Essentials of Presentation Skills

WORKBOOK
Everonn Education Limited

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2010 Everonn Education Limited
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First Edition: 2010
Published by Everonn Education Limited,

Everonn House Plot No: 96-99, Industrial Estate,
Perungudi, Chennai 600 096.
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Production: KRDR, Everonn Publishing Division.
Table of Contents
1. Unit 1 Thinking and Articulation ................................................................................ 1
2. Unit 2 Acquisition of Oral and Aural Skills ............................................................ 12
3. Unit 3 Communication Boosters Body Language ................................................ 28
4. Unit 4 Function of Cultural Codes in Presentations .............................................. 47
5. Unit 5 Models of Presentation .................................................................................... 68
Thinking and Articulation
Unit 1 Thinking and Articulation

Objectives
To articulating Thoughts and Ideas
To thought and Word
To common Confusables
To phrasal Verbs and Prepositional Verbs
To active and Passive Voice
Introduction
This unit will help us understand the way articulation happens in English language.
Articulating Thoughts and Ideas
Clear pronunciation depends upon good intonation. Intonation is the musical part of speech, and every
language has its own distinct melody and speech rhythm. Even when you cant understand the words,
you can often recognize a language by the intonation. It provides important information that is not
provided by the words alone.
Speakers use intonation patterns to help them communicate their ideas. The rising and falling tones
separate ideas, distinguish questions and sentences, show special emphasis.
Examples
Using intonation we can express a variety of ideas: Key
Rising intonation
Falling intonation
You can start practicing the music of English speech with these basics:
Linking
Finishing words and syllables
Thought groups
Steps and glides (end-of-the-sentence intonation)
Focus words
Everonn Education Ltd
Essential of Spoken and Presentation Skills
Tasks
To demonstrate the variety of meaning through intonation changes consider the sentence below, try
stressing each word in turn, and see the totally different meanings that come out.
1. I didn't say he stole the money.
Speak the sentences below to get the meaning in brackets

1. I applied for the job (not you)
2. I applied for the job (but I dont think I will get it)
3. I applied for the job (not I applied myself to the job)
4. I applied for the job (the one Ive been dreaming for years)
5. I applied for the job (not the lifestyle)
Linking
The words in phrases or thought groups are usually linked together. The consonant that finishes one
word connects to the sound at the beginning of the next word. Missed her sounds like Mister.
Spear it sounds like Spirit. When listening to conversations, it is not always clear when one word
stops and the next word starts. Sues in love sounds like Susan Love. A phrase can sound like one
long word and this can be confusing. There is a bus coming sounds like therezaBUScoming. In
order to understand spoken English, you have to recognize when words are linked together.
1. turn around
tur-naround
2. turns around
turn-zaround
3. look alike
loo-kalike
4. looks away
look-saway
5. jumps up
jum-psup
6. jumped up
jump-tup
7. call after
cal-lafter
8. called after
call-dafter
9. pulled out
pull-dout
10. bakes it
bake-sit
Sentences
1. I ll. see you. --------- I llseeya
2. He had a lot of questions. ---------He hadalotaquestions
3. How do you do? --------- howdyu do?
4. Let us get down the business shall we? --------- lets gedown to buzinis , shall we?
5. Well, that is agreed then? --------- well thats agrid, then.
6. Okay. We will see you. --------- Okay, well si:u.
7. I would like to see you for a minute --------- id likte si:u for a minit.
8. Mrs. Lang, could I have a word please? --------- Mrs. Lang, cud I av a word pli:z.
9. Tell her I miss her. --------- teller I miser
10. He bought a car. --------- hebota kar
Steps and Glides

Chunks of Speech: Reductions
DUH duh duh DUH
What do you WANT?
DUH duh duh DUH
Give it a TRY.
duh DUH DUH
I dont KNOW.
DUH duh DUH
Take a CHANCE.
DUH duh duh DUH
Give me a BREAK.
duh duh DUH
Are you SURE?
Tasks
Join the Chorus
Tap your desk as you say the focus words to keep up with rhythm.
IdonNO
A: What do you WANT?
(WHATdyaWANT?)
B: a cup of COFfee
(aCUPaCOFfee)
A: a can of COKE
(acannaCOKE)
B: a piece of CANdy
(aPIECaCANdy)
A: What do you WANT?
(WHATdyaWANT?)
B: I dont KNOW, I REALly dont KNOW.
(idonNO. iREALlydonNO.)
Thought and Word

The Parts of Speech
Traditional grammar classifies words based on eight parts of speech: the verb, the noun, the pronoun,
the adjective, the adverb, the preposition, the conjunction, and the interjection.
Each part of speech explains not what the word is, but how the word is used. In fact, the same word
can be a noun in one sentence and a verb or adjective in the next.
Words: Different Parts of Speech
There are many words in the English language which, in the same form, can be used as different parts
of speech.
Exercise 1
Which part of speech do the highlighted words belong to
1. Muthu prefers bright colours.
2. The moon shines bright.
3. Veni promises to complete this on time.
4. Promises have to be kept at all cost.
5. It is a brave deed.
6. Who doesnt admire the brave?
7. I first met him a decade ago and have remembered him since them.
8. A month has passed since I came here.
9. There is a direct relationship between hard work and success.
10. We directed the injured passengers to the hospital.
Exercise 2
A word can be used as different part of speech depending on the context. Write sentences using
the following words as directed
1. Like (v): ______________________________________________
(adj): ______________________________________________
2.till (v): _________________________________________

(prep): _______________________________________________
3. issue (v): ______________________________________
(n): ______________________________________
4. shed (v): ______________________________________
(n): ______________________________________
5. Complex (v): _____________________________________

(adj): _____________________________________
6. advocate (n): ______________________________________

(v): ______________________________________
7. long (v): _____________________________________

(adj): ______________________________________
8. will (v): ______________________________________

(n): ______________________________________
9. face (v): __________________________________

(n): __________________________________
10. even (Iadv): _______________________________

(adj): _______________________________
11. end (n):

(v):
__________________________________
12. field (n):

(v):
_______________________________
_____________________________________
_____________________________________
Common Confusables
Collocation
Collocation defines a sequence of words or terms that co-occur more often than would be expected
by chance. The term is often used in the same sense as linguistic government.
Syntactic modifiability
Unlike the majority of idioms, collocations are subject to syntactic modification. For example, we can
say effective writing and write effectively.
Expanded definition
If the expression is heard often, transmitting its mimetically, the words become 'glued' together in our
minds. 'Crystal clear', 'middle management', 'nuclear family', and 'cosmetic surgery' are examples of
collocated pairs of words. Some words are often found together because they make up a compound
noun, for example 'riding boots' or 'motor cyclist'.
Connotation
Connotation is an association or idea suggested by a word or phrase.
The associated or secondary meaning of a word or expression in addition to its explicit or primary
meaning:
Homophones
A homophone is a word that is pronounced the same as another word but differs in meaning. The
words may be spelled the same, such as rose (flower) and rose (past tense of "rise"), or differently,
such as carat, caret, and carrot, or to, two, and too.
List of Homophones
air
aisle
anteeye
bare
be
brake
buy
cell
cent
cereal
coarse
to
sew
dear
die
fair
fir
flour
for
hair
heal
hear
heir
isle
antiI
bear
bear
bee
break
by
sell
scent
serial
course
too
two
so
sow
deer
dye
fare
fur
flower
four
hare
heel
here
wear
where
him
hole
hour
idle
in
knight
knot
know
made
mail
meat
morning
none
oar
one
pair
peace
plain
poor
pray
principal
profit
real
hymn
whole
our
idol
inn
night
not
no
maid
male
meet
mourning
nun
or
won
pear
piece
plane
pour
prey
principle
prophet
reel
right
root
sail
sea
seam
sight
complement
shore
sole
some
son
stair
stationary
steal
suite
tail
their
dam
toe
waist
wait
way
weak
write
route
sale
see
seem
site
compliment
sure
soul
sum
sun
stare
stationery
steel
sweet
tale
there
damn
tow
waste
weight
weigh
week
Homonyms
A homonym is, in a strict sense, one of a group of words that share the same spelling and the same
pronunciation but have different meanings. In a looser non-technical sense, the term "homonym" can
be used to refer to words that share the same spelling irrespective of pronunciation, or share the same
pronunciation irrespective of spelling in other words, they are homographs or homophones.
bow a long wooden stick with horse hair that is used to play certain string instruments such as
the violin
bow to bend forward at the waist in respect (e.g. "bow down")
bow the front of the ship (e.g. "bow and stern")
bow the weapon which shoots arrows (e.g. "bow and arrow")
bow a kind of tied ribbon (e.g. bow on a present, a bowtie)
bow to bend outward at the sides (e.g. a "bow-legged" cowboy)
bough a branch on a tree. (e.g. "when the bough breaks...")
b a long staff, usually made of tapered hard wood or bamboo
beau a male paramour
cent
one hundredth of a dollar
scent
an aroma
sent
dispatched
cents
hundredths of a dollar
scents
many things to smell
sense
detection equipment
cache
hidden storage
cash
legal tender
carat
unit of weight for precious stones, equal to 200 milligrams
caret
proofreader's insertion mark
carrot
edible orange root
karat
one 24th part of otherwise pure gold
Phrasal Verbs and Prepositional Verbs

Phrasal verb
A phrasal verb is a verb + preposition or adverb, which creates a different meaning than the original
verb. There are four types of phrasal verbs. Phrasal verbs can be separable or in separable, and they
can take an object or not.
When a verb is used with an adverb, the combination is called a phrasal verb. The meaning of the
phrasal verb is different from the meaning of the two words taken separately. Phrasal verbs can be
transitive or intransitive.
Example
transitive break down, get up, sit down, turn up
intransitive bring something up (mention it)
turn something down (refuse it)
Prepositional verbs
Prepositional verb is an idiomatic expression, which combines a verb and a preposition to make a new
verb with a distinct meaning. The preposition in a prepositional verb must be followed by a noun or
pronoun, and so all prepositional verbs are transitive. Also, the object must come after the preposition.
Prepositional verbs consist of a transitive verb and a preposition with which it is closely associated.
Example: She looked at the little girl.
The verb and the following preposition can be separated by an adverb.
The preposition can precede a relative pronoun, and appear at the beginning of a wh question.
Example
She looked inquisitively at the little girl.
The girl, at whom she was looking, was wearing a kimono.
At whom was she looking?
Phrasal-prepositional verbs
Phrasal-prepositional verbs end with a preposition, so there is always a direct object. Like
prepositional verbs, phrasal-prepositional verbs cannot be separated. Look at these examples:
The important thing to remember is that a multi-word verb is still a verb. "Get" is a verb. "Get up", is
also a verb, a different verb. "Get" and "get up" are two different verbs. They do not have the same
meaning. So you should treat each multi-word verb as a separate verb, and learn it like any other verb.
Look at the examples that follow. You can see that there are three types of multi-word verbs:
Examples
Cut out = stop
That really bothers me; can you cut it out?
Cut out is a separable 2-word verb.
Prepositional verbs
Exercise
1. My friend is good ______ playing volleyball.
2. She complains ______ bullying.
3. They are afraid ______ losing the match.
4. She doesn't feel ______ working on the computer.
5. We are looking forward ______ going out at the weekend.
6. Laura dreams ______ living on a small island.
7. Andrew apologised ______ being late.
8. Do you agree ______ staying in a foreign country:
9. The girls insisted ______ going out with Kerry.
10. Edward thinks ______ climbing trees this afternoon.
Phrasal- prepositional verbs

Exercise 1
Use the following verbs (believe, fill, get, look, put, switch, take, throw, turn, try) and the prepositions
(away, down, for, in, off, on, out) and form meaningful sentences.
1) Quick! -------- the bus. It's ready to leave.

2) I don't know where my book is. I have to------------ it.
3) It is dark inside. Can you ------------- the light, please?
4) ------------------ the form, please.
5) I need some new clothes. Why don't you ---------- these jeans?
6) It is warm inside. --------------- your coat.
7) This pencil is really old. You can -------- it ------------.
8) It is so loud here. Can you ------------- the radio a little?
9) The firemen were able to------- the fire in Church Street.
10) Does your little brother ---------------- ghosts?
11) My parents are out. So I have to _________ my baby-brother
Exercise
Tick on the phrasal verb that fits in each sentence below
1) I asked my boss for a raise but, unfortunately, he _____________________.
A. cut it out
B. turned me down
C. brought it up
2) The weather was bad so they _____________ the trip.

A. looked after
B. cut out
C. called off
3) She asked me to ___________ her suitcase while she went to the restroom.
A. look after
B. call off
C. bring up
4) He was __________ by his aunt and uncle after his parents died.
A. brought up
B. called off
C. cut out
5) His friends complaining bothered him so much that he finally told him to _______.
A. bring it up
B. cut it out
C. call it off
Active and Passive Voice

Objective
Review the rules of active and passive
Realize when to use the active and the passive forms to convey the correct meaning
Practice active and passive sentences
A sentence can be written in either active voice or passive voice without changing the meaning of it.
When the verb in a sentence shows that the subject is the doer of the action, the verb is in the active
voice.
Example 1
Active voice
The cat killed the rat. - Subject + verb + object
This sentence talks about the subject, the cat, which killed the rat, the object. The verb killed is
directly linked to the object. Cat is the doer and the rat is the receiver. The sentence is in active
construction for it conveys the meaning strongly and clearly.
10
Passive voice
The rat is killed by the cat. - Subject + verb + by + object
In this sentence, the rat, the object in the earlier sentence has become the subject. The cat, the subject
in the earlier sentence has become the object. Another difference is 'by' which connects the subject to
the object. In other words, cat is the doer and the rat is the receiver. The receiver becomes the subject
in this sentence, and the doer becomes the object in this sentence. This construction of sentence is
called passive construction, which also conveys the meaning, but with little force. Easy way to
remember active and passive voice: The active voice is simple and direct, with subject + verb + object
construction.
The table below shows how the verb is changed into its passive voice form in different tenses.
Tense
Active Voice
Passive Voice
The simple present
He eats an apple
An apple is eaten by him.
The present continuous
He is eating an apple.
An apple is being eaten by him.
The present perfect
He has eaten an apple.
An apple has been eaten by him.
The simple past
He ate an apple.
An apple was eaten by him.
The past continuous
He was eating an apple
An apple was being eaten by him
The past perfect
He had eaten an apple
An apple had been eaten by him
The simple future
He will eat an apple

He will be eating an
apple.
An apple will be eaten by him.

An apple will have been eaten by
him.
He would have eaten an

apple
An apple would have been eaten by

him
The Future continuous

The Future in the past
Exercise
Decide whether the sentences are written in Active or Passive
1. Boys like to play soccer.
2. This room has been painted blue.
3. Cricket is played in Australia.
4. I am given a book.
5. We have lost our keys.
6. You might see dolphins here.
7. The report must be completed by next Friday.
8. They were singing a song.
9. A letter was written to her.
10. The bike is being repaired.
11
Unit 2 Acquisition of Oral and

Aural Skills
Objectives
to understand Accent
to understand and start practicing Standard Pronunciation
to understand and start practicing Intonation
Introduction
Each language has a pattern in which it is spoken. English language has a sing song pattern that we
need to learn and implement to get a hang of Standard English. This is done by knowing and
practicing the accent.
Accent
Accent is a characteristic pronunciation especially determined by the regional or social background of
the speaker; also determined by the phonetic habits of the speakers native language carried over to
his or her use of another language - MTI (Mother Tongue Influence).
Pronunciation
Pronunciation is the act or manner of pronouncing words in a way that is accepted or generally
understood; a graphic representation of the way a word is spoken, using phonetic* symbols.
International Phonetic Alphabet

*Phonetics: Representing sounds of speech, with a set of distinct symbols, each designating a single
sound.
English Language has just one Alphabet. The English Alphabet has 26 letters in it that are classifies as
Consonants and Vowels. Each vowel has many sounds that we will learn in this unit.
Cecily Berry
Practice Cecily Berry- Jaw exercise to relax the jaws and help open your mouth
Trainer Read and ask the class to repeat. Then ask each student to read and the class to repeat. Start
with vowel sound first (like how we see the words printed) then go reverse consonant sounds first.
Practice both horizontal and vertical.
12
Acquisition of Oral and Aural Skills
THE CICELY BERRY JAW RELAXATION AND WARM UP EXERCISE

The exercise is popularly known as The Cicely Berry named after the woman who designed this
exercise for actor training in the theatre.
Exercise
Make sure that the mouth extends gradually with each word.
OOT
OHT
AWT
AHT
AYT
EET
OOD
OHD
AWD
AHD
AYD
EED
OON
OHN
AWN
AHN
AYN
EEN
OOB
OHB
AWB
AHB
AYB
EEB
OOP
OHP
AWP
AHP
AYP
EEP
OOM
OHM
AWM
AHM
AYM
EEM
OOG
OHG
AWG
AHG
AYG
EEG
OOF
OHF
AWF
AHF
AYF
EEF
OOV
OHV
AWV
AHV
AYV
EEV
OOS
OHS
AWS
AHS
AYS
EES
OOZ
OHZ
AWZ
AHZ
AYZ
EEZ
OOTH
OHTH
AWTH
AHTH
AYTH
EETH
+ (Th Voiceless and voiced)

This exercise helps to make the vowels smooth and full, and the consonants absolutely clear. Allow
the jaw to open as much as possible, for this is an excellent jaw exercise, as the vowels must be free to
form properly.
Using your body effectively or kinaesthetic:

Why do we need to relax our jaws?
Our bodies can be used to enhance our voice How?
Keeping a good posture and alert body ensures that your voice sounds alert and alive.
Activity
Practice the following sentences with the new British Resonance pattern:
1. Im going out of town next week
2. I cant possibily accept your offer
3. Im shopping at Harrods
4. The government bureaucracy doesnt work
5. Thursday Morning
6. Northamptonshire
13
7. Bristol
8. Everybody has the ability to be mighty
9. Frankly, thats a thorny path
10. Im not sure where to go
11. He always worries too much
12. They came to the meeting early
13. She visited me yesterday
14. It was a dark stormy night
Task 1
Say
The letters of the Alphabet
Numbers
Days of the Week
Months of the year
Before we begin let us understand the parts of the mouth that help us to make certain sounds.
LIPS to make the sounds of m, b, p

TEETH to make the sounds of /f/ and v
TONGUE to make the sounds of /l/
ROOF OF THE MOUTH to make the sounds of d, g
Short vowel sounds

The letters a-e-i-o-u- make the sound that we get from words like
/a/
/o/
/e/
ant
ox
egg
/i/
ink
/u/
up
/a/ short vowel sound

Bag
14
Cat
Bat
fan
/e/ short vowel sound

Bed
Pen
Hen
Pot
Dog
Lip
Tin
bell
/o/ short vowel sound

Log
/i/ short vowel sound

Pig
Bin
Intonation
Stress Syllables
WHAT IS A SYLLABLE?
A combination of a VOWEL + CONSONANT
Most English words have one strongly stressed syllable that sounds longer, louder, and higher in pitch
than the other syllables. Speech can be hard to understand when the strongly stressed syllable is not
clear or the wrong syllable is stressed.
Read the following sentences. The meaning changes when you change the stress.
Look at the Desert
He gave me a masSAGE
Look at the desSert.
He gave me a MESsage
15
16
Unstressed Syllables and Schwa Vowels

Unstressed syllables sound weaker than stressed syllables. They are lower in pitch, shorter and harder
to hear clearly than the vowels in stressed syllables. The vowel sound that native speakers say in most
weak syllables is called schwa. Any vowel letter in a weak syllable can sound like schwa. The symbol
for schwa is
Examples
PENcil
DOzen
aBOUT
Nouns
Most two-syllable nouns have stress on the first syllable. Draw a dot over the stressed syllable.
Add to the lists. A few two-syllable names have stress on the second syllable, such as ELAINE,
suZANNE, and EuGENE.
Task I
Each of these words is di-syllabic and the Stress is on the first syllable
Action
Captain
Table
Almost
Certain
Theater
Always
City
Therefore
Answer
Color
Ticket
Any
Common
Treasure
Battle
Country
Under
Better
Different
Upward
Body
Doctor
Useful
Brother
Dollar
Value
Business
Dozen
Very
Early
Garden
Water
Either
Glory
Welcome
English
Golden
Whether
Even
Govern
Window
Every
Grateful
Wisdom
17
Figure
Healthy
Woman
Follow
Hello
Woodland
Foreign
Honest
Workman
Fortune
Human
Worship
Frequent
Husband
Yellow
Idle
Lady
Over
Insect
Letter
Paper
Instant
Many
People
Interest
Measure
Person
Into
Moment
Present (n) (adj)
Jealous
Nation
Public
Journey
Nature
River
Judgment
Never
Second
Kitchen
Nothing
Something
Knowledge
Number
Story
Offer
Quarter
Subject (n) (adj)
Open
Question
System
Other
Rather
Output
Task II
Each of these di-syllabic words and have stress on the second syllable
18
About
Awake
Divide
Permit (v)
Above
Away
Effect
Possess
Abroad
Bcause
Elect
Prepare
Accord
Become
Employ
Preserve
Account
Before
Enclose
Prevent
Across
Begin
Engage
Produce (v)
Address
Behind
Enjoy
Propose
Admit
Believe
Enough
Protect
Adopt
Below
Entire
Provide
Advance
Beside
Escape
Receive
Affair
Between
Event
Reduce
Afford
Beyond
Exact
Refer
Afraid
Collect
Except
Reflect
Again
Combine (v)
Exchange
Refuse
Against
Command
Exist
Regard
Ago
Compare
Expect
Regret
Ahead
Concern
Expense
Remain
Allow
Connect
Explain
Remark
Alone
Contain
Express
Remind
Along
Content (adj, v.)
Extend
Repeat
Among
Control
Extreme
Reply
Amount
Decay
Forbid
Report
Amuse
Deceive
Forget
Request
Apart
Decide
Forgive
Reserve
Appear
Declare
Otel
Respect
Apply
Defeat
Improve
Result
Appoint
Defence
Include
Retire
Arise
Degree
Increase (v)
Return
Around
Delay
Indeed
Review
Arrange
Delight
Machine
Succeed
Ashamed
Demand
Mistake
Suggest
Aside
Depend
Myself
Support
Asleep
Descend
Neglect
Suppose
Attack
Describe
Obey
Today
Attempt
Deserve
Object (v)
Towards
19
Attend
Desire
Observe
Unless
Attract
Direct
Offend
Upon
Avoid
Discuss
Omit
Within
Perhaps
Disease
Oppose
Without
Task III
One partner says either (a), the noun, or (b), the verb. The other partner says the matching sentence.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
a.
PERmit
You need a PERmit to park here.
b.
perMIT
Please perMIT to park here.
a.
INsult
That sounds like an Insult
b.
inSULT
Dont inSULT the visitors.
a.
PROduce
They sell PROduce at the market.
b.
proDUCE
Cars proDUCE a lot of smog.
a.
CONtract
They negotiated a CONtract.
b.
conTRACT
Your muscles conTRACT when you exercise.
a.
PROgress
He made a lot of PROgress.
b.
proGRESS
Lets proGRESS to the next item.
a.
OBject
Handle the OBject carefully.
b.
obJECT
Did his boss obJECT to the change?
a.
INcrease
She got an INcrease in pay.
b.
inCREASE
They tried to inCREASE their profits.
a.
SURvey
Please answer the questions on the SURvey.
b.
surVEY
Lets surVEY the situation before we decide.
a.
PROject
WE completed the project.
b.
proJECT
Project the slides onto the wall.
a.
CONduct
The crowds CONDuct was disorderly.
b.
conDUCT
We are planning to conDUCT an experiment.
Three-syllable words
Listen and tap the rhythm of the stressed and unstressed syllables. Then sing the melody using da.
Trace the pattern with your finger as you say the word in the box. The line is long and high because
20
the stressed syllable sounds longer and higher in pitch. Touch the dot lightly and quickly as you say
the unstressed syllables. Lower the pitch.
Task I
Three syllable words with the primary stress on the first syllable
Accident
Dangerous
Passenger
Advertise
Delicate
Permanent
Airplane
Difficult
Photograph
Agency
Discipline
Popular
Anything
Educate
Possible
Argument
Excellent
Practical
Article
Family
Prejudice
Avenue
Glorious
Probable
Beautiful
Hesitate
Property
Bicycle
Holiday
Punishment
Calculate
Industry
Quality
Capital
Instrument
Quantity
Century
Library
Recognize
Character
'Medical
Relative
Circular
Memory
Sacrifice
Citizen
Minister
Satisfy
Civilized
Moderate (adj)
Settlement
Company
Numerous
Sympathy
Confidence
Operate
Terrible
Cultivate
Ornament
Yesterday
Task II
Three Syllable words with stress on second syllable
Accustom
Direction
Immediate
21
Advantage
Discover
Deliver
Adventure
Discussion
Department
Already
Distinguish
Determine
Ambition
Division
Develop
Another
Encourage
Remember
Arrival
Essential
Suspision
Artistic
Examine
Tobacco
Astonish
Example
Together
Attention
Exception
Tomorrow
Behaviour
Existence
Connection
Collection
Expensive
Consider
Commercial
Explosion
Continue
Committe
Expression
Important
Completion
Extension
Production
Condition
Familiar
Relation
Confusion
Task III
Three syllable words with primary stress on the third syllable
Afternoon
Disappear
Engineer
Entertain
Introduce
Recommend
Represent
Reproduce
Understand
Dissappoint
Word stress for poly-syllabic (Prefixed and Suffixed) words
Rule 1 Suffixes:-tion-sion
22
The stress is on the syllable just before the suffix

Task
appliCAtion
eduCAtion
associAtion
ImagiNAtion
atTENtion
inforMAtion
civiliZAtion
obserVAtion
converSAtion
occasion
cultiVAtion
popuLAtion
deCIsion
prepRAtion
declaRAtion
production
desTRUCtion
recogNItion
diVIsion
situAtion
Rule 2 Suffixes:-ic-ical-al
The stressed syllable is before the suffix.
MAGic
AtLANtic
iDENtical
developMENtal
acciDENtal
Practice these related words.

Symptom-symptoMAtic
ALcohol-alcoHOLic
ATHlete-athLETic
eCONomy-ecoNOMical
Task
artistic
patriOTic
eLECtric
Political
eLECtrical
PRACtical
mechanical
scienTific
MUSical
sympaTHETic
Rule 3 Suffixes: -logy-ity

Stress the syllable before the suffix. The y ending is unstressed.
bIOlogy
eCOlogy
reALity
Practice these related words
ACtive-acTIVity
POSsible-possiBILity
NAtional-nationALity
psychology- psychological
23
Task
activity
opporTUnity
curiOSity
possiBIlity
elecTRIcity
QUAlity
eQUAlity
ResponsiBIlity
necessity
simPLIcity
Rule 4 Suffixes: -ial-ially

The stress is before the suffix.
artiFIcial
inDUSTrial
ceriMONial
meMOrial
confiDENtial
official
essential
presiDENtial
essentially
sacriFIcial
Rule 5 Suffixes: -ian

The stress is before the suffix.
CamBOdian
INdian
CoLOMbian
CaNAdian
Rule 6 Prefixes: -a-in-un

The prefix is unstressed. The syllable after the prefix is often stressed.
aWAKE
inTOLerant
unhealthy
Tasks
The Echo Game
Many words in English have the same pattern as short phrases.
repuTAtion
See you LAter
compreHEND in the END
Glad to MEET you
Hows your FAMily?
Make a FRIEND
Pay the BILL
Example 1:
Speaker:
fanTAStic
Echo: Its PLAStic
Speaker:
acQUAINTed
Echo: He FAINTed
Speaker:
underSTAND
Echo: Hold my HAND
24
Example 2:
Speaker:
conTENTed
Echo: He SENT it
Movement:
Speaker:
interACT
Echo: Its a FACT
Movement:
Speaker:
apPROpriate
Echo: I NOticed it
Movement:
Speakers:
SatisFACtion
Echo: Its the BLACK one.
Speakers:
SatisFACtion
Echo: a reACtion
Speakers:
SatisFACtion
Echo: after TAXes
Example 3:
4. Mark the stress point.

Speaker
Echo
comMITtee
The City
comMITtee
Shes PREtty
committee
Hes WITty
interRUPtion
Lets have LUNCH now
interRUPtion
Hes my UNcle
interruption
In the MIDdle
accommoDAtion
Im on vaCAtion
accommoDAtion
Theyre not related
accommodation
An obligation
identifiCAtion
He went on vaCAtion
identifiCAtion
Prescribe mediCAtion
identification
I made the arrangements
inappropriate
I can HOPE for it
inapPROpriate
You can Open it
inappropriate
Its not Over yet
comPLEXion
You GUESSED it
comPLEXion
He CHECKS it
complexion
An Extra
aRITHmetic
A CHRISTmas gift
aRITHmetic
I LOOKED at it
aRITHmetic
He LIFTed it
interACT
Its a FACT
interACT
Dont react
interact
Heres your HAT
Movement
25
macaROni
Dozen DOnuts
macaROni
Broken RECord
macaroni
Slice of PIZza
contradiction
Pass the CHICKen
contraDICtion
Heres the WINner
contradiction
Science FICtion
Tasks
Presenting Choices - Which one do you prefer?
Example
A: Which do you prefer, chocolate, ice cream or chocolate cake?
B: I prefer chocolate cake.
Results: chocolate cake 1 person
Survey:
1. Which do you prefer, chocolate ice cream or chocolate cake?
Results: chocolate ice cream ________ chocolate cake _________
2. Which would you rather have, an interesting job or a good salary?
Results: an interesting job ________ a good salary _________
3. Which would you rather photograph with your new camera, interesting scenery or a beautiful
family?
Results: interesting scenery ________ a beautiful family _________
4. Which is better when you have a cold, several aspirin or homemade vegetable soup?
Results: several aspirin ________ homemade vegetable soup _________
Reading Numbers
Listening
1
21
321
4,321
54,321
654,321
7,65,4321
Listen to your teacher say these numbers. Which one does she stress in each group?
26
Practice
Try saying the following telephone numbers. Notice how your voice goes up after each group and
then drops as you come to the end of the whole number.
5849 3714 *612 9983 4721 *01223 460278 *33 76 49 52 98 *0412 613612
Speakers normally use an upward intonation if they have more to add and let their voice drop when
they come to the end of that piece of information.
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Unit 3 Communication Boosters

Body Language
Objectives
To communicate with greater care and conviction
To gain confidence to achieve a positive response and
To develop and project a pleasing personal style
Introduction
Communication could be enhanced by our body language.
Gestures and Postures

Gesture: Brisk, erect walk
Meaning:?
Gesture: Standing with hands on hips
Meaning:?
Gesture: Sitting with legs crossed, foot kicking slightly
Meaning:?
Gesture: Sitting, legs apart
Meaning:?
Gesture: Arms crossed on chest
Meaning:?
Gesture: Walking with hands in pockets, shoulders hunched
Meaning:?
Gesture: Hand to cheek
Meaning:?
Gesture: Touching, slightly rubbing nose
Meaning:?
Gesture: Rubbing the eye
Meaning:?
Gesture: Hands clasped behind back
Meaning:?
Gesture: Locked ankles
Meaning:?
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Communication Boosters Body Language
Gesture: Head resting in hand, eyes downcast

Meaning:?
Gesture: Rubbing hands
Meaning:?
Gesture: Sitting with hands clasped behind head, legs crossed
Meaning:?
Gesture: Open palm
Meaning: ?
Gesture: Pinching bridge of nose, eyes closed
Meaning: ?
Gesture: Tapping or drumming fingers
Meaning: ?
Gesture: Steepling fingers
Meaning: ?
Gesture: Patting/fondling hair
Meaning: ?
Gesture: Quickly tilted head
Meaning: ?
Gesture: Stroking chin
Meaning: ?
Gesture: Looking down, face turned away
Meaning: ?
Gesture: Biting nails
Meaning: ?
Gesture: Pulling or tugging at ear
Meaning: ?
Gesture: Prolonged tilted head
Meaning: ?
They say a picture paints a thousand words and the same can certainly be said for gestures. We all
subconsciously give away hints as to our true feelings, through our movements and gestures.
It is important to know the right body language or gestures to use together with verbal language for
increased effectiveness.
People should know that their level of confidence affects body language, very much like how real
words are pronounced and stressed. Each action, subtle or emphasized, should properly complement
29
the idea, whether or not you choose to use it with words. People will understand your body language
only if you confidently present and project.
Developing the body language of confidence can be really important when attending job
interviews, presenting, dealing with complaints and being involved in related activities. One
confident person differs from another in their body language but these are some general
guidelines.
1. Know that all body language is contextual

What is meant by "all body language is contextual"? It means that body language does not happen in
isolation, that interpreting it depends on the situation in which it occurs. It is influenced by the
cultures, places, people and situations involved. This means that trying to interpret or use a single
body movement or gesture without taking the context into account can result in misunderstanding.
2. Take up space
Confident people take up space. Don't twine your legs around the chair or sit in the smallest place at a
meeting.
3. Confident people are visible

Don't hide behind a table or lectern when presenting, don't get lost in a huge chair in an interview, be
visible.
4. Have soft, direct eye contact

Confident people look at people, in Anglo Saxon culture anyway. (This differs in other cultures.) Not
a hard staring gaze, but a soft gentle focus in the eyes.
5. Keep your chest up

Confident people keep their chests broad rather than collapsed and dropped. This doesn't mean they
stick their chests out, rather, that they keep the width across them. It also doesn't mean they fix them
they still have supple flexible movement.
6. Confident people look comfortable in their bodies

Rather than tightening them in an aggressive way, they keep them supple and relaxed.
7. Breathe easily
Confident people breathe easily and deeply (unless of course they have a health problem that prevents
this). Rather than forced breathing or shallow fast breathing or irregular breathing they can breathe
easily.
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8. Confident people hold their heads up

Holding your head up can be a physical thing and a psychological factor. Keep your head up. It
doesn't have to just forward or be tilted to the side. Keep your head high.
9. Stand on both legs

Confident people look as if they can support themselves by standing on both legs. It's fine to be able
to move from one to the other but also be able to have weight equally on both legs. This is in contrast
to people who bend one knee and drop their hip and stand on only one straight leg.
10. Have your facial expression match your emotion

If you are angry have your face look serious. I've seen people smile when angry, it doesn't fit. It can
undermine the emotion. It can send the wrong message. Have your body and words saying the same
thing.
Voice
From the sound of your voice, your listeners will make judgments about your attitude toward them
and the ideas you're presenting. They'll judge your sincerity and credibility in part by your voice. And
in turn that will affect how they respond to you and your message.
Vary the elements of sound for emphasis

If the pitch, volume, rhythm, and timbre of your voice never fluctuate, you'll be speaking in a
monotone. And you'll risk losing your audience as a result.
An expressive voice pauses and quickens ... changes pace ... lowers and raises both volume and pitch.
It carries emotion ranging from certainty to doubt ... surprise to assurance ... delight to disgust.
Work expression into your voic e by varying the elements of sound - volume, pitch, rhythm, and
timbre.
Adjust the volume

Use changes in volume to prevent your voice from slipping into monotonous sameness and to
alert your audience to the nuances of your message.
Always speak loudly enough so everyone in your audience can hear you. Speak a little more
loudly if the audience is large, even if you're using a microphone.
Lower the volume for an aside. Raise the volume gradually as you build toward a point.
Change your volume when you're changing an idea or an approach.
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Refine the pitch

Pitch is the frequency of the sound waves you produce. It is about hitting high or low notes with
your voice.
Become aware of pitch and learn to refine it, phrase-by-phrase. Questions, for example, should
end on a higher note. Conversely, affirmative statements should end in a level or slightly lower
pitch. The ending of statements on a high pitch can create doubt in your listeners.
Vary your pitch throughout your presentation to establish and reinforce your message.
Alter the rhythm and tempo

Rhythm is the pattern of the sounds you produce. Tempo is the pace of your voice.
Use rhythm to carry meaning.
Slow the pace to emphasize certain ideas. Quicken the pace to show excitement or humor.
Pause to underscore major points or to give listeners time to absorb a complex idea. Pause also
when you're about to transition to another idea.
Control the timbre

Timbre is the emotional quality of your voice. It's the attitude behind a word or a phrase. Listeners
perceive a speaker's attitude and use their perception to build comprehension.
Use timbre to enhance your meaning or express the emotion or attitude you want to create.
Choose words and phrases that support that attitude.
Importance of Dressing Appropriately

Your dress code will largely depend on your work field. Consider your own industry and corporate
culture, then reconsider your wardrobe and try to put some life into it. Let us examine some of the
changes that are taking place rapidly in our corporate wardrobe. Advertising agencies, PR firms,
media and IT organizations have traditionally always adopted and supported a flexible dress code. But
they still frown upon employees going too casual. Round collared t-shirts are a no-no for most
organizations, even on a Friday. So are torn jeans, shorts, capris, tank tops etc. Some organizations
spell out their dress code explicitly while some leave it to the discretion of the employees, asking
them to see that their dressing doesnt offend any one else. However, the most flexible of firms will
insist that the employees respect client sensibilities. What this means is that if you are going to meet a
customer who is attired in a three piece suit, please do not visit them wearing your best pair of Levis.
In other words be as formal as possible.
32
However, the definition of formal is changing too. Gone are the days when formal meant, white or
cream full sleeved shirt with a tie and a well stitched suit. Now, organizations allow their employees
to even make presentations at seminars wearing a simple jacket.
Ladies can experiment with business suits, shirts or any attire that she feels is formal enough. While
dressing informally or casually, one needs to consider the sensitivities of their co-workers too. Its
great to feel comfortable wearing miniskirts on a Friday to office, but if that attracts unwanted
attention or makes other females squirm in discomfort, its best not to take such liberties. For men, the
choice is less complicated. A simple full sleeved is nowadays considered formal enough for most
meetings. In some cases, one can even dress up informally. If you have already built a good working
relationship with your client it might even be acceptable to wear your favorite denim. However, in
case of conferences or first time meetings, wearing a suit is expected.
Some handy tips

1. Use your personal style as a business communication tool. Your outfit speaks volumes about your
professionalism, so make sure it creates the right impression. Casual dress doesn't mean you never
have to iron again. Whatever you decide to wear, be sure it's wrinkle-free, in good repair, and
pulled together with unifying elements like matching belts and shoes.
2. Stand out, but blend in. A neat, tied-together look will help you stand out. Wearing too much
jewellery or t-shirts with logos will also help you stand out, but not in a positive way. Clothing
that distracts people and calls attention away from the business at hand is inappropriate to wear at
work. While noisy bracelets might be fun to wear on evenings or weekends, they can be annoying
at a team meeting.
3. Plan ahead. Step back before you get dressed in the morning and think about what you'll be doing
that day, where you'll be going, and who you'll be meeting. If you have to attend an important
meeting then definitely you have to be dressed appropriately for it. As an employee, you should
dress to reflect your company's culture, values, and industry.
HIGH FREQUENCY WORDS

Objectives
acquire new words, add vocabulary
and try to use them in daily speech and writing
33
Introduction
High frequency words are commonly found words in written or oral texts. These are mostly function
words (or structure words) such as conjunctions, pronouns, and prepositions. These words can be
referred to as, sight words, since automatic recognition of these words is required for fluent reading.
Fill in the blanks with correct prepositions

1. Unfortunately, there wasn't enough demand _______ our product.
2. There has been a rise ____ prices recently.
3. The car collided______ a truck and blocked traffic.
4. She blames the lack of interest ______ the teacher's poor explanation.
5. She is the cause _____ all his problems.
6. She gave me a check ______ $50.
7. Jackson apologized ______ his rude behavior.
8. I did a lot of damage ______ my car the other day.
9. We have seen many increases ______ production levels.
10. I trust Bob ______ all of my financial information.
11. There is a real need _______ discipline in this class.
12. Jane succeeded _______ getting a new job.
13. The accountant charged him $400 ________ his advice.
14. We were invited _____ their wedding
15. Her reaction _____ his behavior was quite funny.
16. Jacques resigned ______ his position.
17. I prefer roast potatoes ______ French fries.
18. My relationship _______ Mary is wonderful.
19. The relationship ________ the two friends was very strong.
20. She is worried _______ her exams.
21. I am ________ the new regulation.
22. The exhibition is ______ the modern art gallery.
23. That book is ________ his experiences in Africa.
Fill in the blanks with personal pronouns (I, he, she, etc.), possessive adjectives (my, your, his,
etc.), possessive pronouns (hers, ours, his, etc.), or reflexive forms (myself, herself, etc.)
Matthew, a friend of ____, told ____ about the difficult time ____ had been having with ____ twentyyear-old daughter, Jane. ____ lived in ____ own apartment in a nearby town, and, ____ stated,
seemed very unhappy. ____ insisted that ____ could deal with ____ problems ____ and didn't want
any interference from ____ parents. When ____ had last seen ____ , she was sad and unhappy. ____
34
told ____ to worry about ____ own problems. Both Tom and ____ wife Cynthia were worried, but
decided ____ should keep ____ concern to ____.
Long story short, this story reminded ____ of an experience of ____. ____ had a good friend who was
going through some difficult times. ____ told ____ that he could take care of ____. ____ respected
____ wishes and eventually ____ felt much better. However, one day while ____ were talking, ____
mentioned that ____ hadn't helped ____ much with ____ problems. ____ said, "But ____ asked ____
to leave ____ alone. ____ said ____ were ____ problems and that ____ could take care of ____ by
____!" to which ____ replied: "Never listen to what a depressed person says!"
____ turned to Matthew and said, "____ daughter needs ____. Don't let ____ take care of ____.
Insist!" ____ think ____ gave ____ a good piece of advice.
Fill in the blanks with suitable pronouns

Me
herself
myself us
them
himself ours
Me
its
him
her
my
yours
theirs
mine
themselves
his
1. Despite her parents complaints, she decided to live by ___ in New York City.
2. If you happen to see your parents this weekend, give ___ my best regards.
3. I can't understand ___ when she speaks German with ___ .
4. He should be ashamed of ___ .
5. Mary was worried about the children, so she convinced ___ husband not to accept the job abroad.
6. We came across a friend of ___ at the mall yesterday.
7. I can't find ___ pencil. Can I use ___ , Mary?
8. I cut ___ when I was peeling the potatoes.
9. This house is too expensive for ___ . We can't pay such a high rent.
10. Each plan has ___ merits.
11. He ___ said so.
12. I do my work and they do ___ .
13. Give it back to ___ . It's ___.
14. Despite ___ old age, he is very active.
15. They enjoyed ___ a lot at the cocktail party.
Fill in the blanks with the conjunctions

Whereas
after
by the time
when
since
while
even though
if
until
yet
1. They got married _________ they had to learn to manage their own home.
2. He went crazy _______ his wife burnt his breakfast.
3. You can hear what I'm saying _______ you keep quiet.
35
4. I won't invite my classmates to a party ________ I know them well.

5. _________ he arrived home I had already cleaned the house.
6. The first quiz was easy; ________ this one is extremely difficult.
7. ________ she's snobbish, people like her.
8. ________we're broke, we can't buy anything.
9. He failed; _________ he won't give up his ideals.
10. He fell asleep ________ he was watching the film.
Fill in the blanks

1. My teacher said that Warren works ____________ in our class.
A.
harder than
B.
the hardest
C.
hardly
2. Barbara swims ____________ than Anna because she has stronger arms.
A.
fastlier
B.
fast
C.
faster
3. I wish that I could explain things ____________ my teacher. I always understand what he says in
class.
A.
clear
B.
as clearly as
C.
clearly
4. Do you think you speak English ____________? Yes, of course!

A.
well
B.
good
C.
goodly
5. I want my children to behave ____________ to every person that they meet.

A.
nicily
B.
nicely
C.
nice
6. Angelina is a ____________ student. She is kind and pleasant.

A.
lovely
B.
love
7. Do you think men drive ____________ women in your country?
36
A.
more dangerously than
B.
dangerously
C.
more dangerously
8. The group found their hotel ____________ after they bought the map of the city.
A.
easily
B.
easly
C.
easy
9. Megan is a very ____________ athlete. She loves sports.

A.
seriously
B.
serious
10. When he was a child, Tony spoke very ____________ and his friends couldn't understand him.
A.
quietly
B.
quieter
C.
quiet
11. When they heard the bad news, they were very ____________.
A.
sadder
B.
sadly
C.
sad
12. The girls had to finish their work ____________ because the teacher told them to stop.
A.
quickly
B.
Quick
Articles
Correct the mistakes made in the use of articles in the following Insert or remove one if necessary
There is essay competition on the 2nd June in our school premises. A students who are interested in
competition, can register their names in an school office. Winners will be awarded the cash prize of
Rs. 500. All participants will receive the participation certificate.
(Answer: There is an essay competition on 2nd June in our school premises. The students who are
interested in the competition, can register their names in the school office. The winners will be
awarded a cash prize of Rs. 500. All participants will receive a participation certificate.)
VERBAL CRUTCHES AND CONTEXTUALIZATION

Objectives
To identify the common verbal crutches
To decide when to avoid them in communication and
To become eloquent in communication.
37
Introduction
VERBAL CRUTCHES
Um, uh, yknow, like, and, and-um, basically
This is what we say when we are thinking, lost, checking our notes or just any time we want to fill the
silence.
Most of us use these verbal crutches more than we should, and they can very easily distract our
listeners from our message. This may not affect us so much in our everyday conversations as it would
when we make presentations.
Eliminating crutch words is one of the fastest ways to improve yourself as a speaker. Not only does it
display confidence to your audience, but you become easier to understand as your message gets
across. It isnt easy to do, but if you can nuke those ums and ahs you are one step closer to winning
over the crowd.
Dont Fear the Silence
Ums and ahs come because as a speaker you naturally want to avoid silence. Youve been
conditioned for two-way conversations. When you pause, you get feedback from the other person and
the conversation continues. On the stage, it is only you talking and the silence can be terrifying.
The first way to combat crutch words is to realize silence is a good thing. Some speakers talk too
slowly with too many pauses. Pauses help to emphasize points and give listeners time to understand
what you are talking about. Remember, although you may be an international expert and have a
memorized speech, the audience needs more time to interpret what you plan to say.
How to Combat the Crutch

Here are some suggestions for becoming a pause artist and eliminating crutch words from your
presentations
1. Practice, practice, practice! - You should know your presentation backwards and forwards before
giving it. If you spend all your time thinking of what to say next, you cant put emphasis on
avoiding crutch words. Once you eliminate crutch words you can deliver unprepared speeches
more effectively, but it is hard to cut the ums if you arent prepared.
2. Breathe In, Not Out - When you feel the temptation to ummm your way through a point, breathe
in. This may add a pause to your presentation, but it will be far better than an ugly crutch word,
which blurs sentences together.
3. Avoid them in Conversation You speak all the time. Watch your crutch words when chatting
with friends and family. If it helps on stage it will help in a conversation. Plus you`ll get far more
practice.
38
4. Get a Counter - If you are giving an important speech, get a friend to count the amount of times
you utter an um or ah. Keeping numbers makes you highly aware of when you are using these
speech-killers.
5. Comma = 1 pause Make a note whenever you are doing a presentation that every comma you
encounter should have a pause attached. You might want to run through a list of ten items as if
they were one thought. But force yourself to give a short count in between each item. Your
audience will thank you for the added emphasis and clarity.
6. Period = 2 pauses The end of a sentence requires twice as much pause. There is a time-delay
between hearing your words and registering their meaning. Don`t cut over this step by blurring
together your sentences.
7. Double Underline - Underline key words and phrases and double underline especially important
ones. This is a technique I learned from a former radio broadcaster. It helps you to understand
where to slow down and emphasize an individual word. When you slow down to emphasize
words, this reduces the temptation to inject crutch words in between.
8. If YoureLost, Don`t Panic! Um`s come in when you don`t have your next sentence ready.
Your mind is still constructing what you want to say next, so you feel throwing a few um`s will
fill the space until you are ready. Don`t do this! Instead take a quick pause before moving on. The
audience won`t notice and it will make your presentation smooth.
9. Enthusiasm Cuts Crutch - Imagine the presentation you have to give was the most critical
information the audience needed to hear. When you engage emotionally with your speech topic, it
becomes easier to emphasize points and avoid crutch words. If you aren`t engaged, you might feel
the urge to preface statements with crutch words to downplay their importance.
10. Plan Tricky Parts - Know your conclusions and introductions word for word. Also plan out any
tricky parts of a presentation you might have difficulty explaining. If you are preparing a business
proposal and want to cover a sticky issue delicately, know that section word for word.
Activity
Write words that rhyme with a certain word.
Write two antonyms, or opposites, for a given word.
Write as several synonyms as attainable for a given word.
Write alternate headlines for the most articles in your newspaper.
Write as several uses as attainable for common articles.
Write four-word sentences, the first letter of every word being given.
Write completions to short sentences.
Write as several interpretations of similes as possible.
39
CONTEXTUALIZATION
Listen to the following dialogue
Hi! I am Raghu, Raghu Iyer. (s1)

Hello! My name is Rajesh Vellodi. I come from Kerala. (s2)
Pardon me; I didnt get your name. (s3)
Well, you can call me Rajesh. (s4)
Could you repeat your surname as well? (s5)
Vellodi. I am Rajesh Vellodi. Can I ask you where you are
from? (s6)
Raghu:
I come from Hyderabad. I was born in Tamil Nadu but I live
in Hyderabad now. (s7)
(A new person is seen approaching. He waves to Raghu and comes closer to the
duo)
Hello Venkateshwarulu! How are you doing? (s8)
Raghu:
Raghu:
Rajesh:
Raghu:
Rajesh:
Raghu:
Rajesh:
Venkateshwarulu:
I am doing very well. Thank you for asking. How are you? (s9)
Raghu:
I am fine. Rajesh, this is Mr. Venkateshwarulu.

Venkateshwarulu, meet Mr. Rajesh. (s10)
Hello! ...pardon me; I am unable to pronounce your name.
(s11)
Well, it is Venkateshwarulu, Venkateshwarulu. (s12)
Venka tesh warulu? (s13)
Yes, Thats right. (s14)
Rajesh, he is my colleague. We work in Osmania University.
Where are you working? (s15)
I am a software engineer in Polaris. (s16)
Ok. See you later. Bye and have a nice day! (s17)
Thanks. I hope both of you have a nice day too! (s18)
See you sometime again. Good bye! (s19)
Rajesh:
Venkateshwarulu:
Rajesh:
Venkateshwarulu:
Raghu:
Rajesh:
Raghu
Rajesh:
Venkateshwarulu:
Activity
When you meet someone for the first time, what are the things that you need to do?
You should greet him/her first.

Second, you should introduce yourself.
Be polite if you have queries.
Be brief in your replies.
Use appropriate expressions.
At the close of the conversation, bid farewell.
We speak with different people differently, depending on our relationship with them.
40
Activity
How would the greeting and response be between the following pairs - a business manager and his
colleague, two teenagers, a man and woman in a party, two housewives.
Seeking Clarification
Activity
If you could not follow someones speech or if you need clarifications what does one do? Always
begin by apologizing and then go on to seek clarifications.
Sorry. Could you please repeat your name?

Excuse me. I did not get your name.
Forgive me. I could not quite catch what you said.
Pardon me. Would you be kind enough to tell me your name again?
What do you do when you are introducing someone?

Dos:
Begin with the persons name
Mention your relationship with the person
Give details of the persons qualification or profession
Tell something positive about the person or what you like most about the person.
Donts:
Give any information that could embarrass the person
Joke about the person or appearance of the person
Pass sarcastic remarks on the person or ways of the person
Belittle the person
While introducing someone, you could use the following pointers in any combination depending on
the situation and the people involved.
Name
Profession
Ambitions
Place of birth
Age
Details of family
Likes
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Dislikes
Hobby
Others
Activity
Look at the following dialogue and identify the pointers used.
(Shankar introducing Sekar): Meet my friend, Sekar. Sekar and I have known each other for a long
time, ten years to be exact. We were in college together. Sekar and I always used to compete with
each other for the first rank. Those were golden days
Asking for Information

Look at the following dialogue
Rita:
Is it 25524848?
Velu:
Yes.
Rita:
I am Rita Dwivedi. I saw your Ad in todays newspaper.
Velu:
Yes, I am Velu, the real estate agent. How can I help you?
Rita:
Well, I am looking for an accommodation.
Velu:
Which area are you looking at?
Rita:
I want a place which will be close to Adyar as I work there.
Velu:
Rita:
Any preferences regarding the neighbourhood?
Velu:
Rita:
Then, I think a flat would be the best choice.
Velu:
Rita:
Let me see what I can do for you? Do you have any pets?
Velu:
I know a place a nice flat on the seventh floor. Of course, it has lifts but the
residents there are against pets.
Rita:
Rita:
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Yes, actually I work in night shifts and return in the early hours of the
morning. So I would prefer a place that is safe.
Thats what I have in mind. A single bedroom flat which does not have water
scarcity.
I would love to have a dog but then I will be staying away from home most of
time. So I cannot feed it properly.
Seventh floor! Oh no! I dont want to live in one of those tall monstrosities. I
would much rather prefer a three-storeyed building that houses not more than
six or seven flats.
Andoh! I forgot to tell you that I need a place thats close to the bus stand.
Velu:
Hold on a minute. Let me give you the number of my brother who is also in
this trade. He might help you.
Rita:
OK. I will wait.
Velu:
His number is 24833329.
Rita:
Im sorry. I didnt get it. Could you please repeat it?
Velu:
Yes, Sure. 2483 3329.
Rita:
OK. 2483 3329. Mr. Velu, you havent told me his name.
Velu:
My brothers name is Ramesh.
Rita:
What time should I call him?
Velu:
Rita:
Call him after 6.00 p.m. as it is his residence number.
Velu:
Yes, its 9841112345.
Rita:
Thank you! Have a nice day!
Velu:
You too! Bye!
Does he have a mobile? If so, please give me that number as I have to be in

office by 6.00 p.m. and so I cannot call then.
Activity
You want a house and have seen an ad in the newspaper. Make enquiries about the same, including
details such as facilities for cooking, water, telephone, and also conditions of rent payment and
timings to be observed.
Making Suggestions
Look at the following dialogue between Rahul and his friends
Rahul:
Akash:
Ashwin:
What are we doing this evening?

I think we should watch a movie. The new Jackie Chan film is being
screened at Satyam Cineplex.
We can watch the film next week. Let's go bowling at the new bowling
Alley, this evening. I'm told they're offering a fat discount in their opening
week.
Paul:
In my opinion, we'd all enjoy the play being staged at the Music Academy.
It's Mahesh Dattani's 'Dance like a Man'. It's had rave reviews and played to
full houses in both Mumbai and Bangalore. What do you say?
Akash:
I can't believe you prefer watching a serious play to a Jackie Chan comedy.
Come on; let's have some fun.
No, I think Paul is right. We can go bowling or watch the movie another
time but the play is on only this evening and tomorrow. I've read the play
and it deals with gender and social issues that make for interesting reading.
I for one would definitely like to watch it. What do you say, Ashwin?
I'd much rather go bowling but what you say does make sense. Movie and
bowling can wait. I vote we head for the Music Academy this evening. Will
you come with us, Akash?
Rahul:
Ashwin:
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Akash:
Paul:
Akash:
Rahul:
Ashwin:
Oh! I'll just be a good sport and join the majority. Count me in.
Right, now that we're decided, what do we do about tickets?
The advertisement said they're available at the Pizza Hut outlets.
I'll call Pizza Hut to find out if they have tickets before we leave.
Parking is a big problem at the Music Academy, so we'll take only one car.
If all of you wait at Rahul's, I'll pick you up.
Akash:
Paul:
Great! I dread the traffic at that hour. At what time should we be at Rahul's?
The advertisement requests the audience to be seated 10 minutes prior to the
commencement of the show. It starts at 8 p.m. so we'll be in our seats by
7.45. Aim to be at Rahul's by 7.15 p.m. all of you!
That's decided. We'll head home to freshen up and be at Rahul's by 7.15
p.m. I hope the play is as good as the reviews lead one to believe.
Ashwin:
Paul:
Ashwin:
I'm sure it will. We'll discuss that over dinner later. Let's get going now.
Bye folks! Dont be late. I'm not the most patient of people.
Activity
Pick out the sentences where suggestion is offered and agreed with.
Ways to make a suggestion

a) Let's
b) What do you say we
c) How do you feel about my idea
d) In my opinion
e) If its alright with you I'd
f) I am all for
g) I'd much rather
Do not be impolite and offend others by saying
a) We must.
b) I want
c) We will
d) Let's
e) What do you say we
f) How do you feel about my idea
g) In my opinion
h) If its alright with you I'd
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i)
I am all for
j)
I'd much rather
Inviting
Look at the dialogue between Rita and Anu
Rita:
Anu:
Hello! May I speak with Anu, please? (s1)
Rita:
Anu:
Rita:
Anu:
Oh, Anu! Exactly what I was about to say. Are you free tomorrow evening? (s3)
Yes, I am (s4)
Let's meet at "The Canton" for dinner, tomorrow evening, shall we? (s5)
Rita:
8 oclock tomorrow evening? Will that be fine with you? By the way your brother
and sister-in-law are visiting you, aren't they? Bring them along too. I'd love to meet
them. (s7)
Thanks Rita. I think I will ask them to join us. I haven't been able to spend much
time with them and they're leaving at the end of the week. (s8)
Anu:
Speaking. Rita, is that you? Haven't seen you for a while. What's up? Let's meet,
shall we?(s2)
Sounds good to me. I love Chinese food and I've been wanting to try "The Canton".
I've heard their food is superb. They do both Cantonese and Schezuwan styles of
cooking. I'm game for it. What time tomorrow? (s6)
Rita:
Sure. It'll be fun. So see you tomorrow evening at 8 p.m. at 'The Canton'. Thanks
Anu, I'm looking forward to it. (s9)
Anu:
I should thank you for taking the trouble to call and set up a date. I can't wait to see
you. Bye then. (s10)
Rita:
Bye, until tomorrow evening. (s11)
Activity
Identify the sentences where an invitation is extended and accepted/rejected.
Offering and Accepting/rejecting help
The following phrases are used when we offer help:
May I...
Could I...
Would you want me to...
Is there anything...
Would you like a hand...
Do you need help...
We use the following when we accept or reject help:

Yes, please, if you dont mind...
So kind of you...
Oh, thanks a lot...
45
Its Ok, thank you...

No, its alright, thank you...
Activity: Using the above expressions, write a dialogue between Nita, who is looking for her friends
house and Ravi, a resident of that neighbourhood
46
Function of Cultural Codes in Presentation
Unit 4 Function of Cultural

Codes in Presentations
Objectives
To identify cultural codes
To avoid negative cultural markers
To develop sensitivity and poise while making a presentation
Introduction
It is important that we understand that communication is not just about the speaker its also about
the listener or the audience. Tuning according to the culture of the listener or the audience is what
would be dealt in this unit.
In modern times, there is a need to communicate across cultures. There are three main components to
any communication.
subject matter
medium of delivery
cultural considerations
Cultures are like icebergs; some features are apparent to anyone not in a fog, while others are deeply
hidden. Above-the-surface features include overt behaviours.
How people
dress
eat
walk
talk
relate to one another
conduct themselves during public ceremonies such as weddings or funerals.
Global communication, transportation, and changes in living styles have begun to blur many of the
surface distinctions between different cultures. Many cultures are adopting Western dress, for
example.
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The deeper differences remain. For example, compare the respect due to elders in some Asian, Latin,
and African societies--still true today even in modern urban environments--with the way seniors are
viewed in many Western countries.
Therefore, know your audience(s) well enough to be able to anticipate their reaction to your
communication. It is impossible to learn all the cultures you must communicate with, especially, if
you are developing something for export to many countries. The best you can do is trying to find a
common denominator and work from there.
Basically nonverbal communication is sending and receiving messages in a variety of ways without
the use of verbal codes (words). It is both intentional and unintentional. Most speakers / listeners are
not conscious of this.
It includes:
touch
glance
eye contact (gaze)
volume
vocal nuance
proximity
gestures
facial expression
pause (silence)
intonation
dress
posture
smell
word choice and syntax
Why is non-verbal communication important?

Basically, it is one of the key aspects of communication (and especially important in a high-context
culture)
It has multiple functions:

Used to repeat the verbal message (eg., point in a direction while stating directions.
Often used to accent a verbal message. (eg., verbal tone indicates the actual meaning of the
specific words)
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Functions of Cultural Codes in Presentation
Often complement the verbal message but also may contradict. eg., a nod reinforces a positive
message (among Americans), a wink may contradict a stated positive message.
Regulate interactions (non-verbal cues convey when the other person should speak or not speak).
May substitute for the verbal message (especially if it is blocked by noise, interruption, etc.)
ie., gestures (finger to lips to indicate need for quiet), facial expressions (ie., a nod instead of a
yes).
Note the implications of the proverb, Actions speak louder than words. In essence, this underscores
the importance of non-verbal communication. Non-verbal communication is especially significant in
intercultural situations. Probably non-verbal differences account for typical difficulties in
communicating.
Cultural Differences in Non-verbal Communication

Different norms regarding the appropriate degree of assertiveness in communicating can add to
cultural misunderstandings. For instance, some white Americans typically consider raised voices to be
a sign that a fight has begun, while some black, Jewish and Italian Americans often feel that an
increase in volume is a sign of an exciting conversation among friends.
1. General Appearance and Dress

All cultures are concerned for how they look and make judgements based on looks and dress.
Americans, for instance, appear almost obsessed with dress and personal attractiveness. Consider
differing cultural standards on what is attractive in dress and on what constitutes modesty (eg.,
differences between dressing seen in Western movies and the way we dress). Note ways dress is used
as a sign of status.
2. Body Movement
We send information on our attitude towards a person (facing or leaning towards another), emotional
state (tapping fingers, jiggling coins), and desire to control the environment (moving towards or away
from a person).
We can make more than 700,000 possible motions so its impossible to categorize them all! But
we just need to be aware that body movement is a key ingredient in sending messages.
3. Posture
Can you list cultural differences with respect to:
Bowing
Slouching
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Hands in pocket
Sitting with legs crossed
Showing soles of feet.
4. Gestures
It is impossible to catalog them all. But we need to recognize: 1) the incredible possibility and
variety and 2) that an acceptable gesture in ones own culture may be offensive in another. In
addition, amount of gesturing varies from culture to culture. Some cultures are animated; other
restrained. Restrained cultures often feel animated cultures lack manners and overall restraint.
Animated cultures often feel restrained cultures lack emotion or interest.
Even simple things like using hands to point and count differ.
Even simple things like using hands to point and count differ.
Pointing: US with index finger; Germany with little finger; Japanese with entire hand (in fact
most Asians consider pointing with index finger to be rude)
Counting: Thumb = 1 in Germany, 5 in Japan, middle finger for 1 in Indonesia.
5. Facial Expressions
While some say that facial expressions are identical, meaning attached to them differs. Majority
opinion is that these do have similar meanings world-wide with respect to smiling, crying, or showing
anger, sorrow, or disgust. However, the intensity varies from culture to culture.
Note the following.
Many Asian cultures suppress facial expression as much as possible.
Many Mediterranean (Latino / Arabic) cultures exaggerate grief or sadness
while most
American men hide grief or sorrow.

Some see animated expressions as a sign of a lack of control.
Too much smiling is viewed in as a sign of shallowness.
Women smile more than men.
6. Eye Contact and Gaze

In USA, eye contact indicates: degree of attention or interest, influences attitude change or persuasion,
regulates interaction, communicates emotion, defines power and status, and has a central role in
managing impressions of others.
Question: How do different cultures perceive eye contact?
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7. Touch
Touch is culturally determined! But each culture has a clear concept of what parts of the body one
may not touch. Basic message of touch is to affect or control protect, support, disapprove (i.e.
hug, kiss, hit, kick).
Question: Why do we touch, where do we touch, and what meanings do we assign when someone
else touches us?
Illustration: An African-American male goes into a convenience store recently taken over by new
Korean immigrants. He gives a $20 bill for his purchase to Mrs Cho who is cashier and waits for his
change. He is upset when his change is put down on the counter in front of him.
What is the problem?
Basic patterns: Cultures (English, German, Scandinavian, Chinese, Japanese) with high emotional
restraint concepts have little public touch; those which encourage emotion (Latino, Middle-East,
Jewish) accept frequent touches.
To communicate across cultures, bear the following in mind.

Learn from generalizations about other cultures, but don't use those generalizations to stereotype,
"write off," or oversimplify your ideas about another person. The best use of a generalization is to
add it to your storehouse of knowledge so that you better understand and appreciate other
interesting, multi-faceted human beings.
Practice, practice, practice. That's the first rule, because it's in the doing that we actually get better
at cross-cultural communication.
Don't assume that there is one right way (yours!) to communicate. Keep questioning your
assumptions about the "right way" to communicate. For example, think about your body
language; postures that indicate receptivity in one culture might indicate aggressiveness in
another.
Don't assume that breakdowns in communication occur because other people are on the wrong
track. Search for ways to make the communication work, rather than searching for who should
receive the blame for the breakdown.
Listen actively and empathetically. Try to put yourself in the other person's shoes. Especially
when another person's perceptions or ideas are very different from your own, you might need to
operate at the edge of your own comfort zone.
Respect others' choices about whether to engage in communication with you. Honor their
opinions about what is going on.
51
Stop, suspend judgment, and try to look at the situation as an outsider.
Remember that cultural norms may not apply to the behaviour of any particular individual. We are all
shaped by many, many factors -- our ethnic background, our family, our education, our personalities - and are more complicated than any cultural norm could suggest. Check your interpretations if you
are uncertain what is meant.
STRATEGIES FOR PRESENTATIONS

Objectives
To plan your presentation effectively
To structure your presentation
Introduction
It has been documented that fear of speaking in public is rated as the highest after fear of snakes and
of death!
This being the case, let us understand a little more about what a presentation is all about and what
strategies we can use to ace a presentation. The next module deals with overcoming stage fright. Here
we focus more on the preparation for a presentation.
Ask yourself the 5 Ws and 1 H.
Timing is important here. Develop a sense of timing, so that your contributions are seen and heard as
relevant to the issue or matter at hand. There is a time to speak and a time to be silent. Its better to be
silent than sing a bad tune.
What is the physical context of the communication in mind?
Why
Could be for any of the following:
Inform
Inspire / Persuade
Entertain
Introduce
Accept
Pay Tribute
52
What: This depends largely on the who.

Who:
These factors are to be considered:
Size
Demographics: This refers to the composition, that is, the age group, sex, educational level,
economic status, knowledge level, and so on.
Beliefs and Values: What are their interests, presuppositions and values? What do they share in
common with others; how are they unique? This would depend to a large extent on the
composition.
Receptive/Antagonistic: Are they here voluntarily or is it a compulsion? What is their attitude to
the speaker?
Once you have analyzed the audience, you adapt to the situation accordingly.
Where:
It is a good idea to get as many details about the venue as possible. You may have time to visit the
room, for example, and rearrange the furniture. Check for availability and visibility if you are using
audio or visual aids.
Consider the following:
Indoor/outdoor
Size and shape of room
Arrangement of seating
Equipment available
Lighting
Acoustics
When
We need to consider the following:
Time available for preparation
The time duration
The time of the day
How
This has to do with:
Structuring
Methods
53
Time
Resources
The trainer can discuss the points for the 5 Ws with examples. Let us now look at the how of the
presentation.
We need to understand the following aspects of speech making.
Researching the Topic

There are several sources for material such as books, periodicals, newspapers, the internet, and so on.
Organizing and Structuring Your Speech
Don't have more than two or three main points, and preview in the beginning what those points will
be.
With each point, have two or three pieces of support, such as examples, definitions, testimony, or
statistics. Visual aids are important when you want your audience to understand a process or concept
or understand a financial goal. Line graphs are best for trends. Bar graphs are best for comparisons
and pie graphs are best for showing distribution of percentages.
Include a "wow" factor in your speech. Something in your speech should make your audience think,
"Wow!" It could be a story, a dramatic point, an unusual statistic, or an effective visual that helps the
audience understand immediately.
With a "wow" factor, you then have something to look forward to in the speech that you know will
have an impact on your audience. You'll become a more enthusiastic speaker because the "wow"
factor will get you as well as your audience pumped for the speech.
Tell your own story somewhere in the presentation

This applies especially in a technical presentation. Include a personal experience that connects to your
speech content, and the audience will connect with you. You want to help the audience link
emotionally with what you are talking about, and the personal experience does that.
To add interest and understanding to your speech, include a visual aid. A visual aid could be an
object, a flip chart, a PowerPoint presentation, overhead projector slides, or a dry erase board.
Whatever visual you are using, make sure everyone can see it. The best way to insure this is to put the
visual where you will be speaking and then find the seat farthest from it and determine if you can read
the visual from that seat.
54
Introduce the visual properly rather than simply throwing it at your audience; explain what the visual
will do before you unveil it. Don't allow the visual to become a silent demonstration.
You can follow any of these patterns to structure your presentation:

Chronological: eg., Indian cinema down the years
Simple complex: eg., Speaking vs Writing
Climax: Here, ideas are presented in the order of increasing importance
News story: Main points are stated and then each discussed in detail
Problem solution: eg., The Importance of Saving
Introduction: An introduction is very important as is the conclusion. This is the time for you to grab
the attention of the audience and for them to feel there is something to look forward to.
There are several effective types of introductions, such as,
Anecdotal story: For example, "Two weeks ago as I was driving to work a car pulled out in front
of me..."
Rhetorical question: "How many of you feel our society spends too much on medical care?" might
be a way to begin a presentation about curbing costs.
Quotation
Humor
Claim or statistic
Identification with audience
Reference to situation
Statement of purpose
Statement of importance of topic
Functions of an Introduction
Get attention
Introduce topic
Provide motivation
Establish credibility
Preview speech
Conclusion
Finally, leave the audience with something to think about. People remember best what you say last.
It could be any of the following,
Anecdotal story
55
Rhetorical question
Quotation
Humor
Summary
Quotation
Personal reference
Challenge to audience
Offer vision of the future
Functions of a Conclusion
Summarize speech
Re-emphasize main idea
Motivate response
Provide closure
The above can be discussed with examples.
Rehearsing the Speech

Recreate setting
Practice without memorizing
Time the speech
Practice out loud
Practice standing up
Watch yourself
Practice gestures
Practice eye contact
Practice volume
Delivering the Speech

Beginning
Walk calmly with confidence to the dais
Establish eye contact
Smile naturally
Deliver introduction
56
During
Use effective eye contact
Use effective language
Use effective gestures
Be enthusiastic
Use conversational style
Use notes as needed
Use audio visual aids as needed
Ending
Frame the speech
Pause before returning to seat, but dont ask questions
Accept applause
Elements of Vocal Delivery

Speech rate and pauses
Volume
Inflection and pitch
Quality of voice
Pronunciation and articulation
Appearance
Posture
Facial expression
Eye contact
Movement
DELIVERING PRESENTATIONS
Objectives
To prepare yourself at personal and professional levels for a presentation and master the
techniques of presentation
Introduction
Stage fright is a phenomenon that you must learn to control. Actually, stage fright isn't the most
accurate term for the nervousness that occurs when considering a speaking engagement. In fact, most
of the fear occurs before you step on stage. Once you're up there, it usually goes away. Try to think of
57
stage fright in a positive way. Fear is your friend. It makes your reflexes sharper. It heightens your
energy, adds a sparkle to your eye, and color to your cheeks. When you are nervous about speaking
you are more conscious of your posture and breathing. With all those good side effects you will
actually look healthier and more physically attractive.
Many of the top performers in the world get stage fright so you are in good company. Stage fright
may come and go or diminish, but it usually does not vanish permanently. You must concentrate on
getting the feeling out in the open, into perspective and under control.
Remember nobody ever died from stage fright. But, according to surveys, many people would rather
die than give a speech. If that applies to you, try out some of the strategies in this section to help get
yourself under control. Realize that you may never overcome stage fright, but you can learn to control
it, and use it to your advantage.
Symptoms of Stage fright

Dry mouth
Tight throat
Sweaty hands
Cold hands
Shaky hands
Nausea
Fast pulse
Shaky knees
Trembling lips
Below are 10 steps you can take to reduce your speech anxiety.
1. Know the room - Become familiar with the place in which you will speak. Arrive early and walk
around the room including the speaking area. Stand at the lectern, speak into the microphone.
Walk around where the audience will be seated. Walk from where you will be seated to the place
where you will be speaking.
2. Know the Audience - If possible, greet some of the audience as they arrive and chat with them. It
is easier to speak to a group of friends than to a group of strangers.
3. Know Your Material - If you are not familiar with your material or uncomfortable with it, your
nervousness will increase. Practice your speech or presentation and revise it until you can present
it with ease.
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4. Learn How to Relax - You can ease tension by doing exercises. Sit comfortable with your back
straight. Breathe in slowly, hold your breath for 4 to 5 seconds, then, slowly exhale. To relax your
facial muscles, open your mouth and eyes wide, then, close them tightly.
5. Visualize Yourself Speaking - Imagine yourself walking confidently to the lectern as the
audience applauds. Imagine yourself speaking, your voice loud, clear and assured. When you
visualize yourself as successful, you will be successful.
6. Realize People Want You To Succeed - All audiences want speakers to be interesting,
stimulating, informative and entertaining. They want you to succeed - not fail.
7. Don't apologize For Being Nervous - Most of the time your nervousness does not show at all. If
you don't say anything about it, nobody will notice. If you mention your nervousness or apologize
for any problems you think you have with your speech, you'll only be calling attention to it. Had
you remained silent, your listeners may not have noticed at all.
8. Concentrate on Your Message - not the medium - Your nervous feelings will dissipate if you
focus your attention away from your anxieties and concentrate on your message and your
audience, not yourself.
9. Turn Nervousness into Positive Energy - The same nervous energy that causes stage fright can
be an asset to you. Harness it, and transform it into vitality and enthusiasm.
10. Gain Experience - Experience builds confidence, which is the key to effective speaking. Most
beginning speakers find their anxieties decrease after each speech they give.
Delivery Techniques
Eye contact
The eyes communicate powerful cognitive messages. Presenters should not underestimate their ability
to persuade an audience with their eyes.
Following are tips to achieve better eye contact with an audience:
When speaking from notes, follow these rules.
Look at your notes
Absorb one idea
Make eye contact with individuals in the audience
Speak your full idea
Repeat this pattern
If it is a small audience, you can look at each person in a short period of time. If it is a large audience,
look at the audience in small "clumps" and move from one clump to another. Mentally divide the
room in 3-5 equal sections, and make eye contact with each section.
59
One way to insure good eye contact is to look at your audience before you start to speak. Go to the
lectern and pause, smile, look at the audience, and then speak. This will help you maintain good eye
contact throughout your presentation as well as commanding immediate attention.
Facial expressions
Facial expressions also communicate cognitive messages and emotions. They enhance your verbal
communication by producing "feeling tone," the impression that you care about what you're saying.
The following tips will help you use facial expressions to increase your persuasiveness.
Smile before you begin speaking
Don't be either mechanical or melodramatic; act naturally
Think about what you're saying and react with facial expressions to match or enhance the thought
Voice
It's well known that a continuous monotonous voice tone will gently lull you to sleep.
You can use the volume of your voice to emphasize important points, and to make statements more
dramatic. For instance a phrase such as "Opening a door with a BANG" would benefit from increased
volume on the word BANG!
You can use the pitch and tone of your voice to help emphasize descriptive sections of your speech,
helping you create pictures in the minds of your audience. For instance, a phrase such as "the wind
rushing through the trees" would benefit immensely if you emphasis the word 'rushing' and imitate
that rushing sound in your voice.
Hand gestures
Hand gestures are important to emphasize words and emotions, illustrate verbal messages, or even
replace verbal messages altogether.
Following are the tips on using better hand gestures.

Keep your hands by your side or neutrally in front of you, unless you can use them to make a
point.
Avoid doing the following with your hands
Putting them behind your back
Putting them in your pockets
Putting them in front of you
Using them to fidget
Keep most gestures at chest level
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Think about what you're saying and react with hand gestures to match or enhance your message
Posture
Posture is an important element of your body language because it can communicate your message
with confidence.
Following are the tips for achieving better posture.

Before your presentation, sit or stand straight
Walk confidently to the podium
Assume the "basic speaker stance," which is as follows,
Feet 12-18 inches apart and turned slightly outward
Weight evenly distributed over the balls of both feet
Body leaning slightly towards the audience
Hands at sides
Elbows loose
Improvising
No matter how well you prepare a presentation, problems sometimes occur. If this happens, you must
improvise to salvage your presentation.
It is important that you remember the following when problems occur during your presentation.
Problems should be ignored, if possible
Extra audience attention should not be called to the problem
Quickly solve the problem, but if you cannot, move on
Avoid breaking the flow of your presentation when a problem occurs
If you have to delay your verbal presentation, remind the audience what you were talking about
before the interruption, and then continue
Following are ways to handle specific problems that occur during presentations.
Microphone problems
If you experience feedback, popping noises, or distortion, you may be too close--move back
If the microphone problem continues, fill your lungs with air and speak without a mike
Audio-visual support problems

You cannot depend on audio-visual supports for presentation success and you must be prepared to
proceed without them
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If an audio-visual problem arises during your presentation, choose the path that is least distracting
to the audience to correct the problem
Dropped note cards

Continue without them, if possible
If you cannot continue without them, stop, pick them up, and continue
Unfriendly audiences
Answer hostile questions briefly, without becoming defensive, and then take another question
Address unfriendly audience members by first stressing areas of mutual agreement or
understanding
Handle hecklers by pausing, making eye contact with the heckler, but not saying anything.
Usually an audience member will address them. If this fails, ask the heckler to speak to you after
your presentation is over. If you are heckled a third time, request that the heckler be removed
from the room
Evaluate your presentation afterward

Once you finish presenting, evaluate yourself within 24 hours. If you have ideas on how to strengthen
your material, make the changes immediately while the ideas are fresh.
If you have ideas on how to strengthen your performance, make notes and implement these ideas with
your next presentation.
Review any evaluations that you receive. Do not dwell on negative comments, but focus instead on
your overall scores and averages in each category.
Keeping the above points and the ones learned in the previous section, students make presentations,
both extempore and rehearsed, on various topics.
Activity
With the additional inputs, students once again choose topics and speak for a few minutes.
62
SPEECH ACT
Objectives
To grasp the principles of speaking
To initiate a conversation in any situation
To sustain the flow of conversation.
Introduction
In spontaneous speech, you use a particular word group only because nothing better occurs to you
readily and not because you know that that particular word group is the most appropriate one. You
see, when you start speaking, the information that you want to convey is not available in an organized
form or set in words. So, the only option you have is to speak on by using such word groups as occur
to you as suitable on the spur of the moment whatever they may be. Youre not definite that youre
using word groups that are absolutely right. You want to try them out, feel them out, experiment with
them. You want to see whatll happen. Then you refine and edit what youve said words, word
groups, structures, and everything. These processes trying out and editing go on one after the
other.
In other words, when you speak spontaneously, you speak exploratorily. You see, its like this: How
will you move from one end of a room to another in the dark? You feel the ground; you feel the walls;
you move your hands around or hold them in front of you in order to feel your way; you move step by
step pausing here and there. You retrace your steps. You change your direction, you stumble and
regain balance. The more familiar the room and the objects in it, are to you, the less your difficulty. In
spontaneous speech also, you proceed almost in the same way. More familiar the subject-matter is to
you, the less your difficulty.
Therefore, the only way to be a good speaker is to acquire fluency through practice. In the previous
section, you were given practice with certain situations such as introducing another person, extending
an invitation, accepting/rejecting it, asking for clarification and so on. Here, you will be given more
practice with some other situations to encourage speaking.
Introductions
When we introduce ourselves, we use the following pointers in any combination:
1.
Name
2.
Education / Profession
3.
Ambition
4.
Place of birth
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5.
Age
6.
Details of family
7.
Likes and dislikes
8.
Hobbies, etc.
While introducing oneself or someone else, the purpose of the introduction and the context is most
important. Not always does one introduce oneself with the persons profession and ambition or any/all
of the other listed items. In fact, they may be inappropriate in many occasions.
Listen to the following self introductions.

My name is Radhakrishnan. I am from Chennai. I was born and brought up here. My father is a retired
government official. My mother is a homemaker. I have a younger sister who is studying in sixth
standard.
My name is Mahana Desai. I have done my B.E in Electronics. It is my desire to do MBA preferably
from one of the IIMs. I have been a diligent and hardworking student. So I think I will make it.
When you introduce someone or address someone, do not say use Mr or Mrs with the first name. A
title is not appropriate when you introduce yourself.
Asking Favours
There may be various situations in which we need to ask favours from others.
They may be anything, such as,
Opening a window or door
Helping to move something
Borrowing someones bike
Dropping us home
When we do, we use pointers such as:
I was wondering if
Would/Do you mind.
Can I/you
Complaining
There are a number of formulas used when complaining in English. It's important to remember that a
direct complaint or criticism in English can sound rude or aggressive. It's best to mention a problem in
an indirect manner.
64
Here are some of the most common,
I'm sorry to have to say this but...
I'm sorry to bother you, but...
Maybe you forgot to...
I think you might have forgotten to...
Excuse me if I'm out of line, but...
There may have been a misunderstanding about...
Don't get me wrong, but I think we should...
Fluency
Sentence Stress
English is considered a stressed language while many other languages are considered syllabic. What
does that mean? It means that, in English, we give stress to certain words while other words are
quickly spoken.
Basically, stress words are considered CONTENT WORDS, such as,

Nouns eg., kitchen, Peter
(most) principle verbs eg., visit, construct
Adjectives eg., beautiful, interesting
Adverbs eg., often, carefully
Non-stressed words are considered FUNCTION WORDS, such as,

Determiners eg., the, a, some, a few
Auxiliary verbs eg., don't, am, can, were
Prepositions eg., before, next to, opposite
Conjunctions eg., but, while, as
Pronouns eg., they, she,
Mark stress in the following dialogue

Ben: Honey, Im home!
Maria: Hi! How are you? How was your day at work?
Ben: It was great! I got a promotion! Ill have more responsibilities in the office, but the best
news is that Ill have more money at the end of each month.
Maria: Thats great! Congratulations! Im really happy.
Ben: Unfortunately, I have to go to a conference this weekend so I wont be able to go to dinner
with your parents this Friday. Sorry to let you down.
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Maria: Youre sorry? Youre sorry?!?! Im afraid sorry isnt good enough. I told them youre
going, Ben!
Ben: I know, I know. And I am sorry about it. But as long as you have the chance to see them its
okay, right?
Maria: Fine. But were going to dinner with them next Friday. No excuses
Mark the stressed words in the following sentences

After you have found the stressed words, practice reading the sentences aloud
1. John is coming over tonight. We are going to work on our homework together.
2. Ecstasy is an extremely dangerous drug.
3. We should have visited some more castles while we were travelling through the back roads of
France.
4. Jack bought a new car last Friday.
5. They are looking forward to your visiting them next January.
6. Exciting discoveries lie in Tom's future.
7. Would you like to come over and play a game of chess?
8. They have to work hard these last few months on their challenging experiment.
9. Shakespeare wrote passionate, moving poetry.
10. As you might have expected, he has just thought of a new approach to the problem.
Intonation
Intonation is about how we say things, rather than what we say. Without intonation, it's impossible to
understand the expressions and thoughts that go with words.
Listen to somebody speaking without paying attention to the words: the 'melody' you hear is the
intonation.
Intonation is variation of pitch while speaking. Rising intonation means the pitch of the voice
increases over time. Falling intonation means that the pitch decreases with time.
Consider the difference between
You're going. (statement)
You're going? (question)
Say: 'It's raining'.

Now, say it again using the same words, but giving it different meaning. You could say it to mean
'What a surprise!' or 'How annoying!' or 'That's great!' There are many possibilities.
66
Some examples to understand intonation are,

What-word questions: falling intonation: When are you coming? Where are you going?
Yes/No questions: rising: Are you coming today?
Statements: falling: Yes, I am
Question-Tags: 'chat' - falling; 'check' rising: One chocolate (fall), one strawberry (fall).
Anything else? (rise)
Lists: rising, rising, rising, falling: C: Yes. One chocolate (fall), one strawberry (fall), and one
vanilla (fall-rise).
Now look at these examples

Is that John over there?
You know it as well as I do.
This room is more expensive than that one.
You want a chair, don't you?
I looked down, and there were my keys.
What a beautiful day!
Activity
Say the following in five different ways.
Goodbye
Hello
How are you?
Do we have to speak English, teacher?
I never watch TV
67
Unit 5 Models of Presentation

Objective
Group discussion
Interviews
Public speaking
Introduction
To develop our presentation skills we need to understand the various aspects involved in different
forms of presentation.
1. What is a GROUP DISCUSSION? How important is GD in an interview process?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What qualities are important in an effective Group Discussion?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What is the importance of having a positive attitude when you participate in a GD?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. How would you crack the Group Discussion?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
68
Models of Presentation
5. Do first impressions make the best impressions? Explain in your own words.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. Why is it important to attend interviews?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
7. How would you dress for an interview?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
8. The handshake is a catch at an interview. Do you think so and why?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
9. When do you call to cancel for an interview? How would you do it?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
10. When do you reschedule an interview and how?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
11. What is an extempore? Is extempore and public speaking the same?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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12. Is humour an effective way to strike a chord with your audience? If so, why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
13. What is public speaking? How important is it?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
14. What characteristics are important when you speak in public?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
15. Who is an effective public speaker? Briefly state in your own words and substantiate your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
70

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WORKBOOK

Everonn Education Limited

2010 Everonn Education Limited

First Edition: 2010

Published by Everonn Education Limited,

1. Unit 1 Thinking and Articulation ................................................................................ 1

2. Unit 2 Acquisition of Oral and Aural Skills ............................................................ 12

3. Unit 3 Communication Boosters Body Language ................................................ 28

4. Unit 4 Function of Cultural Codes in Presentations .............................................. 47

5. Unit 5 Models of Presentation .................................................................................... 68

Thinking and Articulation

Unit 1 Thinking and Articulation

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Essential of Spoken and Presentation Skills

Speak the sentences below to get the meaning in brackets

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Thinking and Articulation

Steps and Glides

What do you WANT?

DUH duh duh DUH

duh DUH DUH

DUH duh DUH

DUH duh duh DUH

duh duh DUH

Are you SURE?

A: What do you WANT?

A: What do you WANT?

B: I dont KNOW, I REALly dont KNOW.

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Essential of Spoken and Presentation Skills

Thought and Word

2.till (v): _________________________________________

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Thinking and Articulation

5. Complex (v): _____________________________________

6. advocate (n): ______________________________________

7. long (v): _____________________________________

8. will (v): ______________________________________

9. face (v): __________________________________

10. even (Iadv): _______________________________

11. end (n):

12. field (n):

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Essential of Spoken and Presentation Skills

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Thinking and Articulation

one hundredth of a dollar

many things to smell

unit of weight for precious stones, equal to 200 milligrams

proofreader's insertion mark

edible orange root

one 24th part of otherwise pure gold

Phrasal Verbs and Prepositional Verbs

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Essential of Spoken and Presentation Skills

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Thinking and Articulation

Phrasal- prepositional verbs

1) Quick! -------- the bus. It's ready to leave.

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Essential of Spoken and Presentation Skills

2) The weather was bad so they _____________ the trip.

Active and Passive Voice

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