R.V.S.

COLLEGE OF ENGINEERING AND TECHNOLOGY, COIMBATORE 402

DEPARTMENT OF ENGLISH - ACADEMIC YEAR 2014-2015
LESSON PLAN

LTPC
Subject Name : Technical English I
Subject Code
: HS6151
Staff In-Charge:

CLASS / SEM:

1yr/I

GENERAL OBJECTIVES:
The student will be able to:

To enable learners of Engineering & Technology develop their basic communication skills in English

To emphasize specially the development of speaking skills amongst learners of Engineering & Technology

To ensure that learners use the electronic media such as internet and supplement the learning materials used in the
class room

To inculcate the habit of reading and writing leading to effective and efficient communication

UNIT I
Unit wise Objectives: These objectives involve the four language skills (speaking, listening, reading, and writing), but they can also
include:
the language functions related to the topic of the lesson (e.g., justify, hypothesize)
vocabulary essential to a student being able to fully participate in the lesson (e.g., axis, locate, graph)

S.
No

1.

language learning strategies to aid in comprehension (e.g., questioning, making predictions)

Teaching
Topic
Hours
Objective(s) of the Topic
Methodology/
Required
Techniques
Introduction learners to GIE
To develop students'
awareness of the listening
Listening
process and listening
Types of Listening
by
asking
Listening to Audio (Verbal strategies
students to think and talk
2
& Sounds)
Listening to the
about how they listen in
Listening to audio files &
Recordings
their native language.
Answering Questions
Speaking
Speaking about ones Place,
Important festivals etc.
Introducing oneself/ones
family/ friend

To Prepare the students:

Give them input (both
topical information and
language forms) so that
they will have something
to say and the language
with which to say it.

2.

Tutorial 1:
Listening & Speaking

Students should be able to

develop their Listening
and Speaking Skills

Real life situation

-Listening to the
Audio files
-problem solving

Resources referred
- Mindscapes:
English for
Technologists and
Engineers. Orient
Blackswan, Chennai.
2012
- Mindscapes:
English for
Technologists and
Engineers. Orient
Blackswan, Chennai.
2012
-Radio and television
programs -Public
address
announcements
(airports, train/bus
stations, stores)
-Speeches and
lectures -Telephone
customer service
recordings
-. Mindscapes:
English for
Technologists and
Engineers. Orient
Blackswan, Chennai.
2012
-Hi-Class Software
and Real life
situation.

Reading
Skimming a reading passage
Scanning for specific
Information
Note-Making

To use a quick survey of

the text to get the main
idea,
identify
text
structure,
confirm
or
question predictions

Writing
Free writing on any given
topic
Sentence Completion
Autobiographical Writing

To Determine the desired

outcomes
Identify

Tutorial 2:
Reading & Writing
6

-Read various texts

by adopting reading
strategies
-Write consistently
without any grammar
gaffe
1

Authentic reading
material like
newspapers,
magazines, and Web
sites

Engaging in guided
writing in which the
teacher leads the
students through a
directed writing
activity

Workbooks,
assessment quizzes,
and practice sheets

- Mindscapes:
English for
Technologists and
Engineers. Orient
Blackswan, Chennai.
2012
-Technical Magazines
& Technical Articles
- Mindscapes:
English for
Technologists and
Engineers. Orient
Blackswan, Chennai.
2012
-Favorite
Place/Hobbies/Schoo
l Life, etc & Writing
about ones leisure
time activities, home
town, etc
- Mindscapes:
English for
Technologists and
Engineers. Orient
Blackswan, Chennai.
2012
-Technical Magazines
& Technical Articles
-Favorite
Place/Hobbies/Schoo
l Life, etc

5.

Grammar:
Preposition
Reference words
WH questions
Tenses(Simple)
Vocabulary
1.Word
Formation
2.Word Expansion
(root
words/ etymology)

Tutorial 3:
Preposition

To demonstrate an
understanding of more
complex
grammatical structures in
Conversations
and
discussions. In
addition, students will
begin to initiate
and sustain conversations
and
discussions

Chalk & Talk

Students will be able to

recognize prepositions and
prepositional phrases

To understand how
the pieces of the
sentence fit

- Mindscapes:
English for
Technologists and
Engineers. Orient
Blackswan, Chennai.
2012
-Wren in Martin &
The Effective English
Communication for
you by Dr.V.Syamala
- Mindscapes:
English for
Technologists and
Engineers. Orient
Blackswan, Chennai.
2012
-Technical English I
by Dr. Mahalakshmi

Total Hours

12

Learning Outcomes:
Students will demonstrate the skills needed to participate in a conversation that builds knowledge collaboratively: listening
carefully and respectfully to others' viewpoints; articulating their own ideas and questions clearly; and situating their own ideas in
relation to other voices and ideas. Students will be able to prepare, organize, and deliver an engaging oral presentation.

Tutorial 1: Listening & Speaking

Listening: Students have to practice listening strategies in class and ask them to practice outside of class in their
listening assignments. They encourage students to be conscious of what they're doing while they complete listening
tape assignments.

Speaking: Assign a topic to the students, after the discussion is over, give feedback on grammar or pronunciation
problems which have heard.
TUTORIAL 2: READING & WRITING

WRITING:
The teacher will monitor the specificity and relevance of topic, introduction that conveys the subject and purpose
through a precise and well-maintained, tightly focused thesis statement, unified and coherent body that contains appropriate and
adequate detail conclusion that summarizes, restates the topic, or goes further to make a final statement on the topic, addition of
details and support, deletion of unnecessary words, phrases, sentences, sections, use of teacher and/or peer feedback to improve
the piece
READING:
The Practices on previewing: reviewing titles, section headings, and photo captions to get a sense of the structure and
content of a reading selection
Predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension;
using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to
make predictions about writing style, vocabulary, and content
TUTORIAL 3 -PREPOSITION
A preposition is a word that explains the time, space or logical relationship between the other parts of the sentence. In
other words, it links all the other words together, so the reader can understand how the pieces of the sentence fit.
There are hundreds of prepositions in the English language. One easy way to remember prepositions is that they are words that
tell you everywhere a bunny can run; for example, a bunny can run

Up
at

around

close

always

by

down

near

far

All of these words and many more, are prepositions.

PREPOSITION RULES
There are 2 major rules when it comes to the use of prepositions.
1.
2.

The first major rule deals with preposition choice. Certain prepositions must follow certain words, and the correct
preposition must be used to make relationships between words in the sentences clear.
The second major rule deals with the prepositions place in the sentence. Prepositions must be followed by nouns, and
prepositions can only go on the end of the sentence in certain situations.

Fill in the blanks with convenient prepositions.

1. Nice to meet you.

2. Dont be late for/to school.

3. You are the new student from Portugal.
4. Are you a teacher at/in this school?
5. She is on vacation. She is in Italy now.
6. What is this called in English?
7. Look at the flowers.
8. Adam's birthday is in july.
9. Dont run in the classroom.
B) Fill in the blanks (2)
1. Compare your answers with your partner.
2. This key holder is very special for me.
3. Kittens and mice are in the same place.
4. Write to me soon.
5. Have you got a piece of paper?
6. Whats that CD for? It is for my exams.
7. Im tall with black hair and brown eyes.
8. We have got a house with a big garden.
9. I come from a big family.
10. Match the pictures with the names.

UNIT- II
Unit wise Objectives :
1. Students should develop linguistic skills in oral and written expression.
Objectives:
Students should be able to:
1. Demonstrate the ability to understand speech in the target language in most social and professional situations;
2.

demonstrate the ability to communicate orally in the target language in most social and professional situations;

3.

Demonstrate the ability to understand written texts (journalism, non-fiction, literature, etc.);

4.

demonstrate adequate mastery of the grammar of the target language;

5.

Topic

S.No

1.

2.

Demonstrate the ability to write grammatically and analytically at a variety of language levels.

Listening
Listening &
Responding to video
lectures/ talks

Speaking
Describing a simple
process (filling a form,
etc.)
Asking & Answering
questions
Telephone Skills
Telephone etiquette

Objective(s) of the Topic

Hours
Required

To practice the full repertoire

of listening strategies by
using authentic listening
tasks.
1

Students will be able to

engage critically and
constructively in oral
exchanges of ideas (i.e.
Dialogue Conversations,
Telephone Interviews etc.)

Teaching
Methodology/
Techniques
Listening
exercises with
sample telephone
conversations/Lect
ures

Picture based
Activities & Role
Play

Resources referred

-Dhanavel, S.P. English

and Communication
Skills for Students of
Science and
Engineering.
Orient Blackswan,
Chennai. 2011
-Hi-Class Software
-Dhanavel, S.P. English
and Communication
Skills for Students of
Science and
Engineering Orient
Blackswan, Chennai.
2011
-Presentations & Sample
videos of telephone
Conversations &
telephone Interviews

Reading

3.

Critical Reading
Finding key
information in a given
text
Sifting facts from
opinions

Students will be able to

strategies before, during,
after reading to aid in
construction
enhancement of meaning

use
and
the
and

Previewing:
reviewing titles,
section headings,
and photo captions
to get a sense of
the structure and
content of a
reading selection

-Dhanavel, S.P. English

and Communication
Skills for Students of
Science and
Engineering.Orient
Blackswan, Chennai.
2011

-Audio/Video Excerpts of
different accents

4.

Writing
Biographical writing
(place, people)
Process
Descriptions(genera/spec
ific)
Definitions
Recommendations
Instructions

Students will be able to

engage incorporation of
sentence variety (simple,
compound, complex) and to
incorporation
of
varied
sentence
beginnings
(introductory prepositional
phrases, participial phrases,
adverbial clauses, adjectival
phrases)

Grammar

5.

Use of imperatives
Subject verb
agreement
Vocabulary
i.
Compoun
d words
ii.
Word
Associatio
n

to
To practice the
grammar
point
in
communicative
drills
(structured output)
Have students do a
communicative task that
provides opportunities
to use the grammar
point (communicative
output)

Engaging in ideas
with teachers or
peers

-Dhanavel, S.P. English

and Communication
Skills for Students of
Science and
Engineering.
Orient Blackswan,
Chennai. 2011
-Watching the teacher
monitor the process of the
drafting via the
chalkboard, a flipchart, or
an overhead projector

Teach
the
grammar point in
the
target
language or the
students'
first
language or both.
The goal is to
facilitate
understanding.

-Dhanavel, S.P. English

and Communication
Skills for Students of
Science and
Engineering.
Orient Blackswan,
Chennai. 2011
-Wren in Martin &
Technical English I by
Prof.Jewelcy Jawahar

Tutorial 1:
Subject verb agreement
It helps to identify
singular and plural
subjects and verbs

Chalk & Talk

-Dhanavel, S.P. English

and Communication
Skills for Students of
Science and
Engineering Orient
Blackswan, Chennai.
2011
-Wren in Martin &
Technical English I by Dr.
Mahalakshmi

Tutorial 2:
Compound words

It helps them
understand
what
compound word is.

to
a

Chalk & Talk

-Dhanavel, S.P. English

and Communication
Skills for Students of
Science and
Engineering. Orient
Blackswan, Chennai.
2011
-Wren in Martin &
Technical English I by Dr.
Mahalakshmi

Tutorial 3:
Compound words

The students will be

able to identify, divide
and make compound
words.

Chalk & Talk

-Dhanavel, S.P. English

and Communication
Skills for Students of
Science and
Engineering.
Orient Blackswan,
Chennai. 2011
-Wren in Martin &
Technical English I by Dr.
Mahalakshmi

Total Hours

12

Learning Outcomes:
On learning this unit, the student should be able to:
Students will develop an appreciation of how the formal elements of language and genre shape meaning. They will recognize how writers
can transgress or subvert generic expectations, as well as fulfill them. And they will develop a facility at writing in appropriate genres for a
variety of purposes and audiences.

TUTORIAL 1 - SUBJECT VERB AGREEMENT

Basic Rule. A singular subject (she, Bill, car) takes a singular verb (is, goes, shines), whereas a plural subject takes a plural verb.
Example: The list of items is/are on the desk.
If you know that list is the subject, then you will choose is for the verb.
Rule 1. A subject will come before a phrase beginning with of. This is a key rule for understanding subjects. The word of is the
culprit in many, perhaps most, subject-verb mistakes.
Hasty writers, speakers, readers, and listeners might miss the all-too-common mistake in the following sentence:
Incorrect: A bouquet of yellow roses lend color and fragrance to the room.
Correct: A bouquet of yellow roses lends . . . (bouquet lends, not roses lend)
Rule 2. Two singular subjects connected by or, either/or, or neither/nor require a singular verb.
Examples:
My aunt or my uncle is arriving by train today.
Neither Juan nor Carmen is available.
Either Kiana or Casey is helping today with stage decorations.
Rule 3. The verb in an or, either/or, or neither/nor sentence agrees with the noun or pronoun closest to it.
Examples:
Neither the plates nor the serving bowl goes on that shelf.
Neither the serving bowl nor the plates go on that shelf.
This rule can lead to bumps in the road. For example, if I is one of two (or more) subjects, it could lead to this odd sentence:
Awkward: Neither she, my friends, nor I am going to the festival.
If possible, it's best to reword such grammatically correct but awkward sentences.
Better:
Neither she, I, nor my friends are going to the festival.
OR
She, my friends, and I are not going to the festival.
Rule 4. As a general rule, use a plural verb with two or more subjects when they are connected by and.
Example: A car and a bike are my means of transportation.
But note these exceptions:
Exceptions:
Breaking and entering is against the law.
The bed and breakfast was charming.
In those sentences, breaking and entering and bed and breakfast are compound nouns.

Rule 5. Sometimes the subject is separated from the verb by such words as along with, as well as, besides, not, etc. These words
and phrases are not part of the subject. Ignore them and use a singular verb when the subject is singular.
Examples:
The politician, along with the newsmen, is expected shortly.
Excitement, as well as nervousness, is the cause of her shaking.
Rule 6. With words that indicate portionspercent, fraction, majority, some, all, etc.Rule 1 given earlier is reversed, and we
are guided by the noun after of. If the noun after of is singular, use a singular verb. If it is plural, use a plural verb.
Example:
Fifty percent of the pie has disappeared.
Fifty percent of the pies have disappeared.
A third of the city is unemployed.
A third of the people are unemployed.
All of the pie is gone.
All of the pies are gone.
Some of the pie is missing.
Some of the pies are missing.

EXERCISES
1. The piano as well as the pipe organ ____________ to be tuned for the big concert.
HAS
HAVE
2. The mayor together with his two brothers ____________ going to be indicted for accepting bribes.
ARE
IS

3. Neither of my two suitcases ____________ adequate for this trip.

IS
ARE
4. There ____________ a list of committee members on the head-table.
ARE
IS
5. Everybody in the class ____________ done the homework well in advance.
HAS
HAVE
6. The jury ____________ their seats in the courtroom.
TAKE
TAKES
7. Neither the teacher nor the students ____________ to understand this assignment.

SEEM
SEEMS
8. ____________ either my father or my brothers made a down-payment on the house?
HAS
HAVE
9. Hartford is one of those cities that ____________ working hard to reclaim a riverfront.
HINT: Try starting the sentence with "Of those cities that . . . ."
IS
ARE
10. Some of the grain ____________ gone bad.
HAVE
HAS
11. John or his brother ____________ going to be responsible for this.
ARE
IS
12. A few of the students ____________ doing so well they can skip the next course.
ARE
IS
13. Either the Committee on Course Design or the Committee on College Operations ____________ these matters.
DECIDE
DECIDES
14. One of my instructors ____________ written a letter of recommendation for me.
HAVE
HAS

TUTORIAL 2 - COMPOUND WORDS

Compound words exist in many languages and offer great insight into the inner workings of each language, including
the basic building blocks such as prefixes, suffixes and word roots. In English, there are three forms of compound words: closed
form (notebook), hyphenated form (mother-in-law), and open form (real estate).
Students find it fun to learn compound words and practice English vocabulary with fun compound word games.
Teachers can best prepare their students by making lists of compound words organized by level. There are excellent resources for
creating worksheets for compound words for first grade and activities for compound words for second grade online. Teachers
wanting to prepare lesson plans on compound words for third grade classroom activities or compound words for fourth grade can
also find what they need effortlessly. Teaching more complex compound words for fifth grade and creating exercises for
compound words for sixth grade requires more targeted worksheets and games, also readily available.

ESL students and ESL teachers also find great value in the material, as both printable worksheets and fun online games are
available to study compound words. Because they are such an integral part of the English language, it is common to find
compound words on standardized tests.
Some examples of compound words include:
* Noun-Noun Compounds: fireman, newsstand, pigtail, ladybug, classroom
* Noun-Verb Compounds: breastfeeding, finger-pointing
* Verb-Noun Compounds: spoilsport, killjoy, breakfast, pickpocket, crossword
* Verb-Verb Compounds: go and do, up and leave
* Verb-Adverb Compounds: drop-out, fall-out, camp-out
* Adverb-Verb Compounds: intake, backtrack, backdrop, foreground
* Adjective-Noun Compounds: hardware, software, blackboard, shortchange
* Adjective-Verb Compounds: blacklist, shortchange
TUTORIAL 3 - COMPOUND WORDS
Compound words are formed when two or more words are put together to form a new word with a new meaning. They can
function as different parts of speech, which can dictate what form the compound takes on. For example, the word carry over is an
open compound word when its used as a verb but it is closed when used as a noun and an a adjective.
This surplus will carry over to next season.
The extra supplies were part of the carryover from the budget.
Compound words are so prevalent in the English language we dont think much about them until its time to write them. Then
we often have to stop and think about how theyre put together.
Examples of Compound Words
Compound words fall within three categories and its not unusual to find the same word in more than one group. Here are the
three types of compound words with an explanation and examples of each:
Closed compound words are formed when two unique words are joined together. They dont have a space between them and
they are the type that generally comes to mind when we think of compound words. For example:
Cannot

Baseball

Fireworks

Grandmother

Elsewhere

Upside

Together

Sunflower

Crosswalk

Become

Basketball

Moonlight

Football

Railroad

Anybody

Weatherman

Skateboard

Earthquake

Everything

Sometimes

Schoolhouse

Upstream

Fireflies

Grasshopper

Inside

Playthings

10

I love the fireworks on the fourth of July.

Make sure you hold hands when you come to the crosswalk.
The ocean was bathed in moonlight.
Did you hear amount the terrible earthquake?
The fireflies buzzed in the night sky.
Open compound words have a space between the words but when they are read together a new meaning is formed:
Ice cream

Grand jury

Cave in

Post office

Real estate

Middle class

Full moon

Attorney general

Half sister
Ice cream is my favorite dessert.
The line at the post office snaked all the way out the door and around the corner.
Rhonda is my half sister.
There must be a full moon out tonight.
Hyphenated compound words are connected by a hyphen. To avoid confusion, modifying compounds are often hyphenated,
especially when they precede a noun such as in the case of part-time teacher, high-speed chase, and fifty-yard dash. When they
come after the noun they are open compounds: a chase that is high speed, a teacher that is part time, etc. Comparative and
superlative adjectives are hyphenated when they are compounded with other modifiers: the highest-priced computer, the lowerpriced car. Adverbs that end in ly and compounded with another modifier are not modified: a highly rated restaurant, a publicly
held meeting.
Here are more examples of hyphenated compound words.
One-half

Mother-in-law

Eighty-six

One-third

Merry-go-round

Well-being

Mass-produced

Over-the-counter

Daughter-in-law
My mother-in-law is coming for a visit.
The merry-go-round at the carnival thrilled Ella.
Some over-the-counter drugs can have serious side effects.
If youre concerned for your well-being make sure you eat healthy foods and get plenty of exercise.
Its true the rules for compound words can be a bit ambiguous at times. The best thing to do when you have a question about a
compound word is look it up. Often times youll find options with the preferred choice listed first. The bottom line is that the
only way to know for sure how to spell compounds is to consult an authoritative source: a good dictionary.

11

UNIT- III
Unit wise Objectives :
Objectives: By the end of the sequence of language courses, students should be able to:
1.

understand sentence-length utterances and longer stretches of connected discourse on a number of topics pertaining to different
times and places;

2.

initiate, sustain, and bring to a close basic oral communicative tasks;

Topic

S.No

Listening
Listening to specific task
Focused audio tracks

1.

Objective(s) of the Topic

Hours
Required

Allow students to practice the

full repertoire of listening
strategies by using authentic
listening tasks.

Teaching Methodology/
Techniques
Listening to the
Recordings
(audio)

Resources
referred
- Mindscapes:
English for
Technologists and
Engineers. Orient
Blackswan,
Chennai. 2012
-Hi-Class Software

2.

3.

Speaking

Reading

Role play
Stimulation
Group interaction
Speaking informal situation

Reading and interpreting

visual material

summarize main
points

compare and
contrast knowledge,
ideas, or theories

solve problems

` To accomplish this goal,

instructors focus on the
process of reading

To make the students to

involve in the activity by
describing the situation
and making sure to
participate in their role

-Hi-Class Software
(teachers, officials,
foreigners)
1

Assist the reader in

understanding printed text.
Being able to interpret
visuals is a valuable skill
because authors present
important information in
visuals

12

- Mindscapes:
English for
Technologists and
Engineers. Orient
Blackswan,
Chennai. 2012

- Mindscapes:
English for
Technologists and
Engineers. Orient
Blackswan,
Chennai. 2012
-Pictures, Maps,
Line graphs,
Cartoons, bar
graphs, pie charts,
flow charts,
diagrams and
websites

Writing

4.

Jumble sentences
Coherence and cohesion in
writing
Channel conversation(flow
into process)
Types of paragraph (Cause &
Effect, Compare & Contrast,
narrative,
analytical)
Informal writing(letter/email/blogs)
paraphrasing

Students will be
able to produce a
documentary

Students will be
able cite differences
in perspective or
content in one
specific news event
as reported in
various forms of
media.

Use pictures for

generation of ideas.
Ask the student to create a
story based on a
photograph.
Use a tape recorder
Allow student to dictate
story to tape recorder, then
transcribe.
This is especially good for
ESL students.

-Mindscapes:
English for
Technologists and
Engineers. Orient
Blackswan,
Chennai. 2012
-The Writing
Center, Capella
University
http://www.capella.
edu/writingcenter/i
ndex.aspx

Diagram the ideas

Use balloon diagrams
(graphic organizers,
concept mapping) to show
relationships of ideas to
others

Tutorial 1:
Paragraph writing

5.

Students will be able to write

it clearly and also have a
critical awareness of their
writing in terms of unity,
content,
coherence
and
linguistic
accuracy
(grammatical structure and
choice of vocabulary).

Engaging in ideas with

teachers or peers

- Mindscapes:
English for
Technologists and
Engineers. Orient
Blackswan,
Chennai. 2012
-Wren in Martin &
Technical English I
by Prof.Jewelcy
Jawahar

Grammar

5.

Tutorial 2:
Past Tenses
6.

Tutorial 3:
Adjectives
7.

Tenses (past)
Use of sequence words
Adjectives
Vocabulary
i. Excerpts from films
related to the theme and
follow up exercises
ii. Pictures of flow chart and
tables for interpretations.

To develop authentic
assessment activities, begin
with the types of tasks that
students will actually need to
do using the language

-Chalk & Talk Method

- Language Lab

- Mindscapes:
English for
Technologists and
Engineers. Orient
Blackswan,
Chennai. 2012
-Wren in Martin &
Technical English I
by VK Publishers

1. It helps to refresh simple

past tense
2. To introduce them to past
progressive tense, form
meaning and use
c. To illustrate the difference
between the different kinds of
past tense

Students will be able to

define, categorize and write
sentences with their own
adjectives.

Chalk & Talk Method

Chalk & Talk Method

- Mindscapes:
English for
Technologists and
Engineers. Orient
Blackswan,
Chennai. 2012
-Wren in Martin &
Technical English I
by VK Publishers
- Mindscapes:
English for
Technologists and
Engineers. Orient
Blackswan,
Chennai. 2012
-Technical English
I by VK Publishers

13

Total Hours

12

Learning Outcomes:
On learning this unit, the student should be able to:
Students will demonstrate the skills needed to participate in a conversation that builds knowledge collaboratively: listening carefully and respectfully
to others' viewpoints; articulating their own ideas and questions clearly; and situating their own ideas in relation to other voices and ideas. Students
will be able to prepare, organize, and deliver an engaging oral presentation.

TUTORIAL 1
Write any two paragraphs on any given topics:

Interview people about their jobs or hobbies.

Design an ideal vehicle, home, school, or government.
Write a new myth.
Trace their family tree.
Interview {someone] about a historical event they lived through

Write a how to handbook for consumers.

Invent a game to teach to the rest of the class.
Plan a trip, including itinerary and expenses.
Plan a balanced menu for a week.
Create a detailed map of their neighborhood.
Update a fairy tale to modern times.
Collect and identify rocks, leaves, or wood [and write the descriptions].
Conduct an experiment [and document the steps and outcomes].
Create a bulletin board display on a topic they research.
TUTORIAL 2 - PAST TENSES

SIMPLE PAST TENSE

In Simple Past, the action is simply mentioned and understood to have taken place in the past.
I ate.
I slept.
I played.
PAST CONTINUOUS TENSE
In Past Continuous, the action was ongoing till a certain time in the past.
I was eating.
I was sleeping.
I was playing.
PAST PERFECT TENSE
Past Perfect is used to express something that happened before another action in the past.
I had eaten.
I had slept.
I had played.
PAST PERFECT CONTINUOUS TENSE

14

Past Perfect Continuous is used to express something that started in the past and continued until another time in the past.
I had been eating.
I had been sleeping.
I had been playing.

TUTORIAL 3 - ADJECTIVES
Adjectives are words that describe or modify another person or thing in the sentence. The Articles a, an, and the are
adjectives.

the tall professor

the lugubrious lieutenant

a solid commitment

a month's pay

a six-year-old child

the unhappiest, richest man

If a group of words containing a subject and verb acts as an adjective, it is called an Adjective Clause. My sister, who is much
older than I am, is an engineer. If an adjective clause is stripped of its subject and verb, the resulting modifier becomes an
Adjective Phrase: He is the man who is keeping my family in the poorhouse.
Before getting into other usage considerations, one general note about the use or over-use of adjectives: Adjectives are
frail; don't ask them to do more work than they should. Let your broad-shouldered verbs and nouns do the hard work of
description. Be particularly cautious in your use of adjectives that don't have much to say in the first place: interesting, beautiful,
lovely, exciting. It is your job as a writer to create beauty and excitement and interest, and when you simply insist on its presence
without showing it to your reader well, you're convincing no one.
Consider the uses of modifiers in this adjectivally rich paragraph from Thomas Wolfe's Look Homeward, Angel. (Charles
Scribner's, 1929, p. 69.) Adjectives are highlighted in this color; participles, verb forms acting as adjectives, are highlighted in
this blue. Some people would argue that words that are part of a name like "East India Tea House are not really adjectival
and that possessive nouns father's, farmer's are not technically adjectives, but we've included them in our analysis of
Wolfe's text.
He remembered yet the East India Tea House at the Fair, the sandalwood, the turbans, and the robes, the cool interior and the
smell of India tea; and he had felt now the nostalgic thrill of dew-wet mornings in Spring, the cherry scent, the cool clarion earth,
the wet loaminess of the garden, the pungent breakfast smells and the floating snow of blossoms. He knew the inchoate sharp
excitement of hot dandelions in young earth; in July, of watermelons bedded in sweet hay, inside a farmer's covered wagon; of
cantaloupe and crated peaches; and the scent of orange rind, bitter-sweet, before a fire of coals. He knew the good male smell of
his father's sitting-room; of the smooth worn leather sofa, with the gaping horse-hair rent; of the blistered varnished wood upon
the hearth; of the heated calf-skin bindings; of the flat moist plug of apple tobacco, stuck with a red flag; of wood-smoke and
burnt leaves in October; of the brown tired autumn earth; of honey-suckle at night; of warm nasturtiums, of a clean ruddy farmer
who comes weekly with printed butter, eggs, and milk; of fat limp underdone bacon and of coffee; of a bakery-oven in the wind;
of large deep-hued stringbeans smoking-hot and seasoned well with salt and butter; of a room of old pine boards in which books
and carpets have been stored, long closed; of Concord grapes in their long white baskets.
An abundance of adjectives like this would be uncommon in contemporary prose. Whether we have lost something or not is left
up to you.
Adjectives that are really Participles, verb forms with -ing and -ed endings, can be troublesome for some students. It is one thing
to be a frightened child; it is an altogether different matter to be a frightening child. Do you want to go up to your professor after
class and say that you are confused or that you are confusing? Generally, the -ed ending means that the noun so described ("you")
has a passive relationship with something something (the subject matter, the presentation) has bewildered you and you are
confused. The -ing ending means that the noun described has a more active role you are not making any sense so you are
confusing (to others, including your professor).
The -ed ending modifiers are often accompanied by prepositions (these are not the only choices):

15

We were amazed at all the circus animals.

We were amused by the clowns.

We were annoyed by the elephants.

We were bored by the ringmaster.

We were confused by the noise.

We were disappointed by the motorcycle daredevils.

We were disappointed in their performance.

We were embarrassed by my brother.

We were exhausted from all the excitement.

We were excited by the lion-tamer.

We were excited about the high-wire act, too.

We were frightened by the lions.

We were introduced to the ringmaster.

We were interested in the tent.

We were irritated by the heat.

We were opposed to leaving early.

We were satisfied with the circus.

We were shocked at the level of noise under the big tent.

We were surprised by the fans' response.

We were surprised at their indifference.

We were tired of all the lights after a while.

We were worried about the traffic leaving the parking lot.

UNIT- IV
Unit wise Objectives :

Students should be able to

1.
2.

S.No

read simple, connected texts in a consistent way with reasonable and graduated understanding;
take notes, write simple letters, synopses and paraphrases, summaries of biographical data, work, school, and personal
experience; have an emerging ability to write description and narration in paragraphs

Topic

Objective(s) of the Topic

16

Hours
Required

Teaching
Methodology/
Techniques

Resources referred

Listening
Watching
videos/documentries and
responding to the
questions based on them

1.

2.

3.

Speaking
Responding to questions
Different forms of
interviews
Speaking at different
types of interviews

Reading

Making inference from

the reading passage
Predicting the content of
a reading passage

Students will be able to listen

and
answer
questions
logically and effectively

Listening involves
videos &
documentaries

- Mindscapes: English
for Technologists and
Engineers.
Orient Blackswan,
Chennai. 2012
-www.ted.com

Mock Interview

To evaluate the students

level of motivation, values,
attitude and personality.

To acquire the necessary

knowledge for comprehension
of the text, or activate the
existing knowledge that the
students possess

-Mindscapes: English

for Technologists and

Engineers.
Orient Blackswan,
Chennai. 2012
-www.youtube.com

-Mindscapes: English

Lecture Method
using Text book

for Technologists and

Engineers.
Orient Blackswan,
Chennai. 2012
Technical English Book-I
by Jewelcy Jawahar

4.

Writing
Interpreting visual
materials (line graphs, pie
charts etc.)
Essay writing
Different types of essay

Students will be able to

choose and use a relevant prewriting strategy that will help
them to prepare for the
assignment.

Line graph, Piechart, Bar chart

.- Mindscapes: English
for Technologists and
Engineers.
Orient Blackswan,
Chennai. 2012

Technical English work

Book-I by Jewelcy
Jawahar
5.

Grammar
Adverbs
Tenses
Future time reference
Vocabulary
1. Single word
substitutes
2. Use of
abbreviation and
acronyms
3. E-materialsinteractive
exercises for
grammar and
vocabulary
4. Sample
interviews

It helps to use the language

effectively.
Knowledge of the underlying
rules of grammar is
provided.

17

3
Chalk & Talk
method

- Mindscapes: English
for Technologists and
Engineers.
Orient Blackswan,
Chennai. 2012
Wren in Martin &
Technical English I by VK
Publishers

5.
6.

Film scenes
Dialogue
writing

Tutorial 1:
Adverbs

Tutorial 2:
Kinds of Adverbs

-Students will be able to state

the definition of an adverb
and tell which parts of speech
they modify.

Chalk &
method

Talk

-Students will be able to

recognize adverbs and
distinguish them from other
parts of speech.

Chalk &
method

Talk

Chalk &
method

Talk

-Mindscapes: English
for Technologists and
Engineers.
Orient Blackswan,
Chennai. 2012
-Mindscapes: English
for Technologists and
Engineers.
Orient Blackswan,
Chennai. 2012

-Students will recognize

adverbs of time and adverbs
of frequency.

Tutorial 3:
Use of abbreviation and
acronyms

-To be used in scientific and

technical reports to save time
and space; some are used also
in correspondence and in
speaking.
Total Hours

-Mindscapes: English
for Technologists and
Engineers.
Orient Blackswan,
Chennai. 2012

12

Learning Outcomes:
On learning this unit, the student should be able to:
Students will be able to write effectively for a variety of professional and social settings. They will practice writing as a process of motivated
inquiry, engaging other writers' ideas as they explore and develop their own. They will demonstrate an ability to revise for content and edit for
grammatical and stylistic clarity. And they will develop an awareness of and confidence in their own voice as a writer.

TUTORIAL 1 - ADVERBS
Definition
Adverbs are words that modify

a verb (He drove slowly. How did he drive?)

an adjective (He drove a very fast car. How fast was his car?)

another adverb (She moved quite slowly down the aisle. How slowly did she move?)

As we will see, adverbs often tell when, where, why, or under what conditions something happens or happened. Adverbs
frequently end in -ly; however, many words and phrases not ending in -ly serve an adverbial function and an -ly ending is not a
guarantee that a word is an adverb. The words lovely, lonely, motherly, friendly, neighborly, for instance, are adjectives:

That lovely woman lives in a friendly neighborhood.

If a group of words containing a subject and verb acts as an adverb (modifying the verb of a sentence), it is called an Adverb
Clause:

When this class is over, we're going to the movies.

When a group of words not containing a subject and verb acts as an adverb, it is called an adverbial phrase. Prepositional
phrases frequently have adverbial functions (telling place and time, modifying the verb):

He went to the movies.

She works on holidays.

18

They lived in Canada during the war.

And Infinitive phrases can act as adverbs (usually telling why):

She hurried to the mainland to see her brother.

The senator ran to catch the bus.

But there are other kinds of adverbial phrases:

He calls his mother as often as possible.

Adverbs can modify adjectives, but an adjective cannot modify an adverb. Thus we would say that "the students showed a really
wonderful attitude" and that "the students showed a wonderfully casual attitude" and that "my professor is really tall, but not "He
ran real fast."
Like adjectives, adverbs can have comparative and superlative forms to show degree.

Walk faster if you want to keep up with me.

The student who reads fastest will finish first.

We often use more and most, less and least to show degree with adverbs:

With sneakers on, she could move more quickly among the patients.
The flowers were the most beautifully arranged creations I've ever seen.

She worked less confidently after her accident.

That was the least skillfully done performance I've seen in years.

The as as construction can be used to create adverbs that express sameness or equality: "He can't run as fast as his sister."
A handful of adverbs have two forms, one that ends in -ly and one that doesn't. In certain cases, the two forms have different
meanings:

He arrived late.
Lately, he couldn't seem to be on time for anything.

In most cases, however, the form without the -ly ending should be reserved for casual situations:

She certainly drives slow in that old Buick of hers.

He did wrong by her.

He spoke sharp, quick, and to the point.

Adverbs often function as intensifiers, conveying a greater or lesser emphasis to something. Intensifiers are said to have three
different functions: they can emphasize, amplify, or downtone. Here are some examples:

Emphasizers:
o I really don't believe him.

He literally wrecked his mother's car.

She simply ignored me.

They're going to be late, for sure.

Amplifiers:

The teacher completely rejected her proposal.

19

I absolutely refuse to attend any more faculty meetings.

They heartily endorsed the new restaurant.

I so wanted to go with them.

We know this city well.

Downtoners:

I kind of like this college.

Joe sort of felt betrayed by his sister.

His mother mildly disapproved his actions.

We can improve on this to some extent.

The boss almost quit after that.

The school was all but ruined by the storm.

TUTORIAL 2

Adverbs (as well as adjectives) in their various degrees can be accompanied by premodifiers:

She runs very fast.

We're going to run out of material all the faster

This issue is addressed in the section on degrees in adjectives.

For this section on intensifiers, we are indebted to A Grammar of Contemporary English by Randolph Quirk, Sidney Greenbaum,
Geoffrey Leech, and Jan Svartvik. Longman Group: London. 1978. pages 438 to 457. Examples our own.
Using Adverbs in a Numbered List
Within the normal flow of text, it's nearly always a bad idea to number items beyond three or four, at the most. Anything beyond
that, you're better off with a vertical list that uses numbers (1, 2, 3, etc.). Also, in such a list, don't use adverbs (with an -ly
ending); use instead the uninflected ordinal number (first, second, third, fourth, fifth, etc.). First (not firstly), it's unclear what the
adverb is modifying. Second (not secondly), it's unnecessary. Third (not thirdly), after you get beyond "secondly," it starts to
sound silly. Adverbs that number in this manner are treated as disjuncts (see below.)
Adverbs We Can Do Without
Review the section on Being Concise for some advice on adverbs that we can eliminate to the benefit of our prose: intensifiers
such as very, extremely, and really that don't intensify anything and expletive constructions ("There are several books that
address this issue.")
Kinds of Adverbs
Adverbs of Manner
She moved slowly and spoke quietly.
Adverbs of Place
She has lived on the island all her life.
She still lives there now.
Adverbs of Frequency
She takes the boat to the mainland every day.
She often goes by herself.
Adverbs of Time
She tries to get back before dark.
It's starting to get dark now.

20

She finished her tea first.

She left early.
Adverbs of Purpose
She drives her boat slowly to avoid hitting the rocks.
She shops in several stores to get the best buys.
Positions of Adverbs
One of the hallmarks of adverbs is their ability to move around in a sentence. Adverbs of manner are particularly flexible in this
regard.

Solemnly the minister addressed her congregation.

The minister solemnly addressed her congregation.

The minister addressed her congregation solemnly.

The following adverbs of frequency appear in various points in these sentences:

Before the main verb: I never get up before nine o'clock.

Between the auxiliary verb and the main verb: I have rarely written to my brother without a good reason.

Before the verb used to: I always used to see him at his summer home.

Indefinite adverbs of time can appear either before the verb or between the auxiliary and the main verb:

He finally showed up for batting practice.

She has recently retired.

TUTORIAL 3 - USE OF ABBREVIATIONS & ACRONYMS

Acronyms
There is a difference between acronyms and abbreviations. An acronym is usually formed by taking the first initials of a phrase or
compounded-word and using those initials to form a word that stands for something. Thus NATO, which we pronounce NATOH,
is an acronym for North Atlantic Treaty Organization, and LASER (which we pronounce "lazer"), is an acronym for Light
Amplification by Stimulated Emission of Radiation. FBI, then, is not really an acronym for the Federal Bureau of Investigation; it
is an abbreviation. AIDS is an acronym; HIV is an abbreviation. URL is an abbreviation for Uniform Resource Locator (World
Wide Web address), but many people pronounce it as "Earl," making it a true acronym, and others insist on pronouncing it as
three separate letters, "U * R * L," thus making it an abbreviation. The jury is still out. (I vote for Uncle Earl.)
It appears that there are no hard and fast rules for using periods in either acronyms or abbreviations. More and more, newspapers
and journals seem to drop the periods: NAACP, NCAA, etc. Consistency, obviously, is important.
Abbreviations
Titles before names:
Mrs., Mr., Ms., Prof., Dr., Gen., Rep., Sen., St. (for Saint)
Notice that Miss is not an abbreviation, so we don't put a period after it. Ms. is not an abbreviation, either, but we do use a period
after it probably to keep it consistent with Mr. and Mrs.
The plural of Mr. is Messrs. (We invited Messrs. Carter, Lincoln, and Ford.) The plural of Dr. is Drs. (We consulted Drs. Carter,
Lincoln, and Ford.) The plural of Mrs. is Mmes or Mmes. (with or without the period).
In most formal prose, we do not use titles, abbreviated or otherwise, with individuals. Ms. Emily Dickinson is simply Emily
Dickinson, and after the first use of her full name, Dickinson will do (unless we need Emily to avoid confusion with other
Dickinsons).

21

The abbreviations Rev. and Hon. (for Reverend and Honorable) are not, strictly speaking, titles; they are adjectives. In informal
language or when we're trying to save space or make a list, we can write Rev. Alan B. Darling and Hon. Francisco Gonzales. In
formal text, we would write "the Reverend Alan B. Darling" and "the Honorable Francisco Gonzales" (i.e., it's not a good idea to
abbreviate either Reverend or Honorable when these words are preceded by "the"). Incidentally, we cannot say "We invited the
reverend to dinner" and only a cad would invite "the rev."
Titles after names:
Sr., Jr., Ph.D., M.D., B.A., M.A., D.D.S.
These are standard abbreviations, with periods. The APA Publication Manual recommends not using periods with degrees; other
reference manuals do recommend using periods, so use your own judgment on this issue. All sources advise against using titles
before and after a name at the same time (i.e., she can be Dr. Juanita Espinoza or Juanita Espinoza, PhD, but she cannot be Dr.
Juanita Espinoza, PhD). And we do not abbreviate a title that isn't attached to a name: "We went to see the doctor (not dr.)
yesterday."
The Chicago Manual of Style recommends not using a comma to separate the Jr./Sr./III from the last name, but you should follow
the preferences of the indivdual if you know those preferences. If you list a "junior" with his spouse, the "Jr." can go after both
names, as in "Mr. and Mrs. Arthur C. Banks Jr." or "Mr. Arthur C. Banks Jr. and Gloria Banks but not Arthur C. and Gloria
Banks Jr. You should avoid using a "Jr." or "Sr." when you have only the last name Mr. Banks Jr.
Terms of mathematical units: 15 in., 15 ft, 15 kg, 15 m, 15 lb
Generally, you would use these abbreviations only in technical writing. There is a space between the number and the
abbreviation. Notice that we do not put an s after such abbreviations even when the plural is indicated. Also, we do not use a
period with such abbreviations except for in. when it might be confused with the preposition in.
When the term of measurement is used as a modifier, we put a hyphen between the number and the term of measurement: a 15-ft
board, a 6-lb line, etc.
Long, common phrases, such as IQ (Intelligence Quotient), rpm (revolutions per minute), mph (miles per hour), and mpg (miles
per gallon).
Such abbreviations are acceptable even in formal academic text and may be used without periods.
Words used with numbers: He left at 2:00 a.m. She was born in 1520 B.C.
Either lower or upper case letters can be used with A.M., a.m., P.M., p.m. The abbreviation B.C. (before Christ) is used after the
date; A.D. (anno domini, "in the year of the Lord") appears before the date. The abbreviations B.C. and A.D. are sometimes
replaced with B.C.E. (before the common era) and C.E. (common era), both used after the date (although one must add that those
abbreviations are neither widely used nor commonly understood). Sometimes you will see 790 BC and AD 78 written without
periods and written in SMALL CAPS. Note that many style books are now recommending SMALL CAPS for all appearances of
acronyms, such as NAACP or NCAA. The effect of this practice is to allow the acronym to blend more smoothly with the rest of
the text.
It is considered bad form to use these abbreviations without a specific number attached to them: "We'll do this in the a.m." or
"We'll do this tomorrow a.m."
Common Latin terms: etc. (et cetera and so forth), i.e. (id est that is), e.g. (exempli gratia for example), et al. (et alii
and others).
General guidelines
Abbreviations and acronyms (words formed from the initial letters of other words, e.g. UNESCO) should be used sparingly. In
certain formal contexts, such as General Assembly resolutions, they should not be used at all.
When they are used, abbreviations and acronyms should always be explained. The name or title should be written out in full the
first time it occurs in a document, followed by the abbreviation in parentheses.
Alternatively, if a document contains numerous abbreviations and acronyms, a list may be included after the table of contents or
at the end of the document if there is no table of contents.
In United Nations publications, a list of abbreviations and acronyms, if required, is normally included in the explanatory notes.

22

Abbreviations and acronyms are not used for names or titles that occur only once or twice in a text. When the entity referred to is
better known by the abbreviation or acronym, it may however be preferable to include the abbreviation even if the name occurs
only once.
The most common units of weight and measure, such as cm2, kg and km, need not be written out.
Abbreviations and acronyms are not used in document titles or headings.
United Nations should not be abbreviated in English. The form ONU is acceptable in French.
In United Nations style, abbreviations and acronyms are written without full stops: UNDP, not U.N.D.P.
Abbreviations and acronyms are normally used without the definite article: the members of UNESCO, the programmes of WHO.
Abbreviations and acronyms should not be used in the possessive form: the Commander of UNMIL or the UNMIL Commander,
not UNMILs Commander.

UNIT- V
Unit wise Objectives :

Objectives:
By the end of the sequence of language courses, students should be able to:

S.No

1.

Negotiate the culture of the target language region(s);

2.

Develop an understanding for and appreciation of the complexities of the human experience across cultures.
Topic

Objective(s) of the
Topic

Hours
Require
d

Teaching Methodology/
Techniques
LCD Projector

Listening
Listening to different accents
Listening to
speeches/presentations
Listening to broadcast and
telecast from radio and TV

1.

Students will be able

to deliver a clear,
coherent oral
presentation using
information and
diction suitable for
subject, purpose,
and audience.

Resources referred
-Dhanavel, S.P.

English and
Communication
Skills for Students
of Science and
Engineering.Orient
Blackswan,
Chennai. 2011

www.tedtalk.com
www.youtube.com

2.

Speaking
Giving impromptu talks
Making presentations on
given topics

To speak fluently in
a variety of
situations for a
variety of purposes
and audiences

23

Students will be able to

speak spontaneously with
the effects of media
devices and techniques

Dhanavel, S.P.
English and
Communication
Skills for Students
of Science and
Engineering.Orient
Blackswan,
Chennai. 2011

3.

Reading
Email communication
Reading the attachment
files having a
poem/joke/proverb
Sending their responses
through a email

`
-practice the
behaviors of
effective, strategic
readers
-assess strengths in
reading and set
goals for future
growth

Using various types of

reading materials through
net and magazines

-Dhanavel, S.P.
English and
Communication
Skills for Students
of Science and
Engineering. Orient
Blackswan,
Chennai. 2011
Links to further
resources on reading
techniques
BBC
Werner Stangl
Southampton
University
Know It All
English for Academic
Purposes

Writing
Creative writing
Poster making

4.

24

-Dhanavel, S.P.
English and
Communication
Skills for Students
of Science and
Engineering. Orient
Blackswan,
Chennai. 2011

5.

Grammar
Direct and indirect speech
Vocabulary
1. Lexical
items(fixed/semi fixed
expressions)
2. E-materials-for
grammar and
vocabulary
3. Sending emails with
attachment-audio/video
experts of different
accents
4. Interpreting posters.

-Students will begin

to transfer their
knowledge
of
structure
into
effective,
concise
and grammatically
correct longer types
of writing such as
formal
academic
essays and personal
journals.

Tutorial 1:
Direct and indirect speech

1. To enable the
students to have the
knowledge of Direct
and Indirect speech

2. To understand
Types of Speech in
an interesting
manner

Tutorial 2:
Direct speech to reported speech

To explain the Rules

for changing Direct
speech into Indirect
speech

Chalk & Talk method

Chalk & Talk method

-Dhanavel, S.P. English

and Communication
Skills for Students of
Science and
Engineering.
Orient Blackswan,
Chennai. 2011

-Dhanavel, S.P. English

and Communication
Skills for Students of
Science and
Engineering.
Orient Blackswan,
Chennai. 2011
-Wren in Martin &
Technical English I by Dr.
Mahalakshmi

Chalk & Talk method

-Dhanavel, S.P. English

and Communication
Skills for Students of
Science and
Engineering.Orient
Blackswan, Chennai.
2011
-Wren in Martin &
Technical English I by Dr.
Mahalakshmi

Tutorial 3:
E-mail Communication

-To know why email

is used
-To know about
similarities between
email applications
-Get a free email
account
-Send and receive
messages

12

25

-Dhanavel, S.P. English

and Communication
Skills for Students of
Science and
Engineering.Orient
Blackswan, Chennai.
2011
-Sample E-mail Letters
from Net & Technical
English Book I by
Jewelcy Jawahar.

Total Hours

Learning Outcomes:
On learning this unit, the student should be able to:

Chalk & Projector Method

Students will develop an appreciation of how the formal elements of language and genre shape meaning. They will recognize how
writers can transgress or subvert generic expectations, as well as fulfill them. And they will develop a facility at writing in appropriate
genres for a variety of purposes and audiences.

26

TUTORIAL 1 - DIRECT AND INDIRECT SPEECH

Introduction.
There two ways to convey a message of a person, or the words spoken by a person to other person.
1.
2.

Direct speech
Indirect speech

Suppose your friend whose name is John tells you in school, I will give you a pen. You come to home and you want to tell your
brother what your friend told you. There are two ways to tell him.
Direct speech: John said, I will give you a pen.
Indirect Speech: John said that he would give me a pen.
In direct speech the original words of person are narrated (no change is made) and are enclosed in quotation mark. While in
indirect speech some changes are made in original words of the person because these words have been uttered in past so the tense
will change accordingly and pronoun may also be changed accordingly. In indirect speech the statement of the person is not
enclosed in quotation marks, the word that may be used before the statement to show that it is indirect speech. Indirect speech
is also called reported speech because reported speech refers to the second part of indirect speech in which something has been
told by a person.
Reporting verb: The verb first part of sentence (i.e. he said, she said, he says, they said, she says,) before the statement of a
person in sentence is called reporting verb.
Examples. In all of the following example the reporting verb is said.
He said, I work in a factory
(Direct speech)
He said that he worked in a factory.
(Indirect speech)
They said, we are going to cinema
(Direct speech)
They said that they were going to cinema.
(Indirect speech)

Reported Speech. The second part of indirect speech in which something has been told by a person (which is enclosed in
quotation marks in direct speech) is called reported speech. For example, a sentence of indirect speech is, He said that he worked
in a factory. In this sentence the second part he worked in a factory is called reported speech and that is why the indirect speech
as a whole can also be called reported speech.

1.
2.
3.

Fundamental rules for indirect speech.

Reported speech is not enclosed in quotation marks.
Use of word that: The word that is used as a conjunction between the reporting verb and reported speech.
Change in pronoun: The pronoun (subject) of the reported speech is changed according to the pronoun of reporting
verb or object (person) of reporting verb (first part of sentence). Sometimes the pronoun may not change.

In following example the pronoun of reported speech is I which will be changed in indirect speech into the pronoun (Subject)
of reporting verb that is he.
Example.
Direct speech: He said, I am happy
Indirect Speech: He said that he was happy.
Direct speech: I said to him, you are intelligent
Indirect Speech: I said him that he was intelligent. (You changed to he the
person of object of reporting verb)
1.

Change in time: Time is changed according to certain rules like now to then, today to that day, tomorrow to next day
and yesterday to previous day.

Examples.
Direct speech: He said, I am happy today
Indirect Speech: He said that he was happy that day.

27

1.

Change in the tense of reported speech: If the first part of sentence (reporting verb part) belongs to past tense the
tense of reported speech will change. If the first part of sentence (reporting verb part) belongs to present or future tense,
the tense of reported speech will not change.

Examples.
Direct speech: He said, I am happy
Indirect Speech: He said that he was happy. (Tense of reported speech changed)
Direct speech: He says, I am happy
Indirect Speech: He said that he is happy. (Tense of reported speech didnt
change)

Tutorial-2
Change the following sentences from direct speech to reported speech :
Example :
Direct Speech: Jane : "I play tennis every Saturday."
Reported Speech: Jane said she played tennis every Saturday.
1.

Direct speech :
David : "There is an excellent band playing later on."
Reported Speech : David said there was an excellent bank playing later on.

2.

Direct speech :
Christine : "I saw Amy at the bank on Monday."
Reported Speech : Christine said she had seen Amy at the bank on Monday.

3.

Direct speech :
The driver : "I'm going to turn right at the traffic lights."
Reported Speech : The driver said he was going to turn right at the traffic lights.

4.

Direct speech :
Jonathan: "i've returned the dictionary to the library".
Reported Speech : Jonathan said he had returned the dictionary to the library.

5.

Direct speech :
The doctor : "i'll send you the results as soon as they arrive."
Reported Speech : The doctor said he would send me/us the results
as soon as they arrived.

6.

Direct speech :
Caroline : "Will you come to my party on Saturday?"
Reported Speech : Caroline asked (me) if I would come to her party on Saturday.

7.

Direct speech :
Shop assistant: "Are you looking for something special?"
Reported Speech : The shop assistant asked if I was looking for something special.

8.

Direct speech :
Reported Speech :

Jack : "i'll lend you my grammar book if you think it will help.
Jack said he would lend me his grammar book
if I thought it would help.
TUTORIAL 3 - E-MAIL COMMUNICATION

E-mail is a good way to get your message across when:

You need to get in touch with a person who is hard to reach via telephone, does not come to campus regularly, or is not
located in the same part of the country or world (for instance, someone who lives in a different time zone).
The information you want to share is not time-sensitive. The act of sending an e-mail is instantaneous, but that does not
mean the writer can expect an instantaneous response. For many people, keeping up with their e-mail correspondence is
a part of their job, and they only do it during regular business hours. Unless your reader has promised otherwise,
assume that it may take a few days for him/her to respond to your message.
You need to send someone an electronic file, such as a document for a course, a spreadsheet full of data, or a rough
draft of your paper.

28

You need to distribute information to a large number of people quickly (for example, a memo that needs to be sent to
the entire office staff).

You need a written record of the communication. Saving important e-mails can be helpful if you need to refer back to
what someone said in an earlier message, provide some kind of proof (for example, proof that you have paid for a
service or product), or review the content of an important meeting, deadline, memo.
Subject Lines

E-mail subject lines are like newspaper headlines. They should convey the main point of your e-mail or the idea that you want
the reader to take away from your e-mail. Therefore, be as specific as possible. One word subjects such as Hi, Question, or
FYI are not informative and dont give the reader an idea of how important your message is. If your message is time sensitive,
you might want to include a date in your subject line, for example, Meeting on Thurs, Dec 2. Think about the subject lines on
the e-mail messages you receive. Which ones do you think are most effective? Why?
Greetings and Sign-offs
Use some kind of greeting and some kind of sign-off. Dont just start with your text, and dont stop at the end without a polite
signature. If you dont know the person well, you may be confused about how to address him/her (What do I call my
TA/professor?) or how to sign off (From? Sincerely?). Nonetheless, it is always better to make some kind of effort. When in
doubt, address someone more formally to avoid offending them. Some common ways to address your reader are:

Dear Professor Smith,

Hello Ms. McMahon,
Hi Mary Jane,
If you dont know the name of the person you are addressing, or if the e-mail addresses a diverse group, try something generic,
yet polite:
To whom it may concern,
Dear members of the selection committee,
Hello everyone,
Your closing is extremely important because it lets the reader know who is contacting them. Always sign off with your name at
the end of your e-mail. If you dont know the reader well, you might also consider including your title and the organization you
belong to; for example:
Mary Watkins
Senior Research Associate
Bain and Company
Joseph Smith
UNC-CH, Class of 2009
For your closing, something brief but friendly, or perhaps just your name, will do for most correspondence:
Thank you,
Best wishes,
See you tomorrow,
Regards,
For a very formal message, such as a job application, use the kind of closing that you might see in a business letter:
Sincerely,
Respectfully yours,
Sample e-mails
Use what youve just learned to explain why Student 2s e-mail to Professor Jones is more effective than the e-mail written by
Student 1. How does the tone of the messages differ? What makes Student 2s e-mail look and sound more appropriate? What are
the elements that contribute its clarity? If you were Professor Jones and you received both e-mails, how would you respond to
each one?
E-mail from Student 1:

29

hey,
i need help on my paper can i come by your office tomorrow
thx
E-mail from Student 2:
Hi Dr. Jones,
I am in your ENGL 101 class on Thursdays, and I have a question about the paper that is due next Tuesday.
Im not sure that I understand what is meant by the following sentence in the prompt:
Write a 10 page paper arguing for or against requiring ENGL 101 for all UNC freshmen and provide
adequate support for your point of view.
I am not sure what you would consider adequate support. Would using 3 sources be o.k.?
Can I come by your office tomorrow at 2:00 pm to talk to you about my question? Please let me know if that
fits your schedule. If not, I could also come by on Friday after 1:00.
Thank you,
Tim Smith
Here are two versions of an e-mail from a supervisor, Jane Doe, to a group of her employees. Which version do you think is most
effective? Why?
Version 1 of Jane Does E-mail:
Subject: tomorrow
As you know, tomorrow afternoon well be meeting to discuss the status of all of our current projects. Donuts
will be provided. Be sure to arrive on time and bring along teh materials you have been working on this week
bring enough copies for everyone. Some of these material might include your calendars, reports, and any
important e-mails you have sent. Also, I wanted to remind you that your parking permit requests are due later
this week; you should turn those in to Ms. Jones, and if she is not at her desk when you stop by, you can email them to her.
Version 2 of Jane Does E-mail:
Subject: materials for Wed. staff meeting
Hi, everyone
For tomorrows 3 p.m. staff meeting in the conference room, please bring 15 copies of the following
materials:

Your project calendar

A one-page report describing your progress so far

A list of goals for the next month

Copies of any progress report messages you have sent to clients this past month

30

TEXTBOOKS:
1. Department of English, Anna University. Mindscapes: English for Technologists and Engineers.
Orient Blackswan, Chennai. 2012
2. Dhanavel, S.P. English and Communication Skills for Students of Science and Engineering.
Orient Blackswan, Chennai. 2011
REFERENCES:
1. Raman, Meenakshi & Sangeetha Sharma. Technical Communication: Principles and Practice.
Oxford University Press, New Delhi. 2011
2. Regional Institute of English. English for Engineers. Cambridge University Press, New Delhi.2006
3. Rizvi, Ashraf. M. Effective Technical Communication. Tata McGraw-Hill, New Delhi. 2005
4. Rutherford, Andrea. J Basic Communication Skills for Technology. Pearson, New Delhi. 2001
5. Viswamohan, Aysha. English for Technical Communication. Tata McGraw-Hill, New Delhi. 2008
EXTENSIVE Reading (Not for Examination)
1. Kalam, Abdul. Wings of Fire. Universities Press, Hyderabad. 1999.
WEBSITES:
1. http://www.usingenglish.com
2. http://www.uefap.com
TEACHING METHODS:
Lectures
Activities conducted individually, in pairs and in groups like self introduction, peer introduction,
group poster making, grammar and vocabulary games, etc.
Discussions
Role play activities
Short presentations
Listening and viewing activities with follow up activities like discussion, filling up worksheets,
writing exercises (using language lab wherever necessary/possible) etc.
Total (L: 45+T: 15): 60 Periods

Total Hours : 75

STAFF IN-CHARGE

Lecture Hours: 60

Tutorial

HOD

31

15

DEAN