Fluency FG - Content Structure V 2 0

September 27
Facilitators
Guide
V 2.0
Fluency
Program
Day 1 Expectation Setting and Introduction ........................................................................................5

NeuroLanguage Session & Pre Assessment ........................................................................................6
Fluency: Activity: Speaking on about yourself and analyzing it ........................................................14
Introduction to Consonant sounds & Vowel Sounds ........................................................................17
Grammar: Introduction to Parts of Speech .......................................................................................19
Vowel Sounds & Drills .......................................................................................................................22
Consonant Sounds & Drills ................................................................................................................24
Practice Syllables (Cecily Berry) .........................................................................................................26
Practice Word Lists ............................................................................................................................29
Practice Email Etiquette, Punctuation...............................................................................................30
Day 2 Building Fluency........................................................................................................................32
Recap Day 1 & Objectives Day 2........................................................................................................33
Subject Verb Object...........................................................................................................................35
Theory & Practice Syllables ...............................................................................................................39
Vowel & Consonant Sounds Practice (ILT & NL) ...............................................................................42
Nouns ................................................................................................................................................44
Email Etiquette Type 1- official context ............................................................................................46
Fluency ..............................................................................................................................................48
Group Discussion Rule 1 Courtesy ...............................................................................................50
Day 3 Building Fluency with correct sentences ..................................................................................51
Syllabic Stress ....................................................................................................................................54
Adjectives ..........................................................................................................................................55
Articles ............................................................................................................................................... 57
Pronouns ...........................................................................................................................................59
Prepositions .......................................................................................................................................61
Verbs .................................................................................................................................................63
Grammar: Sentence Construction & Sentence Drills(ILT & NL) ........................................................65
Email Etiquette Type 2 ......................................................................................................................66
Group Discussion Rule 2 Asking Questions Probing ....................................................................67
Day 4 Building Fluency around professional work scenarios .............................................................68

Theory & Practice: Subject Verb Agreement ....................................................................................71
Fluency: Activity: My Strengths and Weaknesses .............................................................................73
Consonant Vowel Sound Practice with words & sentences (ILT& NL) ..............................................76
Grammar: Tenses (ILT & NL) .............................................................................................................78
Grammar: Sentence Drills with Tenses Simple and Perfect (ILT & NL) .............................................80
Email etiquette Type 3 Writing escalation mails ...............................................................................82
Activity: All Skills Practice: Topic: My Experience: Tenses Simple, Perfect Group Discussion
Acknowledgement ............................................................................................................................84
Day 5 Building a foundation of grammar with tenses and SVA, creating fluency..............................86
Fluency: Activity: Topic: Detailed Work Tasks...................................................................................89
Syllabic Stress Practice with words & sentences (ILT& NL) ...............................................................92
Theory & Practice Future Tense (ILT & NL) .......................................................................................94
Grammar: Sentence Drills with Tense Future (ILT & NL) ..................................................................96
Activity: All Skills Practice: Topic: MyWork: Tense Future / Career Path of a Programmer ............98
Group Discussion Changes in our society: Economic Improvement ............................................100
Day 6 Building fluency around work related topics .........................................................................102
Recap Day 5 & Objectives Day 6......................................................................................................103
Practice Sentence with the Bag of Words .......................................................................................105
Grammar: Question Format (ILT & NL) & Answering Questions (ILT & NL) ....................................107
Question Formation ........................................................................................................................107
Activity: NL Lab Session Question Format (ILT & NL) & Answering Questions (ILT & NL) ..............109
Activity: Listening Comprehension:.................................................................................................111
Grammar: Sentence Drills Domain Related (ILT & NL) ....................................................................112
Activity: All Skills Practice: Topic: Client Mock Scenarios...............................................................114
Group Discussion Importance of good communication at work / outside work .........................116
Day 7 Building Fluency & Improving Comprehension ......................................................................118
Practice Paragraphs Writing & Speaking .........................................................................................121
Activity: Written: Reading comprehension: Complex passage .......................................................123
Grammar Activity: Identify Errors (ILT & NL)...................................................................................125
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Activity:: Meetings Skills ..................................................................................................................127

Grammar Activity: Grammar Quiz ...................................................................................................129
Grammar Activity: Client Email (ILT) ...............................................................................................130
Activity: All Skills Practice: Topic: Problem in civic society ............................................................132
Group Discussion Communication skill Strengths and Weaknesses improved in training ..........133
Day 8 Assessing improvement in fluency and email writing ............................................................135
Post Assessment ..............................................................................................................................136
Practice Paragraphs Writing & Speaking .........................................................................................140
Activity: Written & Reading Comprehension ..................................................................................142
All Skills Activity: Paraphrasing........................................................................................................143
Activity: Listening Comprehension ..................................................................................................145
Grammar Activity: Client Email (ILT) ...............................................................................................146
Grammar Activity: Client Meeting (ILT & NL) ..................................................................................148
Day 1 Expectation Setting and Introduction

S.N
1.10
Topics
Time
Objective
To introduce the participants to the
NeuroLanguage tool and conduct the Pre
Assessment
NeuroLanguage Session & Pre Assessment
8.45-10.15
Tea Break
10.15-10.30
1.11
Ice Breaker, Introduction, Expectation Setting, , Objectives
10.30-12.00
To establish the quality benchmarks and

objectives with the participants for the program
1.12
Introduction to Language Construction,

Grammar and Sounds
12.00-13.00
To establish the broad modules covered and the

methodology
Lunch Break
13.00-14.00
1.13
Fluency: Activity: Speaking on about yourself and analyzing

it
14.00-14.40
To document the language ability of the

participants
1.14
Introduction to Consonant sounds & Vowel Sounds
14.40-15.00
To make the participants aware of all the sounds

to practise
1.15
Grammar: Introduction to Parts of Speech
15.00-15.40
To make the participants aware of the basics of

grammar
Tea
15.40-15.55
1.16
Practice: Vowel Sounds Drills
15.55-16.15
To make the participants practise the vowel

sounds learnt
1.17
Practice: Consonant Sounds Drills
16.15-16.35
To make the participants practise the consonant

sounds learnt
1.18
Practice: Syllables (Cicely Berry)
16.35-16.55
To give the participants a drill to improve sounds
1.19
Practice: Word Lists
16.55-17.15
To introduce the participants to the Wipro

Specific words
1.20
Email Etiquette: Punctuation
17.15-17.35
To introduce and practise punctuation
NeuroLanguage Session & Pre Assessment

Session 1.10: Duration- 90 minutes
Overview:
To introduce the participants to the NeuroLanguage tool and conduct the Pre
Assessment
Media and material

Flipcharts
Colour Markers
White Board
Learning Objectives:
The participant will be able to login to the software
The participant will be able to describe all the functionality of the
Practice Player Software
The participant will be able to download and run modules that are
assigned to him/her
The participant will be able to complete a module successfully
Key Sections:
A. NeuroLanguage Software introduction, play the PPT 20 min
o Functionality of the software
B. Method of using the software 10 min
o Methodology of the software
o Blended learning
o Points to note
C. NeuroLanguage Software Practise 10 min
o Modules to practise : Introduction to Communication Skills
D. Pre Assessment - 35
o Module: Ascentify Language Assessment 2012
PPT on the software
Login to Neurolanguage
Practice Player
Download Pre Assessment
module
A. NeuroLanguage Software introduction 20 min
Show the participants the PPT ask them to review it on their computers
If that is not possible then project the PPT on the board
B. Walk through the method of using the tool during training 10 min
a. This is for practise, it will give feedback in real time, the tool is very strict
b. Tell the participants that they can improve if they try to articulate differently not in
the same way as they always do
c. Tell them about the Pre and Post Assessment and run the ppt for the same so that
they are comfortable with it
d. Give them the user ID and password, which is their employee ID.
A. Login the batch to the software 10 min
a. Ask them to try the module Importance Communication Skills to get comfortable
b. Help trouble shoot any problems
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B. Take the Pre Assessment Test 35 min

a. Ask them to download the Ascentify Language Assessment 2012 and take the test
Inform them of the scores that are recorded on the central server and the reports that will be
generating everyday to show the improvement.
Instructions:
The Pre assessment is important to measure the needle movement in their improvement. There are 4
sections in the assessment and all 4 need to be completed.
All modules that need to be covered in training appear in a folder WiproCorp. In this folder are day
wise folders. The participants are expected to take each module in the folders as part of their daily
practice.
Please refer to the PPT for the guidelines on how to use the software. However the top points to note:
All the text in the story section does not need to be recorded
All the examples must be recorded and practised
The listen & repeat, listen & type and listen & answer section must be completed
The colour needs to change from Red to orange to show improvement
Orange and Green are acceptable colours as the software is extremely strict
Green indicates the highest level of pronunciation
Guideline:
1. Check the lab in the morning with the local IT spoc
2. Download the assessment module in advance. It will take at least 15-20 min to download the
module
3. Get batch to check the headsets, software login in the morning all together.
4. Accommodate for 40 min for the assessment
5. As the ratio of participant to computer is 2:1 you will need to coordinate ask the remaining
participants to sit outside.
6. For this assessment you will be the invigilator
7. The assessment questions are not to be discussed in the session after the test
8. All 4 sections of the assessment are to be completed. Each comes one after the other. Ask
the participants to be patient through the process.
9. Ensure that the IT spoc is present to assist during the assessment.
10. Ensure that the participants have practised on the software before taking the assessment;
else the results will not accurately reflect their skill level.
Session 1.11: Duration- 1 Hour and 15 minutes

Overview:
To establish the quality benchmarks and objectives with the participants for the
program
The participant will understand the program objectives
The participant will understand the expected quality target for English
written and spoken
The participant will be understand the duration, broad topics and
completion targets of the 8 days of training
The participant will be able to enumerate the ground rules, day wise plan
for learning
Key Sections:
A. Ice Breaker 30 min
B. Expectation Setting 40 min
o Activity : Ground Rules Setting 15 min
C. Program Objectives 15 min Activity: Accent, Listening &
Comprehension 25 min
D. Program Objectives 15 min
o Write down the overall program objectives
o Write down the program quality bench marks
Take any questions that participants may have at this time - 5 mins
Media and material

Flipcharts
Colour Markers
White Board
Rules Chart
A. Ice Breaker: Get to know your colleagues

Ask each person to talk to a person they dont know in the room
o Duration 10 minutes
o They should write down - their name, where they are from
o They should write down one interesting fact about the person
o Duration 20 minutes
o You will ask each person at random who they met and to tell the batch about what
they were able to discover about their colleagues
o You will then ask others what they remember of the other people in the batch
o You will continue this activity until everyone has had a chance to speak about the
other colleagues
o Lastly introduce yourself to the batch.
o Allow them to ask any questions they have for you, they may want to know more
about you in terms of experience and background.
B. Activity: Set the Ground rules for the training session:

Activity: Make the trainees develop a chart to be put up
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o
o
o
o
o
o
o
o
o
Make teams of 4-5

Ask each team to give their team a name
Write the team name on the board
Ask them to discuss the rules as though they were taking the session
Ask them to then make a nice chart
Tell them that as teams they will be evaluated
Reward the best team
Ask each team to come up with a Team name, tell them that going forward they
are to be in a team and each team would be rewarded based on performance
Points to be covered
Punctuality: We are all professionals and need to understand at this initial
stage the need to be on time as a discipline
Professionalism: We need to be able to demonstrate this in training to be
able to apply it in all our professional task
Team Work: Others depend on us to deliver on time we are not working in
isolation
Discipline: Maintain the decorum of the session at all times
C. Activity: Accent, Listening & Comprehension

Activity: Listening to a Audio File 1
o Login to the neuroLanguage software on the trainer PC
o Download neuroLanguage module: Active Listening-Verbal Skills (2009)-UK
o Click on the listen button and listen to the audio conversation through the speakers
o Ask them to note down every word of what was said
o Ask how much of the audio file was understood
o Derive: listening, comprehension and response as basic skills needed to perform
basic task at work
Question to ask:
Were you able to write down all the word?
When did you stop writing the words?
Why were you not able to write the words?
Did you understand the key message of the passage?
Write down all the feedback to the questions on the flip chart/ board
Categorise the responses written on the board as listening or
comprehension.
o Derive: English fluency and written skills as essential to further progression within
Wipro especially in client facing situation at a foreign location
Inform the participants:
Clients would be of various nationalities
They would have strong accents
They would expect that you understand them and also
communicate quickly with them on the project details
They would expect you to speak fluently and be easily understood
If they cannot they would get frustrated as the project slows down
due to communication challenges
D. Program Objectives
The program is designed to build the fluency of participants over 8 days. The main purpose is
to be able to effectively communicate with clients and managers. The participants will be
interacting with clients on projects and would need to be able to communicate effectively on
details of project execution.
Instructions:
Explain that to be able to communicate with fluency it is necessary to overcome the
challenges highlighted during the activity from listening and comprehension. Discuss how
difficult it actually is to be able to overcome the areas of opportunity. Indicate that to
achieve an end objective it will be necessary to put in a lot of hard work.
Write out the program objectives on the board. Establish the expected quality levels for
clearing the program.
Explain that the program will measure the pre to post improvement of the candidates using a
computer test. The test will accurately measure the skills of 5 key parameters
Oral pronunciation by reading, Retention pronunciation by listening, typing skills,
Grammar by multiple choice questions and comprehension questions based on listening to an
audio file.
The test will be give again at the end of the training and therefore measure the
improvement. The metrics are given below. Inform them that they will be tested at the end of
every day to be able to check their daily progress.
Duration of the course and structure

a. 4 days followed by 10 -15 days gap followed by 4 days
b. Pre assessment first of training, post assessment last day of training VnA training
c. Quality target: 65% on the NeuroLanguage Test
Modules to be covered
d. Oral Communication in the work place
e. Comprehension
f. Email writing in the work place
g. Fluency in speech
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Introduction to Language Construction, Grammar and Sounds

Overview:
To establish the broad modules covered and the methodology.
The participant will be able to identify the key foundational concepts of
language construction
The participant will be able to give examples to illustrate the
understanding
Key Sections:
A. Barriers to Communication 15 min
B. The Language Tree 15 min
o Sounds Vs Letters
o Grammar Structure
o Listening and Internal Fluency
Media and material

Flipcharts
Colour Markers
White Board
Basic topics to be covered

noted in their notepads
Neurolanguage module
voice sample Scottish file
A. Barriers to communication:
Activity:
Ask the trainees to listen to the audio file from the neurolanguage module, of a Scottish
British accent person describing himself.
Log in to the neurolanguage software and download the following module to play back:
Voice Sample Scotland 1 V2 - UK
Click on the narration button to play the audio.
Do not project it on the screen, ensure the audio plays from the speakers of the trainer PC.
Allow the audio to play for a while and notice when the participants stop taking notes
For the remaining time while the audio is playing continue talking and giving instructions
Elicit when and why they stopped taking notes
o Derive: familiar language, accent, meaning of phrases
o Derive : barriers of noise
o Derive : language structure, sounds, and key familiarity
o Question to Ask:
Were you able to write down all the word?
When did you stop writing the words?
Why were you not able to write the words?
Did you understand what the person was saying? If not then why?
o Write the answers on the board
Discuss the reason for each
Sounds we are not able to understand sounds that we have not
heard before, we need to train out listening to understand the
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sounds, the more we listen the better it gets. Knowing the meaning
is key to understanding the sound
Phrases this may not be used in our English, so we need to first
understand the meaning of phrases and so the next time we would
be able to understand it better. Most phrases also have a cultural
context
Rate of speech each person speaks at a different rate of speech,,,
only with practice would you be able to understand the other
person
Disturbance When others are talking it becomes even more
difficult to understand the other person, so it is necessary to
concentrate ones attention on the speaker
B. The Language Tree

Play the audio file again
Instructions:
Ask the participants to listen carefully to audio file. While listening, ask them to note the
differences from the first time they heard the file. This time allow all to listen to the file
without any interruptions.
a. Derive the difference in comprehension, listening from the first to the second session,
i. Questions to Ask:
1. What new words were you able to hear this time?
2. Were you able to identify the overall message of the audio file?
3. When did you stop writing?
4. Were there many familiar words in the audio file?
b. Derive that learning can improve if we start with the basics and build up
i. Points to say:
1. Learning the meaning of words and phrases it will be easy to understand
the client
2. Listening to the same words with more meaning will enhance the
comprehension
3. Practising the words and speaking will enable the client to be able to
understand you better.
4. To practise it is necessary to start from the very basics of both sounds
and grammar
c. Derive that if the language specific to our work is practised it will only get better
i. Introduce Language Tree
ii. Grammar Tree
iii. Listening
Instructions:
To derive the language tree and the grammar tree please do as follows:
1. Write Speech at the top
2. Questions to ask: What does speech consist of? Write down the responses on the board
3. Answers you are looking for: Words, Sentences, sounds etc
4. Place the same under in the following sequence: Speech
SentencesWordsSyllablesSounds.
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5. Tell them why we deal with sounds and not letters of English as it is not a phonetic
language, the pronunciation and the spelling are not always the same
6. Question to ask: In grammar what are the topics you know about, also what parts of speech
are there in English?
7. Answers you are looking for: the 8 parts of speech, Subject verb agreement, Tenses,
Questions, Sentences construction
8. Place the answers in the following sequence on the same board: Parts of speechSentence
ConstructionSubject Verb AgreementTensesQuestions
9. Inform the batch that to build up the fluency one must be able to master both sounds and
grammar, that in the next few days you will be working on each item of language and build it
up to fluent speech
10. The answers on the board need to be in a diagram form with the smallest items of language
at the bottom of the diagram
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Fluency: Activity: Speaking on about yourself and analyzing it

Overview:
To document the language ability of the participants.
Media and material
The participant will be able to create a mind map of points about him self
The participant will be able to structure the sequence of thoughts
The participant will be able to elaborate on each point to at least one
level
The participant will be able to identify each sentence in terms of
sentence construction, grammar and sounds
Key Sections:
A. Describe a Mind Map introduce oneself 15 min
o Define Mind Map 5 min
o Illustrate with Example 5 min
o Make the participants do a mind map 5 min
B. Introduce yourself 45 min
o Each person gets one minute 30-40 min based on the batch
size
o No feedback is given
o Structure must be correct
o Facilitator records feedback
Flipcharts
Colour Markers
White Board
White Board Mind Map
Mind Map in their

notepads
A. Activity: Mind Map to describe one self

Describe a mind map 5 Min
o Describe and explain a mind map a mind map is a diagram of or visual
representation of all the points around a central topic
Illustrate with an example as given below 5 min
Ask the participants to develop a mind map on paper about himself however not about his
family, use the following structure 5 min
o Help the participants with their queries
o Who I am
o What are my strengths and weaknesses
o What are my career goals
o What do I expect from Wipro
Instructions:
Ask the batch if anyone is familiar with the concept of a mind map. Take all the responses from the
batch and summarise. Then define a mind map as a diagram or visual representation of points you
would like to talk about or describe on a topic. Demonstrate the same with an example, in this case
about yourself.
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At the centre of the board write your name. Then write all your strengths and weaknesses. For
example:
1. Anand Rao
2. Gurgaon
3. Married, wife and two children
4. Professional, Trainer, master trainer
5. Sports running, squash, tennis, swimming etc
6. Weakness sweets & chocolates
Then using the points on the board, write out sentences about yourself. For example:
1. I live in Gurgaon in Haryana.
2. I am married and have two children
3. I am a certified voice and accent trainer and master trainer
4. I love playing sports, my favourite sports are Squash, Swimming and running
5. My weaknesses are sweets and chocolates
Now ask the batch to develop a mind map on a sheet of paper about themselves. Give them not more
than 5 min to develop it. The mind map should not include any details about the persons family. It
should include details of the persons strengths weaknesses.
B. Ask each participant to speak about themselves either by reading the notes or extempore
1 Min per participant
Put up some of the sentences on the board
o Highlight key sounds errors
o Highlight key grammar errors
Discuss the issues in speaking for a min
o Questions to ask
Were you able to speak for a min?
Why did you stop?
Did you feel confident?
Did you make grammatical mistakes? If so what were they?
Did the mind map help in structuring the 60 seconds of speech?
Instructions:
Inform the participants that they would need to speak for 1 minute about themselves in clear and
distinct sentences as demonstrated.
To keep up the energy in the batch you should maintain a stop watch and ask participants to pass on
to the next person after a min if they exceed the time limit. Otherwise they need to pass the turn on
to any other person in the batch by calling their name aloud.
Put up the general feedback for sound errors and grammar errors; do not give feedback to any one
person. Ask the participants for their feedback on how they spoke and any difficulty in speaking
fluently.
Get the batch to agree that speaking in a planned manner is quite difficult. Inform the batch that the
rest of the program will help them in key areas of speaking to enable them to become confident and
fluent.
Get their concurrence on how to deal with the basic elements of speech like sounds, sentence
construction and their own thought process.
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Guidelines:
1. We cannot give feedback at this stage as we have not covered enough content and the
participant may not comprehend the feedback
2. Ask the participants to speak loudly and clearly for the entire batch to hear
3. Record feedback on each of the participants for your own reference
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Introduction to Consonant sounds & Vowel Sounds

Overview:
To make the participants aware of all the sounds to note the 44 sounds with
phonetic symbols.
The participant will be able to identify and enumerate the 24 consonant
sounds given
The participant will be able to identify and enumerate the 20 vowels
sounds given
For each sounds they will be able to identify a tag word
The participant will be able to enunciate the sounds in isolation
Key Sections:
A. Sound of the English language 10 min
o Letter of English, vowel s and consonants
o Sounds of English, 20 vowels sounds, 24 consonant sounds
B. Tag word for each sound 10 min
o Each person write his own tag word in a note pad
A.
Media and material

Flipcharts
Colour Markers
White Board
White Board Sounds in

phonetics, IPA chart
Tag words in notepads
Activity: Letters and Sounds of the English language 10 min

Ask how many letters in the English alphabet
Ask them to break it up into Vowels and Consonants
Then ask them very specifically to break it up into vowel sounds and consonant sounds
Tell them that there are 24 Consonant sounds and 20 vowels sounds
Regroup everyone into their team
o Set a time limit of 5 min to get the answers
o On a sheet of paper they must have the sounds
o Each team will be given the chance to say one sound and a point for each correct
sound
o Bonus points for teams that answer the following
Consonant sound pairs
Vowels sounds into short, long and diphthong
As they speak the sounds put them up on the board in sequence starting consonant sounds
then moving on to vowel sounds
Reward the best team
B. Group Activity: Give a tag word for each sound 10 min

Give or ask for a tag word to represent each sound , ask them to note it down for future
reference
o E.g. t Total, bottom, act,
o E.g. v very, vocal, verification
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o Refer to the Reference section at the end of the book for more examples
Derive the characteristics of Consonant sounds
o Consonant sounds are articulated and interrupted sounds
Derive the characteristics of Vowel sounds
o Vowel sound are formed and free flowing uninterrupted sounds
Reiterate the terminology for sounds short, long and diphthongs, Voice and unvoiced
consonant sounds
Write down the phonetic symbol for each sound
Instructions:
To show the difference between consonant sounds and vowel sounds ask each team to note down
the differences. Give them not more than 5 min to identify the basic difference consonant sounds
are interrupted by the articulators and are completely articulated only when the articulators are
released. Therefore they are short and sharp in pitch.
For Vowel sounds they need to identify that compared to consonant sounds they are free flowing and
can be stretched.
Refer to the IPA chart in the reference section of this manual for the phonetic symbols. It is important
to start the use of phonetic symbols versus letters to indicate correct pronunciation for a word.
The key reason is that the participants need to be move away from their pre conditioned
pronunciation pattern.
Key Tip: Please log in to the Cambridge online dictionary http://dictionary.cambridge.org/ to refer to
the phonetics tag words that are being used. Encourage the participants to use the online dictionary
to resolve all pronunciation queries.
For an illustration all the sounds use the following website if there is access to the internet
http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html
To illustrate your point articulate the sounds for the batch and ask the questions:
1. What part of your mouth and throat are you using when you make a consonant sound?
2. What part of your mouth and throat are you using when you make a vowel sound?
3. How are you making the sounds? Can you describe it?
4. For the consonant sound, please place on hand on your throat and the other in front of your
mouth and describe what happens.
5. For e.g. the vowel sound - /:/, //, consonant sound - /t/, /d/, //, //
6. Ask all the participants to note down the phonetic symbols for each sound for future
reference
Guideline:
1. This section is only to establish the sounds not for total recall or practise
2. The participants will be able to practise the articulation of each sound in the subsequent
sessions of the day
3. Ensure that everyone has noted down the phonetic symbols as it will be needed in
subsequent topics
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Grammar: Introduction to Parts of Speech

Overview:
To make the participants aware of the basics of grammar
The participant will be able to enumerate the parts of speech
The participant will be able to identify tenses and subject verb
agreement
Key Sections:
A. Sentences & Parts of Speech 30 min
o 4 types of sentences
o Imperative, interrogative, declarative, exclamatory sentences
o Define the 8 parts of speech
B. Identifying parts of speech 10 min
o Highlight key parts of speech from the sentences
Media and material

Flipcharts
Colour Markers
White Board
4 types of sentences on the

white board
8 parts of speech on the
white board
Highlight parts of speech in
the notepad
A. Activity: Sentences & Parts of Speech - 30 min
Ask all the participants to create a sentence that

o Describes something
o States something
o Expresses something
o Explains or declares something
Put up these sentence on the board
In case the sentences do not cover all the parts of speech then add a sentence of your own
to ensure it does
Highlight key words and ask them what part of speech it is
Write the list on side of the board
Proceed to use the knowledge of the batch to define each part of speech
Establish the terminology for future reference in all grammar exercises
Instructions:
To ensure that you are able to put up all the sentences that you need to demonstrate, that there are
4 types of sentence, please instruct the participants the following:
1. Please describe your shirt
2. Please tell me how you feel about working at Wipro
3. Please explain how to drive a car
4. Tell me when did you finished your degree
5. When you are really surprised at hearing some news, how do you react? What do you say?
As a backup, in case you cannot get the right sentences from the batch, please keep these sentences
ready.
1. Declarative Sentence A sentence that essentially states a fact .E.g. we have got the
contract for two years.
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2. Imperative Sentence A sentence that is used a direct command. E.g. vacate the premises
right now for a fire drill.
3. Exclamatory Sentence A sentence that is used to denote a sudden emotion or feeling. E.g. I
got promoted!
4. Interrogative Sentence A sentence that is used to ask a question. E.g. have you finished
making the slides for the presentation?
5. Once the activity is over, give the participants a brief overview of each of the parts of speech
6. You can derive each of the parts of speech from the participants by using the sentences that
they had given to you earlier
7. Do not go into too much of detail as you will be covering most these in detail as they session
progresses
Quick Reference: Parts of speech

1.
2.
3.
4.
5.
6.
7.
8.
Nouns A word that denotes a name, place, animal or thing. E.g. the man named John lives
in the city of Budapest with his tiger and guitar.
Adjectives A word that describes the quality of a noun. E.g. the intelligent engineer solved
the problem.
Verbs A word that either represents an action tells one the time of an activity or talks
about a state of being. E.g. I am happy because I work at Wipro.
Prepositions A word that shows the connection between a noun or a pronoun and the rest
of the sentence. E.g. the supervisor gave the letter to the employee.
Adverbs A word that qualifies or describes a verb, an adjective or another adverb. E.g.
Amar works really fast on the computer.
Pronouns A word that can be used in the place of a noun. E.g. the client is on the phone. He
sounds thrilled with the results.
Conjunctions A word that connects clauses, phrases and other words with one another.
E.g. we have to work on the documents and the presentation.
Interjections A word that reflects a sudden display of emotion. E.g. Argh! I think I just lost
all the data.
B. Activity: Identifying parts of speech 10 min
Ask the participants to go back to the passage that they wrote about themselves
Ask them to identify the parts of speech for each sentence
Instructions:
In the previous section the participants were expected to use a mind map technique to create
sentences to describe themselves. Ask them to now go back to the same passage and to highlight all
the parts of speech based on the definitions they have just learnt.
Give the participants 5 minutes to do the task. Take another 5 minutes to see if the batch as a whole
has understood the parts of speech and are able to identify the same in their own writing.
Guideline:
20
1. Feedback Technique: If someone makes mistake do not target just that individual, ensure
that the point is made to the entire batch. You will find that most error correction is good for
the other participants also.
2. Check the all the participants have successfully complete the task. In case they have not,
please ensure they do correct it in their own time.
21
Vowel Sounds & Drills

Overview:
To make the participants practise the vowel sounds they have learnt
The participant will be able to demonstrate the vowel sound drill for 20
vowel sounds
The participant will be able to demonstrate 2 types of drills, isolated
sounds and pair word drills
Key Sections:
A. Drill Type 1 5 min
o Place and manner of articulation of the 20 vowel sounds
B. Type 2 5 min
o Lip and tongue vowel sounds transition method that
improves jaw movement
C. Reward for Correct Sounds 10 min
Media and material

Flipcharts
Colour Markers
White Board
Phonetic symbols for 20

vowel sounds
Practice words for contrast
pairs
A. Activity: Drill Type 1 5 min

o Ask the participants to once again enunciate the 20 vowel sounds
o Repeat the same in groups, listen carefully for errors and isolate
o Recap the manner of articulation
B. Activity: Drill Type 2 - 5 min
a. Ask the participants to once again enunciate the 20 vowel sounds
b. Break them into their respective groups
c. Each group would perform together. This is done especially for large batches
d. For practice do the exercise for lip vowel sounds followed by tongue vowel
sounds, smoothly transitioning from one sound to the other, finally enunciating all
in one continuous motion
C. Group Activity: Reward for Correct Sounds 10 min
o Ask one person from each team to volunteer to perform in front of the batch
o Reward the best enunciation.
o Note Facilitation skill: do not use the same person every time
Instructions:
This session goes one step further to ensure that all participants are able to recognise the phonetic
symbols and are able to enunciate the sounds correctly. Please note that candidates will not be able
to remember the sounds within a day. However it is critical that we take them forward one step at a
time and allow them to identify the improvement.
The improvement here would be that they are able to recall phonetics and are able to recall the
articulation of sounds.
22
In Drill Type 2 it is necessary for each group to stand up and to recite the sounds together and at the
same speed and volume. This can be achieved only when they open their mouths wide and allow a
large volume of air to pass as they enunciate the sound.
In this drill the lip vowel sounds are articulated together in one continuous breath which takes about
2 seconds to complete.
To give accurate feedback, watch their mouths and the jaw movement carefully. Also listen very
carefully to the sound they make. An error in articulation will occur if the participants do not move
the articulators correctly.
Guideline:
1. Feedback Technique: Please give feedback for the group after they have finished. Please
use only visual gestures to make changes to articulation during the practice
2. To be able to meet the time allocated set a time limit of 30 seconds for each group.
23
Consonant Sounds & Drills

Overview:
To make the participants practise the consonant sounds they have learnt
The participant will be able to demonstrate the consonant sound drill for
24 vowel sounds
The participant will be able to demonstrate 2 types of drills isolated
sounds and pair word drills
Key Sections:
A. Drill Type 1 5 min
o Imperative, interrogative, declarative, exclamatory sentences
o Define the 8 parts of speech
B. Drill Type 2 5 min
C. Practice 10 min
Media and material

Flipcharts
Colour Markers
White Board
Phonetic symbols , 24
consonant sounds
A. Activity: Drill Type 1 Isolated articulation of each sound 5 min

a. Ask the participants to once again enunciate the 24 consonant sounds in pairs
b. Shortlist the pairs that mainly impact MTI
c. Ensure that each sound is articulated in isolation as it needs to be accurate
d. Repeat the same in groups, listen carefully for errors and isolate
e. Recap the manner and place of articulation
f. Encourage peer to peer learning
B. Drill Type 2 articulation of sounds on rhythm and in pairs 5 min
a. Ask the participants to once again enunciate the 24 consonant sounds in pairs
b. Shortlist the pairs that mainly impact MTI
c. For practice do the exercise in the pattern : t-t-t-t d-d-d-d for each pair in rhythm
d. Please check for appropriate jaw movement
e. Ask one person from each team to volunteer to perform in front of the batch
f. Reward the best enunciation.
g. Note Facilitation skill: do not use the same person every time
C. Practise 10 min
Demonstrate to the batch the place and manner of articulation for all sounds
Allow the participants to make detailed notes in their own manner but reiterate the need for
them to recall the same
Make them practise as follows
o T-T-T-T D-D-D-D for each pair of consonant sounds
o Lip vowel sounds, tongue vowel sounds,
They must be able to memorise each sound and preferably in sequence by EOD
o Stage 1
24
o
o
o
Write down the phonetic symbols on the board

Ask the participants to write it on a sheet of paper
Stage 2
give the participants 5 minutes to memorise all the consonant sounds in
pairs
give the participants 5 minutes to memorise all the vowel sounds
ask at least 5 volunteers to try and enunciate all of the each set separately
ask all to take another 5 minutes to memorise all the sounds
ask another 5 volunteers to try and enunciate all of the each set separately
immediately reward anyone who succeeds up to 80%
Stage 3
Tell the participants to break up into groups and to memorise the sounds on
their own about 5 min
Tell them that the first group to get the sounds right will be rewarded
Derive that their original expectation of their ability was much lower, that in a total
of 20 minutes they were able to memorise a lot more
Derive the need to practise and with relevant application to improve over time
Feedback as long as they sounds and not letters allow it, preferably the correct
sound
Instructions:
As with the session above you must ensure that everyone is clear with expected manner of
enunciation. This must be exaggerated to ensure that muscle memory changes and their pattern of
speech changes.
Unlike vowel sounds it is critical that everyone articulates each sound accurately. Therefore there
must be a high pitch to each consonant sound with volume as the articulation is complete.
It is important for you to demonstrate the articulation method expected.
Please refer to the contrast pairs given in the reference section for the 24 consonant sounds. Given
is a table for each sound. e.g.
The / / sound:
Beige /Blaze Version / Virgin Garage / Gauge
Pleasure / Pleasant Closure / Close Casual / Cage
Guideline:
2. To be able to meet the time allocated set a time limit of 30 seconds for each group.
25

Overview:
To give the participants a drill to improve sounds
Media and material
The participant will be able to describe the drill for Cicely Berry
The participant will be able to demonstrate the drill with a combination
of key consonant sounds and vowel sounds
The participant will be able to memorise tongue twisters for his /her area
of weakness with sounds
Key Sections:
A. Modified Cecily Berry Exercise 20 min
o The modified Cecily Berry chart
o The method of practise
Flipcharts
Colour Markers
White Board
Refer to the table of

sounds
Practice Syllables (Cecily Berry)
A. Activity: Modified Cecily Beri Write the phonetics for the lip, tongue and short /I/ and Schwa vowel sounds across the top
of the board, write the MTI consonant pairs in a column, thus creating a table
Ask the batch to enunciate the sounds in the following sequence
o Consonant sound + vowel sounds, going from left to right, then top to bottom
o Vowel sound + consonant sounds, going from left to right, then top to bottom
The exercise must be continued in rhythm to the point of being able to memorise the
sequence
Use all the consonant that impact the participants MTI
Reward the best performer and the person who has improved the most in the day, or is able
to enunciate a row in the table from memory.
26
Cicely Berry Modified Chart

:
t, d
f, v
s, z
t, d
u:
i:
t:, :t,
t:, :t,
t, t,
tu:, u:t,
t, t,
te, et,
ti:, i:t,
t:, :t,
t, t,
t, t,
d:, :d
d:, :d
d, d
du:, u:d
d, d
de, ed
di:, i:d
d:, :d
d, d
d, d
f:, :f,
f:, :f,
f, f,
fu:, u:f,
f, f,
fe, ef,
fi:, i:f,
f:, :f,
f, f,
f, f,
v:, :v
v:, :v
v, v
vu:, u:v
v, v
ve, ev
vi:, i:v
v:, :v
v, v
v, v
s:, :s,
s:, :s,
s, s,
su:, u:s,
s, s,
se, es,
si:, i:s,
s:, :s,
s, s,
s, s,
z:, :z
z:, :z
z, z
zu:, u:z
z, z
ze, ez
zi:, i:z
z:, :z
z, z
z, z
:, :,
:, :,
, ,
u:, u:,
, ,
e, e,
i:, i:,
:, :,
, ,
, ,
:, :
:, :
u:, u:
e, e
i:, i:
:, :
t:, :t,
t:, :t,
t, t,
tu:, u:t,
t, t,
te, et,
ti:, i:t,
t:, :t,
t, t,
t, t,
:, :
:, :
u:, u:
e, e
i:, i:
:, :
:, :,
:, :,
, ,
u:, u:,
, ,
e, e,
i:, i:,
:, :,
, ,
, ,
:, :
:, :
u:, u:
e, e
i:, i:
:, :
Instructions:
The modified Cicely Berry exercise is important as a method of practise of not just vowel sounds but
also consonant sounds. As it is combination of vowel and consonant sounds it helps with the
articulation of syllables of words that are commonly used.
The method of practise is expected to be exaggerated. Hence feedback is to be given post the
demonstration for each batch. Allow each batch to take up a row in the table.
The table given is not the complete set of consonant sounds and therefore needs to be completed by
the participants. As this exercise is done every day in the morning it is important that the participants
are comfortable with the method of practise.
They are expected to enunciate in groups all the rows. During morning practise you would randomly
choose a set of consonant sounds to allocate to a batch for them to demonstrate.
Guideline:
27
2. To be able to meet the time allocated set a time limit of 60 seconds for each group per
consonant sound pair.
28

Overview:
To introduce the participants to the Wipro Specific words
The participant will be given a practice word list for Wipro Words
Key Sections:
A. Word List Pronunciation 15 min
B. Phonetic Symbol checking for words 5 min
o Use http://dictionary.cambridge.org/
Media and material

Flipcharts
Colour Markers
White Board
Doc file: Practice Word

List_Wipro
Practice Word Lists
A. Word List pronunciation 15 min

Enunciate the word list for today and hand it out to the batch
Ensure that everyone is able to enunciate it at least once in your presence
B. Phonetic Symbol checking for words 5 min
Enunciate the word list for today and hand it out to the batch
Ensure that everyone is able to enunciate it at least once in your presence
Instructions:
The bags of words are specific to Wipro work related situations. This word list will be used in
subsequent days for sentences, topics etc. In this session we are only introducing them to the
words. It is necessary to enunciate each word correctly for the batch and aloud.
If you need some support then please use the online dictionary link given. For several words there is an
audio file that can be played back.
The phonetic symbol check must be done with as many words as time permits. This habit is to build
their over the next few days. It will become their main method of learning on their own for referring to
pronunciations.
To check that the batch as a whole is able to recall the pronunciation of the words, you would select
participants at random.
29

Overview:
To introduce the participants to email etiquette
Media and material
The participant will be able to identify the structure of an email
The participant will be able to correctly punctuate an email
Key Sections:
A. Module on punctuation 10 min
o Define the various punctuation marks
o Complete the Workbook exercise on punctuation
B. Structure of an email 10 min
o Recap the basic structure of an email
Flipcharts
Colour Markers
White Board
Refer to Email Etiquette

module in the reference
section
Practice Email Etiquette, Punctuation
A. Activity: Punctuation Work Book Exercise 10 min

Punctuation content: Refer to the reference section on punctuation to cover the various
punctuation rules
Each punctuation mark needs to be put up on the white board
o Ask participants at random for the usage of the mark.
o Ask other participants for examples for each with a sentence
o The participant is expected to come up to the white board and write the example
o Confirm the understanding with all the other participants
The key points to cover are
o Full Stop/Period
o Comma
o Semi Colon
o Colon
o Exclamation Mark
o Question Mark
Ensure that participants are able to apply their knowledge to the exercise
Provide support to their queries based on the rules
B. Structure of an email 10 min
a. Email Etiquette: Refer to the section structure of an email to cover the points below.
b. The various parts of an email
i. To
ii. Cc
iii. Bcc
iv. Subject
v. Salutation
vi. Body
vii. Signature
c. The purpose of using each
d. The dos and donts of each part of the email
30
e. Task ask each of them to send an appropriately structured email from their email
accounts by the next day.
i. To the trainer
ii. Subject should be related to the training session
iii. Body text should have feedback on the training session
iv. The sign off must have a professional signature, name, designation
Instructions:
Both sessions in this segment are primarily written exercises. The participants would need to have
their workbooks with them to complete the task.
To illustrate the answer it would be necessary to project, from your electronic copy of the workbook,
the corrected exercise.
This session is limited to an introduction to emails and their structure. It is to set the context for
the participants for email etiquette and writing emails that will follow. Ask the participants to log
in to email software like, Gmail or their Wipro email software if it has been activated.
To check for understanding it would be necessary to ask the batch questions on the structure of an
email and questions relating to punctuation marks. Each should be put on the board and participants
need to give answers for each.
31
Day 2 Building Fluency

S.N
Topics
Time
Objective
1.10
Daily Assessment
8.45-9.15
To complete the daily computer based

assessment
1.11
Recap Day 1 & Objectives Day 2
9.15-9.45
To recap the last days learning and to set the

agenda for the current day.
1.12
Subject-Verb-Object
9.45-11.00
To identify the correct grammatical construction

of a sentence
Tea
11.00-11.15
Syllables
11.15-12.40
Lunch
12.40-13.40
1.14
Practice: Vowel Sounds Drills (ILT & NL)
13.40-14.40
To practice the articulation of vowel sounds with

their manner of articulation
1.15
Nouns
14.40-15.20
To identify the types of nouns commonly used at

work
Tea
15.20-15.35
1.16
Email Etiquette - Type 1 - Official Context
15.35-16.05
To be able to construct an official email using the

correct email etiquette and formatting
1.17
Fluency: My skills
16.05-16.45
To be able to create a mind map of the

participants skills and speak about it
1.18
Group Discussion/ Free Speech/ Reading Practice
16.45-17.45
To allow participants to speak freely and increase

fluency
1.13
32
To identify the syllables in words and sentence

Overview:
The participant will be able to recap the learning from the previous day
The participant will be able to describe the plan for the day
The participant will be able to demonstrate the Cicely Berry Exercise for
Sounds
Key Sections:
A. Recap of pervious training day learning 15 min
B. Cecily Berry Practice 15 min
o Sounds practise
Media and material

Flipcharts
Colour Markers
White Board

A. Group Activity: Recap - 15 min

Ask the group randomly to highlight the learning from the previous day
o Points to cover
Main purpose of the program increase fluency and language skills to be
able to converse with Clients and managers.
To communicate effectively via email
Neurolanguage software features Story, Listen Repeat, Listen Type, Listen
Answer
Modules to cover in the next 7 days sounds, grammar, comprehension
Establish the highlights for today
B. Team Practise: 15 min
Ask the batch to break in to teams
o Each team will be asked to repeat a row of the Cecily Berry Chart
o The row is to be selected by the facilitator randomly and not in sequence
o Tell them that they need to each practise the Cecily Berry everyday in the morning
for the next 4 days
o Reward the team that performs the best
Feedback to be given at the end of the practice not during
Visual cues to indicate the error
o Pitch
o Manner of articulation
o Volume
o Jaw, Lips etc position
33
Errors made need to be correctly repeated by the entire batch
Instructions:
articulation.
Inform the batches that they will be rewarded for their effort. Reiterate the need to work every day
to make the change in sounds. To keep the session competitive it is necessary to have a reward
system that stretches across this particular activity over the next 7 training days.
Explain that every team will be monitored to be awarded the Master of Pronunciation. The target is
to be able to enunciate the sounds with the least number of errors. The first stage would be on day 4
of training where each team would be able to demonstrate any 3 or 4 rows from the table correctly.
The teams on Day 2 are allowed just 2 mistakes these could be a mispronounced sound or a false
start.
The second stage would be on day 8 when the teams would be able to demonstrate the
pronunciation with given words and sentences.
The reward must appropriate to the effort, recommended for a batch would be chocolates.
Guideline:
4. Facilitation Note: remind them through clues do not pronounce the sounds once that is
exhausted then fill in the knowledge gaps.
5. Check the NeuroLanguage Day Wise Module list. Ask the trainees to log in to the software.
Ask them to check if the modules have already been down loaded. If not they should select
all the days modules and set them to download.
34
Subject Verb Object

Overview:
Media and material

Flipcharts
Colour Markers
White Board
You will be able to identify the subject and predicate in a sentence

You will be able to identify the subject verb and object in a sentence
You will be able to identify the type of a sentence
You will be able to memorise a list of common verbs and their 3 forms
You will be able to enunciate a table of modal verbs
You will be able to give the meaning of modal verbs
Key Sections:
A. Theory: Subject, Verb and Object 15 min
B. Activity: Identifying Subject Verb and Object 30 min
C. Activity: Practise 15 min
D. Grammar Reference: Subject, Object
E. Grammar Reference: Verb Table
F. Grammar Reference: Verb Table Modal Verbs
White Board
Participants use White
board
Each student makes
sentences
A. Identifying Subject Verb and Object 15 min

a. Take the participant through the definitions of a subject, verb and object
b. Instead of just defining them, ask the participants to give you sentences and then
derive the three concepts from those examples
c. Once you have done that, ask for a few more sentences and ask the contributor to
identify the three concepts in the sentence (s). This would a good way of checking if
the participants have understood the concepts are not.
d. Explains the types of sentences and mention the scenarios where each type can be
used. Use the examples given.
e. Verbs are very important and a major pain area for a lot of participants. Take them
through the three forms of the verb. Ask the batch for simple examples of verbs. Get
the verbs in the simple present tense and then derive the simple past tense and the
past participle. Also mention briefly the difference between regular and irregular
verbs
f. Once you have done the above, go through the list of verbs with them. You can
cover the first few verbs with them and then give them one of the forms of each
35
verb and ask them to fill out the other two forms. This way you will be able to check
for understanding.
g. Display the table on the projector
h. Finally, share the information on modal verbs with the batch. Take them through all
of them, one at a time. Once you finish explaining one modal verb, ask the batch to
use it in a sentence and a question at least once before moving on to the next modal
verb.
B. Activity: Identifying Subject, Verb and Object -15 min
a. Ask 5-6 participants to come up to the board to write a sentence
b. Ask each to write one sentence from the passage they wrote on Day 1 about
themselves
c. Ask the batch to quickly in their own minds identify the subject, verb and object in
each sentence
d. Ask 5-6 other participants to come up to the board and to underline on the board in
one sentence at a time the subject, verb and object
e. Give the following sentences and ask them to identify the subject verb and object in
each
i. We are speaking to the client.

ii. I am clarifying everything with my manager.
iii. We have spoken to the client this month.
iv. I have already clarified everything with the manager.
v. The team has recently developed the programs
C. Activity: Practise 15 min
a. Ask each participant to make a set of 3 sentences starting with a pronoun,
common noun, and interrogative pronoun
b. Ask any two to stand up, one will give the sentence the other is expected to
identify the subject, verb and object in the sentence
c. Continue this activity until at least half the batch has had an opportunity to
participate
d. This exercise is not a written exercise
D. Grammar Reference: Refer to Content Reference Guide: Subject, Predicate, Object
E. Given below is a list of common verbs. They have been written in all the three forms.
PRESENT
PAST
PARTICIPLE
Do/Does
Did
Done
Is/Am/Are
Was/Were
Been
Have
Had
Had
36
Achieve/Achieves
Achieved
Achieved
Acquire/Acquires
Acquired
Acquired
Activate/Activates
Activated
Activated
Address/Addresses
Addressed
Addressed
Adhere/Adheres
Adhered
Adhered
Administer/Administers
Administered
Administered
Advance/Advances
Advanced
Advanced
Advise/Advises
Advised
Advised
Analyze/Analyzes
Analyzed
Analyzed
Arrange/Arranges
Arranged
Arranged
Assist/Assists
Assisted
Assisted
Balance/Balances
Balanced
Balanced
Budget/Budgets
Budgeted
Budgeted
Calculate/Calculates
Calculated
Calculated
Change/Changes
Changed
Changed
Check/Checks
Checked
Checked
Circulate/Circulates
Circulated
Circulated
Clarify/Clarifies
Clarified
Clarified
Clear/Clears
Cleared
Cleared
F. Modal verbs are a special category of verbs. They have two main characteristics:
1. These verbs do not take an s in the third person. E.g. Bhaskar can finish the assignment
today.
2. The word not is used to make the modal verbs negative in nature. E.g. Bhaskar cannot
finish the assignment today.
Refer to Content Reference Guide: Modal Verbs
The participants should be able to now be able to identify the subject, verb and object in any
sentence. The questions to ask the batch would be
37
1. Who is doing the action? What is the main topic of the sentence, hence the subject?
2. What is the action? Is it an action or state of being?
3. Who is affected by the action? To who is the action transferred?
4. What parts of speech can you identify in each the subject, action and object?
When discussing their ability to identify the above in the sentence they wrote on Day 1 of training:
1. What were the subjects of your sentences? Please list them
2. What were the objects of your sentences? Please list them
3. What are the verbs that you commonly use? Please make a list of them
Ask the batch to maintain a list of 3 above questions for future reference as you would leverage this
language again.
Guideline:
1. Feedback Technique: Please give feedback for each sentence that is written on the
board
2. Please do not give only individual feedback, if there is an error give the chance to correct
as follows, they must give the reason and follow it up with another example:
a. Participant
b. Other participant
c. Facilitator
38
Theory & Practice Syllables

Overview:
To identify the syllables in words and sentence.
Media and material
The participant will be able to identify the syllables in the given words
The participant will be able to enunciate each syllables and the words
Key Sections:
A. Identifying a Syllable 20 min
B. Activity: Identifying syllables in words 25 min
C. Team Activity: Practise NL Module 40 min
Flipcharts
Colour Markers
White Board
White Board
Participants use White
board
Doc file: Practice Word
List_Wipro
5-6 students give words
A. Activity: - 20 min
Ask the 5 -6 participants to give long words

Ask each to come and write it on the white board
Ask each now to break up the works in simplest manner possible
Ask the following question
o Why did you break the words in the manner?
o Can you link this to consonant and vowel sounds?
Then put the correct syllable break up on the board, however introduce the concept using
spellings and not phonetics. Therefore indicate the break with a forward slash / .
Define a Syllable
o A syllable is the smallest unit of sound that can consist of consonant and vowel
sounds and has only one vowel sound in it, that can be uttered in one jaw drop. A
syllable can also be just a vowel sound.
Explain the Jaw drop method and the beat method : Refer to the Facilitators Guide
o Here are a few examples , please refer to http://dictionary.cambridge.org/ for the
phonetic transcription of the words:
Apparently
Apologise
Project
Organisation
Communicate
o Explain: Consonant sounds are interrupted sounds , to completely articulate the
sound we need to move the jaw back to a neutral position, for the vowel sound we
39
need to open the mouth. Hence despite not knowing the correct break up we can
broadly break a word into units. However for the correct syllabic break up we need to
refer to the dictionary.
Link this concept to the Cecily Berry exercise
Ask the following question
In the Cecily Berry exercise that you practise which are syllables?
Answer: All are syllables!
Can you combine any two or three syllables from the table to make
a word?
B. Activity: - 25 min
Put up all the practise words on the board Practice Word_list Wipro
Ask the participants to break up into groups
Ask them to take to syllabicate the words applying the methods given 15 mins
C: Team Activity: - 20 Min

Ask each group the syllabication of one word at a time randomly from the Word List
In rounds cover 10-15 words from the list
Rules:
o Each group gets one chance to give the break up
o One team member is chosen by you randomly to give the syllables and the correct
pronunciation
o For each correct answer the team gets one point
o Any team that gets it wrong, the chance goes to the next team and if they get it right
then they get a bonus point
o As practice regardless of who gets the word wrong everyone says he word break up
together and the whole word together
D. Word List on Neurolanguage : 20
Ask half the group to log in to the software
In rounds cover 10-15 words from the list
Rules:
In this session it is important to maintain urgency by setting time limits to each part of the activity. In
the group activity the key methodology is to give not more than 10 seconds for each team to try the
syllable break up. At this stage it is ok if they get the syllabic stress wrong. It is not ok if they cannot
get the syllable pronunciation right.
It is also important to note that for each part of the activity the participants are expected to come up
to the board to write and participate. It is the responsibility of the facilitator to choose participants
who are shy or quiet and not to allow participants who are confident to dominate the session.
40
Guideline:
1.
2.
3.
4.
Feedback Technique: Please give feedback for each word that the groups get wrong.
Please encourage the use of the dictionary to refer to the correct pronunciation
Only when all resources are exhausted does the facilitator give the answer.
As part of preparation for the session please ensure that you have check all phonetic
transcription yourself. Mainly for words that you wish to present.
41
Vowel & Consonant Sounds Practice (ILT & NL)

Overview:
To practice the articulation of consonant and vowel sounds with their manner of
articulation
The participant will be able to recognise the errors in and vowels sounds
The participant will be able to enunciate the correct manner of
articulating the sounds with words and sentence
The participant will be able to practice sounds that impact his English
Key Sections:
A. Vowel Sounds Word Practise 40 min
Media and material

Flipcharts
Colour Markers
White Board
NeuroLanguage Software
A. Activity: NL Lab Session: Vowel Sounds Word Practise 40 min

1. Ask the group to log in to the NL software
2. Ask them to down load the vowel sounds modules one by one
The Long Vowel Sound /ay/ - UK
The Long Vowel Sound /ee/ - UK
The Long Vowel Sound /ie/ - UK Final
The Long Vowel Sound /oh/
The Long Vowel Sound /ow/ - UK
The Short Vowel Sound /a/ - UK
The Short Vowel Sound /aw/
The Short Vowel Sound /e/ - UK
The Short Vowel Sound /er/ - UK
The Short Vowel Sound /i/ - UK
The Short Vowel Sound /u/ (butter)
The Short Vowel Sound /u/ (pull)
The Short Vowel Sound /u/ (supply)
o
3. Ask them to practise bearing in mind the articulation technique for each
4. For the rest of the group ask them to take the participant guide and make them practise the
words in groups
o They must practise words from each sound
o They must practise sentences for each sound
o They must practise the paragraphs given
42
5. Help them with articulation starting with consonant sounds moving on to vowels sounds,
Please refer to the reference section for each sound
Instructions: The lab session is a step in the overall retention of sounds. It is necessary for participants
to work on their pronunciation on their own to experience the error correction not from a facilitator
but through self learning. Bear in mind that the software is strict and the participants will have
difficulty in correcting themselves.
The colour orange is OK. When the users roll over a word they should see more orange and green
than red in the word level feedback. All of the story module need not read out and made green. It is
important to focus the participants on the examples in each module.
As a facilitator you support the participants by providing feedback on how to use the software and to
stop them and remind them of the manner of articulation of the sound.
Guideline:
1. Feedback Technique: Walk around the session and help participants in case they are
struggling with the software or the enunciation
2. Participants should not be speaking as they normally do, they need to apply their
knowledge of articulation to get the change of color
3. A module should ideally take not more than 20 minutes.
43
Nouns
Overview:
To identify the types of nouns commonly used at work
Media and material

Flipcharts
Colour Markers
White Board
The participant will be able to identify nouns and noun types
Key Sections:
A. Activity Noun Types 25 min
B. Grammar Reference for Nouns 15 min
Markers
A. Activity: Nouns- 25 min

The facilitator will divide the batch into groups of four
The facilitator will be the reciter and one person from each group will be the caller. This
means that for each group the facilitator will go through the 26 letters in the alphabet in his
mind and would stop when the caller from each group asks him to stop
Once the group knows which letter it has to use, each member would give the facilitator
nouns that represent a name, a place, an animal and a thing. One member can only
contribute one noun
The facilitator can write the answers of each group on the board
The facilitator will keep score for every group. Each correct noun will carry one point
The facilitator can also ask each group to make a sentence out of a noun or all the nouns for
bonus points (5 points)
The facilitator will correct any errors that s/he comes across during the activity
Guidelines
o The participants will be divided into groups of four
o Each group will have to provide nouns beginning with the letter given to them. For
instance, lets say that the caller from Group A stops the facilitator on the letter F.
Then,
o First Member (Name) Francis (one point)
o Second Member (Place) France(one point)
o Third Member (Animal) Fox(one point)
o Fourth Member (Thing) Footrest (one point)
o Bonus points (5) Francis brought a footrest from France that had a picture of a fox
on it.
o The group will take 25 minutes to complete the activity
o Letters and nouns may not be repeated
44
Key Section Message

The facilitator will be able to check the participants understanding of nouns and will be able
to correct any errors.
B. Grammar Reference: Nouns 15 min
Take the participants through the different kinds of nouns.
This is essentially an overview, so that the participants are in a more comfortable position
when they tackle subject verb agreement.
Spend some extra time on singular-plural noun and countable-uncountable nouns as they
will have a bearing on SVA later on.
The methodology to cover the topic remains the same. Try to elicit as many examples as
possible from the batch and then derive the various nouns.
Refer to Content Reference Guide: Nouns
45
Email Etiquette Type 1- official context

Overview:
Media and material
To be able to construct an official email using the correct email etiquette and
formatting
The participant will be able to recognise and identify professional
language in an email
The participant will be able to use professional language an email
response
The participant will be able to respond to an email with the correct
formatting
Key Sections:
A. Formatting Basics 10 min
B. Activity: Format and email 20 min
Flipcharts
Colour Markers
White Board
Markers
Refer: Email Etiquette

Doc File: Day 2 Email
Exercise
A. Activity: Formatting Basics 10 min

Present to the participants an unformatted email
o Ask the participants to read the email
o Discuss what they think needs to be improved in the email
o Discuss briefly the functions of email software
Spell Checker
Grammar Checker
Format checking Bullets, fonts, size
B. Activity Formatting and email 20 min
1. Ask them to check based on the last email writing session if it has all the structure in place. If
not they should add the relevant parts to the email.
2. Review the guidelines of email formatting options, refer to the Email Writing section of the
facilitators guide
a. Spell Checker
b. Grammar Checker
c. Format checking Bullets, fonts, size
They should be given the email on their desk tops by IT in order that they can format the
email.
For a sample of a correctly formatted email refer the email writing sample provided.
Instructions: This session is the next step in making participants aware of email etiquette.
Participants are expected to become familiar with the basics of using email software features
that help to format the body of the email. Please recap the structure of an email that was
covered in the last session.
46
The key message is that these features are simple yet need to be used as a habit. These are
simple features that can greatly enhance the look of the email and communicate the right
impression to the receiver.
47
Fluency
Overview:
To be able to create a mind map of the participants skills and speak about it
The participant will be able to repeat a familiar topic about himself
The participant will be able to reduce the fillers and foghorns in the
speech
The participant will be able to reduce the number of errors in the speech
The participant will be able to deliver the speech with confidence
Key Sections:
A. Theory : External Fluency 15 min
B. Activity: Reducing Fillers and Foghorns 25 min
Media and material

Flipcharts
Colour Markers
White Board
Markers
Refer: Email Etiquette

Doc File: Day 2 Email
Exercise
A.
Activity: External Fluency 15 min

Get 2-3 participants who have many fillers and foghorns to speak for 2 minutes
Elicit from the reason for the fillers and foghorns, put this on the board
Explain the reason for fillers and fog horns
o Thought process
o Vocabulary
o Hesitation / Shyness/ lack of confidence in language/
B. Activity: Reducing Fillers and Foghorns 25 min
Ask the participants to set a target of 1 minute per person
Each gets an opportunity to speak one person from each team in rounds
Once the person hits 4 fillers or fog horns the next team gets the chance
Give scores to the teams for each round
With each successive round make it more difficult reducing the threshold to 1 filler or
foghorn
Reward the team with the least total fillers and foghorns
Instructions: The first session is to sensitize participants on the reasons why people have fillers
and fog horns. Explain that when we learn a new language there is a learning curve. As we
instinctively do not think in English we are usually searching for words to fit what we would like
to say. This process is slow, as we think we fill the gap with words, these words are fillers and the
sounds are foghorns.
The best method to reduce fillers and foghorns is to create a mind map or prepare the sentences
we would like to say. This deals with the internal fluency. When we speak these sentences in a
prepared manner it deals with external fluency. To master this part it helps to repeat the
sentences we would like to say, frequently. Advise participants to replace fillers and foghorns
with silence if necessary.
Guideline:
48
1. Feedback technique: With Fluency it is critical not to interrupt the participant.

2. Feedback should only be in the form of encouragement to clear the thought process.
3. Encourage participants to speak sentences in one breath.
49
Group Discussion Rule 1 Courtesy

Overview:
To allow participants to speak freely and increase fluency
The participant will be able to speak on a general topic without any
feedback given by the trainer
The participant will be able to speak on a specific topic with the
appropriate courtesy statements
The participant will be able to apply the rules of a group conversation
The participant will become more confident of expressing his views with
courtesy
Key Sections:
A. Group Discussion 30 min
Media and material

Flipcharts
Colour Markers
White Board
Markers
A. Activity: Group Discussion Topic: The experience at Wipro / Recruitment, Induction,

Facilities, training etc
Establish the rules of the discussion
o Anyone who wishes to speak must raise their hand and say,
I have a point to make on this topic
I would like to say something
May I say something
o There can be no interruptions
As the moderator you will not give any feedback on language at all
You will encourage the discussion by ensuring that people come forward and speak
Instructions: The session for group discussion is really to build a relationship of trust with the
participants. It ensures that they feel free and that they can express their views without being
corrected.
It takes time for them to understand and accept that they will not be corrected. To gain this
acceptance it is the facilitators responsibility to create an atmosphere conducive to speak
openly. Here the emphasis is on thoughts and process. There is also the emphasis on the
language we use while interacting in terms of politeness and conversation etiquette.
Guidelines
1. If possible arrange the participants to face each other in a large circle.
2. You must position yourself on the outside of the group.
3. Your feedback is to be restricted to the rules of the discussion and only as a reminder
4. No feedback is to be provided as this session is to encourage fluency without fear of
feedback.
50
Day 3 Building Fluency with correct sentences

S.N
Topics
Time
Objective
1.10
Daily Assessment
8.45-9.45
Daily assessment to check improvement
1.11
9.45-10.15

Tea
10.15-10.30
1.12
Syllabic stress (ILT & NL)
10.30-11.30
To understand and practise the syllabic stress of

words
1.13
Grammar: Adjectives
11.30-12.00
Building the grammar foundation: Adjectives
1.14
Grammar: Articles(ILT & NL)
12.00-12.40
Building the grammar foundation: Articles
Lunch
12.40-13.40
1.15
Grammar: Pronouns
13.40-14.10
Building the grammar foundation: Pronouns
1.16
Grammar: Prepositions (ILT & NL)
14.10-15.10
Building the grammar foundation: Prepositions
Tea
15.10-15.35
1.17
Grammar Verbs (ILT& NL)
15.35-16.35
Building the grammar foundation: Verbs
1.18
Grammar: Sentence Drills(ILT & NL)
16.35-17.05
Practise of sentences from the Bag of words and

applying the concepts learn for grammar
1.19
Email Etiquette - Type 2
17.05-17.35
Building on basics of email etiquette to format

emails correctly
1.20
Group Discussion/ Free Speech/ Reading Practice
17.35- 18.00
To allow participants to speak freely and

increase fluency
51

Overview:
Sounds
Key Sections:
o Sounds practise
Media and material

Flipcharts
Colour Markers
White Board


o Points to cover
Grammar Sentences, Subject, Verb and Object
Sounds Cicely Berry sound practice
Fluency methodology of a mind map
for the next 2 days
o Pitch
o Volume
Instructions:
52
articulation.
system that stretches across this particular activity over the next 7 training days.
The teams on Day 3 are allowed just 2 mistakes as with Day 2, however they are expected to
demonstrate some confidence in the enunciation and rhythm of the practise. The second stage would
be on day 8 when the teams would be able to demonstrate the pronunciation with given words and
sentences.
Guideline:
53
Syllabic Stress
Overview:
The participant will be able to enumerate the syllabic stress rules for
o Noun / verb
o Adjectives
The participant will be able to identify the correct syllable to stress in a
word
Key Sections:
A. Theory : Syllabic Stress Rules 30 min
B. Activity: Syllabic break up & Practice of words 30 min
o Break up of all words in the Wipro word List
o Word Practice of each
A.
Media and material

Flipcharts
Colour Markers
White Board
Wipro Word List
Theory : Syllabic Stress Rules

Ask the batch to recall the method to syllabicate word
Ask the batch to give words they have learnt or remember
Ensure that there are a mix or nouns, verbs, adjectives in the examples that you ask for
Tell the participants to listen carefully to the enunciation of each word
Ask them to identify the syllable they think has been stressed in each and note it down
Underline the same on the board
Ask the teams to discuss the same to derive
o Noun / Verb Rule
o Adjective Rule
o Penultimate rule
o Antepenultimate rule
B. Activity: Syllabic break up & Practice of words
Ask the participants to practise by raising the pitch on a vowel sound in isolation
Repeat this for all vowel sounds short and long
Explain that it will help in doing the same for words
Get them to practise the same on the stressed syllables in words
54
Adjectives
Overview:
Media and material

Flipcharts
Colour Markers
White Board
Building the grammar foundation: Adjectives

You will be able to identify and use adjectives correctly

You will be able to formulate the different forms of adjectives
Key Sections:
A. Theory : Adjectives 15 min
B. Activity: Adjectives 15 min
Projector
Sweets
A. Theory of Adjectives 15 min

Explain the concept of adjectives to the batch
Spend more time on the three forms of adjective. Make the batch practice constructing the
three forms. Write down the positive form on the board and construct the other two forms
as an example. Then just write the positive form and ask the batch to give you the other two
forms
Iterate and reiterate that the article the has to be used before all superlative forms of the
adjective.
o An adjective is a word that describes or qualifies a noun or a pronoun.
o E.g. This is a wonderful piece of work
o He is very patient.
o Ramya is a diligent worker.
Refer to Content Reference Guide: Degree of Comparison
B. Activity for Adjectives 15 min
Instructions
The facilitator will project various photos on the board

The facilitator will ask the participants to raise their hand if they have an adjective describing
the photo in mind
The facilitator will choose participants at random to answer the question
The facilitator will have to ensure that everyone gets an opportunity
The facilitator will carry a bag of sweets with him and give a sweet for very correct answer
Guidelines
The participants need to look at the photo and think of an adjective describing it
55
This is a fast paced activity and the response has to be spontaneous. For instance,
Hard shot
Delicate craft
The participant who is chosen to answer will get about 10 seconds to give the answer, failing
which another participant will be chosen
The participant will also have to suffix a noun after the adjective
Key Section Message
The facilitator will be able to check the participants understanding of adjectives, revise
nouns and correct any errors.
56
Articles
Overview:
Media and material

Flipcharts
Colour Markers
White Board
Building the grammar foundation: Articles

You will be able to recognize the article chart

You will be able to place various noun examples on the chart accurately
You will be able to achieve 80% on the internal test, both spoken and
written
Key Sections:
A. Theory : Articles 20 min
Definition
Rules of use
B. Activity: Articles 20 min
Pieces of Paper
Pens
A. Theory & Rules of Use 20 min

Refer to the Content Reference Guide: Articles
B. Activity : Articles 20 min

Instructions
The facilitator will divide the batch into groups of three

The facilitator will distribute 20-25 words to each group. S/he could distribute the same 25
words to all the groups
The facilitator will have to move around the room and explain the guidelines to all the
groups individually, if they have any questions.
Guidelines
Each group will get 20-25 words. For instance, Group 1 could get the following words:
Apple
Stumble
Light
Water
Jump
Remote
Steal
Sand
Rope
Ink
Like
Leaves
Balcony
Statue
Plaster
Cup
Clean
Spot
Create
Lost
57
The group has to make a story using these words, ensuring that the articles a, an and the are
used.
The groups will get 15 minutes to finish this activity.
Key Section Message

The facilitator will be able to check the participants understanding of articles and will be
able to correct any errors.
58
Pronouns
Overview:
Media and material

Flipcharts
Colour Markers
White Board
Building the grammar foundation: Pronouns

The participant will understand the different kinds of pronouns

The participant will be able to use them correctly in different scenarios
Key Sections:
A. Theory : Pronouns 15 min
Definition
Rules of use
B. Activity: Pronouns 15 min
Magazine
Scissors
A. Grammar Reference & Theory 15 min
Explain the various pronouns to the participants

The idea is to make them familiar with the concept so that they are better prepared when
they study SVA
Only the more important pronouns have been discussed here. You may do the same with
the batch. Give simple definitions of them and buttress that with a couple of examples
Try to elicit most of the examples from the batch
Refer to the Content Reference Guide: Pronouns
B. Activity: Prepositions 15 min

Instructions
The facilitator will divide the batch into groups of three

The facilitator will give photographs cut out from magazines/newspapers to each group
Each group has to give five sentences to the facilitator based on the photo
The facilitator has to ensure that the sentences that he gets have pronouns in them and they
represent at least three different kinds of pronouns
The facilitator will give each group 5 minutes to think before s/he asks them for the
sentences
The facilitator will help the group form sentences, if the need arises
Guidelines
The participants will be divided into groups of three

59
Each group will get a photograph that it will have to talk about using pronouns, making sure
that at least three different kinds of pronouns are used
Each group will also identify the kinds of pronouns that it has used. For instance,
Group A The picture on the cover of Time magazine is that of Barack Obama. He is the President
of the USA. This is an interesting picture as it is in colour as well as black and white. The cover talks
about the economy. It is something thatI am interested in myself.
Pronouns used personal (he, it), demonstrative (this), reflexive (myself)
Each group will get 5 minutes to complete this activity

Pronouns used by one group may be repeated by the others
Key Section Message - The facilitator will be able to check the participants understanding of
pronouns and will be able to correct any errors.
60
Prepositions
Overview:
Media and material

Flipcharts
Colour Markers
White Board
Building the grammar foundation: Prepositions

You will become familiar with commonly used prepositions

You will be able to use prepositions correctly
Key Sections:
A. Theory : Prepositions 30 min
Definition
Rules of use
Magazine
Scissors
A. Grammar Reference & Theory - 30

o Refer to the Content Reference Guide: Prepositions
Instructions
The facilitator will write the prepositions on pieces of paper. S/he will also write different
nouns on pieces of paper as well.
The facilitator will place the prepositions in one pile and put the nouns all around the room
The facilitator can run the activity separately for prepositions of time, place and direction
The facilitator will discuss all the answers once the activity is over
The facilitator will ensure that the activity is conducted in a disciplined manner
Guidelines
The participant needs to pick up a preposition and match it with the appropriate noun. For
instance,
Prepositions at, under, over, inside
Nouns noon, the bridge, my head, the box
61
Once the participant has one pair with himself or herself, s/he can choose another
preposition and repeat the process. This will continue till the time all the prepositions and
nouns are over
The participant who has the maximum number of correct preposition/noun pairs wins the
activity
The participants will get 10 minutes to complete the activity
Key Section Message
The facilitator will be able to check the participants understanding of prepositions and will be
able to correct any errors.
62
Verbs
Overview:
Media and material

Flipcharts
Colour Markers
White Board
Building the grammar foundation: Verbs

You will be able to use the different types of verbs correctly

You will be able to identify errors in the use of verbs
Key Sections:
A. Theory : Verbs 30 min
Definition
Rules of use
B. Activity: Verbs 30 min
Pieces of Paper
Pens

Refer to Content Reference Guide: Verbs
B. Grammar Reference & Theory 30 min
Instructions
The facilitator will divide the batch into groups of four

The facilitator will give each group a piece of paper with a verb written on it
The facilitator will try to use verbs that are not very easy to guess
One of the members of the group will have to enact the verb without saying anything, while
the others will have to guess it
The facilitator will appoint a scorer to keep the score
Guidelines
Each group will get a verb from the facilitator
One member of the group will enact the verb while the other would guess it
Each group will get a minute to guess the verb, failing which the other groups will get a
chance to guess it
After the verb has been guessed by a group, it will also make a sentence with it
A group will get 5 points for guessing the verb and 1 point for making a sentence with it. For
instance,
Examples of verbs borrow, promise, damage, grab, zoom, vanish, imagine, escape,
gather, allow, achieve, announce, direct, blush, challenge, examine, heal, frighten, invite,
like, monitor, produce, settle, tremble, wonder
Example of a sentence I borrow money from my parents every week.
Key Section Message
63
The facilitator will be able to check the participants understanding of verbs and correct any
errors.
64
Grammar: Sentence Construction & Sentence Drills(ILT & NL)

Overview:
Media and material
Practise of sentences from the Bag of words and applying the concepts learn
for grammar
The participant will be able to construct simple sentences from a list of
common verbs and nouns
The participant will be able to demonstrate fluent reading of sentences
The participant will be able to reduce the subject verb and object errors
in terms of word order
The participant will be able to enunciate sentences with confidence
The participant will be able to apply verbs in the sentences learnt
previously
Key Sections:
A. Activity: Sentence Drill on NeuroLangauge 15 min
Module: Introduction to Sentences
B. Activity: Sentence Construction - 15 min
A.
1.
2.
3.
4.
5.
6.
B.
7.
8.
9.
10.
11.
12.
13.
14.
Flipcharts
Colour Markers
White Board
Wipro Word List

Activity Sentence Drill on NeuroLanguage 15 min

Ask the participants to log in to the NL software
Ask them to down load the sentence modules : Introduction to Sentences
Ask them to practise bearing in mind the technique of raising your pitch on the vowel sound
in the stress syllable
Ask specific participants to try to recall the feedback general and specific feedback
For those not logged into the software direct them to the participant guide and practise the
sentence in groups
Refer to the Participant Guide for sentence lists
Activity: Sentence Construction 15 min
Ask the participants refer to the Wipro Word List
Break the batch into teams
Give them 5 min to create 10 sentences from the words
o Each sentence must have a verb from the list of verbs discussed in the session on
verbs
o Each sentence must have a noun or pronoun discussed in the sessions on nouns and
pronouns
Each team appoints a person from the team to say the sentence
Each team is given a chance to give their sentence
When a team makes an error the next team gets the chance to correct the sentence
Points to be awarded to each team for a correct sentence
The team with the most points is to be rewarded
65
Email Etiquette Type 2

Overview:
Building on basics of email etiquette to format emails correctly to understand the
email context
The participant will be able to format an email
The participant will be able to use professional language
The participant will be able to be able to summarize the senders issue
Key Sections:
A. Activity: Email Basics 15min
B. Activity: Email Response - 15 min
Media and material

Flipcharts
Colour Markers
White Board
Sample Email
A.
Activity: Email Basics 15min

Present to the participants the structure of an email from PPT given
Review the formatting guidelines from the Email Writing section
Review the structure of an email as discussed before
Discuss the structure of a response and the methodology as given in the Email Writing
section
B. Activity: Email Response 15min
Discuss the structure of a response and the methodology as given in the Email Writing
Section of this guide
Points to cover:
o Acknowledgment of clients email
o Recap of facts
o response
o closing sentences
Close the session with a task for all participants to write an email to the facilitator on the
following:
o Feedback on the training session with a the positives and negatives of the session
Instructions: This session is the next step in making participants aware of email etiquette.
Participants are by now aware of the structure of an email and the features that will help them
create mails that adhere to the simple discipline of formatting and error free.
This session is expected to take the participant to the next level of being able to read and analyse the
language of the email.
Discuss the method of reading emails, identifying the language and trying to understand the
language. Set them the task of writing a simple email about the training session. They are expected
to write responses
66
Group Discussion Rule 2 Asking Questions Probing

Overview:
To allow participants to speak freely and increase fluency
The participant will be able to apply the concept of courtesy
The participant will be able to apply the concept of expressing views in a
group
The participant will be able to ask questions to illicit information and to
gain clarification
Key Sections:
A. Group Discussion, Problem Solving and How 30 min
Media and material

Flipcharts
Colour Markers
White Board
Markers
A. Activity: Group Discussion Topic: Problem Solving and How 30 min

May I say something
o Each person is expected to ask question of the other person when they do not
understand a point by saying
I have a question I would like to ask..
Could you please clarify that last point
corrected.
Guidelines
feedback.
67
Day 4 Building Fluency around professional work

scenarios
S.N
Topics
Time
1.10
Daily Assessment
8.45-9.15
Daily assessment to monitor needle movement
1.11
9.15-9.45

1.12
Grammar: SVA (ILT & NL)
9.45-10.30
Building clear understanding of subject verb

agreement and practice of concepts
Tea
10.30-10.45
1.12
Grammar: SVA (ILT & NL)
10.45-11.30
Building clear understanding of subject verb

agreement and practice of concepts
1.13
Fluency Activity: -My Strengths & Weaknesses
11.30-12.30
Free speech activity with a step by step

development of the speech. Identification of
errors in the process
Lunch
12.30-13.30
1.14
Practice: Consonant & Vowel Sounds Drills (ILT & NL)
13.30-14.10
Building skill in consonant and Vowel sounds

with words and sentences
1.15
Grammar: Tenses - Present and Past (ILT & NL)
14.10-15.10
Introduction of Tenses and practise of tenses for

present and past, developing a clear
understanding of application of these tenses
Tea
15.10-15.35
1.16
Grammar: Sentence Drills-Tenses (ILT & NL)
15.35-16.35
Drill practise of tenses using sentences for each

tense and retention using the NeuroLanguage
software
1.17
Email Etiquette - Type 3
16.35-17.15
Building on basics of formatting emails correctly

and learning to read and respond correctly
1.18
Activity: All Skills Practice: Topic: MyWork: Tenses Simple,

Perfect/ Group Discussion
17.15-17.45
To allow participants to speak freely and

increase fluency on a topic that challenges their
learning of tenses and is a familiar topic.
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Objective

Overview:
Sounds
Key Sections:
o Sounds practise
Media and material

Flipcharts
Colour Markers
White Board


o Points to cover
Grammar Articles, Adjectives, Pronouns, Verbs
Sounds Syllables, Syllabic Stress,
Email Etiquette formatting rules, reading the body of a mail
for the next 2 days
o Pitch
o Volume
Instructions:
69
articulation.
system that stretches across this particular activity over the next few training days.
The teams on Day 4 are allowed just no mistakes; they are expected to demonstrate some confidence
in the enunciation and rhythm of the practise. The second stage would be on day 8 when the teams
would be able to demonstrate the pronunciation with given words and sentences.
Guideline:
70
Theory & Practice: Subject Verb Agreement

Overview:
The participant will be able to describe the basic concept of subject verb
agreement
The participant will be able to give examples of SVA
The participant will be able to match subjects to verbs correctly
Key Sections:
B. Team Practise 30 min
C. Activity Subject Verb Agreement 30 min
A.
Media and material

Flipcharts
Colour Markers
White Board
Grammar Reference & Theory: 30 min

You have revised the concept of verbs so the batch is now ready to dive into SVA
Revise the concept of a subject again.
Establish the concept of SVA through examples. You can write incorrect sentences on the
board and ask the batch to correct it. This way you will be able to elicit most of the concept
from the batch
Focus on the person form chart and how different forms agree with different verbs. Ask the
batch to give you examples after completing every person form
You can discuss the other rules of SVA use with the batch as well. Only the more important
and relevant rules have been mentioned here. But more time should be spent on the person
form chart
Give the activity to the batch. The exercises are fairly simple and self explanatory. Practice at
least one of them during the session and ask the batch to complete the rest of them outside
of the session. Please discuss them in the session and correct any errors that the participants
make. The answers to the activities are given in this guide.
Refer to Content Reference Guide: Subject Verb Agreement.
B.
Team Practise: 30 min

Recap the content on verbs
Ask each participant to quickly note down 20 of their most frequently used verbs 5 min
Recap the content on nouns and subjects
Ask each participant to quickly note down 20 of their most frequently used nouns or noun
phrases 5 min
Ask the batch the participants to break into their teams and to create sentences with all the
pronouns and nouns that they have in the group 5 min
In rounds ask the batches to give the sentences to discuss the errors if any.
71
Ask batches to identify the rule of SVA for each sentence.
Instructions: This activity is a group activity which is expected to help the group participants
recognise and identify where the rules of subject verb agreement apply. The rule that needs to be
check is the subject and the verb must agree in number and in person
Please note that SVA applies to the present tense. Also it is technically incorrect to say that a
verb is plural. It is correct to say that the verb form would change for regular and irregular
verbs.
C. Activity: 30 min
Draw two columns on the board one for verbs and the other for subjects
Ask each team to come up to the board and write their unique subjects and verbs in the
respective columns
At random choose a participant
Taking one verb and one subject and ask the participant to give the subject verb agreement
sentence 30 seconds each
During the activity as the same participant to rework the sentence after you have changed
the plurality of the subject or the form of the verb to force the participants to think and
create agreement sentences
Instructions: This activity is a batch activity and is to be done with urgency. Giving the
participants time allows them to think for longer than is necessary. They are expected to become
comfortable with matching the plurality and the verb form.
A variation to challenge the participants is to ask them to substitute the subject which is a noun
or a noun phrase with an appropriate pronoun.
This activity must continue until everyone in the batch has been able to give at least 2 sentences.
Guideline
1. Feedback The participants are expected at this stage to be able to correct themselves.
Hence please ask one of the other participants to correct an incorrect sentence. With each
they must state the rule also.
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Fluency: Activity: My Strengths and Weaknesses

Overview:
Free speech activity with a step by step development of the speech.
Identification of errors in the process.
Media and material

Flipcharts
Colour Markers
White Board
The participant will be able to create a mind map of points about his
work
The participant will be able to structure the sequence of thoughts
The participant will be able to elaborate on each point to at least one
level
The participant will be able to identify each sentence in terms of
sentence construction, grammar and sounds
The participant will be able to correct the grammar of the passage
Key Sections:
A. Activity: Mind Map to describe My work 15 min
B. Team Practise 35 min
C. Deconstruct the Passage 10 min
B. Activity: Mind Map to describe My Weakness 15 min

Revisit the concept of a mind map 5 Min
o Place the words my weakness on the white board a mind map is a diagram of or
visual representation of all the points around a central topic
Ask the participant to revisit the discussion on Day 1 on strengths and weaknesses. Ask them
to use that as the basic to define the problem statement in terms of the root causes.
Illustrate with an example as given below 5 min
Ask the participants to develop a mind map on paper about their weakness etc. In case the
person needs support in defining the problem, use the following structure 5 min
o Help the participants with their queries
o What are my strengths that help me succeed, what are my weaknesses that prevent
me from succeeding?
o How can I define my weakness in terms of facts?
o How can I describe the steps to get over my weakness?
o What are my areas of interest?
Instructions:
about yourself.
At the centre of the board write youre your work. Then write all the work related words that describe
it. For example:
73
7.
8.
9.
10.
11.
English Language trainer

Master Trainer
10 years experienced
IBM Daksh
Research
Then using the points on the board write out sentences about your work for example:
6. I am English language trainer.
7. I am also a certified master trainer.
8. I have 10 years of training experience
9. I have a keen interest in research on voice and accent
10. My main area of research would be language acquisition, methodology of training and
grammar instruction
Now ask the batch to develop a mind on a sheet of paper about their work. For new hires who have
no work experience ask them to talk about their last year of college and the work they did and their
specific areas of interest. Give them not more than 5 mins to develop it. It should include details of
the persons strengths weaknesses.
Question that will help the participants develop the speech:
o What is my role
o What are my skills to perform the role
o Describe my work environment, if no knowledge then what is expected
o What do I expect will be the hierarchy at work
B. Ask each participant to speak about their work either by reading the notes or extempore
1 Min per participant
Put up some of the sentences on the board
o Highlight key sounds errors
o Highlight key grammar errors
o Questions to ask
Why did you stop?
Instructions:
Inform the participants that they would need to speak for 1 minute about their work in clear and
fluently.
74
fluent.
Guidelines:
4. We can give feedback based on grammar and sounds
C. Deconstruct the Passage 10 min
a. Put up some of the sentences on the board
b. Highlight key sounds errors
c. Discuss the structure of what participants said in terms of flow.
i. Introduction sentence
ii. Points about the type of work
iii. Points on what they like about the work
iv. Conclusion points about work
d. Highlight the how the sentences are an extension of the point of the mind map
e. Highlight that as part of the mind map they need to create a logical sequence of the
sentences to sound coherent
75
Consonant Vowel Sound Practice with words & sentences (ILT& NL)
Overview:
To practice the articulation of consonant and vowel sounds with their manner of
articulation
The participant will be able to apply enunciation skill to sentences about
his work
The participant will be able to reduce his errors on key words in work
related verbiage
Key Sections:
A. Vowel Sounds Word Practise with sentences 40 min
Media and material

Flipcharts
Colour Markers
White Board
C. Activity: NL Lab Session: Vowel Sounds Word Practise 40 min

16. Ask them to down load the vowel sounds modules one by one
Ch (Chhuh) Sound (Words and Sentences
J (Juh) Sound (Words and Sentences)
S (Suh) Sound (Words and Sentences)
Z (Zuh) Sound (Words and Sentences)
Sh (Shuh) Sound (Words and Sentences)
Zh (Zhuh) Sound (Words and Sentences)
F (fuh) Sound (Words and Sentences)
V (fuh) Sound (Words and Sentences)
Linking F and V to W
Introduction to Sentence Structure
words in groups
76
The color orange is OK. When the users roll over a word they should see more orange and green than
red in the word level feedback. All of the story module need not read out and made green. It is
Guideline:
77
Grammar: Tenses (ILT & NL)

Overview:
Introduction of Tenses and practise of tenses for present and past, developing a
clear understanding of application of these tenses
The participant will be able to identify the simple tense based on its rules
The participant will be able to identify the perfect tense based on its
rules
The participant will be able to give examples of the simple tense and the
perfect tense
Key Sections:
A. Theory & Application 30 min
B. Practise of Tenses with Sentence 30 min
Media and material

Flipcharts
Colour Markers
White Board
Pen
Paper
The batch is now familiar with verbs. Give them three different examples of actions in the
three periods of time. Ask the batch to identify the word that tells them the time period
when the action happened. Youll be able to elicit the concept of tenses from the batch
Cover the concept of regular and irregular verbs again. Ask the batch to give an example
each and construct all the three forms from those examples. Take them through the lost
given below after.
Explain the different tenses to the batch. Only the more important tenses have been
mentioned. Try to elicit as many examples from the batch as possible
o Simple Past, Present, Future
o Prefect- Present and Past
o Continuous Present, Past
Give the activity in the participants workbook to the batch. The exercises are fairly simple
and self explanatory. Practice at least one of them during the session and ask the batch to
complete the rest of them outside of the session. Please discuss them in the session and
correct any errors that the participants make. The answers to the activities are given in this
guide.
o Refer to the Content Reference Guide:

Simple Tense
Perfect Tense
Continuous Tense
B. Practise of sentences with Tenses - 30 min
78
Instructions
The facilitator will divide the batch into three groups
The facilitator will give each group a list of verbs on a sheet of member. The number of verbs
needs to be the same as the number of members in each group
The facilitator will give verbs that will make it easy for the members of the group to make
sentences that are related to one another
The three groups will represent the Present, Past and Future tenses
The facilitator will ask one of the groups to start. The first member will make a sentence with
one of the verbs allotted to his group in the tense that the group is supposed to represent.
Once a verb is used, it cannot be used again
The second member will then make a sentence that has to be connected to the previous
sentence, using one of the other verbs allotted to his group
The facilitator will continue the activity till all the verbs allotted to a group get exhausted
The facilitator will take care to correct the sentence if they have been formed in the wrong
tense and are incorrect
Guidelines
The participant will make a sentence using one of the verbs allotted to the group in the
tense that the group is representing. For instance,
o List of verbs for the Present Tense group eat, go, sit, order, place, talk, laugh,
drink, look, slip, wash, walk, shout, give, drive.
o First Sentence - We drive to the restaurant daily
o Second Sentence We go there in the evenings
o Third Sentence We usually sit in the corner of the restaurant
o Fourth Sentence Once we sit, we order our favourite dish
A verb used once, may be used to set the context as has been done in the fourth sentence
above. But a new verb has to be used in each sentence
The group will get 10 minutes to complete the activity
Key Section Message
The facilitator will be able to check the participants understanding of tenses and will be able
to correct any errors.
79
Grammar: Sentence Drills with Tenses Simple and Perfect (ILT & NL)
Overview:
Drill practise of tenses using sentences for each tense and retention using the
NeuroLanguage software
The participant will be able to enunciate sentences in the simple and
perfect tenses
The participant will be able to accurately retain spoken in sentences in
the perfect and simple tenses
Key Sections:
A. Practise Tenses with sentences 60 min
Media and material

Flipcharts
Colour Markers
White Board
A. Activity: NL Lab Session: Practise Tenses with sentences 60 min

2. Ask them to down load the following modules
Simple Present Tense (Sentences)
The Simple Past Tense (Sentences)
The Simple Future Tense (Sentences)
The Present Perfect Tense (Sentences)
The Past Perfect Tense (Sentences)
Grammar: Tenses
words in groups
6. As this is focused on tenses they need to practise the sentences with focus on the verbs .
80
Please note that for tenses the software enables the participant to work on enunciating the
sentence form correctly. While they know the syntax they are not familiar to with the sequence of
words necessary to create a grammatically correct tense sentence.
Guideline:
81
Email etiquette Type 3 Writing escalation mails

Overview:
Introduction of Tenses and practise of tenses for present and past, developing a
clear understanding of application of these tenses
The participant will be able to use the appropriate professional language
The participant will be able to identify the key facts in the senders email
The participant will be able to structure and frame a response
The participant will be able to identify words and phrases in terms of
meaning that should not be used
Key Sections:
B. Practise of Tenses with Sentence 25 min
A.
Media and material

Flipcharts
Colour Markers
White Board
Email Example: escalation
Activity: Framing Response

Present to the participants the structure of an email
Review the guidelines of email writing refer to the section on Email Writing
Project the escalation email and help the participants analyse the following points:
o Stating understanding of the issue , concern, key message
o Stating the facts of each point
o Acknowledging the mood / tone of the email with appropriate usage of modal
verbs and courteous statements
o As your response to the key message framing sentences that indicate your ideas
and thoughts on the issue, concern, key message
o Avoid using negatives do not, but, cannot, etc
o Always provide an alternative to something that you cannot do as a way to
progress to a solution
Ask them to specifically review the content on appropriate response
Ask the participants the workbook activity
For a sample refer the email writing content in this guide
B. Sample email: escalation response
Ask the participants to formulate an appropriate response to the email that was projected
The response should be structured based on
o Acknowledgement of key issue
o Statement of facts to update the client/manager
o Appropriate apology statement
o Action plan to ensure that the key issue is address for the present and the future
82
Instructions: As we have now made the participant aware of the basics of email etiquette and
formatting, this session is aimed two key points
1. Ensuring the participants get another opportunity to demonstrate their skill in structuring
and email
2. Ensuring the participants are now gearing themselves to read emails carefully and analyse
them before writing a response. To also develop this skill to become a habit.
Participants are expected to read the email in the manner instructed. Question to ask the
participants are:
1.
2.
3.
4.
5.
6.
What is the key message of the escalation mail

What are the facts that you can note down from the mail
What can you infer about the history of the mail? i.e what happened to create this situation?
What should be the action plan/ solution to the concern in the email?
What is the process you would follow to frame a response to this email?
What are the sentences you will frame to create the response?
The key message is that this process is simple yet need to be used as a habit. Following a
structured approach will guarantee that email you communicate the right impression to the
receiver.
83
Activity: All Skills Practice: Topic: My Experience: Tenses Simple, Perfect Group Discussion
Acknowledgement
Overview:
To allow participants to speak freely and increase fluency on a topic that
challenges their learning of tenses and is a familiar topic.
The participant will be able to apply the understanding of tenses to
describe his work and related tasks
The participant will be able to sustain the conversation for 3-4 minutes
The participant will be able to sustain the conversation without fillers
and foghorns
The participant will be able to apply the concept of acknowledging the
speaker
The participant will be able to paraphrase the last speakers statement
Key Sections:
A. Group Discussion 55 min
Media and material

Flipcharts
Colour Markers
White Board
Markers
A. Activity: Group Discussion Topic: Experience 55 min

May I say something
o They must start by acknowledging the last speaker
I understand that
What I have understood is that
I can see that
I appreciate that
It is great that
o Each person is expected to speak about work they have done, experiences they have
had,
I have worked..
I played
corrected.
84
Please expect that participants will not follow the rules established. This is because they are still
learning how to communicate and to maintain conversational etiquette. It is the responsibility of
the moderator to
1. guide the discussion
2. ensure that everyone gets to speak
3. points are made and established
4. other participants are able to rephrase points are more effectively communicated
Guidelines
feedback.
85
Day 5 Building a foundation of grammar with tenses and

SVA, creating fluency
S.N
Topics
Time
1.10
Daily Assessment
8.45-9.15
To test the learning achieved up to the current

day
1.11
9.15-9.45

1.12
Fluency: Activity: Topic: Detailed Work Tasks
9.45-10.30
To build the fluency around a professional topic

using the mind map methodology
Tea
10.30-10.45
1.12
10.45-11.30
To build the fluency around a professional topic

using the mind map methodology
1.13
Practice: Syllabic Stress-Words and Sentences (ILT & NL)
11.30-12.30
To continue the practise of syllables and

sentence stress using the NeuroLanguage
software
Lunch
12.30-13.30
1.14
Grammar: Tenses - Future (ILT & NL)
13.30-14.10
To develop the understanding of the future

tense with application using sentences and
verbs
1.15
Grammar: Sentence Drills with Tense Future (ILT & NL)
14.10-14.50
To use the neurolanguage software to build

retention of the future tense syntax
1.16
Activity: All Skills Practice: Topic: My Work: Tense Future
14.50-15.50
To build fluency around a familiar professional

topic but in the future tense
Tea
15.50-16.05
Group Discussion
16.05-17.05
1.17
86
Objective
To build fluency in a structured group

discussion format

Overview:
The participant will be able to repeat key courtesy phrases & grammar
sentence drills
Key Sections:
B. Grammar groups, sentence drills 15 min
o Sounds practise
Media and material

Flipcharts
Colour Markers
White Board


o Points to cover
Grammar Subject Verb Agreement, Tenses Simple, Perfect, Continuous
Sounds Sentence drills and modulation
Email Etiquette technique of giving an appropriate response
Project the grammar groups for drill on the board from the PPT provided
Also project the Sentences for drills on the board from the PPT provided
o Each team will be asked to repeat one group from the board
o The group is to be selected by the facilitator randomly and not in sequence
o Tell them that they need to each practise group and sentence everyday in the
morning for the next 4 days
o Pitch
o Volume
87
Instructions:
Kev Nairs speech initiators are aimed at grammar drills. Please note that these are the most
common groups. As a facilitator you have the freedom to modify the drill with the relevant pronouns
and add verbs that the batch has difficulty with e.g. the key helping verbs
1. To be
2. To have
3. To do
The key message is that when we begin speech we do not necessarily think about the grammar. If we
do then it will break our fluency.
Inform the batches that the best batch will be rewarded for their effort. Reiterate the need to work
every day to make the change in sounds. To keep the session competitive it is necessary to have a
reward system that stretches across this particular activity over the next 4 training days.
to be able to enunciate the sounds with the least number of errors.
The teams are allowed just 2 mistakes these could be a mispronounced sound or a false start.
Guideline:
88

Overview:
To build the fluency around a professional topic using the mind map
methodology
The participant will be able to describe his work and his work
environment
The participant will be able to construct simple sentences
The participant will be able to apply the concepts of correct enunciation
Key Sections:
A. Describing the Work related tasks 15 min
B. Speaking about my work for a min 15 min
Media and material

Flipcharts
Colour Markers
White Board
Pen and Paper
A. Describing the Work related tasks 15 min
This is a simple short exercise but a drill down of the last activity on Work Tasks
Ask them to recall the all the points made on the work tasks
o As the engineers maybe new hires they may need to develop their mind map around
projects they executed in groups at college
Based on the training that they received in the last 10 days ask them to elaborate on the
work tasks and explain in more detail
They are expected to speak for about 3-4 mintues, attention to details is important
Use concept of a mind map as executed in the last 4 days of training 5 min
o Basis the learner type they can either draw it , or just use words
Ask the participants to create a mind map
Ask them to sequence the points they would like to say about their skills in logical format
Ask them then to write sentences that adhere to the SVO format and are simple
Ask them to pair up with a colleague and speak the sentences 5 min
o Ask them to correct their own sentences
o Ask them to practise their sentences in small groups
B. Activity: Just a min Free speech on the mind map developed on Work Tasks
Then make them in rounds repeat their speech with no hesitation

Once they have spoken provide feedback on the common errors and ask everyone to
correct their sentences
Give individual feedback if necessary
Instructions:
89
about yourself.
At the centre of the board write your work. Then write all the work related words that describe it. For
example:
1. Programmer
2. Java / Databases
3. Program comments
4. Program designing
5. Coding & testing
Then, using the points on the board, write out sentences about your work. For example:
1. I am a Java programmer with Wipro
2. I work on programs with a 3 tier architecture
3. My main tasks are to comment program and develop code
4. It is my responsibility to also test the code that I write
Now ask the batch to develop a mind on a sheet of paper about their work. For new hires who have
no work experience ask them to talk about their last year of college and the work they did and their
specific areas of interest. Give them not more than 5 min to develop it. It should include details of the
persons strengths weaknesses with respect to the work task expected.
Question that will help the participants develop the speech:
o What is my role
o What are my skills to perform the role
o Describe my work in detail
o What do I expect will be the project structure and who will I need to work with?
C. Ask each participant to speak about their work tasks extempore 1 Min per participant
Make them in rounds repeat their speech with no hesitation
o Once they have spoken provide feedback on the common errors and ask everyone
to correct their sentences
o Give individual feedback if necessary
o Questions to ask
Why did you stop?
Instructions:
Inform the participants that they would need to speak for 1 minute about their work in clear and
90
fluently.
fluent.
Guidelines:
7. We can give feedback based on grammar and sounds
91
Syllabic Stress Practice with words & sentences (ILT& NL)

Overview:
To continue the practise of syllables and sentence stress using the
NeuroLanguage software
The participant will be able to enunciate practice sentence with the
correct sentence stress
The participant will be able to identify content and function words in
sentences
The participant will be able to correct his enunciation in sentences
Key Sections:
A. Syllabic Stress Word Practise with sentences 60 min
Media and material

Flipcharts
Colour Markers
White Board
A. Activity: NL Lab Session: Sentence and Word Practise 60 min

Syllabic Stress (Words and Sentences)
Grammar: Tenses
4. As this session is for syllabic stress and sentence stress it is important to bear in mind the
syllabic stress rules
words in groups
92
Guideline:
knowledge of articulation to get the change of colour
93
Theory & Practice Future Tense (ILT & NL)

Overview:
To develop the understanding of the future tense with application using
sentences and verbs
The participant will be able to identify sentences in the future tense
based on rules
The participant will be able to construct sentences in the future tense
both written and spoken
The participant will be able to give examples based on work related
scenarios
The participant will be able to enunciate accurately sentences in the
future tense
The participant will be able to retain the structure of sentences in the
future tense when listening & repeating
Key Sections:
A. Activity: Theory & Grammar Reference 20 min
B. Activity: Practise of the Future tense 20 min
Media and material

Flipcharts
Colour Markers
White Board
PPT
A. Activity: Theory & Grammar Reference
Simple Future: Refer to Content Reference Guide

Future Continuous: Refer to Content Reference Guide
B. Activity: Practise of sentences in the future tense 20 min
o
o
o
o
o
o
Ask the batch to choose an event from the future that is personal
Ask the participants to quickly prepare a mind map for the event 2 min
Ask each participant to speak about the event for 30 seconds
Ask the participants to choose an event from their future professional life
Ask the participants to quickly prepare a mind map for the event 2 min
Ask each to participant to speak about the event for 30 seconds
Instructions: The session is a fast paced session for the participant to identify an event as
being in the future. Further to be able to structure their thought in their mind using the mind
map technique. This is a progression from the session before where they would write their
mind map. Now they are expected to do this in their mind.
Giving each participant only 30 seconds to speak creates the requisite urgency in each
participant to be able to apply knowledge and skills gained under pressure.
It is important at this stage that participants are able to self correct. Hence it is necessary to
ask the following:
94
1.
2.
3.
4.
Did you make any mistakes while speaking?

If yes then what were the mistakes and can you correct them now?
If you were to be asked to speak again what would you do to prepare?
Can the other participants please correct the colleague when he has finished speaking?
95
Grammar: Sentence Drills with Tense Future (ILT & NL)

Overview:
To use the NeuroLanguage software to build retention of the future tense syntax
The participant will be able to enunciate practice sentence with the
correct sentence tense
Key Sections:
A. Future tense sentences 40 min
B. Practise of Sentences - simultaneously
Media and material

Flipcharts
Colour Markers
White Board
PPT
A. Activity: NL Lab Session: Sentence and Word Practise: Future Tense 40 min
Syllabic Stress (Words and Sentences)
The Future Continuous Tense (Sentences)
4. As this session is for tenses the participants need to focus on the verbs in the sentences.
The verbs must not be red they must be at least orange in feedback
words in groups
96
Guideline:
knowledge of articulation to get the change of colour
B. Activity: Sentence Practise : Future Tense At the same time for the remaining half of the
batch
While half the batch is logged in to the software the other half is expected to
practise the sentence for future tense as given in the PPT
Get the students to note down the sentences in case they do not have their
participants guide
First they would need to practise the sentences in groups
Second they would practise the same as a batch
97
Activity: All Skills Practice: Topic: MyWork: Tense Future / Career Path of a Programmer
Overview:
To build fluency around a familiar professional topic in a structured format of a
group discussion
Media and material

Flipcharts
Colour Markers
White Board
The participant will be able to apply the understanding of the future
tense to describe his work and related tasks
The participant will be able to sustain the speech for 3-4 minutes
The participant will be able to structure the sequence of sentences
Key Sections:
A. Future tense sentences 10 min
B. Recap of rules 5 min
C. Memory Map 5 min
D. Group Discussion 40 min
Group Discussion Topic: Career Path of a programmer

A. Recap the rules of tenses 10 min
o When do we use the present tense, perfect tense, past tense, continuous tense?
o Please give examples of the tenses.
B. Recap of rules 5 min
o Remind the participants that this about applying all the learning form the past days
on pronunciation , grammar and sentence construction
o Tell them that the best spoken will be rewarded
C. Ensure that everyone does a memory map give them - 5 minutes
o Ask them to think about what they are going to say
D. Ensure that everyone does a memory map give them - 40 minutes
o Continue to get points from each participant
o Revisit any participant who does not make a point
o Help the group to elaborate the discussion
Instructions:
o
o
o
o
o
Tell them that everyone is expected to say one relevant point, if someone has
mentioned it then please refer to the person with an introductory sentence
As Mahesh said however/but I think.
Keep the session lively in terms of points by moving quickly and randomly to all
participants
At key points in the flow ask one participant to recap all the points mentioned
Ask them for their views on it too
The facilitators can ask anyone to make a point or to answer a questions from any
other participant
Questions: So what do you think about the last point?
What point would you like to make on this topic?
Please tell the group what your thoughts are on this issue.
98
Unlike a group discussion where there is a free flow of conversation this more of a structured
discussion where everyone is expected to participate with relevant inputs. The key message for the
participants is that in client meetings one must be prepared with what to say and to say it in a
relevant manner at the relevant time.
The etiquette to interrupt someone and to acknowledge someone is very important.
Guidelines:
1. As the facilitators if a person makes a mistake please ask them to correct themselves on the
spot , if they cant ask another participant to correct it
2. You will encourage the ideas if the group seems like they are running out of points by
providing clues / asking questions
3. Responses to probes must be structured correctly, in case it is not then recall the rules of
question formats
99
Group Discussion Changes in our society: Economic Improvement

Overview:
To build fluency in a free format on a topic about work
group
The participant will be able to express his views on his career
The participant will be able to discuss the points by acknowledging other
views
Key Sections:
A. Changes in our society: Economic Improvement 60 min
Media and material

Flipcharts
Colour Markers
White Board
A. Activity: Group Discussion Topic: Changes in our society: Economic Improvement

a. Anyone who wishes to speak must raise their hand and say,
i. I have a point to make on this topic
ii. I would like to say something
iii. May I say something
b. They must start by acknowledging the last speaker
i. I understand that
ii. What I have understood is that
iii. I can see that
iv. I appreciate that
v. It is great that
c. There can be no interruptions
d. Each person is expected to express his views on changes in his society, the economic
changes he sees, the impact on his family and friends and the future because of
these chanes
i. I would like to..
ii. I expect to be
iii. I plan to .
iv. I think that Wipro
v. we can expect
corrected.
100
the moderator to
Guidelines
feedback.
101
Day 6 Building fluency around work related topics

S.N
Topics
Time
Objective
1.10
Daily Assessment
8.45-9.15
To assess improvement of language skills
1.11
9.15-9.45

1.12
Practice: Sentences with Bag of Words
9.45-10.15
To practice rhythm with sentences and the bag

of words
Tea
10.15-10.30
1.13
Grammar: Question Format (ILT & NL)
10.30-11.15
To demonstrate understanding of question

formats and to practice the same
1.14
Grammar: Answering Questions (ILT & NL)
11.15-12.00
To be able to accurate answers questions
1.15
Activity: Listening Comprehension: Domain Related
12.00-13.00
To demonstrate ability to comprehend a

professional conversation
Lunch
13.00-14.00
1.16
Grammar: Sentence Drills Domain Related (ILT & NL)
14.00-14.40
To practise sentences that are domain specific

and work related
1.17
Activity: All Skills Practice: Topic: Client Mock Scenarios
15.00-15.30
To demonstrate client etiquette in client role

play
Tea
15.30-15.45
1.17
15.45-16.15
To demonstrate client etiquette in client role

play
1.18
Group Discussion
16.15-17.15
To build fluency in an open group discussion
102

Overview:
sentence drills
Key Sections:
o Sounds practise
Media and material

Flipcharts
Colour Markers
White Board


o Points to cover
Grammar Tenses Future, Future Continuous
Fluency About Work
o Pitch
o Volume
103
Instructions:
1. To be
2. To have
3. To do
Guideline:
104
Practice Sentence with the Bag of Words

Overview:
To practice rhythm with sentences and the bag of words
sentence drills
Key Sections:
A. Activity : Sentences with the Wipro Bag of Words 30 min
Media and material

Flipcharts
Colour Markers
White Board
List of Wipro Words

Sentences Created on Day
3
A. Activity : Sentences with the Wipro Bag of Words 30 min

Ask the participants to refer to the sentences created with the Bag of words on Day 3 5
min
Ask the participants refer to the Wipro Word List
Break the batch into teams
Give them 5 min to create 10 sentences that form a logical paragraph from the words
o Their sentences must have the present tense, present perfect, present continuous,
past , and future
o Each sentence must have a verb from the list of verbs discussed in the session on
verbs
pronouns
Each team appoints a person from the team to say the sentence in the sequence of the
paragraph Max 5 min per team, totally 20 min
Each team is given a chance to give their sentences from the paragraph in sequence
When a team makes an error the a point is deducted from the team
Points to be awarded to each team for a correct sentences that they speak
Instructions: The key message is that the participants need to build up their understanding of
sentence creation using a specific list of words, in this case the Wipro list of words. You need to
explain that when we speak it is usually with a limited set of words which forms our vocabulary. We
need to use our sentence construction skills to create language and speech
Questions to ask:
1. How many sentence were you able to make?
105
2. What situations were you able to think of that had specific tenses in them for example the
simple tense and the perfect tense.
3. Do the sentences you have made sound logical for the situation you have described?
106
Grammar: Question Format (ILT & NL) & Answering Questions (ILT & NL)
Overview:
To demonstrate understanding of question formats and to practice the same.
The participant will be able to identify two formats to ask a question
The participant will be able to form questions in the correct format for
both closed ended questions and open ended questions
The participant will be able to identify the structure of an appropriate
answer to a question
The participant will be able to enunciate answers to questions in the
correct structure
The participant will be able to write grammatically correct answers
Key Sections:
A. Activity: Asking Questions: Get to know your colleague 5 min
Media and material

Flipcharts
Colour Markers
White Board
List of Wipro Words

3
B. Activity: Discover Question Formats 10 min
C. Activity: To Ask Questions Anthony & Cleopatra 30 min
Question Formation
A. Activity: Asking Questions: Get to know your colleague.
Divide the group into teams of two. Give them only 5 minutes to understand the psychological
makeup of the other person. The person being questioned should write the questions. Then
discuss it.
Ask them now to swap and collects as many facts about the person in five minutes as possible.
The person being questioned should write the questions. Then discuss it.
Derive the need to ask questions to get to know a person completely from open ended and
closed ended questions.
B.
Activity: Discover Question Formats 10 min

The instructor gives the first word of a question format with blanks for the next 4 words.
The instructor gives the interrogative pronouns that can be replaced for the first word
Use Interrogative pronouns: who, what, when, where, why, whose, which, how e.g. What ___
___ ___ ____
For the second format the instructor gives a verb .
The instructor gives all the verbs that can be used .Use verb forms: is, am, are, was, were, do,
does, did, have, has, had e.g. Are ___ ___ ___ ____
The group is given 10 min to derive format 1 followed by a group discussion
Derive The rules for question formats are
1a. Interrogative Pronoun verb Noun/ Pr verb
1b. Interrogative Pronoun Noun/Noun phrase verb Noun/ Pr verb
Verb Noun/Pr verb
Highlight that there are other formats however these are the formats that are predominant in
calls
107
C. Activity: To Ask Questions

Give the Anthony and Cleopatra riddle Anthony and Cleopatra are lying dead in a pool of water
and Brutus is looking on with evil in his eye.
Answer: Anthony and Cleopatra are fish. Brutus is a cat. It breaks the fish bowl and the fish die out
of water on the floor. The cat is looking at them to eat them.
The team can ask only one questions which is closed ended - yes / no
No question can be repeated
The objective is to tell the whole story based on facts collected
Divide the session into groups of 3-4
Ensure that the concept of listening and probing is reiterated
Instructions: The key message is that participants will be able to discover the pattern of grammar.
You must assume that your participants know a lot of information about language. It is important to
assist them to build on what they already know and to just fill the gap of knowledge with your
expertise.
Questions to ask:
1. Does everyone understand what is a closed ended questions and an open ended question?
2. What are the differences?
3. When do you ask closed ended and open ended questions?
a. A: Closed for specific information, Open to make people speak freely
b. A: Closed to control a conversation Open to allow people control over the
conversation.
4. So try to recall all the interrogative pronouns, what are they?
5. To which question do you answer with a Yes or No?
108
Activity: NL Lab Session Question Format (ILT & NL) & Answering Questions (ILT & NL)
Overview:
To demonstrate understanding of question formats and to practice the same.
The participant will be able to identify two formats to ask a question
The participant will be able to form questions in the correct format for
both closed ended questions and open ended questions
The participant will be able to identify the structure of an appropriate
answer to a question
The participant will be able to enunciate answers to questions in the
correct structure
The participant will be able to write grammatically correct answers
Key Sections:
Media and material

Flipcharts
Colour Markers
White Board
List of Wipro Words

3
A. Activity: Asking Questions 45 min
A. Activity: NL Lab Session: Asking Questions 40 min

Question Tags and their Uses (Intonation,
Emphasis, Negation, Politeness)
Clarifying questions UK
Answering Questions
4. As this session is to perfect the manner of asking a question it is important that the word
order is correct in the story section and that in the Listen and Repeat there must be green
only
6. The rest of the group would at the same time go through activity B given below
109
Guideline:
B. Examples: Group While the other group is on the software
Put up the a set of words on the board
Ask each learner for a question that would be process specific using the process bag of words
The instructor to give the verb and the interrogative pronoun to be used
Repeat this for 5 to six rounds
Examples: Group
The instructor to give examples for different scenarios for example:
I have not received your data update
I cant understand why we are not meeting out milestones
There are errors in the program and it is crashing
The participants are required to probe to elicit enough information to try and provide a solution
The instructor responds as the client or manager would.
At the end of each problem two learners would be selected to do a mock scenario of a client situation.
Highlight then need to ask questions appropriate politely and professional
Instructions: The lab session is aimed at giving the participants time to practise the actual syntax of a
question that most participants get wrong. The common errors are the e.g.
you are martin where the intonation is tries to establish that it is a question
what you did where the verb is missing
It would help for participants to catalogue their own mistakes and be able to recall the same when
they speak.
While half of the batch logs in to the software to perfect their question asking capability they other
half should be going through the activities to practise the sentences.
In most situations where a participant does not understand something they ask questions, this is
to become a habit as it becomes critical in their work scenarios. The key purpose of the activity is
to make participants comfortable asking questions in a group.
110
Activity: Listening Comprehension:

Overview:
To demonstrate ability to comprehend a professional conversation.
Media and material

Flipcharts
Colour Markers
White Board
The participant will be able to understand the key message in a audio
passage
The participant will be able to write answers to closed and open ended
questions on the passage
The participant will be able to speak the answers to closed and open
ended questions on the passage
Key Sections:
Audio Learning File
A. Activity: Listening Comprehension 20 min
B. Activity: Activity: Listening Comprehension for accent familiarization 2
passages for 20 min each
A. Activity: Listening Comprehension 20 min

Play the audio file on Smartphones for the batch
Ask everyone to keep a piece of paper and pen ready
Ask everyone to answer the questions on their respective sheets of paper
There will be comprehension questions based on the passage and questions on vocabulary
Ask the batch for answers and discuss each
Derive the reasons for comprehension
o Familiar / Unfamiliar words
o Done /Not done the passage at home
o Understand the sentences and are able to read quickly
B. Activity: Listening Comprehension for accent familiarisation 2 passages for 20 mins
each
Play the audio files on Special Effects in Hollywood Movies and Generation Y
Ask the batch to write the words or phrases that they did not know the meaning of
Once the files are played, ask people from the batch to summarize what was said in the
passages and get an idea of their understanding of the passages
There will be comprehension questions based on the passage and questions on
vocabulary
Run all sections of this activity to be able to check the level of comprehension for the
participants
111
Grammar: Sentence Drills Domain Related (ILT & NL)

Overview:
To practise sentences that are domain specific and work related
The participant will be able to construct sentences from a list of domain
related verbs and nouns
The participant will be able to demonstrate fluent reading of sentences
The participant will be able to reduce the subject verb and object errors
in terms of word order
The participant will be able to enunciate sentences with confidence
The participant will be able to enunciate sentences in with singular and
plural subjects
Key Sections:
A. Sentence Drills 60 min
B. Sentence Drills , Past and Past Perfect same time as the rest of the
batch
Media and material

Flipcharts
Colour Markers
White Board
PPT
A. Activity: NL Lab Session: Sentence Drills 60 min

2. Ask them to start practising the sentence in the following modules
Modal Verbs
words in groups
112
Guideline:
B. Activity: PPT drill of sentence same time as the others
While half the batch is logged in to the software the other half is expected to
practise the sentence for future tense as given in the PPT
Get the students to note down the sentences in case they do not have their
participants guide
First they would need to practise the sentences in groups
Second they would practise the same as a batch
Ask them to start practising past and past perfect sentences
The While half of the batch is practising on the software the remaining batch needs to practice the
sentence for past and past perfect. The key message is practise again however in groups and to
optimise on the time that is given for practise. Here the focus is on the form of speech. Please note
that the participants would not be comfortable with speaking sentences in the past perfect form and
therefore need sufficient opportunity to practise.
Guideline: Feedback is to be given in addition to the normal the extra feedback is to concentrate on
the time reference in each sentence where the preposition and the time reference phrase needs to
be understood.
113

Overview:
To demonstrate client etiquette in client role play
Media and material
The participant will be able to respond to queries in a role play about
work
The participant will be able to frame comprehensive responses
The participant will be able to understand the context and respond with
facts
The participant will be able to respond under pressure situations
Key Sections:
A. : Group Discussion Topic: Client Mock Scenarios B. Sentence Drills , Past and Past Perfect same time as the rest of the
batch
Flipcharts
Colour Markers
White Board
PPT
A. Activity: Group Discussion Topic: Client Mock Scenarios Preparation 15 min

Recap the rules of a group discussion etiquette
o Set the stage for a role play between 3 students, one client, one manager and one
engineer
o Ask each group to come up with a problem statement and to submit it to you
o Remind the participants that this about applying all the learning form the past days
on pronunciation , grammar and sentence construction
o Tell them that the best spoken will be rewarded
o Ensure that they do a memory map give them 5 minutes
o Ask them to think about what they are going to say
o Tell them that everyone is expected to participate equally
o Ask them to perform the role play
Each group to be given the following topics

o Unresolved support ticket 48 hours have passed no intimation
o Project development status update delayed deadlines reasons needed
o Code Quality code integrity , comments for code standards missing
o Bugs in the code unresolved bugs , main reason and resolution
o Project kick off roles and responsibilities and scoping of the project
As the facilitators if a person makes a mistake please ask them to correct themselves on the
spot , if they cant ask another participant to correct it
You will encourage the ideas if the group seems like they are running out of points by
asking difficult questions as the client
Responses to probes must be structured correctly, in case it is not then recall the rules of
question formats
B. Activity: Group Discussion Topic: Client Mock Scenarios demonstration 5-10 min per
group
114
Each team to demonstrate their role play

Other participants to record detailed feedback for the teams
o Sound errors
o Grammar errors
o Sentence construction and overall delivery errors
Feedback to be collected from the batch at the end of each role play and action plan to be
given by the facilitator
Instructions: At this stage of the training it is expected that participants are conscious of their errors
and are able to monitor themselves. The expected behaviour is a certain confidence in the delivery of
sentences that are prepared. Their rate of speech must be slow and comprehensible.
They must try to speak sentences clearly and loudly to ensure that everyone can understand them.
As this is a role play it is possible they are not comfortable enacting their roles. This is to be
discounted. The direction to be given is to be as natural as possible.
The feedback to be provided is on each parameter that they are now familiar with such as grammar,
pronunciation, intonation, syllabic stress and rate of speech.
Ask the team to correct the errors that they made in real time, if they are not able to correct
themselves as the other participants to correct the sentences.
115
Group Discussion Importance of good communication at work / outside work

Overview:
group
views
Key Sections:
A. Importance of good communication at work / outside work - 60 min
Media and material

Flipcharts
Colour Markers
White Board
A. Activity: Group Discussion Topic: Importance of good communication at work / outside

work
May I say something
I understand that
I can see that
I appreciate that
It is great that
o Each person is expected to express his view about good communication skills at
work / outside work
Good grammar helps us communicate..
It is important to be
Pronunciation is important .
I think at work
We can expect
corrected.
116
the moderator to
Guidelines
feedback.
117
Day 7 Building Fluency & Improving Comprehension

S.N
Topics
Time
1.10
Daily Assessment
8.45-9.15
1.11
9.15-9.45

1.12
Practice: Passage Writing and Speaking
9.45-10.15
To improve the enunciation of common words

and sentences
Tea
10.15-10.30
1.13
Activity: Written : Reading comprehension
10.30-11.30
To work on the skills for reading

comprehension
1.14
Grammar Activity: Identify Errors (ILT & NL)
11.30-12.30
To demonstrate ability to identify common

grammar errors from sentences
Lunch
12.30-13.30
1.15
Activity: Listening Comprehension
13.30-14.30
To improve the listening comprehension based

on an audio file
1.16
Activity: Verbal Grammar Quiz
14.30-15.00
To build on grammar basics and build ability to

verbally correct grammar
1.17
Grammar Activity: Client Email(ILT )
15.00-15.40
To respond to a client email effectively
Tea
15.40-15.55
1.18
Activity: All Skills Practice: Topic: Problem Solving &

Conversation
15.55-16.55
To apply basic concepts of language and using

mind maps to demonstrate fluency around a
specific topic
1.19
Group discussion
16.55-17.55
To build fluency around a topic of discussion
118
Objective

Overview:
sentence drills
Key Sections:
o Sounds practise
Media and material

Flipcharts
Colour Markers
White Board


o Points to cover
Grammar Question formats, answering question,
Fluency Client meeting etiquette
o Pitch
o Volume
119
Instructions:
1. To be
2. To have
3. To do
Guideline:
120
Practice Paragraphs Writing & Speaking

Overview:
To practice rhythm with sentences and the bag of words
The participant will be able to apply the concept of sentence structure
The participant will be able to apply grammatical cohesion in passages
The participant will be able to speak the passage that has been written
Key Sections:
A. Activity : Paragraph writing 30 min
1.
Media and material

Flipcharts
Colour Markers
White Board
Activity : Paragraphs writing 30 min

Ask the participants to write down a list of 20 verbs in 5 minutes
Ask the participants to write down a list of 20 nouns or noun phrases in 5 minutes
Ask the participants to write down a passage of at least 10 sentences or 2 minutes of speech
give them 10 min
Ask the participants to break up into their teams. In their groups they will review the
passages written. The sentences must
o Contain a logical sequence and be cohesive
o There must be a key message to the paragraph
o Each sentence must be grammatically correct
pronouns
Any participant from the group can be asked to stand and speak the passage Max 5 min
per team, totally 20 min for the batch
Each team is given a chance to given a chance to speak
When a team makes an error the a point is deducted from the team and the next person in
the team gets the chance to speak the paragraph within the time limit given
Instructions: The key message is that the participants need to build on the activity of Day 6 where
they created sentences from the bag of words and to use all the language they have learnt. The main
purpose of the activity is to be able to build comprehensive speech around words that are frequently
used. Each participants of a team needs to be comfortable with the passage to be able to stand up
and speak it. Hence the challenge for the team is team work, and team learning.
You need to explain that when we speak it is usually with a limited set of words which forms our
vocabulary. We need to use our sentence construction skills to create language and speech
Questions to ask:
121
1. What was the key message in the passage?

2. What was the challenge to be able to speak the passage?
3. Was the team able to come up with a passage which was cohesive and logical?
122
Activity: Written: Reading comprehension: Complex passage

Overview:
To work on improving the skills for reading comprehension
The participant will be able to understand the key message in a passage
The participant will be able understand the technique of comprehending
a problem
Key Sections:
A. Activity : Passage 1 Reading Comprehension on The Apple-Samsung
Feud 30 min
Activity : Passage 2 Reading Comprehension on Mountain Dew, the
drink 30 min
Media and material

Flipcharts
Colour Markers
White Board
Reading Comprehension
passage PPT
A. Activity: Totally 60 min for two passages

1. Reading - 10 min
o Project on the board the passage for reading comprehension
o Ask everyone to keep a piece of paper and pen ready to take notes
o Put up the passage on the board give everyone the same time to read the passage
2. Questions 10 min
o Ask all to answer the questions together and on a separate sheet of paper
o Ask the batch for answers and discuss each
3. Derive the reasons for comprehension
4. Derive the technique of inferring basis what you can understand from the facts the
educated guess, also to ask in writing what the doubts might have been
5. Unfamiliar Words 10 min
o Elicit from the batch all the unfamiliar words
o Gather from the participants the meaning of the words
o Use the http://dictionary.cambridge.org/ to identify the meaning and pronunciation
of the words that the batch does not know
6. Repeat the same with the passage 2 30 min
Instructions: The key message is that the participants need to build their reading ability with the
focus on the key message in the passage. This reading must also have a technique associated with it
123
of taking notes in every situation. This needs to become a habit as it is critical for all engineers to
document meeting notes and demonstrate a clear understanding of client requirements.
124
Grammar Activity: Identify Errors (ILT & NL)

Overview:
To demonstrate ability to identify grammar errors from passages
The participant will be able to listen and understand passages of varying
levels of difficulty
The participant will be able to identify errors in passages
The participant will be able to correct errors in passages
Key Sections:
A. Activity : NL Lab session: Common Errors 30 min
B. Activity : Sentence Correction 30 min
Media and material

Flipcharts
Colour Markers
White Board
White Board
A. Activity: NL Lab Session: Common Errors 30 min

Common Errors in English (2009) UK
Client Meeting
words in groups
Instructions: The module highlights the most common errors in English with the ability to practise key
sentences and examples. The lab session is a step in the overall retention of sounds. It is necessary for
participants to work on their pronunciation on their own to experience the error correction not from
a facilitator but through self learning. Bear in mind that the software is strict and the participants will
have difficulty in correcting themselves.
125
Guideline:
1.
2.
3.
4.
5.
6.
7.
8.
B. Activity: Error Correction Passages 30 min

There will be three passages
Project each passage on the board
The participants would either have to fill in the blanks or correct the errors
Each blank or error will be numbered so that the participant can just write the number on
their respective sheets of paper
The three passages need to be completed in 30 min. The urgency in the activity is important
for effectiveness
The key areas to apply knowledge of all grammar concepts learnt
Instructions: The exercise is timed for 30 min and the participants are expected to complete all the
exercises. The knowledge check is for their ability to correctly identify and correct sentences under
pressure
It is advisable that the facilitators take the exercise themselves to anticipate the errors and the
queries that arise from the task.
The answers shall be provided to the facilitators who can project them on the board once the
participants are done with the exercises
Feedback Guidelines
1. At the end of each exercise please check with the batch on concept
2. Clarify any concepts that are common to all e.g. tenses, sentence structure etc
126
Activity:: Meetings Skills

Overview:
To improve meeting skills
Media and material
The participant will be able to understand the meeting skills like
o Agenda Setting
o Interruption
o Agreeing and Disagreeing
Key Sections:
A. Business English: Meetings 20 min
B. Business English: Project Discussions 20 min
C. Business English: Negotiations 20 min
A.
1.
2.
3.
4.
5.
6.
7.
8.
B.
Flipcharts
Colour Markers
White Board
White Board
Activity: Business English (Meetings) 20 min

Project the passage on Meetings on the board
Discuss points that the batch found difficult to understand
Project the sentences from the passage in a jumbled order
Ask the everyone to unjumble the sentences on their respective sheets of paper
Discuss the answers
Activity: Business English (Project Discussions) 20 min
Project the passage on Project Discussions on the board
Discuss the answers
C. Activity: Business English (Negotiations) 20 min

127
Project the passage on Negotiations on the board

Discuss the answers
Instructions: These exercises will help the participants with the verbiage for client meetings on
three distinct areas general meetings, project discussions and negotiations
These are key areas of skill that the participants need in their professional work. These phrases
will help in future sessions as a point of reference.
Guidelines
1. It is expected that the session is monitored
2. This is a self learning activity followed by a group sharing of learning
128
Grammar Activity: Grammar Quiz

Overview:
To build on grammar basics and build ability to verbally correct grammar
The participant will be able to test their grammar knowledge through
mental recall
Key Sections:
A. Grammar Quiz 30 min
Media and material

Flipcharts
Colour Markers
White Board
Grammar exercises
Activity: Grammar Quiz 30 min

Ask the batch to break up into teams
Instruct the batch that there will be 20 rapid fire questions read out
Each team will get a chance to answer the question
Instruct the batch on the manner of the quiz that
o The facilitator will read a sentence which is a fill in the blanks
o The team that hits the buzzer first will answer the question
o Each correct answer will be given a point
o For an incorrect answer the other teams get a chance in sequence and get a bonus
point
5. Refer to the ppt for the exercises however these are not to be projected
A.
1.
2.
3.
4.
Instructions: This activity is to be conducted as a proper Quiz. Hence the facilitator needs to create
urgency with the manner of asking questions. Each team must be alert to the sentences being spoken
as it will be spoken only once.
The rate of speech must be sufficiently slow to enable the teams to hear the sentence. As with the
last quiz activity each team will have its own buzzer sound. Each team will use its buzzer sound for
each sentence.
The answers to the sentences should be shared with a clear reason for the correct answer by the
facilitator.
129
Grammar Activity: Client Email (ILT)

Overview:
To respond to a client escalation email effectively
Media and material
The participant will be able to identify & frame the subject of the client
email
The participant will be able to describe key client requirements based on
history
Key Sections:
A. Framing a Response 15 min
B. Sample Email: Client email response 25 min
A.
Flipcharts
Colour Markers
White Board
Email Example: escalation
Activity: Framing Response 15 min

Present to the participants the client email
Project the client email and help the participants analyse the following points:
Ask them to specifically review the content on appropriate response
Ask the participants the workbook activity
B. Sample email: client email response
130
o
o
Appropriate apology statement

Action plan to ensure that the key issue is address for the present and the future
and email
2. Ensuring the participants are now gearing themselves to read emails carefully and analyse
them before writing a response. To also develop this skill to become a habit.
participants are:
1.
2.
3.
4.
5.
6.
What is the key message of the client mail

receiver.
131
Activity: All Skills Practice: Topic: Problem in civic society

Overview:
To apply basic concepts of language and using mind maps to demonstrate
fluency around a specific topic
Media and material

Flipcharts
Colour Markers
White Board
The participant will be able identify the problem
The participant will be able describe in detail the problem with facts
The participant will be able follow a methodology to solving the problem
The participant will be able to form language to communicate the
process and steps to solve the problem
The participant will be able hold a conversation to answer queries
around the problem
Key Sections:
A. Activity: Topic: Problem Solving & Conversation 60 min
A. Activity: Topic: Problem in civic society
Ask each person to state the problem in their city civic amenities that needs to be addressed
Ask them to create a mind map of the same with a solution
Ask them to create as teams, some language around the same applying all the learning from
the past days of training
Ask each team to explain their solution with the example in front of them in a presentation
10 minutes for each team
Establish the rules of the presentation question and Answer session 5 minutes for each
team
May I say something
I understand that
I can see that
I appreciate that
It is great that
o There teams presenting will invite questions
Does anyone else have any questions?
Please one question at a time, thank you
Yes, do you have a question?
Instructions: The session for is to be run in presentation where questions are asked at the end of the
presentation. The teams are expected to take questions from the participants
132
Group Discussion Communication skill Strengths and Weaknesses improved in training

Overview:
group
views
Key Sections:
B. A. Topic: Communication Skill Strengths and weaknesses improved in
training - 60 min
Media and material

Flipcharts
Colour Markers
White Board
A. Activity: Group Discussion Topic: Communication Skill Strengths and weaknesses improved
in training
May I say something
I understand that
I can see that
I appreciate that
It is great that
o Each person is expected to express his view about good communication skills at
work / outside work
Good grammar helps us communicate..
It is important to be
Pronunciation is important .
I think at work
We can expect
corrected.
133
the moderator to
Guidelines
feedback.
134
Day 8 Assessing improvement in fluency and email writing

S.N
Topics
Time
1.10
Post Assessment
8.45-10.15
Tea
Objective
To assess the needle movement and

improvement over the program
10.15-10.30
1.11
10.30-11.00
1.12
Practice: Passage Writing & Speaking
11.00-11.45
1.13
Activity: Written : Reading Comprehension
11.45-12.30

To practice rhythm with sentences and
vocabulary
To work on improving the skills for reading
comprehension
Lunch
12.30-13.30
1.14
All Skills Activity: Paraphrasing
13.30-14.30
To demonstrate all the skills acquired in

paraphrasing a passage
1.15
14.30-15.30
To build the listening comprehension of

participants
Tea
15.30-15.45
1.16
Grammar Activity: Email(ILT )
15.45-16.45
To help participants respond appropriately to

manager emails
1.17
Grammar Activity: Client Meeting (ILT & NL)
16.45-17.45
To build fluency around client meeting verbiage
135

Overview:
To introduce the participants to the NeuroLanguage tool and conduct the Pre
Assessment
Media and material

Flipcharts
Colour Markers
White Board
The participant will be able to assess his assess his areas of strengths and
weaknesses with language
The participant will be able to assess his improvement in numerical terms
Key Sections:
A. Post Assessment - 40
o Modules: Ascentify Language Post Assessment 2012
Login to Neurolanguage
Practise Player
Download Post Assessment
module
Post Assessment
A. Take the Post Assessment Test 40 min
a. Login the batch to the software
b. Help trouble shoot any problems
c. Ask them to download the Post Assessment : Ascentify Language Post Assessment
2012 and take the test
d. The assessment has 4 sections to complete
e. After the last assessment the user must wait for the uploading of scores and the
message confirming the same.
Inform them of the scores that are recorded on the central server and the reports that will be
generating to show the final score and the improvement.
Instructions:
The Post assessment is important to measure the needle movement in their improvement. There are
4 sections in the assessment and all 4 need to be completed.
All modules that need to be covered in training appear in a folder WiproCorp. In this folder are day
wise folders. The participants are expected to take each module in the folders as part of their daily
practice. The post assessment is in folder Day 8.
Please make participants aware that the post assessment is an important toll gate in their training
and hence must be taken with care.
Guideline:
1. Check the lab in the morning with the local IT spoc
2. Download the assessment module in advance. It will take at least 15-20 min to download the
module
3. Get batch to check the headsets, software login in the morning all together.
4. Accommodate for 40 min for the assessment
5. As the ratio of participant to computer is 2:1 you will need to coordinate ask the remaining
participants to sit outside.
6. For this assessment you will be the invigilator
136
7. The assessment questions are not to be discussed in the session after the test
8. All 4 sections of the assessment are to be completed. Each comes one after the other. Ask
the participants to be patient through the process.
9. Ensure that the IT spoc is present to assist during the assessment.
10. Ensure that the participants have practised on the software before taking the assessment;
else the results will not accurately reflect their skill level.
137

Overview:
sentence drills
Key Sections:
o Sounds practise
Media and material

Flipcharts
Colour Markers
White Board


o Points to cover
Grammar Recap of grammar queries discussed,
Other topics Client meeting etiquette , Listening & Reading
comprehension techniques
o Tell them that they need to each practise group and sentence everyday going
forward as self practice
o Pitch
o Volume
138
Instructions:
1. To be
2. To have
3. To do
Guideline:
139
Practice Paragraphs Writing & Speaking

Overview:
To practice rhythm with sentences and vocabulary
Media and material
The participant will be able to apply the concept of sentence structure
The participant will be able to apply grammatical cohesion in passages
The participant will be able to speak the passage that has been written
Key Sections:
A. Activity : Paragraph writing 30 min
A.
Flipcharts
Colour Markers
White Board
Activity : Paragraphs writing 30 min

Topic to write on : Progress Update to Present to a manager
Ask the participants to break up into teams
Ask them to write down a list of verbs that one would use in the topic in 5 minutes
Ask the participants to write down a list of nouns or noun phrases that one would use in the
topic in 5 minutes
Ask the participants to write down a passage that clearly states
o Overview of the project
o Project Deadlines / Milestones
o Project description of each module
o Progress in each module highlights and lowlights
Ask the participants to break up into their teams. In their groups they will review the
passages written. The sentences must
o Contain a logical sequence and be cohesive
o There must be a key message to the paragraph
o Each sentence must be grammatically correct
pronouns
Any participant from the group can be asked to stand and speak the passage Max 5 min
per team, totally 20 min for the batch
Each team is given a chance to given a chance to speak the paragraph
When a team makes an error the a point is deducted from the team and the next person in
the team gets the chance to speak the paragraph within the time limit given
Instructions: The key message is that the participants need to build on the activity of Day 6 where
they created sentences from the bag of words. The main purpose of the activity is to be able to build
comprehensive speech around words that are frequently used. Each participants of a team needs to
140
be comfortable with the passage to be able to stand up and speak it. Hence the challenge for the
team is team work, and team learning.
You need to explain that when we speak it is usually with a limited set of words which forms our
vocabulary. We need to use our sentence construction skills to create language and speech
Questions to ask:
1. What was the key message in the passage?
2. What was the challenge to be able to speak the passage?
3. Was the team able to come up with a passage which was cohesive and logical?
141
Activity: Written & Reading Comprehension

Overview:
To work on improving the skills for reading comprehension 2
The participant will be able to understand the key message in a passage
The participant will be able understand the technique of comprehending
a problem
Key Sections:
A. Activity : Passage 3 Reading Comprehension on Lady Gaga 30 min
Activity : Passage 4 Reading Comprehension on Lionel Messi 30 min
Media and material

Flipcharts
Colour Markers
White Board
passage PPT
A. Activity: Totally 60 min for two passages

Reading - 10 min
o Project on the board the passage for reading comprehension
o Ask everyone to keep a piece of paper and pen ready to take notes
o Put up the passage on the board give everyone the same time to read the passage
Questions 10 min
o Ask all to answer the questions together and on a separate sheet of paper
o Ask the batch for answers and discuss each
Derive the technique of inferring basis what you can understand from the facts the
educated guess, also to ask in writing what the doubts might have been
Unfamiliar Words 10 min
o Elicit from the batch all the unfamiliar words
o Gather from the participants the meaning of the words
o Use the http://dictionary.cambridge.org/ to identify the meaning and pronunciation
of the words that the batch does not know
Repeat the same with the passage 2 30 min
focus on the key message in the passage. This reading must also have a technique associated with it
of taking notes in every situation. This needs to become a habit as it is critical for all engineers to
document meeting notes and demonstrate a clear understanding of client requirements.
142
All Skills Activity: Paraphrasing

Overview:
To work on improving the skills for reading comprehension 2
The participant will be able describe in detail the problem with facts
The participant will be able follow a structure to describe the problem
The participant will be able form language to frame a response both
written and spoken
Key Sections:
A. Activity : Paraphrasing the passage 30 min
B. Activity : Discussion on passages paraphrased 30 min
Media and material

Flipcharts
Colour Markers
White Board
White Board
Activity: Paraphrasing the passage 30 min

Project a passage on the white board
Ask each participant to paraphrase the passage himself 20 min
Ask the participants to break into groups to discuss the paraphrased answers 10 min
Questions that can be asked:
o What was the key issue?
o What are the facts of each passage?
o What is the language you will use to paraphrase the passage?
B. Activity: Discussion on passages paraphrased 30 min
Ask the each team to speak about their passages but not by reading what they have written
5 min each
Questions that can be asked
o What do you think is the being spoken about in the passage?
o Did you understand the passage?
o Did you need to discuss the passage with your team members?
Ask the other teams to review the passages to understand if they got it right
Note there can be different versions of the correct paraphrasing
At all times the key is to ensure that they are
o Giving considered responses
o Are being corrected in case they make mistakes, but allowed to correct themselves
o Are applying their learning
After the discussion reveal the ideal way in which the passage could have been paraphrased
A.
focus on the key message in the passage. However, as this session is focused on paraphrasing they
need to use other skills to achieve the result. They need to be able to understand the key messages,
record facts and to construct sentences that will explain to a third party their understanding of the
same. The facilitator needs to highlight that paraphrasing it NOT just repeating what the client has
said.
143
Guidelines:
1. Participants must be given feedback on the number of sentences they have used to
paraphrase
2. They are expected to use more vocabulary to be precise in their paraphrasing
3. The structure of the paraphrasing needs to be highlighted
4. The remaining teams need to confirm understanding of the paraphrased paragraphs
5. They should be allowed to ask questions and the speaker must be able to answer the
questions to demonstrate clear understanding of the passage
6. Grammar and pronunciation errors need to be corrected however only by clues
7. The facilitator must refrain from giving the corrected response
144

Overview:
To demonstrate ability to comprehend a professional conversation.
Media and material

Flipcharts
Colour Markers
White Board
The participant will be able to understand the key message in a audio
passage
The participant will be able to speak the answers to closed and open
ended questions on the passage
Key Sections:
Audio Learning File
A. Activity: Listening Comprehension on Gangnam Style 20 min
B. Activity: Activity: Listening Comprehension for accent familiarization on the
Golden Globe Awards and Formula 1 Racing 20 min each
A.
B.
Activity: Listening Comprehension 20 min

Play the audio file on Gangnam Style for the batch
vocabulary
a. Familiar / Unfamiliar words
b. Done /Not done the passage at home
c. Understand the sentences and are able to read quickly
Activity: Listening Comprehension for accent familiarisation 2 passages for 20 min each
Play the audio files on The Golden Globe Awards and Formula 1 Racing
vocabulary
Run all sections of this activity to be able to check the level of comprehension for the
participants
145
Grammar Activity: Client Email (ILT)

Overview:
To respond to a client escalation email effectively
Media and material
The participant will be able to identify & frame the subject of the client
email
The participant will be able to describe key client requirements based on
history
Key Sections:
A. Framing a Response 20 min
B. Sample Email: Client email response 40 min
A.
Flipcharts
Colour Markers
White Board
Email Example: Client

Escalation
Activity: Framing Response 20 min

Present to the participants the client email
Project the client email and help the participants analyse the following points:
Ask them to specifically review the content of both emails to create an appropriate response
B. Sample email: client email response -40 min
o Appropriate apology statement
146
Action plan to ensure that the key issue is address for the present and the future
and email
2. Ensuring the participants prepare themselves to read emails carefully and analyse them
before writing a response. To also develop this skill to become a habit.
participants are:
1.
2.
3.
4.
5.
6.
What is the key message of the client mail

receiver.
147
Grammar Activity: Client Meeting (ILT & NL)

Overview:
To demonstrate ability to identify grammar errors from passages
The participant will be able to understand client meeting etiquette
The participant will be able to demonstrate his understanding of meeting
etiquette
The participant will be able to participate in the meeting and respond to
queries appropriately
Key Sections:
A. Activity : NL Lab session: Client Meeting 30 min
Media and material

Flipcharts
Colour Markers
White Board
A. Activity: NL Lab Session: Common Errors 60 min

Day 6 : Answering Questions
Day 6: Clarifying questions - UK
Day 8: Client Meeting
words in groups
Instructions: The module highlights the most common errors in English with the ability to practise key
sentences and examples. The lab session is a step in the overall retention of sounds. It is necessary for
participants to work on their pronunciation on their own to experience the error correction not from
a facilitator but through self learning. Bear in mind that the software is strict and the participants will
have difficulty in correcting themselves.
148
Guideline:
149

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September 27

Day 1 Expectation Setting and Introduction ........................................................................................5

Recap Day 3 & Objectives Day 4........................................................................................................69

Activity:: Meetings Skills ..................................................................................................................127

Day 1 Expectation Setting and Introduction

NeuroLanguage Session & Pre Assessment

Ice Breaker, Introduction, Expectation Setting, , Objectives

To establish the quality benchmarks and

Introduction to Language Construction,

To establish the broad modules covered and the

Fluency: Activity: Speaking on about yourself and analyzing

To document the language ability of the

Introduction to Consonant sounds & Vowel Sounds

To make the participants aware of all the sounds

Grammar: Introduction to Parts of Speech

To make the participants aware of the basics of

Practice: Vowel Sounds Drills

To make the participants practise the vowel

Practice: Consonant Sounds Drills

To make the participants practise the consonant

Practice: Syllables (Cicely Berry)

To give the participants a drill to improve sounds

Practice: Word Lists

To introduce the participants to the Wipro

Email Etiquette: Punctuation

To introduce and practise punctuation

NeuroLanguage Session & Pre Assessment

Media and material

PPT on the software

A. NeuroLanguage Software introduction 20 min

B. Take the Pre Assessment Test 35 min

Session 1.11: Duration- 1 Hour and 15 minutes

Media and material

A. Ice Breaker: Get to know your colleagues

B. Activity: Set the Ground rules for the training session:

Make teams of 4-5

C. Activity: Accent, Listening & Comprehension

Duration of the course and structure

Introduction to Language Construction, Grammar and Sounds

Session 1.12: Duration- 30 minutes

Media and material

Basic topics to be covered

B. The Language Tree

Fluency: Activity: Speaking on about yourself and analyzing it

Media and material

White Board Mind Map

Mind Map in their

A. Activity: Mind Map to describe one self

Introduction to Consonant sounds & Vowel Sounds

Media and material

White Board Sounds in

Activity: Letters and Sounds of the English language 10 min

B. Group Activity: Give a tag word for each sound 10 min

Grammar: Introduction to Parts of Speech

Media and material

4 types of sentences on the

A. Activity: Sentences & Parts of Speech - 30 min

Ask all the participants to create a sentence that

Quick Reference: Parts of speech

B. Activity: Identifying parts of speech 10 min

Vowel Sounds & Drills

Media and material

Phonetic symbols for 20