Curriculum CE 1st Year SG

Index
S.No. Course Title Duration

1. Introduction to the concept 50 minutes 1L
2. Grammar: Parts of Speech 50 minutes 1L
3. Grammar: Tenses 100 minutes 2Ls
4. Pronunciation: Introduction to 44 50 minutes 1L
Phonetic Sounds
5. Sentence Pattern & Sentence Correction 100 minutes 2L
6. Phrases & Idioms 50 minutes 1L
7. Public Speaking/ Extempore 50 minutes 1L
8. Resume Writing & Components of 100 minutes 2Ls
Business Letters
9. Miscellaneous- Vocabulary, Tone, _______
Intonation & Word stress, Recap
Exercises, Learning Usage of Negative
Prefixes through Latin Dictionary
Complete Curriculum: 11 Ls
Student Book-Foundation Course of Communication Skills Page 1

Outline of Course Contents
S.No. Course Title
1. Introduction to the concept- 1Lecture
(Aim & Objective of the Curriculum)
PD Activity: Discussion on Basics of Self Introduction
Modes: Writing & Speech
2. Grammar: Parts of Speech- 1-2 Lectures
(Understanding of various parts of Speech through VNPAAPCI)
Activity#1: Conversation/ Experience Sharing / Paraphrasing
Activity#2: Read a line/sentence from the paper/blackboard and immediately speak out/ name maximum number of parts of speech
e.g. The merchant had a young daughter whose beauty was matched only by her innocence and purity.
The- article, merchant-noun, had- auxiliary verb, a –article, young-adjective, daughter-noun, whose-pronoun, beauty-abstract noun, was-
helping verb, matched-verb, only-adjective/adverb, by-preposition, her-pronoun, innocence-abstract noun, and-conjunction, purity-abstract
noun
PD Activity: L1 or L2: Various Aspects of Personality Development
3. Grammar: Tenses- 4-5 Lectures
(Understanding of all types of tenses with signal words for framing conversation)
Activity#1: Reviewing a movie/book
Activity#2: Read a line/sentence from the paper/ blackboard and immediately change it to present/past/future or another tense i.e Simple
Present to Present Continuous as per the instruction given by the facilitator.
e.g. He is working in the fields. -> to Past tense
He was working in the fields -> to Present Perfect Continuous tense
He has been working in the fields.
PD Activity: L2: Discussion About Self Awareness
PD Activity: L3 or L4: PPT on all three PD Activities covered so far
L4 onwards: Add on: Word of the Day: Regimen, Phrase of the Day: 1. Sooner or Later 2. Over One’s Head
4. Pronunciation: Introduction to 44 Phonetic Sounds- 3-4 Lectures
(Understanding of (20)Vowel and (24) Consonant Sounds with Examples)
Activity: Check Correct Pronunciation Commonly Used Words, Listening Exercises
PD Activity: L1 or L2: Self-Confidence - Preparing Yourself for Success!
L3: Add on : Lab for the Practice: Listening Exercises on Phonetics
Modes: Online Dictionary & Online Resource/ Website
(www.thefreedictionary.com, www.ego4u.com, www.englishstore.net, www.talkenglish.com)
5. Sentence Pattern & Sentence Correction- 3-4 Lectures
(Understanding of appropriate use of parts of Speech and Tenses for framing Sentences
Activity#1: Conversation/ Experience Sharing & Do Fill the Gap Exercises-Listening & Writing/ Typing
Activity#2: Unscramble the words to put them in right order to make meaningful sentence using flash cards.
PD Activity: L1 or L2: Different Aspects of Personal Development or Self Improvement
Modes: www.englishstore.net
6. Phrases & Idioms- 1-2 Lectures

(Learning different ways of expressing the same feeling in a better way)- not more than 5 in a lecture with complete details and examples
e.g:
Original Sentence: He has not come yet.
Modified Form: He has not turned up yet.
Activity#1: Introduction to commonly used phrases/ idioms. Invite students’ response for using them in the form of sentences
Activity#2: Paraphrasing/ Writing a Short Story in a modified form, Conversation & Experience Sharing
PD Activity:L1 & L2: Maturity & Responsibility
7. Public Speaking-4-5 Lectures covering each one of the activities in every lecture
Activity: Extempore/ Declamation/ Debate/ GD
(Brief Description of each before Introducing them)
Modes: Writing & Speech with More Emphasis & Focus on Spoken Part
8. Resume Writing & Components of Business Letters- 1 Lecture
Activity: Writing Resume and Business Letters
9. Miscellaneous- Vocabulary- surplus lectures
Activity: Learning Usage of Negative Prefixes through Latin Dictionary
Modes-L1: PPT on PD Activities done so far

Chapter 1
Introduction to the Concept
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Chapter 2
A BRIEF REVIEW OF THE PARTS OF SPEECH
English is an SVO language. That means Subject-Verb-Object and refers to word order. Subjects and objects are nouns, whereas verbs indicate
action. A complete sentence in English requires a subject and a complete verb. Traditional grammar classifies words based on eight parts of
speech: the verb, the noun, thepronoun, the adjective, the adverb, the preposition, the conjunction, and the interjection.
Each part of speech explains not what the word is, but how the word is used. In fact, the same word can be a noun in one sentence and a verb
or adjective in the next. The next few examples show how a word's part of speech can change from one sentence to the next, and following
them is a series of sections on the individual parts of speech, followed by an exercise.
1. What is a Verb?
The verb is perhaps the most important part of the sentence. A verb or compound verb asserts something about the subject of the sentence
and express actions, events, or states of being. The verb or compound verb is the critical element of the predicate of a sentence.
In each of the following sentences, the verb or compound verb is highlighted:
Dracula bites his victims on the neck.
The verb "bites" describes the action Dracula takes.
In early October, He will plant twenty tulip bulbs.
Here the compound verb "will plant" describes an action that will take place in the future.
Compound verb: Combination of Helping/auxiliary verb and main action verb
2. What is a Noun?
A noun is a word used to name a person, animal, place, thing, and abstract idea. Nouns are usually the first words which small children learn.
The highlighted words in the following sentences are all nouns:
Late last year our neighbors bought a goat.
Mrs White was an opera singer.
The bus inspector looked at all the passengers' passes.
Philosophy is of little comfort to the starving.
Possessive Nouns
In the possessive case, a noun or pronoun changes its form to show that it owns or is closely related to something else. Usually, nouns become
possessive by adding a combination of an apostrophe and the letter "s."
You can form the possessive case of a singular noun that does not end in "s" by adding an apostrophe and "s," as in the following sentences:
The red suitcase is Jyoti’s..
The miner's face was covered in coal dust.
You can form the possessive case of a singular noun that ends in "s" by adding an apostrophe alone or by adding an apostrophe and "s," as in
the following examples:
Example 1

 The bus's seats are very uncomfortable.
 The bus' seats are very uncomfortable.
Example 2
 Felicia Hemans's poetry was once more popular than Lord Byron's.
 Felicia Hemans' poetry was once more popular than Lord Byron's.
You can form the possessive case of a plural noun that does not end in "s" by adding an apostrophe and a "s," as in the following examples:
The children's mittens were scattered on the floor of the porch.
The men's hockey team will be playing as soon as the women's team is finished.
You can form the possessive case of a plural noun that does end in "s" by adding an apostrophe:
The concert was interrupted by the dogs' barking, the ducks'quacking, and the babies' squalling.
The doorkeepers’ room is downstairs and to the left.
Types Of Nouns
There are many different types of nouns. As you know, you capitalize some nouns, such as "Canada" or "Louise," and do not capitalize others,
such as "badger" or "tree" (unless they appear at the beginning of a sentence). In fact, grammarians have developed a whole series of noun
types, including the proper noun, the common noun, the concrete noun, the abstract noun, the countable noun (also called the count noun),
the non-countable noun (also called the mass noun), and the collective noun. You should note that a noun will belong to more than one type: it
will be proper or common, abstract or concrete, and countable or non-countable or collective.
If you are interested in the details of these different types, you can read about them in the following sections.
Proper Nouns
You always write a proper noun with a capital letter, since the noun represents the name of a specific person, place, or thing. The names of days
of the week, months, historical documents, institutions, organizations, religions, their holy texts and their adherents are proper nouns. A proper
noun is the opposite of a common noun
In each of the following sentences, the proper nouns are highlighted:
The Marroons were transported from Jamaica and forced to build the fortifications in Halifax.
Many people dread Monday mornings.
Basakhi is celebrated in the month of April.
Abraham appears in the Talmud and in the Koran.
Last year, I had a Baptist, a Buddhist, and a Gardnerian Witch as roommates.
Common Nouns
A common noun is a noun referring to a person, place, or thing in a general sense -- usually, you should write it with a capital letter only when it
begins a sentence. A common noun is the opposite of a proper noun.
In each of the following sentences, the common nouns are highlighted:
According to the sign, the nearest town is 60 miles away.
All the gardens in the neighborhood were invaded by beetles this summer.
I don't understand why some people insist on having six different kinds of mustard in their cupboards.

The road crew was startled by the sight of three large moose crossing the road.
Many child-care workers are underpaid.
Concrete Nouns
A concrete noun is a noun which names anything (or anyone) that you can perceive through your physical senses: touch, sight, taste, hearing, or
smell. A concrete noun is the opposite of a abstract noun.
The highlighted words in the following sentences are all concrete nouns:
The judge handed the files to the clerk.
Whenever they take the dog to the beach, it spends hours chasing waves.
The real estate agent urged the couple to buy the second house because it had new shingles.
As the car drove past the park, the thump of a disco tune overwhelmed the string quartet's rendition of a minuet.
The book binder replaced the flimsy paper cover with a sturdy, cloth-covered board.
Abstract Nouns
An abstract noun is a noun which names anything which you can not perceive through your five physical senses, and is the opposite of a
concrete noun. The highlighted words in the following sentences are all abstract nouns:
Buying the fire extinguisher was an afterthought.
Geetu is amused by people who are nostalgic about childhood.
Justice often seems to slip out of our grasp.
Some scientists believe that schizophrenia is transmitted genetically.
Countable Nouns
A countable noun (or count noun) is a noun with both a singular and a plural form, and it names anything (or anyone) that you can count. You
can make a countable noun plural and attach it to a plural verb in a sentence. Countable nouns are the opposite of non-countable nouns and
collective nouns.
In each of the following sentences, the highlighted words are countable nouns:
We painted the table red and the chairs blue.
Since he inherited his aunt's library, Jitu spends every weekend indexing his books.
Meera found six hundred rupees in the toe of a sock.
The oak tree lost three branches in the hurricane.
Non-Countable Nouns
A non-countable noun (or mass noun) is a noun which does not have a plural form, and which refers to something that you could (or would) not
usually count. A non-countable noun always takes a singular verb in a sentence. Non-countable nouns are similar to collective nouns, and are
the opposite of countable nouns.
The highlighted words in the following sentences are non-countable nouns:
Joseph Priestly discovered oxygen.
The word "oxygen" cannot normally be made plural.

Oxygen is essential to human life.
Since "oxygen" is a non-countable noun, it takes the singular verb "is" rather than the plural verb "are."
We decided to sell the furniture rather than take it with us when we moved.
You cannot make the noun "furniture" plural.
The furniture is heaped in the middle of the room.
Since "furniture" is a non-countable noun, it takes a singular verb, "is heaped."
The crew spread the gravel over the roadbed.
You cannot make the non-countable noun "gravel" plural.
Gravel is more expensive than I thought.
Since "gravel" is a non-countable noun, it takes the singular verb form "is."
Collective Nouns
A collective noun is a noun naming a group of things, animals, or persons. You could count the individual members of the group, but you usually
think of the group as a whole is generally as one unit. You need to be able to recognize collective nouns in order to maintain subject-verb
agreement. A collective noun is similar to a non-countable noun, and is roughly the opposite of a countable noun.
In each of the following sentences, the highlighted word is a collective noun:
The flock of geese spends most of its time in the pasture.
The collective noun "flock" takes the singular verb "spends."
The jury is dining on take-out chicken tonight.
In this example the collective noun "jury" is the subject of the singular compound verb "is dining."
The steering committee meets every Wednesday afternoon.
Here the collective noun "committee" takes a singular verb, "meets."
The class was startled by the bursting light bulb.
In this sentence the word "class" is a collective noun and takes the singular compound verb "was startled."
3. What is a Pronoun?
A pronoun can replace a noun or another pronoun. You use pronouns like "he," "which," "none," and "you" to make your sentences less
cumbersome and less repetitive.
Grammarians classify pronouns into several types, including the personal pronoun, the demonstrative pronoun, the interrogative pronoun, the
indefinite pronoun, the relative pronoun, the reflexive pronoun, and the intensive pronoun.
Personal Pronouns
A personal pronoun refers to a specific person or thing and changes its form to indicate person, number, gender, and case.

Subjective Personal Pronouns
A subjective personal pronoun indicates that the pronoun is acting as the subject of the sentence. The subjective personal pronouns are "I,"
"you," "she," "he," "it," "we," "you," "they."
When she was a young woman, she earned her living as a coal miner.
We will meet at the library at 3:30 p.m.
It is on the counter.
Are you the delegates from Malaga watch?
Objective Personal Pronouns
An objective personal pronoun indicates that the pronoun is acting as an object of a verb, compound verb, preposition, or infinitive phrase. The
objective personal pronouns are: "me," "you," "her," "him," "it," "us," "you," and "them."
In the following sentences, each of the highlighted words is an objective personal pronoun:
Seamus stole the selkie's skin and forced her to live with him.
After reading the pamphlet, Judy threw it into the garbage can.
Possessive Personal Pronouns
A possessive pronoun indicates that the pronoun is acting as a marker of possession and defines who owns a particular object or person.
The possessive personal pronouns are "mine," "yours," "hers," "his," "its," "ours," and "theirs." Note that possessive personal pronouns are
very similar to possessive adjectives like "my," "her," and "their."
In each of the following sentences, the highlighted word is a possessive personal pronoun:
The smallest gift is mine.
Here the possessive pronoun "mine" functions as a subject complement.
This is yours.
Here too the possessive pronoun "yours" functions as a subject complement.
His is on the kitchen counter.
In this example, the possessive pronoun "his" acts as the subject of the sentence.
Theirs will be delivered tomorrow.
In this sentence, the possessive pronoun "theirs" is the subject of the sentence.
Ours is the green one on the corner.
Here too the possessive pronoun "ours" function as the subject of the sentence.
Demonstrative Pronouns
A demonstrative pronoun points to and identifies a noun or a pronoun. "This" and "these" refer to things that are nearby either in space or in
time, while "that" and "those" refer to things that are farther away in space or time.
The demonstrative pronouns are "this," "that," "these," and "those." "This" and "that" are used to refer to singular nouns or noun phrases and
"these" and "those" are used to refer to plural nouns and noun phrases. Note that the demonstrative pronouns are identical to demonstrative
adjectives, though, obviously, you use them differently. It is also important to note that "that" can also be used as a relative pronoun.

In the following sentences, each of the highlighted words is a demonstrative pronoun:
This must not continue.
Here "this" is used as the subject of the compound verb "must not continue."
This is puny; that is the tree I want.
Interrogative Pronouns
An interrogative pronoun is used to ask questions. The interrogative pronouns are "who," "whom," "which," "what" and the compounds formed
with the suffix "ever" ("whoever," "whomever," "whichever," and "whatever"). Note that either "which" or "what" can also be used as
an interrogative adjective, and that "who," "whom," or "which" can also be used as a relative pronoun.
You will find "who," "whom," and occasionally "which" used to refer to people, and "which" and "what" used to refer to things and to
animals.
"Who" acts as the subject of a verb, while "whom" acts as the object of a verb, preposition, or a verbal.
The highlighted word in each of the following sentences is an interrogative pronoun:
Which wants to see the dentist first?
"Which" is the subject of the sentence.
Who wrote the novel Rockbound?
Similarly "who" is the subject of the sentence.
Whom do you think we should invite?
In this sentence, "whom" is the object of the verb "invite."
To whom do you wish to speak?
Here the interrogative pronoun "whom " is the object of the preposition "to."
Who will meet the delegates at the train station?
Relative Pronouns
You can use a relative pronoun is used to link one phrase or clause to another phrase or clause. The relative pronouns are "who," "whom,"
"that," and "which." The compounds "whoever," "whomever," and "whichever" are also relative pronouns.
You can use the relative pronouns "who" and "whoever" to refer to the subject of a clause or sentence, and "whom" and "whomever" to refer to
the objects of a verb, a verbal or a preposition.
In each of the following sentences, the highlighted word is a relative pronoun.
You may invite whomever you like to the party.
The relative pronoun "whomever" is the direct object of the compound verb "may invite."
The candidate who wins the greatest popular vote is not always elected.
In this sentence, the relative pronoun is the subject of the verb "wins" and introduces the subordinate clause "who wins the greatest popular
vote." This subordinate clause acts as an adjective modifying "candidate."
In a time of crisis, the manager asks the workers whom she believes to be the most efficient to arrive an hour earlier than usual.

In this sentence "whom" is the direct object of the verb "believes" and introduces the subordinate clause "whom she believes to be the most
efficient". This subordinate clause modifies the noun "workers."
Whoever broke the window will have to replace it.
Here "whoever" functions as the subject of the verb "broke."
The crate which was left in the corridor has now been moved into the storage closet.
In this example "which" acts as the subject of the compound verb "was left" and introduces the subordinate clause "which was left in the
corridor." The subordinate clause acts as an adjective modifying the noun "crate."
I will read whichever manuscript arrives first.
Here "whichever" modifies the noun "manuscript" and introduces the subordinate clause "whichever manuscript arrives first." The
subordinate clause functions as the direct object of the compound verb "will read."
Indefinite Pronouns
An indefinite pronoun is a pronoun referring to an identifiable but not specified person or thing. An indefinite pronoun conveys the idea of all,
any, none, or some.
The most common indefinite pronouns are "all," "another," "any," "anybody," "anyone," "anything," "each," "everybody," "everyone,"
"everything," "few," "many," "nobody," "none," "one," "several," "some," "somebody," and "someone." Note that some indefinite
pronouns can also be used as indefinite adjectives.
The highlighted words in the following sentences are indefinite pronouns:
Many were invited to the lunch but only twelve showed up.
Here "many" acts as the subject of the compound verb "were invited."
The office had been searched and everything was thrown onto the floor.
In this example, "everything" acts as a subject of the compound verb "was thrown."
We donated everything we found in the attic to the woman's shelter garage sale.
In this sentence, "everything" is the direct object of the verb "donated."
Although they looked everywhere for extra copies of the magazine, they found none.
Here too the indefinite pronoun functions as a direct object: "none" is the direct object of "found."
Make sure you give everyone a copy of the amended bylaws.
In this example, "everyone" is the indirect object of the verb "give" -- the direct object is the noun phrase "a copy of the amended bylaws."
Give a registration package to each.
Here "each" is the object of the preposition "to."
Reflexive Pronouns
You can use a reflexive pronoun to refer back to the subject of the clause or sentence.
The reflexive pronouns are "myself," "yourself," "herself," "himself," "itself," "ourselves," "yourselves," and "themselves." Note each of these can
also act as an intensive pronoun.

Each of the highlighted words in the following sentences is a reflexive pronoun:
Diabetics give themselves insulin shots several times a day.
The Dean often does the photocopying herself so that the secretaries can do more important work.
After the party, I asked myself why I had faxed invitations to everyone in my office building.
Richard usually remembered to send a copy of his e-mail to himself.
Although the landlord promised to paint the apartment, we ended up doing it ourselves.
Intensive Pronouns
An intensive pronoun is a pronoun used to emphasize its antecedent. Intensive pronouns are identical in form to reflexive pronouns.
The highlighted words in the following sentences are intensive pronouns:
I myself believe that aliens should abduct my sister.
The Prime Minister himself said that he would lower taxes.
They themselves promised to come to the party even though they had a final exam at the same time.
4. What Is An Adjective?
An adjective modifies a noun or a pronoun by describing, identifying, or quantifying words. An adjective usually precedes the noun or the
pronoun which it modifies.
In the following examples, the highlighted words are adjectives:
The truck-shaped balloon floated over the treetops.
Mrs. Morrison papered her kitchen walls with hideous wall paper.
The small boat foundered on the wine dark sea.
The coal mines are dark and dank.
Many stores have already begun to play irritating Christmas music.
A battered music box sat on the mahogany sideboard.
The back room was filled with large, yellow rain boots.
An adjective can be modified by an adverb, or by a phrase or clause functioning as an adverb. In the sentence
My husband knits intricately patterned mittens.
for example, the adverb "intricately" modifies the adjective "patterned."
Some nouns, many pronouns, and many participle phrases can also act as adjectives. In the sentence
Eleanor listened to the muffled sounds of the radio hidden under her pillow.
for example, both highlighted adjectives are past participles.
Grammarians also consider articles ("the," "a," "an") to be adjectives.

Possessive Adjectives
A possessive adjective ("my," "your," "his," "her," "its," "our," "their") is similar or identical to a possessive pronoun; however, it is used as an
adjective and modifies a noun or a noun phrase, as in the following sentences:
I can't complete my assignment because I don't have the textbook.
In this sentence, the possessive adjective "my" modifies "assignment" and the noun phrase "my assignment" functions as an object. Note that
the possessive pronoun form "mine" is not used to modify a noun or noun phrase.
What is your phone number.
Here the possessive adjective "your" is used to modify the noun phrase "phone number"; the entire noun phrase "your phone number" is
a subject complement. Note that the possessive pronoun form "yours" is not used to modify a noun or a noun phrase.
The bakery sold his favorite type of bread.
In this example, the possessive adjective "his" modifies the noun phrase " favorite type of bread" and the entire noun phrase "his favorite type
of bread" is the direct object of the verb "sold."
After many years, she returned to her homeland.
Here the possessive adjective "her" modifies the noun "homeland" and the noun phrase "her homeland" is the object of the preposition “to."
Note also that the form "hers" is not used to modify nouns or noun phrases.
We have lost our way in this wood.
In this sentence, the possessive adjective "our" modifies "way" and the noun phrase "our way" is the direct object of the compound verb "have
lost". Note that the possessive pronoun form "ours" is not used to modify nouns or noun phrases.
In many fairy tales, children are neglected by their parents.
Here the possessive adjective "their" modifies "parents" and the noun phrase "their parents" is the object of the preposition "by." Note that the
possessive pronoun form "theirs" is not used to modify nouns or noun phrases.
The cat chased its ball down the stairs and into the backyard.
In this sentence, the possessive adjective "its" modifies "ball" and the noun phrase "its ball" is the object of the verb "chased." Note that "its" is
the possessive adjective and "it's" is a contraction for "it is."
Demonstrative Adjectives
The demonstrative adjectives "this," "these," "that," "those," and "what" are identical to the demonstrative pronouns, but are used as
adjectives to modify nouns or noun phrases, as in the following sentences:
When the librarian tripped over that cord, she dropped a pile of books.
In this sentence, the demonstrative adjective "that" modifies the noun "cord" and the noun phrase "that cord" is the object of the preposition
"over."
This apartment needs to be fumigated.
Here "this" modifies "apartment" and the noun phrase "this apartment" is the subject of the sentence.
Even though my friend preferred those plates, I bought these.
In the subordinate clause, "those" modifies "plates" and the noun phrase "those plates" is the object of the verb "preferred." In the
independent clause, "these" is the direct object of the verb "bought."

Note that the relationship between a demonstrative adjective and a demonstrative pronoun is similar to the relationship between a possessive
adjective and a possessive pronoun, or to that between a interrogative adjective and an interrogative pronoun.
Interrogative Adjectives
An interrogative adjective ("which" or "what") is like an interrogative pronoun, except that it modifies a noun or noun phrase rather than
standing on its own (see also demonstrative adjectives and possessive adjectives):
Which plants should be watered twice a week?
Like other adjectives, "which" can be used to modify a noun or a noun phrase. In this example, "which" modifies "plants" and the noun phrase
"which plants" is the subject of the compound verb "should be watered":
What book are you reading?
In this sentence, "what" modifies "book" and the noun phrase "what book" is the direct object of the compound verb "are reading."
Indefinite Adjectives
An indefinite adjective is similar to an indefinite pronoun, except that it modifies a noun, pronoun, or noun phrase, as in the following
sentences:
Many people believe that corporations are under-taxed.
The indefinite adjective "many" modifies the noun "people" and the noun phrase "many people" is the subject of the sentence.
I will send you any mail that arrives after you have moved to Sudbury.
The indefinite adjective "any" modifies the noun "mail" and the noun phrase "any mail" is the direct object of the compound verb "will send."
They found a few goldfish floating belly up in the swan pound.
In this example the indefinite adjective modifies the noun "goldfish" and the noun phrase is the direct object of the verb "found":
The title of Kelly's favorite game is "All dogs go to heaven."
Here the indefinite pronoun "all" modifies "dogs" and the full title is a subject complement.
5. What is an Adverb?
An adverb can modify a verb, an adjective, another adverb, a phrase, or a clause. An adverb indicates manner, time, place, cause, or degree and
answers questions such as "how," "when," "where," "how much".
While some adverbs can be identified by their characteristic "ly" suffix, most of them must be identified by untangling the grammatical
relationships within the sentence or clause as a whole. Unlike an adjective, an adverb can be found in various places within the sentence.
In the following examples, each of the highlighted words is an adverb:
The seamstress quickly made the mourning clothes.
In this sentence, the adverb "quickly" modifies the verb "made" and indicates in what manner (or how fast) the clothing was constructed.
The midwives waited patiently through a long labor.
Similarly in this sentence, the adverb "patiently" modifies the verb "waited" and describes the manner in which the midwives waited.
The boldly spoken words would return to haunt the rebel.

In this sentence the adverb "boldly" modifies the adjective "spoken."
We urged him to dial the number more expeditiously.
Here the adverb "more" modifies the adverb "expeditiously."
Unfortunately, the bank closed at three today.
In this example, the adverb "unfortunately" modifies the entire sentence.
Conjunctive Adverbs
You can use a conjunctive adverb to join two clauses together. Some of the most common conjunctive adverbs are "also," "consequently,"
"finally," "furthermore," "hence," "however," "incidentally," "indeed," "instead," "likewise," "meanwhile," "nevertheless," "next," "nonetheless,"
"otherwise," "still," "then," "therefore," and "thus." A conjunctive adverb is not strong enough to join two independent clauses without the aid
of a semicolon.
The highlighted words in the following sentences are conjunctive adverbs:
The government has cut university budgets; consequently, class sizes have been increased.
He did not have all the ingredients the recipe called for; therefore, he decided to make something else.
The report recommended several changes to the ways the corporation accounted for donations; furthermore, it suggested that a new auditor
be appointed immediately.
The crowd waited patiently for three hours; finally, the doors to the stadium were opened.
Batman and Robin fruitlessly searched the building; indeed, the Joker had escaped through a secret door in the basement.
6. What is a Preposition?
A preposition links nouns, pronouns and phrases to other words in a sentence. The word or phrase that the preposition introduces is called
the object of the preposition.
A preposition usually indicates the temporal, spatial or logical relationship of its object to the rest of the sentence as in the following examples:
The book is on the table.

The book is beneath the table.
The book is leaning against the table.
The book is beside the table.
She held the book over the table.
She read the book during class.
In each of the preceding sentences, a preposition locates the noun "book" in space or in time.
A prepositional phrase is made up of the preposition, its object and any associated adjectives or adverbs. A prepositional phrase can function as
a noun, an adjective, or an adverb. The most common prepositions are "about," "above," "across," "after," "against," "along," "among,"
"around," "at," "before," "behind," "below," "beneath," "beside," "between," "beyond," "but," "by," "despite," "down," "during," "except," "for,"
"from," "in," "inside," "into," "like," "near," "of," "off," "on," "onto," "out," "outside," "over," "past," "since," "through," "throughout," "till," "to,"
"toward," "under," "underneath," "until," "up," "upon," "with," "within," and "without."
Each of the highlighted words in the following sentences is a preposition:
The children climbed the mountain without fear.
In this sentence, the preposition "without" introduces the noun "fear." The prepositional phrase "without fear" functions as an adverb
describing how the children climbed.
There was rejoicing throughout the land when the government was defeated.

Here, the preposition "throughout" introduces the noun phrase "the land." The prepositional phrase acts as an adverb describing the location of
the rejoicing.
The spider crawled slowly along the banister.
The preposition "along" introduces the noun phrase "the banister" and the prepositional phrase "along the banister" acts as an adverb,
describing where the spider crawled.
The dog is hiding under the porch because it knows it will be punished for chewing up a new pair of shoes.
Here the preposition "under" introduces the prepositional phrase "under the porch," which acts as an adverb modifying the compound verb "is
hiding."
The screenwriter searched for the manuscript he was certain was somewhere in his office.
Similarly in this sentence, the preposition "in" introduces a prepositional phrase "in his office," which acts as an adverb describing the location
of the missing papers.
7. What is a Conjunction?
You can use a conjunction to link words, phrases, and clauses, as in the following example:
I ate the pizza and the pasta.
Call the movers when you are ready.
Coordinating Conjunctions
You use a coordinating conjunction ("and," "but," "or," "nor," "for," "so," or "yet") to join individual words, phrases, and independent clauses.
Note that you can also use the conjunctions "but" and "for" as prepositions.
In the following sentences, each of the highlighted words is a coordinating conjunction:
Lilacs and violets are usually purple.
In this example, the coordinating conjunction "and" links two nouns.
This movie is particularly interesting to feminist film theorists, for the screenplay was written by Mae West.
In this example, the coordinating conjunction "for" is used to link two independent clauses.
Daniel's uncle claimed that he spent most of his youth dancing on rooftops and swallowing goldfish.
Here the coordinating conjunction "and" links two participle phrases("dancing on rooftops" and "swallowing goldfish") which act as adverbs
describing the verb "spends."
Subordinating Conjunctions
A subordinating conjunction introduces a dependent clause and indicates the nature of the relationship among the independent clause(s) and
the dependent clause(s).
The most common subordinating conjunctions are "after," "although," "as," "because," "before," "how," "if," "once," "since," "than," "that,"
"though," "till," "until," "when," "where," "whether," and "while."
Each of the highlighted words in the following sentences is a subordinating conjunction:
After she had learned to drive, Alice felt more independent.

The subordinating conjunction "after" introduces the dependent clause "After she had learned to drive."
If the paperwork arrives on time, your cheque will be mailed on Tuesday.
Similarly, the subordinating conjunction "if" introduces the dependent clause "If the paperwork arrives on time."
Gerald had to begin his thesis over again when his computer crashed.
The subordinating conjunction "when" introduces the dependent clause "when his computer crashed."
Midwifery advocates argue that home births are safer because the mother and baby are exposed to fewer people and fewer germs.
In this sentence, the dependent clause "because the mother and baby are exposed to fewer people and fewer germs" is introduced by the
subordinating conjunction "because."
Correlative Conjunctions
Correlative conjunctions always appear in pairs -- you use them to link equivalent sentence elements. The most common correlative
conjunctions are "both...and," "either...or," "neither...nor,", "not only...but also," "so...as," and "whether...or." (Technically correlative
conjunctions consist simply of a coordinating conjunction linked to an adjective or adverb.)
The highlighted words in the following sentences are correlative conjunctions:
Both my grandfather and my father worked in the steel plant.
In this sentence, the correlative conjunction "both...and" is used to link the two noun phrases that act as the compound subject of the sentence:
"my grandfather" and "my father".
Bring either a Jello salad or a potato scallop.
Here the correlative conjunction "either...or" links two noun phrases: "a Jello salad" and "a potato scallop."
Corinne is trying to decide whether to go to medical school or to go to law school.
Similarly, the correlative conjunction "whether ... or" links the two infinitive phrases "to go to medical school" and "to go to law school."
The explosion destroyed not only the school but also the neighboring pub.
In this example the correlative conjunction "not only ... but also" links the two noun phrases ("the school" and "neighboring pub") which act
as direct objects.
Note: some words which appear as conjunctions can also appear as prepositions or as adverbs.
8. What is an Interjection?
An interjection is a word added to a sentence to convey emotion. It is not grammatically related to any other part of the sentence.
You usually follow an interjection with an exclamation mark. Interjections are uncommon in formal academic prose, except in direct
quotations.
The highlighted words in the following sentences are interjections:
Ouch, that hurt!

Oh no, I forgot that the exam was today.
Hey! Put that down!
I heard one guy say to another guy, "He has a new car, eh?"
I don't know about you but, good lord, I think taxes are too high!

Chapter 3
Tenses
Chart 1. Tenses in the active voice

Simple present Present continuous Present perfect Present perfect continuous
Meaning 1: The action has just

ended.
Meaning 1: The action is going on
Time expressions: already; just; Meaning 1: The action has lasted for
Meaning 1: Habitual, regular action right now.
yet. some time by now and is still going on.
in the present. Time expressions: now; right now; at
Examples: He has already done it. Time expressions: for an hour; for a
Time expressions: usually; every the moment.
I have just seen him. week; for five years; all day; since.
day; often; sometimes; rarely; never. Examples: You are reading this
Meaning 2: Reporting how things Examples: He has been sleeping for two
Examples: I usually work till seven material now. I'm writing a letter at
have developed by now. hours already. She has been working as a
o'clock. I often talk to him on the the moment. Look! Anton is playing
Time expressions: by now; so far; teacher since she graduated from
phone. He visits them sometimes. the piano.
never; ever; several times. college. How long have you been waiting
Meaning 2: Stating a fact, general Meaning 2: The action is going on at
Examples: So far, he has read five here?
truth, state or condition. the present period of time (but not at
books. He has never been there. Meaning 2: The action has been going on
Examples: He lives in Moscow and the moment of speaking).
Meaning 3: The action has lasted lately.
works at a bank. He plays the piano Time expressions: now; at present;
for some time by now. Examples: All of them have been working
quite well. Her house is very small. today; this year.
Time expressions: for a year; very hard lately. I have been thinking
The sun rises in the east. Examples: She is writing a new novel
since; lately. about starting my own business.
now. He is studying German this year.
Example: He has lived here since
1995.
Note: Present perfect may

Note: Simple present can replace the Note: Present continuous can replace Note: Present perfect continuous in
replace the present perfect
simple future with the meaning the simple future with the meaning Meaning 2 is often used without time
continuous for the action that has
"according to schedule, timetable". "preplanned action". expressions.
lasted for some time by now.
Examples: The ship arrives next Examples: I'm going to leave Example: It has been raining very hard,
Example: He has worked in this
week. He works tomorrow. tomorrow. I am leaving tomorrow. and the ground is still wet.
company for ten years.
Note: Present perfect is used

Note: Simple present is used instead Note: Stative verbs "know,
instead of the present perfect Note: Stative verbs "know, understand,
of the present continuous with understand, remember, like, love,
continuous with stative verbs. remember, like, love, hate, want, see,
stative verbs. hate, want, see, hear, seem, look",
Examples: She has known them hear, seem, look", etc., are not used in
Examples: I see a little boy now. I etc., are not used in the continuous
for six years. She has loved him all the continuous tenses.
understand what you mean. tenses.
her life.
Simple past Past continuous Past perfect Past perfect continuous
Meaning: The action happened Meaning: The action was going on (1) Meaning: The action happened Meaning: The action lasted for some
(started and ended) in the past. when another past action happened before another past action or time before another past action or

before some point of time in the
Time expressions:yesterday; last or (2) at some point of time in the past. before some point of time in the past.
week; last year; in 1995; in 2009; past. Time expressions: by the time; Time expressions: by the time; before;
two hours ago; four years ago. Time expressions: while; when; at before; after; by 1998; by after; by yesterday; by 2005; for two
Examples: I saw him an hour ago. He five o'clock yesterday. yesterday; by last Sunday. hours; for a long time.
came back last Friday. She went to Examples: When he came in, I was Examples: By the time he Examples: By the time he returned, I had
the theater yesterday. They visited reading a letter. We were watching TV returned, she had already left. All been working for six hours. By 2006, he
London in 2009. at three o'clock yesterday. residents had left the village by had been living there for twenty years.
last week.
Note: Past perfect may replace

Note: Use the simple past for
the past perfect continuous for
completed past actions, including Note: Use the simple past instead of Note: Use the past perfect instead of the
the action that lasted for some
past actions that lasted for some the past continuous with stative past perfect continuous with stative
time before another action in the
time or happened one after another. verbs. verbs.
past.
Example: He sold cars for two years, Example: She looked quite good Example: She had known him for five
Example: By the time he
and then he quit his job and began when I visited her yesterday. years by the time they got married.
returned, I had worked for six
to write novels.
hours.
Simple future Future continuous Future perfect Future perfect continuous
Meaning: The action will be going on

Meaning: The action will happen
(1) when another future action Meaning: The action will last for some
Meaning: The action will happen in before another future action or
happens or (2) at some point of time time before another future action or
the future. before some point of time in the
in the future. before some point of time in the future.
Time expressions: tomorrow; in a future.
Time expressions: at three Time expressions: by the time; by 2030;
few days; next week; in 2025; in the Time expressions: by the time; by
tomorrow; at this time next year; before; for two hours.
future. 2035; by tomorrow; before.
when. Examples: By the time he returns, I will
Examples: I think he will return next Examples: By the time I get there,
Examples: He'll be sleeping at two have been working for nine hours. By
week. I will probably see him in a she will have left. By 2050,
o'clock. When you come to the 2025, he will have been living here for
few days. We'll be home after eight. scientists will have found the cure
library, I'll be sitting by the central fifty years.
for cancer.
window.
Chart 2. Tenses in the passive voice

Present perfect
Simple present Present continuous Present perfect
continuous
Meaning 1: Habitual, regular action in the Meaning: The action is going on now. Meaning 1: The action has just ended. –
present. Time expressions: now; right now; at Time expressions: already; just; yet.
Time expressions: usually; every day; the moment. Examples: The letter has already been sent.
often; sometimes; rarely. Examples: He is being examined by We have just been informed of his arrival.
Examples: Mail is usually delivered at the doctor at the moment. The report Meaning 2: Reporting how things have
eight o'clock. This blog is updated every is being typed right now. developed by now.
day. Time expressions: by now; so far; never;
Meaning 2: Stating a fact, general truth, ever; several times; since; lately.
state or condition. Examples: So far, ten workers have been

Examples: English is spoken in many
fired. He has never been invited to their
countries. Water is composed of
house before.
hydrogen and oxygen.
Past perfect
Simple past Past continuous Past perfect
continuous
Meaning: The action was going on (1) Meaning: The action happened before
Meaning: The action happened in the
when another past action happened another past action or before some point of
past.
or (2) at some point of time in the time in the past.
Time expressions: yesterday; last week;
past. Time expressions: by the time; before;
last year; in 1996; in 2010; two hours ago.
Time expressions: while; when; at five after; by 1990; by yesterday; by last week. –
Examples: His house was built a year ago.
o'clock yesterday. Examples: By the time I returned, the work
She was offered a good job last week. The
Examples: When I came to the on the project had been finished. By 1995,
telephone was invented by Alexander
hospital, Tom was being examined by all apartments in the new building had been
Bell.
the doctor. sold.
Future perfect
Simple future Future continuous Future perfect
continuous
Meaning: The action will happen before

Meaning: The action will happen in the another future action or before some point
future. of time in the future.
Time expressions: tomorrow; in a few Time expressions: by the time; by 2035; by
– –
days; next week; in 2025; in the future. tomorrow; before.
Examples: The film will be released in a Examples: By the time you return, the
month. This work will be done tomorrow. report will have been typed. By 2050 the
cure for cancer will have been found.
Chapter 4
IPA Phonetic Chart
24 Consonants

hot - shut - vet -
sit - think - win -
tell - other - sing -
man - vision - zen -
nut - chat - but -
dig - get - fig -
king - pet - yes -
lit - run - just -
20 Vowels
bird - bought -
bait -
wet - about -
father -
bite - boy -
bat -
boat - hut -
wear -

beer - food - pig -
feet - foot - computer -
hot - pure -
Chapter 5
Sentence Patterns & Sentence Correction
Paraphrasing & Writing A Short Story
Just about all sentences in the English language fall into ten patterns determined by the presence and functions of nouns, verbs, adjectives, and
adverbs.
The patterns are most easily classified according to the type of verb used:
Verb of being patterns (1, 2, 3) use a form of the verb to be as the main verb in the sentence.
is are was were has been have been had been
Linking verb patterns (4, 5) use one of the linking verbs as the main verb in the sentence. The linking verb is followed by a noun or adjective
functioning as a subjective complement.
smell taste look feel seem become appear grow
Action verb patterns (6, 7, 8, 9, 10) use one of the many action verbs as the main verb in the sentence. The action verb may be either
transitive (take a direct object) or intransitive (not take a direct object).
see jump embrace write imagine buy plummet think etc.

Terms used to identify various parts of each sentence pattern include the following:
 NP = noun phrase
This abbreviation refers to a headword noun and its modifiers ("noun phrase") functioning as a subject, direct object, indirect object,
subjective complement, or objective complement.
 NP1, NP2, NP3, etc. = designations for different noun phrase functions
Numbers in sequential order are used with each NP to designate its difference from or similarity to other NPs before and after it.
 V-be = verb of being
 LV = linking verb
 V-int = intransitive verb
 V-tr = transitive verb
 ADV/TP = adverbial of time or place
 ADJ = adjective
THE TEN SENTENCE PATTERNS
1. NP1 + V-be + ADV/TP
The verb of being is followed by an adverb indicating where or when.
More information on subjects
The adverbial indicating where or when may be a prepositional phrase.
2. NP1 + V-be + ADJ
The verb of being is followed by an adjective that functions as the subjective complement.

The adjectival functioning as the subjective complement may be a prepositional phrase.
3. NP1 + V-be + NP1
The verb of being is followed by a noun that functions as the subjective complement.
Note: The second NP receives the same numerical designation as the first NP because the second NP, the subjective complement, is the
same as the subject (Mr. James = teacher).
4. NP1 + LV + ADJ
The linking verb is followed by an adjective functioning as a subjective complement.
The adjectival functioning as the subjective complement may be a prepositional phrase.

5. NP1 + LV + NP1
The linking verb is followed by a noun functioning as a subjective complement.
Note: The second NP receives the same numerical designation as the first NP because the second NP, the subjective complement, is the same
as the subject (Joan = Buddhist).
6. NP1 + V-int
The action verb takes no direct object.
Even if the action verb is followed by a prepositional phrase, the verb is still intransitive as long as it does not take a direct object.
7. NP1 + V-tr + NP2
The action verb is followed by a direct object.

Note: The second NP, the direct object, receives a different numerical designation (NP2) because it is not the same as the subject (NP1).
8. NP1 + V-tr + NP2 + NP3
The action verb is followed by an indirect object and then a direct object.
Note: The indirect object and the direct object each receive a new numerical designation because each is different from the other and both are
different from the subject.
9. NP1 + V-tr + NP2 + ADJ
The action verb is followed by a direct object. The direct object is followed by an adjective functioning as an objective complement.
Note: The second NP, the direct object, receives a different numerical designation (NP2) because it is not the same as the subject (NP1).
10. NP1 + V-tr + NP2 + NP2
The action verb is followed by a direct object. The direct object is followed by a noun functioning as an objective complement.
Note: The second NP, the direct object, receives a different numerical designation (NP2) because it is not the same as the subject (NP1). The
third NP, the objective complement, receives the same numerical designation as the direct object (NP2) because it is the same as the direct
object (Jacobsen = friend).

Learning Sentence Correction Through Exercises
Exercise
Example: I are very happy. I am very happy.
1. Candy taste sweet.
Correction: Candy tastes sweet.
2. I gonna get a new cat.
Correction: I am going to get a new cat.
3. she like dogs.
Correction: She likes dogs.
4. Me favorite coler is red.
Correction: My favorite color is red.
5. I am happy now.
I am happy now. (no correction necessary)
6. What time it is?
Correction: What time is it?
7. My head hurt.
Correction: My head hurts.
8. When we gonna eat?
Correction: When are we going to eat?
9. He don’t like vegetables.
Correction: He does not like vegetables.
10. Me favorite color are blue.
Correction: My favorite color is blue.
11. She does her homework every night.
She does her homework every night. (no correction necessary)
12. I leaving now.
Correction: I am leaving now

Chapter 6
Phrases & Idioms
1. Bored to death 1. Easier said than done

"I have nothing to do. I'm bored to death." "That's easier said than done."
"I hate it when I'm bored to death." "It's a lot tougher than that. It's one of those things that are easier
"Would you rather be super busy or bored to death?" said than done."
"Michael thinks everything is so easy. He doesn't realize it's easier
A: "Hey Seth, what are you doing?" said than done."
B: "I'm reading a book. What are you doing?"
A: "I'm bored to death. Let's do something." A: "Do you do any stock trading?"
B: "Sure. Come over and we can play some games." B: "No, but how hard could it be. Just buy when it goes down and sell
when it goes up."
Other Common Sentences A: "It's easier said than done."
"I'm so bored, I could die." Other Common Sentences

"I'm dying of boredom."
"It's harder than you think."
2. You've got to be kidding "It's not as easy as you think."
"If you think it's that easy, why don't you do it?
A: "Hey Jared. Mom told me to tell you that you shouldn't stay out too 2. It's about time
late."
B: "You've got to be kidding me. I'm 30 years old."
"It's about time."
A: "Patrick won the school election by two votes." "It's about time. I waited two hours for you."
B: "He's not that popular how did this happen?" "It's about time I got a chance to play."
A: "Nobody voted because they expected Jason to win."
B: "You've got to be kidding me." A: "I've been waiting for 3 weeks to try out the new laptop. Isn't it my
turn yet?"
Other Common Sentences B: "Yes. It's your turn. I'll get it for you."
A: "It's about time."
"I really hope you're wrong."
"Please tell me it ain't so." 3. Jump to conclusions
3. Sick and Tired

"I incorrectly blamed Jeff for breaking my phone. I shouldn't
have jumped to conclusions."
"I'm sick and tired of eating the same thing for lunch everyday." "I thought you took my book. I shouldn't have accused you. I jumped
"I'm getting sick and tired of this song. They play it way too often at to conclusions."
this club." "Will you stop jumping to conclusions. You should get all the facts
"I'm sick and tired of listening to him nag all the time." before you make any decisions."
A: "Where are you going for lunch today?" A: "I'm so mad at Jake. I think he told my girlfriend that I was on a
B: "I don't know... how about a burger?" date."
A: "No. I eat that almost everyday. I'm getting sick and tired of them." B: "What makes you think Jake told her?"
B: "Let's go eat teriyaki then." A: "Because he's like that."
B: "He sometimes does stupid things, but you shouldn't jump to
Other Common Sentences conclusions."
"I'm getting sick of this phone. I think I'll buy a new one." 4. Keep an eye on
"I'm tired of the same routine. I need to find something new and
different."
"Can you keep an eye on my daughter while I go get the car?"
4. Call it a day "Don't worry about your luggage. I'll keep an eye on it."
"My mom will keep an eye on our equipment while we go get the
truck."
"Let's call it a day. I'm too tired to continue working."
"We can't continue working without Mike, so let's call it a day." A: "Excuse me sir."
"It's already nine o'clock. Let's call it a day." B: "Yes."
A: "I have to go to the bathroom. Can you keep an eye on my suitcase
A: "How much more work do we have for tonight?" for a minute?"
B: "I think we finished everything for the day." B: "No problem."
A: "Good. Let's call it a day then."
Other Common Sentences

"Can you watch my bag for me?"
"Let's turn in for the night." "Can you watch my suitcase while I go to the bathroom."
"I think we should pick it up from the morning."
pick it up = continue 5. Out of the blue
5. Get on one's nerves

"He's pretty funny because he will crack a funny joke out of the blue."
"Grace started crying for no reason. It was totally out of the blue."
"You're beginning to get on my nerves." "I don't know why he started getting mad. It was out of the blue."
"Will you please stop doing that? It's getting on my nerves."
"His whining is getting on my nerves." A: "Did you hear what happened with Tiffany?"
B: "She broke up with her boyfriend last night."
A: "He doesn't like his birthday present." A: "What? I thought they had a great relationship."
B: "He's starting to get on my nerves. It's one thing to not like it, but B: "So did I. It was totally out of the blue."
it's another to complain about it. We tried our best to get him a good
present." Other Common Sentences
A: "Yeah. It's bothering me too."
"She showed up out of no where."
Other Common Sentences "He pulled a rabbit out of nowhere. That's why it was so impressive."
"You're beginning to annoy me." 6. Know something inside out

"His complaints are starting to bother me."
"Ask Mary to help you with your homework. She knows calculus
6. Couch potato inside out."
"If you got the answer from Matt, I would trust it. He knows that stuf
inside out."
"My husband is a couch potato. He sits in front of the TV all day long."
"You have a huge belly because you're a couch potato."
"I should be more active and less of a couch potato." A: "I'm having trouble with my car. I can't seem to figure out what's
wrong with it."
A: "James. We're going to play basketball. Do you want to play?" B: "You should ask James about it."
B: "No, I'm going to watch TV today." A: "Does he know a lot about cars?"
A: "You did that all day yesterday. You better stop being a couch B: "He's a mechanic. He knows the car engine inside out."
potato or you're going to get a big fat belly."
"I know that theory like the back of my hand."
"Good luck trying to get his attention. He's glued to the television." "I can perform those steps with my eyes closed."
"I know each step by heart."
7. Read one's mind
7. Give someone a hand
"You read my mind."

"I was going to suggest that. You must have read my mind." "Can you give me a hand setting up the dining table?"
"I'm going to need a hand changing the tire on the car."
A: "Do you want to go play pool?" "Are you going to have time to give me a hand tomorrow?"
B: "You read my mind. That's exactly what I was thinking too." "Let me know if you need help. I'll have time all day today to give you
a hand."
8. Feel blue
A: "When are you going to move into your new apartment?"
B: "I want to, but I'm going to need some help."
"What a gloomy day. It makes me feel blue." A: "I have time this weekend. Do you want me to give you a hand?"
"Whenever I feel blue, I like to listen to upbeat music." B: "That would be great."
"Matt's feeling a little blue right now. Let's go cheer him up."
A: "Where is Matt these days? I haven't seen him in a while."
B: "He feels a little blue because he can't find a girlfriend." "Can I get your help on this?"
A: "Let's go cheer him up." "Can you help me out?"
"Do you need any help?"
Other Common Sentences "Let me know if you need any help."
"I feel a little depressed right now."

"I don't know why, but I just feel sad." 8. Now and then
"Even though it's a nice day, I feel gloomy inside."
9. Fender bender "I go on a hike every now and then."

"My mother calls me every now and then to see if I'm doing well."
"It's not something I can do all the time, but I do it every now and
"I got into a small accident. It was just a fender-bender." then."
"I got into a fender bender in the parking lot."
"I can’t believe the damage is going to cost me 800 bucks. It was just A: "Do you like skiing?"
a fender bender." B: "I really enjoy skiing. It's one of my favorite sports."
A: "You must go very frequently then."
A: "I got into a car accident." B: "I wish I could, but it's too expensive, so I only go every now and
B: "That sucks. You didn’t get hurt did you?" then."
A: "No. It was just a fender bender."
"I like to go bowling once in a while."
"It was a small accident." "I can't go often, but I go golfing with my friends from time to time."
"I rear ended him, but luckily there was no damage."
9. Nuke - Microwave
10. Get foot in the door
"Don't nuke an egg. It will explode in the microwave."

"It's not a great position, but at least my foot is in the door." "If I can't finish my dinner at a restaurant, I just take it home
"I need to find a way to get my foot in the door." and nuke it when I want to eat it."
"I'm doing an internship for SK Telecom. It's an opportunity to get my "The best way to heat up food is to nuke it."
foot in the door."
A: "What are you going to eat for lunch?"
A: "Did you find a job yet?" B: "I have some pasta in the fridge. You want some?"
B: "No. I'm still looking." A: "Sure. How are you going to cook it."
A: "With the sagging economy, it's hard to find a job." B: "It's already cooked. I'm just going to nuke it."
B: "Yeah. I'm even considering a lower position. At least I'll have my
foot in the door." Other Common Sentences
Other Common Sentences "Throw it in the microwave."

"The microwave will heat it up real fast."
"I'm working in the mail room. But I'm hoping I can change positions "Do you like microwavable food?"
now that I'm in the company."
"I hate my position, but it's the only way I could start in this company." 10. On the dot
11. Chicken
"I don't want to be waiting for you, so you'd better be there at three
o'clock on the dot."
"There's nothing to be scared of. Don't be a chicken." "He's supposed to show up at four on the dot. If he is late even a
"Everyone thinks I'm a chicken because I didn't go bungee jumping minute, I'm taking off."
with them." "You'd better be here by 1:30, because we're leaving at two o'clock on
"Stop being a chicken and just go." the dot."
A: "Did you ask Martha on a date?" A: "We have to go to Los Angeles tomorrow. What time should we
B: "No. I was about to, but I got a little nervous." meet?"
A: "You're such a chicken." B: "We have to be at the airport at 4:00 o'clock, so let's meet at two
o'clock on the dot."
"I didn't know you were afraid of insects. You're a scaredy cat."
"He's a coward. He wouldn't even go on the rollercoaster ride." "Meet me at the bus station at six o'clock sharp."
"Jack is scared of everything. He's such a sissy." "Let's meet at the book store exactly at 1:00."
12. Give somebody a hard time 11. Keeping my fingers crossed
"Suzie gave him a hard time for not showing up to her recital." "Their team is not favored to win. But I hope they do. I'm keeping my

"Stop giving me a hard time. There was nothing I could do about it." fingers crossed."
"If you don't finish your project, the manager is going to give you a "I have a one in ten chance of winning the television. I better keep my
hard time." fingers crossed."
"I hope it works. Let's cross our fingers."
A: "My mom gave me a hard time for one bad grade on my report
card." A: "The championship game is tonight. Are you going to watch it?"
B: "That's a tough situation. My parents never gave me a hard B: "Yeah. My favorite team lost their best player. I don't think they will
time for bad grades." win."
A: "You never know. They can get lucky."
Other Common Sentences B: "I'm keeping my fingers crossed."
"Albert is making it difficult for me." 12. Out of this world

"He's getting on my case about my comment."
13. Make up one's mind "That's the coolest thing I've ever seen. It's really out of this world."
"It's totally out of this world. You're going to be impressed."
"The concert was out of this world. It was an awesome experience."
"We don't got all day, make up your mind."
"Make up your mind, we don't have much time." A: "Did you see the new 3D movie at the IMAX theatre?"
"I can't make up my mind. Can you help me decide?" B: "No. Was it any good?"
"If you don't make up your mind, I'll choose for you." A: "It was better than good. It was out of this world."
"Both of them look really good. I can't make up my mind."
A: "I don't know which one to get."
B: "They're both pretty good, so just pick one." "The movie totally blew me away. It was awesome."
A: "I always regret it when I pick the wrong one." "The essay was very creative and original. I was very impressed."
B: "You're picking between white chocolate or regular chocolate. "I've never seen anything like that before."
There is no wrong answer so hurry up and make up your mind."
13. Over one's head
"I can't decide which one to take." "I don't know the answer to that problem. The subject is over my
"I don't know if I should get the Volvo or the Ford." head."
"I like both of them too much to decide." "Don't bother explaining it to him. It's way over his head."
14. Go Dutch A: "I have to write a paper on the theory of relativity. Do you know
anything about it?"
B: "I won't be able to help you. The theory of relativity is way over my
"You don't have to pay for me. Let's go dutch today." head."
"I can't believe John didn't pay for me. We ended up going dutch on
the whole date." Other Common Sentences
"I actually prefer going dutch because I don't want to feel indebt to
anyone." "I don't understand the meaning. It might be too deep for me."
"It's beyond my comprehension, so don't bother trying to explain it."
A: "How was your date with Sarah?"
B: "I'm not sure. It was just ok." 14. Pain in the ass
A: "Why do you say that?"
B: "She didn't let me pay for her share. She insisted that we go
dutch for everything." "What a pain in the ass."
"I had a customer who kept asking easy questions. It was a total pain
Other Common Sentences in the ass."
"I have a meeting at 7:00 in the morning. It's a pain the ass waking up
"I'll pay half of it." that early."
"Let's pay together." "Having to deal with traffic every day is a pain in the ass."
"I didn't pay for her. We paid our own share."
A: "I have to go to the post office."
15. Throw in the towel B: "I thought you went yesterday?"
A: "They made a mistake on the postage so the package was
returned."
"I was ready to throw in the towel, but I stayed with it." B: "What a pain in the ass."
"He's not a quitter, so he's not going to throw in the towel."
"I saw a fight last almost two hours before one guy threw in the Other Common Sentences

towel."
"Going to get a health check up is a pain in the neck."
A: "The boxing match is great." "I hate mowing the lawn. It's a real drag."
B: "One guy is really getting beat up." "I have to pick up my brother at the airport every week. It's a serious
A: "Do you think he's going to give up?" burden because I'm busy these days."
B: "He's not going to throw in the towel, they rarely do that these
days." 15. Piece of cake

"You won't have any problems with it. It's a piece of cake."
"There's no chance for me to win. I'm calling it quits." "It's not that difficult. Actually, it's a piece of cake."
"I don't think I can win, so I'm going to give up." "Learning to type is a piece of cake. It just takes persistence."
"I'd rather surrender than get the hell beaten out of me." "Sociology 101 is a piece of cake. You should get an A in that class."
16. Goose bumps A: "I have an interview for citizenship tomorrow. Do you know what
they ask?"
B: "The only questions they ask are in the manual they provide."
"I was so touched by the movie that I started getting goose bumps all A: "Was it difficult?"
over my arms." B: "Since all the questions and answers are already provided, it was
"When she told me that she loved me, I got goose bumps." a piece of cake."
"I get goose bumps anytime I'm scared."
"John told us a story and everyone got goose bumps." Other Common Sentences
A: "Did you watch the speech?" "My homework today was as easy as pie."
B: "No, I missed it. Was it good?" "The assignment was a breeze."
A: "It was so touching that I got goose bumps everywhere."
16. Sooner or later
"I was so inspired by the speech that I had a tingling sensation run "Don't keep waiting for him to confess. He'll tell you sooner or later."
across my body." "He'll come to his senses sooner or later."
"I felt a jolt of excitement when I heard the good news." "She'll realize that she's doing something wrong sooner or later."
"My arms were tingling when I heard that story."
A: "Why does Sarah date so many guys. Doesn't she know most of
17. Stay in touch them are jerks?"
B: "I know. She needs to get hurt before she'll realize what's going on."
A: "I guess she'll figure it out sooner or later."
"Call me more often man. We got to stay in touch." B: "Yeah... but I'm hoping it is sooner than later."
"I hope you stay in touch with me. I'll give you my contact
information." Other Common Sentences
"Let's stay in touch. I'll email you whenever I can."
"Are you staying in touch with her, or are you guys not talking any "I'm not worried about it. He'll eventually return my CD."
more?" "I'll graduate from school eventually."
A: "Since you are moving to England, I'm really going to miss you." 17. Pull someone's leg
B: "Yeah. I'm going to miss you a lot too."
A: "You promise that you'll stay in touch?"
B: "Of course. We'll always keep in touch." "You expect me to believe that? Stop pulling my leg."
"I'm just kidding. I was just pulling your leg."
Other Common Sentences "I didn't know you believed me. I was just pulling your leg."
"Keep in touch. I'll want to know how you're doing." A: "I was eating at a restaurant and this lady next to me started eating
"Julie told me that she would keep in touch with me." my food right in front of me."
B: "What? You can't be serious. Nobody would ever do that."
18. Have the guts A: You're not gullible at all. I was trying to pull your leg."
18. Put oneself in one's place

"I don't have the guts to go bungee jumping."
"He doesn't have the guts to ask her on a date."
"He has a lot of guts to be hunting by himself." "What was I suppose to do? Try to put yourself in my place."
"It's easy to be understanding if you always put yourself in the other
A: "I heard you went to Sky Mountain Park. How was it." person's place."

B: "It was pretty fun." "If you put yourself in my place, you would understand why I did
A: "Did you go on the monster ride?" that."
B: "No. I didn't have the guts to go on that ride. It was too scary."
A: "You know I didn't mean to hurt you, but I had no choice."
Other Common Sentences B: "That's no excuse for what you did to me."
A: "Try to put yourself in my place. What would you have done?"
"He's very courageous." B: "I see your point."
"He's got balls to be doing that."
"He isn't afraid of anything." Other Common Sentences
19. Rain or Shine "If I were in your shoes, I would have done the same thing."
"I can't blame you because I would have done the same thing if I were
in your situation."
"We're going camping this weekend rain or shine."
"Rain or shine, the protesters are out there every day." 19. I can eat a horse
"I don't care about the weather. I'm going golfing rain or shine."
A: "I'm going hiking this Saturday. Do you want to come?" "I'm so hungry that I can eat a horse."
B: "That sounds good. Rain or shine, count me in." "I feel like I can eat a horse right now."
A: "If it's raining, looks like you're going by yourself, because I'm "If I didn't eat anything for two days, I would feel like I can eat a
staying home." horse too."
Other Common Sentences A: "I didn't eat anything all day."

B: "You must be really hungry."
"I'm going to go even if it's a downpour." A: "I can eat a horse right now."
"Are you still going to go even if it's raining cats and dogs?"
"Unless it's pouring out, let's meet at seven in the morning." Other Common Sentences
20. I'm beat "I'm starving. I think I can eat a whale."

"I'm famished. I could eat anything right now."
"I had a tough day today. I'm totally beat." 20. Read between the lines
"I don't want to go out tonight. I'm beat."
"I'm beat so I'm going to sleep early today."
"If you read between the lines, you would have understood what he
A: "Hey Steve, we're going to go to a club tonight. Wanna come?" was implying."
B: "I worked a 12 hour shift today. I'm beat so I'm going to just stay "Steve isn't very good at reading between the lines. You have to tell
home tonight." him exactly what you want."
"Martha can read between the lines very well. She picks up on
Other Common Sentences everything."
"I'm very tired." A: "Did you read chapter three for our English class?"
"I'm exhausted." B: "Yeah. I think the author was indicating that he was supporting the
war."
21. Rings a bell A: "Even though he said one thing, he meant another. You have
to read between the linesto fully understand his stance."
B: "That might be true. I should go read it again."
"I can't put my finger on it, but it definitely rings a bell."
"It rings a bell, but I'm not one hundred percent sure." 21. Under the weather
"Oh, oh, oh... that rings a bell. Where did I see that from?"
A: "Did you go to Martha Lake High School?" "I'm going to stay home because I'm feeling under the
B: "Yeah. Why?" weather today."
A: "I met this girl. Her name is Jane Summerland. Do you know her?" "I told my boss that I was under the weather. She told me to stay
B: "That name rings a bell, but I don't remember for sure." home for the day."
"My wife is feeling under the weather, so I need to get home early
Other Common Sentences today."
"That reminds me of something." A: "Why didn't you come to school today?"

"That sounds so familiar." B: "I was under the weather this morning. I need to get some rest."
"I know what you're talking about but I can't pin point it." A: "Well, I hope you start feeling better."

22. Bug Other Common Sentences:
"I'm feeling a little sick today."

"I need to concentrate on this, so stop bugging me." "I don't feel too well."
"I need to get out of the house. My little brother has "I'm not feeling that great. I think I should get some rest."
been bugging me all day."
"Let's go bug John." 22. Don't sweat it
"If you bug me one more time, I'm going to kick your butt."
A: "Johnny, will you play Star Craft with me?" "You can't do anything about it, so don't sweat it."
"You tried your best, so stop sweating it."
B: "I can't. I'm doing my homework."
A: "Come on. I need someone to play with."
A: "I'm worried about my final examination."
B: "Stop bugging me. I said I'm busy." B: "You didn't take it yet?"
A: "I took it yesterday. I'm not sure how I did."
Other Common Sentences B: "If you tried your best, there's nothing you can do about
the results, so don't sweat it."
"Stop pestering me."
"Stop bothering me."
23. Sleep on it
23. You can say that again
A: "Britney Spears is so hot!"
B: "You can say that again."
"I've been thinking about this problem for two hours. I think I
will sleep on it. It might come to me in the morning."
A: "It was a long year. We accomplished quite a bit."
"I don't think I can decide now. Let me sleep on it and I'll tell you my
B: "I'm just glad that we're almost done."
answer tomorrow."
A: "You can say that again."
"I'm going to need to sleep on it. I don't want to rush my answer right
now."
A: "Do you know if you are going to buy the leather set or the
"I hear ya."
cashmere set?"
"You got that right."
B: "I've been thinking about it for three hours. I really can't decide."
"Damn right."u can do about it."
A: "Why don't you sleep on it."
24. Broke
24. Play it by ear
"I'm flat broke."

"I'll have to play it by ear because I don't know how long they want
"I can't afford to buy that television. I'm totally broke."
me to work."
"I can't pay my bills. I'm broke."
"We'll have to play it by ear for next Friday because everything is
uncertain."
A: "Let's go see a movie."
"Should we plan something for this Saturday or should we play it by
B: "I can't. I barely have enough money for food. I'm broke until my
ear?"
next paycheck."
A: "What are you doing next weekend?"

B: "Nothing. Did you want to do something?"
A: "Yeah, but I might have to give my dad a ride to the train station. I
"I don't have any money."
don't know the exact time yet."
"I don't even have a dime to spare
B: "Let's play it by ear then. Just call me when you find out for sure."
25. Beats Me
"It beats me how they finished before us."

"I don't have any reservations tonight so let's just wing it."
"Beats me why he was so mean to you."
"We'll just do things as they come along."
"Beats me how she found out we did it."
25. Speak of the devil

A. "So how did you and Tim do in your race?"
B. "I finished in third and Tim finished in second."
A. "You got third? How did Tim beat you?"
"I was at a party last night, and I saw Jake play the guitar in front of an
B. "Beats me, I guess he has been training really hard."
audience... speak of the devil, there's Jake right now."
"Joanne did great on her presentation. Speak of the devil... Hi
Joanne."

"I have no idea how to do this."
A: "Andy was walking down the street and he tripped over beggar." "I don't know what he's talking about."
B: "I was there too. It was so funny. He just got up and pretended
nothing happened." 26. I Don't Buy it
A: "Speak of the devil. There's Andy now."
"He said he didn't do it but I don't buy it."
26. Grab a bite "Their prices are supposed to be better but I don't buy it."
"She said she was sorry but I don't buy it."
A. "So what were you guys arguing about?"

"When do you want to go grab a bite?" B. "He said some mean things to me the other day."
"I don't have much time, so let's grab a quick bite." A. "Did he apologize to you?"
"If you didn't have lunch yet, let's grab a bite to eat." B. "Yes, but I don't buy it."
A: "Did you have lunch yet?" 27. Keep Your Cool

B: "Not yet. I'm swamped with work."
A: "You have to eventually eat so let's just grab a bite somewhere "I know you're upset but you have to keep your cool."
close." "Here she comes, keep your cool."
"Keep your cool. You don't want to mess this up."
A. "Are you ready for your job interview?"
"Let's go eat." B. "Yes, but I'm a bit nervous about it."
"Where should we have lunch today?" A. "Just keep your cool and you will do fine."
"Let's have lunch together."
27. Take it easy
"You need to stay calm."
"Don't let it bother you." believe it."
"You're pushing yourself too hard. Take it easy."
"Take it easy man. You're putting too much pressure on
28.Sort Of
yourself."
"I don't want to take it easy so stop telling me to take it easy."
"Dinner was sort of expensive."
A: "Work has me working seventy hours a week." "I sort of like her."
B: "You should take it easy. You're going to get sick at this "I sort of know how to cook."
rate."
A: "I wish I could, but I have deadlines to meet."
A. "Do you know how to get to the airport?"
Other Common Sentences B. "Sort of. But it's hard for me to explain."
A. "Never mind then, I will just look the directions up."
"Relax a little. You're overworked." B. "Sorry I couldn't be more help."
"Take a little break.
28. Go With the Flow
"Why do you do everything differently? You should just go "A little bit."
with the flow." "I kind of know."
"If you don't know where the shuttle is, just go with the
flow. Everyone is going in that direction." 43. Good For You
"If you don't want to stand out, go with the flow."
"Good for you, you finally passed your test."
A: "I got a speeding ticket. Do you think I should go to "I heard you got accepted to college, good for you."
court to fight it?" "I heard you got married recently, good for you."
B: "What are you going to tell the judge?"
A: "That I was basically going with the flow." A. "I was really surprised when I was offered the promotion."
B: "That's not going to work. I would just pay the fine." B. "Why is that?"
A. "I just figured it would go to someone with more experience."
Other Common Sentences B. "Good for you, you deserve it as much as anyone."
"Do it like everyone else does it." Other Common Sentences

"If you're unsure how to do it, see how everyone else is
doing it." "I am proud of you."
"The best way not to stand out is to blend in with "All credit goes to you."
everyone."eed it."
44. Good For You

29. Twenty-four seven "Good for you, you finally passed your test."
"I heard you got accepted to college, good for you."
"I heard you got married recently, good for you."
"7-11 is a great store because they are open twenty-four seven."
"If a business doesn't provide twenty-four seven customer support, A. "I was really surprised when I was offered the promotion."
they will not succeed." B. "Why is that?"
"You better be careful because I'm going to be watching you twenty- A. "I just figured it would go to someone with more experience."
four seven." B. "Good for you, you deserve it as much as anyone."
"They're available twenty four hours a day, 365 days a year."
A: "What web hosting place do you recommend?"
B: "Most of them are pretty good. Just make sure they have twenty- "I am proud of you."
four hour technical support." "All credit goes to you."
A: "All of them have twenty-four seven support. It's a necessity these
days."
Other Common Sentences 45. Who Cares
"The cops are watching this area all-day every-day." "Who cares if they win or lose?"
"There's no way to cross the border because they're constantly "Who cares whether or not it rains."
monitoring all the passage ways." "Who cares about what they think."
30. Good Luck A. "Did you happen to watch the game last night?"
B. "No I was not home."
"Good luck on your interview tomorrow" A. "I was just wondering who won?"
"I heard you're going to look for a new house, good luck." B. "Who cares, I don't really like either teams."
"Good luck trying to find a better deal than this one."
A. "My son has his first baseball game tonight."
B. "Is he nervous?" "It doesn't matter."
A. "He is actually very excited for it." "I do not care."
B. "Tell him we said good luck!"
46. Big Deal
"Passing my driver's test was no big deal."
"I wish you the best." "He thinks he is such a big deal."
"Hope you do well." "It's no big deal if we don't go tonight."
31. Shotgun A. "I think I might have lost that screwdriver you let me borrow last
week."
"Why does he always get to ride shotgun?" B. "It's no big deal, I have another one."
"If we go to the store with mom I call shotgun."
"I am heading out to the party. Do you want to ride shotgun?" Other Common Sentences
A. "Hey James, mom said she would give us a ride home?" "He thinks he is all that matters."
B. "I call shotgun!" "It's not that important."
A. "That's not fair you always sit in the front seat."
B. "You just need to say it before me next time." 47. Now You're Talking
Other Common Sentences "A cold drink sounds great, now you're talking!"
"Now you're talking, the beach sounds relaxing."
"I will sit in the front passenger seat." "Now you're talking, I would love to go out to the club tonight."
"I get to sit in the front seat next to the driver."
A. "I say instead of staying home for vacation we go to Mexico."
32. What a Small World B. "Now you're talking!"
"I didn't know that you knew my uncle. What a small world." Other Common Sentences
"You have family in Florida too? What a small world."
"I went to high school with his mom, what a small world." "I agree."
"I like what you're saying."
A. "Do you see that guy over there?"
B. "Yes, what about him."

A. "We used to play football together in high school." 48. Over My Dead Body
B. "Wow, what a small world!"
"There is no way I will let you do that, not over my dead body."
Other Common Sentences "You want a tattoo? Over my dead body."
"You're moving in together? Over my dead body."
"What are the chances of that?"
A. "So I hear your son wants to go on spring break with that girl Sally."
33. What's going on? B. "I told him over my dead body."
"What's going on tonight?" Other Common Sentences

"I'm not sure why she is upset, what's going on?"
"What's going on with your job?" "I won't let that happen."
"I will not allow it."
A. "It seems like she is a bit upset."
B. "What's going on?" 49. Coming Right Up
A. "I think she got into an argument with her husband."
B. "That's too bad. Hopefully they can work things out." "Your order is coming right up."
"It's coming right up!"
Other Common Sentences "Your food is coming right up."
"What is happening?" A. "Did you order the cheeseburger with french fries?"
B. "I sure did."
34. Come On A. "It's coming right up."
"Come on, you can tell me." Other Common Sentences

"Oh come on, you have to be kidding me."
"Come on man, be serious for once." "Your food will be right out."
"Your order is coming out quickly."
A. "I heard the movie is sold out for tonight."
B. "Oh come on! I've been waiting weeks to see it." 50. Good Thinking
Other Common Sentences "I am glad you brought an umbrella. That was good thinking."
"Good thinking to call ahead and reserve tickets."
There are not many other sentences that are similar to this. The "It was good thinking to send out invitations sooner than later."
meaning is basically to allure or attract.
A. "I hear the restaurant we are going to is really popular."
35. Never mind B. "It's pretty good... and I already reserved a table for us."
A. "Good thinking!"
"Never mind what you were going to do, we need to leave now!"
"Never mind what I said before, I was wrong." Other Common Sentences
"Never mind cooking dinner for me, I will be home too late."
"You did well remembering that."
A. "So what would you like me to fix for dinner tonight?" "I'm glad you thought of that."
B. "Never mind cooking anything for me, I will not be home until late."
A. "OK I will just cook for myself and the kids then." 51. Shoot
Other Common Sentences "Shoot, I forgot my grocery list at home."

"Oh shoot that was awkward."
"You don't have to think about it." "Shoot, he asked Jenny to the prom instead of me."
A. "Didn't you say we need to go to the grocery?"

B. "Yes I did, do you want to come with me?"
36. If You Insist A. "Sure, but did you make a grocery list to take with us?"
B. "Shoot I forgot. Hold on a few minutes while I make one for us."
"We will stay longer if you insist."
"We can go another night if you insist." Other Common Sentences
"I will call her if you insist."
"Oh no."
A. "Thanks for meeting us out for dinner."
B. "It was nice of you to ask." 52. Nothing Matters
A. "Tonight is our treat. I insist."
B. "If you insist." "Nothing matters more than being happy."

"Don't worry about what she said. Nothing matters but what you
Other Common Sentences think."
"Nothing matters if we can't start getting along better."
"If that's what you really want."
"If you are firm with your decision." A. "My husband told me I need to make a decision about getting a
joB."
37. Stop It! B. "Nothing matters but you being happy with what you are doing."
A. "You are right. I will need to find something I love to do."
"Please stop it! You're giving me a headache." B. "Good luck."
"Stop it before you get hurt!"
"You had better stop it or you will get in trouble!" Other Common Sentences
A. "Tommy! Stop it right now!" "Nothing else is important at this time."

B. "Why? I saw other kids doing it."
A. "That's not how we behave in a restaurant." 53. Fair Enough
B. "OK, I'm sorry."
"It's a fair enough question for me to answer."
Other Common Sentences "You want a rematch because you were sick when you lost? Fair
enough."
"Quit what you are doing." "Fair enough, I will try it once to see if I like it."
"Don't do that!"
A. "If you do not finish your homework you will not be able to go
38. It's Nothing outside to play."
B. "Fair enough."
"It's nothing. It didn't take long for me to do this."
"No need to thank me. It's nothing." Other Common Sentences
"Oh, it's nothing to call and let you know what I find out."
"I agree with what you said."
A. "I had no idea you guys were getting together tonight."
B. "Really? I sent an email inviting everyone."
A. "I didn't receive it." 54. Cat Got Your Tongue
B. "You're more than welcome to come. I will add you to my email list
for next time."
"What's the matter? Cat got your tongue?"
A. "Thanks. I hope it's not too much to ask."
"You're being awfully quiet, cat got your tongue?"
B. "No, it's nothing to add you on."
"She usually always has an opinion, cat must have gotten her tongue."

A. "What's the matter? You're usually full of advice. Cat got your
tongue?"
"No problem."
B. "No I'm just keeping my opinions to myself."
39. What gives?

"It's not like you to get so upset, what gives?"

"You have nothing to say?"
"I had no idea you were leaving? What gives?"
"Why are you so quiet?"
"Your mom said you stopped taking piano lessons. What gives?"
55. My Pleasure
A. "I heard that you did not pass your test?"
B. "Yeah, it was harder than I thought."
"It is my pleasure to introduce you to our guests."
A. "You studied really hard for it though, what gives?"
"It was my pleasure to work with you."
B. "I guess I will just have to try harder next time.
"It is my pleasure to be involved in something so important."

A. "I really appreciate all you did helping me finish my project."
B. "No problem at all, it was my pleasure."
"What's the problem?"
"What happened?"
40. Go For It
"Don't mention it."
"No problem."
"I know you want that job. Go for it!"
"If you want to ask her out you're going to have to just go for it." 56. It Totally Slipped My Mind
"Don't let anyone stand in the way of your dreams. Go for it!"
"I was meaning to call you but it totally slipped my mind."

A. "I really like her. Should I ask her for her phone number?" "There was something I needed to do today but it totally slipped my
B. "Go for it man!" You have nothing to lose." mind."
"Sorry I forgot about your birthday. It totally slipped my mind."
A. "Did you call your mom and dad and wish them Happy
"Just do it." Anniversary?"
"Take action on it." B. "Oh no! It totally slipped my mind."
"Be proactive."
41. It's a Deal
"I completely forgot."
"So if I take the kids to swim lessons, you will clean the house? It's a
deal!" 57. Give It to Me Straight
"It's a deal. I will clean the garage if you stop bothering me about it."
"If I stop eating donuts, I don't have to run every day? It's a deal!" "Just give it to me straight, I can take the news."
"This is hard for me to say so I'm just going to give it to you straight."
A. "If you do my yard work, I will buy you candy." "Just give it to me straight. How bad can it be?"
B. "No thanks. I shouldn't eat too much candy."
A. "If you mow my grass, I will pay you ten dollars." A. "I have your test results back."
B. "Sounds good. It's a deal." B. "How bad is it? Just give it to me straight."
Other Common Sentences Other Common Sentences
"I agree to your proposal." "I will tell you honestly."

"Let's agree to that." "I will tell you directly."
42. Don't Be a Stranger 58. It's written all over your face
"It was really nice seeing you again. Don't be a stranger." "I know you did it, it's written all over your face."
"We need to keep in touch. Don't be a stranger." "I know that you're sad, it's written all over your face."
"Now that we live so close to one another don't be a stranger." "I can tell you are upset. It's written all over your face."
A. "Hey John, I don't see you around here these days." A. "I am not the one who made the mess in the kitchen."
B. "I moved down south several months ago." B. "Come on, it's written all over your face."
A. "Keep in touch man. Don't be a stranger."
B. "Definitely. I'll buzz you every time I come up." Other Common Sentences
Other Common Sentences "Your facial expression is showing your true thoughts."
"I can tell you're lying by your face expression."
"Keep in touch." "The look on your face is making things obvious."
"Ping me once in awhile."
59. I Can't Thank You Enough
48. Let's Go Fifty- Fifty
"I can't thank you enough for all that you have done for me."
"Thanks for everything. I can't thank you enough."
"Thanks for having dinner with us. Let's split the bill fifty-fifty."
"You were a big help today watching the kids. I can't thank you
"Let's split our winnings fifty-fifty."
enough."
"Let's split the tab for drinks fifty-fifty."
A. "So how is your car running since I worked on it?"

A. "That was a fun night. How much is our bill?"
B. "It is running great! I can't thank you enough. You were such a big
B. "I'm not sure. Did we order the same number of drinks?"
help!"
A. "The difference is not going to be big. Let's just split it fifty-fifty."
B. "OK sounds good."
"I really appreciate all that you have done."
"Thank you very much!"
"Let's divide it equally."
"Let's do it evenly."
60. My Two Cents
"Let's split it in half."
"I don't agree with what's happening. That's just my two cents."
49. Good for Nothing
"You didn't ask for my two cents but I'll tell you anyway."
"Just to add my two cents, but I believe changing the design will be a
"That guy is good for nothing."

"That girl is a good for nothing troublemaker." better idea."
"I would not let anything he says bother you, he is good for nothing."
A. "So you don't think I should spend that much money on a car?"
A. "How come you don't like Tim hanging out with Mike?" B. "You can spend whatever you want but that's my two cents."
B. "Mike is good for nothing. He is always is in some sort of trouble."
"That's my opinion."
"He is no good." "That's what I think about it."
"He is worthless."
61. Don't Joke With Me
50. You're Telling Me
"He told me she likes me but I said don't joke with me."
"My sister told me I was in trouble and I told her don't joke with me."
"You're telling me, that book was one of the best I've ever read."
"He said I had won a million dollars and I said don't joke with me!"
"You're telling me, I already knew that was going to happen if he did
not listen."
A. "I heard that Dave asked the new girl at work out on a date."
"You're telling me, if she keeps it up she will lose 20 pounds."
B. "Don't joke with me! You know I really like her."
A. "She sure is a good teacher."
B. "You're telling me! She taught me everything I know."
"Stop messing around."

A. "That girl sure is beautiful."
"Please be serious."
B. "You're telling me. She is the hottest girl in our school!"
Semi sarcastic way of saying, "I agree with you."
51. Get a Life
"I wish Terry would get a life."

"Would you stop bothering me and get a life!"
"Come on! Get a life and start taking care of yourself."
A. "I noticed that man was bothering you. What did you say to him?"
B. "I told him to get a life and quit bothering people he does not
know!"
"Go bother someone else."

"Start paying attention to other matters that are more important."

Chapter 7
Word stress & Intonation
A major benefit of focusing students on how words are stressed is the extra mental engagement with the word that it gives. A language learner
needs to engage with a word many times, preferably in different ways, in order to really learn it - identifying and practising word stress can
provide one or two of those engagements.
 Why word stress is important

 What word stress is
 Some 'rules' of word stress
 How I help my students
 In the classroom
 Conclusion
Why word stress is important

Mistakes in word stress are a common cause of misunderstanding in English. Here are the reasons why:
 Stressing the wrong syllable in a word can make the word very difficult to hear and understand; for example, try saying the following
words:
oO Oo
b'tell hottle

And now in a sentence:
"I carried the b'tell to the hottle."
Now reverse the stress patterns for the two words and you should be able to make sense of the sentence!
"I carried the bottle to the hotel."
 Stressing a word differently can change the meaning or type of the word:
"They will desert* the desert** by tomorrow."
oO Oo
desert* desert**

Think about the grammatical difference between desert* and desert**.
I will look at this in more detail later.
 Even if the speaker can be understood, mistakes with word stress can make the listener feel irritated, or perhaps even amused, and
could prevent good communication from taking place.

These three reasons tell me that word stress is an important part of the English language, and it is something I should help my students with.
What word stress is
When we stress syllables in words, we use a combination of different features. Experiment now with the word 'computer'. Say it out loud. Listen
to yourself. The second syllable of the three is stressed. What are you doing so that the listener can hear that stress?
 A stressed syllable combines five features:

o It is l-o-n-g-e-r - com p-u-ter
o It is LOUDER - comPUTer
o It has a change in pitch from the syllables coming before and afterwards. The pitch of a stressed syllable is usually higher.
o It is said more clearly -The vowel sound is purer. Compare the first and last vowel sounds with the stressed sound.
o It uses larger facial movements - Look in the mirror when you say the word. Look at your jaw and lips in particular.
It is equally important to remember that the unstressed syllables of a word have the opposite features of a stressed syllable!
Some 'rules' of word stress

There are patterns in word stress in English but, as a rule (!), it is dangerous to say there are fixed rules. Exceptions can usually be found.
 Here are some general tendencies for word stress in English:

Word Type of word Tendency Exceptions
apple
two-syllable nouns and stress on the first syllable
table hotel
adjectives Oo
happy lagoon
apple
the noun has stress on the first syllable

Oo
suspect words which can be used as
"You are the suspect!" respect
import both
the verb has stress on the second syllable witness
insult nouns and verbs
oO
"I suspect you."
fairly equally balanced but with stronger

stress
hairbrush
compound nouns on the first part
football
Oo
hairbrush
How I help my students

Students can be alarmed when they meet words which are similar but have different stress patterns:
Oo o O oo Ooo oooOo
equal equality equalise equalisation
A useful thing you can do is to help students see connections with other word families. Patterns can usually be found, for example:
O o final o O oo finality O o o finalise o o o O o finalisation

neutral neutrality neutralise neutralisation

There are some recognised differences in word stress which depend on the variety of English being used, for example:
o o O o Caribbean
o O o o Caribbean
aluminium (British
aluminum (American
English)
English)
These differences are noted in good learner dictionaries. If words like these come up in class, point them out to students. Ask if there are similar
cases of differences in word stress in their own language - this will heighten awareness and interest.
In the classroom
 Raise awareness & build confidence

You can use the same questions with your students that I have used in this article. These will help to raise the students' awareness of word
stress and its importance. Some learners love to learn about the 'technical' side of language, while others like to 'feel' or 'see' the language
more, hearing the music of word stress or seeing the shapes of the words. Try to use a variety of approaches: helping students to engage with
English in different ways will help them in their goal to become more proficient users of the language. Build students' confidence by drawing
their attention to the tendencies and patterns in word stress that do exist.
 Mark the stress
Use a clear easy-to-see way of marking stress on the board and on handouts for students. I use the big circle - small circle (O o) method. It is
very easy to see and has the added advantage of identifying the number of syllables in the word, as well as the stressed syllable.
Students also need to be aware of the way dictionaries usually mark stress - with a mark before the stressed syllable, e.g. 'apple. By knowing
this, students will be able to check word stress independently.
 Cuisenaire rods
These different sized, small coloured blocks are great for helping students to 'see' the word stress. The students build the words using different
blocks to represent stressed and unstressed syllables. (Children's small building blocks are a good substitute!)
 Integrate word stress into your lessons
You don't need to teach separate lessons on word stress. Instead, you can integrate it into your normal lessons. The ideal time to focus students'
attention on it is when introducing vocabulary. Meaning and spelling are usually clarified for students but the sound and stress of the word can
all too often be forgotten.
Quickly and simply elicit the stress pattern of the word from the students (as you would the meaning) and mark it on the board. Drill it too!
Students can use stress patterns as another way to organise and sort their vocabulary. For example, in their vocabulary books they can have a
section for nouns with the pattern O o, and then a section for the pattern o O. Three syllable words can be sorted into O o o(Saturday, hospital)
and o O o (computer, unhappy).
Remember what I noted before: The more times students mentally engage with new vocabulary, the more they are likely to actually learn it.
Engaging students through word stress helps to reinforce the learning of the words.
 Troubleshooting
Initially, many students (and teachers!) find it difficult to hear word stress. A useful strategy is to focus on one word putting the stress on its
different syllables in turn. For example:
oo0 0o o0o
computer ocomputer computer
 Say the word in the different ways for the students, really exaggerating the stressed syllable and compressing the unstressed ones.
Ask the students which version of the word sounds 'the best' or 'the most natural'.
By hearing the word stressed incorrectly, students can more easily pick out the correct version.
A personalised and effective way of getting students to hear the importance of correct word stress is by using people's names as examples. I
introduce word stress with my name:
o "How many parts/syllables are there in my name?"
o "Which is the strongest - the first or second?"

o "Is it Emma or Emma?"
Then you can question students about their own names - this will give them a personalised connection to the issue of word stress, with a word
they will never forget!
Conclusion
Any work on aspects of pronunciation can take a long time to show improvements and be challenging for both the students and the teacher, but
working on word stress can be fun and over time will help your students to be better understood and more confident speakers.
Stress pattern
The stress pattern of a word is the way all the syllables are stressed in it. There can be main and secondary stress, or unstressed sounds.
Example
The following are some stress patterns showing main stress and unstressed syllables:
0o e.g. key/board o0 e.g. con/duct (as a verb) o0o e.g. com/pu/ter 0oo e.g. mi/cro/phone oo0o e.g. ed/u/ca/tion
In the classroom
There are different ways to show the stress pattern of a word. Large and small circles can be used, as in the examples above. Colours, a line
above the main stress, an apostrophe before the main stressed syllable or underlining are alternatives.
INTONATION- Brief Description
Intonation may be defined as "speech melody consisting of different tones" (Dalton & Seidlhofer, 1994). When we speak we go up or down on
certain stressed syllables. When, for example, we ask a yes/no- question in English (i.e. a question that may be answered by a yes or a no), we
tend to go up (= a rising tune), and when we state a fact we tend to go down (= a falling tune). Intonation plays a very important role in the
spoken language, and different intonation patterns are used to send out signals and express different attitudes that may "colour" a message. In
this course, we are only going to have a brief look at some of the basic patterns, exemplified through a set of sentences. There is often a
connection between sentence function and choice of intonation pattern. By listening to and practising the following examples you will at least
get some idea of the most fundamental tones that are used (or should be used) in the English classroom.
A sentence normally consists of a combination of lexical words (mainly nouns, adjectives, adverbs and verbs) carrying important meaning, and
form words (conjunctions, articles, pronouns, prepositions, auxiliaries, etc.) which function as support for the sentence structure and do not in
themselves carry much meaning. The lexical words are normally stressed ("heavy"), and the form words are normally unstressed ("light"). The
tone (or glide) up or down will in most cases fall on lexical words that are important for the meaning of a sentence. Sometimes the glide may be
found on a form word (see example 4 below), but that would create a special effect, or a special focus. Listen to, and repeat, the following
sentences:
A: Glide / stress on important words:

Listen and repeat:
1: He's a teacher
2: It's difficult for them
3: She 'wants to jump
4: It's you I'm 'talking about
B: Fall on definite statements:

Listen and repeat:
We 'bought a 'new house
They came 'back from France yesterday
I was 'very pleased
I'd 'like to 'speak to the manager, please
We 'saw a 'huge elephant there
C: Fall in WH-question (= questions starting with a question word):

Listen and repeat:
'What did he say?

'Who's over there?
'Where did Brian go?
D: Rise in Yes/No questions:

Listen and repeat:
Is 'that your father?
Would you 'like some tea?
Does your 'friend smoke?
E: Fall or rise in question tags?

A fall is used when the speaker expects confirmation. A rise is used when the speaker expresses an element of doubt.
Listen and repeat:
They are Swedish, aren't they?
They are Swedish, aren't they?
He's better, isn't he?

He's better, isn't he?
F: Fall + rise in phrases where there is a "but" in the air. (This pattern - fall+rise - is often used to send out other signals, too. In addition to
reservation, it may for example express warning, and even irony.)
Listen and repeat:
She's nice, (but 'not that nice)
(Was it a good concert?) - The singer was good, (but the 'others were awful).
G: Rise on incomplete phrases; rise on listing, except final item.

Very often, the use of a rise signals "more to come, haven't finished yet". A fall often indicates "end of message".
Listen and repeat:
'When she 'came home, she 'went 'straight to bed.
They 'saw lions, tigers, zebras, elephants and antelopes.

Chapter 8
Public speaking
Public speaking is a process of speaking to a group of people in a structured, deliberate manner intended to inform, influence, or entertain the
listeners. It is closely allied to "presenting", although the latter has more of a commercial advertisement connotation. Public speaking is
commonly understood as a kind of face-to-face speaking between individuals and audience for the purpose of communication.
Effective public speaking can be developed by joining a club such as Rostrum, Toastmasters International, Association of Speakers
Clubs (ASC), Speaking Circles, or POWERtalk International, in which members are assigned exercises to improve their speaking skills. Members
learn by observation and practice, and hone their skills by listening to constructive suggestions followed by new public speaking exercises. These
include:
 Oratory
 The use of gestures
 Control of the voice (inflection)
 Vocabulary, register, word choice
 Speaking notes, pitches
 Using humor
 Developing a relationship with the audience
The new millennium has seen a notable increase in the number of training solutions offered in the form of video and on-line courses. Video can
provide significant training potential by revealing to the student actual examples of behaviors to emulate in addition to verbal knowledge
transfer. There are also numerous agencies who offer one to one training in the delivery of a speech.[4]
The use of public speaking in the form of oral presentations is common in higher education [5] [6] and is increasingly recognised as a means of
assessment [7]
Public Speaking Activities
The more you practice your public speaking skills, the easier it will be to speak in front of a group. Exercises for public speaking in class can help
you continue to advance your public-speaking abilities. Classroom exercises help if you're teaching a course on public speaking, wish to
incorporate public speaking into your general curriculum or want to brush up in advance of your class.
Imaginary Animal
Give students 10 minutes to create an imaginary animal and prepare information about the animal. List five questions on the board to ensure
students have a uniform set of information to present, such as its habitat, size, color, sound, number of legs and predatory abilities. Have
students then present their animal in front of the class using their notes and answering each of the questions. This type of exercise helps
students gain confidence, a critical component when speaking in front of a group. Since the animal is known only to the student, she can share
information with an air of authority and expertise.
Neighbor Game
If you are teaching younger students, or a group of older students who have little public-speaking experience, start with a group game. Have
each student sit in a chair, creating a circle. Start by standing in the middle of the circle and completing the statement, "I like a neighbor who..."
with something that is relevant to the group, such as, "...is wearing a collared shirt" or, "...had Mrs. Smith for third grade." Everyone to whom
the statement applies then stands and moves to another seat, you included, so that there's one more person than there are seats. The person
left without a seat then takes his turn completing the neighbor statement. This type of cooperative game gives students a chance to speak very
briefly in front of peers while also having fun.

The Nonsense Speech
Intonation helps students understand how emphasis aids their public-speaking skills by engaging the audience and minimizing the steady drone
into which some speakers fall. For this exercise, students don't need a formalized speech. In fact, nonsense speech makes the exercise more
powerful. If your students can't create a nonsense speech---one in which words are made up---have them recite "Jabberwocky" by Lewis Carroll,
which includes many nonsensical words. Have them read the poem or give their speech and call out what intonation they should express---
query or emphatic statement, for example---switching every 15 seconds.
Ten Sources for Public Speaking Topics
1. Interests
2. Newspapers and magazine articles, internet, books, histories.
3. Current events.
4. Events from your past.
5. Signs, posters, billboards.
6. Issues that concern you.
7. Observations.
8. Stories you've heard.
9. Proverbs.
10. Books and movies.
Topics for Public Speaking
Accelerated learning Accidents Adult training
Aids Alcoholics Anonymous Alternative Education
Alzheimer’s Disease Athletics in schools Answers
Athletics for students Attitude Audience
Automobiles Beauty Boards of Directors
Body clock Body language Book critique
Books Bulletin boards Burn Out
Camping Skills Censorship Chairman
Change management Children Christmas
Clothing Coaching Colors
Comics Communication styles Compliment
Composting Conscience Consultant
Conversation Cooking Cooperation
Courage Crafts Cravings
Creativity Credibility Crime & Law
Culture Cycling Dancing
Dating Decisions Difficult people
Discipline Diversity Dreams
Drugs Embarrassing moments Empathy
Empowerment Endangered Species Enthusiasm

Entrepreneurship Exercise Expectations
Eye Contact Facilitation Family
Family history Family tree Fashion
Fitness Folk arts Foreign aid
Freedom of speech Friends and enemies Friendship
Gambling Garage sales Garbage
Gardening Genealogy Goal setting
Goals Habits Handwriting
Health Health programs Helping others
Hibernation History Hockey
Horse racing Technological change Human Rights
Humor Ideal society Illiteracy
Imagination Immigration policies Inflation
Interviews Job search Jury duty
Language Law Leadership
Learning Problems Life cycle Listening
Literature Logic and emotions Managing stress
Marriage Media Mistakes happen
Money Motivation Music
Mutual trust Nature Negotiation
Nervousness Network Niche Marketing
Nutrition Organ donation Painting
Paperless society Pensions Personal efficiency
Personal growth Personality Pets/animals
Philosophy Photography Playoffs
Pollution Positive thinking Potential
Problem solving skills Procrastination Productivity
Professional Publicity Publishing
Quotes and famous sayings Recent advances in sciences Recognition
Recycling Romance School
Sculpture Secrets of power presentations Self Discovery
Self esteem Self image Self talk
Self-confidence Self-renewal Selling
Short stories Signs & symbols Smiling

Songs Spring fever Stars
Story telling Success Survival Skills
Team building Teamwork The secret of happiness
Theater/cinema/dance Time management Travel
Trivia Truth Vacations
Violence in our schools Violence on television Visuals
Volunteerism Wealth Wealth creation
Wild animals Wine tasting Workplace
Writing Yachts & boating Yoga
Zodiac Zoology
Extempore
Extempore Speaking
Extempore Speaking: What is it?
Extempore speaking is the term used for a non-formally prepared speech. Explaining to your parents why you arrived home later than your
curfew is a form of extempore speaking. When you watch a beauty pageant on television and the contestants have to draw a question and
answer it for the judges, they are extempore speaking. Every time you speak you are preparing for extempore speaking. You probably prepare
without even knowing it. You have to read to learn new things for this type of speaking. When doing extempore speaking, you need to use the
knowledge that you have and use a strong delivery.
There comes a time in every one’s life when he or she will have to give an impromptu speech. It may be for anything – a radio interview, a
teacher trying to get you to speak up in class, or even in a casual debate. It happens more often than most people would think. The words we
speak are chosen at the point of delivery and they flow back and forth, with communication being two-way, three-way or four-way. It is all
done without any preparation.
The key to extempore speaking is that the words spoken are chosen as we speak them, and what is delivered is a stream of consciousness that
is fluent, erudite and articulate, while being unscripted. Effective extempore speaking always has the purpose of the presentation and the
impact on the audience at its heart. In an extempore/impromptu speaking, it is important to speak to the purpose and to consider carefully
what effect you want to have on your audience, then the notion that it is possible to simply choose the right words at the point of delivery,
without any kind of preparation, is at best naive and at worst disastrous. Even the few who are capable of it will admit to significant
preparation when the stakes are high.
Not only that, you have to consider how long to speak for. Effective speakers, in their preparation, also consider the audience at all times. They
ensure that they speak to the audience they have in front of them, rather than the audience they would like to have in front of them.
Extempore Speaking in admission procedure:

These days, Group Discussion after written test has become very obvious and had made it difficult for the admission panel to select the
candidate with the right kind of attitude and knowledge. To break off with the regular planned process, the Extempore Speaking has been
introduced.
Selection Panel - Know the basics of extempore and ways to prepare:
Selection Panel conducts GD, PI and extempore for selecting the students. Extempore - in the context of Selection Panel - you have to speak
without preparation. The Selection Panel extempore takes place in between the GD and PI. After completing your GD, when you go for the PI,
you will be given a topic to speak for a minute. There is no basis on which the topic can be given to you. It can be anything and everything.
 Topics to expect
Generally, the extempore topics are not very tough. The topics range from something very personal like hobbies, academic
background, a particular or recent incident, a common saying or proverb or an issue of current affair. So be prepared to speak on
anything and everything.
Last year, some of the extempore topics were Dressed to kill, Your Dream Girl, My Impression of the Panel, The color of my shirt,
Properties of Sun, to name a few.
 How to go about it?
While you get the topic, do not rush to start even if you feel that you are well versed with the topic. Take some time to gather your
thoughts according to points. And then start with the first point and carry on with the flow. Since the duration of your speech will
be very less, your time will end before you can actually talk on all the points which you had arranged. So it would be best to
prioritize your points and say accordingly. It should not so happen that you start your introduction to the topic and as soon as you
think of coming to your main points, you are interrupted by the panel informing you that the time is over.
There are also possibilities that you may not be able to come up with enough points and finish in few seconds only. In that case, the
panel would ask you to speak more. So even if you don’t have much idea about the topic given to you, or can’t gather much point in
the initial few seconds, while speaking, try to think about other related points.
But make sure that you follow a particular structure of introduction, main body and conclusion otherwise it will just be a haphazard
collection of words. But these should be absolutely crisp and to the point. Don’t drag one point for long.
If you don’t have much to say on your topic or can’t think of many points, then arrange your introductory points in a manner which
will give you a good start. If you can recollect some relevant points during your introduction, you can also say that but keep in mind
that you start it in an appropriate manner.
On the day of your extempore, avoid nervousness and be confident. By the time you will have to appear for extempore, you will be
already done with your GD. So your initial nervousness shall be gone by that time. But in the next stage, you would be meeting the
panel all by yourself; you might face nervousness but remember that you should be able to do away with that as you have to
appear confident in front of the panel so that they believe in you.

 Practice speaking for a minute
Though there can be a varied range of topic and you really cannot presume what your topic can be, but still you have to practice.
The best way to practice for extempore is to practice speaking for a minute or two every day. Since you can be given any topic, you
can start your practice with a simple topic and move on to a little higher level. For example, let the topic be your favorite color. Then
in front of your friends or seniors, speak for a minute. Ask them to keep an eye on the watch so that you don’t exceed the time
limit. Continue this practice till the day of your personal assessment round.
Don’t forget to take feedback from your friends or seniors who are judging you. Keep a check on your body language, diction and
speaking. Don’t be too conscious while speaking. Utilize the first few seconds in collecting your thoughts and get going about it.
In this way, you can choose a topic everyday based on your profile, the subject you studied, your interests, person who inspire you
and anything you can think of which might appear in your extempore.
Here’s some advice on how to give a good impromptu speech:
 Know your direction. You’ve got to know how you want to deliver your speech before you actually speak. Should you go the
serious, awe-inspiring route, or the hysterical, laugh-a-minute path? The best way you can make a decision is to get a quick feel for
your audience. What type of people are they? What direction would they most accept? Your speech will be praised significantly
more if you speak in a language that works with those listening.
 Prepare some backup. It isn’t uncommon to forget what you were going to say. What separates a good speech from a disaster is
how well you can catch yourself. It’s good to have a backup plan for the times when your mind suddenly blanks. That way, if you’re
caught without something to say, you can maneuver yourself out of that situation gracefully instead of gibbering and shaking in a
nervous sweat. In serious situations, you can bail yourself out with a polite way of excusing yourself. If you’re going for laughs, it’s
okay to be candid about your mental block.
 Plot a course. Before you speak, try to make a quick mental outline of what you want to say. Some of the worst speeches came out
of people who didn’t take a moment to organize their thoughts before opening their mouths. Your outline doesn’t even have to be
in-depth; all you really need is a guide to help keep your thoughts on track.
 Keep it short and sweet. Impromptu speeches aren’t expected to be long, epic narratives. In fact, the more concise you get the
better. A lot of people tend to hide their nerves and their being unprepared by using a lot of words. The problem is - they tend to
miss the point when they do this. Speaking clearly and with as few words as possible shows confidence in your own opinions and
that makes you a much better public speaker than those who just seem to rely on their wide vocabularies.
 Watch your words. Lastly, you’ve got to listen to yourself. You do not want to say something you’ll eventually regret. Some things
might be private matters to others in the audience, or certain words can be offensive to others. Even the tone in which you speak
affects the reception of your speech. Listen to the words that are coming out of your mouth to make sure you’re saying what you
want your audience to hear.
Flow of an Impromptu or Extempore Speech:

 Grab a pen and a piece of paper

 Hijack the topic & make it your own
 Jot down interesting or significant points
 Feel free to acknowledge that you have not prepared for a speech
 Begin with your introductory sentence, elaborate it, then start working your way to your ending sentence
 As you deliver your speech, concentrate on diction and tone
What if You Draw A Blank?

If you have time before your speech, create an outline of the major themes or points and commit it to memory with a memorization trick, like
an acronym. Don't try to remember the entire speech in detail; just remember the order of important points.
If you suddenly lose your train of thought or draw a complete blank, there are a few you can do to keep from panicking.
 Pretend like you're pausing on purpose. Walk back and forth slowly, as if you're letting your last point sink in.
 If you still can't remember what to say, make up a reason to pause the speech. You can say, "I'm sorry, but my throat is very dry. Can
I please get a glass of water?"
If these tricks don't appeal to you, think of your own. The trick is to have something ready ahead of time.
The Beginning: Ask for Ten Seconds

The start of any presentation is vital, since it is when you establish your credibility with the audience and begin to get into a rapport with them.
Any type of opening can be used in any presentation, but you have to be aware of the context of the presentation (analysis) when thinking
about the opening.
Although, the best presenters often break the rules regularly and combine his own analysis with what is there as written protocol.
The following are explanations of how you can start a speech or presentation.
The Questioning Opening

To be or not to be? Now that’s a good question. Starting with a question and going on to either answer it or give a discourse on the many
facets that might go to making an answer, is another technique for opening a presentation.
Be sure when considering the ‘questioning’ opening that you are not merely doing it to start your speech, rather you should be trying to get
them interested, engaged or inspired by what you are going to say.
The Factual Opening

This technique involves playing it pretty straight, telling in advance what you are going to cover in the proceeding minutes.
Mahatma Gandhi, on 24 February 1916 in Benares, used a measured, factual opening in one of a series of speeches that strove for
independence for India. A few simple facts, established inside a minute or two and a devastating final two sentences set out his thesis that
there was no salvation for India under the then present governing structure.
This opening is appropriate when you understand that the situation demands you to get to the point quickly, you want your audience to

immediately know where you are going, or you want to make sure they get the structure of your presentation right at the beginning.
It could be useful when you have to speak on a very technical matter and there is a real necessity that the audience know where you are going
and you will then give signposts along the length of your presentation that refer back to the opening.
The Surprising Opening

Shocking or surprising the audience at the beginning is an excellent way of gaining attention at the start, though it is obviously a bit riskier than
the factual opening.
The surprising opening can be a visual experience, through a picture on a slide, a sensory experience or simply be spoken by the presenter. It
has the effect of juxtaposing what the audience expects with what they receive.
An example of a surprising opening would be the speaker saying “I have two passions in my life: communication and making soup!” and then
going on to explain the trials and tribulations of soup-making, recipes included.
This has the effect of engaging those who do make soup, and intriguing those who don’t. The link is made when they speaker say- ‘it is
important to know not only what to put into your soup, but also what to leave out - just like creating a presentation.’
Be aware of the risk of trying too hard with the surprising opening. Also, putting all your eggs in this one basket means that if it is unsuccessful
you will have work to do in creating rapport.
It is possible to create a surprising opening that has no connection whatever with the topic of the presentation (it could be about the venue,
about yourself or how you got there) but it is better if the connection is eventually made with the topic at hand, and runs as a theme through
the presentation.
The surprising opening may also be a bald, bold and bluntly stated opening statement that gets right to the point, with no preamble or beating
about the bush.
The Reveal Opening

Rather than give all the facts in a summary right at the beginning, the reveal opening toys a bit with the audience and has them guessing what
you might be going to talk about, peeling back a few layers about the subject as you begin.
Stanley Baldwin’s speech on 6 May 1924 in London is a gradual peeling back from beginning to end of what it is like to be English. The final line
is “We still have among us the gifts of that great English race.” Everything leading up to that was a sentimental journey, through an England
that never existed outside the mind of the speaker.
Baldwin speaks of “the anvil of the country smithy, the corncrake on a dewy morning, the sound of the scythe against the whetstone, and the
sight of a plough-team coming over the brow of a hill…” He continues in that vein, revealing an England that evokes nostalgia as it peels back
the layers towards the peroration that talks of “brethren, justice and humanity” of the English race.
Peppering the first few minutes with clues for the audience can draw them into your talk in a seductive way, and in a completely different way
from the factual or surprise opening. You will have to ensure that your pace of delivery is right. If used effectively you can gradually draw the
audience into your way of thinking.

The Oblique Opening
Setting a false trail and having your listeners’ guess where you might be going to say can engage and captivate an audience, especially if they
have turned up expecting something fairly mundane and staid.
A good, and if you like, standard way of creating an oblique opening is to start by telling the audience all of the things you might have included,
but have decided not to include on this occasion.
This can be an interesting and enjoyable journey and allows you to home in on your topic without doing the obvious of simply starting with
what you are going to tell them.
Salman Rushdie spoke in 1991 about the value of his life. The opening takes us up in a hot air balloon that is careering towards the ground. He
then describes a Balloon Debate, a form of entertainment that has individuals defending the merits of famous people in a balloon to save them
from being jettisoned.
He returns to the balloon theme at the end, stating simply that “the balloon is sinking into the abyss”, a powerful metaphor for his own
situation and that of the democratic world.
This is a classic oblique opening, where an audience is expecting, and eventually gets a very serious speech on a life and death topic but is
treated to an entirely different journey at the outset.
Important Topics for extempore speaking ( for Example: In MBA admission process)
Why you should be selected?

Focus on what strengths you bring to the table. These should be consistent with the four things most Institutes are looking for in students
during the admission selection: competence, adaptability, enthusiasm, and never say die attitude. Remember, they are looking for chemistry
between you and your future employer. Be prepared to summarize in short time why you are the best candidate for the seat. Also, let the
institute know you want the admission and you will enjoy being with them. A lack of interest in the program may indicate a lack of enthusiasm
for the institute as well as your future.
Now that you've had a chance to learn more about us, what would you change about our institute?
Be careful here. Most institutes don't want you to come in and shake up the place. At the same time, they don't want someone who says,
"Nothing, everything looks great here." Seek a middle ground by focusing on one or two non-threatening issues that may have come up in your
discussions.
For example,
"From our discussion of the problem with slow placement due to economic downturn, I think we should look into the possibility of giving more
practical knowledge and exposure to the students. It will make the students more employment ready. I also think, we need to do a horough
analysis of what the companies are expecting out of the students and try to fill the gap existing between the expectations and reality."
Such an answer indicates you are open to making changes but you also have a certain non-threatening decision-making style. Your response

should sound sensible and innovative.
What's your dream job?

This is your ideal chance to sell your aptitudes that fit the job description you would be offered after completing the program. Show an interest
in finding new ways of using the skills you will acquire during the course period and also that you can be put to use in new roles with additional
responsibilities.
"My dream job would include the execution of all of the theoretical and practical knowledge I will gain from the program. Also, all the
responsibilities and duties in the position of a manager will be handed over to me in my dream job. I also thrive in a fast-changing environment
where there's business growth. Your plans include attracting international placement during the next year, and this would satisfy one of my
ultimate goals of being involved in an international corporation."
What color is your brain?

Be aware that you'll probably be asked to speak on such topic. The point is not to stump you, but to find out what makes you tick. When the
standard extempore topics are presented, people are prepared and it's harder for the recruiter to get to know the real person.
An MBA admission panel, for example, tries to avoid repeated topics. But, different and conventional topic like the one above has no right or
wrong answer. In fact, the panel won't even really care what your answer is. He or she just doesn't want to hear something like, "I don't know, I
guess it's blue because that's the way I imagine it." The point is to see how creative you are and how you think. Be sure to explain why you
answered the way you did.
"My brain is red because I'm always hot. I'm always on fire with new plans and ideas."
Consider the following scenario: You are placed in a company after completion of your program. One evening you are working late and are
the last person in the office. You answer an urgent telephone call to your supervisor from a sales rep who's currently meeting with a
potential client. The sales rep needs an answer to a question to close the sale. Tomorrow will be too late. You have the expertise to answer
the question, but it's beyond your normal level of authority. How do you respond?
This response shows that the candidate is confident in his or her ability and can be counted on in an emergency. Similarly, your answer should
indicate that you're not afraid to be the decision maker in a tough situation, even if the situation's beyond your normal level of authority.
"I'd get all the pertinent information, taking well-documented notes. I'd answer the question based on my knowledge and the information
provided. I'd leave my supervisor a note and fill him or her in on the details the next morning. I'd be sure to explain my decision, as well as the
thought process behind it."
"What is change management?"
Such type of question is asked, generally to check your coping mechanisms for responding to changes. It tests how systematic your approach
could be in dealing with change, both from the perspective of an organization and on the individual level.
A somewhat ambiguous term, change management has at least three different aspects, including: adapting to change, controlling change, and

effecting change. A proactive approach to dealing with change is at the core of all three aspects.
The response could be “Change management is a term used to refer to the introduction of new processes in an organisation, or the
management of people who are experiencing change. Successful adaptation to change is as crucial within an organization and the individuals
in them inevitably encounter changing conditions as they are powerless to control. The more effectively one deals with change, the more likely
he or she thrives. Adaptation might involve establishing a structured methodology for responding to changes in the business environment.”
Online learning
In today’s world, many adults find themselves unsatisfied with their college and institution and wish for something more but demands on their
time and schedule make this seem impossible. The good news is that the Internet has many online learning opportunities available that allows
one to gain a higher education, learn new skills, and become more marketable. And the great thing about the benefits of online learning and
online education is that one can get an education according to their own schedule and can do it from the comfort of their own home. In fact,
thousands of working professionals have been able to increase their knowledge and jobs skills without ever having to enter a classroom,
thanks to online classes.
By asking you to speak on this topic, the panel might check your understanding on technology and current trends. Your response towards
online learning could be favorable or unfavorable, but don’t be indifferent towards this topic as this shows that you have no idea about the
latest revolutions.
Your response could be, “Online Learning could be considered as learning in the virtual classroom. While there are indeed many solid career
opportunities available today, the market place is extremely competitive, making higher education that much more vital to successfully landing
the job of one’s own dreams. But one of the leading concerns for students, as well as working class, is to consider entering the world of
expensive education. Fortunately, there are plenty of distance learning courses that make it possible for willing students to learn from the
comfort of their own home without having to worry about many other expenses like commutation expenses, lodging and boarding expenses,
etc. Plus, these distance learning programs have been gaining a good degree of credibility throughout the professional world, so one can be
confident of receiving an education that will be acknowledged by major companies.”
Are MBA Salaries Still on the Rise?
These questions help the panel in understanding ‘what is your actual aim- Knowledge or mere Money?’ If you crave for mere Money, i.e. you
are driven by the high salary hype, you will not be considered a good candidate as money minded people generally don’t concentrate on
effectiveness and quality.
But if you are truly driven by your inner force of learning, you will certainly get that chance by securing a seat in your desired college. Your
response to this question could be, “This depends on the situation of the individual student and other factor such as, the type of industry they
are in, the company for which they are employed, and the prior skills they bring with them into the workforce. Attending an MBA school still
has the potential to raise your value and increase your personal bottom line, but it is not a guarantee. However, the economy has already
begun to turn around, and many financial organizations are posting large profits again and have begun to recruit MBA graduates for a variety
of positions. MBA holders work in a variety of positions, including financial controllers, senior financial analysts, project managers, marketing
directors, and of course as CFOs and CEOs. Salaries for these elite positions can be much higher than mid-level jobs.”

CHAPTER 9
Resume Writing & Components Of Business Letter
How to write a resume
A resume - sometimes called a 'Curriculum Vitae' or 'CV' - is a summary of your skills, education and work experience. A good resume
demonstrates how your skills and abilities match up with the requirements of a job.
How long should a resume be?
Resumes give you the opportunity to sell yourself to a potential employer. A resume is not an exhaustive list - if it's too long it probably won't
get read at all. The best resumes are usually no longer than one or two pages.
Do I need to change my resume every time?
You should change your resume with every job application so that it lists the skills and experiences you have that are most relevant to the job
you're applying for. A tailored resume will be much more successful than a generic one, even though it means more preparation.
What if I don't have much experience?
While things like your academic record and work experience are typical ways to show how suited you are to a particular job, these are not the
only things you should include. There are other ways to demonstrate that you are the right person for the job, including your:
 Personal traits - you're an honest worker, you enjoy being part of a big team
 Strengths - things you're good at or enjoy
 Experiences - volunteering or extracurricular activities
 Key responsibilities and achievements - any awards or recognition that you've received
How do I organise my resume's information?
The structure of your resume will vary depending on your work experience and education and training background.
A resume usually sets out information in a reverse order. Your most recent work experience and study details should be first on the list.
What do I include on my resume?
Here's a brief rundown on the essential things to include on your resume.

Personal details
Full name and contact details including address, telephone number(s) and email address.
Education and training
A summary of your education and training history, starting with your most recent studies, making sure you include all training that's relevant to
the job you're applying for.

Employment history
Start with your most recent work history and work backwards chronologically, listing the name of the employer, your job title, the dates you
worked there, and your responsibilities, tasks and achievements. Make sure you include everything that's relevant to the job.
Skills and abilities
A list of the things you're good at. These can be general skills or skills specific to a particular job. List them under broad headings such as
"Communication" and "Teamwork".

Career objective (optional)

Tell the employer what type of job you want end up with; this shows that you've given thought to your future career.
Interests (optional)
A list of your hobbies and interests; this gives employers more information about you and also shows other areas of your life where you've
gained experiences such as teamwork and commitment.

Referees
List people who can talk about how good a worker you are. Make sure you get their permission before including them on your resume. List their
name, company name occupation, and contact details. For more information, look at our Who can be my referee page.
Resume checklist
After you've written your resume, and before sending it, go through this checklist:
 Proofreading - Make sure there aren't any spelling mistakes, typos or grammatical errors.
 Tailoring - Make sure everything you mention shows how well-suited you are for the job you're applying for.
 Presentation - Make sure the resume is well laid out, easy to read and printed on clean, white paper in a standard font (like Times
New Roman, Arial or Verdana) and at a standard size (10 or 12 point).
 Detail - Make sure you've provided specific examples of your achievements and how you've used the skills you have.
 The Heading (The Retern Address) or Letterhead - Companies usually use printed paper where heading or letterhead is specially
designed at the top of the sheet. It bears all the necessary information about the organisation’s identity.
 Date - Date of writing. The month should be fully spelled out and the year written with all four digits October 12, 2005
(12 October 2005 - UK style). The date is aligned with the return address. The number of the date is pronounced as an ordinal figure,
though the endings st, nd, rd, th, are often omitted in writing. The article before the number of the day is pronounced but not
written. In the body of the letter, however, the article is written when the name of the month is not mentioned with the day.
 The Inside Address - In a business or formal letter you should give the address of the recipient after your own address. Include the
recipient's name, company, address and postal code. Add job title if appropriate. Separate the recipient's name and title with a
comma. Double check that you have the correct spelling of the recipient 's name.
The Inside Address is always on the left margin. If an 8 1/2" x 11" paper is folded in thirds to fit in a standard 9" business envelope,
the inside address can appear through the window in the envelope.
 The Greeting - Also called the salutation. The type of salutation depends on your relationship with the recipient. It normally begins
with the word "Dear" and always includes the person's last name. Use every resource possible to address your letter to an actual
person. If you do not know the name or the sex of of your reciever address it to Dear Madam/Sir (or Dear Sales Manager or Dear
Human Resources Director). As a general rule the greeting in a business letter ends in a colon (US style). It is also acceptable to use
a comma (UK style).
 The Subject Line (optional) - Its inclusion can help the recipient in dealing successfully with the aims of your letter. Normally the
subject sentence is preceded with the word Subject: orRe: Subject line may be emphasized by underlining, using bold font, or all
captial letters. It is usually placed one line below the greeting but alternatively can be located directly after the "inside address,"
before the "greeting."

 The Body Paragraphs - The body is where you explain why you’re writing. It’s the main part of the business letter. Make sure the
receiver knows who you are and why you are writing but try to avoid starting with "I". Use a new paragraph when you wish to
introduce a new idea or element into your letter. Depending on the letter style you choose, paragraphs may be indented. Regardless
of format, skip a line between paragraphs.
 The Complimentary Close - This short, polite closing ends always with a comma. It is either at the left margin or its left edge is in the
center, depending on the Business Letter Style that you use. It begins at the same column the heading does. The traditional rule of
etiquette in Britain is that a formal letter starting "Dear Sir or Madam" must end "Yours faithfully", while a letter starting "Dear "
must end "Yours sincerely". (Note: the second word of the closing is NOT capitalized)
 Signature and Writer’s identification - The signature is the last part of the letter. You should sign your first and last names. The
signature line may include a second line for a title, if appropriate. The signature should start directly above the first letter of the
signature line in the space between the close and the signature line. Use blue or black ink.
 Initials, Enclosures, Copies - Initials are to be included if someone other than the writer types the letter. If you include other material
in the letter, put 'Enclosure', 'Enc.', or ' Encs. ', as appropriate, two lines below the last entry. cc means a copy or copies are sent to
someone else.
American Style British Style

The heading is usually placed
According to the format but
Heading in the top right corner of the letter
usually aligned to the left
(sometimes centred)
October 19, 2005 (month-day-year)
19 October 2005 (day-month-year)
According to the format but usually
Date Usually placed directly (or 1 blank line)
aligned to the left
below the heading.
(two lines below the heading)
Dear Mr./Ms. Smith: Dear Mr./Ms. Smith,
Dear Sir or Madam: Dear Sir or Madam,
Salutation
Gentlemen: Dear Sirs,
After the salutation there is a colon (:) After the salutation there is a comma (,)
Sincerely, Sincerely,
Complimentary
Sincerely yours, Yours sincerely,
close
Yours truly, Yours faithfully,
The format (layout) is the visual organisation of a business letter. You can follow many different formats when you create business
letters. Be aware that there are often differences depending upon location. The main business letter formats are:
 Full-Block Style - All the elements are aligned to the left margin and there are no indented lines. This is a standard block-
style format that is accepted by most businesses.
 Modified Block Style - The return address, date, closing and signature start just to the right of the center of the page or
may be flush with the right margin. All body paragraphs begin at the left margin.
 Indented or Semi-Block Style - Similar to the modified block business letter style except that the first line of each
paragraph is indented.
Chapter 10
HOW TO CONDUCT A MOCK INTERVIEW

Step 1: Greet the Client
Get to know the student. Determine the date of the interview, the type of interview (phone interview, screening interview, second round
interview, etc.), the type of career or industry, and whether or not the student has anything specific that s/he would like for you to cover.
Step 2: Choose Interview Questions
Choose the appropriate interview handout. We have handouts available for general employment, medical school, academic job interviews, and
Fulbright scholarship interviews. You may also choose or modify questions to suit the client’s needs.
Step 3: Conduct the Mock Interview
As the interviewer: Get into character. Be engaging but somewhat straight-faced. Avoiding saying “Wonderful!” or “How interesting!”
Simulate a defined beginning of the actual interview. Leave the room and enter as the mock employer.
Greet the interviewee. Shake hands, and ask for a copy of the client’s resume. Start with, “Tell me about yourself.”
Ask your questions. Whenever possible, try to keep the interview flowing like a conversation. Feel free to ask follow-up questions about a
response given by your interviewee.
At the end of the interview, ask the interviewee, “Do you have any questions for me [the employer]?” You may not know the answers, but this
will give the client a chance to think about what to ask. Stay in character and let the student know that the answers would be discussed in a real
interview but that you will simply need to move on.
Conclude the interview. Thank the interviewee for his time and let him know that you will be contacting him regarding the next steps of the
interview process.
As the OCT:
Take detailed notes. Notes will help you to provide detailed feedback. See the attached worksheet for tips. Look for strengths as well as areas for
improvement. Pay attention to both content and delivery.
“Tell me about yourself…” When asked, “Tell me about yourself,” an interviewee should focus on autobiographical details that give the
interviewer a sense of who s/he is and that also suggest her/his suitability for the job (the school, the scholarship, etc.).
Assess the effectiveness of the client’s examples. The interviewee will be providing you with examples to support answers to questions. The
STAR method (Situation, Task, Action, Result) can help students structure concise, effective responses. Students have a tendency to talk too
much about the situation and omit the result. Instead, the student should touch briefly on all four areas.
Step 4: Discuss
What went well? What needs improvement? First, ask the client what s/he thinks. Go over your notes together.
Practice. After discussing how the mock interview went, pose troublesome questions to the client again so that s/he can practice new
techniques. Discourage memorization of answers to sample questions. It is better to prepare by thinking in terms of themes that you will
highlight in the interview: Background, Skills & Abilities, Examples, etc.
Discuss how the student can prepare for the real interview. Refer the student to the Oral Communication Program’s “Interviewing 101” handout
for other advice. For example: Dress appropriately, ask for the employer’s business card, send a thank-you note, etc.
Special Cases
Case Studies: Some students will want to practice case study interviews. While we do not offer thorough case study mock interviews, we can do
our best to help the client with general interview preparation.
Phone Interviews: To simulate a phone interview, turn your chair backs to each other. Recognize an increased need to pay attention to volume
(speak louder), speed (speak slower), conveying emotion (still smile; they will be able to tell),
and using signposts (“In summary, that is my view about…”). Subtle body language ways of communicating will be lost.
Common Advice for Interviewees

Convey strong Knowledge of Self, Knowledge of Industry, and Knowledge of Company. Interviewees should know how to articulate their
strengths, experience, and goals. They should be informed about industry standards and issues. They should have done research on the
organization’s mission, history, and people.
Don’t use vague labels. Don’t say, “I’m a perfectionist” or “I’m a people-person.” Instead, interviewees should focus on specific examples and
anecdotes that highlight their skills and make them stand out from other applicants.
For questions about weaknesses: If asked, “What are your weaknesses?” be honest, but put a positive spin on the response. For example: Don’t
say, “I’m always late.” Say, “I tend to take on a lot of projects at once and sometimes I have trouble balancing everything. I recently bought a
Palm Pilot to help me stay organized and on time, and it has been working really well to help me with time management.” (This follows the STAR
method.)
For questions about strengths: If asked, “What is your greatest accomplishment?” be honest and don’t worry about sounding arrogant. A lot of
people have trouble with talking about their strengths. Don’t dilute your response to be humble and don’t start with a shaky, “Well… I think my
greatest strength might be…” If worried about sounding arrogant, remember that actual arrogant people probably wouldn’t bother to be
worried.
Be yourself! If you are trying to say what you think the employer wants to hear, you will probably be wrong! Focus on presenting your best self.
Mock Interview Questions:
Sample Interview Questions with Suggested Ways of Answering
Q. Tell me about yourself.
A. This is the dreaded, classic, open-ended interview question and likely to be among the first. It's
your chance to introduce your qualifications, good work habits, etc. Keep it mostly work and
career related.
Q. Why do you want to leave your current job? (Why did you leave your last job?)
A. Be careful with this. Avoid trashing other employers and making statements like, "I need more
money." Instead, make generic statements such as, "It's a career move."
Q. What are your strengths?
A. Point out your positive attributes related to the job.
Q. What are your weaknesses?
A. Everybody has weaknesses, but don't spend too much time on this one and keep it work related.
Along with a minor weakness or two, try to point out a couple of weaknesses that the interviewer
might see as strengths, such as sometimes being a little too meticulous about the quality of your
work. (Avoid saying "I work too hard." It's a predictable, common answer.) For every weakness,
offer a strength that compensates for it.
Q. Which adjectives would you use to describe yourself?
A. Answer with positive, work-oriented adjectives, such as conscientious, hard-working, honest and
courteous, plus a brief description or example of why each fits you well.
Q. What do you know about our company?
A. To answer this one, research the company before you interview.
Q. Why do you want to work for us?

A. Same as above. Research the company before you interview. Avoid the predictable, such as,
"Because it's a great company." Say why you think it's a great company.
Q. Why should I hire you?
A. Point out your positive attributes related to the job, and the good job you've done in the past.
Include any compliments you've received from management.
Q. What past accomplishments gave you satisfaction?
A. Briefly describe one to three work projects that made you proud or earned you pats on the back,
promotions, raises, etc. Focus more on achievement than reward.
Q. What makes you want to work hard?
A. Naturally, material rewards such as perks, salary and benefits come into play. But again, focus
more on achievement and the satisfaction you derive from it.
Q. What type of work environment do you like best?
A. Tailor your answer to the job. For example, if in doing your job you're required to lock the lab
doors and work alone, then indicate that you enjoy being a team player when needed, but also enjoy working independently. If you're required
to attend regular project planning and status
meetings, then indicate that you're a strong team player and like being part of a team.
Q. Why do you want this job?
A. To help you answer this and related questions, study the job ad in advance. But a job ad alone may
not be enough, so it's okay to ask questions about the job while you're answering. Say what attracts
you to the job. Avoid the obvious and meaningless, such as, "I need a job."
Q. How do you handle pressure and stress?
A. This is sort of a double whammy, because you're likely already stressed from the interview and the
interviewer can see if you're handling it well or not. Everybody feels stress, but the degree varies.
Saying that you whine to your shrink, kick your dog or slam down a fifth of Jack Daniels are not
good answers. Exercising, relaxing with a good book, socializing with friends or turning stress into
productive energy are more along the lines of the "correct" answers.
Q. Explain how you overcame a major obstacle.
A. The interviewer is likely looking for a particular example of your problem-solving skills and the
pride you show for solving it.
Q. Where do you see yourself five (ten or fifteen) years from now?
A. Explain your career-advancement goals that are in line with the job for which you are
interviewing. Your interviewer is likely more interested in how he, she or the company will benefit
from you achieving your goals than what you'll get from it, but it goes hand in hand to a large
degree. It's not a good idea to tell your potential new boss that you'll be going after his or her job,

but it's okay to mention that you'd like to earn a senior or management position.
Q. What qualifies you for this job?
A. Tout your skills, experience, education and other qualifications, especially those that match the job
description well. Avoid just regurgitating your resume. Explain why.
Q. Why did you choose your college major?
A. The interviewer is likely fishing to see if you are interested in your field of work or just doing a job
to get paid. Explain why you like it. Besides your personal interests, include some rock-solid
business reasons that show you have vision and business sense.
Miscellaneous
Writing / Framing Short Story
1. Short Stories
A short story is a piece of fiction under 20,000 words. More typically, a short story will be 1,000 – 5,000 words. (Pieces under 1,000 words are
“short short stories” or “flash fiction”, over 20,000 and they’re novellas.)
Short stories are published in magazines, newspapers and book anthologies. Short stories need:
 A small cast of characters, with one main character
 A compact time frame, with the story taking place over the course of a few days or weeks
 A single plot without subplots, though longer short stories may have a subplot
The majority of writing competitions are for complete short stories, rather than novels or novel excerpts. If you do enter competitions, don’t be
put off writing if you don’t win – judges have different likes and dislikes.
How to Write a Short Story
Like any story, your short story needs to have a beginning, middle and end:
 The beginning is where we’re introduced to the characters, especially the main character and his/her problem

 The middle is where the action and plot develops. The main character will face difficulties such as opposition from other people or a
challenging environment.
 The end is where the main character triumphs over his/her biggest challenge (or fails, in the case of a tragedy). The resolution should
be satisfying and conclusive for the reader.

Even in literary and experimental short stories, it’s important that something should happen. Much of the action might take place inside the
characters’ heads, but there should be a real change as a result.
By the end of your short story, your main character should have experienced an internal change. This means that they’ve grown and
developed as a person – perhaps overcoming a fear, or recognizing an unacknowledged truth about himself or herself.
General Story Writing Tips
Whatever type of story or stories you’re writing, and however experienced you are, there’s always room for improvement…
Share Your Story Writing Efforts
It’s hard to write in isolation, and sharing your work with other writers is a great way to get feedback and suggestions. Look for a local writers’
circle, or join an online forum. You want to find somewhere that’s supportive but where people aren’t afraid to offer advice about things that
aren’t working in your story.
Keep Learning
Writing is a craft that you can learn, like any other. There are hundreds of books on all aspects of writing, from the nuts and bolts
of grammar andpunctuation to writing in specific genres. You can also find free advice on the Internet (on blogs like this one). You can even take
a degree or post-graduate course in creative writing.
Keep Practicing
As well as learning about writing, you need to practice. That means writing regularly – ideally daily. As you write more, your stories will get
better – your characters are more “real”, your plots are convincing, and your endings are deeply satisfying to readers. You’ll also find that writing
itself becomes easier: you’ll spend less time struggling to find the right words, and more time enjoying seeing the story spill from your fingers.
Always Revise
All authors need to revise their work. Your first draft might have a lot of problems – inconsistent characterization, scenes which don’t really fit,
holes in the plot, incorrect pacing or tension. Don’t worry if this is the case: most published authors have to extensively rewrite their first drafts
too. Always allow time to revise your story, and if possible, do several rewrites. Most authors recommend letting your story sit unread for a few
days or weeks when you complete a draft, so that you can come to it with fresh eyes.
Good luck with your story writing!
2. Paraphrasing
Examples of Paraphrasing
Paraphrasing involves taking a set of facts or opinions and rewording them. When paraphrasing, it is important to keep the original meaning and
to present it in a new form. Basically, you are simply writing something in your own words that expresses the original idea.
Paraphrasing Blocks of Text
Paraphrasing can be done with individual sentences or entire paragraphs. There are several examples of paraphrasing listed below for both long
and short blocks of text.
Paraphrasing Sentences
Here are some sentences that have been paraphrased:

 Original: Her life spanned years of incredible change for women.
 Paraphrase: Mary lived through an era of liberating reform for women.
 Original: Giraffes like Acacia leaves and hay and they can consume 75 pounds of food a day.
 Paraphrase: A giraffe can eat up to 75 pounds of Acacia leaves and hay everyday.
 Original: Any trip to Italy should include a visit to Tuscany to sample their exquisite wines.
 Paraphrase: Be sure to include a Tuscan wine-tasting experience when visiting Italy.
Examples
1. Paraphrasing Paragraphs
Duke's online website provides many examples of paraphrasing in order to help students understand the difference between paraphrasing and
plagiarism.
Here is an example of paraphrasing of a longer passage taken from the Duke website.
Original Passage:
In The Sopranos, the mob is besieged as much by inner infidelity as it is by the federal government. Early in the series, the greatest threat to
Tony's Family is his own biological family. One of his closest associates turns witness for the FBI, his mother colludes with his uncle to contract a
hit on Tony, and his kids click through Web sites that track the federal crackdown in Tony's gangland.
Paraphrased Passage:
In the first season of The Sopranos, Tony Soprano’s mobster activities are more threatened by members of his biological family than by agents of
the federal government. This familial betrayal is multi-pronged. Tony’s closest friend and associate is an FBI informant, his mother and uncle are
conspiring to have him killed, and his children are surfing the Web for information about his activities.
The main point of this passage is that problems within the family are as bad as or even worse than problems caused by the federal government.
Details about this betrayal include one family member turning informant, a hit being put out on Tony by family members, and Tony’s kids
tracking his activities.
Here is a summary of some of the changes made during the paraphrasing process:
 Early in the series = first season
 More threatened = greatest threat
 Closest friend and associate = one family member
 His mother colludes with his uncle = his mother and uncle are conspiring
 His kids click through Web sites = his children are surfing the Web

Avoiding Plagiarism or Copying
There is a fine line between plagiarism and paraphrasing. If the wording of the paraphrase is too close to the wording of the original content,
then it is plagiarism. The main ideas need to come through, but the wording has to be your own.
To use another person’s writing in your own can be accomplished with quotes and citations. A quote will need to be the exact wording and the
author and source will need to be identified.
Paraphrasing usually makes the passage shorter than the original. Another option is to use a summary that is much shorter than the original
and is an overview of the main points.
Although the papers you write will be your own—your own voice, your own thesis statements—there will be times when you will want to
integrate source material to help you support your assertions. When you integrate source material into your work, use summary, paraphrase, or
quotation, depending on your purpose. A summary, written in your own words, briefly restates the writer's main points. Paraphrase, although
written in your own words, is used to relate the details or the progression of an idea in your source. Quotation, used sparingly, can lend
credibility to your work or capture a memorable passage. This chapter details how to write summaries, how to paraphrase, and how to integrate
quoted matter into your text.
Summary
A summary is a brief restatement, in your own words, of the content of a passage. You should focus on the central idea of the passage.
Summarize when you want to present the main points of a lengthy passage or when you want to condense peripheral points necessary to your
discussion. A summary should be brief, complete, and objective.
How to Write Summaries
Read the passage carefully.

Identify the author's purpose. If the thesis or main idea is stated rather than implied, underline it. Analyze the structure of the piece. Are the
subtopics highlighted by subheadings? If there are no subheadings, look for clues that indicate shifts in topics, including transitional sentences
and paragraph divisions. Once you identify the subtopics, write your own subheadings in the margin. Underline key words and phrases.
Write one-sentence summaries of each stage of thought.

One of the most difficult things about writing a summary is synthesizing the information. Many students write summaries that are merely
shortened versions of the original passage. Using your own words to express the ideas in the passage requires a great deal of concentration, for
you must truly understand what the author is saying. Writing one-sentence summaries of each stage of thought on a separate sheet of paper
will help you avoid using the language of the original in your summary.
Write a one- or two-sentence summary of the entire passage.

The one- or two-sentence summary of the passage becomes the thesis. The thesis is the first sentence of the summary, and it includes the
passage's subject and the claim that the author is making about that subject.
Write the first draft of your summary.

Depending on your purpose for using the summarized passage, you can structure your summary in one of two ways:
 Combine the thesis with your list of one-sentence summaries.

 Combine the thesis with your list of one-sentence summaries plus significant details from the passage.
Check your summary against the original passage.
 Check to see that your summary is accurate and complete.

 Check to make sure that you are using your own words.
 Check for objectivity and revise any indication of personal opinion or critique.
Revise your summary.

In revising your summary, combine sentences and insert transitions where necessary to make your summary clear and coherent. Edit for
grammatical correctness.

Compare the length of the summary to the original.
Summaries, as general rule, should be no longer than one-fourth of the original passage, although they could be much shorter, depending on
your purpose in summarizing the original.
Summarizing Narratives
The purpose of a narrative is to tell a story, and the point is in the telling of it. In summarizing a narrative, your strategy must be very different
from the strategy you would use in summarizing an expository piece. Do not write a narrative to summarize a narrative. In summarizing a
narrative, give a synopsis or overview of the story's events and relate how these events affect the central character.
Summarizing Figures and Tables
 Pie Charts show relative proportions or percentages.

 Graphs relate one variable to another. They are effective in showing trends or cause-and-effect relationships.
Tables present numerical data in rows and columns for quick reference and are most effective when the writer wants to emphasize numbers,
particularly when a great deal of data is being displayed.

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Index

S.No. Course Title Duration

Student Book-Foundation Course of Communication Skills Page 1

PD Activity: L1 or L2: Different Aspects of Personal Development or Self Improvement

6. Phrases & Idioms- 1-2 Lectures

Student Book-Foundation Course of Communication Skills Page 2

Student Book-Foundation Course of Communication Skills Page 3

A BRIEF REVIEW OF THE PARTS OF SPEECH

In each of the following sentences, the verb or compound verb is highlighted:

Dracula bites his victims on the neck.

The verb "bites" describes the action Dracula takes.

In early October, He will plant twenty tulip bulbs.

Compound verb: Combination of Helping/auxiliary verb and main action verb

Late last year our neighbors bought a goat.

Mrs White was an opera singer.

The bus inspector looked at all the passengers' passes.

Philosophy is of little comfort to the starving.

The red suitcase is Jyoti’s..

The miner's face was covered in coal dust.

Student Book-Foundation Course of Communication Skills Page 4

 The bus' seats are very uncomfortable.

The children's mittens were scattered on the floor of the porch.

The doorkeepers’ room is downstairs and to the left.

In each of the following sentences, the proper nouns are highlighted:

Many people dread Monday mornings.

Basakhi is celebrated in the month of April.

Abraham appears in the Talmud and in the Koran.

Last year, I had a Baptist, a Buddhist, and a Gardnerian Witch as roommates.

In each of the following sentences, the common nouns are highlighted:

According to the sign, the nearest town is 60 miles away.

Student Book-Foundation Course of Communication Skills Page 5

Many child-care workers are underpaid.

The judge handed the files to the clerk.

Buying the fire extinguisher was an afterthought.

Geetu is amused by people who are nostalgic about childhood.

Justice often seems to slip out of our grasp.

Some scientists believe that schizophrenia is transmitted genetically.

We painted the table red and the chairs blue.

Meera found six hundred rupees in the toe of a sock.

The oak tree lost three branches in the hurricane.

The highlighted words in the following sentences are non-countable nouns:

Joseph Priestly discovered oxygen.

The word "oxygen" cannot normally be made plural.

Student Book-Foundation Course of Communication Skills Page 6

You cannot make the noun "furniture" plural.

The furniture is heaped in the middle of the room.

Since "furniture" is a non-countable noun, it takes a singular verb, "is heaped."

The crew spread the gravel over the roadbed.

You cannot make the non-countable noun "gravel" plural.

Gravel is more expensive than I thought.

In each of the following sentences, the highlighted word is a collective noun:

The flock of geese spends most of its time in the pasture.

The collective noun "flock" takes the singular verb "spends."

The jury is dining on take-out chicken tonight.

The steering committee meets every Wednesday afternoon.

Here the collective noun "committee" takes a singular verb, "meets."

The class was startled by the bursting light bulb.

Student Book-Foundation Course of Communication Skills Page 7

We will meet at the library at 3:30 p.m.