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English for Communication

Trainer Manual

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| Copyright Liqvid eLearning Services Pvt Ltd.

FOREWORD

Welcome to a journey unlike any other! Your students have taken their rst step to

becoming more effective English speakers, and this programme is entirely developed

to help them at every step. Through a marriage of state-of-the-art technology and

instructor-led training (ILT), you will rst clearly understand your learners present levelof English communication, and then you will help them to take gradual but signicant

strides to correct and build a more solid foundation in the language. Our technology +

instructor formula is revolutionary, but it will also require contribution from your side in

terms of attention and effort in order to help your students to attain results that are both

signicant and noticeable.

Today, leading linguists believe that Indians are especially gifted with the ability to

assimilate and retain complex speech patterns. This is because of our rich linguistic

landscape, which supports 234 major mother tongues or languages, each with 10000or more speakers, and several other minor languages with less than 10000 speakers

each (India Census, 2001). In total, there are 415 living languages in India, but if we

count the different dialects as separate languages, then the number is in the range of

15002000! As a result, the experts say that about 60% of the sounds and speech

patterns that learners need to acquire new languages are already embedded in them,

and these sounds and speech patterns simply need to be transferred in a structured

manner. For many of your students, English might be the second language, which is a

signicant achievement because people in many developed countries speak only one

language. However, even if English is their third or fourth language, their minds arebetter prepared and more ready to adjust to the nuances and contours of English.

Our approach in this course rests on three essential pillars: Exposure, Condence,

and Practice. We believe that the rst step to building English skills should be similar to

the way a child learns language you will rst help your students to receive adequate

exposure through this programme, but then you should emphasise to them that they

should take it upon themselves to continue to receive exposure to the language long

after they have mastered this programme. You should explore traditional and creative

ways to help your students to continue practising their new language skills.

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We also believe that you should help your students to approach all learning with

condence. Assure them that they should not have any fear of the inevitable mistakes

that all learners make. Especially in the area of language, you may be surprised to know

that even native speakers are prone to recurring errors. Therefore, your students are

not only expected to make mistakes, but such errors are (almost) necessary for

building a solid foundation in the language. Indeed, the errors your students

make can be seen quite positively as an indication of their willingness to become

uent in the language, even if they still need to cover some distance before they

actually become uent.

Lastly, and this is fundamental at this stage of your students relationship with the

English language, you must emphasise to your students that they must practise. We

have made the structure for them (both at the instructor and technical level), but they

will need to bring with them the determination to understand, apply, and practise their

new-found approach to develop clearer English pronunciation, correct grammar, and

improved comprehension skills. Assure your students that this practice will pay off.

The way the brain acquires new languages is a eld of vast academic research, with

continued experimentation and ongoing breakthroughs. However, whatever solutions

neurologists and linguists discover in the long term, every solution is certain to contain

an element dedicated to the importance of practice and repetition. Therefore, you

should emphasize to your students that they must go through all the exercises at the

recommended pace and practice, practice, practice.

That said, fasten your seatbelt and prepare yourself for accelerated training!

Liqvid eLearning Services Pvt. Ltd.

All rights reserved. No part of this book may be reproduced, storedin a retrieval system or transmitted in any form or by any means,without the prior written permission of Liqvid eLearning Services

Pvt. Ltd.

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TABLE OF CONTENTS

Introduction to Communication1. .............................................................15

Consonant Sounds2. ...............................................................................17

Vowel Sounds3. .......................................................................................21

Vowel Shades4. .......................................................................................26

Sound Clusters5. ......................................................................................28

Indianisms6. .............................................................................................30

Syllables7. ................................................................................................31

Syllable Stress8. ......................................................................................32

Nouns9. ....................................................................................................34

Indefinite Articles10. ...................................................................................35

The Definite Article11. ...............................................................................37

Adjectives12. .............................................................................................40

Making Comparisons13. ............................................................................42

Space and Time14. ....................................................................................43

More Prepositions15. ................................................................................44

Expressions16. ...........................................................................................46

Subject-Verb Agreement17. ......................................................................47

The Present Tense18. ................................................................................49

More of the Present Tense19. ...................................................................52

The Past Tense20. ....................................................................................54

More About the Past21. .............................................................................55

The Future Tense22. .................................................................................56

Back to the Future23. .................................................................................57

Modals and Mood24. .................................................................................59

Fluency25. ..................................................................................................60

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Voice26. ....................................................................................................61

Reported Speech27. .................................................................................63

Intonation and Modulation28. ....................................................................65

Word Stress and Modulation29. .................................................................66

Listening Styles30. ....................................................................................67

Learning to Listen31. .................................................................................68

Modulating Speech32. ..............................................................................69

Mastering Fluency33. ................................................................................70

Enhancing Vocabulary34. ..........................................................................71

Fun Learning35. ........................................................................................73

Winding Up36. ............................................................................................74

Advanced

Joining Sentences, Filler Words37. ...........................................................84

Narrating Events, Filler Words38. .............................................................87

Adding Extra Information, Word Stress39. .................................................93

Actions that Happened, Giving New Information40. ...............................100

Possibilities and Conclusions, Conversational Fillers41. .........................103

Possibility and Probability, Implied Meaning42. .......................................107

Time Comparison, Contrasting Ideas43. ..................................................110

Talking About Right and Wrong, Marking Speech Sections44. ...............112

Pointing out Mistakes, Polite Disagreement45. ........................................116

Intensifying an Adjective, Apologising Politely46. ....................................118

Expressing Quantities, Intonation Patterns47. ........................................121

Time Expressions, Intonation Patterns48. ..............................................124

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INTRODUCTION TO ENGLISH FOR COMMUNICATION

Welcome to English for Communication. This programme will help your students to take

significant strides so that they can quickly join the realm of people who speak polished

English. English for Communication has been designed for learners who have a beginners

competency in the language and who aim to achieve an intermediate proficiency level.

English for Communication is an integrated course that will enhance your students ability

to speak English fluently in daily life. You will help them to achieve this objective through a

rigorous programme of blended learning, which is a unique blend of instructor-led training

(ILT) and computer-based training (CBT). The sessions are designed so that the course

follows a parallel structure, in which concepts are first introduced in the ILT session, and

then reinforced with practice and an innovative approach to learning in the CBT session.

Teaching Material

The teaching material for each session comprises:

ILT component

Classroom Learning Software (Trainer CD)

Cue cards for Trainers

Trainer manual with Session Plans and background information to help

prepare for a session

Learner workbook (Courseware)

CBT component

CBT software (Students CD)

Instructional Strategy

This course comprises of ILT and CBT sessions. The ILT sessions are to be taught

in class-room whereas the CBT sessions are meant for students to practise the

concepts they have learnt in the class-room sessions. Each CBT session should

be completed in half the time taken for an ILT session.

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English Edge: Intermediate Trainer Manual

BLENDED LEARNING

The process of learning a language might be simple, but it is also arduous. The first

part of learning in the English for Communication process is the classroom session ably

supported with technology, and the second is the e-learning session in which you will use

the learner software. The learning will progress in a natural way, from the general to thespecific learning. The concept is that learning should flow smoothly, beginning with theory

made interesting, then the use of the software, followed by application of the learning in

interactive activities in both classroom and e-learning sessions.

The idea is to apply the learning in ways that will make the sessions enjoyable for your

students, and the language work easy to remember. Learning and studies have been with

us ever since we were children, but for your students to remember and master what they

learn here, we need to make the learning creative and fun. This is what we have attempted

to do in this course.

TRAINING versus TEACHING

We are aware just as the learners may also be aware of the differences between

teaching and training and the plus and minus factors of each. Training is definitely a self-

motivated exercise. Your students will get from this programme as much as they wish to,

in direct proportion to the effort they put into the learning. On the flip side, though, training

adults requires the ability to help them unlearn old skills and replace them with more

correct ones. This is the difficult part, and the part in which you, as the trainer, will play a

significant role.

WORKING ON THE SOFTWARE

The English for Communication software has been developed after years of research into

the specific language needs of Indian learners. It both complements and supplements

classroom learning, with its unique features, online trainers / protagonists, and learning

tools. Do reassure learners who are not computer savvy about the user-friendly nature

of the software. Remind them that they should follow the content pattern laid down in the

courseware and avoid jumping the gun by going ahead of the class.

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Trainer Manual English Edge: Intermediate

RECAP AND LEARNING OBJECTIVES

Every session should start with a recap of the previous session and should introduce the

Learning Objectives of the session.

STAYING ON TRACK AND ADHERING TO TIMELINES

English for Communication sessions are carefully planned to maintain a balance between

information sharing, activities, and practice. Learners respond positively to the activities

and interactions. You might find that class time is consumed in these interactions, leaving

little time for other topics that are planned for the session. Keep the timelines in mind when

conducting any activity or going through the topics. Stay in control of the situation. Make a

checklist of the topics/activities to be covered so that you can ensure that you remain on

track.

MOTIVATION

There is a challenge in all training, particularly one that is as meaningful as the one

you are about to impart, that is, giving your students the opportunity to better their lives

considerably through English language enhancement. This, in todays context, is perhaps

the single largest factor for all kinds of work success. Keep reminding the learners of the

benefits that await them as they master the English language. Make English learning

as enjoyable for them as you possibly can.

FEEDBACK METHODOLOGY

Feedback, and the way you give it, really contributes to the success of a training

programme.

What is feedback?

Feedback is structured information that one person offers to another, about the impact of

their actions and behaviour. Feedback is a type of communication that we give or receive.

A powerful and important means for communication, feedback connects us, and our

behaviour, to the world around us.

Feedback is a way to let people know how effective they are in what they are trying to

accomplish, or how they affect you. It provides a way for people to learn how they interact

with the world around them, and it helps us to become more thoughtful or reflective in

our actions. If we know how other people see us, we can overcome problems in how we

communicate and interact with them.

Giving learners feedback means letting them know, in a timely and ongoing way, how

they are performing. Feedback should encourage self-reflection, raise self-awareness,

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and help students plan for future learning and practice. Of course, there are aspects to

feedback; namely, giving and receiving

REMEMBER, giving regular feedback to encourage, enthuse, and correct learning will help

to improve the outcome and define the goals. Good feedback is an offer of information, not

a judgment of character or potential. You will need to sensitise the class as well, the veryfirst time you give feedback. Tell learners that they will receive:

Individual feedback from the trainer

Peer or group feedback

Computer-based feedback

Carry Over Plans for continuous learning

HOW TO CONDUCT ROLE PLAYS

Ask for volunteers. Give them time to prepare their script. Meanwhile, explain to the restof the class the parameters on which they have to give feedback to the participants. Plan

the role plays so that they happen one by one, and give feedback at the end of each role

play.

FREE SPEECH ACTIVITIES

This Trainer Manual has an Appendix with a number of free speech activities you can

use during your sessions. While a number of sessions already have built-in activities, you

could refer to the Appendix to introduce fresh activities. Use these during a session when

theres extra time left to reinforce the concepts taught.

English for Communication: COURSE CONTENT

This course has been carefully crafted to strike a balance between how we speak and what

we say. Developing better communication skills is the overall objective of the programme.

With this aim in mind, the course is structured in three phases:

Pronunciation: The focus here is on production of consonant and vowel sounds, syllables,

syllable stress, intonation, modulation, and fluency. The objective is to learn to speak in a

globally-accepted, neutral accent, and minimise regional influences and speech patterns.

Grammar: In this phase, learners are encouraged to interact and speak in grammatically

correct sentences and reduce Indianisms in their speech. The topics covered in this

section include Articles, Adjectives, Subject-Verb agreement, Prepositions, and Verbs and

Tenses.

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Speech Enhancement: The focus is on intonation and voice modulation with the objective

of learning to speak in a globally accepted, neutral accent with a minimum of regional

influences in speech patterns. Practice fluency through building fluency games and

exercises, role plays, and regular discussions moderated by the instructor.

Vocabulary: From vocabulary building tips to introduction to phrasal verbs, idiomaticexpressions and proverbs, the focus is on building an active and adequate vocabulary.

Listening and Comprehension

This phase focuses on enhancing active listening and comprehension skills.

OBJECTIVES OF THE COURSE

Communication Skills

Forms of CommunicationUnderstand communication.

Be aware of the importance of speaking globally accepted English.

Voice and Accent Enhancement

Pronunciation

Correct enunciation of consonant sounds and vowel sounds

Syllable and syllable Stress

Intonation and modulation

Reduce mother tongue influence (MTI) in speech

Language Enrichment and Speech Fluency

Grammar

Use correct grammar.

Rectify Indianisms in speech.

Build proficiency in functional grammar in the areas of:

Articles

AdjectivesPrepositions

Subject-verb agreement

Verbs & tenses

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Vocabulary Enhancement

Practice the list of 3000 of the most frequently used words in the English language.

The focus here is on pronunciation and developing comfort with these standard

words, not traditional vocabulary building.

Understand word usage in sentences.

Speech Fluency

Moderate the rate of speech through simple passages.

Practise fluency through building fluency games and exercises, role plays, and

regular discussions moderated by the instructor.

Listening Skills

Build listening and comprehension skills.

Notes for Conducting a Session

Read the Trainer Notes in the Trainer Manual and the Cue Cards before conducting the

session, and focus on the main objectives of the session. These objectives are given in

the Session Plan. While conducting the session, keep the session objective as well as

the duration in mind.

Use the Classroom Software to drive the session. Begin the lesson by launching the

Classroom Software and navigating to the session. Navigate through the session with the

help of the courseware.

Conduct Pair Activities and Free Speech Activities involving as many learners as possible

and give individual feedback to each learner. There is a sample answer for each of the

activities to provide reference/feedback.

The Learner Workbook or Courseware is designed to mirror the concepts taught in the

Classroom Software. So concepts and activities can be described and discussed in detail

on the screen and then completed in the Courseware.

Use the Cue Cards for concise instructions to help you during a session. The Cue Cards are

designed with topics that are arranged chronologically. The instructions follow a sequence

of DO, EXPLAIN, and SAY. The instructions in the DO section are directives you need to

follow for each screen in the software. The EXPLAIN section contains any information

that needs further explanation from you. The SAY section has the verbiage you might find

useful while delivering content in the EXPLAIN section.

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You can refer to the Trainer Manual for background notes on grammar concepts.

Audios are built into the Classroom Software. The audio button allows you to repeat audios

as often as needed to ensure understanding. Follow the guidelines on the screen. Follow

the instructions in the Cue Card for conducting the sessions diligently; there are occasions

when you will be asked to play the audio after learners have completed the exercise, asreinforcement.

One solved answer is given as an example with all activities. Alternatively, you can give

some examples and then encourage learners to give their own inputs.

On clicking the SHOW ANSWER button, answers to the questions are displayed. If

there are many possible answers, only a few are displayed as examples. Allow creativity

and flexibility in answers, as long as the grammar constructs are correct. For Speaking

activities, one Sample Answer is provided as reference/feedback.

CBT Practice and familiarization with CBT content for each session is another important

requirement. It is essential to go through the CBT content relevant to that session. During

the initial sessions, you might need to go through the questions and ensure that learners

understand what needs to be done during their self-paced practice session. Demonstrate

the activities wherever possible. The CBT provides focused practice on concepts learnt in

the ILT session, which helps reinforce and consolidate learning.

In the next session, check with learners if they have practised the CBT. This is important.

Give them feedback and troubleshoot any issues and concerns. Ensure that they look at

the CBT as a fun and enriching activity.

Feedback is usually given to the entire class, since most activities have built-in answer

screens.

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Intermediate

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Introduction to Communication

Session plan

Communication

First language influence

The right mouth movements for correct pronunciation

What is communication?

Communication can be dened as the sharing and exchange of thoughts and

information. All the activities that a person performs when he wishes to convey

his message to others are nothing but ways to achieve effective communication.

This includes, but is not limited to the clarity and completeness of the message,

the individuals facial expressions, eye contact, body posture and external physical

appearances.

Denitions of communication

Refer to the following denitions of communication when you want to lead the discussion

in a particular direction.

Communication is the process of exchanging information, usually via a common

system of symbols.

Communication is the exchange of information between two points.

The successful transmission of information through a common system of

symbols, signs, behaviour, speech, writing, or signals.

Communication is the transference of ideas from one individual to another

individual. Generally, this takes place using a medium of exchange, such as

words, images, sounds, touches, or even smells.

Communication is the process of exchanging information and ideas. An

active process, it involves encoding, transmitting, and decoding the intended

messages.

Communication table:

Effective communication requires a sender, a receiver and a medium, which is usually

a language which is common between the sender and the receiver.

It is said that of all the communication between people, less than 10% is verbal

while the rest is non-verbal. Of verbal communication, there is the auditory, which

involves the faculties of listening, or is perceived through or resulting from the sense

of hearing. Speakingand toneare inter-related and it is important to stress the

importance of tone to learners at all times.

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Of non-verbal communication, sign languageis the rst and most basic of all

communication, and is used at all times through gestures, signs, facial expression

and even eye movement. Touch, though used selectively, is also important. Eye

contact helps the speaker hold the attention of the listener and ensure his/her

involvement. Along with body language, it communicates or provides a variety

of information about the speaker self-condence, honesty, aggressiveness,compliance, etc.

Points to remember for effective communication

Clarity of thought: Expressed through clear speech.

Clarity of voice: Volume and speed.

Listening skills: Listen to understand.

Tone: What it represents, its appropriateness.

Body language: Intended to reinforce speech.

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Consonant Sounds

Session Plan

Introduction to consonant sounds

Production and articulation of consonant sounds

Our rst langauge inuences our pronunciation in every language. Our grasp of the

English language is developed to the extent that we can express our thoughts and

successfully convey a general idea. To make our English more effective, however,

requires a focused effort to overcome regional inuences.

How Sounds are Formed

All sounds originate from the voice box. Vowel sounds come out of the voice box, without

interference from any part of the mouth. Consonant sounds emanate directly from the

voice box too, but need the help of another mouth part, such as the teeth, palate (the roof

of the mouth), or tongue.

Sounds such as aaaa or eeee are vowel sounds, while paa, kaa or taa and seee or

mee are combinations of consonant and vowel sounds.

Begin by explaining what consonants are: all letters of the alphabet that are not vowels,

are consonants. We will refer to consonant soundsand not to letters. For example,

we will say puh for papa and not pee for papa. English is not a phonetic language.

This means that the way a letter in the English language is spoken and the way it is

pronounced, is entirely different. Therefore, when we speak of consonants, we will speak

only of the sounds of each of these letters.

A word is formulated around its consonant sounds. Consonant sounds are the smallest

units of sound. They give our speech clarity, making us easily comprehensible. These

sounds are affected by our regional and rst language inuences.

Consonant sounds are like the human skeleton, which acts as a framework. Vowel

sounds can be compared to the esh, which gives shape to the frame.

Our regional inuences affect our consonant sounds, and thereby affect the clarity

of our speech. Recognizing these speech errors, especially the incorrect vowel and

consonant sounds, will help learners to be sensitive to others and become capable of

correcting their own speech sounds.

Practise articulating the following consonant sounds: p, b, t, d, k, s, z, sh, zh, f, v, w, j,

and th.

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The psound:

You need to close the lips tight, stopping the air at the lips, and then open the lips.

There should be a puff of air that comes out, producing the psound.

The b sound:

Keep the lips closed, stopping the air at the lips, and then open the lips.

There should not be a puff of air. This will produce a voiced bsound.

The cor theksound:

Raise the back of the tongue to touch the soft palate at the roof of the mouth.

Stop the air and then release it quickly.

Pronounce the sound softly.

Thetsound:

Place the tip of the tongue behind the upper front teeth.

Stop the air briefly at the gum ridge, and then release it in a puff.

The dsound:

Place the tip of the tongue behind the upper front teeth.

Stop the air briefly at the gum ridge, and then release it.

The fsound:

Be careful not to pronounce it like the Hindi Ph.

To make this sound, loosely bite the lower lip with the two top front teeth and

gently blow.

You do not use your voice when making this sound, only air comes out of the

mouth.

Thevsound:

Listen to the words west and vest.

Try not to confuse the vsound with the wsound.

To make this sound, loosely bite the lower lip with the two top front teeth and

gently blow.

You also use your voice when making this sound.

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Thewsound:

Round your lips as if you are whistling.

Put the back of your tongue close to the roof of your mouth without touching the

top of your mouth. Use your voice.

Try not to pronounce words beginning with wlike words with v.

Thethsound:

There are two different th sounds in English (That, Thank)

Both th sounds are made by putting your tongue between your teeth so that the

tip of your tongue is touching the tips of your top teeth.

In that and breathe, we use our voice when we make the th sound.

The sound in thank and breath is made without using our voice.

The shsound:

Put your finger on your lips and say shhhhhhh...

The sides of your tongue should touch the upper teeth.

The tongue should be flat and up towards the roof of the mouth. Round your lips

and lightly blow air over the top of your tongue.

Push the air out to make a voiceless sound

Thessound:

Pretend to be a snake with your tongue raised to your upper gum ridge ssssssssss

Place the tip of your tongue on the alveolar ridge (the hump behind the upper

front incisors).

The sides of the tongue should touch the sides of the teeth. The air travels over

the center of the tongue.

This is a voiceless sound. The zsound is identical, except that it is a voiced

sound.

TheZh sound:

Pronounced in the same way, only the sound is a buzz.

Push out the lips.

Raise the front of the tongue to the upper gum ridge, making a voiced buzzing

sound.

The shsound is identical, except that it is voiceless.

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The J sound:

The tongue is in the same position as the t sound and d sound, with the tip of the

tongue right behind the upper front teeth.

Then the sound gets released in the same place inside the mouth as the sh

sound and zh sound.The area right behind the tip of the tongue is so near to the tooth ridge that

friction happens.

Push the air out, making a voiced sound.

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Vowel Sounds

Session Plan

What are vowel sounds?

How to articulate vowel sounds correctly

Production and articulation of vowel sounds

Written Vowels and Vowel Sounds

Remind learners that they were taught in school that there

are ve vowels, and indeed thats correct. What they may not

have learnt, however, is that there are a large number of vowel

sounds originating from them. For instance, a word that beginswith the letter e may be pronounced quite differently from

another, such as egg, eagle, early and erupt. Ask learners to

say the words over and they will notice there is little sound

similarity between the four, but the starting letter is the same. The point to be made

here is that English has ve written vowels, but a large number of vowel sounds.

Importance of Pronouncing Vowels Correctly

Indian English often reects the sounds of our rst languages, so it is natural that we

speak English with an accent. Its not wrong to do that, but in a world thats fast-movingand competitive, this factor could hinder understanding between two parties. It would be

unfortunate to let a factor like the lack of language expression and comprehension come

between us and our career progress, especially when there is ample room to unlearn

and correct.

Explain to learners that even though there are only 26 letters in the English alphabet,

there are 44 sounds. Of these, 20 emanate from the 5 vowels alone.

Among the 20 vowel sounds, there are 12 monophthongs (pure vowel sounds) and 8

diphthongs (containing a combination of two vowel sounds).

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Given below is a chart explaining how the various monophthongs are articulated:

Sound Type of sound Articulation

Examples of

words containing

the sound

/ / Short Vowel SoundLips loosely spread.Tongue lax with less

tension than / I /

Give, Pill, Sit, Quick,Will, Bit, Wit

/ e / Short Vowel SoundLips loosely spread and

slightly wide apart.

Any, Never,

Session, Credit,

Internet Efforts,

Message, Met,

Except

/ / Short Vowel Sound

Lips neutrally open and

slightly wider apart than /

eh /

Address, Action,

Application, Add,

Salary, Understand

/ / Long Vowel Sound

Open lip-rounding, wide

open jaws, back of tongue

low.

Cord, Option,

Awesome, Login,

Cost, Content,

Monitor, Ofce


Lips neutrally open. Open

jaws. Centralized quality.

Luck, Stuck,

Buck, Urban, Cub,

Understand, Under


Lips loose, but closely

rounded. Tongue not as

tense as in / u: /

Cook, Shook,

Crook, Butcher,

Cooker,

Understood, Stood

/ /

(schwa) Short Vowel Sound

Lips neutrally open. Open

jaws. Centralized quality.

Aback, Another,

Abandon, India

Academy, America

Around

/ i:/ Long Vowel Sound

Lips spread. Tongue tense(front raised) with sides

touching upper molars.

Deal, Greet, Appeal,Feel, Meal, Heat,

Seem, People,

Steep, Sleep

/ :/ Long Vowel Sound

Lips neutrally open and

jaws far apart. Centre to

back of tongue fully open.

Laugh, Rather,

Chart, Ask, Article,

Transfer, Market,

Alarm, Answer

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/ :/ Long Vowel Sound

Medium lip rounding.

Tongue drawn back,

making no contact with

upper molars.

Door, Store, Floor,

Restore, Implore,

Explore

/ :/ Short Vowel Sound

Lips neutrally spread.Tongue slightly higher than

// (no rm contact with

upper molars)

Earth, Sir, Herd,Gather, Curt, Either,

Revert, Neither,

Perk, Manner

/ u: / Long Vowel Sound

Lips closely rounded. Back

of tongue high. Tense

compared with /u/

Fool, Stool, Too,

Soon, Spoon,

Prune, Prude, Rude

To produce diphthongs, your tongue, lips (and sometimes your jaw) have to move.

Sometimes the journey your tongue makes is short and very controlled; in some of thediphthongs; it has to move a long distance in your mouth, involving a lot of jaw movement

too.

Diphthongs present greater difculty to people learning English because the tongue

travels between two xed locations.

The rst three diphthongs have the vowel sound / i / as in pit or if as the nishing

position. To make this sound, your tongue has to be high and towards the front of your

mouth and your lips kept relaxed.

Sound Type of sound ArticulationExamples of

words containing

the sound

/ e/ Diphthong

The starting position is /e/

with tongue in mid position

at front of mouth as in egg,

bed or Ted. Therefore

you move the tongue up to

make the diphthong.

Day Stay

Clay Say

Lay Play

/ a/ Diphthong

The starting position is the/ AA / sound as in car. To

make the diphthong you

need a big jaw movement,

less opening as you move

the tongue up and front.

Ice-cream Iced-tea

Iceland Sty

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/ / Diphthong

The starting position is

the /OH/ sound in door

or or. Your tongue needs

to be low, but you need to

pull it back and make your

mouth round. To make the

diphthong, you relax the lip

rounding and move your

tongue forward and up.

Ploy

The next three diphthongs have the neutral schwa sound, which occurs in grunting

noises and the weak forms of the and a, as the nishing position. To make the neutral

vowel sound keep your tongue xed in the centre of your mouth, lips fairly relaxed and

just grunt!


Examples of

words containing

the sound

/ / Diphthong

The starting position is / i /

as in if or pit with tongue

front and high and lips

relaxed.

Coin, Joining, Point,

Joint, Appointment

/ e/ Diphthong

The starting position is / e

/ as in egg or bed with

tongue in mid position at

front of mouth. To make the

diphthong, using a small

controlled movement, pull

your tongue slightly back

from mid front to the mid

central position in your

mouth.

Hair, Pair, Share,

Stare

/ / Diphthong

The starting position is /u/

with tongue pulled back but

small mouth aperture as in

hook, book or look.

Tourist, Poor, Tour

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The last two diphthongs have the back vowel / u/ (tongue pulled back but small tight

mouth aperture as in hook, book or look) as the nishing position.


Examples of

words containing

the sound

/ / Diphthong

The starting position is the

schwa, as in the weak form

of the or a. To start in

this way, the tongue should

be xed in mid central

position in your mouth

with lips relaxed. To make

the diphthong, it is a short

controlled movement in theopposite direction: from the

centre to the back moving

your relaxed lips into a

tighter small round aperture.

Your cheeks should move in

a bit!

Modem, Flow,

Explorer, Port,

Rolled, Phone, Told

/ a/ Diphthong

The starting position is

the vowel sound /ae/ as

in at bad or rat withtongue front but also low

(i.e. mouth open). To make

the diphthong the journey

for your tongue from front

low (mouth very open) to

back high (small tight mouth

aperture) is a very long

excursion. Your jaw will

move a lot too.

How Now Brown

Cow

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Vowel Shades

Session Plan

The schwa sound

Vowel shades and pronunciation.

Vowel sounds can be categorized in two broad buckets:

Lip Vowels

Tongue Vowels

Lip Vowelsare those vowel sounds that are crafted by the shaping of the lips. Note

that the lips have to change shape in order to craft these sounds.

The lip vowels are: aa - aw - oh - oo

Tongue Vowelsare vowel sounds that are made by the movement of the tongue.

Feel the tongue move as you enunciate these sounds:

aa - ay - ee - I

Vowel Shades

Written English has ve proper vowelletters, A, E, I, O, andU. Yet spoken English has

some 20 shades of vowel sounds. Accordingly, each vowel letter symbolizes multiple

sounds on any written page. For example, thelong Aof 'rate' and the shortA of 'rat'

are the two shades of the vowel A. This discrepancy underlies the complexity of English

pronunciation.

Look at the variation and combinations of vowel sounds in these sets of words. Learners

often use the incorrect vowel shade, sometimes changing the meaning of the word.

aa u er /ae e ay / / i ee /ai/

(Bath but bird) (bat bet bay) (bit beet) (by)

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Schwa

The schwais the vowel sound in many lightly pronounced unaccented syllables in

words of more than one syllable. It is sometimes signied by the pronunciation "uh" or

symbolized by an upside-down rotated e.

A schwasound can be represented by any vowel. In most dialects, for example, the

schwa sound is found in the following words:

The ais schwa in adept.

The eis schwa in synthesis.

The iis schwa in decimal.

The ois schwa in harmony.

Theuis schwa in medium.

The yis schwa in syringe.

Authorities vary somewhat in the range of what is considered a schwa sound, but the

above examples are generally accepted.

Some browser fonts will show the schwa symbol . Others may show a box, a question

mark, or a capitalY.

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Sound Clusters

Session Plan

Voiced and unvoiced consonants

Sound clusters and drill

Introduction to sound clusters

Tell learners that they learnt that consonants do the work of making speech crisp

and clear, just like the function of treble in a music system. When you whisper, it

is consonants that carry forward the sound and the meaning. Apart from giving

clarity and sharpness to language, consonant sounds also convey logic.

Voiced and unvoiced consonants:

Explain to learners that English consonant sounds are divided into two broad

buckets, which are

Voiced Consonants

Unvoiced Consonants

Difference between voiced and unvoiced consonants

Consonants are said to be voicedif they vibrate the vocal cords. Touch your throat

and say ZZZand SSSS. You will feel a distinct difference in vibration. Zis voiced,

Sis unvoiced. Unvoiced consonants are consonant sounds that are produced

without any human voice. Unvoiced consonants take more effort or muscle tension

to produce.

Every language has its own music and rhythm. The consonant drill will help to

understand and articulate this rhythm. Ask learners to try and repeat the drill with

the same speed and rhythm as the expert voice that they will hear.

UNVOICED VOICED

p b

f v

s z

th th

t d

ch j

sh zh

k g

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TIP:

Remember, we need to speak consonant sounds softly, and not hard as we do in

regional Indian languages.

Consonant Clusters

A consonant cluster is a group or sequence of consonants that appear together in

a syllable without a vowel between them.

Explain to learners that it is important to be able to differentiate between

consonant clusters and diagraphs. A diagraph is a group of two or more

consonants which actually stand for one sound, such as shin shirt and chin

church.

Words such as spray, straight, practice and English contain consonant clusters.

Alliterations: Sentences that have words that begin with the same sound are

called alliterative sentences. Poets use a lot of alliteration to make their poetry

effective or to create different moods within the poem.

There are many small rhymes in the English language with alliterative sentences

that are difcult to pronounce. These rhymes are called tongue twisters.

Reciting tongue twisters helps to remove rst language inuence and to practise

articulation of sounds.

TIP:

Learners must practice beyond their class and the WBT to improve their

pronunciation and remove their rst language inuence. They must practise

constantly and be ever alert about not repeating MTI errors.

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Indianisms

Session Plan

What are Indianisms?

How direct translation affects our language

Learning about the incorrect practice of using Hindi fillers

This section warns us of the perils of translating directly from Hindi. This is why

we come up with terms such as What is your good name and backside. The

course goes on to discuss the use of the present continuous tense, words that

end in ing, such as having, and the use of Hindi ller words such as achha,

haan, ki, toh. Such ller words should be avoided in order to improve our

communication.

Phrases such as good name are Indianisms. Indianisms are words, phrases,and expressions that have become part of colloquially spoken English in India.

Some of these expressions have resulted from direct translation from ones rst

language to English. Others have resulted because of the differences between

English and Hindi grammar. For instance, there are no articles in Hindi and the

word order in sentences is quite different. So a person trying to translate directly

might use inappropriate words, phrases, and sentence constructions. Such

Indianisms are widely used, and they have almost become accepted as colloquial

speech.

Discuss regional errors. Mention that while its okay to laugh at the way that we

speak, (not at the way others speak), its important to remember that its not our

fault, but is related to the language we have been used to speaking all of our lives.

Make sure that students do not think that you are targeting one particular region

or state. In other words, the main idea is to grasp that Indian English has certain

sounds that are carried over from ones primary language (Hindi). These sounds

need to be neutralized to enable more effective communication.

TIP:

Tell learners that the only way to deal with Indianisms is to listen as much as possible to

English spoken correctly. When dealing with the slides based on regional errors, keep a

light note pointing out again that no region is being targeted.

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Syllables

Session Plan

Phonetic symbols

What are syllables?

Syllable break-up

Pronunciation and syllable stress are perhaps the most exciting parts of accent

neutralization. One of the problems of incorrect expression is that even when

corrected, we often do not know how to sustain that correction. When we go

wrong in our spelling, looking at the corrected spelling can remind us; in the case

of pronunciation, this luxury does not exist.

People pronounce words differently depending on which syllable they stress.

Syllables are small chunks of sound; they are the smallest units of sound in a

word. All words have at least one syllable. Usually each letter makes a sound

(phoneme) and a group of letters makes the block of sound (syllable). All words

are made from at least one syllable.

Syllables can be just one letter or a group of lettersit's the sound that matters.

Every syllable must have a vowel or a vowel sound e.g. pen, can, gym (in the last

word, y creates a vowel sound.) The mouth changes shape only once when saying

a particular syllable.

Most syllables are combinations of consonants and vowels. But a vowel alone

can be a syllable e.g. a-go, o-ver. If a syllable ends with a consonant, it is called

a closed syllable. If a syllable ends with a vowel, it is called an open syllable.

Patterns of syllables can be shown with C and V (C for 'consonant', V for 'vowel').

Closed syllables are shown as CVC, open syllables CV. Some languages like

English have many kinds of closed syllables.

River (2 Ri-ver; CV-CVC)

Doctor (2 Doc-tor; CVC-CVC)

Happy (2 Hap-py; CVC-CV)

Computer (3 Com-pu-ter; CVC-CV-CVC)

Beautiful (3 Beau-ti-ful; CV-CV-CVC)

pronunciation (5 Pro-nun-ci-a-tion; CV-CVC-CV-V-CVC)

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Syllable Stress

Session Plan

The importance of syllable stress

Syllable stress in nouns and verbs

How suffixes change stress patterns in words

Syllable Stress

Remind learners about the idea behind breaking a word into syllables the

idea is that there is only one syllable in a word that gets stressed. Tell learners

that they can do this by saying that syllable slightly louder and by holding the

vowel sound a little longer.

They can also accomplish this by changing the tone of their voice on thatparticular syllable.

In English, syllable stress plays a key role in developing pronunciation. It also

creates the correct pattern of rhythm.

Communication problems are occasionally a result of incorrect pronunciation (misplaced

stress), not sounds spoken with a regional influence (consonants/vowels). So with correct

stress, even if we have trouble with individual sounds, the listener can usually understand

us. (If you say di-VEL-lp with a harsh d and p, but the syllable stress is correct, chances

are you will still be understood though the listener may detect an accent in your speech.)

On the other hand, if we misplace the stress in a word, the listener wont be able

to understand the word and will spend a second trying to figure it out, creating a

communication gap. (If you say DEV-lop-ment, there are greater chances of your being

misunderstood and having to repeat the word.)

Rules of syllable stress

One word has only one stress. Two stresses cannot be in one word. It is true

that there can be a "secondary" stress in some words. But a secondary stress ismuch smaller than the main [primary] stress, and is only used in long words.

We can only stress vowels, not consonants.

Here are some more, rather complicated, rules that can help you understand

where to put the stress. But do not rely on them too much. It is better to try to

"feel" the music of the language and to add the stress naturally.

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Nouns

Session Plan

Count and non-count nouns

The differences between count nouns and non-count nouns

COUNT NOUNS / COUNTABLE NOUNS

Count nouns have both a singular and a plural form. These nouns can be counted.

Count nouns name individual items that can add up; this means there can be one

or more of the items being counted.

NON-COUNT NOUNS / UNCOUNTABLE NOUNS

Non-count nouns refer to things that cannot be counted because they are thought

of as a whole that cannot be cut into parts. Non-count nouns are substances,concepts, etc. that cannot be divided into separate elements.

Examples: weather, happiness

This bakery sells the best bread in town.

Which is your favourite bread, brown or white?

NOUNS THAT ARE BOTH COUNT AND NON-COUNT

Some nouns can be both count and non-count. Sometimes a word means one

thing as a non-count noun and another as a count noun.

Example: I just can't seem to keep track of the time I've spent on this project.

I have read this book twenty-two times.

Normally, the non-count meaning is abstract and general and the count meaning

is concrete and specic.

A special case of the use of non-count nouns in a count sense has to do with

classication. Sometimes a usually non-count noun can be understood as one

item separate and distinct from other items of the same category. The nouns that

function in this way often denote foods and beverages: food(s), drink(s), wine(s),bread(s), coffee(s), fruit(s), and so on. Examples:

There are several French wines to choose from. (= kinds of wine)

I prefer Sumatran coffees to Colombian. (= kinds of coffee)

We use a variety of different batters in our bakery. (= kinds of batter)

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Indefinite Articles

Session Plan

The indefinite article Definitions

The correct use of aand an

The rules governing the use of indefinite articles

The Article

There are two types of articles:

Indefinite Articles

The Definite Article

Indenite Articles

Indenitemeans general. We use indenitewhen we meannot sureornot certain.Indenite articles are derived from the word one. An indenite article (aor an) is

used with singular count nouns.

Example: A boy

Its raining, take a raincoat.

An elephant

Would you like an apple or an orange?

If the noun is modied by an adjective, the choice between a and an depends on

the initial sound of the adjective that immediately follows the article.

Example: a broken egg

a red umbrella

an unusual problem

an interesting story

a European country

The indenite article a

The indenite article a is the same for all genders.a boy, a girl, a cat

The indenite article has no plural form.

A boy boys

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We use an if the following word starts with a vowel sound.

Words starting with a consonant sound Words starting with a vowel sound

a boy an aunt

a school an old school

a girl an American girlMind the pronunciation of the following words.

a unit an uncle

This usounds like a consonant, so we

use a.This usounds like a vowel, so we use an.

Use of indenite articles a and an

before phrases of time and measurements (per week/weekly)We have English classes 4 times a week.

I visit my parents twice a year.

Our car can do 220 kilometres an hour.

Tomatoes are Rs. 20 akilo.

before phrases of jobs

My father is a chartered accountant.

before phrases of religion

Yoko is a BuddhistMonk.

Usually after half/quite

We needhalf a poundof sugar.

Do you havehalf an hour?

This is quite a good story.

Rules for using Indenite Articles

Use Indenite articles when:

Making a general statement.

Referring to something not mentioned before.

Naming a profession, nationality or religion.

Conveying the meaning peror every.

As a weakened form of one.

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Refer to the examples in the following table to help learners understand when we

use the denite article and when we don't.

Without the denite article With the denite article

general words (indenite) general words (denite)

Life is beautiful.

I like owers.

I've read a book on the life of Indira

Gandhi.

I like the owers you sent me.

names of people and relations family names in the plural

Pinky and Janiya live in Delhi.

Aunt Gauri lives in Kolkata.The Chopras live in Gandhi Nagar.

public buildings, institutions, means

of transport (indenite)

public buildings, institutions,

means of transport (denite)

Mandeep doesn't like school.

We go to school by bus.

Some people go to church on

Sundays.

The school that Mandeep goes to is

close by.

The bus usually reaches by 8.30

AM, but it is late today.

The church is closed for

renovation.

names of countries in the singular;

summits of mountains; continents;

towns

names of countries in the plural;mountain ranges; regions

Germany, France;

Mount Whitney, Mount McKinley;

Africa, Europe;

Cairo, New York

the United States of America, the

Netherlands; the Highlands, the

Rocky Mountains, the Alps; the

Middle East, the west of Australia

single islands groups of islands

Corfu, Bermuda, Sicily the Bahamas, the British Isles, theCanaries

parks; lakes; streets names oceans; seas; rivers

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Central Park, Hyde Park;

Lake Michigan, Loch Ness;

42nd Street, Oxford Street

the Statue of Liberty, the Tower (of

London), the Isle of Wight;

the Atlantic (Ocean);

the Mediterranean (Sea);

the Nile, the Rhine, the Suez Canalmonths, days of the week (indenite) months, days of the week (denite)

The weekend is over on Monday

morning.

July and August are the most

popular months for holidays.

I always remember the Monday

when I had an accident.

The August of 2001 was hot and

dry.

names of musical instruments the guitar, the flute

names of planets the earth, the sun

We use the seasons of the year (spring, summer, autumn, winter) with or without

the denite article.

in summer or in the summer

Sometimes we use the article and sometimes we do not. It often depends on the

context. Watch the following example:

The student goes to school.

The mother goes to the school.

In the rst sentence we do not use the denite article, in the second we do. The

student goes to school for its primary purpose, so we do not use the article.

The mother might go to talk to a teacher, for example. She visits the school for a

different reason. That's why we use the denite article in the second sentence.

Explain the use of the denite article to learners. We use the denite article for

the following:

Referring to something mentioned before

Referring to something unique

Referring to something when it is considered obvious what is meant

Referring to something as a class

TIP: More often than not, people use articles when they are not required. Remind

learners of the rules for when not to use the articles, when you give them

feedback.

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Adjectives

Session Plan

What are adjectives?

Categories of adjectives

Adjectives describe nouns by answering one of these three questions: What kind is it?

How many are there? Which one is it?An adjective can be a single word, a phrase, or a

clause. Consider these examples:

What kind is it?

Pinky decided that the mouldy oldbread would make an unappetizing

sandwich.

What kind of bread? Mouldy and old! What kind of sandwich? Unappetizing!

A person

with money to spendwill never long for weekend shopping partners.

What kind of person? One with money to spend!

A towel that is wet and smellyis more repelling than a person with body odour.

What kind of towel?One that is wet and smelly.

How many are there?

Seven hungry football enthusiasts stormed into the house.

How many hungry football enthusiasts? Seven!

Which one is it?

The students who neglected to prepare for the English classhid in the

cafeteria.

Which students? Not the good students but thelazy ones.

Know how to punctuate a series of adjectives.

To describe a noun fully, you might need to use two or more adjectives.

Sometimes a series of adjectives requires commas, but sometimes it doesn't.

What makes the difference?

If the adjectives are coordinate, you must use commas between them. If, on the

other hand, the adjectives are non-coordinate, no commas are necessary. How do

you tell the difference?

Coordinate adjectives can pass one of two tests. When you rearrange their

location in the series or when you insert andbetween them, they still make sense.

Look at the following example:

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The tall, creamy, deliciousmilkshake melted on the counter.

The series of adjectives still makes sense even though the order has changed.

And if you insert andbetween the adjectives, you still have a logical sentence:

Thetall and creamy and deliciousmilkshake melted on the counter while the

inattentive waiter irted with the pretty cashier.

Non-coordinate adjectives do not make sense when you rearrange their location

in the series or when you insert andbetween them. Consider this example:

Jeanne's two fat Siamesecats hog the electric blanket on cold winter evenings.

If you switch the order of the adjectives, the sentence becomes gibberish.

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More Prepositions

Session Plan

More about prepositions

How phrasal verbs are used

Of prepositions as linking words.

Some more prepositions:

In addition to in, on, at and to, we shall also learn about under, over, above and

below.

under, overI.

under and overindicate a direct, vertical relationship or nearness.

Example: The injured girl had a bad cut under the left eye. My mother was leaning over the gas stove when her sari caught fire.

above, belowII.

above and belowindicate that one object is on a higher or lower level

than the other.

Example: My son's grades are above average this semester.

I can see the rat hiding under the pile of documents in the store.

The Use of Since and For:The present perfect is often used with since and for to denote periods of time up

to the present.

If you use since with present perfect or present perfect continuous, you are

signalling when something started. If you use for, you are signalling how long

something has been going on. Compare:

She has been living in Shimla since July 2002.

She has been living in Shimla for the last six years.

Phrasal verbs: A phrasal verb is a verb plus a preposition or adverb which creates

a meaning different from the original verb. While the components of some phrasal

verbs can be used separately and still be phrasal verbs, others cannot.

call off (separable): cancel something that has been scheduled.

call on (inseparable): ask someone for an answer in class.

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calm down (separable): become calm / less agitated or upset; help someone

become calm / less agitated or upset.

Why are you so upset? Calm down!

I know Raja is upset, but can you calmhim down?

(not) care for (1. inseparable): like; want.

A: Would you care forsomething to drink?

care for (2. inseparable): take care of; supply care to; attend / watch.

Aniyas father got out of the hospital last week. The family is taking care of

him at home.

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Expressions

Session Plan

Prepositional phrases

Idiomatic expressions

Proverbs

A prepositional phrase is made up of the preposition, its object and any

associated adjectives or adverbs. A prepositional phrase can function as a noun,

an adjective, or an adverb.

Each of the highlighted words in the following sentences is a preposition:

The children climbed the mountain without fear.

In this sentence, the preposition without introduces the noun "fear." The

prepositional phrase "without fear" functions as an adverb describing how the

children climbed.

The car crawled slowly along the road.

The preposition "along" introduces the noun phrase "the road" and the

prepositional phrase "along the road" acts as an adverb, describing where the car

crawled.

I found your shoes under the porch.

Here the preposition "under" introduces the prepositional phrase "under the

porch," which acts as an adverb modifying the verb found.

An idiom is a phrase whose meaning cannot be deduced from the literal

denition, but refers instead to a gurative meaning that is known only through

common use.

This set of words commonly used in a group changes the denition of each of the

words that exist. As an expression, the word-group becomes a team, so to speak.That is, the collocated words develop a specialized meaning as a whole and we

have an idiom.

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Subject-Verb Agreement

Session Plan

The concept of the first, second, and third person.

Subject-verb agreement

Agreement or consistency is a basic rule of grammar. The first and most important rule in

subject-verb agreement is that the verb must agree with the form/number of the subject.

'Form/number' means whether a word is singular (referring to one) or plural

(referring to two or more).

The verb is the most important part in a sentence. If you can nd the verb(s),

then you will have no trouble nding the subject(s). Once you nd a verb, just ask

yourself 'who' or 'what'.ular S

First Person I we

Second Person you you

Third Person he, she, it they

The function of the subject is to denote the actor, i.e., the person, event, etc. that

is causing the happening denoted by the verb.

Remember:

When the subject in the third person is singular, the verb takes an s/-es:

He goes.

She goes.

Ram sings, Sheila dances.

Rules for Subject Verb Agreement:

A verb must agree in form with its subject, whether the subject precedes orI.follows the verb.

Example: The students are sitting outside the building.

When the subject of a sentence is composed of two or more nouns or pronounsII.

connected by 'and' (called a compound subject), use a plural verb.

Example: She and her friends are at the school carnival.

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A plural verb is used when a compound subject follows it.

Example: In the room, there are a boy, a girl, and a dog.

DOESN'T is a contraction of 'does not' and should be used only with a singular

subject (only with Third Person Singular he, she, it)

Example: My brother doesn't enjoy parties at all!

DON'T is a contraction of 'do not' and should be used only with a plural

subject.

(Only with First Person Singular and Plural, Second Person Singular and Plural,

Third Person Plural I, we, you, they)

Example: I don't want to go to the same restaurant every Friday!

If two nouns, in spite of being joined by 'and', suggest one idea or refer to theIII.

same person or thing, the verb used is singular.

Example: One hundred rupees is too much to spend on a newspaper!

When two or more subjects are joined by 'or', 'either or', 'neither, nor', or 'notIV.

onlybut also', the verb agrees with the nearest subject.

Example: The cousins or Chaachi herself is going to arrange the party.

A collective noun takes a singular verb when referring to a group as a unit, andV.

a plural verb when the members of a group are thought of as individuals or as

parts of the group.

Example: The committee has decided to forgive the student.

The committee have yet to sign the document.

A 'plural' form subject with a singular subject meaning takes a singular verbVI.

Example: The news is on at nine.

Measles is a deadly disease.

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The Present Tense

Session Plan

Verbs and helping verbs

The simple present tense

The present continuous tense

A verb is a word that shows action or a state of being. The verb is the heart of

a sentence. Recognizing the verb is the most important step in understanding

the meaning of a sentence. Unlike most of the other parts of speech in English,

verbs change their forms. Sometimes endings are added (learn, learn-ed) and

sometimes the word becomes completely different (teach, taught).

One of the most important things about verbs is their relationship to time. A verb

indicates the time of an action, event, or condition by changing its form. Verbs

tell if something has already happened, if it will happen later, or if it is happening

now.

For things happening now, we use the present tense of a verb, for something that

has already happened we use the past tense, and for something that will happen

later, we use the future tense. By 'tense' we understand the correspondence

between the form of the verb and our concept of time (present, past or future). A

verb gives clues about the time of an event. Most English verbs are regular, but

there are over 200 main verbs that are irregular.

THE PRESENT TENSE

The Simple Present TenseI.

We use the simple present tense when:

The actionisgeneral

The simple present tense indicates that the speaker believes that a fact was true

before, is true now, and will be true in the future. It is not important if the speaker is

correct about the fact. It is also used to make generalizations about people or things.

Example: I celebrate Holi every year.

The action is habitual

The simple present tense is used to express the idea that an action is repeated

or usual. The action can be a habit, a hobby, a daily event, a scheduled event or

something that often happens. It can also be something a person often forgets

or usually does not do.

Example: Rita plays football, do you?

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The statement is always true

Example: The moon goes round the earth.

The simple present is formed by using the base form of the verb, adding an "s" to

the 3rd person singular expression (I work, but he/she/it works.)

THE PRESENT CONTINUOUS TENSE

We use the present continuous when:

The action is in progress now

We use the present continuous with normal verbs to express the idea that

something is happening now, at this very moment. It can also be used to show

that something is not happening now.

Examples: You are learning English now.

I am not singing in front of so many people.

Longer actions in progress now

In English, "now" can mean: this second, today, this month, this year, this

century, and so on. Sometimes, we use the present continuous to say that we are

in the process of doing a longer action which is in progress; however, we might

not be doing it at this exact second.

Examples: (All of these sentences can be said while eating dinner in a restaurant.)

I am studying to become a doctor.

I am not studyingto become a dentist.

I am readingthe book Tom Sawyer.

Near future

Sometimes, speakers use the present continuous to indicate that something will or will

not happen in the near future.

Examples: I am meetingsome friends after work.

Repetition and irritation with "always"

The present continuous with words such as "always" or "constantly" expresses the

idea that something irritating or shocking often happens. Notice that the meaning is

like simple present, but with negative emotion. Remember to put the words "always" or

"constantly" between "be" and "verb+ing."

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Note:

Its time to conduct an assessment test to check learners progress. Consult

Appendix A and B, for notes on how to conduct the Mid-Assessment test.

You will be required to

Make an audio recording in which each student will read a passage and

speak for four minutes on a given topic.

Test students for listening and comprehension.

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More of the Present Tense

Session Plan

Common errors in the use of the present continuous tense

The present perfect tense

When not to use the present continuous tense

It is important to remember that non-continuous verbs cannot be used in any

continuous tenses. Also, certain non-continuous meanings for mixed verbs

cannot be used in continuous tenses. Instead of using the present continuous

with these verbs, you must use the simple present.

Examples:

She

is lovingthis chocolate ice cream. (Not Correct)She lovesthis chocolate ice cream. (Correct)

Adverb placement

The examples below show the placement for grammar adverbs such as: always,

only, never, ever, still, just, etc.

Examples:

You are stillwatching TV.

Are you stillwatching TV?

The present perfect

Use the present prefect to talk of:

Unspecied time before now

We use the present perfect to say that an action happened at an unspecified time before

now. The exact time is not important. You CANNOT use the present perfect with specific

time expressions such as: yesterday, one year ago, last week, when I was a child, when I

lived in Japan, etc.

Example: I have seenthat movie twenty times.

An experience

You can use the present perfect to describe your experience. You can also use this tense

to say that you have never had a certain experience.

Examples: I have been to France. (You have had the experience of going to France

maybe once or several times.)

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I have been to France three times. (You can add the number of times at the

end.)

I havenever beento France. (You have never had the experience of going to

France.)

Change over time

We often use the present perfect to talk about change that has happened over a period

of time.

Example: You have grown since the last time I saw you.

Accomplishments

We often use the Present Perfect to list the accomplishments of individuals and

humanity. You cannot mention a specic time.

Example: Man has walked on the Moon.

Waiting for an action to be completed

We often use the present perfect to say that an action which we expected has

not happened. Using the present perfect suggests that we are still waiting for the

action to happen.

Example: James has not nished his homework yet.

Time expressions with present perfect

When we use the present perfect it means that something has happened at some

point in our lives before now. Remember, the exact time the action happened is

not important.

Example: Have you been to Mexico in the last year?

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The Past Tense

Session Plan

The simple past tense

The past continuous tense

The Past Tense:

The simple past tense is used to describe an action, an event, or condition that occurred

in the past, sometime before the moment of speaking.

The simple past tense is used to

talk about an event in the past

Example: We did not hear the telephone.

express what 'happened' repeatedly (a sequence of actions).

Example: We went to the swimming pool every day.

Simple past is formed for regular verbs by adding ed to the root of a word.

Example: He walked to the store.

A negation is produced by adding did not and the verb in its innitive form.

Example: He did not walk to the store.

Question sentences are started with did.

Example: Did he walk to the store?

The past continuous tense

The past continuous verb tense, which is also known as the past progressive

tense, is one of four tenses that are used in the past. The past continuous verb

tense is used in the following situations:

the action happened at a specific time

We were studying English yesterday at 10:00 PM.

the action happened at a specic time "10:00 PM"

there was an interruption while performing the action

I was eating dinner when the phone rang.

"eating" is the action was being performed

"the phone rang" is the action that interrupted.

two actions were happening at the same time.

to state a change in a situation.

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The Future Tense

Session Plan

The future tense

Practise listening for comprehension

The future tense

Use the simple future tense when

a decision is made spontaneously at the time of speaking.

making a prediction about the future, there is no firm plan, we talk of what we

think will happen.

the main verb is 'be' even if we have a firm plan or decision before speaking.

The simple future tense is used to express something that is expected to take place in

the future. The simple future tense is used to refer to actions that will take place after the

act of speaking.Examples:

I am going to stop smoking.

The wedding will be a splendid affair.

Raghu goes to college next week.

The future tense in English is expressed by using other tenses or by the context.

In the example Raghu goes to college next week' the term Raghu goes' is

present tense. It is the context in this casecreated by the phrase 'next week'

which tells us that we are being informed about the future.

Varieties of the FUTURE TENSE

I shall run (so that Ill arrive on time)

I will run (so dont try to stop me)

I shall be running (to work for the foreseeable future to keep t)

I shall have run (twelve miles by tomorrow morning)

I shall have been running (to work each morning for two weeks by next Friday)

I run (tomorrow because thats the day of the race)

In some instances of these future varieties shall and will are auxiliaries derivingfrom the Old English to wish or to want.

In order to assess whether an action or a state of existence is expressed in the

past, present or future tense, it is important to have an idea of a xed point in time

from which the action or state is valued.

For example I shall have been running implies a point in the future from which

the past of that time is being viewed.

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Back to the Future

Session Plan

The future continuous tense1.

The future perfect tense2.

Practise listening for comprehension3.

The future continuous tense

The future continuous tense is used to talk of an action that will be in progress

at some point of time in the future.

We use the future continuous to:

Talk of actions that will be in progress in the future

Example: Dont come home at 8:00 oclock.Iwill be watching the cricket matchthen.

Talk of planned actions in the future

Example: My sister will be arriving by the evening ight.

To express the future continuous we use will be +verb+ing

The future perfect tense

Completed action before something in the future.

The future perfect expresses the idea that something will occur before anotheraction in the future. It can also show that something will happen before a specic

time in the future.

Examples:

By next November, I will have receivedmy promotion.

Will she have learned enough Chinese to communicate before she movesto

Beijing?

Notice in the examples above that the reference points (marked in bold) are in

simple present rather than simple future. This is because the interruptions are in

time clauses, and you cannot use future tenses in time clauses.

Duration before something in the future (non-continuous verbs)

With non-continuous verbs and some non-continuous uses of mixed verbs, we

use the future ferfect to show that something will continue up until another action

in the future.

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Examples:

I will have beenin London for six months by the time I leave.

Although the above use of future perfect is normally limited to non-continuous

verbs and non-continuous uses of mixed verbs, the words "live," "work," "teach,"

and study are sometimes used in this way even though they are NOT Non-

Continuous Verbs.

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Modals and Mood

Session Plan

What modals are

The use of: will, shall, may, might, could, should, would.

Modals are special verbs which behave very irregularly in English.

Modals of ability

(be) able to: less used than can

Can: ability, asking for and giving permission, offer, request, instruction,

capability, with be to make criticisms

Could: possibility or uncertainty (can also use might), request (more polite than

can), suggestion, asking for and giving permission, with comparative adjectives

to express possibility or impossibility

Have (got) to: necessity, impersonal, not for personal feelings, but for a rule or

situation. If you are unsure whether to use must or have to, it is usually safer to

use have to.

May: to express although in clauses, possibility or uncertainty (formal), asking for

and giving permission (less usual, more formal)

May as well/might as well: describes the only thing left to do, something whichthe speaker is not enthusiastic about

Need: as a normal verb, in questions (less usual)

Ought to: expectation (can use should), recommendation (can use should),

criticism (can use should)

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Fluency

Session Plan

Learning what fluency is

Tips to improve fluency

Why is it that most of those who even have a master's degree in English find it difficult

to express their thoughts, ideas and feelings in fluent spoken English, though they do it

without much difficulty in written English?

Language uency

Language fluency is proficiency in a language, most typically a foreign language or

another learned language. In this sense, "fluency" actually encompasses a number of

related but separable skills:

Readin g: the ability to easily read and understand te

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