\" \ /Te ch nic al En gli sh - 1

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cat ion Skills

Fu" 'do me nta ls of Tec hni cal Cor nrn uni rn cal
pr.i c- tl c.:il c.1prroc-1 ch tow.1, , 1, ,, I,,pic . foch
Tht' wor d kch nic, 1 (' ..m s ,1 11 ..w1 l1f'd or
1 111 1 1
·
ht:''"" " 11) ~ n, I f I1 c, omp lo x inrornw11 0n to 1111 , rl' , H let : ,'.ilh nu t usI11
u an y Jar90ri.
l'OP1111 un1c- call on
. ~, , , , PI y1 n
uc ", <' 1r-n thou ah one
1t' dd L'I -; ur1<Jc,r~t-ir 1cl a11d c1pp l y tlw tr.:cl1·11, I
1
0 to hE'lp Hh'
Tht"' P~q , ()s is
t0p1c.
clOt' ~.n t h,we ,m y p ri or l\n o wi t-'ci\J l' of th e

atio n
Fun dan ,en tals of tec hni cal com mu nic
asi c to
certain toµ ic s rela tecl to c om mun, cc.1 ti on (b
• Edu ca te a part1c-ul~1r se t o f ~ud1C'nr. <• on
..1d,nnceci
ienc e).
• DL'P f•nd ing on th e I cqu irem ent o f th e aud
audi ence reso lve a prob lem\ issu e.
• Tl1e pu rpos e of the train in g is to h elp the olog ies or
l ig ence havi ng fun". Usin g clr ffere nt method
• As Alb ert Eins t~,n sa,d, "Crea ti vity is intel n tion and
s, infog rapl iics to attra c t the read er's atte
te chn ique s lr~e visu als. grap hics , d esig n
.
ht'l p them learn the skill in a crea tive way
it throughou t the proc ess of prep arat ion.
• Set the end goa l in mind and r enec t on
uce impa ctful resu lts.
• Coll abo rate v.~th the aud i ence and prod
Ba rrie rs of Co mm un ica tio n Skills icat ing
acle.Som ethin g that stop s us from com mun
The word «bar rier" mea ns hind ranc e or obst lang uag e,
effe ctive com mun icati on Is only to do with
effe ctive ly. Mos t of the ti me we think th at
som e barri ers of com mun icati on skills:
however ther e 1s mor e to i t. Let's look at

Lan gu age skills

t is
room The Eleph ant that we are talkin g abou
We all know that there is an elep hant in the i sh
writin g, spea ki ng and listen ing in the Engl
lang u age skills . Even after year s of read ing, sayin g
yet corre c t lang uage. Ther e's an age ol d
l angu age mos t o f us still fail to use simp le, com mun icati on
i t's time to addr ess that issue of lack of
"Pra c tice mak es man perfe c t". Prob ably bein g
g to take time and can only be impr oved by
skill, by prac ticin g 1t Rem emb er it's goin
d 1sc1p lined and p ersistent.

Lis ten ing skills liste ner

• l
s one can poss ess.It talks mor e abo ut the
Liste ning 1s one of the mos t imp orta nt skill ract ed etc.
attentive, is show ing inte rest is dist
th an the speak er - whe ther the li sten er is

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Tech nica l English - 1 . .. ....... .. ............................... ...............

-r r T l '1 I 1b o l l ' v\ Lt d .. ..... ... .. .... .. .

. •
Active listen ·ing \ V s se
tectiv e listen in g
, p oint 1n tim e. Select1 Vf! :istf.:n,n q
at sorn c 01 Uw (, l1i f.I
,\ lmo:,t al l t ,1u:-- 1.111 in llw la tlt'r cc.1 t09ory. - .
1
tc p ie Thi s m a jorl y talk s , bou t the~
n
.., c1 i t·, ult l'' r 1t1wr ci1 sti .ic tllm or no t l, rn i 1:., inlL' f 8'
··
lt ·rl 111 t ,e > •
·· · . nd , h ' d on c nvuc Js to un ct, •r s tan d that a s a ll s ten,:r
··
.1 tt·tt1 lit' o f \IH' 111,IL'n<'f. Tl1t,u~l1 it in,iy ~uu c.il r, c · L' tening ac tively to the sp eaker
.
it 1, t,.11 rt-' ~tH)n s1t11l1tv Ill p.:i y c1 en t,on lo w11•1t
- tt tJ tw 1ng :,pok t:n. is .
·< ,ct ecJ from our subcon scirn1s
I
1,.,.·1r, :::. us lil1lit'1Sl ,llhl til e contnn t. WIll C l wI Ien r<'c1u1 rPu c·<1n l) r, reco c 11
• ,
11H' llh' I )'.

socia l awkw ardne ss

~t~s It 1s c.1 rc>c1l1ty. Many stud ents e xperien ce thi s in large gatherin gs or wh en th nd
e y fi
tnernst=-lves in an unfamili ar territory. Th e point to b e notic ed here is that social
awkwa rd ness
1s an ··,nterna l fear of meeting or talking to people in social ga therings", and
hen c e th e only way
: ,1 2ddress 1t 1s to deal with it in a practi cal way.

Wr at do v.e mean by dealing with it in a practica l way? When change happen

s, it happen s in ou r
thoughts first, which then transce nds to words and behavio ur (actions ).
Some tim es social awkwar dness is al so caused due to cultural or langua ge differen
ces. Cultura l
d1iference s can be addressed by learning \gatheri ng informa tion about differen
t culture s and
respe cting other's cul ture and emotional space. For address ing languag e differen
ces, refer to point
1 for more detail s.

Expec tation s v \ s realit y

Activel y listenin g and not jumping to conclus ions, not stereot yping based on
looks and culture
.being away from prejudi c es and taboos are ways by which expecta tions are
set right It's better
to speak to th e person and understand them for who th ey are than to have a
pre-con ceived notion
of that person or the situation .

Differ ent styles of Techn ical Comm unica tion

Technical Commu nication can be broadly classifie d into two categor ies: Spoken
and Wri tten
Each o f it c an b e further sub-cla ssi fi ed into several categor ies, based on tradition
al and modern
approac h some of which are:

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iTechn ical English - 1
I Zf.S T EC H Glol>(ll l'vt . l..t cJ ..... ....... . .... ......... ...... .... ... .. .... . ... ... ...... , .... ............. .

Written : Ac<1dt'm1c w,i ting, text b ooks, fi c ti on & non r1ctiun, Manual ~. l:nd u~er
doc um enta tion. Mcl rke tin g c ontent (brochures, flyers), column s 1n th P. news papers
Traditional magazin es etc
1
Spoken: Public sµc!c1ki11g (edu cating or crea tin g awarenes~). tr;.i1ning ,oachin g.
ad s (ma1ke tin 0\s,1les ) etc

Written: ebook, Software d ocumentation, Social Media(coµti ons or in foJraphics)

Visual graphics, cirti cles or biogs, various app s etc
Modern Spok.£n: .A.u d,ol)ooks. podc asts, Vid eos, Social Medi a (youtube, search engines
various apps.) etc

Interpers onal Skills

Interpersona l skill s are the essential ski!ls one requires for relating and working with
others - such as verbal and non-verbal communicatio n , listening, giving and re c ei ving feedback.
It is an aspect of communication which emphasizes on skills one needs to acquire in order
to work in a team or a group.
The focus is on facilitating teamwork, ensurin g group effectiveness, dec ision making, running meetings
and presenting work.
• Personal Relationships : When we review and work on our interpersona l skills it helps us build
effecti ve personal relationships.
• Professional relationships: In every profession good communicati on and personal skills are
• crucial.Emplo yability skills: Every organi sation wants its employees to have good social skills.
Building on your interpersonal skills makes you market ready and ensures smooth transition
from college life to corporate life.
• Team player: Whether in college or in the workplace, a team player always makes his way up.
• Share Ideas and workload: Working in groups offers the opportunity to share ideas, hear other
perspectives, to benefit from th e experi ence and expertise of others and to receive help and
support

How can we develop interperso nal skills?

Tips on how to improve your in terpersonal skills.
Verbal and Nonverbal communicatio n - Learn to use both verbal and nonverbal communia,at ion
skills effectively.
• Verbal communic ation is using words to con nect with people. Be careful with your choice of
words and attitude. It sets the tone for great communication.
• Nonverbal communication uses body language - gestures, facial expressions, posture, eye
contact and tone ..Express your emotions in ways.that are received and correc tly.unders tood
by others.

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 Tech nical Engli sh - 1
i.t: STt. C i .. t,I •, ;:,I P,t. l td .. ......... . .. . ....... .............. ... .. .....-.............. ..... .

Listenin g
This 1s one o f th e m ost importan t yet und erm in eci ospec ts of effec ti ve in terperson al c omm unicat,or,
A' wa-y s d o ac ti ve !1stening . which is p;::_iying c ompl ete and undivided attention to v.Jh a t other s are
saving

Avoid d ,stract1cns
• Us e bod y l anguage like nodding an d smi lin g to sho w your attention.
• Al wa ys maintain eye contact w hen you are sp ec1ki ng or listening.
• Do not interrupt.
• Paraphra se or sum marize to check your understan ding.
• Use open-end ed questi on s.
• Take the speaker's body language and tone as a c ue .
•
Feedba ck
• Be r eady to g ive and recei ve feedback.
• \\,'hen you give feedback be - ready, positive, specific. and non-judge mental.
• When you receive feedback be - receptive, li sten actively, ask related questions ,
react but respond, concentra te on content.

Cultura l Norms
• Beware of the culture of the people you work with. Do and say things from a global perspecti ve.
If you are not native to a culture, make efforts to learn and appreciat e it
• Have a positive attitude and avoid conflicts by b eing a problem solver.
• Share ideas, opportuni ties and work by being inclusive.
• Be persuasiv e, assertive and direct.
Understa nding interp ersonal skills and implemen ting it in your personal and profession al life will
requ ire effort But it will turn out to be profitable to both your relationsh ips and your career.

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 Tec hni cal Eng lish - 1
2 E !:i":: L ··G , •· ='l .J . t.·• rl • • •••• • •••• • • •• ••• • • t • •• ••• •• ••• • ••• • • • • • • •.
• •

Basi cs of Engl ish Gram mar

n 111u llH' c cHr 1rJ 1 i :,111()n o f c lau se·;, r,hr;:i s :· ,
In lingu i stics. g ramm ar Is the se t of stru c tu ral rul es gover
the ~e l1 ;1~1c.. rul e·, will trnlp c.. ornmu n1c a1P-
and words in a n a turul langu age. As a begin ner, kn owi ng
e ffec ti vel y.

Part s of Spee ch In trod uctio n

There are eight parts o f sp eer.h In the Englis h lang u age:
se,1tP. n cc rn us t ha .;e ~~ 0 oun.
1. Noun s - Noun rs a p erson , place . th ing, or idea . Every
nou n.
2. Prono uns - They are worcls that are used in place of a
al so be u c; f (i fc1 r con1 p anson .
3. Adjec tives - They d e scribe :·, e qualit y c., f a noun and can
state of b ":?1 nJ.
4. Verbs - These are ac tion wu2s 8nd also talk about your
is taki ng p la ce or happ en:ng .
5. Adver bs - They mod i fy the "Crb and tell us 'how' an action
anoth er word in a sente nce.
6. Prep ositio ns - A word that relate s a noun or prono un to
es, words . or claus es.
7. Con juncti on s - A conju n ction is a word that conne cts phras
words ) that shows a strong or
8. Interje cti ons - An interje ction is an excla mator y word (or
sud den feeling .
ed text
Quiz Time : Iden tify the part s of spee ch of the high light
1.My name is John and I am from France .
2. Gold i s a valua ble substa nce. J
3.He was an irate custom er.
4.Th1s is a very difficu lt course . ,

5.She was si tting close besid e him \ _

6.1 don 't know about you but, good lord, I think taxes are
too high!
7. l t's imme diate ly inside the entran ce
8.1 opene d th e door and looked out.
9. Reall y, th at's an amazi ng place to visit.
10.The printer table came along with the printer .
Answ ers
1.Pron oun, Noun, Pre·p osition
2.Nou n, Adject ive
3.To-b e Verb, Ad jective
4.To-b e Verb, Adverb
5.Adve rb, A djectiv e
6. Ad verb
?.Conj unctio n, Prepo si tion
8.lnter jection
9.Prep osition
1O.lnter jection , Adverb

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 Tec l1 nic al Eng lish.,. 1
? r s1 Fc H ( ; , ,1 b n 1 :, v , . L td . . . . . . . . . . . . . . . . . . . . .. ...... .. ... ..... .. .. .. ......... . .... .. ....... . ... .. .

Fundarnentals of parts of speech

Noun: Noun is a person, place, thing or idea. Every sentence must
have a noun.
Types of Nouns:
Prope r Nouns are th e name s o f speci fi c PfHS01, , p lace , org ani za tion, in s titutions, thin gs
d ays o f w eek, rnon th s, year s, e tc .
E xamp le: Mary, Ch ristm as, Su ndar, Indi a, Raji v Gandhi Interna tional Airport

Common Noun re fers to the n am es of p eopl e, th ing s, or p lace s in gene, al.

E xample: M ar y, Ch ri s tm as, Su nd ar, Indi a, Raji v G andh i In tern ati on al Airp ort

Concrete Noun, al so known as materi alistic nou n, refei-s to thin gs th at are tangible in na ture
that which can b e se en, touch ed, sm ell ed \smelt, heard, or tasted .
E xam p le: bui ldin g, tree, tabl e, tun e, b each

Abstract Noun, is the opposite of a conc r ete noun. It refers to thing s that are intangible in
natu re tha t which c ant b e seen or tou c hed.
Example: Truth , love, beauty

Singular Plural Noun: As the name suggests singular nouns r efer to nouns that are single in
number an d plural noun s refer s to m ore th an one in number.
Exam pl e: (Si n g ular no un ) dog, table, bridge, man
(Piura! Noun ) dogs, tables, bridg es, men

'I
i
t
Collective Noun r efer s to a g roup o f people or thi n gs put together to form one unit. Collective
rou n s are in b oth si ngular and plural form s.
Examp le: Fam ily, army, committee, stationary (Singular form)
i Fam il ies, armies, team s (Plural form)
I
I Countable Noun r e fer s to th e noun s that are in both , singular and plural form. In singular form
a or on e is u s ed to represent th e noun, where as in plural form the noun is rep r esented with the
re spec tive num ber.
Example: a flower, a hou se, an orange (Singul ar fo~m)
A d ozen r o"se s, two oran ges, four suitcases

. . '

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 Technical English - 1
Z E S T E CH Gt c, t, al Pv t. Lt d
... .... .. .............. .. . . . ... ..... . .. . . . .. .. . . . . .. .. .... . ................... .

Uncou ntable Noun, as th e name suggests, cann u b E- cc,.,nted and ta k Es a s•r.gJ a' fer:""'.

E xampl e: A fraction of land, A mil e, furniture, rice, sLgar

Compound Noun refers to two or more nouns pu t toge th er to forrr. a single nou'"l.
E xample: Cat food, p la yground, schoolgirl

Pronoun

Sub ject Object Possessive Po ssessive RefJe XJ •, e

Pronouns Pronouns Ad jecti ves Pronoun s PronoJnS

Singular 1st person I Me My M ine Mysel f

3rd person He Him His His Him self
3rd person She Her Her Hers Hersel f
3rd person It Its Its I tse!f

Plural 1st Person We Us Our Ours Ourselves

2nd Person You You Your Yours You rsel f
(By default
is plural)

3rd person They Them Their Theirs Themselves

Types of Pronouns

Pe rsona l Pronoun is used to refer to a sp eci fi c person or thing. Subjective, Objective and
possessive pronouns fall under p ersonal p ronoun s (refer to the table above)

De m onstrat ive Pronoun also known as the independent pronoun, is used to point to a
specific person thing, or p lace. As the name suggests it is indepen d ent of nouns.
E xample: this, that, these, those

Interrogative Pronou n is used when one needs to ask a q uestion about a person , place or
th ing.
Example: Who, when, what where, wh y, whoever, whichever. whom

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 Technical English - 1
7E ST f- CH t~ l ob ,11 P vt. Ltd .. ....... ... ... ..... ... .. .. . . .. .................. ........................... .

Relative Pronoun is used to relate\Joi n two or in or~~ c lau ses by referring to the noun
in tl,e pr e vious c lau se.
Example : Who. whi c h, wh o. whom, whose

Indefinite Pron oun, as th e name sug ge sts, refers to people or things that aren't
spec i fied or defined. It can be bo~h in sing•.,l3r and plural form.
Example: Somebody, ever ybody riobody, few, many,

Reflexive Pronoun relates the pronoun to the previously used noun in the same sentence
(refer to t'.le table above)

Reflexive Pronoun relates the pronoun to the previously used noun in the same sentence
(refer to the able above)
Exampl e: Each other, one another

Adjectives: They describe the quality of a noun and can also be used for comparison.
The Order of Adjectives: Opinion, Size, Age, Shape, Colour, Origin, Material, Purpose
E.g. The silly, huge, old, round, red, English, woollen sleeping bag

Degrees of Comparison
As mentioned above, adjectives describe the qualities of a noun\pronoun. These qualities can
be compared o n 3 different levels: Positive, comparative, and superlative.

Posit ive Comparative Superlative

Good Better Best

Great Greater Greatest
i
t Sweet Sweeter Sweetest

Pretty Prettier Prettie st

Small Smaller Small es t

I Beautiful

Intelligent
More beautiful
More Intelligent
Most Beautiful
Most Intelligent

I
'
,I
Handsome
important
Difficult
More Handsome Most Handsome
More Important
More Difficult
Most Important
Most Difficult

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 Technical English - 1
2. E S 1 I: C t' {; I , >h ,, I P V t . L t d .. , . .... ..... . , , . . . . . . . . . . . . . . . . . . . . . . ..... ... .. .... . , .. , , . , , , •· •• · · · · · • · • ·

Quiz time:
Positive Com p arative Supe rlative
Nice
Ridiculous

Vu lnerabie

Bad
Col d
Confusing
Generous
Fascin ating
Famous

Types of Adjectives:
Types Definition Examples

Talks about the quality or Beautiful, intelligen t

Adjecti ve of Quality
kind of person or thing big, short

Shows the quantity Few, little, some, many

Ad jective of Quantity
(non-countable)
Definite: Indicates an Definite: one, two, first
Adjecti ve of Number exact number second
Indefinite: does not Indefinite: all, some
indicate an exact number certain, several
Demonstrative Answers the question
That, this, these, those
Adjective "Which"
Distributive: refers to each Each person, Everyone
Distributive Adjecti ve p erson or thing Neither, Either
Interrogati ve Adjective Used to ask qu estions Wh at, when, where
who. whose whom
Possessive Adjective Talk s about owning My, our, your, his, her
som ethin g or som eb ody its, their
Emphasizing Adjective Used to emphasize a Vvith my oVvn eyes, Hi s
very first book, Your
noun \Pronoun
own business
Exclamatory Adjective Indi ca tes sudden or strong 'Nha t an idea! '
emotion

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 Te ch nic al En gli sh - 1
~-' C, C lct ,I Pvt LtJ .. ... ... .

rrop er Adj ecti ve Prop er adje ctive s are form ed Prop er nou n Prop er adjective
from prop er nou n s
India India n
Shakesp eare Shak espe area n

Th e only teac her

Art icles The talle st boy
Not e: The artic les a, an and the
AA eag er stud ent
are adje cti ves
A bea utifu l con cert

1st from 2nd form 3rd form +ing from

V e rb
(Pre sent ) (Past) (Port ie if le\ (add in~to the
Perfe ct 1st from
Plan t Plan t Planted Planted Pl antin g
Crea t Crea t Crea ted Crea ted Crea ting
Forg et Forg et Forg ot Forgotten Forgettin g
Teac h Teach Taug ht Taug ht Teaching
Thin k Thin k Thou ght Thou ght Thin king
Eat Eat Ate Eaten Eatting
H it H it H it Hit Hittin g
Put Put Put Put Putti nq

In the abo ve tabl e you will see that certa in

verb s are repe ated in diffe rent form s. To have
b e tte und e rs tan d ing of it. plea se chec k regu a
lar\ir regu lar verb s men tione d in the type s of
verb s bel ow.

Typ es of Ver bs
Reg ular Ver bs change their form very little . The
past ten se and parti ciple of the verb is form ed
addi ng "d " or
"ed" (and in som e case s "t") to the base verb by
. When chan ging the form, 2nd and 3rd
form rema ins the sam e.
Exa mple : Plan t - Plan ted
Crea te - Crea ted
Sme ll - Sme ll ed\S mel t

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 :✓
Technical English - 1
ZE STEC H Global Pvt. Lt d
······························ ··••·........ -·····················••f• •··.. .

Irregular Verbs ch ,:in ge th eir form totally. Bo th, th e pc1 st ll~nse and p as t par ti c ipl e end in g s
are va ri able.Th ey furth er c an be divided into 3 typ es:
1.Verbs wh ere all th e 3 forms are di fferent:
Exam p le: Eat - Ate- Eaten
Sing - San g - Su ng
Drink - Drank - Drunk

2. Verbs where 2nd form and 3rd form remain the same.
Example: Think - Thought - Thought
Feel - Felt - Felt

3. Verbs where all the 3 forms remain the same.

Example: Hit - Hit - Hit
Cut - Cut - Cut
Put - Put - Put

Note
Some verbs can be both regular and irregular, however the mea ning of the word and the form
of the verb changes depending on its usage.
E xample:
Hang - Hanged - Hanged (Here the word hang means to fi x something on the wall)
Hang - Hung - Hung (Here the word hang means to kill or die, by dropping with a rope around
the neck)

Some verbs are both regular and irregular, and the meaning remains the same in both cases.
Example:
Smell - smelled - smelled
Smell - Smelt - Smelt
The p re sent tense of some regular verbs are same as the past tense of some irregular verbs:

Transitive Verb needs a subject and one or more objects, in order to complete the sentence.
Example: l dropp ed the book. (subject, verb and object)

Intransitive Verb, on the other hand, n eeds a subject but does not necessarily require an object
in order to complete the sentence.
Example: l ate. (subject and verb _comple te th e sen tence, n o obj~ct required)

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 Tech nica l Engl ish - 1
ZESTS- CH Gl c oa l Pv t . L tcl . ..... . ....... .... . . ........ .. . . . . . .. . . .. ... . . ... ....... .. .. .
" "

\/
Mother Tongue Influenc e MTI:
Peop:e may know multiple language s, English being the most common one. You must've
noticed that
lnd' ans (Of non nati..,,-e speakers) speak English differently than the native english speakers (Briti
shers or
.American s). It's so! ely due to tt, e impact \Ne have in the way we enunciate certain letters or words,
IM"lich
changes the -.,.13y -.\'e speak in English. This is most common in India as th ere are multiple ethnicitie
s here
a:-id v.e out of all, have multiple language s and dialects. Our mother tongue has a direct influence
in the
'Na y VJe speak in Engli sh and thus resulting in mispronunciation of letters and words.

How can we neutrali ze MTI:

There are four tned and tested methods , to neutralize MTl:
1. Listening : Listen to more and more audio's or podcasts. Follow native english speakers
on social media
and listen to the way they pronounc e certain words. Follow people(on social media) from different
parts
of the v.orld to understa nd how the pronunciation changes 'v\lith different accents. Vv'hen watching
a
'-"deo, disable subtitles and try focusing on the '-NOrds\idioms\phrases they use.
2. Speaking: One of the best ways to neutralize M11 is by practising, and what better way than to speak.
Do rol e plays, stand in front of the mirror and try talking on a topic. Do not concentrate on anyth
ing
other than your O'M"I voice. Use recording apps to record yourself and listen to it. Use tools like
google
or any such apps to understa nd the pronunciation of certain '-NOrds that seems complex. Such exercise
s
w11 he~p not j..Jst neutrali ze the accent but also improve your language skills.
3. Reac:!1ng: Many complain that reading isn't their cup of tea, but does reading refer to just reading
books?
N o absolutel y not In this modern times, thanks to the internet we have several ways by which
we can
improve our reading skills. Try reading biogs, articles from newspapers\magazines. Read ebooks
that
have less number of pages. Just develop a habit of reading, at least a few paragraphs, a couple
of
tim es a 'l..eek. The catch here is to read out loud. Once again, as mentioned before, you could
record
yQ.Jrself and check if there is any improvem ent from day one to day 30. The key here is to be
persisten t
and have p atience.N o skill can be learnt overnigh t
4. Vkiting: Last but the most importan t one is to practice writing. Write small pieces. Take a topic
and
scribble a few sentence s 1.Mthout the fear of being accessed or j..Jdged. Make it a habit Developi
ng
'Mitten skills helps in effective commun ication.
Exercises to help neutrali ze MTI:
Read tt'te oxf()(d dictionar y as it is recomme nded to know the correct pronunciation. The words
are
'Mitten in letters and phonetic ally in the dictionar y for better understa nding
Practice tongue twsters. it helps in differenti ating betvJeen the different consonant sounds.

---~. ,._. .,_.:. ., . . .~ ~·------·......._·~~-- ... fil

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71
Te ch ni ca l English - 1
... ..... ..... ... .. ..... ..... ..... ..... ..... ..... ..... ..... . ... ..... .. ..
I
ZE ST EC/ l ob al Pvt . Lt~ .... ..
....
· ~

Listening Co mp reh ens ion : ed and the wor d c omp rehend

n to 'Nha t is bein g said \communicat
The wor d liste n mea ns to pay atte ntio tive com mun ication.
and . List enin g com pre hen sion is a rec0 p tive skill that is vital for e ffec
me ans to und erst
sion is an interactive
com mon beli ef that th e act of listening is passive, listenin g com pre hen
Con trar y to the Vvith the sou nd and the text by
. The liste ner s don 't jJst hea r 'Nhat is bein g said but also inte ract
p roc ess kno wle dge.
inte rnal l y ther eby con nec ting the external information Vvith the internal
pro ces sing it
eni ng:
The re are fou r com pon ent s of list
al
• Focus - Incl ude s both verbal and visu
• Hea r - Sen sing attentively
ng a connotation to the text
• Und erstand - Processing and assigni olle ctin g wflen req uire d
in the subconscious mem ory and rec
• Rememb er - Storing the information

eni ng com pre hen sio n skills:

Act ivit ies \ Exercises to imp rov e list
english speakersVnfluencers.
• Listen to aud ios\podcasts of native bing it
from the podcast\audio, try tran scri
• To kn ow how muc h you understand
sistently
• Wat ch or listen to some content con
g the text along with listening
• Enable th e subtitle s and try followin
s only on listening
At times, di sable the subtitle and focu le spe akin g.
unfamili ar voc abu lary is use d, che ck for its meaning and try usin g it wfli
• VJhen
r language
Practi ce until it becomes a par t of you
phrases
• Make sen tenc es usin g idioms and that hel ps imp rov e
d alou d wtie nev er pos sibl e. Rea ding aloud is an interactive activity,
• Rea
listening skills gam es
listen ing skill sMake learning fun, play

Pn ~c... I I