KBN COLLEGE

communication skills
BILAL AHMED SHAIK

2010

BCA 1ST YEAR

PROJECT WORK
Study of communication skills

Submitted as a part of the first year English Language

Communications skills Lab of BCA Course

BY

BILAL AHMED SHAIK

K.B.N COLLEGE

HEAD OF THE DEPARTMENT

S.NO

STAFF INCHARGE

TOPICS

PAGE: No

1)

COMMON ESSAYS

4-12

2)

LISTENING

13-15

3)

SPEAKING

16-17

4)

READING

18-20

5)

WRITING

21-22

6)

VOCABULARY

23-40

7)

GENERAL TASK

41

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1. How long are wearing glasses?

How long have you been wearing glasses?
2. How long are wearing bangles?
How long have you been wearing bangles?
(She is still wearing them)
3. Weve been staying with Paul and Jenny until last weekend.
We were staying with Paul and Jenny until last weekend.
4. Weve been staying with raja and ram until last years.
Weve been staying with raja and ram until last year.
(We dont use the present perfect continuous with an expression
(e.g. until That refers to a finished period of time.)
5. Take you umbrella; itll rain.
Take your umbrella; its going to rain
(We dont use will to predict, on the basics of some external evidence, that
Something will happen soon)
6. I wont be able to meet your next week. I will stay in London for a few days.
I wont be able to meet you next week. I will stay in London for a few days
(The future continuous more likely then will. The present continuous for the
Future (Im staying in London) and the future continuous have a similar
Meaning here
7. Youd better to leave now if you want to catch the last train.
Youd better leave now if you want to catch the last train
(had (d) better is followed by a bare infinitive, with out to)

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8. You neednt a special pass to get in.

You neednt have a special pass to get in
(Neednt acts as a model verb here and should be followed by a bare
Infinitive.)
9. Can I use the computer? Of course you could.
Can I use the computer? Of course you can.
10. Can I use the pen? Of course you could.
Can I use the pen? Of course you can.
(Can us preferable to could in giving permission.
11. He should like some milk, please.
He would (d) like some milk, please.
12. He should like some drink, please.
He would (d) like some drink, please.
(We only use should with I or we in making a request.)
13. He appeared having trouble with his car.
He appeared to be having trouble with his car.
14. He appeared having trouble with his cycle.
He appeared having trouble with his cycle.
(Notice that he appeared having trouble with his car would be possible If
Appeared mean something like arrived or come into view. We would
Understand the sentence to mean he appeared and he was having trouble
With his car.)
15. The fence was collapsed during the storm.
The fence collapsed during the storm.
16. The wall was collapsed during the storm.
The wall collapsed during the storm.
(With this meaning, collapsed is intransitive.)
17. The children were wanted to come with me.
The children wanted to come with me.
(No passive is possible).
18. What you would like to drink?
What would you like to drink?
19. What you would like to eat?
What would you like to eat?
(The auxiliary verb would comes before the subject you)
20. I asked Tony how he was getting to Brussels.
I asked Tony how he was getting to Brussels.
(The subject of the who-clause he come before e the verb was (getting))
21. Havent you got nobody to help you?

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Havent you got anybody to help you? Or have you got nobody to help you?
(In Standard English we dont use not with a negative word such as nobody,
Nothing, nowhere, etc
22. I told where we should stop.
I told him where we should stop.
(An object is necessary)
23. She asked me the way how to get to the city centre.
She asked me the way to the city centre. Or she asked me how to get to the citycan
24. I told where we should talk.
I told him where we should talk.
(An object is necessary)
25. He asked me the way how to get to the bus stop.
He asked me the way to the bus stop. Or he asked me how to get to the bus stop.
(We dont use how and the way together)
26. When I went to the dentist last week I got two teeth taken out.
When I went to the dentist last week I had two teeth taken out.
(Although got might be used in informal English, had is more likely here
Because it is normally dentists that decide to take teeth out)
27.Why isnt David coming to eat with us? He didnt say he was very hungry.
Why isnt David coming to eat with us?He said he wasnt very hungry.
(Reporting: Im not very hungry.)
28. The doctor reassured that the operation was a very routine one.
The doctor reassured me that the operation was a very routine one.
(An object is needed before that-clause.)
29. I suggested Bob that the should try the supermarket in the High Street.
I suggested to Bob that the should try the supermarket in the High Street.
(The preposition to is needed before the object.)
30. The doctor advised to cut down on fatty foods.
The doctor advised me to cut down on fatty foods.
(An object is needed between the verb and to- infinitive clause
31. It belongs to a friend to him.
It belongs to a friend of his.
32. it belongs to a family member to him.
It belongs to a family member of his.
(We use a possessive pronoun in this of + noun)
33. We put our empty bottles in a bottles bank for recycling.
We put our empty bottles in a bottle bank for recycling
(A bottle bank is a large container which people put glass bottles in so that
the glass can be used again.)

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34. There have been three breaks in in this street these months
There have been three ins this street this months.
(A break-in is when a criminal gets into a building by.
For example, smashing window in order to steal things.

35. Can you shut a door after you, please?

Can you shut the door after you, please?
(The hearer will know which door we mean)
36. She pointed to a mark on the carpet .a strain was about 4 centimeters across
She pointed to a mark on the carpet. The stain was about 4 centimeters across.
(the stain refer to the mark previously mentioned.)
37. A can opener was invented in 1862.
The can opener was invented in 1862.
38. A can bottle was invented in 1812
The can bottle was invented in 1812
(we use the, not a ,because we are talking about the invention of can
opener in general )
39. She plans to go to the college faster shes finished the school.
She plans to go to college after shes finished the school.
(we use zero articles if the speaker is talking about college and school as
institutions, rather then a particular college and a particular school known to
the hearer.)
40. There never had been a tennis match like it.
There had never been a tennis match like it.
(We dont use inversion when the negative
41. There never had been a cricket match like it.
There had never been a cricket match like it.
(We dont use inversion when the negative
43. Did you buy any tomato when you went shopping?
Did you buy any (or some) tomatoes when you went shopping?
44. Did you buy any books when you went shopping?
Did you buy any (or some) books when you went shopping?
(Any and some are not usually used with singular countable nouns.
some might be used here when we expect the answers a negative
meanings.)
45. She has to do lot of travelling in her job.
She has to do a lot of travelling in her job.
46. He has to do lot of work in her job.
He has to do lot of work in her job

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(We say a lot of, not lot of.)
47. There both children had chickenpox at the same time.
Both (of) their children had chickenpox at the same time.
(We put both after a determiner (their, his, the, etc.)not before it)
48. She even may help you if you ask.
She may even help you if you ask.
(Even goes in mid position)
49. Supposing if you dont get the job .what will you do then?
Supposing you dont get the job-what will you do then?
50. Supposing if you dont get the salary .what will you do then?
Supposing you dont get the salary-what will you do then?
(we dont use supposing and if together.)
51. How long are wearing shoes?
How long have you been wearing shoes?
(She is still wearing them)
52. Take your cap; itll rain.
Take your cap; its going to rain
(We dont use will to predict, on the basics of some external evidence, that
something will happen soon )
53. I wont be able to meet your next month. I will stay in London for a few weaks.
I wont be able to meet you next month. I will staying in London for a few weaks.
(The future continuous more likely then will. The present continuous for
the Future (Im staying in London)and the future continuous have a
similar
meaning here
54. The friends were wanted to come with me.
The friends wanted to come with me.
(No passive is possible).
55. We put our empty tin in a tin bank for recycling.
We put our empty tin in a tin bank for recycling
(A tin bank is a large container which people put glass,6 tin in so that the
glass can be used again.)
56. The doctor advised to cut down on sweets.
The doctor advised me to cut down on sweets.
(An object is needed between the verb and to- infinitive clause)
57. He even may give you if you ask.
he may even give you if you ask.
(even goes in mid position)
58. There both friends had accident at the same time.
Both (of) their friends had accident at the same time.
(we put both after a determiner (their,his,the ,etc..)Not before it)

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59. I suggested raju that they should try the bar in the High Street.
I suggested to raju that they should try the bar in the High Street.
(The preposition to is needed before the object.)
60. You are free to do whatever you will want.
You are free to do whatever you want.
( we use the present simple to refer to the future after whatever,etc)
61. The vallly in which the power station is located in is to the north of the city.
the vallly in which the power station is located is to the north of the city.
(If the relative clause begins with a preposition, we dont use a second
Preposition later)
62. The vallly in which the power station is located in is to the north of the city.
the vallly in which the power station is located is to the north of the city.
(If the relative clause begins with a preposition, we dont use a second
preposition later)
63. You dont mean to tell me thats the man to whom you paid the money.
.you dont mean to tell me thats the man (whi/that) you paid the money to?
(..to whom you paid the money ? would be very unlikely in this informal
context.)
64. She plans to go to the school faster shes finished the tuitions.
She plans to go to school after shes finished the tuitions
(We use zero articles if the speaker is talking about schools and tuitions as
institutions, rather then a particular college and a particular school known to
the hearer.)
65. Shes quite younger than me.
Shes rather /a lot younger than me.
(We cant use quite before a comparative form.)
66. Hes quite elder than me.
hes rather /a lot elder than me.
(We cant use quite before a comparative form.)
67. A .toms 50 tomorrow. B.yes, I know it.
Yes, I know
(In most of its makings, know is transitive. however, in short answers like
this we dont use it
68. I asked to my brother if I could borrow his bike.
I asked my brother if I could borrow his bike.
(We ask someone something; we dont ask to someone.)
69. jane was remembered leaving the house at about 2.00.
(somebody) remembered jane leaving the house the at about 2.00.
(No passive is possible)

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70. She brought me a chocolate box for my birthday.
She brought me a box of chocolates for my birthday.
(A chocolate box would mean a box designed for putting chocolates in, which
seems unlikely here.)
71. Before going into the temple, everyone has to take off his shoes.
before going into the temple ,everyone has to take off their shoes.
(We use their referring back to everyone does not indicated a specific
gender.)
72. She pointed to a line on the wall .a line was about 4 centimeters across
She pointed to a mark on the wall the line was about 4 centimeters across.
(the stain refer to the mark previously mentioned.)
73. There isnt much traffic along the street where I live.
There isnt much traffic along the street where I live.
(We use much, not many with uncountable nouns.)
74. Ive never seen somebody that tall before.
Ive never seen anybody (or anyone) that tall before that tall before.
(Somebody is not usually used in sentence of negative meaning.)
75. Did you buy any tomato when you went shopping?
Did you buy any (or some) tomatoes when you went shopping?
76. Did you buy any mango when you went shopping?
Did you buy any (or some) mangoes when you went shopping?
77. Did you buy any sweet when you went shopping?
Did you buy any (or some) sweets when you went shopping?
(Any and some are not usually used with singular countable noun. Some
might be used here when we except the answer to be yes)
78. The whole Auckland was affected by power cut.
The whole of Auckland was affected by power cut.
79. The whole coastal area was affected by floods.
The whole of coastal areas was affected by floods.
80. The whole Singapore was affected by tsunami.
The whole of Singapore was affected by tsunami.
(With proper nouns, of is necessary. Other examples include the whole of
Singapore, coastal areas.)
81. Their both children had chicken pox at the same time.
Both (of) their children had chicken pox at the same time.
82. Their both children had fever at the same time.
Both (of) their children had fever at the same time.
83. Their both children had malaria at the same time.
Both (of) their children had malaria at the same time.

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(We put both after a determiner (their, his, the, etc.),not before it.)
84. Before going into the temple, everyone has to take of his shoes.
Before going into the temple, everyone has to take of their shoes
.
85. Before going into the masjid, everyone has to take of his shoes.
Before going into the masjid, everyone has to take of their shoes.
(We use their, referring back to everyone, when everyone does not indicate
a specific gender.)
86. All of the reptiles lay eggs.
All reptiles lay eggs.
87. All of the hens lay eggs.
All hens lay eggs.
(This is more likely if we are talking about the class(reptiles)\ (hens)in general.)
88. There isnt much traffic along the street where i live.
There isnt much traffic along the street where i live.
(We use much, not many with uncountable nouns.)
89. I view it unacceptable that students should be late for my classes.
I view it as unacceptable that students should be late for my classes.
90. I view it acceptable that students should be early for my classes.
I view it as acceptable that students should be early for my classes.
(We dont invert subject and verb when the subject is a pronoun.)
91. My mother who is in her seventies enjoys hill walking.
My mother, who is in her seventies ,enjoys hill walking.
92. My father who is in his seventies enjoys mountain climbing.
My father, who is in his seventies ,enjoys mountain climbing.
(in my mother\father who is in her\his seventies enjoys the underlined clause is
a defining relative clause. this would suggest I had more than one mother and
iam talking about the one who is in seventies. This would be nascence.)
93. There never had been a volley ball match like it.
There had never been a volley ball match like it.
94. There never had been a cricket match like it.
There had never been a cricket match like it.
95. There never had been a football match like it.
There had never been a football match like it.
(We dont use inversion when the negative adverbial is not at the beginning of a
clause.)
96. The door opened and in went we.
The door opened and in we went.
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97. outside his house were playing two kids on bicycles.

Outside his house two kids on bicycles were playing.
98. Outside his house were playing two boys on bicycles.
Outside his house two boys on bicycles were playing.
(We dont invert subject and verb when the subject is a pronoun.)
99.Difficult to know is why she left her job.
It is difficult to know why she left her job.
100.Difficult to know is why she left her home.
It is difficult to know why she left her home.
101.Difficult to know is why she left her resort.
It is difficult to know why she left her resort.
(We dont use a to-infinitive clause after It was/is (etc.) accepted..)
102.Do you care if I smoke a cigar?
Do you mind if I smoke a cigar?
103. Do you care if I drink a wine?
Do you mind if I drink a wine?
(We use Do (or Would) you mind (not Do you care) as a polite way of
asking permission to do something. We also use dont mind (not dont care) if
we say that we dont object to something, e.g. I dont mind the smell of garlic.
However, we can use either dont mind or dont care without a following
preposition to say that we have no strong preference for a particular thing, e.g. I
dont care/mind which way we go.)
104 .U dont mean to tell me thats the man to whom you paid the money.
You dont mean to tell me thats the man (who\that) you paid money to?
105. You dont mean to tell me thats the man to whom you given the check.
You dont mean to tell me thats the man (who\that) you given check to?
(to whom you paid the money?\given check would be very unlikely in
this informal context)

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Listening
Listening for sounds involves focusing our attention on the sounds that
make up words and recognising them when they appear in other words.
This is the first step towards learning the sounds of a language and
distinguishing one word from another.
Listening is more than merely hearing words. Listening is an active process by which
we receive, construct meaning from, and respond to spoken and or nonverbal
messages. As such, it forms an integral part of the communication process and
should not be separated from the other language arts. Listening comprehension
complements reading comprehension. Verbally clarifying the spoken message
before, during, and after a presentation enhances listening comprehension. Writing,
in turn, clarifies and documents the spoken message.

Teachers can help students become effective listeners by making them aware
of the different kinds of listening, the different purposes for listening, and the
qualities of good listeners. There are four different kinds of listening.
Comprehensive (Informational) Listening---Students listen for the content
of the message.
Critical (Evaluative) Listening ---Students judge the message
Appreciative (Aesthetic) Listening---Students listen for enjoyment.
Therapeutic (Empathetic) Listening---Students listen to support others but not
judge them.

Traditionally, secondary schools have concentrated on the comprehensive

and critical kinds of listening. Teachers need to provide experiences in all four
kinds. For example, listening to literature read, listening to radio plays, and
watching films develop appreciative in addition to comprehensive and critical

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listening. When students provide supportive communication in collaborative
groups, the are promoting therapeutic listening. For example, the listening
behaviour can show understanding, acceptance, and trust, all of which
facilitate communication. Students benefit from exposure to all four types of
listening.
Listening is a general purpose in most learning situations. To be effective
listeners, however, students need a more specific focus than just attending to
what is said. The following chart that contrasts effective and ineffective
listening habits.

Contrasting Effective and Ineffective Listening Habits

Effective Listeners

Ineffective Listeners
Pre-listening

Build their background

knowledge
on subject before
listening

Have a specific purpose for

listening and attempt to ascertain
speaker's purpose

Tune in and attend

Minimize distractions

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Start
thinking
subject

listening

without
about

Have no specific purpose for

listening
and
have
not
considered speaker's purpose

Do not focus attention

Create or are influenced by

distractions

15
During Listening

Give complete attention to

listening task and demonstrate
interest

Search for meaning

Constantly check their

understanding of message by
making connections, making
and confirming

Do not give necessary

attention to listening task

Tune out that which they

find uninteresting

Do
not
monitor
understanding
or
use
comprehension strategies

Do not distinguish whether

close
predictions,
making
inferences, evaluating, and
reflecting

Know whether close or

cursory listening is required;
adjust their listening behaviour
accordingly

Are flexible note makers-outlining,

mapping,
categorizing--who sift and sort,
often adding information of
their own

Take fewer,
meaningful notes

more

or cursory listening is required

Are rigid note takers with

few
note making strategies

Try to get every word

down or do not take notes at all

Judge the message by the

speaker's appearance or delivery

Accept words at face value

Distinguish message from

speaker

Consider the context and

"colour" of words

Are we listening to receive information?

Are we listening to follow instructions?

Are we listening to evaluate information?

Are we listening for pleasure?

Are we listening to empathise?

We should be able to determine what their purpose should be in any given

listening situation.

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Speaking
Speaking will give us practice in using English to perform some preliminary
communicative functions required in the course of our everyday social and
professional interaction with others.
For example:
(Mrs. Shinde and Mr. patil meet at the bank. They take the same bus to work
every day, but dont know each other very well.)
Mrs. shinde: Good morning, Mr patil.
Mr. Patil:

Good morning, Mrs. Shinde. How are you?

Mrs. Shinde: Im very well, thank you, Mr. patil.

Mr. Patil:

Im fine, thanks. Im waiting to get my passbook updated

Mrs. Shinde: I need to get a demand draft made. Goodbye, Mr. Patil
Mr. Patil:

Bye

Speech is the vocalized form of human communication. It is based upon

the syntactic combination of lexicals and names that are drawn from very large (usually
>10,000 different words) vocabularies. Each spoken word is created out of
the phonetic combination of a limited set of vowel and consonant speech sound
units. These vocabularies, the syntax which structures them, and their set of speech
sound units, differ creating the existence of many thousands of different types
of mutually unintelligible human languages. Human speakers (polyglots) are often
able to communicate in two or more of them. The vocal abilities that enable humans
to produce speech also provide humans with the ability to sing.
A gestural form of human communication exists for the deaf in the form of sign
language. Speech in some cultures has become the basis of a written language,

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often one that differs in its vocabulary, syntax and phonetics from its associated
spoken one, a situation called diglossia. Speech in addition to its use in
communication, it is suggested by some psychologists such as Vygotsky is internally
used by mental processes to enhance and organize cognition in the form of
an interior monologue.
Speech is researched in terms of the speech production and speech perception of
the sounds used in spoken language. Other research topics concern speech
repetition, the ability to map heard spoken words into the vocalizations needed to
recreated that plays a key role in the vocabulary expansion in children and speech
errors.
Several
academic
disciplines
study
these
including acoustics, psychology, speech
pathology, linguistics, cognitive
science,communication studies, otolaryngology and computer science. Another area
of research is how the human brain in its different areas such as the Broca's
area and Wernicke's area underlies speech.
It is controversial how far human speech is unique in that other animals
also communicate with vocalizations. While none in the wild uses syntax nor
compatibly large vocabularies, research upon the nonverbal abilities of language
trained apes such as Washoe and Kanziraises the possibility that they might have
these capabilities.

Extemporaneous/impromptu
Off-the-cuff speeches may be any of the types above, the only difference
being that they are given without significant preparation. Generally, one
should follow a preconceived and easy-to-remember organizational pattern in
order to ensure effective delivery despite minimal preparation.

Debate, broadcasting, religious talks, etc.

Other types of public speaking just combinations and iterations of the four
forms discussed above. Debate is a persuasive speech combined with
extemporaneous rebuttals, broadcasting may be informative or persuasive,
but must be tailored to the medium. Religious talks may be
ceremonial speeches mixed with a good dose of persuasion. These forms and
others are best understood when looked at in light of their basic elements and
communication mediums.

Public Speaking
There are three kinds of speeches you're almost definitely going to be
assigned: informative, persuasive, and ceremonial. Here's what each of these
kinds of speeches is all about, and some tips on how to deliver these kinds of
speeches effectively.

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Persuasive Speaking :
Persuasion: The process of trying to influence other peoples attitudes, beliefs,
and values.
Persuasive speaking: The process of influencing attitudes, beliefs, and values
through public speeches containing arguments.
Argument: Articulating a position with the support of evidence and reasoning.

Goals of Persuasive Speaking :

A persuasive speaker tries to create mutual understanding and tries to influence
listeners to agree with his or her position.
Whereas informative speakers are teachers, persuasive speakers are leaders.
Persuasive speaking can only occur when there are two opposing views on a
topic.

Reading
Reading is an instance or occasion in which a text or other matter is read or
performed, usually without elaborate preparation and often as a means of testing its
merits. Written material intended to be read.
Reading is a complex cognitive process of decoding symbols for the intention of
deriving
meaning
(reading
comprehension)
and/or
constructing
meaning. Written information is received by the retina, processed by the primary, and
interpreted in Wernicke's area.
Reading is a means of language
sharing information and ideas.

acquisition,

of

communication,

and of

Readers use a variety of reading strategies to assist with decoding (to translate
symbols into sounds or visual representations of speech) and comprehension.
Readers may use morpheme, semantics, syntax and context clues to identify the
meaning of unknown words. Readers integrate the words they have read into their
existing framework of knowledge or schema (schemata theory).
Other types of reading are not speech based writing systems, such as music notation
or pictograms. The common link is the interpretation of symbols to extract the
meaning from the visual notations.
Reading is an important tool for people of many societies, allowing them to access
information which might have otherwise been unavailable.

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History
The history of reading dates back to the invention of writing in Mesopotamia during
the 4th millennium BC. Although reading print text is now an important way for the
general population to access information, this has not always been the case.
With some exceptions, only a small percentage of the population in many countries
was considered literate before the Industrial Revolution. Some of the pre-modern
societies with generally high literacy rates included classical Athens and the
Islamic Caliphate. In the latter case, the widespread adoption
of paper and the emergence of the Maktab and Madrasah educational institutions
played a fundamental role.

The Iraqi psychologist and scientist Alhazen was the first to study
the cognitive process of reading, giving the first descriptions on the role of
perception in the understanding of written language.
"For when a literate person glances at the form abjad on a written paper, he
would immediately perceive it to be abjad [a word denoting the Arabic
alphabet] because of his recognition of the form. Thus from his perception that
the 'a' and the 'd' last, or from his perception of the configuration of the total
form, he perceives that it is abjad. Similarly, when he sees the written name
of Allah, be He exalted, he perceives by recognition, at the moment of
glancing at it, that it is Allah's name. And it is so with all well-known written
words which have appeared many times before the eye: a literate person
immediately perceives what the word is by recognition, without the need to
inspect the letters in it one by one. The case is different when a literate person
notices a strange word which he has not come upon beforehand or the like of
which he has not already read. For he will perceive such a word only after
inspecting its letters one by one and discerning their meanings; then he will
perceive the meaning of the word."
Currently most reading is of the printed word from ink or toner on paper:
a book, magazine, newspaper, leaflet, or notebook. Handwritten text may also
be produced using graphite pencil or a pen. More recently, text is read from
computer displays, television and other displays, such as mobile phones or
ereaders. Short texts may be written or painted on an object.
Often the text relates to the object, such as an address on an envelope, product info
on packaging, or text on a traffic or street sign. A slogan may be painted on a wall. A
text may also be produced by arranging stones of a different color in a wall or road.
Short texts like these are sometimes referred to as environmental print.
Sometimes text or images are in relief, with or without using a color contrast. Words
or images can be carved in stone, wood, or metal; instructions can be printed in relief
on the plastic housing of an home appliance, or a myriad of other examples.
A requirement for reading is a good contrast between letters and background
(depending on colors of letters and background, any pattern or image in the
background, and lighting) and a suitable font size. In the case of a computer screen,
not having to scroll horizontally is important.
The field of visual word recognition studies how people read individual words. A key
technique in studying how individuals read text is eye tracking. This has revealed that
reading is performed
as a series of eye fixations with saccades between them. Humans also do not appear
to fixate on every word in a text, but instead fixate to some words while apparently

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filling in the missing information using context. This is possible because human
languages show certain linguistic regularities.
The process of recording information to be read later is writing. In the case of
computer and microfiche storage there is the separate step of displaying the written
text. For humans, reading is usually faster and easier than writing.
Reading is typically an individual activity, although on occasion a person will read out
loud for the benefit of other listeners. Reading aloud for one's own use, for better
comprehension, is a form of intrapersonal communication. Reading to young children
is a recommended way to instill language and expression, and to promote
comprehension of text. Before the reintroduction of separated text in the late Middle
Ages, the ability to read silently was considered rather remarkable.
Short messages can be put on (and read from) various media (including plastic,
wood, stone, metal, etc.; the text can be written with ink or paint, or it may have been
cut out, etc.). Longer texts such as books, magazines, newspapers, etc. are often
available on paper (with printed text) or in electronic form on a computer storage
device. In the latter case it may be read from an electronic screen (screen reading);
sometimes the user prints it to read it from paper.

Reading Skills
Literacy is the ability to read and write; illiteracy is usually caused by not having had
the opportunity to learn these concepts. Dyslexia refers to a difficulty with reading
and writing. The term dyslexia can refer to two disorders: developmental dyslexia is
a learning disability; alexia or acquired dyslexia refers to reading difficulties that occur
following brain damage.
Major predictors of an individual's ability to read both alphabetic and nonalphabetic
scripts are phonological awareness, rapid automatized naming and verbal.

Skill development
Reading education
Other methods of teaching and learning to read have developed, and become
somewhat controversial.

Phonics
Phonics involves teaching reading by associating characters or groups of
characters with sounds. Sometimes argued to be in competition with whole
language methods.

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Writing
Writing is an extension of human language across time and space. Writing most
likely began as a consequence of political expansion in ancient cultures, which
needed reliable means for transmitting information, maintaining financial accounts,
keeping historical records, and similar activities. Around the 4th millennium BC, the
complexity of trade and administration outgrew the power of memory, and writing
became a more dependable method of recording and presenting transactions in a
permanent form. In both Mesoamerica and Ancient Egypt writing may have evolved
through calendrics and a political necessity for recording historical and environmental
events.

Writing systems
The major writing systems methods of inscription broadly fall into four
categories: logographic, syllabic, alphabetic, and featural. Another
category, ideographic (symbols for ideas), has never been developed
sufficiently to represent language. A sixth category, pictographic, is insufficient
to represent language on its own, but often forms the core of logographies.

Logographies
A logogram is a written character which represents a word or morpheme. The vast
number of logograms needed to write a language, and the many years required to
learn them, are the major disadvantage of the logographic systems over alphabetic
systems. However, the efficiency of reading logographic writing once it is learned is a

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major advantage. No writing system is wholly logographic: all have phonetic
components as well as logograms
("logosyllabic" components in the case of Chinese characters, cuneiform,
and Mayan, where a glyph may stand for a morpheme, a syllable, or both;
"logoconsonantal" in the case of hieroglyphs), and many have an ideographic
component (Chinese "radicals", hieroglyphic "determiners"). For example, in Mayan,
the glyph for "fin", pronounced "ka'", was also used to represent the syllable "ka"
whenever the pronunciation of a logogram needed to be indicated, or when there
was no logogram. In Chinese, about 90% of characters are compounds of a semantic
(meaning) element called a radical with an existing character to indicate the
pronunciation, called a phonetic. However, such phonetic elements complement the
logographic elements, rather than vice versa.
The main logographic system in use today is Chinese characters, used with some
modification for various languages of China, Japanese, and, to a lesser extent,
Korean in South Korea. Another is the classical Yi script.

Featural scripts
A featural script notates the building blocks of the phonemes that make up a
language. For instance, all sounds pronounced with the lips ("labial" sounds) may
have some element in common. In the Latin alphabet, this is accidentally the case
with the letters "b" and "p"; however, labial "m" is completely dissimilar, and the
similar-looking "q" is not labial. In Korean hangul, however, all four labial consonants
are based on the same basic element. However, in practice, Korean is learned by
children as an ordinary alphabet, and the featural elements tend to pass unnoticed.

Another featural script is SignWriting, the most popular writing system for
many sign languages, where the shapes and movements of the hands and
face are represented iconically. Featural scripts are also common in fictional
or invented systems, such as Tolkien's Tengwar

Abjads
In most of the alphabets of the Mid-East, only consonants are indicated, or vowels
may be indicated with optional diacritics. This property originated since the Egyptian
times in the hieroglyphs. Such systems are called abjads, derived from the Arabic
word for "alphabet".

Abugidas
In most of the alphabets of India and Southeast Asia, vowels are indicated through
diacritics or modification of the shape of the consonant. These are called abugidas.
Some abugidas, such as Ethiopic and Cree, are learned by children as syllabaries,
and so are often called "syllabics". However, unlike true syllabaries, there is not an
independent glyph for each syllable.
Sometimes the term "alphabet" is restricted to systems with separate letters for
consonants and vowels, such as the Latin alphabet, although abugidas and abjads
may also be accepted as alphabets. Because of this use, Greek is often considered
to be the first alphabet.

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COMMON ESSAYS
1. Before
Synonym: Ahead
Antonym: Succeeding
Usage: Do not hesitate to speak before every one.

2.Obedient
Synonym: Subservient
Antonym: Disobedient
Usage: Obedient children seldom score low marks in their exams.

3. Scatter
Synonyms: Disperse
Antonym: Hoard
Usage: The police scattered the crowd.

4. Hate
Synonym: Abominate
Antonym: Cherish
Usage: My cat hates dogs.

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5. Necessary
Synonym: Essential
Antonym: Casual
usage: Sleep is necessary to our health.

6. Fear
Synonym: Fright
Antonym: Courage
Usage: They fear to write exams.

7. Influence
Synonym: Actuate
Antonym: Retard
Usage: Many a woman has a civilizing influence upon her husband.

8. Victory
Synonym: Triumph
Antonym: Defeat
Usage: He was the responsible man who led the team to victory.

9. Mind
Synonym: Thought
Antonym: Matter
Usage: Have you made up your mind about what you will do?

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10. Benefit
Synonym: Profit,
Antonym: Harm
Usage: Did you get much benefit from your holiday?

11. Insert
Synonym: Interpose
Antonym: Abstract
Usage: Insert an advertisement in The News Paper.

12. Deceive
Synonym: dupe
Antonym: Enlighten
Usage: You cant pass the examination without hard work. So, do not deceive
yourself.

13. Uncertain
Synonym: Irregular
Antonym: Stable
Usage: I am uncertain whether he will come to this meeting.

14. Seek
Synonym: Court
Antonym: Shun
Usage: He is going to Canada to seek his fortune.

15. Voluntary
Synonym: Discretional
Antonym: Enforced

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Usage: The Voluntary Retirement Scheme introduced by the Government has
been immensely welcomed by the servants.

16. Rate
Synonym: Estimate
Antonym: Underrate
Usage: Do you rate Mr. Raja among your friends?

17. Unfair
Synonym: Unethical
Antonym: Fair
Usage: The unfair competition that prevails in India between The Multinational
Corporations and the Indian Companies has to be changed.
18. Insist
Synonym: Persist
Antonym: Relinquish
Usage: I insisted that he should come with us.

19. Eager
Synonym: Anxious
Antonym: Cool
Usage: His eager for success is the source of motivation for him to score more
marks in this exam.
20. Valid
Synonym: Defensible
Antonym: Invalid
Usage: This ticket is valid for one single journey between London and Dover.
21. Indecent

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Synonym: Lewd
Antonym: Decent
Usage: You should not have left the party in an indecent haste.

22. Bend
Synonym: have a curve, angled shape
Antonym: straighten
Usage: plumber use bend pipes at corner

23. Scold
Synonym: Reprimand, Castigate
Antonym: Compliment
Usage: He scolded his child for being lazy.

24. Oblivious
Synonyms: Forgetful, Inattentive
Antonym: Aware
Usage: The students were oblivious of what were taking place around them

25. Deadly
Synonyms: Fatal, Baleful
Antonym: Vital
Usage: Fog is a deadly enemy for a sailor.

26. Innocent
Synonyms: Blameless, Sinless
Antonym: Blameworthy

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Usage: He is not as innocent as a new born baby.

27.Final
Synonyms: Last, Concluding
Antonym: Initial
Usage: The final chapter of this book contains very interesting information about
the author.

28. Void
Synonyms: Abolish, Negate
Antonym: Establish
Usage: The agreement, not being signed, is null and void.

29. Passive
Synonyms: Patient, Resistant
Antonym: Active
Usage: In spite of my efforts to elicit an answer from the boy, he remained
passive.

30. Benefit
Synonyms: Profit, Gain
Antonym: Harm
Usage: Did you get much benefit from your holiday?

31. Insert
Synonyms: Introduce, Interpose
Antonym: Abstract

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Usage: Insert an advertisement in The News Paper.

32.Deceive
Synonyms: Betray, Dupe
Antonym: Enlighten
Usage: You cant pass the examination without hard work. So, do not deceive
yourself.
33. Uncertain
Synonyms: Irregular, Changeable
Antonym: Stable
Usage: I am uncertain whether he will come to this meeting

34. Seek
Synonyms: Hunt, Court
Antonym: Shun
Usage: He is going to Canada to seek his fortune.

35.Voluntary
Synonyms: Gratuitous, Discretional
Antonym: Enforced
Usage: The Voluntary Retirement Scheme introduced by the Government has
been immensely welcomed by the servants.

36. Rate
Synonyms: Appraise, Estimate
Antonym: Underrate
Usage: Do you rate Mr. Raja among your friends?

37. Unfair
Synonyms: Unjust, Unethical

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Antonym: Fair
Usage: The unfair competition that prevails in India between The Multinational
Corporations and the Indian Companies has to be changed.

38. Insist
Synonyms: Urge, Persist
Antonym: Relinquish
Usage: I insisted that he should come with us.

39. Eager
Synonyms: Desirous, Anxious
Antonym: Cool
Usage: His eager for success is the source of motivation for him to score more
marks in this exam.

40. Vulgar
Synonyms: Dirty, Crude
Antonym: Exquisite
Usage: His vulgar display of riches repelled him from his friends.

41. Dazzling
Synonyms: Brilliant, Divine
Antonym: Dull
Usage: The dazzling sunshine brought the poet out of me.
42. Opinion
Synonyms: Thought, Idea
Antonym: Execution

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Usage: What is your opinion of our new President?

43. Native
Synonym: Aboriginals, Innate
Antonym: Foreign
Usage: The first meetings between Captains Cook and the natives resulted in
fail
44. Perfect
Synonyms: Ideal, Flawless
Antonym: Imperfect
Usage: She is perfect in performance of his duties.
45. Sensible
Synonyms: Judicious, Wise
Antonym: Unaware
Usage: He is sensible of the danger of his position.

46. Earn
Synonyms: Gain, Win
Antonym: Lose
Usage: His achievements earned him respect and admiration.

47. Vacant
Synonyms: Unoccupied, Waste
Antonym: Occupied
Usage: Apply for the vacant positions in this company.

48. Elegant
Synonyms: Elaborate, Luxurious
Antonym: Inexpensive

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Usage: When he was in his college, he was an elegant young man.

49. Deception
Synonyms: Fraud, Deceit
Antonym: Sincerity
Usage: Politicians are used to practice deception on the public.

50. Universal
Synonyms: International, Complete
Antonym: Sectional
Usage: War causes universal misery

51. Radical
Synonyms: Basic, Complete
Antonym: Tentative
Usage: What we need is a radical change in this scheme.

52. Easy
Synonyms: A bed of roses, Childs play
Antonym: Arduous
Usage: it is not easy to pass

53. Upset
Synonyms: Disturb, Disconcert
Antonym: Calm
Usage: The cat has upset its saucer of milk.

54. Dark

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Synonyms: Cloudy, Dim
Antonym: Fair
Usage: It is getting too dark to take photographs.

55. Talent
Synonyms: Ability, Capacity
Antonym: Inefficiency
Usage: This is an exhibition of local talents.

56. Enlarge
Synonyms: Augment, Expand
Antonym: Contract
Usage: I need not enlarge upon these matters. You know all this very well.

57. Abandon
Synonyms: Relinquish, Discontinue
Antonym: Pursue
Usage: Since the political situation changed drastically, the company abandoned
the project.

58. Gallant
Synonyms: Bold, Brave
Antonym: Cowardly
Usage: He is very gallant at the ball.

59. Ideal
Synonyms: Archetype, Model
Antonym: Factual

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Usage: Ooty has the ideal weather for our holidays.

60. Raise
Synonyms: Lift, Increase
Antonym: Depress
Usage: We did our best to raise the sunken ship to the surface, but in vain.

61. Sacred
Synonyms: Holy, Sanctified
Antonym: Irreligious
Usage: Nothing is sacred to these wild youths.
62. Balance
Synonyms: Equalize, Adjust
Antonym: Overbalance
Usage: How long can you balance yourself on your foot?

63. Kill
Synonyms: Murder, Put to death
Antonym: Create
Usage: The frost killed the flowers.

64. Cancel
Synonyms: Destroy, Abolish
Antonym: Establish
Usage: Because of heavy rain, the musical program stands cancelled.

65. Fabulous
Synonyms: Brilliant, Fantastic
Antonym: Genuine
Usage: Fabulous heroes could be found only in fictions.

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66. Enormous
Synonyms: Astronomic, Colossal
Antonym: Diminutive
Usage: I notice enormous changes in this town since my last visit two years
back.

67. Imitate
Synonyms: Burlesque, Echo
Antonym: Alter
Usage: You should imitate great and good men.
68. Sad
Synonyms: Dull, Grave
Antonym: Glad
Usage: John is sad because his dog has died.

69. Maintain
Synonyms: Keep, Retain
Antonym: Abolish
Usage: The improvement in his health is being maintained.
70. Bankrupt
Synonyms: Insolvent, Penniless
Antonym: Rich
Usage: The newspapers accused the government of being bankrupt in ideas.
71. Gather
Synonyms: Congregate, Convene
Antonym: Disband
Usage: A crowd soon gathered around him.
72. Dally

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Synonyms: Dawdle, Delay
Antonym: Hurry up
Usage: Dont dally with the idea of marrying this girl.

73. Bargain
Synonyms: Deal, Inexpensive
Antonym: Expensiveness
Usage: The Foreign Secretary was in a good bargaining position in his dealings
with his opposite number in France.

74. Enough
Synonyms: Sufficient, Adequate
Antonym: Insufficient
Usage: There is enough food for everybody.

75. Kind
Synonyms: Compassionate, Sympathetic
Antonym: Cruel
Usage: He is kind to all.

76. Sanction
Synonyms: Allow, Support
Antonym: Disallow
Usage: Would you sanction flogging as a punishment for crimes of violence?

77. Improve
Synonyms: Amend, Correct
Antonym: Spoil

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Usage: He came back from holidays with greatly improved health.

78. Capture
Synonyms: Arrest, Seize
Antonym: Release
Usage: This advertisement will capture the attention of the readers to it

79.Manner
Synonyms: Method, Mode
Antonym: Discourteous
Usage: I do not like his manner.
80. Grasp
Synonyms: Hold, Seize
Antonym: Abandon
Usage: A man who grasps too much may lose everything.
81 New
Synonyms: Unused, Fresh
Antonym: Old
Usage: An orientation seminar has been arranged for the new members of
Parliament.

82. Incapable
Synonyms: Incompetent, Inefficient.
Antonym: Gifted
Usage: The children are incapable of telling lie.

83. Danger
Synonyms: Threat, Hazard
Antonym: Protection
Usage: Is there any danger of fire?

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84. Hamper
Synonyms: Bind, Cramp
Antonym: Aid
Usage: His walk is hampered by his heavy coat.

85. Bear
Synonyms: Cherish, Entertain
Antonym: Abandon
Usage: The only way for him to overcome the pain is to bear away the palm.

86. Nervous
Synonyms: Hesitant, Shaky
Antonym: Courageous
Usage: The nervous system of the human body is a wonder of its own nature.
87. Satisfy
Synonyms: Appease, Assuage
Antonym: Annoy
Usage: Riches do not always satisfy.

88. Knowledge
Synonyms: Perception, Information
Antonym: Illiteracy
Usage: Knowledge of London is must to roam around the city.
89. Include
Synonyms: Involve, Comprise
Antonym: Exclude
Usage: Your duties include putting the children to bed.

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90. Fat
Synonyms: Obese, Plump
Antonym: Thin
Usage: His fat cheeks get turned whenever he is abashed.

91. Mild
Synonyms: Bland, Soft
Antonym: Wild
Usage: He was awarded only a mild punishment.

92. Neglect
Synonyms: Carelessness, Neglectfulness
Antonym: Care
Usage: Do not neglect writing to your mother.

93. genuine
Synonyms: Authentic, Pure
Antonym: Artificial
Usage: This is not a genuine picture of Rubens.

94. Race
Synonyms: Tribe, Nation
Antonym: Individual
Usage: The future world will be full of only fixed races.

95. Valid
Synonyms: Binding, Defensible
Antonym: Invalid
Usage: This ticket is valid for one single journey between London and Dover.

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96. Permission
Synonyms: Allowance, Leave
Antonym: Refusal
Usage: By whose permission did you enter this building?

97. Separate
Synonyms: Detach, Cleave
Antonym: Combine
Usage: England is separated from France by the Channel.

98. Bend
Synonym: have a curve, angled shape
Antonym: straighten
Usage: plumber use bend pipes at corner

99. Eager
Synonym: strongly wanted to do or have
Antonym: reluctant
Usage: he is eagerly about hi marks
100. Success
Synonym: the accomplishment of an aim or purpose.
Antonym: failure
Usage: success has no shortcut.

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GENERAL TASK
Beacause of this English lab I had learnt lot of things such as to give power point
presentations, just a minute (i.e speaking about any object with in a minute),phonetics
group discussions and corporate style of walking ,dressing . I had learnt excellent
communication skills .In communication skills I had learnt to avoid jargons & many
more from this lab.

K.B.N COLLEGE