?
A) “She’s a member of the club.”
B) “Cars need fuel to run.”
C) “The John is coming over.”
10. In the sentence, “He gave me the book,” what does “the”
indicate?
A) An indefinite article
B) A preposition
C) A definite article
3.3 Question Tag
A question tag is a short question that’s added to the end of a
statement. It’s used to confirm information, seek agreement,
or invite a response from the listener. Here are some key points
about question tags:
1. Formation:
- The question tag is typically formed using an auxiliary
verb or a modal verb from the statement, followed by a
pronoun that matches the subject of the statement.
2. Positive Statement → Negative Question Tag:
- If the statement is positive, the question tag is negative.
- Example: “You’re coming to the party, aren’t you?”
3. Negative Statement → Positive Question Tag:
- If the statement is negative, the question tag is positive.
- Example: “She doesn’t like coffee, does she?”
4. Subject Pronoun Agreement:
- The pronoun in the question tag must match the subject
of the statement.
- Example: “He is coming, isn’t he?”
76 Communicative English

5. Use of Auxiliary or Modal Verbs:

- The question tag often uses the same auxiliary verb or
modal verb as in the statement.
- Example: “They can swim, can’t they?”
6. Tag Questions with Imperative Sentences:
- In imperative sentences (commands), a tag question
can be used to soften the command.
- Example: “Close the door, will you?”
7. Using “will” for Future Statements:
- When the statement is in the future tense, “will” is often
used in the question tag.
- Example: “You’ll be there, won’t you?”
8. Tag Questions for Confirmation:
Question tags are often used to seek confirmation or
agreement from the listener.
- Example: “You’ve finished the report, haven’t you?”
9. Intonation:
- The rising intonation in a question tag indicates a
real question, while a falling intonation can indicate a
rhetorical question.
10. Rhetorical Question Tags:
- Sometimes, a question tag is used rhetorically, where
the speaker doesn’t expect a response.
- Example: “It’s a beautiful day, isn’t it?”
11. Avoiding Double Negatives:
- If the statement already contains a negative word, the
question tag should be positive.
- Example: “She didn’t eat anything, did she?”
Question tags are a common feature in English conversation,
and they help to engage the listener and confirm information.
They are a versatile tool for communication.
Basic English Grammar and Vocabulary Part-I 77

3.4 One Word Substitutes

1. Definition:
- A one-word substitution is a single word that replaces
or represents a phrase or concept.
2. Advantages:
- They provide conciseness and clarity in communication.
- They are useful in situations where brevity is important.
3. Common Examples:
- Amphibian:
`- Definition: An animal capable of living both in water
and on land.
- Example: A frog is an amphibian.
- Altruist:
- Definition: A person who unselfishly helps others.
- Example: Mother Teresa was known for being an
altruist.
- Chronology:
- Definition: The arrangement of events in the order of
their occurrence.
- Example: The book provided a detailed chronology of
historical events.
- Democracy:
- Definition: A system of government in which the citizens
exercise power.
- Example: The United States is a democracy.
- Euphemism:
- Definition: A mild or indirect word or expression used
in place of a harsh or blunt one.
- Example: “Passed away” is a euphemism for “died”.
- Gourmet:
- Definition: A person who enjoys and is knowledgeable
about fine food and drink.
- Example: He’s a true gourmet and loves trying new
dishes.
78 Communicative English

- Harmonious:
- Definition: Forming a pleasing or consistent whole.
- Example: The harmonious colors in the painting created
a sense of balance.
- Innocuous:
- Definition: Not harmful or offensive.
- Example: The spider looked scary, but it was innocuous.
- Lethal:
- Definition: Capable of causing death; extremely
dangerous.
- Example: The venom of some snakes is lethal.
- Misanthrope:
- Definition: A person who dislikes or distrusts humanity.
- Example: He’s a bit of a misanthrope and prefers
solitude.
- Nostalgia:
- Definition: A sentimental longing for the past.
- Example: Looking at old photos filled her with nostalgia.
- Omnipotent:
- Definition: Having unlimited power or authority.
- Example: In the story, the wizard possessed omnipotent
abilities.
- Philanthropy:
- Definition: The desire to promote the welfare of
others, expressed especially by the donation of money,
resources, etc.
- Example: His philanthropy helped fund various
charitable causes.
Remember, using one-word substitutions can enhance your
writing by making it more concise and impactful. They are par-
ticularly useful in situations where brevity is important.
Basic English Grammar and Vocabulary Part-I 79

Multiple-choice questions (MCQs) Question Tags:

1. Which of the following is true about question tags in
English grammar?
A) They are used to end exclamatory sentences.
B) They seek confirmation or agreement from the listener.
C) They always have a negative form.
D) They replace the subject of a statement.
2. In a positive statement, what form does the question
tag take?
A) Negative
B) Positive
C) Interrogative
D) Conditional
3. Which sentence contains a question tag used rhetori-
cally?
A) “He is coming, isn’t he?”
B) “It’s a lovely day, isn’t it?”
C) “You’ve finished your work, haven’t you?”
D) “They can swim, can’t they?”
One Word Substitutes:
4. What is a person known as, who enjoys and is
knowledgeable about fine food and drink?
A) Altruist
B) Gourmet
C) Harmonious
D) Misanthrope
5. Which word means a system of government in which
the citizens exercise power?
A) Democracy
B) Philanthropy
C) Omnipotent
D) Euphemism
80 Communicative English

6. What is the term for a mild or indirect word or

expression used in place of a harsh or blunt one?
A) Lethal
B) Altruist
C) Euphemism
D) Innocuous
7. Which word refers to an animal capable of living both
in water and on land?
A) Gourmet
B) Amphibian
C) Philanthropy
D) Nostalgia
8. What is the word for a person who dislikes or distrusts
humanity?
A) Harmonious
B) Misanthrope
C) Innocuous
D) Nostalgia
9. Which term denotes the arrangement of events in the
order of their occurrence?
A) Demography
B) Chronology
C) Euphemism
D) Lethal
10. Which word means having unlimited power or
authority?
A) Omniscient
B) Omnipotent
C) Altruist
D) Misanthrope
Basic English Grammar and Vocabulary Part-I 81

3.5 Strong and Weak Forms of words

Strong Forms:
Definition:
• The strong form is the full, clear pronunciation of a
word, which occurs when the word is emphasized in a
sentence.
Examples:
• I (strong form): “I am going to the store.” (Emphasized)
• He (strong form): “He is the manager.” (Emphasized)
• She (strong form): “She likes to swim.” (Emphasized)
• They (strong form):“They will arrive soon.”
(Emphasized)
Weak Forms:
Definition:
• The weak form is the less pronounced or reduced form
of a word, which occurs when the word is unstressed in
a sentence.
Examples:
• I (weak form):“I am going to the store.” (Unstressed)
• He (weak form): “He is the manager.” (Unstressed)
• She (weak form): “She likes to swim.” (Unstressed)
• They (weak form): “They will arrive soon.”
(Unstressed)
Common Weak Forms:
1. Pronouns:
• I, he, she, we, they, you, it
• Example:
• “He’s coming” (Weak form of “He is”)
82 Communicative English

2. Auxiliary Verbs:
• am, is, are, was, were, have, has, had, do, does, did, can,
could, will, would, shall, should, may, might, must
• Examples:
• “I am going” (Weak form of “I am”)
• “She will come later” (Weak form of “She will”)
3. Modal Verbs:
• shall, should, will, would, can, could, may, might, must,
ought to
• Examples:
• “You should try it” (Weak form of “You should”)
• “They can swim well” (Weak form of
“They can”)
4. Prepositions:
• at, in, on, to, for, with, of
• Examples:
• “I’m at home” (Weak form of “I’m at”)
• “He’s familiar with the topic” (Weak form of “He’s
familiar with”)
5. Articles:
• a, an, the
• Examples:
• “It’s an interesting book” (Weak form of “It’s an”)
• “He bought the car” (Weak form of “He bought the”)

Understanding strong and weak forms is important for accurate

pronunciation and comprehension in spoken English. The weak
form often occurs in connected speech and contributes to the
natural flow of conversation.
Basic English Grammar and Vocabulary Part-I 83

Multiple-choice questions (MCQs) Strong and Weak Forms:

1. What is the strong form of the word “He”?
A) He
B) Hee
C) Hi
D) Huh
2. In which situations does the weak form of a word occur?
A) When the word is emphasized
B) When the word is unstressed or reduced
C) In formal writing
D) In exclamatory sentences
3. Which of the following is an example of a weak form of
a pronoun?
A) “I am going to the store.”
B) “He’s coming.”
C) “They will arrive soon.”
D) “She likes to swim.”
4. Which category includes words like “am,” “are,” “have,”
and “could” as weak forms?
A) Pronouns
B) Auxiliary Verbs
C) Prepositions
D) Modal Verbs
5. What purpose does the weak form serve in connected
speech?
A) It emphasizes the word.
B) It contributes to the natural flow of conversation.
C) It indicates formality.
D) It denotes a question.
84 Communicative English

3.6 Introduction to Vocabulary

Vocabulary refers to the set of words and phrases known and
used by a person in a specific language. It encompasses all the
words one understands, recognizes, and can use in speaking,
writing, reading, and comprehension. Having a rich and diverse
vocabulary is crucial for effective communication and compre-
hension in any language.
Importance of Vocabulary:
1. Enhances Communication:
• A wide vocabulary allows for precise and nuanced
expression, enabling you to convey ideas more
accurately.
2. Improves Reading and Comprehension:
• A strong vocabulary aids in understanding written
texts, making reading more enjoyable and fruitful.
3. Boosts Writing Skills:
• A varied vocabulary allows for more expressive and
engaging writing, making your compositions more
compelling.
4. Facilitates Learning:
• Learning new concepts and subjects becomes easier
with a well-developed vocabulary.
5. Aids Critical Thinking:
• A broad vocabulary supports logical reasoning and
helps in forming well-structured arguments.
Ways to Expand Vocabulary:
1. Reading Widely:
• Reading books, articles, newspapers, and other written
materials exposes you to a diverse range of words and
their contexts.
Basic English Grammar and Vocabulary Part-I 85

2. Using a Dictionary:
• Regularly referring to a dictionary helps in
understanding meanings, usage, and pronunciation of
words.
3. Learning Word Roots and Affixes:
• Understanding prefixes, suffixes, and root words can
provide clues to the meanings of unfamiliar words.
4. Keeping a Vocabulary Journal:
• Writing down and reviewing new words, along with
their meanings and usage, helps in retention.
5. Playing Word Games:
• Engaging in word puzzles, crosswords, and wordbuilding
games helps reinforce vocabulary.
6. Utilizing Vocabulary Apps:
• There are many apps available that offer interactive
ways to learn and practice new words.
7. Contextual Learning:
• Paying attention to how words are used in sentences
helps in understanding their meanings and usage.
8. Engaging in Conversations:
• Actively participating in discussions and conversations
exposes you to new words and their appropriate usage.
Homophones, Homonyms and Homographs
Homophones are words that are pronounced alike but spelled
differently and have different meanings.
Examples:
Sale exchange of commodity for money
Sail a voyage in a ship
Addition an operation in mathematics
Edition version of a published text
86 Communicative English

Right morally good

Write mark on a paper with a pen / pencil
To direction (preposition)
Too higher degree (adverb)
Two number (adjective)
Pray Worship
Prey an animal hunted by another for food
Bough a main branch of a tree
Bow a weapon for shooting arrows
See Visual
Sea Ocean
Flour powder of grain
Flower part of a plant
Homonyms are words that are spelled and pronounced alike
but have different meanings.
Examples:
Fair a large public event
Fair Reasonable
Fair Appearance
Bow a knot tied with two loops
Bow a weapon for shooting arrows
Right Direction
Right Correct
Bear a large mammal
Bear Carry
Face part of a body
Face encounter difficulties
Desert Abandon
Basic English Grammar and Vocabulary Part-I 87

Desert area of land covered with sand

Bass low -frequency output of a audio system
Bass the lowest adult male singing voice
Spruce neat in dress and appearance
Spruce a widespread coniferous tree
Suit Outfit
Suit acceptable to

Homographs are words that share the same spelling but sound
different and have different meaning.
Example:
Advocate /ádvəkət / a person who puts a case on someone
else’s behalf
Advocate /ádvəkeⅠt/ support
Tear /tɪə/ a drop of water in a person’s eye
Tear /ter/ pull apart
Bow /bəʊ/ a weapon for shooting arrows
Bow /baʊ/ bend the upper part of the body
Read /ri:d/ look at and comprehend the meaning of
Read /red/ past tense of read =
Wind /wʌɪnd/ move in a spiral course
Wind /wɪnd/ movement of air
Bass /beɪs/ low frequency output of a audio system
Bass /bæs/ fish
Lead /led/ a soft grey metal especially used for pen-
cil tip
Lead /liːd/ show the way
88 Communicative English

SYNONYMS
The word Synonyms come from the Greek words ‘Syn’ [meaning
= with] and ‘Onoma’ [meaning = name]. A synonym is a word or
phrase that means exactly or nearly the same as another word
or phrase. In English, almost all words have more than one syn-
onym.
For example, the words begin, start, commence and initiate are
all synonyms to one another.
Below given is a short list of Synonyms:
Intelligent: Introverted: Kind:
smart, bright, shy, bashful, quiet, thoughtful,
brilliant sharp withdrawn considerate,
amiable, gracious
Hardworking: Honest: Hypocrisy:
diligent, honourable, fair, duplicity, falseness
determined, sincere, trustworthy
industrious,
enterprising
Beautiful: Bossy: Fair:
attractive, pretty, controlling, just, objective,
lovely, stunning tyrannical impartial, unbiased

Funny: Happy: Important:

humorous, comical, content, joyful, required, vital,
hilarious, hysterical mirthful, upbeat essential, primary,
significant, critiical
positive: rich: strong:
optimistic, cheerful, affluent, wealthy, stable, secure, solid,
starry-eyed, well-off, well-to-do
sanguine tough

Recalcitrant: True: Turbulent:

obstinate, stubborn genuine, factual, disordered, violent
accurate, correct,
real
Basic English Grammar and Vocabulary Part-I 89

Lazy: Lucky: Mean:

idle, lethargic, auspicious, unfriendly,
indolent fortunate unpleasant,
badtempered,
difficult
Old: Outgoing: Pactly:
antiquated, ancient, friendly, sociable, appease, placate
obsolete, extinct warm, extroverted
Weak: Valid: Unhappy:
frail, infirm, puny, authorized, sad, depressed,
fragile legitimate melancholy,
miserable
Amazing: Fertile: Polite:
astounding, Fruitful, abundant, courteous, cordial,
surprising, stunning productive gracious
Annihilation: Gargantuan: Portion:
destruction, colossal, mammoth, piecee, part,
carnage, extinction tremendous segment
Benefit: Hungry: Risky:
profit, revenue, empty, ravenous, dangerous, perilous,
yield starved treacherous
Brave: Injured: Sleepy:
courageous, valiant, damaged, drowsy, listless,
heroic wounded, harmed sluggish
Cohesive: Intelligent: Senseless:
united, connected, brilliant, clever, absurd, illogical,
close-knit smart unreasonable
Cunning: Kindle: Tumultuous:
keep, sharp, slick ignite, inflame, hectic, raucous,
burn turbulent
Destitute: Loyal: Vacant:
poor, bankrupt, faithful, ardent, empty, deserted,
devoted uninhabited
impoverished
90 Communicative English

Deterioration: Old: Veracity:

pollution, elderly, aged, senior authenticity,
defilement, credibility,
adultration truthfulness
Enormous: Organization: Wet:
huge, gigantic, association, damp, moist, soggy
massive institution,
management
Feisty: Partner: Young:
excitable, fiery, associate,colleague, budding, fledgling,
lively companion tenderfoot
Baffle: Fantastic: Esoteric:
confuse, deceive excellent, large, difficult, hard,
strange, wonderful puzzling, abstract
ANTONYMS
The word Antonymsrom the Greek words ‘Anti’ [meaning= op-
posite] and ‘Onoma’ [meaning= name]. So, Antonym literally
means a word opposite in meaning to another. In English, we
may have words with more than one antonym. For example, the
words fantastic may have words such as, common, ordinary, fa-
miliar as its antonyms.
Below given is a short list of Antonyms:
Achieve – Fail Giant - Dwarf Random - Specific

Afraid -Confident Gloomy - Cheerful Rigid - Flexible

Ancient - Modern Individual - Group Shame - Honour

Arrive - Depart Innocent - Guilty Simple - Complicated

Arrogant - Humble Knowledge - Single - Married

Ignorance
Attack - Defend Liquid - Solid Sunny - Cloudy
Basic English Grammar and Vocabulary Part-I 91

Blunt - Sharp Marvelous - Terrible Timid - Bold

Brave - Cowardly Noisy - Quiet Toward - Away

Cautious - Careless Partial - Complete Tragic - Comic

Complex - Simple Passive - Active Transparent - Opaque

Crazy - Sane Permanent - Triumph - Defeat

Unstable
Crooked -Straight Plentiful - Scarce Union - Separation

Demand -Supply Positive - Negative Unique – Common

Destroy - Create Powerful - Weak Upset - Relaxed

Divide - Unite Praise - Criticism Urge - Discourage

Drunk - Sober Private - Public Vacant - Occupied

Expand - Contract Problem - Solution Vague - Definite
Freeze - Boil Professional - Villain - Hero
Amateur
Full - Empty Profit - Loss Wax - Wane

Generous - Stingy Quality - Inferiority Wealth - Poverty

Multiple Choice Questions (MCQs)

1. Which of the following is NOT an advantage of having a
rich vocabulary?
A) Enhances Communication

B) Diminishes Reading Skills
C) Improves Writing Skills
D) Aids Critical Thinking
92 Communicative English

2. Which of the following pairs are homophones?

A) Sea and See

B) Right and Write
C) Bear and Bare
D) All of the above
3. Which category includes words that are spelled and
pronounced alike but have different meanings?
A) Homonyms

B) Homophones
C) Homographs
D) Synonyms
4. What is the synonym for “Cautious”?
A) Reckless
B) Careful
A) Confident
A) Bold
5. What is the antonym of “Expand”?
A) Shrink
B) Contract
C) Enlarge
D) Extend
6. Which of the following words is an example of a strong
form?
A) “I am going to the store.” (Unstressed)
B) “He is the manager.” (Emphasized)
C) “She likes to swim.” (Unstressed)
D) “They will arrive soon.” (Emphasized)
Basic English Grammar and Vocabulary Part-I 93

7. What is the homograph for “lead”?

A) A soft grey metal
B) To show the way
C) The lowest adult male singing voice
D) Carry
8. Which word is an antonym for “Permanent”?
A) Transient
B) Stable
C) Lasting
D) Enduring
9. What is the synonym for “Generous”?
A) Stingy
B) Miserly
C) Bountiful
D) Avaricious
10. Which category includes words that are pronounced
alike but spelled differently and have different
meanings?
A) Homophones
B) Homonyms
C) Homographs
D) Synonyms
rrrr
94 Communicative English

MODULE BASIC ENGLISH

COMMUNICATIVE
4 GRAMMAR AND
VOCABULARY(PART II)
CONTENTS
 Word Formation – Prefixes & Suffixes
 Contractions & Abbreviations
 Word Pairs (Minimal Pairs) -Exercises
 Tense & Types of Tenses
 The Sequence of Tenses(Rules in use of Tenses)–Exercises

4.1 Word Formation – Prefixes & Suffixes

Word formation is the creation of a new word from the root word.
In simple terms, word formation means by adding some affixes
to the root word, new words can be formed that are different in
their shape, shade, and meaning.
Prefixes
Prefixes are groups of letters added to the beginning of words to
get new words.
Ex un+happy = unhappy
non+violence = nonviolence
im+balance = imbalance
auto+ biography = autobiography
Prefixes usually make a word negative or express relations of
time, place or manner.
Look at the examples arranged below according to the kind of
change that happens to the base word:
Basic English Comm. Grammar and Vocabulary Part-II 95

Time and order/rank : pre-lunch, post independence, ex-

teacher.
Opposites : unusual, nonviolence.
Showing reversal of action : undo, defrost, disconnect.
Attitude : mislead, malfunction.
Location : subway, intravenous.
Number : monolingual, biweekly, triangle.
Change in meaning
or part of speech : empower, enable.
Suffixes
A suffix is a letter or a group of letters added at the end of root
words to form new words.
Ex: limit+less = limitless
Nation+al+ity = nationality
Look at the examples of suffixes commonly used to form new
words:
ment : payment, judgment, agreement
ism : idealism, Hinduism
ing : reading, singing
al : proposal, natural
ous : victorious, dangerous
ess : lioness, princess
ful : truthful, doubtful.
Some words have mixed affixes. It means that we can find the root
word with prefix as well as suffix.
Ex: prefix + root word + suffix = new word
Un + doubt + ed+ly = undoubtedly
Il + logic + al+ly = illogically
Un + comfort + able = uncomfort-
able
96 Communicative English

Multiple Choice Questions

1. Which of the following is an example of word formation
using a prefix?
A) Unhappiness
B) Nation
C) Alcoholic
D) Quickly
2. What is the meaning of the word “limitless”?
A) Having limits
B) Without limits
C) Limited size
D) Limited time
3. What does the suffix “-ment” typically indicate in a
word?
A) State or quality
B) Action or process
C) Result or product
D) Without
4. Which of the following is an example of a word formed
by adding a suffix?
A) Disagree
B) Misunderstand
C) Agreement
D) Disconnected
5. What does the prefix “un-” usually signify in a word?
A) Opposite or negative
B) Time or order
C) Showing reversal of action
D) Location
Basic English Comm. Grammar and Vocabulary Part-II 97

4.2 Contractions and Abbreviations

Contractions
A contraction is a shortened form of a set of words by elision
(omission) of a particular letter in a word.
Contractions are also called short forms. They combine a
‘pronoun’ or ‘noun’ and ‘verb’, or ‘verb’ and ‘verb’ and ‘not’ in a
shorter form.
Contractions are used in everyday speech and informal writing.
However, using contractions in formal writing is not appropriate.
When we make a contraction, we commonly put an apostrophe
in place of a missing letter.
For Example: can not - can’t
shall not - shan’t
was not - wasn’t
will not - won’t
could have - could’ve
they are - they’re
where is - where’s
how is - how’s
she would have - she’d ‘ve
of the clock - o’ clock
I am - I’m
he will - he’ll
that is - that’s
he has - he’s

Abbreviations
An abbreviation is a shortened or contracted form of a word or
phrase, used to represent the whole. Abbreviations were created
to avoid writing of the whole word. They save time and space and
also provide secrecy.
98 Communicative English

Ex: M.A.
Master of Arts
Ph. D Doctor of Philosophy
MD Doctor of Medicine
CEO Chief Executive Officer
ATM Automated Teller Machine
IQ Intelligent Quotient
Rules
1. Usually a period (full stop) is often used to signify an
abbreviation.
Ex: Prof. Mrs. P.M.

But in some cases, period is optional.
Ex: UN or U.N. United Nations

WHO or W.H.O. World Health Organization
2. Some words have more than one type of abbreviations.
Ex: Abbreviation abbrv, abbrev, abbr
Tuesday Tue, Tues
3. When a phrase is abbreviated and only the first letter of
each word is taken, all the letters should be capitalized.
Ex:Printed Circuit Board PCB

FYI for your information
4. To make the plurals of abbreviations just ‘s’ should be
added, no apostrophe is required.
Ex: HODs

5. Some abbreviations represent words or phrases that
are borrowed from a foreign language.
Ex: e.g.
example gratia for example
i.e. id est that is
p.m. post meridiem afternoon
Basic English Comm. Grammar and Vocabulary Part-II 99

7. Some abbreviations have more than one meaning and

the meaning depends on the context.
Ex: APA
American Psychological Associations
APA Australian Post graduate Award
MLA Member of Legislative Assembly
MLA Modern Language Association
Multiple-choice questions
Question 1:
1. Which of the following is an example of a contraction?
A) CEO
B) Can’t
C) ATM
D) PhD
2. What is the contraction for “he will”?
A) He’s
B) He’ll
C) He’d
D) He’sn’t
3. In which type of writing is it not appropriate to use
contractions?
A) Formal
B) Informal
C) Technical
D) Creative
4. What does the abbreviation “M.D.” stand for?
A) Master of Arts
B) Doctor of Philosophy
C) Chief Executive Officer
D) Doctor of Medicine
100 Communicative English

5. When abbreviating a phrase by taking the first letter of

each word, what should be done with the letters?
A) All lowercase
B) All uppercase
C) Use both upper and lower case
D) Use only the first letter of the first word
4.3 Word Pairs (Minimal Pairs) -Exercises
A minimal pair is a pair of words that differ by only one sound,
the rest of the sounds are identical. For example, in the words
mat /mæt/ and rat /ræt/ only one sound differs i.e. ‘m’ and ‘r’,
the rest are the same.
List of Minimal Pairs
Initial sound Medial Sound Final Sound
variation Variation Variation
eat it heat hit breath breeze
try fry set sat has had
few hue bin bean got God
zeal seal pen pan safe save
lead seed lead led bet bed
bent vent take took cap cab
sat pat pull pool bat ban
day they week wick roof room
dry cry lick lock tent tens
thick sick fond found train trait
zink pink gate get match mash
Basic English Comm. Grammar and Vocabulary Part-II 101

Exercise 1: Identify the Minimal Pair

In this exercise, identify the word pair where only one sound
is different.
1. Pair 1:
• [ship] vs. [sheep]
2. Pair 2:
• [pin] vs. [pen]
3. Pair 3:
• [bit] vs. [beat]
4. Pair 4:
• [cat] vs. [cut]
5. Pair 5:
• [luck] vs. [lock]
Exercise 2: Fill in the Blank
Complete the sentences with the correct word from the word
pair.
1. The __________ is floating in the harbor.
2. Please __________ the door before you leave.
3. She __________ the drum to create a rhythm.
4. The __________ chased the mouse.
5. He couldn’t open the door because it was __________.
Exercise 3: Match the Sound
Match the sound with the corresponding word from the word
pair.
1. Sound: [i]
• Word Pair: [beach] vs. [bitch]
2. Sound: [ʌ]
• Word Pair: [cup] vs. [cap]
3. Sound: [e]
• Word Pair: [pen] vs. [pan]
102 Communicative English

4. Sound: [æ]
• Word Pair: [bat] vs. [bet]
5. Sound: [ə]
• Word Pair: [sofa] vs. [suffer]
Exercise 4: Pronunciation Practice
Listen to the words and identify the minimal pair that you
hear.
1. Audio Clip 1:
• Word 1: [pet]
• Word 2: [pat]
2. Audio Clip 2:
• Word 1: [ship]
• Word 2: [sheep]
3. Audio Clip 3:
· Word 1: [bit]
· Word 2: [beat]
4. Audio Clip 4:
• Word 1: [duck]
• Word 2: [dark]
5. Audio Clip 5:
• Word 1: [cat]
• Word 2: [cut]
Exercise 5: Create Sentences
Create your own sentences using different word pairs. Make
sure the words you choose are minimal pairs.
Example:
• Pair: [bit] vs. [beat]
• Sentence: “He couldn’t decide which __________ to use for the
drumming competition.”
Basic English Comm. Grammar and Vocabulary Part-II 103

4.4 Tense and Types of Tenses

The word ‘tense’ refers to the different forms of a verb that tell
us when the action referred to happens -before, at the time of or
after the moment of speech. Tenses are classified as
Present Tense
Past Tense
Future Tense.
Let’s understand the tenses in detail:
Present Tense
Present Tense is further divided as
(a) Simple Present or Present Indefinite Tense
(b) Present Progressive or Continuous tense
(c) Present Perfect Tense
(d) Present Perfect Progressive/Continuous Tense
(a) Simple Present Tense is used
• To refer universal truth.
Ex:The sun rises in the East.
• To refer to the present truth.
Ex: Ravi works for Infosys.
• To refer routine or habitual activity.
Ex:Linshika Raj gets up at 5 a.m.
• To describe people, places and objects.
Ex: A pressure cooker is a metal vessel with a tight fitting
led, through which steam cannot escape.
• To make a new report more dramatic.
Ex:Indian Chemist wins international award.
104 Communicative English

Structure: Subject + verb in its base form +-‘s’ form

I/We/You/They drink water (base form)
He/She drinks water (base form+s)
(b) Present Progressive/Continuous Tense is used
• To refer to an action which is in progress. Ex:Prakhyathi Raj
is reading news paper.
• To indicate action in the future.
Ex:Linni is starting a new business next year.
• To show that an activity is only temporary.
Ex: At present Swathi is teaching English in Manasa College.
Structure: Subject + be form of the berb +verb + ing
Raj is cook ing food.
(c) Present Perfect Tenseis used to describe an action that
had begun in the past, continues into the present and has
just been completed.
Ex: Rohith has completed the task.
Structure: Sub + has/have + past participle
(3rd form of the verb)
She has done
her home work.
(d) Present Perfect Progressive/Continuous Tenseis a
combination of present perfect and the present progressive
tenses in form as well as in meaning.This tense indicates an
activity began in the past and it is continuing at present.
Structure: sub+has/have+been+verb+ing
Nagendra has been working in GFGC since 2009.
He has been making film for thirteen years.
Basic English Comm. Grammar and Vocabulary Part-II 105

Past Tense
Past Tense is further divided as
(a) Simple Past or Past Indefinite Tense
(b) Past Progressive or Continuous Tense
(c) Past Perfect Tense
(d) Past Perfect Progressive/Continuous Tense
(a) Simple Past or Past Indefinite Tense is used
• To refer to an action or event took place in the past.
Ex: Mokshith drove to Mysore last week.

• To tell the effect of an action completed in the past is felt
in the present.
Ex: Someone came to see you.

• To refer to a not only a single occurrence of an action but
also to a habitual activity or something that happened
regularly in the past.
Ex: Vasistha played football when he was in college.

My friend used to bring lunch everyday.
Structure: sub+verb (2nd form of verb)
(b) Past Progressive Tense is used to show that an action was
in progress at a specific time the past.
Ex:Deeksha was watching television at 8.30 p.m last night.

I was eating an apple when my friend telephoned.
Structure: sub+be form of verb+verb+ing.
(c) Past Perfect Tense is used to express that an action
happened before a specific time or before another action in
the past.
Ex:The girl reached the bus stop at 5.30 p.m. but the bus

had left.
I had spoken to my friend before I wrote to you.
Structure : Sub+had+past participle (3rd form of verb).
106 Communicative English

(d) Past perfect Continuous Tense is used to show that an

action had already begun and was in progress when a
second action was done.
Ex: Dr. Prabhakar had been working in the same hospital
for twenty five years when he retired.
Structure: Sub+had+been+verb+ing.
Future Tense Future Tense is further divided as
(a) Simple Future or Future Indefinite Tense
(b) Future Progressive or Continuous Tense
(c) Future Perfect Tense
(d) Future Perfect Progressive/Continuous Tense
(a) Simple Future or Future Indefinite Tense is used to
express an action that will happen in near or far future.
Ex: Swathi will leave tomorrow morning.
We shall talk to them next week.
Structure: Sub+will+verb (base form).
(b) Future Progressive Tense is used to refer to action in
progress at some specific time in the future.
Ex: I will be addressing the batch of students at 11.am
tomorrow.
Kiansh will be writing final semester exams next year.
Structure: Sub+will+be form of verb+verb+ing.
(c) Future Perfect Tense is used to indicate that a certain
action will have been completed at some point in the future.
Ex: By the time the train reaches Mysore, Varshitha will
have left for Bombay.
Structure: Sub+will+have +verb (3rd form).
(d) Future Perfect Continuous Tense is used to indicate that
an activity will have begun some time in the past, present
or future and expected ot continue in the future.
Ex: By 2021, Ruchika will have been going to school.
When I see you next, you will have been working at Infosys
for 5 years.
Structure: Sub+will+have +been+verb +ing.
Basic English Comm. Grammar and Vocabulary Part-II 107

Multiple Choice Questions

1. Which tense is used to describe an action that had
begun in the past, continues into the present, and has
just been completed?
A) Present Perfect Tense
B) Simple Past Tense
C) Present Progressive Tense
D) Future Tense
2. Which tense is used to refer to an action in progress at
a specific time in the past?
A) Past Progressive Tense
B) Past Perfect Tense
C) Simple Present Tense
D) Present Perfect Continuous Tense
3. What is the correct structure for the Future Perfect
Continuous Tense?
A) Sub + will + have + been + verb + ing
B) Sub + will + have + verb (3rd form)
C) Sub + will + be form of verb + verb + ing
D) Sub + will + verb (base form)
4. Which tense is used to express a habitual activity or
something that happened regularly in the past?
A) Simple Past Tense
B) Past Perfect Tense
C) Past Progressive Tense
D) Present Perfect Tense
108 Communicative English

5. In the sentence “He will be addressing the batch of

students at 11 a.m. tomorrow,” which tense is being
used?
A) Future Progressive Tense
B) Present Perfect Continuous Tense
C) Simple Future Tense
D) Future Perfect Tense
4.5 The Sequence of Tenses (Rules in use of Tenses)
– Exercises
The sequence of tenses is a grammatical concept that outlines the
rules for maintaining consistency in verb tenses within a sentence
or paragraph. It ensures that the tenses used in different parts
of a sentence align properly, providing clarity and coherence in
communication.
Here are the key rules for the sequence of tenses:
1. Present Tense in Main Clause - Present Tense in
Dependent Clause:
• When the main clause is in the present tense, the
dependent clause should also be in the present tense.
• Example: He believes that she understands.
2. Past Tense in Main Clause - Past Tense in Dependent
Clause:
• When the main clause is in the past tense, the dependent
clause should also be in the past tense.
• Example: She said that he called.
3. Present Perfect in Main Clause - Present Perfect in
Dependent Clause:
• When the main clause is in the present perfect tense, the
dependent clause should also be in the present perfect
tense.
• Example: They have seen that he has arrived.
Basic English Comm. Grammar and Vocabulary Part-II 109

4. Past Perfect in Main Clause - Past Perfect in Dependent

Clause:
• When the main clause is in the past perfect tense, the
dependent clause should also be in the past perfect
tense.
• Example: She had studied before she realized.
5. Future Tense in Main Clause - Future Tense in Dependent
Clause:
• When the main clause is in the future tense, the
dependent clause should also be in the future tense.
• Example: He will know when she will come.
6. Present Tense or Future Tense in Main Clause - Present
Tense or Future Tense in Dependent Clause (for general
truths or timeless facts):
• In sentences expressing general truths, scientific facts,
or statements that are always true, the tense in the main
clause and dependent clause can be either present or
future.
• Example: The sun rises in the east, and it will set in the
west.
7. Modal Auxiliaries in Main Clause - Modal Auxiliaries in
Dependent Clause:
• When modal auxiliaries (can, could, will, would, shall,
should, may, might, must) are used in the main clause,
they should also be used in the dependent clause.
• Example: He can swim, but he cannot believe that she
can too.
8. Subjunctive Mood in Dependent Clause (for hypothetical
or contrary-to-fact statements):
• In some cases, the subjunctive mood is used in
dependent clauses to indicate unreal or hypothetical
situations. This is particularly common in conditional
sentences.
• Example: If I were a bird, I would fly.
110 Communicative English

Exercise 1: Identify the Correct Tense

Identify whether the underlined verb in each sentence is in
the correct tense according to the sequence of tenses rules.
1. She said that she (was / is) going to the party later.
2. By the time they arrived, the show already (started / starts).
3. He believes that she (will pass / passes) the exam.
4. I didn’t know that he (has / had) such a talent.
5. If he (knew / knows) the answer, he would tell us.
6. They were surprised when they (heard / hear) the news.
7. She told me that she (has / had) met him before.
8. If I (am / were) you, I would reconsider my decision.
Exercise 2: Rewrite the Sentences
Rewrite the sentences, changing the verb tenses to make
them follow the sequence of tenses correctly.
1. She said, “I have never been to Paris before.” Rewrite: She
said that she ____________ to Paris before.
2. He believes, “She is coming to the party.” Rewrite: He
believes that she ____________ to the party.
3. They will go for a hike if the weather is good. Rewrite: They
will go for a hike if the weather ____________ good.
4. She told me, “I am learning Spanish.” Rewrite: She told me
that she ____________ Spanish.
5. He said, “I had already finished my work.” Rewrite: He said
that he ____________ his work.
Exercise 3: Complete the Sentences
Fill in the blanks with the correct tense forms according to
the sequence of tenses.
1. She told me that she ____________ (visit) the museum last
week.
2. If I ____________ (know) it was going to rain, I would have
brought an umbrella.
Basic English Comm. Grammar and Vocabulary Part-II 111

3. He said that he ____________ (read) the book before he

watched the movie.
4. By the time they arrive, the meeting ____________ (already/
start).
5. If she ____________ (study) harder, she would have passed the
exam.
6. He believes that she ____________ (be) the right person for the
job.
7. I wish I ____________ (know) how to play the guitar.
8. She told me that she ____________ (never/eat) sushi before.
Exercise 4: Create Sentences
Create your own sentences using different tenses to practice the
sequence of tenses rules.
Remember to check that the tenses in the main clause and
dependent clause align correctly!
Example:
• Main Clause: She will visit the museum.
• Dependent Clause: She said that she would visit the
museum.
rrrr
112 Communicative English

MODULE
COMMUNICATION
5 SKILLS FOR
EMPLOYMENT
CONTENTS

 Information Transfer: Oral Presentation and its Practice

 Difference between Extempore and Public Speaking,
Communication Guidelines
 Mother Tongue Influence (MTI), Various Techniques for
Neutralization of Mother Tongue Influence
 Reading and Listening Comprehension - Exercises

5.1 Information Transfer: Oral Presentation and its

Practice
Effective oral presentations are a cornerstone of successful
communication in both academic and professional settings.
Mastery of this skill is paramount for conveying information with
clarity, engagement, and impact. Below is a comprehensive guide
to help you prepare and excel in your oral presentations:
1. Understand Your Audience:
• Gain a thorough comprehension of your audience’s
demographic, background, and level of familiarity with
the subject matter.
2. Define the Objective:
• Precisely articulate the primary aim of your
presentation. Are you informing, persuading, or seeking
to entertain?
3. Organize Content Methodically:
• Structure your presentation with a discernible
introduction, substantive content, and a conclusive
summary. Employ a logical progression of ideas.
Communication Skills for Employment 113

4. Utilize Visual Aids (as Appropriate):

• Leverage visual aids such as slides, charts, graphs, or
pertinent props to augment and reinforce key points.
Ensure that visuals are unambiguous and uncluttered.
5. Diligent Rehearsal:
• Devote significant time to rehearsing your presentation.
This refines fluency, builds confidence, and fine-tunes
timing.
6. Employ Purposeful Body Language:
• Maintain unwavering eye contact, utilize gestures
judiciously, and exude an air of confidence through
poised posture. Proficient use of body language serves
to amplify your message.
7. Foster Audience Engagement:
• Foster interaction by posing thought-provoking
questions, sharing pertinent anecdotes, or integrating
interactive elements to sustain audience involvement.
8. Attune to Pace and Cadence:
• Guard against speaking too rapidly or too languidly.
Cultivate a measured and deliberate pace conducive to
optimal comprehension.
9. Employ Clear and Precise Verbiage:
• Eschew technical jargon and convoluted terminology
unless addressed to an audience versed in such
vernacular. Opt for articulation marked by precision
and conciseness.
10. Mindful Modulation of Tone and Pitch:
• Align your vocal tone with the substance and intention
of your message. Exercise dexterity in pitch modulation
to underscore salient points.
11. Address Queries Adroitly:
• Be poised to field inquiries adeptly. If confronted with
an unfamiliar query, commit to procuring the requisite
information and promptly following up.
114 Communicative English

12. Adroit Time Management:

• Adhere rigorously to your allocated time frame. Practice
pacing to ensure a presentation that is neither hasty
nor protracted.
13. Consider Self-Recording (Optional):
• Consider recording a practice session for meticulous
selfreview, allowing for identification of areas
warranting refinement.
14. Seek Constructive Critique:
• Solicit feedback from a discerning colleague, mentor, or
confidant. External perspectives often yield invaluable
insights for honing delivery.
15. Exude Flexibility:
• Be prepared to adapt seamlessly to unforeseen
circumstances or exigencies that may arise during the
course of your presentation.
Incorporating these principles into your preparation regimen
will undoubtedly fortify your ability to deliver information
cogently, persuasively, and with the gravitas befitting professional
discourse.
Multiple Choice Questions (MCQs)
1: What is one of the key objectives when delivering an
oral presentation?
A) Entertaining the audience
B) Conveying information with clarity and impact
C) Ignoring audience engagement
D) Using technical jargon extensively
2: Why is it important to understand your audience before
giving a presentation?
A) To show off your knowledge
B) To tailor the presentation to their needs and familiarity
with the subject matter
C) To avoid eye contact with them
D) To speak as fast as possible to impress them
Communication Skills for Employment 115

3: Which guideline emphasizes using visual aids

effectively in a presentation?
A) Guideline 4: Utilize Visual Aids (as Appropriate)
B) Guideline 7: Foster Audience Engagement
C) Guideline 11: Address Queries Adroitly
D) Guideline 15: Exude Flexibility
4: What should be avoided when it comes to language
usage in a presentation?
A) Using technical jargon and complex terminology
extensively
B) Opting for articulation marked by precision and
conciseness
C) Employing clear and precise verbiage
D) Addressing the audience in their native language
5: Why is it recommended to consider self-recording as
an optional practice?
A) To avoid practicing altogether
B) To meticulously review and identify areas for refinement
in your delivery
C) To showcase your natural talent without any preparation
D) To avoid seeking constructive critique from others
5.2 Difference between Extempore and Public
Speaking, Communication Guidelines
Public Speaking
Extempore speaking and public speaking are both forms of
verbal communication, but they differ in several key aspects:
Public Speaking Extempore
An activity of addressing the An activity of addressing the
audience with the purpose of audience with the purpose of
informing, persuading, or en-
tertaining in a suitable man- showcasing the speaker’s abil-
ner. ity to think on the feet.
116 Communicative English

Prior preparation No prior preparation

Memorized and planned Spontaneous and unplanned
speech speech
Time available for prepara- No time is available for prepa-
tion, practice, and rehearse. ration, practice, and rehearsal.
The speaker is aware of The speaker is not aware of
the topic, information, and the topic, information, and
schedule of the program in schedule of the program in
advance. advance.

Communication Guidelines for Public Speaking:

Public speaking, being a more formal and structured form of
communication, requires careful planning and execution. Here
are some communication guidelines for effective public speaking:
1. Know Your Audience:
• Understand the demographics, interests, and
knowledge level of your audience to tailor your message
appropriately.
2. Clear Objectives:
• Define the purpose of your speech. Are you informing,
persuading, inspiring, or entertaining?
3. Organize Your Content:
• Structure your speech with a clear introduction, main
points, and a memorable conclusion. Use a logical flow
of information.
4. Engage Your Audience:
• Use techniques like storytelling, asking questions, or
involving the audience in activities to maintain interest
and participation.
5. Use Visual Aids (if applicable):
• Utilize slides, charts, and props to enhance your
message, but ensure they are clear and not overly
complex.
Communication Skills for Employment 117

6. Practice and Rehearse:

• Familiarize yourself with your content to improve
fluency, confidence, and timing. Rehearse in front of a
mirror or a trusted individual.
7. Body Language and Voice Modulation:
• Maintain good posture, make eye contact, and use
gestures purposefully. Vary your tone, pitch, and pace
to emphasize key points.
8. Handle Questions Gracefully:
• Be prepared for questions and handle them confidently.
If you don’t know an answer, offer to follow up later.
9. Time Management:
• Stay within your allocated time to ensure the audience
remains engaged and to respect the schedule.
10. Seek Feedback:
• After your presentation, solicit constructive feedback
from peers or mentors to improve your future
performances.
By adhering to these guidelines, you can deliver a compelling
and effective public speech that leaves a lasting impression on
your audience.
Multiple Choice Questions (MCQs)
1. What is the key difference between public speaking
and extempore speaking?
A) Public speaking is planned and prepared, while
extempore speaking is spontaneous and unplanned.
B) Public speaking is always delivered without any prior
preparation, while extempore speaking is carefully
rehearsed.
C) Public speaking focuses on entertainment, while
extempore speaking aims to inform and persuade.
D) Public speakin is a formal address to the audience,
while extempore speaking is a casual conversation.
118 Communicative English

2. Which of the following statements is true about public

speaking?
A) Public speaking does not require any prior preparation.
B) Public speaking is priarily aimed at showcasing the
speaker’s ability to think on their feet.
C) Public speaking involves addressing the audience with
the purpose of informing, persuading, or entertaining
in a suitable manner.
D) Public speaking is always delivered without any
knowledge of the topic in advance.
3. What is a crucial aspect of delivering an effective public
speech
A) Avoiding any interaction with the audience to maintain
formality.
B) Varying tone, pitch, and pace of speech to emphasize
key points.
C) Memorizing the entire speech without any use of notes.
D) Ignoring the time allocated for the presentation.
4. In extempore speaking, what is the level of awareness
the speaker has about the topic in advance?
A) The speaker is aware of the topic, information, and
schedule of the program in advance.
B) The speaker is not aware of the topic, information, and
schedule of the program in advance.
C) The speaker has complete knowledge of the topic,
allowing for extensive preparation.
D) The speaker is partially aware of the topic but has no
time for preparation.
5. Which of the following is a recommended guideline for
public speaking?
A) Ignoring the time allocated for the presentation to
ensure all points are covered thoroughly.
Communication Skills for Employment 119

B) Using complex technical jargon extensively to showcase

expertise.
C) Maintaining good posture, making eye contact, and
using gestures purposefully.
D) Avoid any form of audience engagement to maintain a
formal atmosphere.
5.3 Mother Tongue Influence (MTI), Various Techniques
for Neutralization of Mother Tongue Influence
Mother Tongue Influence (MTI):
Mother Tongue Influence (MTI) refers to the influence of one’s
native language on the pronunciation and intonation of a second
or foreign language. It is common for individuals to carry the
phonetic patterns, speech sounds, and rhythm of their native
language into their speech of a different language. MTI can
sometimes lead to difficulties in being understood clearly by
native speakers of the target language.
Various Techniques for Neutralization of Mother Tongue
Influence:
1. Phonetic Awareness:
• Develop an acute awareness of the phonetic differences
between your native language and the target language.
Recognize the unique sounds, stress patterns, and
intonation.
2. Focused Listening:
• Immerse yourself in native speakers’ conversations,
videos, and audio resources in the target language. Pay
close attention to their pronunciation and rhythm.
3. Phonetic Exercises:
• Engage in specific exercises that target the sounds and
intonation patterns of the target language. Practice
mimicking native speakers.
120 Communicative English

4. Record and Analyze:

• Record your speech and compare it with a native
speaker’s pronunciation. Identify areas where MTI is
most prominent and work on those.
5. Pronunciation Guides:
• Utilize pronunciation guides, dictionaries, and
language learning apps that provide accurate phonetic
representations of words.
6. Vowel and Consonant Drills:
• Practice articulating specific vowels and consonants
that are challenging due to MTI. Repeat them in isolation
and then in words.
7. Mouth and Lip Exercises:
• Engage in exercises that improve your control over
your mouth and lip movements. This can enhance your
ability to produce sounds accurately.
8. Shadowing:
• Listen to a native speaker and try to repeat what they
say in real time. This technique helps synchronize your
speech with native pronunciation.
9. Language Coach or Tutor:
• Seek guidance from a language coach or tutor who
specializes in accent reduction and MTI neutralization.
They can provide personalized feedback and exercises.
10. Regular Practice:
• Consistent practice is crucial for overcoming MTI.
Incorporate pronunciation exercises into your daily
language learning routine.
11. Feedback and Correction:
• Seek feedback from native speakers or language
instructors They can point out specific areas where
MTI is affecting your speech and offer guidance for
improvement.
Communication Skills for Employment 121

12. Be Patient and Persistent:

· Overcoming MTI is a gradual process that requires
patience and persistence. Celebrate small improve-
ments and stay committed to the process.
Remember that neutralizing Mother Tongue Influence is a gradual
and ongoing process. With dedicated practice and the right
techniques, you can significantly improve your pronunciation
and speech clarity in the target language.
Multiple Choice Questions (MCQs)
1. What is Mother Tongue Influence (MTI) in language
learning?
A) The influence of one’s native language on the choice of
vocabulary in a foreign language.
B) The influence of one’s native language on the
pronunciation and intonation of a second or foreign
language.
C) The influence of a foreign language on one’s native
language.
D) The influence of regional dialects on the phonetic
patterns of a language.
2. Why is it important to develop phonetic awareness
when addressing Mother Tongue Influence (MTI)?
A) To become fluent in one’s native language.
B) To recognize the unique sounds, stress patterns, and
intonation differences between the native language and
the target language.
C) To improve vocabulary retention in the target language.
D) To enhance writing skills in the target language.
3. What is the purpose of engaging in “Shadowing” as a
technique for neutralizing MTI?
A) To practice pronunciation exercises.
B) To improve vocabulary retention.
C) To synchronize speech with native pronunciation in
real-time.
D) To develop an acute awareness of phonetic differences.
122 Communicative English

4. What does the technique of “Record and Analyze”

involve?
A) Recording a native speaker’s pronunciation.
B) Recording your own speech and comparing it with a
native speaker’s pronunciation.
C) Analyzing written texts for grammatical errors.
D) Memorizing vocabulary lists.
5. Why is it recommended to seek guidance from a
language coach or tutor in MTI neutralization?
A) To learn a new language from scratch.
B) To receive personalized feedback and exercises for
accent reduction and MTI neutralization.
C) To focus exclusively on grammar and vocabulary.
D) To avoid practicing pronunciation exercises.
5.4 Reading and Listening Comprehension – Exercises
Reading Comprehension Exercises:
1. Vocabulary Expansion:
• Read articles, books, or online content in your target
language. Note down unfamiliar words and look up their
meanings. Create flashcards or a vocabulary journal.
2. Summarizing Texts:
• After reading an article or passage, summarize the main
points in your own words. This helps reinforce your
understanding.
3. Inferencing:
• Read between the lines. Try to deduce implied meanings,
emotions, or intentions in a text.
4. Question-Answer Practice:
• Formulate questions based on the text you’ve read and
answer them. This encourages critical thinking and
ensures comprehension.
Communication Skills for Employment 123

5. Comparative Reading:
• Read the same content in both your native language
and the target language. Compare the two versions to
enhance comprehension.
6. Context Clues:
• When encountering an unfamiliar word, try to
understand its meaning based on the surrounding
words or sentences.
7. Reading Speed and Fluency:
• Set a timer and challenge yourself to read a passage
within a certain time frame. Gradually increase the
difficulty level.
8. Genre Variation:
• Read different types of content like news articles, fiction,
non-fiction, academic texts, and so on. Each genre has
its own language style and vocabulary.
Exercise 1:
Text:
“The Fermi Paradox: Where is Everybody?”
The Fermi Paradox refers to the apparent contradiction between
the high probability of extraterrestrial civilizations existing in the
Milky Way galaxy and the lack of evidence or contact with such
civilizations. Named after physicist Enrico Fermi, this paradox has
intrigued scientists and philosophers for decades.
One possible explanation is the concept of the Great Filter. This
suggests that there is a significant and unlikely step or event in the
development of life or civilizations that acts as a barrier, greatly
reducing the number of civilizations that progress to the level of
interstellar communication.
Another theory proposes that advanced civilizations may
intentionally avoid contact with other civilizations, either to
prevent interference or to protect themselves from potential
threats.
124 Communicative English

Despite numerous advances in space exploration and technology,

we have yet to discover any conclusive evidence of extraterrestrial
life. The Fermi Paradox remains a central question in the field of
astrobiology.
Questions:
1. What is the Fermi Paradox?
2. Who is Enrico Fermi, and why is the paradox named after
him?
3. Explain the concept of the Great Filter.
4. According to one theory, why might advanced civilizations
avoid contact with others?
Exercise 2:
Text:
“The Theory of Relativity: Einstein’s Groundbreaking Insights”
Albert Einstein’s Theory of Relativity revolutionized our
understanding of the fundamental nature of space, time, and
gravity. There are two main components of this theory: Special
Relativity and General Relativity.
Special Relativity, proposed in 1905, deals with objects
moving at constant velocity, particularly those moving close
to the speed of light. It introduced the concept that time and
space are interconnected in a four-dimensional space time
continuum. Additionally, it unveiled the famous equation E=mc²,
demonstrating the equivalence of mass and energy.
General Relativity, formulated in 1915, expanded on Special
Relativity by incorporating the effects of gravity. It describes how
massive objects curve the fabric of space time, influencing the
motion of other objects. This theory has been confirmed through
numerous experiments and observations, including the bending
of starlight by a massive object, known as gravitational lensing.
Einstein’s work on the Theory of Relativity revolutionized physics
and laid the groundwork for much subsequent advancement in
the field.
Communication Skills for Employment 125

Questions:
1. What are the two main components of Albert Einstein’s
Theory of Relativity?
2. What does Special Relativity deal with, and what concept
does it introduce?
3. Explain the significance of the equation E=mc².
4. How does General Relativity incorporate the effects of
gravity, and what is an example of its confirmation through
observation?
Listening Comprehension Exercises:
1. Transcription Practice:
• Listen to a spoken passage and transcribe it wordfor-
word. This sharpens your ability to catch details.
2. Listening to Authentic Materials:
• Listen to podcasts, news broadcasts, interviews, or TED
talks in your target language. Authentic content offers
exposure to natural speech patterns.
3. Note-taking:
• While listening to a lecture or conversation, take notes
on the main points, key details, and any unfamiliar
vocabulary.
4. Multiple Listenings:
• Listen to the same audio multiple times. With each
repetition, focus on different aspects such as main
ideas, details, or specific vocabulary.
5. Dictation Exercises:
• Have someone dictate a passage to you, or use
prerecorded dictation exercises. Write down what you
hear.
6. Comprehension Questions:
• After listening to a passage, answer questions about the
content. This ensures you’ve grasped the main ideas.
126 Communicative English

7. Interactive Listening:
• Engage in conversations or discussions with native
speakers. Active listening in real-time situations is
invaluable for comprehension.
8. Watch Films or TV Shows:
• Start with subtitles in your native language, then
switch to subtitles in the target language, and finally try
without any subtitles.
Exercise 1: Podcast Episode
Audio Transcript:
[Podcast Host]: Welcome to “Science Explorations.” In today’s
episode, we delve into the fascinating world of quantum
mechanics. Our guest expert, Dr. Emily Rodriguez, will shed light
on the peculiar behavior of subatomic particles. Welcome, Dr.
Rodriguez.
[Dr. Rodriguez]: Thank you, it’s a pleasure to be here.
[Podcast Host]: Let’s start with the famous double-slit experiment.
Can you explain its significance in understanding the wave-
particle duality of electrons?
[Dr. Rodriguez]: Certainly. The double-slit experiment
demonstrates that particles, such as electrons, exhibit both wave-
like and particle like behavior. When fired individually through
two slits, they create an interference pattern, akin to waves.
However, when observed, they behave like particles, passing
through one slit or the other.
[Podcast Host]: That’s truly mind-boggling. Now, how does this
duality influence our understanding of the quantum world?
[Dr. Rodriguez]: It challenges our classical intuitions. We need to
accept that particles can exist in multiple states simultaneously,
and their behavior is inherently probabilistic. This duality
underpins the principles of quantum mechanics.
Questions:
1. What is the topic of the podcast episode?
2. Who is the guest expert?
Communication Skills for Employment 127

3. What is the significance of the double-slit experiment?

4. How does the behavior of electrons in the experiment
challenge classical intuitions?
Exercise 2: News Report
Audio Transcript:
[News Anchor]: In a groundbreaking discovery, scientists have
identified a new species of deep-sea creatures off the coast of
Antarctica. These organisms, named “Antarctic Glimmer fish,”
possess bioluminescent properties, enabling them to emit a
soft blue light. Dr. Sarah Martinez, lead researcher, explains the
significance of this finding.
[Dr. Martinez]: The discovery of the Antarctic Glimmer fish sheds
light on the incredible biodiversity in the frigid depths of the
Southern Ocean. Their bioluminescence likely serves various
purposes, including camouflage and communication.
[News Anchor]: This find highlights the importance of preserving
these remote ecosystems. The research team will continue their
exploration to uncover more about these enigmatic creatures.
Questions:
1. What is the name of the newly discovered species?
2. What is one of the notable features of the Antarctic Glimmer
fish?
3. According to Dr. Sarah Martinez, what are some potential
purposes of their bioluminescence?
4. What is the significance of this discovery in the context of
biodiversity?
rrrr
128 Communicative English

References
Sanjay Kumar & Pushpa Latha, 2015, Comminication Skills, Oxford
University Press, New Delhi.
Dr. Prakash C.L.N. 2007, An Advanced Course in Communication Skills and
Media Awareness, Cambridge University Press India Pvt. Ltd. New Delhi.
Meenakshi Raman & Sangeeta Sharma, 2015, Technical Communication-
Principles and Practice, Oxford University Press, New Delhi.
http://www.mindtools.com
Latha Mohan Shetty, 2018, Technical English-I, Pristine Publishing House,
Mangaluru.
NITTTR, 2015,Communication Skills in English, Orient Blackswan Pvt.
Ltd, Hyderabad,
Roger Thomson, 2007, Common Errors in English, Pentagon Press,
New Delhi.
Wren & Martin, 2018, English Grammar & Composition, Nirja Publishers
& Printers Pvt. Ltd. New Delhi.
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