KEY TO SEE 2018 QP
UNIT - I
1. (a) Discuss the elements of communication skills in detail.
Introduction
Human beings cannot live in society without the help of communication. Communication is the very basic need of any organization and any individual. Communication requires that all parties have an area of communicative commonality. The English word ‘communication’ is derived from the Latin noun ‘Communis’ and the Latin verb ‘Communicare’ that means ‘to make common. to transmit, to impart.’ Communication is a two way process. It is a natural activity of all human beings to convey opinions, information, ideas and feelings, emotions to others by words spoken or written.
According to W.H.Newman, “Communication is an exchange of facts, ideas, opinions or emotions by two or more persons.”
Communication is a process whereby information is enclosed in a package and is channeled and imparted by a sender to a receiver via some medium. The receiver then decodes the message and gives the sender a feedback. 2marks
Elements of Communication:
An understanding of how communication works can help us to understand and improve our communication.
The basic communication model consists of five elements of communication:
• the sender
• the receiver
• the message
• the channel and
• Feedback.
Sender: The sender plays the specific role of initiating communication. To communicate effectively, the sender must use effective verbal as well as nonverbal techniques. Speaking or writing clearly, organizing your points to make them easy to follow and understand, maintaining eye contact, using proper grammar and giving accurate information are all essential in the effectiveness of your message.
Receiver: A receiver means the party to whom the sender transmits the message. The receiver can be one person or an entire audience. The receiver can also communicate verbally and non-verbally. The best way to receive a message is to listen carefully, sitting up straight and making eye contact.
Message: A message can come in many different forms, such as an oral presentation, a written document, an advertisement, an internet website. It is an important part of communication. Message is the content that sender wants to convey. A message could be verbal or non-verbal.
Channel: The person who is interested in communicating has to choose the channel for sending the required information, ideas etc. This information is transmitted to the receiver through certain channels which may be either formal or informal. The channel sits between the sender and receiver. Many channels, or types, of communication exist, from the spoken word to radio, television, an Internet site or something written, like a book, letter or magazine.
Feedback: The last element of effective communication, feedback, describes the receiver's response or reaction. The receiver can transmit feedback through asking questions, making comments or just supporting the message that was delivered.
Feedback helps the sender to determine how the receiver interpreted the message and how it can be improved. 5marks
1(b) “Effective listening skills are essential for every individual’s success.” Explain.
EFFECTIVENESS OF LISTENING
Introduction
In today’s high-tech, high-speed, high-stress world, communication is more important than ever, yet we seem to devote less and less time to really listening to one another. Genuine listening has become a rare gift—the gift of time. It helps build relationships, solve problems, ensure understanding, resolve conflicts, and improve accuracy. At work, effective listening means fewer errors and less wasted time. At home, it helps develop resourceful, self-reliant kids who can solve their own problems. Listening builds friendships and careers.
At work, effective listening means fewer errors and less wasted time. At home, it helps develop resourceful, self-reliant kids who can solve their own problems. Listening builds friendships and careers. 2Marks
Here are the tips to bring effectiveness to your listening.
1: Face the speaker and maintain eye contact.
Eye contact occurs when two people look at each other's eyes at the same time. In human beings, eye contact is a form of nonverbal communication and is thought to have a large influence on social behavior.
2: Be attentive, but relaxed.
Now that you’ve made eye contact, relax. You don’t have to stare fixedly at the other person. You can look away now and then and carry on like a normal person. The important thing is to be attentive.
3: Keep an open mind.
Listen without judging the other person or mentally criticizing the things she tells you.
4: Listen to the words and try to picture what the speaker is saying.
Allow your mind to create a mental model of the information being communicated. Your brain will do the necessary work if you stay focused, with senses fully alert.
5: Wait for the speaker to pause to ask clarifying questions.
When you don’t understand something, of course you should ask the speaker to explain it to you.
(any three tips can be taken – 3Marks)
Conclusion
Listening effectively enables you to better understand and interpret what someone is saying. For example, you'll know what your manager needs from you only if you listen attentively. This can help you improve productivity and avoid mistakes.
The ability to listen effectively also means opening your mind to new experiences. You learn constantly and other people's thoughts, knowledge, or ideas will inspire your thinking and encourage you to be more innovative.
2Marks
2(a) Successful conversations demand active listening skills. Comment.
Introduction
A conversation requires concentrated listening. Many people assume they know how to listen. However, these people may be mistaking just hearing for effective listening. Listening does require hearing, but it also requires interpretation and understanding – in other words, two-way communication.
2Mark
Active Listening means the act of mindfully hearing and attempting to comprehend the meaning of words spoken by another in a conversation or speech. Activity listening is an important business communication skill, and it can involve making sounds that indicate attentiveness, as well as the listener giving feedback in the form of a paraphrased rendition of what has been said by the other party for their confirmation. 2Marks
Significance
Hearing is the physical ability, while listening is a skill. Listening skills allow one to make sense of and understand what another person is saying. “Are you listening to me?” This question is often asked because the speaker thinks the listener is nodding off or daydreaming.
Listening actively requires concentration and emotional effort. Active listeners won't judge you as you speak, but will try their best to understand what you're saying and why you're saying it. In other words, they'll respect your point of view. They'll listen for the intent and emotions behind the words so that they can better understand your line of thought. An active listener has the highest level of listening skill, and understands both the meaning of the words and the intent behind them.
3Marks
2 (b) What are the forms that communication occurs through? Explain the forms.
Introduction
Human beings cannot live in society without the help of communication. Communication is the very basic need of any organization and any individual. Communication requires that all parties have an area of communicative commonality. The English word ‘communication’ is derived from the Latin noun ‘Communis’ and the Latin verb ‘Communicare’ that means ‘to make common. to transmit, to impart.’ Communication is a two way process. It is a natural activity of all human beings to convey opinions, information, ideas and feelings, emotions to others by words spoken or written.
According to W.H.Newman, “Communication is an exchange of facts, ideas, opinions or emotions by two or more persons.” 2Marks
Communication skills are considered as a salient feature in the making of a global professional. In a multilingual society, modern professionals must also be able to communicate effectively in a shared tongue. There are four forms of communication. When we learn our native language, we usually learn to LISTEN first, then to SPEAK, then to READ, and finally to WRITE. These are called the four "language skills":
Skill #1: Listening
Skill #2: Speaking
Skill #3: Reading
Skill #4: Writing
Listening skills: Listening is the ability to accurately receive and interpret messages in the communication process. Listening is a skill of critical significance in all aspects of our lives--from maintaining our personal relationships, to getting our jobs done, to taking notes in class, to figuring out which bus to take to the airport.
Speaking skills: Speaking is an act of making vocal sounds. We can say that speaking means to converse, or expressing one's thoughts and feelings in spoken language. To speak often implies conveying information. It may be from an informal remark to a scholarly presentation to a formal address.
Reading skills: Reading is a method of communication that enables a person to turn writing into meaning. It allows the reader to convert a written text as a meaningful language with independence, comprehension and fluency, and to interact with the message.
Writing skills: Writing is a form of communication that allows to put people their feelings and ideas on paper, to organize their knowledge and beliefs into convincing arguments, and to convey meaning through well-constructed text. In its most advanced form, written expression can be as vivid as a work of art. 5Marks
MODULE - II
3 (a) Write a conversation on your recent classroom group discussion.
There should include at least seven turns for each individual and a total of fourteen turns in the conversation. And half mark for each dialogue.
3 (b) Develop a situation dialogue between you and your teacher on ‘tips to extend conversations’.
There should include at least seven turns for each individual and a total of fourteen turns in the conversation. And half mark for each dialogue
4 (a) How to boost self confidence to overcome nervousness while speaking?
Here the word ‘Nervousness’ means a state of fear experienced by a person. It could occur for various reasons. In this context we are discussing about the mental status of a person during a presentation or a public speech or during the simple act of speaking. 1Mark
REASONS FOR FEAR:
Fear of embarrassment results in bad speakng. People are afraid of being embarrassed, of forgetting what they are going to say or of mispronouncing some words. The second reason is just a conclusion that is based on the first one. Speakers are afraid that people will laugh at them. Thirdly, the speakers are afraid that people think that they are less confident than they used to appear. 3Marks
Methods to boost self confidence to overcome nervousness while speaking:
Fear of public speaking is related to the fear of criticism, and the fear of criticism is related to the fear of people’s opinions and of non-acceptance. You won’t beat this fear easily, but try this: Imagine that you’re talking to a group of people who are ignorant Visualize the scene. I’m pretty sure you’ll be smiling while climbing the stage.
When you’re finally up on that podium, relax, and take three long and deep breaths, smile, and say hi to the crowd. If you’re still nervous after saying hi, read your first two lines with all the confidence you can muster right from your script. After your first two lines, move on to your third, the fourth, and so on. Maintain eye contact. 3Marks
4 (b) What is the importance of generating talks based on visual prompts?
Generating talks based on visual or written prompts
Visual aids means an item of illustrative matter, such as a film, slide, or model, designed to supplement written or spoken information so that it can be understood more easily. One should only use visual aids if they are necessary to maintain interest and assist comprehension in your presentation. If visual aids are used well they will enhance a presentation by adding impact and strengthening audience involvement, yet if they are managed badly they can ruin a presentation. 2Marks
Most visual aids will need advance preparation and should be operated with efficiency. If you wish to use such aids in an unfamiliar room or location, check what facilities are available in advance so that you can plan your presentation accordingly.
Here it provides the details of the following common visual aids:
I. Whiteboards and Interactive Whiteboards
II. Flip chart
III. Over-head projector (OHP)
IV. Slides
V. Video
VI. PowerPoint or other presentation software
Handouts 2Marks
Importance of generating talks based on visual prompts:
In general a talk means to speak in order to give information or express ideas or feelings; converse or communicate by spoken words. Addressing a small group or a large formal gathering is not an easy goal but it can be done. Begin by setting aside time to assemble your piece. Move on by jotting down points you want to get across to your audience. Then arrange them logically, so they flow naturally from one to the next. After this you can mix in something more to hold your audience’s attention with the help of visual prompts. 3Marks
UNIT III
5 (a) Analyse in detail the formation of words. Elaborate the formation of words with the quoted examples of affixes, prefixes and suffixes.
In linguistics, word formation is the creation of a new word. It defines the formation of words in a language by the processes of derivation and composition. Word formation is sometimes contrasted with semantic change. Semantic change means a change in a single word's meaning. The boundary between word formation and semantic change can be difficult to define: a new use of an old word can be seen as a new word derived from an old one and identical to it in form. 2Marks
The formation of words with the quoted examples of affixes prefixes and suffixes.
Affixes: Prefix and suffix together are called Affix. Many words in English are formed with the help of both the prefix and suffix.
Example: Pathos means sadness.
Let’s take the example of words such as empathize and sympathise
These words have taken the help of both the prefix and suffix.
Em+path+ize – em is the prefix and ize is the suffix
Sym+path+ize – sym is the prefix and ize is the suffix 2Marks
Prefixes:
A prefix is an element placed at the beginning of a word to adjust or qualify its meaning, for example de-, non-, and re-.
Root word: vision - prefix‘re’ – Revision
Root word: port – prefix ‘de’ – Deport
2Marks
Suffixes:
A suffix is an element placed at the end of a word to form a derivative, such as -ation, -fy, -ing, frequently one that converts the stem into another part of speech.
Suffixes from foreign languages in English to form derivatives:
Suffix, such as -ness or un-. For example, happiness and unhappy derive from the root word happy.
2Marks
5 (b) Define the following with examples
i. Subject verb agreement:
Subject and verb must AGREE with one another in number (singular or plural). Thus, if a subject is singular, its verb must also be singular; if a subject is plural, its verb must also be plural. This is grammatically named as Concord or Subject verb agreement. 2Marks
RULES FOR SUBJECT-VERB AGREEMENT
(ANY 5 RULES OF THE FOLLOWING CAN BE ACCEPTED TO GIVE THE MARKS)
5 Marks
RULE 1 – A verb agrees with its subject in number.
Singular subjects take singular verbs:
The car stays in the garage.
The flower smells good.
There is an old saying: “Opposites attract.” The rule for singular and plural verbs is just the opposite of the rule for singular and plural nouns. Remember this when you match subjects and verbs. You might guess that stays and smells are plural verbs because they end in s. They aren’t. Both stays and smells are singular verbs.
RULE 2 – The number of the subject (singular or plural) is not changed by words that come between the subject and the verb.
One of the eggs is broken. Of the eggs is a prepositional phrase. The subject one and the verb is are both singular. Mentally omit the prepositional phrase to make the subject verb-agreement easier to make.
RULE 3 – Some subjects always take a singular verb even though the meaning may seem plural.
These subjects always take singular verbs:
each someone
either anyone
neither nobody
one somebody
no one anybody
everyone everybody
Someone in the game was (not were) hurt.
Neither of the men is (not are) working.
RULE 4 – The following words may be singular or plural, depending upon their use in a sentence, some, any, all, most.
Most of the news is good. (singular)
Most of the flowers were yellow. (plural)
All of the pizza was gone. (singular)
All of the children were late. (plural)
RULE 5 – Subjects joined by and are plural. Subjects joined by or or Nor take a verb that agrees with the last subject.
Bob and George are leaving.
Neither Bob nor George is leaving.
Neither Bob nor his friends are leaving.
RULE 6 – There and here are never subjects. In sentences that begin with these words, the subject is usually found later on in the sentence.
There were five books on the shelf. (were, agrees with the subject book)
Here is the report you wanted. (Is agrees with subject report)
RULE 7 – Collective nouns may be singular or plural, depending on their use in the sentence.
A collective noun is a noun used to name a whole group.
Following are some common examples:
Army crowd orchestra
Audience flock public
class group swarm
club herd team
committee jury troop
The orchestra is playing a hit song. (Orchestra is considered as one unit—singular.)
The orchestra was asked to give their musical backgrounds. (Orchestra is considered as separate individuals—plural)
RULE 8 – Expressions of time, money, measurement, and weight are usually singular when the amount is considered one unit.
Five dollars is (not are) too much to ask.
Ten days is (not are) not nearly enough time.
On occasion, however these terms are used in the plural sense:
There were thirty minutes to countdown.
RULE 9 – Some nouns, while plural in form, are actually singular in meaning.
Mathematics is (not are) an easy subject for some people.
Physics is (not are) taught by Prof, Baldwin.
Mumps home economics social studies economics
Measles calisthenics statistics civics
Physics gymnastics phonics news
Acrobatics aesthetics thesis mathematics
RULE 10 – Don’t and doesn’t must agree with the subject. Use doesn’t after he, she, it.
Doesn’t he (not don’t) know how to sail?
They don’t (not doesn’t) make movies like that anymore.
ii. Modifiers
MODIFIERS
Definition: Modifier is a word or phrase that is used with another word or phrase to limit or add to its meaning. A modifier adds detail or limits or changes the meaning of another word or phrase. The following are the examples
1. Happy
2. Pretty
3. Silly 3Marks
Types of Modifiers
Once you have identified a modifier, you need to identify the person, place or thing that it is modifying. Modifiers usually have to accompany the thing they are modifying or go as close to it as possible.
1. Adjective Modifiers
Adjectives typically go before the words they are modifying, or after with helping verbs. For example:
• The pretty girl
• The girl was pretty.
In the first example, pretty is an adjective modifying the noun girl. In the second example, was is a helping verb and pretty is again an adjective modifying girl.
2. Adverbial Modifiers
Adverbs can go before or after the thing they are modifying, depending on what exactly is it they are modifying. For example:
• The very pretty girl
• He ran quickly
In the first example, the adverb very is modifying the adjective pretty which is modifying the noun girl. In the second example, the adverb quickly is modifying the verb ran.
When you have a single adjective or adverb, misplaced modifiers rarely occur since they would immediately sound incorrect. However, when a modifying phrase is used, misplaced modifiers become more common. 4 Marks
6 (a) Do as directed in the brackets.
i. The teacher has given the notes.
Answer: Present Perfect Tense
ii. Sanchin is a good player.
Answer: Simple Present
iii. Who is going to the party among you?
Answer:
(a) Going – verb
(b) Party – noun
iv. Alas! I lost my purse.
Answer: Alas – Interjection
v. It has been raining since the morning.
Answer: Present perfect continuous tense
vi. He is ____ one eyed beggar.
Answer: a
6 (b) Fill in the blanks with appropriate prepositions.
i. That girl always comes ___ foot. (Answer: on)
ii. What is the time ___ your watch. (Answer: by)
iii. He knows Arabic _______ English. (Answer: besides)
iv. The two brothers are quarrelling _____ themselves. (Answer: between)
v. My best friend lives ____ Hyderabad. (Answer: in)
vi. I think she spent the entire afternoon ____ phone. (Answer: on)
vii. I will wait for you ______ 11:00am. (Answer: until)
continued in PART 2
UNIT - I
1. (a) Discuss the elements of communication skills in detail.
Introduction
Human beings cannot live in society without the help of communication. Communication is the very basic need of any organization and any individual. Communication requires that all parties have an area of communicative commonality. The English word ‘communication’ is derived from the Latin noun ‘Communis’ and the Latin verb ‘Communicare’ that means ‘to make common. to transmit, to impart.’ Communication is a two way process. It is a natural activity of all human beings to convey opinions, information, ideas and feelings, emotions to others by words spoken or written.
According to W.H.Newman, “Communication is an exchange of facts, ideas, opinions or emotions by two or more persons.”
Communication is a process whereby information is enclosed in a package and is channeled and imparted by a sender to a receiver via some medium. The receiver then decodes the message and gives the sender a feedback. 2marks
Elements of Communication:
An understanding of how communication works can help us to understand and improve our communication.
The basic communication model consists of five elements of communication:
• the sender
• the receiver
• the message
• the channel and
• Feedback.
Sender: The sender plays the specific role of initiating communication. To communicate effectively, the sender must use effective verbal as well as nonverbal techniques. Speaking or writing clearly, organizing your points to make them easy to follow and understand, maintaining eye contact, using proper grammar and giving accurate information are all essential in the effectiveness of your message.
Receiver: A receiver means the party to whom the sender transmits the message. The receiver can be one person or an entire audience. The receiver can also communicate verbally and non-verbally. The best way to receive a message is to listen carefully, sitting up straight and making eye contact.
Message: A message can come in many different forms, such as an oral presentation, a written document, an advertisement, an internet website. It is an important part of communication. Message is the content that sender wants to convey. A message could be verbal or non-verbal.
Channel: The person who is interested in communicating has to choose the channel for sending the required information, ideas etc. This information is transmitted to the receiver through certain channels which may be either formal or informal. The channel sits between the sender and receiver. Many channels, or types, of communication exist, from the spoken word to radio, television, an Internet site or something written, like a book, letter or magazine.
Feedback: The last element of effective communication, feedback, describes the receiver's response or reaction. The receiver can transmit feedback through asking questions, making comments or just supporting the message that was delivered.
Feedback helps the sender to determine how the receiver interpreted the message and how it can be improved. 5marks
1(b) “Effective listening skills are essential for every individual’s success.” Explain.
EFFECTIVENESS OF LISTENING
Introduction
In today’s high-tech, high-speed, high-stress world, communication is more important than ever, yet we seem to devote less and less time to really listening to one another. Genuine listening has become a rare gift—the gift of time. It helps build relationships, solve problems, ensure understanding, resolve conflicts, and improve accuracy. At work, effective listening means fewer errors and less wasted time. At home, it helps develop resourceful, self-reliant kids who can solve their own problems. Listening builds friendships and careers.
At work, effective listening means fewer errors and less wasted time. At home, it helps develop resourceful, self-reliant kids who can solve their own problems. Listening builds friendships and careers. 2Marks
Here are the tips to bring effectiveness to your listening.
1: Face the speaker and maintain eye contact.
Eye contact occurs when two people look at each other's eyes at the same time. In human beings, eye contact is a form of nonverbal communication and is thought to have a large influence on social behavior.
2: Be attentive, but relaxed.
Now that you’ve made eye contact, relax. You don’t have to stare fixedly at the other person. You can look away now and then and carry on like a normal person. The important thing is to be attentive.
3: Keep an open mind.
Listen without judging the other person or mentally criticizing the things she tells you.
4: Listen to the words and try to picture what the speaker is saying.
Allow your mind to create a mental model of the information being communicated. Your brain will do the necessary work if you stay focused, with senses fully alert.
5: Wait for the speaker to pause to ask clarifying questions.
When you don’t understand something, of course you should ask the speaker to explain it to you.
(any three tips can be taken – 3Marks)
Conclusion
Listening effectively enables you to better understand and interpret what someone is saying. For example, you'll know what your manager needs from you only if you listen attentively. This can help you improve productivity and avoid mistakes.
The ability to listen effectively also means opening your mind to new experiences. You learn constantly and other people's thoughts, knowledge, or ideas will inspire your thinking and encourage you to be more innovative.
2Marks
2(a) Successful conversations demand active listening skills. Comment.
Introduction
A conversation requires concentrated listening. Many people assume they know how to listen. However, these people may be mistaking just hearing for effective listening. Listening does require hearing, but it also requires interpretation and understanding – in other words, two-way communication.
2Mark
Active Listening means the act of mindfully hearing and attempting to comprehend the meaning of words spoken by another in a conversation or speech. Activity listening is an important business communication skill, and it can involve making sounds that indicate attentiveness, as well as the listener giving feedback in the form of a paraphrased rendition of what has been said by the other party for their confirmation. 2Marks
Significance
Hearing is the physical ability, while listening is a skill. Listening skills allow one to make sense of and understand what another person is saying. “Are you listening to me?” This question is often asked because the speaker thinks the listener is nodding off or daydreaming.
Listening actively requires concentration and emotional effort. Active listeners won't judge you as you speak, but will try their best to understand what you're saying and why you're saying it. In other words, they'll respect your point of view. They'll listen for the intent and emotions behind the words so that they can better understand your line of thought. An active listener has the highest level of listening skill, and understands both the meaning of the words and the intent behind them.
3Marks
2 (b) What are the forms that communication occurs through? Explain the forms.
Introduction
Human beings cannot live in society without the help of communication. Communication is the very basic need of any organization and any individual. Communication requires that all parties have an area of communicative commonality. The English word ‘communication’ is derived from the Latin noun ‘Communis’ and the Latin verb ‘Communicare’ that means ‘to make common. to transmit, to impart.’ Communication is a two way process. It is a natural activity of all human beings to convey opinions, information, ideas and feelings, emotions to others by words spoken or written.
According to W.H.Newman, “Communication is an exchange of facts, ideas, opinions or emotions by two or more persons.” 2Marks
Communication skills are considered as a salient feature in the making of a global professional. In a multilingual society, modern professionals must also be able to communicate effectively in a shared tongue. There are four forms of communication. When we learn our native language, we usually learn to LISTEN first, then to SPEAK, then to READ, and finally to WRITE. These are called the four "language skills":
Skill #1: Listening
Skill #2: Speaking
Skill #3: Reading
Skill #4: Writing
Listening skills: Listening is the ability to accurately receive and interpret messages in the communication process. Listening is a skill of critical significance in all aspects of our lives--from maintaining our personal relationships, to getting our jobs done, to taking notes in class, to figuring out which bus to take to the airport.
Speaking skills: Speaking is an act of making vocal sounds. We can say that speaking means to converse, or expressing one's thoughts and feelings in spoken language. To speak often implies conveying information. It may be from an informal remark to a scholarly presentation to a formal address.
Reading skills: Reading is a method of communication that enables a person to turn writing into meaning. It allows the reader to convert a written text as a meaningful language with independence, comprehension and fluency, and to interact with the message.
Writing skills: Writing is a form of communication that allows to put people their feelings and ideas on paper, to organize their knowledge and beliefs into convincing arguments, and to convey meaning through well-constructed text. In its most advanced form, written expression can be as vivid as a work of art. 5Marks
MODULE - II
3 (a) Write a conversation on your recent classroom group discussion.
There should include at least seven turns for each individual and a total of fourteen turns in the conversation. And half mark for each dialogue.
3 (b) Develop a situation dialogue between you and your teacher on ‘tips to extend conversations’.
There should include at least seven turns for each individual and a total of fourteen turns in the conversation. And half mark for each dialogue
4 (a) How to boost self confidence to overcome nervousness while speaking?
Here the word ‘Nervousness’ means a state of fear experienced by a person. It could occur for various reasons. In this context we are discussing about the mental status of a person during a presentation or a public speech or during the simple act of speaking. 1Mark
REASONS FOR FEAR:
Fear of embarrassment results in bad speakng. People are afraid of being embarrassed, of forgetting what they are going to say or of mispronouncing some words. The second reason is just a conclusion that is based on the first one. Speakers are afraid that people will laugh at them. Thirdly, the speakers are afraid that people think that they are less confident than they used to appear. 3Marks
Methods to boost self confidence to overcome nervousness while speaking:
Fear of public speaking is related to the fear of criticism, and the fear of criticism is related to the fear of people’s opinions and of non-acceptance. You won’t beat this fear easily, but try this: Imagine that you’re talking to a group of people who are ignorant Visualize the scene. I’m pretty sure you’ll be smiling while climbing the stage.
When you’re finally up on that podium, relax, and take three long and deep breaths, smile, and say hi to the crowd. If you’re still nervous after saying hi, read your first two lines with all the confidence you can muster right from your script. After your first two lines, move on to your third, the fourth, and so on. Maintain eye contact. 3Marks
4 (b) What is the importance of generating talks based on visual prompts?
Generating talks based on visual or written prompts
Visual aids means an item of illustrative matter, such as a film, slide, or model, designed to supplement written or spoken information so that it can be understood more easily. One should only use visual aids if they are necessary to maintain interest and assist comprehension in your presentation. If visual aids are used well they will enhance a presentation by adding impact and strengthening audience involvement, yet if they are managed badly they can ruin a presentation. 2Marks
Most visual aids will need advance preparation and should be operated with efficiency. If you wish to use such aids in an unfamiliar room or location, check what facilities are available in advance so that you can plan your presentation accordingly.
Here it provides the details of the following common visual aids:
I. Whiteboards and Interactive Whiteboards
II. Flip chart
III. Over-head projector (OHP)
IV. Slides
V. Video
VI. PowerPoint or other presentation software
Handouts 2Marks
Importance of generating talks based on visual prompts:
In general a talk means to speak in order to give information or express ideas or feelings; converse or communicate by spoken words. Addressing a small group or a large formal gathering is not an easy goal but it can be done. Begin by setting aside time to assemble your piece. Move on by jotting down points you want to get across to your audience. Then arrange them logically, so they flow naturally from one to the next. After this you can mix in something more to hold your audience’s attention with the help of visual prompts. 3Marks
UNIT III
5 (a) Analyse in detail the formation of words. Elaborate the formation of words with the quoted examples of affixes, prefixes and suffixes.
In linguistics, word formation is the creation of a new word. It defines the formation of words in a language by the processes of derivation and composition. Word formation is sometimes contrasted with semantic change. Semantic change means a change in a single word's meaning. The boundary between word formation and semantic change can be difficult to define: a new use of an old word can be seen as a new word derived from an old one and identical to it in form. 2Marks
The formation of words with the quoted examples of affixes prefixes and suffixes.
Affixes: Prefix and suffix together are called Affix. Many words in English are formed with the help of both the prefix and suffix.
Example: Pathos means sadness.
Let’s take the example of words such as empathize and sympathise
These words have taken the help of both the prefix and suffix.
Em+path+ize – em is the prefix and ize is the suffix
Sym+path+ize – sym is the prefix and ize is the suffix 2Marks
Prefixes:
A prefix is an element placed at the beginning of a word to adjust or qualify its meaning, for example de-, non-, and re-.
Root word: vision - prefix‘re’ – Revision
Root word: port – prefix ‘de’ – Deport
2Marks
Suffixes:
A suffix is an element placed at the end of a word to form a derivative, such as -ation, -fy, -ing, frequently one that converts the stem into another part of speech.
Suffixes from foreign languages in English to form derivatives:
Suffix, such as -ness or un-. For example, happiness and unhappy derive from the root word happy.
2Marks
5 (b) Define the following with examples
i. Subject verb agreement:
Subject and verb must AGREE with one another in number (singular or plural). Thus, if a subject is singular, its verb must also be singular; if a subject is plural, its verb must also be plural. This is grammatically named as Concord or Subject verb agreement. 2Marks
RULES FOR SUBJECT-VERB AGREEMENT
(ANY 5 RULES OF THE FOLLOWING CAN BE ACCEPTED TO GIVE THE MARKS)
5 Marks
RULE 1 – A verb agrees with its subject in number.
Singular subjects take singular verbs:
The car stays in the garage.
The flower smells good.
There is an old saying: “Opposites attract.” The rule for singular and plural verbs is just the opposite of the rule for singular and plural nouns. Remember this when you match subjects and verbs. You might guess that stays and smells are plural verbs because they end in s. They aren’t. Both stays and smells are singular verbs.
RULE 2 – The number of the subject (singular or plural) is not changed by words that come between the subject and the verb.
One of the eggs is broken. Of the eggs is a prepositional phrase. The subject one and the verb is are both singular. Mentally omit the prepositional phrase to make the subject verb-agreement easier to make.
RULE 3 – Some subjects always take a singular verb even though the meaning may seem plural.
These subjects always take singular verbs:
each someone
either anyone
neither nobody
one somebody
no one anybody
everyone everybody
Someone in the game was (not were) hurt.
Neither of the men is (not are) working.
RULE 4 – The following words may be singular or plural, depending upon their use in a sentence, some, any, all, most.
Most of the news is good. (singular)
Most of the flowers were yellow. (plural)
All of the pizza was gone. (singular)
All of the children were late. (plural)
RULE 5 – Subjects joined by and are plural. Subjects joined by or or Nor take a verb that agrees with the last subject.
Bob and George are leaving.
Neither Bob nor George is leaving.
Neither Bob nor his friends are leaving.
RULE 6 – There and here are never subjects. In sentences that begin with these words, the subject is usually found later on in the sentence.
There were five books on the shelf. (were, agrees with the subject book)
Here is the report you wanted. (Is agrees with subject report)
RULE 7 – Collective nouns may be singular or plural, depending on their use in the sentence.
A collective noun is a noun used to name a whole group.
Following are some common examples:
Army crowd orchestra
Audience flock public
class group swarm
club herd team
committee jury troop
The orchestra is playing a hit song. (Orchestra is considered as one unit—singular.)
The orchestra was asked to give their musical backgrounds. (Orchestra is considered as separate individuals—plural)
RULE 8 – Expressions of time, money, measurement, and weight are usually singular when the amount is considered one unit.
Five dollars is (not are) too much to ask.
Ten days is (not are) not nearly enough time.
On occasion, however these terms are used in the plural sense:
There were thirty minutes to countdown.
RULE 9 – Some nouns, while plural in form, are actually singular in meaning.
Mathematics is (not are) an easy subject for some people.
Physics is (not are) taught by Prof, Baldwin.
Mumps home economics social studies economics
Measles calisthenics statistics civics
Physics gymnastics phonics news
Acrobatics aesthetics thesis mathematics
RULE 10 – Don’t and doesn’t must agree with the subject. Use doesn’t after he, she, it.
Doesn’t he (not don’t) know how to sail?
They don’t (not doesn’t) make movies like that anymore.
ii. Modifiers
MODIFIERS
Definition: Modifier is a word or phrase that is used with another word or phrase to limit or add to its meaning. A modifier adds detail or limits or changes the meaning of another word or phrase. The following are the examples
1. Happy
2. Pretty
3. Silly 3Marks
Types of Modifiers
Once you have identified a modifier, you need to identify the person, place or thing that it is modifying. Modifiers usually have to accompany the thing they are modifying or go as close to it as possible.
1. Adjective Modifiers
Adjectives typically go before the words they are modifying, or after with helping verbs. For example:
• The pretty girl
• The girl was pretty.
In the first example, pretty is an adjective modifying the noun girl. In the second example, was is a helping verb and pretty is again an adjective modifying girl.
2. Adverbial Modifiers
Adverbs can go before or after the thing they are modifying, depending on what exactly is it they are modifying. For example:
• The very pretty girl
• He ran quickly
In the first example, the adverb very is modifying the adjective pretty which is modifying the noun girl. In the second example, the adverb quickly is modifying the verb ran.
When you have a single adjective or adverb, misplaced modifiers rarely occur since they would immediately sound incorrect. However, when a modifying phrase is used, misplaced modifiers become more common. 4 Marks
6 (a) Do as directed in the brackets.
i. The teacher has given the notes.
Answer: Present Perfect Tense
ii. Sanchin is a good player.
Answer: Simple Present
iii. Who is going to the party among you?
Answer:
(a) Going – verb
(b) Party – noun
iv. Alas! I lost my purse.
Answer: Alas – Interjection
v. It has been raining since the morning.
Answer: Present perfect continuous tense
vi. He is ____ one eyed beggar.
Answer: a
6 (b) Fill in the blanks with appropriate prepositions.
i. That girl always comes ___ foot. (Answer: on)
ii. What is the time ___ your watch. (Answer: by)
iii. He knows Arabic _______ English. (Answer: besides)
iv. The two brothers are quarrelling _____ themselves. (Answer: between)
v. My best friend lives ____ Hyderabad. (Answer: in)
vi. I think she spent the entire afternoon ____ phone. (Answer: on)
vii. I will wait for you ______ 11:00am. (Answer: until)
continued in PART 2
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