Unit - 6

Oral Communication

6.1 Listening Comprehension

What goes wrong when we ask 'Do you speak that language?' That is why listening, or oral perception, is classified as one of the branches of a tree. Language teachers often find it difficult to develop their listening skills, especially in the 'Foreign Languages' environment as students are not exposed to a language outside the classroom. We look at this topic in this section of the website.

What role does listening comprehension play in communication?

Listening to understanding is the first basic step of communication. The more a student understands what is being said, the better will be their ability to communicate. In addition, they will be better able to identify target language features that will help improve their language development in all four areas of competence.

Students can feel a great sense of pride when they are able to understand something in a target language. This can be a great motivation for continuing to learn the language, and teachers should do everything possible to promote this sense of accomplishment. As a result, teachers need to create learning activities that will enhance students' oral understanding (listening skills) and motivate them, too.

The work of Nunan and Lamb (1996) is of great help in this area. They set out a series of questions that teachers need to do in preparation for listening activities:

•         What is the context of obedience?

•         Should one or two items from the listening activities be designed for the whole class so that the learners know what to do?

•         How often should the object be listened to?

•         How will students assess the accuracy of their listening? (i.e., student responses?)

•         Is it possible to assess the accuracy of listening to be done independently or collectively?

What are some tips to help teachers develop students listening skills?

An effective teacher knows that students do not always have the ability to develop oral comprehension skills on their own; without additional support for listening, on its own, it is not enough to develop better listening skills. Here are a number of things a teacher can use to facilitate the development of listening skills.

• Encourage active listening:

Giving students something to listen to ensure they are actively engaged in the work. Exercise sheets are another tool that promotes active listening;

• Identify listening strategies:

Provide students with tools to guide their listening; for example, looking for specific information, identifying words or phrases that can be guessed, or discussing what they expect from certain types of speech; for example, newspapers or ads.;

• selecting the most appropriate presentation strategy:

for example, using top-down (general understanding, summarizing) or flattening (indicating words, specific order forms);

• Allow students to hear as much of the target language as possible using a variety of teaching methods:

for example, sometimes using visual cues, sometimes not;

• Use facts:

For example, a speech or radio announcement in a target language, to help students become familiar with different accents and speech speed;

• Make sure the learners are familiar with the goals of the listening activity:

Is the goal to understand what is being said, to decide whether they will continue to listen or to get more information?

• Provide opportunities for reflection and discussion so that learners can share what they heard, read and used to better understand what was said;

• Organize listening activities, such as providing students with appropriate vocabulary, reading related text, looking at a related picture or clarifying required cultural details etc;

• Be sure to check the level of the listening task ahead of time to make sure it is level for the learners.

What are some examples of listening activities to use in the SL classroom?
Here are some listening activities to use with students; they range from semi-guided tasks to unstructured tasks.

Semi-Guided Tasks (teacher can pose questions)

Unstructured Tasks:

Explain one of the following and record it on cassette, computer program, etc. (students may be allowed to make brief notes for preparation)

There are many benefits to this work. The recording allows participants to hear themselves speak in a target language, which can be very helpful for shy students. Students view this as an easier way to do their homework than a written assignment that will encourage a student to complete a task.

Pre-Listening and While-Listening Activities

It is often said that spoken and written language are different. Other reasons for this include, the following: spoken language is often used to communicate with people rather than merely presenting information; It occurs in a setting that provides visual and verbal modes that aid comprehension; and, we usually listen with a specific purpose in mind, looking at what we hear to meet that purpose. In addition, native speakers have endless vague ideas of how a conversation should proceed, and interpret the conversation on the basis of their contextual knowledge of the speaker and the situation. All of these things require good listening skills. The teacher can help their students develop their listening skills by performing pre-listening and listening activities.

For example:

Ask class questions about the topic, but DON'T guess the answers. Then read a paragraph related to the same topic. Ask them the same questions again. After that, start the discussion on the effectiveness of the pre-listening questions: did they help the listener focus faster? Why or why not? Option Listing

Selective Listening:

Selected listening skills can be enhanced by giving students things to listen to. The aim would be to increase students' awareness of what they like and understand without the need for metallic input. The ideal task would be for students to listen to any number of the following oral tasks, and to respond to a series of prepared questions. Students may need to do some of these listening activities before the class.

Other Listening Activities:

a. True-False:

Each student has a card - on one side of the card the word 'yes' is written, flip side of 'no' (in target language, of course); students raise the correct card to answer the teacher's questions. This activity can also be done using gestures instead: thumbs up or down, or using the left or right hand to indicate yes or no.

b. Noise identification game:

Students make a concert or vowel, which is a series of single leaflets or a combination of letters at the end of each paper. The teacher points to the picture of the word and the learners use the surname to show where the word starts.

c. Three card game:

Each student receives three cards with words or pictures written / drawn on them; for example, card # 1 could mean south, card # 2 would mean Friday, and # 3 could be Sports. The teacher asks questions orally and the learners raise the correct card when they answer. For example, the teacher says 'I want a card for the season name'.
 

6.2 Pronunciation, Intonation, Stress and Rhythm:

Introduction:
Learning English as a second language is very important to learn how to emphasize words, when we use rhythm in each sentence and how it will be used. These are parts of the pronunciation of the English language. Learning English doesn't read words and phrases. You need to learn how to avoid mother-tongue interference in order to improve speech around native speakers. The role of the mother tongue has an impact on language acquisition, rhythm, repression and psychological structure as they alter the same acquisition process. Therefore, it is necessary to learn the pressure, the rhythm and the sounds because they are components of pronunciation. What do these words mean?

Speech rhythm is one of the different parts of language. The English words spoken have a lot of letters. Some syllables are stressed weak and strong, others emphasized long and short. This is why the English language has its rhythm. It means the length of time between extreme pressure or annexation and it looks like a musical term in people's feelings. All languages ​​are said to have their own rhythm. A person who is sick or weak in the tongue may lose their language without interest or rhythmic sounds. It is easier for children than for adults to learn or acquire the rhythm of a language.

If students want to practice English rhythm, the first thing is to start counting from first to twentieth and then point your finger on the table as you count.
Examples:

Intonation:
The Intonation is a kind of tone which means sound or whistle. When uttering such a sentence, a voice may increase the volume or tone of voice that makes the speech pleasant and the meaning clear. Introduction is a problem of learning English for a student who wants to master the language as a native speaker. The introduction is a musical language, and is probably the most important element of fluency. English has sounds to explain how speakers speak.

Consider the examples below.

The rise and fall of the voice occur in a sentence that we call intonation contour. The English language has captions to give a description of speech such as belief, any emotion, agreement and disagreement, question, statement.

Stress:
Stress is the force that is put into the word to make the meaning clear in many sentences, where you say some words with more energy and others with less energy. English has accents to emphasize keywords such as verbs, nouns, adjectives and adverbs we name content such as nouns: bag, sausage, verbs: travel, drive, beat, adverbs: well, fast, and adjectives: fat, big, small. And some words that we do not emphasize are usernames: i, an, a, others, any, auxiliary verbs: am, was, can, can, should, should, adverbs: near, near, behind, etc., conjunctions: but, and, or, etc., pronouns: he, she, we, he, her, etc. There are eight following patterns of accent in English.

Single syllable- Stressed e.g.

Two Syllable - First Syllable Stressed e.g.

Two Syllable - Second Syllable Stresssed

Three Syllables - First Syllable Stressed

Three syllable – Second Syllable Stressed

Three syllable- Third Syllable Stressed

Four syllable -Second Syllable Stressed

Four syllable – Third Syllable Stressed

In English, stress is very important to pronounce words clearly in order to understand the dialogue. There are the following types of stress.

Emphatic Stress:

The emphasis that emphasizes the flow of tonic pressure from the final state of speech is to focus on the word content.

It was very exCIted. (unmarked)

It was a lot of fun. (emphasize / say firmly/ strongly)

I can't speak GREAT. (unchecked)

NEVER talk too much. (emphasize / say firmly)

Contrastive Stress:

This pattern is quite different from stress that is not limited to stress and discomfort. Speech has tonic pressure on any words. It is possible between content words and technical words to compare that world of speech.

Consider the following examples:

a)     Do you want this or THAT one?

b)    I want THAT one.

Some unfinished discussions are found in written documents researching contract involvement.

Consider the following sentences:

Tonic Stress:

Tonic pressure is a stronghold of stress. If the syllables have tonic pressure call us tonic sillies. The tonic emphasis occurs in the name of the content of the last position of the pronoun.

Consider listed under the tonic syllable.

The Depression of New Information:

This focus is on asking and answering a question in order to have the necessary knowledge and environment, it is emphasized.

a) What is your name? b) ABOUT JOHN.

a) Where do you come from? b) I'm from THAIland.

a) Where do you live? b) I live in CHIENGmai.

a) What are you doing? b) I am a DOCtor.

Time of Depression:

The English language has time to emphasize because the speakers try to make up the length of time to say something similar in stressed collections while other languages ​​are timed. The English language uses time to say the words depending on the number of words.

Cress Size:

There are two compression pressures. The first is primary pressure. It is very important for compound words and emphasizes the last syllabus. Other secondary pressure. It is not a weak sound and is not as important as the main pressure. It provides some of the stress relieving syxables in the name.

When a syllable in a word is stressed, it is called a schwa sound. Schwa's sound means that word synchronization is weak and unfounded.

The dictatorship of words:

There are two simple rules for word stress. One word has the same pressure. If it has two words, it must have two pressures. But there is a primary pressure and a second pressure on the name. The second pressure is less important than the primary pressure and having longer words.

Where can we add accent?

It is very difficult to put pressure on words. It depends on your experience in using words. When we learn English a new word, you have to learn from the dictionary. It will show how the spelling is and how the word is emphasized. You should learn the stress pattern and practice listening to native speakers and English songs. You must listen carefully to improve your presentation. If you found the word confused, you should repeat that name again.

Rhythm:
The movement of music and rhythm involved in speech is called vocal rhythm.

Communication is always rumored to be more effective in speech, because the tone relates to thoughts, feelings, or feelings between people who speak.

Types of composing:

The tone of the fall or the fall applies to the conviction of the content of the speech.
Examples:

Examples:
a) He is not there yet?

b) YES.

High pitch (rising tone) is used when the speaker asks for repetition or clarification, or to show disbelief. For example:

Fallout is a sign of dependency, continued financial volatility. It happens in the middle sentence non-final units.

Examples:

The English language translation is a music language. We use tone to express feelings or ask questions. In each conversation, it is important to remember the meaning of the tones. If the conversation is vague or incomprehensible, we use tones to look for discrepancies between the speaker and the listener. Gaining insight by pronouncing each word clearly however, if the introduction is out of the ordinary, the meaning you speak will not be clear. That would justify understanding.

The English language is important in the meaning of words, they emphasize the repression of words. English does not have the same sounds of sentences. One syllabus is very emphasized while the others are soft. The native speakers do not care for the weak syllables; on the other hand, they care about the meaning of the words included.

Stress and body language are disorders of the mother tongue. Language learners who need the sound of a target language should see the phonetic difference between the target language and the mother tongue. In contrast, the student will not remember the exact sounds of another language. Therefore, they try to keep their hearing to match the sounds of their mother tongue. That allows them to improve their performance around the traditional platform.

Conclusion:
In every language you are unique and have some aspects of it. To be fluent in a second language is required more than just vocabulary, grammar or structures. Information about the important differences between mother tongue and second language is also needed.

It is necessary to understand any language with an emphasis on health because languages ​​depend on the pressure, rhythm and sounds that are part of it. Therefore, it is especially important for students who intend to communicate in any language other than the native one. Thus, students who want to understand another language have the intention to tolerate, test, and obtain research based on the key elements of the target language.

6.3 Common everyday situations: Conversations and Dialogues

Communication is an important voice in many ways. It reduces pain and suffering, increases happiness, enjoyment and upliftment and improves the experience. Conversations as a tool and a vehicle for expressing ideas, feelings and experiences are very important. It's a great site and a blessing and is one of the most important ways of preserving and expanding knowledge. One can better reveal one's mind, intentions, ideas, purpose and personality through word of mouth or speech. The man is known by his words and expressions. Speech expresses the inner man’s personality, thoughts and feelings.

Conversation is also participation, cooperation and communication. These are the best ways to communicate with a talk and the oldest and richest. Our oldest and most important religious and spiritual activities have been through oral communication, discussions and discussions. The promotion of information is vital to success, social interaction, business, learning and education. In a broad and general sense the discussion is very comprehensive and includes speech, talk and public discourse. In conversation a talk is put on three-to-three people but in an interview or lecture it reaches a lot of people who make up a large audience.

In addition, talking is more or less an option. While conversation is about intimacy, education, equal participation, warmth, respect, etc. Good and pleasant conversation is an art in which the heart and mind are completely involved. It is respectful, fun, smart, endearing and intimate. Conversational art is crucial to influencing people to make friends, increase following and achieve success. It can be cultivated and developed. It is a great way to be caught by training, practice, patience and persistence.

The Four Types of Conversations: Debate, Dialogue, Discourse, and Diatribe:
When you talk to someone, it helps to know what kind of conversation you are having. You can do that depending on the direction of the communication (a one-way street or two) tone / purpose (competition or collaboration).

When you talk to one, you talk to somebody, rather than to somebody. When in a two-way conversation, participants listen and speak. In a competitive discussion, people are more concerned about their opinion, and in collaborative discussions participants are more inclined to view everyone involved.

Based on understanding and voice, I have organized the discussion into four types: debate, dialogue, speech and diatribe.

To highlight the differences between these types of conversations, let's use politics as an example:

Debate: two family members from opposite sides of the political spectrum argue for politics.

Dialogue: In the voting the two voters talk to each other about who they will vote for.

Discourse: a professor who gives lectures on international affairs.

Diatribe: An unassuming voter who goes public with the election results.
It is important to know what kind of conversation you are in, because that is what determines the purpose of the conversation. If you can see the purpose, you can better speak to the heart of that conversation. However, if you do not see the conversation clearly, you can fall into the traps of change.

5 Activities to Use in a Conversation Class:

Teaching a discussion section always sounds like a breeze. Why do you need to prepare for a discussion class? All you have to do is talk, right? Sure, but it's not as easy as it sounds. You might be able to complete the first few classes with random banter about family and the weather, but where do you go from here? To teach an effective discussion class you must do a little planning. That is why we have put together this list of fun and informative activities for the discussion class.

Have a Debate:

Conversations are about talking. It's about making positive points in a conversation. Teach your students how to do this in class debate. Choose a suitable topic and topic and divide the class into "sides". If you teach a single class of discussion, allow your student to choose his or her position and you can argue on the opposing side. Give your students time to prepare their opening arguments. After introducing and listening to the opposition, each side should give an answer.

Telephone Calls:

Telephone conversations can be more difficult than in-person conversations. On the phone, you can't read the person's body language or collect many leads in this situation. Instead, you should only rely on the spoken word. Get your students to practice “talking on the phone” by placing chairs in the back or by observing two learners' eyes. Teach them how to answer the phone, what to say during a conversation and how to end the call. You can hide it from another student and select another student to start speaking. A blinded student should guess who is "firing".

Celebrity Interviews:

Students of all ages love to “practice faith”. Help your learners expand their discussion skills by interviewing them. Get your learners in pairs. One student should be a reporter and the other should be an interviewer. After the first interview is done, allow your students to switch roles.

Favourite Scenes:

Tell your learners to form groups. Each group should select a scene from one of their favorite movies. Each team member should say who the other character is in the film. Now, the students have to re-rate the event, wrapping up the discussion. After the practice cycle, students can make a class for me.

Situational Learning:

Conversations take place anywhere and everywhere; your students should be prepared to speak in many situations. Help your students by giving them new experiences. Create a new environment for your classroom. For example, Transform your class into an airport. Assign one student to work at the check-in counter, one to the immigration officer and the other to the traveler. Now, get your students to have a proper discussion about their situation. If you teach a discussion class, you can be a ticket taker and your student can be a traveler. After that, you can switch roles. You can create instances like: "bank", "school", "shopping", "day", and many more.

These are some of the fun activities to do with your discussion section. Almost all of these activities can be organized by either a whole class or a one-on-one session. When teaching a discussion class to your language students, you simply have to remember to participate and it is appropriate. While discussion classes do not take that arrangement, it is still a good idea to get to your classroom with an idea or two in mind.

For example 1:

Conversations about 2 people meeting and starting a conversation
Michael: That test was long! Four hours! I really don't understand why we should take this test. Are our grade point averages (GPAs) grade not good enough for college?
Charlotte: That test seemed a long way off, didn't it? But since the curriculum of one high school is slightly different from another high school, the SAT exam allows colleges to consider each student equally. Although one student may have taken different classes from another student, all high school students take the same SAT exam.
Michael: I think that's reasonable. Either way, I really hope I don't have to test that again!

Charlotte: It's the same here. Well, we'll just have to wait and see. Schools will be out in a few weeks. Anyway, have you received your letters of recommendation?

Michael: I've already asked Mrs. Smith, and I'm thinking about asking Mr. Johnson. I loved both of their classes and I think they know me better than my other teachers, so hopefully the letters will be well written. What about you?

Charlotte: I asked Mrs. Smith to write me a letter. You know Mr. Lawson? I would like to receive a letter of recommendation from him. I hope he remembers me as I haven't had a study with him since last year. I'm not sure who else I asked.

Michael: At least, we each have at least one book. Mrs. Smith is the best, isn't she? I wish I had another class with her, but this is our last polygamy, and after that we graduated!

Charlotte: I agree. Mrs Smith really enjoys teaching, and that helps her students enjoy learning.

Michael: What colleges are you thinking of applying to? Have you visited other campuses?

Charlotte: I'm still wondering if I should stay close to home or go to adult school. I touched the Stanford campus and the people there were very kind. I visited Notre Dame, the University of Indiana. What about you? Have you learned any other campuses?

Michael: I want to live closer to home so I hope to attend California State University or the University of California.

Charlotte: Which one? There are probably one or the other in major cities.

Michael: Probably UCLA, University of California, Los Angeles or CSULB, California State University, Long Beach. But I'm not too worried about getting into college right now. I'm really worried about this SAT exam right now!

Charlotte: I understand how you feel. However, we will still consider what should be done next. It will be worse if we fall behind and can't make it to college next fall. Have you decided what you should read? I tend to think in English myself.

Michael: English is definitely possible. I was thinking of becoming an English teacher like Mrs. Smith. But I was also looking forward to Biological Science.

Charlotte: Why not? Science and Biological Science are two different fields of study. What can you do with a degree in Biological Science?

Michael: I also wonder if I should follow the drug. It may not be too early to decide, but if I want to become a doctor, the classes I will take as a student of Biological Science can fill many medical school needs. But like I said, it's still too early to find out what it is now. I just hope I get into college!

Charlotte: I don't think you have to worry about getting into college. Anyway, let's keep trying our best!

For example 2:

A dialogue between the new comers on the college campus

Sujon: Hi, I think you're a new partner.

Salim: You're right. I am Salim. Please, your name?

Sujon: I'm Sujon. I'm a new character too.

Salim: Nice to meet you. How are you?

Sujon: Am I alive?

Salim: I'm fine too. May I talk to you about our news?

Sujon: Absolutely! Why not?

Salima: Why did they choose this college?

Sujon: You know, so far, the college of commerce is concerned that this college should be the best college in our country.

Salim: You're right. In addition, the college program of study is very close, I think.

Sujon: Exactly! I have chosen to get approved for this college for this reason only.

Salima: All right. Do I know why you chose commerce instead of science?

Sujon: My plan for the future is to study for an MBA. And what about you?

Salim: Good purpose in life. Anyway, I want to study CA. Can you help me find a class process?

Sujon: Well, let's go there.

Salim: Thank you

6.4 Communication at workplace

Good communication is an important tool in achieving productivity and in maintaining strong working relationships at all levels of the organization. Employers who invest in the power and ability to establish clear lines of communication will build trust among employees, which will result in increased productivity, output and overall morale. In the meantime, well-connected employees and colleagues, managers and customers remain the assets of the organization and it is a skill that often separates people from their competitions when applying for jobs.

Poor communication at work will inevitably lead to uneducated employees who may begin to question their confidence in their skills and of course in the organization. The importance of strong communication runs within the business. Here are five reasons to pay attention:

How can we improve communication in our organization?

Ways to Create Effective Communication in the Workplace:

It's easy to communicate your interest and how you feel in your group through open meetings. In this kind of forum, they will not only hear what you have to say, they will see and hear. This approach remains one of the best ways to communicate effectively with a team.

Experts have been able to prove that some people understand better when you take them aside and talk to them in person. Make sure you are eye-catching with them for the message.

To effectively communicate with your team, you need to create a welcoming atmosphere. Avoid harsh situations at all costs because when you talk too much, the message you are trying to share may be misunderstood or stored.

Your training should be related to communicating specific information to your team members. Most employees take the training seriously, especially when it is part of their recommendation.

Make sure that you show confidence and that you are confident that you will not be taken lightly. When your team members become aware of any uncertainty and lack of seriousness in your communication, they may treat the information with disdain or disrespect it.

The fact is that everyone cannot be on the same page when it comes to vocabulary. Therefore, to be more effective in communicating with your team members, use words that can be easily understood. When strange words are used, you may be misunderstood and / or spend valuable time explaining them.

Put visuals in useful places around your team's workspace. Not only should they hear the message, they should also see it. This provides an opportunity for a better understanding.

Communication is meant to be a two-way street. Don’t just talk because you are a leader without listening to anyone else. Encourage them to be open so you can be guided in future conversations. You have two ears and one mouth - so you have to listen more than talk.

Your body language will convey your message faster and better. Make good use of body language when communicating with your team. Stand / sit up straight, use smiles, handshakes and eye contact.

Someone once said, "Tell me what you want me to do and not forget, but do it in front of me and I will never forget." Creating your message is a powerful way to communicate with your team. Let them see you do what you want them to do, and watch their excuses disappear.

One word can mean something different when it means in a different voice. Make sure you use the appropriate tone of voice to send your message to your team so that you don't misunderstand and discourage or discourage members or make them completely shut out of fear.

If you want your team members to take you seriously, never sound like a broken record and don't beat a dead horse. Tell your team members what you want them to know or do and ask them if they are clear about this. If they are not, then you will only repeat what you have said.

Some people easily handle messages when pictures and sounds are involved. Using presentations such as Microsoft PowerPoint to communicate with your team will give them the opportunity to go back to them if they are not clear about certain things.

Using friendly jokes when interacting with your team members will help convey your message in a more relaxed way. This form of communication has proven to be the most effective way of throwing the tension. When the atmosphere is warm and fuzzy, humour is a trick. If you have to use humour, please don't use it. Remember, you're not a stand-up comedian.

Communication is a skill that everyone should learn, especially if you want to lead any group of people. Being clear when interacting with your team members makes it easy for them to understand your message.

Your team members should be able to hear you well. When you do communicate with them, try to be as specific as possible and tactful. When you mute words or speak too fast, you can swear they are clear on the subject. But the truth is, they may not. It shows your lack of confidence.

Don't talk and go. Provide feedback space so you can measure the effectiveness of your communication style. It will also give you the right to know if your message is well understood.

Remember that the point of working as a team is to share ideas and grow the product. When effective communication at work is disrupted, it can disrupt all effort.

You have to work hard on these communication strategies and build some basic rules to keep everyone up to date, which helps to avoid confusion and to ensure project completion easily.

6.5 Interviews:

Importance of communication skills in an interview:

Your communication skills play a huge role in interviewing for a job post. In fact, your communication goes a long way in increasing your stated credibility in your resume. Based on recent job profiles it can safely be said that commercial enterprises around the world, regardless of their size, reach the same quality for existing employees and that is "good communication skills". It is clear that you must understand all your important degrees and good communication qualities while interviewing. Global economic distribution is the main reason why it is so important to be connected. Different IT companies, ITES companies, Union Public Service Commission, State Public Service Commission etc.

Why does communication play a big role during interviews?

a) The modern era of globalization has led to clashes between multinational companies. This requires the existence of common communication skills among employees.

b) Communication is also important when it comes to team dynamics. Lucid communication and timely workload within the team ensures better execution.

c) Communication is key to establishing relationships between colleagues and different groups.

d) Good communication saves time and energy - the absolute need for industries operating under tight limits.

e) Effective communication ensures better performance of tasks.

f) You can turn an exciting work environment into something more interesting by simply inspiring your colleagues with your active communication skills.

g) Exciting and balanced communication skills can help you leave a positive impression on the interviewer.

How should you communicate during an interview?

Since your communication skills play a huge role in building your position in the company it is wise to keep a few things in mind while speaking during your interview.

a) Don't panic: Just go from the beginning of the interview. Don't panic and be yourself. Back up your good communication skills with particularly impressive ideas when asked about your career goals.

b) Organize Your Order: It is best to organize your points in an orderly manner. It will help you deliver better and stay focused.

c) Prioritize good views: It doesn't sound bad while doing interviews. Take out good spirits and create a bright and clean environment.

d) Be professional: Be brave but don't forget that you are on the test. Be professional and never exceed the decorative boundaries.

e) Proper body language: Develop your communication skills in the right body language. A smile, a way of talking, arguing and prioritizing your ideas are important for your communication skills.

f) See if it is possible to look at the directions of different communication styles such as the Birkman Way or the Myers-Briggs method before the discussion.

g) From verbal communication to paying close attention to your written communication skills. Make sure that when you are asked to write an official email or document in an interview you are not going against the terms.

Verbal Communication in an Interview:

Formal verbal communication is the use of verbal skills that help to present the best features in the context of the work you work for. When combined with good non-wrinkle communication, such as smiles, direct standing and a firm handshake, the job seeker can leave a positive impression on the hiring managers who interviewed. In this article, we provide examples of verbal communication skills that show you the best ways to practice interviewing.

Types of verbal communication for interviews:

The way you talk to the person you interview will also set the tone of how you are thought of throughout the interview, and if you get a position, during your career at the company. Here are some of the communication tools that can help voters make a positive impression during a job interview:

Using appropriate pitch and volume:

Voice tone and volume can help create a good first impression. Keep the volume medium, not high enough to be seen as annoying or puffy and not soft enough to be considered embarrassing. An accented volume with a medium volume will show an understanding of the situation and beauty and will indicate that you are comfortable in your surroundings while respecting the size of the situation.

Active listening skills:

In order to communicate well, first of all it is important to listen well. Make sure you pay close attention to the words of the test and stay focused on their words rather than going to the room or sounds from outside. You can indicate that you're listening by memorizing, smiling or using words and phrases such as, "I see," or "It's interesting," or "I'll never forget that point." You can write down any interesting points you may want to refer to later.

Responsiveness:
The fun conversation will go back and forth between interviews and questions. When your interviewer makes a suggestion. that indicates that they may want you to interrupt, even if the sentence was not written as a question. If the speaker pauses for a moment, then pick up your reference and pick up the conversation thread. Here is an example:

Hiring Manager: "Your last work experience seems to be an unusual choice for you."

Candidate: “Yes, for the first time I worked for a museum or major research center such as the Brampton Aquarium & Research Center. As you can see since my reboot, my previous work experience has always been with pet stores, but I've always enjoyed the educational aspect of my work and I think I will find much more in the museum. While I really enjoyed my time cleaning the tanks, I missed working with the customers - especially the kids looking to buy their first pet! I learned a lot about aquatic health care at the research center, and now I'm happy to pass on that information to my clients at Fish Stores.”

To be clear and concise:

Keep your answers up to date. Be clear and direct your questions and answers, or be asked a question that fosters a deeper response. The purpose of expressing yourself in the fewest words you can reach. For example:

Hiring Manager: “Looks like you have been on the job for a 4-month supervisor. This is a relatively short period of time, especially when compared to all your other activities. Would you please tell me what happened here?”

Candidate: I took this job while looking for teaching assistant positions after moving to Miami. Suddenly it opened at a kindergarten close to home. My boss at the playground understood, and I would fill in on weekends and evenings until he could find my place.”

To be honest:

Be honest in your strengths and weaknesses, but talk about how you try to improve. This strategy can provide a clearer understanding of what you know and what you may need additional training in when you are hired.

Hiring manager: "I see that you've been working for a sales base before, but this job we are negotiating has a backdrop. You will not be without customers, you will be using shares and bringing size to the sales team. Are you alive?"

Candidate: “I really enjoy the customer service back and forth and their contribution to finding the right footwear. I would love to do that again. But I also love shoes, and I don't want to spend my time surrounded by them in the back room. I have always hoped to work for this company, and if I have to start in stock, I will do my best there.”

Using humor:

Humor serves many purposes, such as putting people at ease, reducing tension, allowing people to make connections and making people happy. And it also acts as a bridge in allowing one to go through things that are designed to grow you better so that you can know better. Using light jokes during interviews can be a useful way to communicate verbally, but it should be done a little. The humor in the interview should relate to the issues at hand.

It is also wise to lead the hiring and leadership of the hiring manager when using humor. If they start joking with you, and you can follow with a simple heart sentence or two. However, if the interviewer suggests a more important approach, it is wise to follow through.

Being polite:

Good manners are always a policy of fair use. Use a greeting on arrival and departure and introduce yourself to everyone in the room if it's more than one conversation. Accept water or coffee when it is passed on to everyone, but refuse it when offered but no one else drinks anything. Apologize if you accidentally interrupt someone while you are talking and agree with others' statements. When you leave, make sure to thank everyone in the room for their time. Examples of sentences you can use include:

When you arrive:

“Good morning. Thank you so much for this opportunity.”

“Hello, I’m Ella McBride. It’s nice to meet you.”

During the interview:

“Pardon the interruption.”

“I’m sorry; please continue.”

After the interview:

“Thank you for this opportunity.”

“I appreciate your time.”

“I look forward to speaking with you again soon.”

Asking questions:

If you are given the opportunity to do so, ask your nutritionist questions. Doing this will not only help you gather more information about your potential employer, but it will also show your true interest. For example:

“I understand that your company is always involved in volunteers. What is your next volunteer job, and with whom?

“He previously spoke about the prospects of making the telecommunications giant a company. Is it something you plan to take out, or is it something I can add to this post?”

Nonverbal Communication at an Interview:

When I was in a job interview, you would think that if you had the best answers to the interview questions, you would get that job, but that is not the case. A big part of the success of your answers is mindless communication.

This includes your body language and what is known as paralanguage - the elements of your speech without words, such as your password, speech speed, pause and sigh, and facial expressions. Non-verbal communication includes your dress and grooming.

Non-verbal communication is important, or more important, than verbal communication. The interviewer will be watching your non-stop communication throughout the interview. If your non-intellectual communication skills are inaccessible, it doesn't matter how much you answer questions.

Nonverbal Communication During Interview:

•         Keep an eye on the interviewer for a few seconds at a time.

•         Smile and smile (at appropriate times) when the person speaking is talking, but do not pass them by. Do not laugh unless the person you interview first.

•         Respect and keep your tone in your speech. Don't cry too much or be too quiet.

•         Don't sleep.

•         Relax and lean slightly towards the interviewer to seem interested and engaged.

•         Don't lean back. You will look small and relax.

•         Keep your feet on the floor with your back facing the chair.

•         Pay close attention to the interviewer. Take notes if you are worried you will not remember something.

•         Listen.

•         Do not disturb.

•         Remain calm. Whether you had a bad experience in the first place or were fired, keep your feelings to yourself and not show anger or resentment.

•         Not sure what to do with your hands? Hold your pen and notebook or rest your arm on your chair or thigh, to make yourself look comfortable. Don't let your arms fly across the room as you make a point.

Nonverbal Communication at the End of the Interview:

Before leaving the interview, be sure to give your interviewer another impromptu and a solid smile. When you leave, I would like to say farewell to the receptionist or other person you spoke to during the interview.

Your verbal communication is important. Do not use slang. Speak clearly and clearly. Remember your habits and thank the interviewer for taking the time to meet you.

6.6 Formal Presentations

Get to know your audience:

We will consider an Engineer as a speaker, you will deliver official presentations to a wide variety of audiences with different levels of technical knowledge: graduate students, graduates, professors, university administrators, and managers and industry colleagues. Think about what your audience already knows about your topic. If you are not sure how to speak to your audience, imagine having a discussion about your topic with a member of the audience. You could hire different dictionaries and sentence structures to discuss your work with another engineering student rather than defining a marketing student, right? Ideally, you talk to audience members in the field of shared knowledge and lead them to more understanding.

And try to anticipate the feelings of your audience. You should organize your presentation in a different way to a friendly audience than you would a stranger or hostile. Typically, friendly listeners can agree to an instant mention of your main point, followed by supporting information. Doubtful audiences, however, respond positively to the production of shared anxiety, followed by a “delayed thesis,” or the main point (Ramage & Bean, 1995, 164).

Finally, make sure you know what your audience likes the presentations. Does your audience expect or need PowerPoint or other presentation software? Do your audience, like Edward Tufte (2010), despise PowerPoint? Would your audience like other presentation modes, such as showing slides as Web pages (Olivo, 2006)? These types of questions may be difficult to answer for someone with limited knowledge of referrals, but doing the initial research on your audience's expectations will make you a more successful broadcaster/ effective presenter.

Organizing the Presentation:

Most presentations have three different sections: Introduction, Two, and Conclusion.

Draft the Introduction:

Think of it as a journalist: the introduction should explain "in your research, who, when, when, and why. The Middle Ages will explain" how. " Your title slider will convey most of this information. foreign currency for your research, your slide title should identify the source of your support. In this section, see your Introduction as a bad draft.

Concentrate on the Middle and Conclusion:

Visualize yourself at the end of the presentation. What do you really want the audience to learn, or take away? Engineering experts recommend that you focus on 3-5 points per presentation (Doumont, 2009). But in a busy conference, most of us can remember exactly the main point of each speaker (Alley, 2003, 153.). Organize your points in order of importance. Make sure that all the information you put in the Middle on your presentation gives your most important point; many unnecessary details will reveal important details. Select the most convincing visual data to use as supporting evidence.

Organize your argument and support:

First, protect your computer (Grant, 2010). Instead write your points on note cards and arrange the cards, so that you can see the whole structure where you look and then make quick changes. When you start this project on presentation software, you run the risk of wasting time with the slide design details. This process will also help remove unnecessary information that does not support your main points. Pre-empting the notecard, you have written instead of deleting the slide took an hour to complete.
Repetition helps you emphasize important details. If you want the audience to remember the point, give it a go in advance, present the information as clearly as possible, and repeat your point in conclusion.

Finally, return to your introduction:

Review all of your draft content, including your title. Make sure that your introduction explains why your work is important - and why it should pay attention to you. Also explain the main context of your work (or "big picture") of a very small member with expert audience experience; that person may have the power or money to help you. If your presentation will last longer than 5 minutes, provide an overview slide to present the content. You can use the overview to define your rating: what to discuss and what not to do.

Designing the Slides:

As a graduate, you will usually use PowerPoint in your slide projects, but you should be aware of its limitations. Remember three principles:

Slides should support your message, not behave instead. If you look at the speeches on Ted.com you will notice that the focus is on the speaker, not the slides. Watch Dr. Kristina M. Johnson (Figure 2), an engineer and former Secretary of the Energy, discuss a clean 20-minute economy at the Institute of International and European Affairs. We don't need slides to understand what you're saying.

Visual presentations and written reports speak different languages. In other words, you can simply cut and paste words and images into your reports into slides. Think about how your audience is different from your reader, and how you can use visual presentation language to your advantage. Here, the authors demonstrate by looking at how decision-making factors (blue) match their specific intentions by building a production environment.

Keep the slides simple. When your material is more comprehensible, you should simplify the presentation to the reader. As Doumont puts it, "increase the signal-to-noise ratio" (2010). Neuroscientist Stephen Kosslyn observes that "audience members in general can only hold 'cultural units' (a word, phrase or image) at a time." (Grant, 2010). Pay attention to font size and images. Alley recommends keeping the font side below 18 points (2003, 116). What if you need to show good detail? Make a handout.

Three websites offer detailed tips on how to prepare engineering presentation slides:

Michael Alley's Writing Guidelines for Students of Engineering and Science at Penn State include links to pages that discuss examples of excellent slide projects and suggest another template for PowerPoint performance. Alley introduces the argument with the "Assertion-Evidence Structure", where the title of the article is "implied" and the body provides "evidence."

Jean-Luc Doumont's support website for his book Trees, maps, and books that offer perspective, direct advice on producing professional texts, oral presentations and illustrations. In his link, "Explore Articles," the "Practical Display Applications" section shows how to improve graphs, having practical examples before and after examples.

Melissa Marshall’s Being a successful presenter of engineering and science, and at Penn State, provides detailed guidelines on Structure, Speech, Delivery, and Visual Aids. Also, very useful for this site is its use of video examples, both TED talks and student presentations.

Practice delivery:

Public speakers, politicians, and professional actors get nervous before they get on stage, why shouldn't you? Ironically, a certain level of 'nervousness' works to your advantage because it keeps you alert and boosts your performance. However, learning to channel that energy takes time and practice. Delivery can make or break a presentation, so start planning it early. Prepare your delivery as follows:

Create note cards. Even if you are asked to “present the paper,” do not plan to read the paper aloud. Explain it on the cards, stating important points. Make sure you know the sources for all your information. When using presentation software, sources should be identified on the slide. Otherwise, strip the source to your note cards. You may be called to your sources for a question-and-answer session.

 Practice in front of friends - not just a mirror. It's amazing how quickly your brain will despise the 10 hours of homework you do when dealing with another human being. A real audience, no matter how small, will help give you a sense of "sensation" to experience and alert you to hats clearly or to create errors on your slides. Practice keeping eye contact as much as possible. Practice twice, and notice your progress. If you are spoken lightly, practice in a very large academic room. Ask your friend to sit in the back row to practice the voice sequence.

Visit the site/ location if possible. Introduced on campus, you should be able to visit the room ahead of time.

Note the size of the room and where you will stand. When presenting in the main lecture hall, check your slides so they can be seen from the back row. Check the projector and screen controls and schedule technical support if necessary.

 Remember Murphy's laws. Prepare your laptop to crash, the projector light to explode, so that your partner cannot be seen. If you are presenting outside the University, prepare a final program to bring your speech from memory, by handouts.

Anticipate questions and challenges. Be prepared to specify each major point. Prepare to support your sources, methods, and conclusions without coming up in defense. If you don't know the answer, say so.

6.7 Acquainting Students with IPA Symbols:

English Pronunciation: An Introduction to the IPA

The International Phonetic Alphabet (IPA) is a set of symbols that represent all sounds in a language.

English words are not always made exactly the way they look. The English word doesn't always tell you how to pronounce it. In some languages, you can learn the name and quickly figure out how to pronounce the word. You can't do that with so many English words.

However, if you know the names of the IPA that represent American pronunciation, you can look up any word in the dictionary and quickly know how to pronounce it. (There is a list of online dictionaries for English students at the end of this post.)

Vowels sounds:

Consonant Sounds:

Consonant Pairs:

The verbal position of each of the colors of the compositions below is the same, but one sound has not been added while the other sound is heard.

apathy = the only air coming out of your mouth

exposed = your vocal cords produce sound

More Consonant Sounds:

How to Learn IPA for English:

(Not a traditional English speaker? Check out "[Your native language] phonetic" on Wikipedia and use that.)

Let's start with the coupons. The following symbols are spelled out in the way you think you would expect based on what you are accustomed to in English:

/ b / / d / / f / g / / h / / k / / l / / m / / n / / p / / s / / t / / v / / w / / z /
If you are Scottish, you also need / x /, which is a raspy sound at the end of "loch": / lɔx /. I'm English, so I pronounce that word as "lock": / lɔk /.
English also uses:

IPA Vowel Chart:

It is tricky to elucidate the IPA of English vowels, because they're very different from dia to dialect. Now is a good time to introduce the IPA Vocabulary Chart:
See the "Vowels" table. If you cite an example, we should help you find your native English IPA vowels.

Pay close attention to what your tongue does to each vowel. It should be clear how the chart above works. The position of the vowels in the figure represents the position of the tongue inside the mouth.

For example, i / i / (the sound of “ee” on the sheet), your tongue is high and close to the teeth. For / ɑ / (the "a" sound in "cargo" or the way posh Brits like I say "bath"), your language is low and withdrawn. There is a reason why dentists don't tell you to say "ee!"

Each position on the chart has two symbols. The sign on the left is the "round" version of the vowel, and on the right is the "round" version. This means the shape of your lips.
Say / do / again: notice that your lips are spread wide with a smile. Now say / u / (the “oo” to “shuffle”): your tips are strictly adhered to as if they were included in a kiss. That is what “rotation” means.

You can't really pronounce verbal image concerts the same way you would with vowels. Instead, the concerts are divided into three parts:

For example, try to say / k /, / p /, and / t /. Did you notice the similarity in how you made each sound? They are called "stop concerts" "(also called" plosives"). To build them up, disconnect the airflow from your mouth, and suddenly release a small, subtle explosion.

These three sounds all have the same precision (plosive), but different location. / k / comes from behind your mouth, / p / comes from lips, and / t / comes tongue and upper gums.

In a concert chart, columns indicate the location and rows indicate the route. So / k /, / p / and / t / all are in separate columns, but in the same line.

Likewise in English "s", "sh", and "th" - in IPA, that / s /, / ʃ /, and / θ /. They are all fricatives. Simply stated, you are breathing in through a small gap in your mouth, making a horrible grunting sound. Once again, the difference is in the area of ​​emphasis only.

Some cells have two symptoms. / k /, / p /, / / ​​/ are all to the left of their cell. This means that they work with each other as "undesirable"; the right-hand sign is the "declared" version.

The difference between the "unwanted" and "vovo" connector is the difference between "t" and "d" (as in "tip" and "dip"), "s" and "z" (as in "sink" and "zinc"), "p" and "b" (as in "pat" and "bat"), or "k" and "g" (as in "kill" and " gill”). For each couple, the method and place of presentation are the same. The only difference is that your vocal cords are a long-standing ally between the "voice" version. Say each pair out loud, and you should see what I mean.

In some cases, the difference between the two chart positions is considered inevitable or insignificant. That is why some cells, such as those with / θ /, make more than one row or column.

Similarly, if the chart location is empty, it is because that combination of place and place is considered impossible.

Look at the chart of English concerts you know, and find out why they're there. Once you find this, it becomes easier to learn new consonant sounds.

/ q /:

Is unvoiced

Is it "stop", like / k / or / t /.

• Is "uvular", which means it comes from the back of the mouth, on the u! (Compare / k /, which is "velar", which means behind the roof of the mouth.)

Put these three together and it's easy to say / q /. It's like / k / but also far back in the mouth, too loud. (You can hear it where it is called “Qatar (قطر)”.

Other Elements of IPA:

The more you read IPA, the more you will see how deep the subject matter of photography is. You do not need everything unless you plan to study the language of education. But there are a few additional things that should be mentioned immediately:

Word Stress:

In IPA, the highlighted syllabus is indicated by / ˈ / written before synchronization. Therefore, the double words for <present> in English are / prɪˈzɛnt / (verb) and / ˈprɛzənt / (noun).
If the word has a second syllable highlighted, use / ˌ /. E.g. <extraential> is /ɛkˈstrɔrdəˌnɛri/.

Broad vs. Narrow Transcription:

Sometimes you will see an IPA written in square brackets rather than cracks. This is the difference between "small" and "wide" text.

Remember the two different "p" on the paper? In English, the difference between the two sounds doesn't matter. If you treat you badly, native speakers won't recognize you, and it won't change the meaning of the word.

In the "extensive" English text, it provides a general outline of pronunciation, using abbreviations. So <paper> will be / ˈpeɪpə /. In the text "small" gives details as much as possible, and uses square brackets: [ˈpʰeɪpə].

Technically, [pʰ] and [p] are separate phones (audio units). Whether they are different or different (units of sound transmission) depends on the language. In English, they are not different phones.

Exercise to Practice Your IPA Pronunciation:

Now that you've found this, can you read these examples of English words and phrases in IPA? (I used this site to find American quotations.)

6.8 Phonetics (basics)

Phonetics and Phonology:

Key concepts:

Introduction:
In this chapter we sketch the pronunciation system of English. We start with phonics, the process of explaining and recording the sounds of a language well. Phonetic provides an important way of opening our ears to parts of the language that we often understand by focusing on their written material rather than on their spoken forms. Phonology deals with the way languages ​​use sounds to distinguish words from one another.
Teachers should be knowledgeable with the phonetics and phonology of English because

(1) the sound system is important and the basis of the spelling system;

(2) they may be required to teach pronunciation of English to students who are not native English speakers;

(3) they may be required to teach poetry, which requires teaching of rhyme, rhyme, harmony, and other poetic tools of sound;

(4) it is important to understand the resources and differences of language and to respond appropriately to them and to teach appropriate language practices about them to students (see our chapters on Language and Society and the Use of Book II);

(5) we learn so much that we like to "hear" the sounds of our language in its spelling system, and phonetic / phonetic provides justification;

(6) the sounds and sounds of nature provide a clear and well-established understanding of the English sound patterns.

Articulatory Phonetics:

The sounds used have three principles in this section. First, we present the ways in which English sounds are made. Second, we developed a system for classifying speech sounds on the basis of how they are produced. At the same time, we are introducing an intimate alphabet developed by the International Phonetics Association (IPA), which will allow us to target sounds directly. When we want to show the letters to be translated as a phonetic symbol, we put them in square brackets, [], and if we want to show that the letters will be translated as letters from the normal spelling system, we put them in brackets, <>.

The phonetic alphabet uses many English letters, but their pronunciation is very limited and is not always what you would expect. In this system, there are no "silent" characters, and the whole tonic symbol represents the actual sound. All letters are always pronounced the same way no matter what they say, no letters have more than one pronunciation, and no sound is represented by more than one letter. To make fine distinctions, phoneticians add special symbols, called diacritics, to the basic letters. In some English sounds and in languages ​​other than English, English letters are formed. (You can visit the IPA website for a full list of symptoms.)
In the sections that follow, we explain the sounds represented by these symbols and how these sounds are made. As we continue with these sections, pay attention to how each sound is written in English, as well as spelling.

In order to produce speech, the air must flow through the lungs through the vocal cords, which include voice bars (commonly called vocal cords, though they are more like a band that floats than a cord), nose or spinal cord, and mouth or mouth. a hole. Vocal folds vibrate in some sounds but not in others. The air flows through the nostrils to detect some sounds but not others. But the primary originator of speech sounds is verbal. We will describe the roles that each of these components play in the following paragraphs.

Consonants:
Consonants include the sounds we represent as ordinary letters. All consonants are produced entirely or almost completely to stop the airstream from the lungs. When we almost completely disengage the air stream, we force it with such a low shut that the air at that time is chaotic and noisy.

We classify concerts according to the following characteristics:

(a) whether or not the vocal folds are vibrating (voicing);

(b) if the sound is made in a completely dry or semi-dry color (the manner f articulation);

(c) where a stop or unification structure is formed (its place of articulation);

(d) whether the air is flowing through the heart of the nose (nasality);

(e) whether or not the lips are followed (lip rounding).

Voicing:
Swimming As a warm-up workout, make the sound fffff, and keep up with the count of five. Now make a sounding vvvv, and keep it count for five. Now change the two: fffffvvvvfffffvvv. You may have noticed that vvv had a "buzz" that was not fffff. That “buzz” is caused by the vibration of your vocal cords - which you can look at by inserting your fingers into your throat or by covering your ears when exchanging fff and vvvv.

Now try the same exercise with the first sounds of the following words: thigh, yours; sip, zip. You should be able to hear the sound walls as you make each second.
The sounds produced by vibrating vibrating folders are said to be loud; those produced without voice cord vibration are speechless. The letters in [] are characteristic of the vowel sounds.

Voiced:
by [b]

my [m]

wet [w]

vie [v]

die [d]

zip [z]

lie [l]

rye [r]

beige [Z]

yet [j]

guide [g]

Voiceless:
pie [p]

fie [f]

tie [t]

sip [s]

bash [S]

kite [k]

Nasality:
Default Make a sound represented by the name Pam and continue with it for a few seconds. As you go along, squeeze your nose and notice what happens to the sound. It should stop immediately. This shows that the air was entering your nose as you produced this sound. Now try that little test with the pan and the intensity of the pain. You should find that the air flows through the nose in both cases as well. The sounds in which the air flows through the nostrils are called the nostrils. Air is allowed in the nose by lowering the velum, the soft palate behind the mouth.

English has three main sounds of the nose:

[m] Pam clammy mat

[n] pan clannish Nat

[N] pang clingy ---- 

Manner of Articulation:

Expression By definition we mean the type of closure or cohesion used to make a sound. We split English concerts into three ways of describing: stops (full stop of a calculator somewhere in the mouth bar between word and mouth limits, as in [p], [b], [m]), fricatives (an airstream builder in the mouthpiece that produces confusion and noise, as in [f], [v]); corresponding (full airstream configuration is immediately followed by constriction, as in [tS], [dZ]).

Stops:
[p] pad

[b] bad

[m] mat

[t] tad

[d] dad

[n] Nat

[k] cad

[g] gad

[N] tang

Fricatives
[f] fie

[v] vie

[s] Sue

[z] zoo

[h] How

Affricates:
[tS] chin

[dZ] gin.

Place of Articulation:

By Place of Articulation means the area of ​​the mouth where closure or cohesion occurs. English uses only seven descriptive fields, which we define and illustrate below.
Bilabial sounds are made by bringing the two lips together to form the airstream:
[p] pie cupping cup

[b] by clubbing cub

[m] my coming come

Labiodental sounds are made by bringing the upper teeth in contact with the lower lips and compressing air. between the two to form fricatives:

[f] feel raffle tough

[v] veal ravel dove

Interdental sounds are made by placing a piece of tongue between the upper teeth and the expression and forcing air to pass through.

Alveolar sounds are made by introducing the tongue and alveolar component (a bony rider just after the upper teeth) to create or stop or fricative:

[t] tub boat  

[s] sip fussy grace

[d] dub boding bode

[z] zip fuzzy graze

[r] rip terror tears

(Alveo-) palatal sounds made by introducing a line of, or near, alveo-palatal area of ​​the roof of the mouth to create fricatives and affricates:

[Z] genre rouge

[tS] chin catcher etch

[dZ] gin edger edge

Velar sounds formed by stopping the airstream by bringing the back of the tongue to contact the velum: [k] can backer tuck [g] good bagger tug

Glottal sound is made by cutting off enough voice folders to cause a break or close them to create a stop:

[h] hat cahoots

[?] butter (other types of English)

Approximants:
Approximants are the sounds made by reducing the line of the mouth but not enough to cause confusion in the airstream; the airstream is said to be smooth. The first sounds of rice and rye are imminent. The smallest point in the airstream is wider than the fricatives, but not as sharp as the vowels. The closer is the sonorant (resonant, i.e., higher in nature) than the consonants, but less the vowel. They are like consonants because they often occur before or after vowels. English has three types of approach.
Lateral approximants are made by touching the tongue to the alveolar trap while allowing air to pass through one or both sides, as in [l] —in need, beat, and callow.

Central approximants is done by mounting the sides of the tongue so that air flows through the center of the tongue, as in [r] —kilo, roll, and Rory. [r] is considered to be alveolar. Glides (semivowels) come in two types: palatal and labio-velar. Palatal glides are made by extending the tongue towards the deep palate, adjacent to which the vowel is made during the meal. The first sound of the yolk, and the vellallic glatal glide, represented in the word [j].  Labio-velar glides are made by bending the lips and at the same time lifting the back of the tongue to the velum, close to where the vowel sound of the ooze is made. Labio-velar glides thus have two specification areas - both have labial and velar. The first sound, wet, wall and wink are a labio-velar glide, represented phonetically as [w].

Later [l] let

Central [r] Rhett

Glides Labio-velar [w] wet

Palatal [j] yet

Articulatory descriptions:

The Articulatory description of any joint or adjacent area must specify (at least) its location and expression, whether expressed or voiceless, and whether it is nasal or oral.
For example, [m] is made on the lips by stopping the airstream, is voiced and is nasal.

Vowels:
Sounds that we usually represent as letters, <a, e, i, o, u>, as well as other sounds where ordinary letters have no distinctive features. Lines are separated by concerts in many ways. As we have seen, concerts are produced by making the airstream at various levels as it moves through the oral cavity. The curtains are made of a smooth, unadulterated sky through the mouthpiece. Differences in camera quality are produced by the different shapes of the mouth area.

The features of the prescribed stop signs are:

(a) the height of the tongue;

(b) part of the proposed language (front, center, or back);

(c) the suspension of the lips;

(d) differences in the tissues of the oral cavity.

Vocabulary specification should include all these features.

Tongue height:

Pronounce the words eat and at. Now pronounce the vowels in these two words. Note that as you go from food concrete to concrete, your mouth opens. If this doesn't seem to you playing with these two vowels, look them in the mirror as you produce them. Change the words, and give the vowels both.

If you are already familiar with the different stages of the opening of the two vowels, mention that they are eaten between meals or. Her vowel openings fall between meals and time, so there is a continuous increase in mouth opening as you move from one vowel to another. These degrees distinguish the high, middle, and low vowels.
 

Front and back vowels:

Now compare the vowel to the beat and the boot. Change words, and use only vowels. It will be more difficult in this regard to monitor your language activities as you go from one to the other, but try nonetheless.

You present [i] of beat with the front (blade) of your tongue raised to your center. If you hold your breath as you do that vowel, you will feel the cold air against your palate. As you move from [i] to [u], a vowel of boot, you will find yourself lifting the back of your tongue. (And you find yourself following your lips. The vowels in the background, like the preceding ones, go down, to the middle, to the bottom, respectively. You can check this out by saying the words coot, coat and coc, and just vowels them. As you produce this series of vowels you will find the openness of your mouth (guarding your lower jaw) as you move from one breast to the other.

Lip rounding:

As you compare [i] with [u] you have probably noticed that your lips changed in shape as you moved from the front to the left. Your lips were rounded while you were producing [u]. They were not rotated (scattered or neutral) as you produce [i]. As you went through the series of vowels in the background you may also have noticed that the rotation of the lips diminishes as you move up and down. In fact, the lips were not rounded during the pronunciation of [A]. In English, single-vowel vowels go back, or many languages, such as French and German, have rounded front vowels.

Intermediate vowels:

First, pronounce the words meat, mitt, mate, met, mat. Then just say their vowels:
me meat [i]

mitt [I]

mate may [e]

met [E].

The recently added vowels, [I] and [E], are the middle height between [i] and [e], and [e] respectively.

Notice how they are usually written. Now say the following words, paying attention to their vowels, and especially the movement of your tongue as you move from one vowel to the next: you ate, you gave, oat. The vowels consumed by [e] and in the oat are [o]. The upper vowel is indicated by the [V], called "wedge" or "caret." We hope that you have noticed that your language is moving backwards from [e] to [V], and that you are moving back as you move from [V] to [o]. [e] is the middle, lifts the front, and [o] is the center back. Since the [V] is between the two and is about the same height, it is the middle vowel.

We have added five middle vowels: [I] as in mitt, hide, rip; [E] as in bed, in bed, hot; [U] as in the hood, it is possible; [O] as in an ancestor; and [V] as in mutt. Of these, [I] and [E] are front and center, while [U] and [O] are back and round, and [V] is in the center and is not rounded.

These new vowels are different from those we introduced earlier in several ways:

1. By length: [i], [e], [u], [o], [O], and [A] are taller than I [I], [E], [{], [U], and [ V], where they appear in similar cases.

2. Instead of mouth: [i] and [e] are higher and farther apart than [I] and [E], respectively; [u] and [o] are higher and farther back than [U] and [O].

3. All vowels can be syllables (see below) that end in at least one consonant (closed syllables); [i], [e], [u], [o], [O], and [A] are possible as the last sound in the syllable (open syllables).

4. Muscle tension: [i], [e], [u], [o], [O], and [A] are produced by greater muscle tension in Expressulators than [I], [E], [{], [U], and [V] are present.
First of all the vowels are perplexed; the latter are sad. The larger differences in [i], [e], [u], [o], [O], and [A] may explain why they are longer and more distant, that is, closer to the oral border, than other vowels.

The thick and quiet vowel You may have noticed that all the words in the example we used to make the example the vowels we have separated contain one set. This is because vowels in many syllabic words may differ from those in monosyllables, and we wanted to compare vowels in the same cases.

Now separate the following vowels: the central front is - sounds in other American English (California, Midwest) stories, the vowels [O] and [A] are two such words that are wanted and used, held and shell, and the use and decay are mentioned in the same way, though the vowel used is not [O] or [A], but you're one of them.

Vowels in Multi-syllabic words:

Pronounce the words above, soda, sofa, comma, stadium, patina, photo, paying special attention to the vowels introduced by bold letters. Then say this vowel alone. This vowel is called schwa and it is written. Schwa is made almost in the same position, that is, the front has the back vowels and the longest. So, in the middle. Additionally, center, lax, and round. Sounds mostly about unadorned sillies, as in the words above. The vowels we produce when we cry out as we prepare to speak - uh. The tongue is said to be in its neutral position as we pronounce the vowel.

Diphthongs:
We they have come close to vowels as if they were expressed with a certain suspension of the tongue, lips, and mouth of the mouth, which are constantly carried on their pronunciation. Such vowels are called monophthongs; others, called diphthongs, involve changes in the oral cavity.

The vowel sounds with the word’s boy, by, and how they incorporate changes in the shape of the mouth as the vowel is produced. The boy's vowel begins at about the middle vowel [m] of the middle back and ends at about the middle vowel [s] of the skull [I] (or palatal glide [j]). The vowel that begins is almost always the lower back vowel [a] (the lower back vowel is more advanced than [A], but not as before [[. labio-velar glide [w]). [aw]).

The second set of English diphthongs is not clearly distinguished as the first, mainly because we often see them as simple vowels. However, in the correct (literal) phonetic text they should be given as diphthongs.

The inferior front vowel is diphthongized. If you pay close attention, you will notice that the vowel is actually called [eI]. Later vowels [o] are also doubled: if you pay close attention, you will notice that the boat's vowel is actually called [oU]. Thus, the double vowel is doubled by the insertion of the front vowel and the back vowel is interrupted by the insertion of the back vowel.

We can characterize this pattern as a rule: Medium and high vowels are eliminated by the addition of high vowels such as the first vowel in frontness or backness.
The repetition/ Diphthongization of these vowels is a feature of English rather than a universal feature of natural language. Other languages, especially Spanish and German, do not repeat themselves with their corresponding vowels. The tendency to repeat these vowels is one of the signs of the word "foreign" that betray English speakers when they first learn these languages.

Syllables and Feet:

It's much easier to count sillies than to give them a satisfactory explanation. If the whole class were to count the sillies in this passage, there would be great agreement about the number, but probably not about where each group starts and ends. The fact that syllabus writing systems have been developed before alphabetical systems shows that the syllables are units of languages. The fact that children seem to be able to associate symbols with sillies before they associate symbols with phonemes also shows the importance of the syllabus.

All syllables (symbolized as $) contain at least one nucleus (symbolized as N), which is a vowel generally. The nucleus may be preceded by a coda (denoted as O), which includes more or more ministers, followed by a coda (symbolized as C), and again in one or more combinations. The nucleus and coda together form a unit called rhythm (R).

The sonority rate of the syllable thus increases from the beginning (if any) to the peak of the nucleus and then falls again to the coda. In this case, the starter and coda are (almost) mirror images.

Parts of the syllables can be repeated with poetic results. Of these repetitions, the rhyme is very important: including the repetition of the song syllables, the frequency along the lines, as the rhyming words in the following stanza indicate:
(4) Piping down the valleys wild,

Piping songs of pleasant glee,

On a cloud I saw a child,

And he laughing said to me:

(William Blake, Introduction to Songs of Innocence)

The syllable beginnings, [w] wild, [tS] kids, [gl] glee, and [m]] to me are not part of Blake's magic.

Repetition, or initial sounds, as in the past, create unity. Repetition of nuclei, as Mikey likes it, or a pretty good egg creates an assonance.

In speech, syllables are grouped into rhythmic units called feet, and most important in scanning lines of poetry. Each foot contains at least one stressed syllable (its maximum strength) and one or two unstressed syllables.
The feet are separated from each other by the number of stressed syllables they contain and by the position of the stanza.

6.9 Sounds- Vowels and Consonants

Phonemes are written within slashes //, e.g., /t/. Significant variations are explained in the footnotes.

The Vowels of English:

All the time the vowels are followed by the colon / ː /. There are many differences between British and American English to do it with quality and length of vowels. The most important difference is explained in footnotes.

The Diphthongs of English:

The most significant differences between British and American English are explained in the footnotes.

The Triphthongs of English:

The most important difference between British and English Americans are described in footnotes.

e.g. 'Layer' / leɪɚ /,

'Fire' / faɪɚ /,

'Lawyer' / lɔɪɚ /,

'Drop' / loʊɚ /,

'Hour' / aʊɚ /.

6.10 Clearing Mother Tongue influence

Not that you can't come up with the issue of MTI and speak English well. There are many ways to deal with the problem. Here are a few ways to –

Correcting your Pronunciation:

The pronoun is the most important part of making your English fluent. You need to diligently learn how to pronounce English sounds to improve their English pronunciation. As you join a fluent English class, the instructor will guide you to adjust your oral movements to help pronounce English words. When the trainer trains the sound, the student will be sure to emphasize the particular sound. As the practice progresses, you will eventually adjust your pronunciation of English words.

Regular Speaking English words:

One of the best ways to work out your MTI problems is to keep using English words real tone. When listening to any word, pay close attention to how the word is said and in the word. In the first phase, this can be difficult, but as you continue to speak, you will continue to improve in your use of words. It is best to record the session and listen to what the coach is saying and how the words are used.

 Learn correct Intonation and English Rhythm–

You know you have a strong influence on the mother tongue, and if you talk about the wrong sounds and rhythm of English, one will have a hard time understanding it. Therefore, the best way is to adjust your awareness and rhythm. With the help of an English coach, you can fix your issues with regular practices. The key is to get the person to understand what you are saying.

Continue Reading:

Whether it's a novel, a newspaper or a journal, to get your MTI problem solved, the best thing is to keep reading, that too excessively. This will help you to find new words and use them correctly. The best thing is to record what you learn and get it to listen to your instructor who will guide you. If any adjustments are needed to spell your name or tone, the trainer will guide you.

Daily English Communication-

One of the best ways to make your English sound and MTI problem solved is to communicate in English every day. Talk to colleagues, friends and your English reading partner. Daily communication will help reduce the effect of MTI. In addition, it will help you to speak boldly in English.

Listen to and watch English songs and movies:

Movies and songs have a huge impact on us. So, if you watch or listen to movies or English songs, it can affect our communication because we try to imitate the language. So, one way to improve your English fluency and MTI problems is to keep listening to English songs and try singing them. So, watch some English movies so you know the words and the words. This will have a positive impact on your English proficiency.

Record your voice to say the words:

As you continue to practice, keep recording your listening calls. This will help you adjust and know how to improve. Make yourself listen to your trainer and friends who will review and give feedback. Take this feedback into games and improve on your mistakes.

How does it help the English-speaking class?

• Personal training:

One of the reasons for taking an English-speaking course is that instructors provide personalized training for students. Whether you take an online or offline English course, you get personalized training to make your English sound perfect and get rid of the MTI issue. The coach will listen closely to your words and adjust them so that they are pronounced correctly.

• Provide Learning Resources:

Trainers will assist you with learning materials including podcasts to learn how to pronounce words and eliminate the influence of mother tongue. Follow what you offer and do it the same. The ultimate goal of a trainer is to make your learning easier and faster.

Conclusion for How to remove mother tongue influence (MTI) while speaking in English?
If you thought your issue of mother tongue influence would be resolved overnight, you would be wrong. It requires good practice and patience. The more you practice, the better your English will become.

You should probably find many people who, while speaking in English, have had a great impact on their mother tongue. Native speakers often talk about MTI and influence English and find it difficult to win a degree. For many, this can be a major problem to communicate with nearby people. However, with the help of online English classes, native speakers can bring significant change to MTI and speak English fluently. Regular exercise, regular communication and the use of the right equipment help overcome the problem.

What is MTI?

Children's Language Power (MTI) is the impact of how your first language is spoken in a second language. When you speak a second language, you can see how effective your mother tongue is. So, if you talk to anyone who is a native of North Indian or South Indian, you will see how much their mother tongue influences them.

Why Did MTI Happen?

From birth to adulthood, we speak our mother tongue, which is always part of communication. The effect of MTI is when we are in our area. As we continue to speak our mother tongue daily, the pattern and tone become stronger in our brain. Each language has its own unique sounds, which last us a long time. If we continue to speak a second language from an early age, we will prove the fluency of bilingualism.
Our mind is trained to accept many things, so when you start speaking a second language by joining an English-speaking class, you will achieve a positive change. If you belong to a bilingual family, then you will never suffer from MTI problems. This effect gets worse as you get older and you find it difficult to speak English fluently.

Negative Effect of Mother Tongue Influence:

One of the worst things about MTI is that it kills your confidence in strong communication. When you speak in front of any good person, you end up feeling like that person is hearing your tone or voice is funny. Each language has different names, letters and characters. There are some sounds, which you get in Hindi in any language, but not in English.

Some of the reasons behind MTI:

The influence of the mother tongue is most likely due to the sounds of the native language and the substitution of the second language is difficult. Here are three main reasons behind MTI-

6.11 Clearing Redundancies and common errors related to Indianisms

India means a word or phrase that is characteristic of Indian English. Indiananism can also mean how the sentence is structured as if it were literally translated from Indian language to English. Some examples of common Indian mistakes include:

Examples of India vs Pure English:

Indiananism: Are you having a pen?

Correct English: Do you have a pen?

Indiananism: Let us discuss about politics

Correct English: Let us discuss politics

Indiananism: What is your good name?

Correct English: What is your name?

Indiananism: I myself will do it

Correct English: I will do it

Although these phrases are technically incorrect, they have become part of the Indian language that is known today.

1. "Only": Most of us have a tendency to end sentences with the word "only," for example, "I only took it there."

This is actually a grammatical error - direct translation from the same sentence structure in Indian languages, such as:

Hindi: “Maine wahi se le liya tha.”

Malayalam: “Njan avadenn thanne eduthu.”

Tamil: "Naan angendu thaan eduthen."

2. “Mention Not”: When someone thanks us, the correct way to say "don't say it." However, in the Indian-speaking regions of India, the phrase has become "meaningless."

This is because when someone says "you can say it" in Hindi, it is literally translated to say "you can say," as each language has its own unique word type while expressing the same emotions.

3. “I'll go and come”: When you tell someone a compliment, it's normal to say you will see them again.

In Tamil, you say “Naan poyittu varen,” which basically means the same thing, but literally translates to “I’ll go and come.”

Hindi speakers tend to say “I’ll come just now,” which is a direct translation of “Main abhi aata/aati hoon,” which is how the same sentiment is expressed in Hindi.

These quirks have become an accepted part of “Tanglish” (Tamil English) and “Hinglish” (Hindi English) today, as well as other Indian languages ​​where similar exact translations are used.

4. “In” Instead of “On”: Replacing the word “in” where the proper adjective should use “in” is a common occurrence in the Indian English of many Indian languages.

This is because many Indian languages ​​use the word “to” interchangeably, and they rarely use the word “to” to indicate position.

For example, in Tamil, "Put it on the table" would be "Table'la vechudu," which literally translates to "Put it IN the table."

However, Malayalam takes pains to add an additional word to emphasize "ON": “Table inte moll’lu vekk,” which translates to “Put it ON the table.”

5. “On” Instead of “At”: It is not uncommon to hear Hindi speakers say that they are sitting “on” the computer or “on” the table, instead of "at" it.

This is because, in Hindi, there is no commonly used word for "at," the word "par / pe" is repeated twice in the use of "on" and "at," although it originally means "on."

For example, "Main table PE baithi hoon," - "I'm sitting AT (on) the table."

This is one of the few interesting quirks one can see in Indian English, and the logical reasons for its origin are explained.

It also helps us to understand how multilingual people make small grammatical mistakes while using the flexibility of their mother tongue to English.

100 Speaking Mistakes You’re most likely making as an English as a Second Language Speaker:

Everyone has their own ways of showing. I believe we all have a lot to say, but finding ways to say it is more than half the battle. - Author Criss Jami, Salomé: In Every Inch in Every Mile. Anyone learning English as a Second Language will make mistakes there. It cannot be avoided. Don't worry. I made more than my share of grammar mistakes while studying foreign languages. The key is to learn from these mistakes in order to become an effective, confident speaker. This blog describes most of the common errors of ESL Speaker Here's hoping some of these suggestions can be helpful to you:

1. More, more, less (some nouns occur in the singular form)

Incorrect: There are many poles. There are other incentives. She had a little sweetness
Correct: Too much dust. There is more courage. She had a little sweetness.

2. Small, few (nouns can be included)

Incorrect: There were a few people.

Correct: They had a few people.

3. Possession shared by two nouns

Incorrect: It was John and Peter's car.

Correct: It was John and Peter's car.

4. His / her (If you don't know the sex of an animal, you use "it".)

Incorrect: The dog lost his bone. (You don't know the sex.)

Correct: The dog lost his bone

5. That / who

Incorrect: I wrote to my sister who lives in France.

Correct: I wrote to my sister who lives in France.

6. Me / I

Incorrect: Give it to me. Jason and I took a class. She studied with me.
Correct: Give it to me. Jason and I took a class. He studied with me.

7. This / that / those / these

Incorrect: These / those are my baby. That / this is my children.

Correct: That / my child. Those / these are my children.

8. Happy (well / good)

Incorrect: You feel good.

Correct: You feel good.

9. Quality (well / good)

Incorrect: She sings beautifully.

Correct: She sings beautifully.

10. Adverbs with "ly"

Incorrect: You talked to her in silence. He didn't scream as loud as the rest of the team.
Correct: Talk to her quietly. He didn't scream as loud as the rest of the team.

11. Link actions take the form of a comment (bad / badly)

Incorrect: The meat smells bad. I feel bad.

Correct: The meat smells bad. I'm not feeling well.

12. Answering when there is an either / or question

Incorrect: "You're either going home or you're going to stay here." "Yes."

Correct: "You're either going home or you're going to stay here." (Select one)

13. Subject/verb agreement

Incorrect: One of the flights is gone. Each car is fast.

Correct: One of the flights has passed. Each car is fast.

14.  Plurals and Their Correct Verbs

Incorrect: Payment is small. The scarf is broken. The police are coming.

Correct: Payment is small. The scarf is broken. The police came.

15. Misplaced verb as a modifier (When you put a variable in a different place in a sentence, it means something different.)

Incorrect: Josh threatened to divorce her often. (This is not something you meant to say.)

Correct: Josh often threatened to divorce her.

16. Misplaced noun as modifier

Incorrect: We gave the customer flowers in the refrigerator.

Correct: We gave the customer flowers in the refrigerator

17. Unacceptable Extensions (Note where an extension is placed in a sentence as it has a different meaning.)

Incorrect: You almost washed all the dishes. He offered to paint the fence yesterday evening. (This is not something you meant to say.)

Correct: You washed all the dishes. Yesterday he offered to paint the fence.
18. Release of the second part of the comparison

Incorrect: Carla is planning for Mary more than Betty.

Correct: Carla claims Mary higher than Betty.

19. Anything else

Incorrect: Alaska is bigger than any other state in the United States.

Correct: Alaska is bigger than any other state in the United States.

20. Phrases of the same verb

Incorrect: He was late for work and was fired by his boss.

Correct: He was late for work and fired by his boss.

21. Old / longtime friend

Incorrect: He was my old friend. (You may have known him for a long time, but he might be offended if you use the word "old" as a reference to age.)

Correct: You've been a friend I've known for a long time.

22. Coherence of agreement and action

Incorrect: He learned to play tennis, swim and sail.

Correct: You learned to play tennis, swim and sail.

23. Avoid long sentences that give no meaning to the sentence

Incorrect: It goes without saying that it's a good day ... As far as your question I don't really know… At this point I would like to work for a bank…

Correct: Good day ... I don't really know ... I'd like to work for a bank…

24. Deductive phrases

Incorrect: advanced planning, proximity, final results, big thanks. Traditional culture, local citizenship, solidarity, ancient proverb, past history, confession, successful success, true facts, common practice, young adult, complete truth, once again

Correct: Use one word or another and not two words that mean the same thing

25. Circulating / talking around the subject

Incorrect : pre-schedule / early, I'm at / early, at this point in time / now, best of health / well, cause injury / injury, attention / focus, then / while, give / cause, before / before, in case / if, in this day and age / today, he makes a statement that he / she says or says, Correct: escapes / escapes, due to the fact that / because, included / presented, provides help / assistance, succumbs to injury / death, takes action / does something, of course that / because, this article / article, he had an idea that he / she thought, he was a witness / saw

26. An / a

Incorrect: It's an old television set, but it works. It's an expensive purchase.

Correct: It's an old television set, but it works. Costly shopping.

27. One way / another way

Incorrect: We'll be back playing video games. Salad is another healthy option.

Correct: We'll take turns playing video games. Salad is another healthy option.

28. Practical (used to describe arrangements or areas agreed on peacefully in groups) / Amiable (used to describe kind, gentle, and friendly people)
Incorrect: The football teams have been cool

Correct: Football teams have been favorites

29. During / between

Incorrect: He couldn't decide between the two boys

Correct: He couldn't decide between the two boys

30. Outside (means "near") / out (means "over")

Incorrect: Ask him to stay without me

Correct: Ask him to sit next to me

31. Bimonthly (every 2 months) / Semi-monthly (2 times per month)

Incorrect: I get paid bimonthly (every 2 months if you want to say so every 2 months).

Correct: I get paid twice a month (every 2 months).

32. Bring (action toward) / take away (take away)

Incorrect: She will take the book to her friend.

Correct: You will bring a letter to this friend.

33. Can (applicable) / may (requesting permission)

Incorrect: I can drive because I passed a driving test.

Correct: I can drive because I passed a driving test.

34. deadly (if not fatal) / deadly (such as silencing death but not fatal)

Incorrect: Bee stab can be suicidal.

Correct: Bee sting can be fatal.

35. Passing (referring to physical distance) / continued (referring to distance or size)

Incorrect: We will not continue tonight.

Correct: We won't move on this evening.

36. If / should (should be used in action)

Incorrect: They had to call for pizza delivery.

Correct: They should call for pizza delivery.

37. Rarely / slowly / slowly

Incorrect: He did not finish / tighten / finish with paper.

Correct: He was no longer working / tired / just a little paper

38. Type / type / type / variety of (never use "a" or "

Incorrect: It was a hot day.

Correct: It was hot today.

39. Last (that which comes last) / last (last time, but not last)

Incorrect: It's the latest game of the season.

Correct: You are the last game of the season.

40. lie / lie / lay down (lie down) - lie / lie / lain (to lower or remove)

Incorrect: I'll lie paper on the table.

Correct: I'll put the paper on the table.

41. Read (receive information) / teach (convey information)

Incorrect: I'll learn English from him.

Correct: I'll teach him English.

42. Present (sooner or later) / present (present, present, present)

Incorrect: Currently, the manager is in his office.

Correct: Currently, the manager is in his office.

43. Doesn't matter (though) / disrespectful (odd name)

Incorrect: No matter what you want, the restaurant doesn't.

Correct: No matter what you want, the restaurant doesn't.

44. Rare (mean quantity) / starvation (used for ordinary items that are no longer abundant)

Incorrect: The drawing was scarce.

Correct: The drawing was rare.

45. Future time

Incorrect: Tomorrow we go shopping.

Correct: Tomorrow we will go shopping.

46. ​​Since / because

Incorrect: I've been in America since 3 months.

Correct: I've been in America for three months.

47. Adjectives in the correct order

Incorrect: Have you bought a vase of ancient blue china? I especially love vanilla ice cream.

Correct: Did you buy an antique blue china vase? I especially love vanilla ice cream.

48. Occupation / occupation

Incorrect: My boyfriend has a new job

Correct: My boyfriend has a new job.

49. Using Irony

Incorrect: It's a free trip when you pay.

Correct: You need to pay.

50. I could not care less (I care not at all) / I could care less (I care less but not much)

Incorrect: I could not care less that it was raining (meaning less care if you care less).

Correct: I can care less about rain.

51. True (event to be performed) / imagery (event not happening)

Incorrect: He actually flew to the door.

Corrupt: You're out the door.

52. Repeat’s topic

Incorrect: My English is improving. My friend Mary will come out with me.

Correct: My English is improving. My friend Mary will come out with me.

53. Incorrect setting

Incorrect: On January 13, I'll be twenty.

Correct: On January 13, I'll be twenty.

54. Nobody / anyone

Incorrect: At a party, I didn't meet anyone.

Correct: At a party, I never met anyone.

55. Power

Incorrect: She lives with her dad.

Correct: She lives with her dad.

56. It's coming / has arrived

Incorrect: I would have come if I had a car.

Correct: I would have come if I had a car.

57. Loan / Loan

Incorrect: I borrowed this book from the library.

Correct: I borrowed this book from the library.

58. Grade / year

Incorrect: I'm in third grade in college. My younger brother is in his third year of school.

Correct: I'm in my third year of college. My little brother is in third grade at school.

59. Abnormal plural

Incorrect: I saw two birds in the forest. My foxes are damaged.

Correct: I saw two deer in the forest. My feet hurt.

60. Confusion of words idiom

Incorrect: The manager told me to take mine and skip mine.

Correct: The manager told me to find out that I had crossed mine.

61. There was / after "after" and "desire"

Incorrect: If I were going to the movies… I wish I could see more of them.

Correct: If I were going to the movies… I wish I could see more of them.

62. Answering the general question in question

Incorrect: "We'll see you later!" "What?"

Correct: "We'll see you later!" "Okay, hello!"

63. Sexual confusion

Incorrect: My mom will be coming to America. You are excited.

Correct: Mom will be coming to America. You are excited.

64. See for yourself / see for yourself

Incorrect: Cook the dinner themselves.

Correct: Cook the dinner on their own.

65. Comfortable / convenient

Incorrect: Is that seat right for you? Is it comfortable for me to come to your apartment?

Correct: Is that seat comfortable for you? Is it easy for me to come to your apartment?

66. Expressing an apology

Incorrect: I'm sorry to her.

Correct: I apologize to her.

67. Look / see / watch the verbs

Incorrect: I'll see you. I'll watch a movie.

Correct: I will / will watch for you. I'll see / watch a movie.

68. The difference between want / hope / expectation

Incorrect: I want the store to have a funny video.

Correct: I hope / expect that the store has some funny videos.

69. Most / definitely

Incorrect: I felt really good.

Correct: I felt really happy.

70. "Played" as entertainment

Incorrect: (When it comes to adults, and if not in a game or game) I played with my friends on Friday night.

Correct: I'm hanging out / going out / having fun with my friends on a Friday night.

71. Marbles

Incorrect: It's hot right now.

Correct: It's hot now.

72. Most / all / some

Incorrect: Most Koreans love kimchi.

Correct: Most Korean people like kimchi or most Koreans I know as kimchi.

73. Are you? Can you? (Inquiring at this present time)

Incorrect: Do you like a glass of wine?

Correct: Would you like a glass of wine?

74. Missing Names

Incorrect: My cousin has four cats. Although I was not born, I still feel like a real American. I'm from Italy, but I've lived for 4 years. I tried eating American food at restaurants, but now I cook myself as much as possible.

Correct: My cousin cat has four cats. Even though I wasn't born here, I feel like a real American. I'm from Italy, but I've been living for 4 years. I tried eating American food at restaurants, but now I cook it myself as much as possible.

75. Abuse of majority

Incorrect: One day, I will find men to marry.

Correct: One day, I will find a man to marry.

76. All / more

Incorrect: I want to travel all over the world.

Correct: I want to travel the world (use both words together).

77. Poor use of terminology

Incorrect: His father paid for his flight to Canada. Eaten at expensive restaurants.

Correct: His father paid for his plane to Canada. He ate at expensive restaurants.

78. Personally - mine / alone

Incorrect: I got my job on my own.

Correct: I got a new job on my own / on my own.

79. From my point of view - From… / From my perspective…

Incorrect: In my opinion, the language learning program is really helpful.

Correct: In my opinion, a language learning program is really helpful or in my opinion, a grammar is really helpful.

80. Do

Incorrect: I need to make my bed. I need to do my make-up. Will you do me a favor?

Correct: I need to make my bed. I need to do my make-up. Can you do something nice for me?

81. I suggested / suggested that

Incorrect: I suggested them go swimming

Correct: I suggested they go swimming.

82. The / my / his

Incorrect: I'm going to the house (the house is yours). He drove the car (the car belongs to him).

Correct: I'm going to my house. He drove his car.

83. On / off

Incorrect: I was born in 1988.I am

 right: I was born in 1988.

84. Day / day answer to question

Incorrect: "What day were you born?" "1990"

Ready: "What day were you born?" "Dec. 27."

85. Then (reference to time) / of (reference to comparison)

Incorrect: I can talk much better before.

Correct: I can talk much better than before.

86. To / at

Incorrect: My flight departs at 5:00 p.m. It's 15 minutes from now.

Correct: My flight departs at 5:00 p.m. It's 15 minutes from now.

87. During

Incorrect: My sister studied within five hours. He studied soccer.

Correct: My sister studied for five hours. He learned during a football game.

88. Always go / go

Incorrect: I always go to school by bus.

Correct: I always go to school by bus.

89. It uses a thesaurus so the words are more formal and less relevant

Incorrect: I've been bullying / strengthening my home from work.

Correct: I was back from work from home.

90. Recently / recently

Incorrect: I've been sleeping lately. Well, I was going to the movies.

Correct: I always sleep late. Recently, I was going to the movies.

91. Who / who

Incorrect: Her boss gave her the money to do it. Who were they talking about? Please help anyone you need.

Correct: His boss gave him money. Who were they talking about? Please help anyone you need.

92. A strong case

Incorrect: I would like the gas price to be $ 40,00.

Correct: I'd like $ 40 for oil.

93. Creating symmetrical words for “ed” into two symmetrical words

Incorrect: I chang - ged my mind.

Correct: I changed my mind.

94. Having difficulty communicating with certain vowel vowels and vowel sounds (th, ch, j, ld, rd) and leaving conclusions altogether

Incorrect: I'd like to go to the bathroom (bathroom). It's a hard line (name) to say. The weather is very nice (cold). I see a ba (a bear).

Correct: bathroom, voice, cold, bear

95. Empty expressions

Incorrect: Can I have more (if I eat at someone's house and someone is not your closest friend)? Are you sure up or not very organized (to your boss). I have to go to the bathroom (I have to use the toilet).

Correct: Wait for a few minutes and say Yes, I really like… or Yes, please .If your boss says, Do you need help or maybe get organized this way ... Say, should I use the restroom or Where is the restroom?

96. To end sentences with the word "but"

Incorrect: I'd love to go, though.

Correct: I'd like to leave, but (complete the sentence or don't use a connecting word). I would like to go, but I can't.97. Accurate word choice

Incorrect: She was a bit bored in class (teacher or student?).

Correct: Mrs Jones (the teacher) was boring in class. I was bored with this subject (student).

98. Could be better than / Couldn't be better than that

Incorrect: It could be better than that (if it's so good)! It can't be better (if need be better)!

Correct: It couldn't be better than that (if it's so good)! It would be better than that (if there is a chance to improve)!

99. It uses two inefficiencies

Incorrect: I don't need to be upset. I don't want coffee.

Correct: I don't need to be upset. I don't want coffee.

100. Stumble in word choice

Incorrect: I'm all wet (hot). I can't read (which means you don't know how to read from the menu but can't see reading the menu).

Correct: I'm all tired. I don't see reading the menu.Whew! You have something. Write to me using the ideas below and share an example of a common mistake you have heard or one that you have overcome by learning English. I'm sure someone can benefit from what you have learned. Can you? Can you? I'd rather look that up.

6.12 Group Discussion

What is a Group Discussion?

A "group" is a group of people who communicate regularly and communicate regularly and work together to achieve a common set of goals. A "conversation" is a process in which two or more people exchange information or ideas at face value to achieve a purpose. The goal, or final product, is probably increased information, an agreement that results in an action, a disagreement that leads to competition or resolution or perhaps a spiritual ruin or continuity of situation.
"Group chat", called GD, is a popular tactic used by many organizations (company, institution, business school, etc.) these days to see that a candidate has certain characteristics such as interpersonal skills, public confidence, team spirit, leadership skills , social behavior and problem-solving skills. GDs form an integral part of the shortlisting or recruitment process at a company or institution. How is GD driven?
In this method, there are usually 7-12 participants in the group. A group of nominees is given a topic or situation that can be real, abstract or grounded, and generally given time to think and write similar notes. After this, a group of students, and then are asked to discuss the topic among themselves for a period of between 10 to 10 minutes (which may vary from one organization to another). While the team discusses the issue related to the issue at hand, the Moderators / Panelists quietly keep each of the various parameters determined first. Panelists give each student points based on their performance and how they perform in a team.

Just like in football, where you play as a team, pass the ball to each team member and aim for the same goal, GD is also based on team performance, which involves the views of different team members to achieve a common goal. Therefore, group discussion refers to a communication environment that allows their participants to share their ideas and ideas with other participants. Formal exchange of information, views and opinions on a topic, issue, issue or situation between team members sharing the same goals.

Why "GD"?

In recent years, Group Discussion has become a popular way of testing voter-related skills. Competitors who are shortlisted on the basis of written tests are eligible for their discretionary information, e.g., strengths and information. However, since the emergence of the quotient of emotions, new tools like GD have been developed to measure social and social skills. Organizations make GDs to find out if they have the necessary qualities / skills to successfully contribute to the process of achieving a goal.

Why is GD important?

• It helps to check that the election is right for the organization.

• It is useful to check how a participant performs under different circumstances in the group.

• It helps to judge how a person understands and directs their ideas in a conversation.

• It helps in analyzing the electoral status of individual members by interacting with interpersonal skills, the ability to listen, humble and tolerate the views of others.

• Helps clarify candidate leadership and management skills, problem solving skills, creative thinking and knowledge on a variety of topics.

Since, team performance is an important element of business management and organizational performance, one's ability to perform well in GD is critical to a successful career. GD helps to achieve group goals and individual goals. The examiner may analyze both the personality traits and abilities of a group of students participating in G.D. An assessment of the extent to which a sample of the competence of each party has its potential can be an obvious employee.

What are the different types of Group Chat?

Most group discussions can be divided into 3 types:

A) Best group discussions, based on current issues or 'static' issues - for example, GD on the topic of recent demonetization of $ 500 and Rs 1000 would be the first, and GD's that India should adopt a democratic model of democracy a democracy may be the last, because it has no time limit.

B) Case-study, which presents the team with a complex business environment that requires decision making. Such cases tend to have multiple issues included in the given scenario, and both participants and the team are asked to analyze the situation, identify problems, and suggest a way out.

C) Abstract Group Discussions Abstract, so-called because it does not give us a clear outline of the topic, so there is no specific guide to take in the discussion. Instead, participants are asked to interpret the topic in their own ways and to demonstrate positive thinking by doing so. Articles like this can be called by a single word, such as 'Blue', or a short secret sentence, or photo.

Contrary to popular opinion, no form of GD is actually easier or harder than the other, as the quality of the reaction in either case depends largely on the individual's preparation and the way they usually think.

What is the assessment process in a group discussion?

Participant assessments occur with a broad range of perspectives: Individual attributes and team skills.

Individual features refer to skills that you can display inside or outside the group context. Includes the following:

A) Contents: What you say during a conversation is viewed from two perspectives - complementary and holistic. The participant may have said a lot to GD, but he or she may have deviated from the topic too much, where the content was considered inappropriate without further scrutiny. If the content is relevant to the topic, the panel assesses whether your content management is excessive or in depth, a distinction that we will discuss in more detail in the next few posts.

B) Analytical skills: The panel is confident about your facts, but also likes to see if you can explore anything 'why' and 'how' about a subject matter. This is put to the strongest test in the case study article.

C) Consultation Skills: The panel looks at how you support your position, and how you respond to others, how you can 'strengthen or weaken' the debate, how reasonable you are in your handling of the topic.

D) Organizational Skills: Can you have facts, supports, explanations, but are you able to present them in the right order to maximize the impact of your good content? The panel wants to explore this.

E) Communication Skills: You may be able to demonstrate all of the above-mentioned skills, but can you get your point across in a language that is simple (not simple) that they understand, with relevant images that they can understand?

F) Authorship: Are you able to bring to the table an idea of ​​a passage on a topic? Can you look at the problem differently from the other ten participants and suggest a solution? Can you translate a mysterious article in ways that others can? If yes, the panel considers you to be one of the rare personality symptoms.

You may have noticed that the above skills and characters can be used directly in the WAT answer test.

On the other hand, group skills referring to those skills can only be tested in a group setting. Includes the following:

A) Listening ability: The panel always checks whether everyone involved is listening. For me, many participants worry about speaking only, and feel that they have finished the task as soon as they have spoken, which is contrary to the spirit of conversation. There are many ways in which a panel can convey that a participant is a poor listener, such as not paying attention to a group, or a negative summary in the end. It is one of those rare skills, and it must be a potential manager.

B) Leadership quality: In highly charged conversations, one or two participants often play the anchor role, because they define the topic correctly, provide analysis of keywords of the topic, and try to bring the team together in pursuit of a common goal. Such people can demonstrate effective leadership, and gain additional points. However, one would add nothing more simply because someone spoke first to the group, or even cried a lot.

C) Body language: While evaluating body language, the panel primarily looks at eye movement and hand movements. The speaker should visualize the rest of the group as they speak, and the audience should take revenge. When this does not happen, you allow the panel to offer whatever they wish - from the mistrust of the GD to the apathy of the GD to the apathy of others. It all seriously damages the final score. Hand gestures in your speech what are the punctuation marks in your writing. When used wisely, they add beauty to your words; when they are used foolishly, they attract unnecessary attention and distract the listener from your words. I recommend that you simply 'release' your hands. Don't indulge in something as meaningless as playing with a pen, or scratching at a desk, or running with your hair (which is common among female participants). The body has its own intelligence. Just leave your hands alone and focus on the topic. The hands will start moving naturally. Please remember that body language cannot be exported. A competent observer will instantly recognize that deception. Just focus on the work that is done and the body will follow by listening. The panel may also consider modifying your voice. Tightness can reduce the impact of very powerful voices unless you are Tommy Lee Jones! Change the tone of your voice to emphasize where appropriate.

D) Group morality: This is usually tested by broader classifications - confident or aggressive. Avoid the past anywhere. Adoption is a good expression of the certainty of one’s thoughts, while anger is an expression of dominance by subtle threats. The assertion allows for a space of flexibility - which is a desired trait - while anger leads to an unrealistic view of reality. Please remember that B-schools are looking for sensitive people, not burners.

Now that you know how to get tested, focus on specific areas that you can improve during your GD training. Identify with the help of your trainer the strengths and weaknesses. Set clear goals, and don't lose sight of them during your practice.

Preparing the Recommended Background for Group Discussion

The most important element of human performance in GD is content. As current affairs often dominate GDs, an effort is needed to build a true bank of current assets. Review the timeline for important national and international issues and the developments that have followed. Follow at least 2 local, 2 national, 2 national newspapers and daily news channels. Focus on information. In newspapers, the first 4 pages, the finance page and the sports pages are widely available. You may or may not read edits (which gives you perspective, commentary and perspective), but you must read the news. Because you need facts to support your standing structures. Because if you don't have the facts, you only have ideas, which you can end up repeating throughout your contribution to GD.

Please keep in mind that GD is not a decolonization process, but only a single weighted selection process that contributes to the final results.

6.13 Expressing Opinions

These words are used to express, whether or not you think:

I think .........                                                         In my view ……………

I feel ………                                                         It seems to me that …………

I believe ……                                                       I figure that …………….

As I see it ……                                                     From my point of view……….

In my opinion …….                                             I’m of the opinion that ...

As far as I’m concerned…….                            If you ask me ...

My point of view is that ……...                          To be (quite) honest / (quite) honestly……

Agreeing with an Opinion:

My opinion on this is optimistic.

I agree with this idea.

I totally agree with this idea.

I slightly agree with this idea.

This view is absolutely correct.

This view is partially correct.

I couldn't agree more on this.

I think the idea is correct.

Disagreeing with an opinion:

I think this idea is impossible / impossible / bad.

I think this idea is possible, but ……

I think this idea cannot be implemented.

I disagree with this idea.

 I think it's a bad idea.

I'm not sure I agree with this idea.

The project is happening, but ……….

Asking People to Express Their Opinions:

Example Phrases (from formal to informal)

- I would like to know your thoughts on / what you think ...

- What is your opinion on/of/ about ...

- What do you think about it ...

Offering an Opinion:

As to how I am concerned ...

I am convinced that ...

I am pretty sure that ...

I strongly believe that ...

I suspect that ...

Disagreeing with an Opinion:

I don't think that ...

Don't think it would be better ...

I disagree ...

I’m afraid I disagree ...

I understand what you are saying, but don't think that...

The problem with your perception is that ...

Personality Point of View:

We use these words and phrases to express my own opinion:

To my own opinion ...                                             I would say that…

To my knowledge ...                                                I would suggest that…

I speak for myself ...                                               I would like to point out that…

In my opinion ...                                                       I believe that…

Personally, I think….                                                What I mean is…

General Point of View:

We Use the words and phrases to express the point of view most commonly thought of people:

It is thought that...

Some people say that ...

It is considered...

It is generally accepted that ...

Agreeing with an Opinion:

Use these words and phrases to agree on someone's point of view:

Ofcourse.                                                                    So do I.

You’re absolutely right.                                          I’d go along with that.

Yes, I agree.                                                                That’s true.

I think so too.                                                                Neither do I.

That's a good point.                                                  I agree with you entirely.

Exactly.                                                                       That's just what I was thinking.

I do not think so either.                                            I couldn't agree more.

Disagreeing with an Opinion:

We use these words and phrases to agree with another's point of view:

That is different.                                                             Yes, but you don't think that ...

I disagree with you.                                                        That's not the same thing.

However……..                                                                  I'm afraid I have to disagree.

That’s not entirely true.                                                  I'm not so sure of that.

On the contrary ...                                                          I must take issue with you on that.

I'm sorry to disagree with you, but ...                        It’s unjustifiable to say that….

Exercise Expressing Opinions:

Directions: Here is a list of controversial topics. Choose three topics that interest you and write three ideological statements that clearly state your view or position for each individual:
1. Women in the conflict Example: I do not approve of women being in the military.

2. The violence shown in movies Example: I think there should be less violence in movies.
3. Gun control legislation

4. Abortion rights

5. Bilingual education in our schools

6. Restrictions on smoking in public places

7. Treating adolescent criminals as adult offenders

8. Homosexual marriage

9. Censorship on the Internet

10. The right of hate groups to freedom of speech

For example:

Suppose you and a group of friends discuss the newest innovations of the 20th century.

“I think the computer was very inventive,” says one friend. There is no question about it.”

“I disagree! Did you forget that flights exist?”

The first responds, "In fact, today's aircraft could not operate without computers."

Being able to express your opinion in English is important whether you are speaking or writing. In today's edition we'll look at phrases that you can use to share your view.

Common phrases

Many phrases are ideal for everyday speech and certain types of writing, such as on blogs and people's websites. You have probably already seen or used some of these phrases:

• I think…

• I believe…

• I feel…

• In my opinion ... again

• I would say…

For example, suppose you have your own food website. Today she writes or talks about the world's best street food. You might say:

In my opinion, Bangkok has the best street food.

Increase power

But suppose you want to make a strong statement. You can do this by adding an extension or an adjective. For example:

• I really think…

• I strongly believe…

• I really feel… or

• In my honest opinion…

In addition, giving reasons for your opinion adds strength to the situation. Let's hear again the street food statement:

In my honesty, Bangkok has some of the best street food. I've never seen so many food options - and all I tried was delicious!

Formal phrases

Next, let’s look at a few of the most common phrases in formal contexts. For example, you can hear one of them at a business meeting or conference, or on the official page:

• In my view…

• In my opinion…

• In my opinion… or

• It seems to me that…

Here is an example:

In my opinion, cruise ships should be banned. They produce the biggest waste and use the best gasoline in the world.

Although phrases such as “In my view…” are usually more formal than “I think,” there is no rule as to when to use them. Usually, it is a matter of choice.

Asking for ideas

Suppose, then, that you expose yourself. But what about the viewpoint of others? Usually, when we express an opinion or proposal, it is a good idea to ask other people. Phrases like these help our desire to hear from others:

• What do you think…?

• What are your thoughts on…?

Are you alright…? and

What's your opinion…?

You can use these questions in a variety of situations. You can ask, for example:

What is your view of Fusbol Club Barcelona?

How do you feel about the new art director?

What are your thoughts on tonight's activities?

Agree and disagree

Finally, let’s talk about agreeing and disagreeing.

Confession is the easy part. To indicate agreement, you can use short and clear statements. Suppose a friend says, "I think summer is funnier than winter!" You can demonstrate your consent by providing one of the following answers:

•So do I.

• Me too.

• Certainly.

• I agree. either

• I couldn't agree more.

Note that "agree" is an English verb, so be careful not to say, "I agree" with the present verb.

You can also provide reasons for your agreement:

I totally agree! I would not have lived without beach days and outdoor celebrations.

But what if someone says something that you do not agree with?

With close friends or family, we can use informal, straightforward phrases to say we disagree. You can say something like this:

• I disagree!

• I disagree. either

Yes, but…

Here's how it sounds:

Yes, but winter has many fun things to do. You should dress warmly.

Sometimes, such as discussing serious topics, or in professional contexts, these sentences can be very insightful.

Suppose people at work or at school share ideas about politics or religion, or something equally interesting. In such cases, your language should be highly respected.

So, instead of saying "I totally disagree!" or "You're wrong!" you can say the following:

• I'm not sure I agree with you on…

I'm sorry but I disagree. either

• I'm afraid I disagree.

One common way to respectfully disagree is to tell someone that you respect their opinion before sharing yours. Try phrases like this:

• I see what you mean but…

• You have a point there but ... or

• I understand where you come from but…

Listen to the short exchange:

We pay top weather taxes and other expenses. Our business would save a lot of money by changing cities.

I can see what you have to say but, from my perspective, now is not the right time to leave Los Angeles. The city offers so many incentives.

Exercise

Display Directions

Here is a list of controversial topics. Choose three topics that interest you and write three opinion statements that clearly state your opinion or position in each case:

6.14 Coherence and Fluency in Speech

Road speech

When you are able to speak well you can speak at normal speed, pause occasionally to emphasize and adjust.

Some students find themselves talking too fast or repeating words and phrases, which is something you should avoid doing.

You should aim to practice speaking in English as often as possible and for those who already live in the UK (or another English-speaking country) take the opportunity to talk to your friends or colleagues. You can ask them to ask you questions to help you practice and they can give you an answer!

Speaking in faith

When answering questions, you need to organize the information logically, starting with the beginning, explaining / explaining and concluding.

For example,

I read a good book the other day about a woman getting on the same train every day. First the woman is dismissed from her job, then takes the train home. In fact, it starts with him on the train and explains that he was fired. There are gaps in his memory. He likes to look at the house when the train passes by and the woman who lives there. He can't remember things. He drinks a lot. A friend of mine told me to read the book. The book was immediately followed and fascinating. I enjoyed it. I read it on a plane last month when I went on vacation.

I read a really good book on my vacation last month after a friend recommended me. It was a morning, with a woman who had an abusive relationship and had a drinking problem, who had been fired from her job. He rides the tube every day pretending to go to work and is impressed by the house he sees. You are jealous of the woman who lives there and the story becomes there. After that, you get involved with the story of a woman that puts spaces in her memory and begins to see how her life is connected. The book was immediately followed and fascinating!

Using the benefits of communication:

Your ideas should be in logical order but connected with compatible devices.

For example, if you were telling a story about your educational background it might look like -

I started school when I was 5 years old. I went to primary school at the age of 12. I left school at the age of 18. I went to university for three years. I have graduated with honors. I had some training. I work in my chosen field.

Introducing the devices in unison will make it sound natural and explain the order of events in a logical way >>

First, I started school at the age of 5, then I went to primary school at the age of 12. However, I left school at the age of 18. After that I went to university for three years, where I earned a honors degree. In addition, I received additional training. Now, I am finally working in my chosen field.

Check out the interactive devices below, the words and phrases here will help you organize your ideas:

Cohesive Devices:

ADDING

 and

as well as

moreover

furthermore

in addition

too

on top of that

another point is

QUALIFYING

But

however

although

unless

except

apart from

 as long as

if

SEQUENCING

first. firstly, first of all

second, secondly

third

next

meanwhile

now

subsequently

COMPARING

Similarly

Likewise

as with

like

equally

in the same way

ILLUSTRATING

for example

for instance

such as

 in the case of

as shown by

 illustrated by

 take

CONTRASTING

whereas

alternatively

unlike

on the one hand

on the other hand

conversely

nevertheless

however
 

References:

1. R.P. Bhatnagar and Rajul Bhargava; English for competitive Examinations, Revised Edition.

2. Dr. Evangelin Arulselvi, Teaching of Special English, 2009.

3. Krishna Mohan and Meera Banerji, Developing communication Skills, 1990.

Unit - 6

Oral Communication

6.1 Listening Comprehension

What goes wrong when we ask 'Do you speak that language?' That is why listening, or oral perception, is classified as one of the branches of a tree. Language teachers often find it difficult to develop their listening skills, especially in the 'Foreign Languages' environment as students are not exposed to a language outside the classroom. We look at this topic in this section of the website.

What role does listening comprehension play in communication?

Listening to understanding is the first basic step of communication. The more a student understands what is being said, the better will be their ability to communicate. In addition, they will be better able to identify target language features that will help improve their language development in all four areas of competence.

Students can feel a great sense of pride when they are able to understand something in a target language. This can be a great motivation for continuing to learn the language, and teachers should do everything possible to promote this sense of accomplishment. As a result, teachers need to create learning activities that will enhance students' oral understanding (listening skills) and motivate them, too.

The work of Nunan and Lamb (1996) is of great help in this area. They set out a series of questions that teachers need to do in preparation for listening activities:

•         What is the context of obedience?

•         Should one or two items from the listening activities be designed for the whole class so that the learners know what to do?

•         How often should the object be listened to?

•         How will students assess the accuracy of their listening? (i.e., student responses?)

•         Is it possible to assess the accuracy of listening to be done independently or collectively?

What are some tips to help teachers develop students listening skills?

An effective teacher knows that students do not always have the ability to develop oral comprehension skills on their own; without additional support for listening, on its own, it is not enough to develop better listening skills. Here are a number of things a teacher can use to facilitate the development of listening skills.

• Encourage active listening:

Giving students something to listen to ensure they are actively engaged in the work. Exercise sheets are another tool that promotes active listening;

• Identify listening strategies:

Provide students with tools to guide their listening; for example, looking for specific information, identifying words or phrases that can be guessed, or discussing what they expect from certain types of speech; for example, newspapers or ads.;

• selecting the most appropriate presentation strategy:

for example, using top-down (general understanding, summarizing) or flattening (indicating words, specific order forms);

• Allow students to hear as much of the target language as possible using a variety of teaching methods:

for example, sometimes using visual cues, sometimes not;

• Use facts:

For example, a speech or radio announcement in a target language, to help students become familiar with different accents and speech speed;

• Make sure the learners are familiar with the goals of the listening activity:

Is the goal to understand what is being said, to decide whether they will continue to listen or to get more information?

• Provide opportunities for reflection and discussion so that learners can share what they heard, read and used to better understand what was said;

• Organize listening activities, such as providing students with appropriate vocabulary, reading related text, looking at a related picture or clarifying required cultural details etc;

• Be sure to check the level of the listening task ahead of time to make sure it is level for the learners.

What are some examples of listening activities to use in the SL classroom?
Here are some listening activities to use with students; they range from semi-guided tasks to unstructured tasks.

Semi-Guided Tasks (teacher can pose questions)

Unstructured Tasks:

Explain one of the following and record it on cassette, computer program, etc. (students may be allowed to make brief notes for preparation)

There are many benefits to this work. The recording allows participants to hear themselves speak in a target language, which can be very helpful for shy students. Students view this as an easier way to do their homework than a written assignment that will encourage a student to complete a task.

Pre-Listening and While-Listening Activities

It is often said that spoken and written language are different. Other reasons for this include, the following: spoken language is often used to communicate with people rather than merely presenting information; It occurs in a setting that provides visual and verbal modes that aid comprehension; and, we usually listen with a specific purpose in mind, looking at what we hear to meet that purpose. In addition, native speakers have endless vague ideas of how a conversation should proceed, and interpret the conversation on the basis of their contextual knowledge of the speaker and the situation. All of these things require good listening skills. The teacher can help their students develop their listening skills by performing pre-listening and listening activities.

For example:

Ask class questions about the topic, but DON'T guess the answers. Then read a paragraph related to the same topic. Ask them the same questions again. After that, start the discussion on the effectiveness of the pre-listening questions: did they help the listener focus faster? Why or why not? Option Listing

Selective Listening:

Selected listening skills can be enhanced by giving students things to listen to. The aim would be to increase students' awareness of what they like and understand without the need for metallic input. The ideal task would be for students to listen to any number of the following oral tasks, and to respond to a series of prepared questions. Students may need to do some of these listening activities before the class.

Other Listening Activities:

a. True-False:

Each student has a card - on one side of the card the word 'yes' is written, flip side of 'no' (in target language, of course); students raise the correct card to answer the teacher's questions. This activity can also be done using gestures instead: thumbs up or down, or using the left or right hand to indicate yes or no.

b. Noise identification game:

Students make a concert or vowel, which is a series of single leaflets or a combination of letters at the end of each paper. The teacher points to the picture of the word and the learners use the surname to show where the word starts.

c. Three card game:

Each student receives three cards with words or pictures written / drawn on them; for example, card # 1 could mean south, card # 2 would mean Friday, and # 3 could be Sports. The teacher asks questions orally and the learners raise the correct card when they answer. For example, the teacher says 'I want a card for the season name'.
 

6.2 Pronunciation, Intonation, Stress and Rhythm:

Introduction:
Learning English as a second language is very important to learn how to emphasize words, when we use rhythm in each sentence and how it will be used. These are parts of the pronunciation of the English language. Learning English doesn't read words and phrases. You need to learn how to avoid mother-tongue interference in order to improve speech around native speakers. The role of the mother tongue has an impact on language acquisition, rhythm, repression and psychological structure as they alter the same acquisition process. Therefore, it is necessary to learn the pressure, the rhythm and the sounds because they are components of pronunciation. What do these words mean?

Speech rhythm is one of the different parts of language. The English words spoken have a lot of letters. Some syllables are stressed weak and strong, others emphasized long and short. This is why the English language has its rhythm. It means the length of time between extreme pressure or annexation and it looks like a musical term in people's feelings. All languages ​​are said to have their own rhythm. A person who is sick or weak in the tongue may lose their language without interest or rhythmic sounds. It is easier for children than for adults to learn or acquire the rhythm of a language.

If students want to practice English rhythm, the first thing is to start counting from first to twentieth and then point your finger on the table as you count.
Examples:

Intonation:
The Intonation is a kind of tone which means sound or whistle. When uttering such a sentence, a voice may increase the volume or tone of voice that makes the speech pleasant and the meaning clear. Introduction is a problem of learning English for a student who wants to master the language as a native speaker. The introduction is a musical language, and is probably the most important element of fluency. English has sounds to explain how speakers speak.

Consider the examples below.

The rise and fall of the voice occur in a sentence that we call intonation contour. The English language has captions to give a description of speech such as belief, any emotion, agreement and disagreement, question, statement.

Stress:
Stress is the force that is put into the word to make the meaning clear in many sentences, where you say some words with more energy and others with less energy. English has accents to emphasize keywords such as verbs, nouns, adjectives and adverbs we name content such as nouns: bag, sausage, verbs: travel, drive, beat, adverbs: well, fast, and adjectives: fat, big, small. And some words that we do not emphasize are usernames: i, an, a, others, any, auxiliary verbs: am, was, can, can, should, should, adverbs: near, near, behind, etc., conjunctions: but, and, or, etc., pronouns: he, she, we, he, her, etc. There are eight following patterns of accent in English.

Single syllable- Stressed e.g.

Two Syllable - First Syllable Stressed e.g.

Two Syllable - Second Syllable Stresssed

Three Syllables - First Syllable Stressed

Three syllable – Second Syllable Stressed

Three syllable- Third Syllable Stressed

Four syllable -Second Syllable Stressed

Four syllable – Third Syllable Stressed

In English, stress is very important to pronounce words clearly in order to understand the dialogue. There are the following types of stress.

Emphatic Stress:

The emphasis that emphasizes the flow of tonic pressure from the final state of speech is to focus on the word content.

It was very exCIted. (unmarked)

It was a lot of fun. (emphasize / say firmly/ strongly)

I can't speak GREAT. (unchecked)

NEVER talk too much. (emphasize / say firmly)

Contrastive Stress:

This pattern is quite different from stress that is not limited to stress and discomfort. Speech has tonic pressure on any words. It is possible between content words and technical words to compare that world of speech.

Consider the following examples:

a)     Do you want this or THAT one?

b)    I want THAT one.

Some unfinished discussions are found in written documents researching contract involvement.

Consider the following sentences:

Tonic Stress:

Tonic pressure is a stronghold of stress. If the syllables have tonic pressure call us tonic sillies. The tonic emphasis occurs in the name of the content of the last position of the pronoun.

Consider listed under the tonic syllable.

The Depression of New Information:

This focus is on asking and answering a question in order to have the necessary knowledge and environment, it is emphasized.

a) What is your name? b) ABOUT JOHN.

a) Where do you come from? b) I'm from THAIland.

a) Where do you live? b) I live in CHIENGmai.

a) What are you doing? b) I am a DOCtor.

Time of Depression:

The English language has time to emphasize because the speakers try to make up the length of time to say something similar in stressed collections while other languages ​​are timed. The English language uses time to say the words depending on the number of words.

Cress Size:

There are two compression pressures. The first is primary pressure. It is very important for compound words and emphasizes the last syllabus. Other secondary pressure. It is not a weak sound and is not as important as the main pressure. It provides some of the stress relieving syxables in the name.

When a syllable in a word is stressed, it is called a schwa sound. Schwa's sound means that word synchronization is weak and unfounded.

The dictatorship of words:

There are two simple rules for word stress. One word has the same pressure. If it has two words, it must have two pressures. But there is a primary pressure and a second pressure on the name. The second pressure is less important than the primary pressure and having longer words.

Where can we add accent?

It is very difficult to put pressure on words. It depends on your experience in using words. When we learn English a new word, you have to learn from the dictionary. It will show how the spelling is and how the word is emphasized. You should learn the stress pattern and practice listening to native speakers and English songs. You must listen carefully to improve your presentation. If you found the word confused, you should repeat that name again.

Rhythm:
The movement of music and rhythm involved in speech is called vocal rhythm.

Communication is always rumored to be more effective in speech, because the tone relates to thoughts, feelings, or feelings between people who speak.

Types of composing:

The tone of the fall or the fall applies to the conviction of the content of the speech.
Examples:

Examples:
a) He is not there yet?

b) YES.

High pitch (rising tone) is used when the speaker asks for repetition or clarification, or to show disbelief. For example:

Fallout is a sign of dependency, continued financial volatility. It happens in the middle sentence non-final units.

Examples:

The English language translation is a music language. We use tone to express feelings or ask questions. In each conversation, it is important to remember the meaning of the tones. If the conversation is vague or incomprehensible, we use tones to look for discrepancies between the speaker and the listener. Gaining insight by pronouncing each word clearly however, if the introduction is out of the ordinary, the meaning you speak will not be clear. That would justify understanding.

The English language is important in the meaning of words, they emphasize the repression of words. English does not have the same sounds of sentences. One syllabus is very emphasized while the others are soft. The native speakers do not care for the weak syllables; on the other hand, they care about the meaning of the words included.

Stress and body language are disorders of the mother tongue. Language learners who need the sound of a target language should see the phonetic difference between the target language and the mother tongue. In contrast, the student will not remember the exact sounds of another language. Therefore, they try to keep their hearing to match the sounds of their mother tongue. That allows them to improve their performance around the traditional platform.

Conclusion:
In every language you are unique and have some aspects of it. To be fluent in a second language is required more than just vocabulary, grammar or structures. Information about the important differences between mother tongue and second language is also needed.

It is necessary to understand any language with an emphasis on health because languages ​​depend on the pressure, rhythm and sounds that are part of it. Therefore, it is especially important for students who intend to communicate in any language other than the native one. Thus, students who want to understand another language have the intention to tolerate, test, and obtain research based on the key elements of the target language.

6.3 Common everyday situations: Conversations and Dialogues

Communication is an important voice in many ways. It reduces pain and suffering, increases happiness, enjoyment and upliftment and improves the experience. Conversations as a tool and a vehicle for expressing ideas, feelings and experiences are very important. It's a great site and a blessing and is one of the most important ways of preserving and expanding knowledge. One can better reveal one's mind, intentions, ideas, purpose and personality through word of mouth or speech. The man is known by his words and expressions. Speech expresses the inner man’s personality, thoughts and feelings.

Conversation is also participation, cooperation and communication. These are the best ways to communicate with a talk and the oldest and richest. Our oldest and most important religious and spiritual activities have been through oral communication, discussions and discussions. The promotion of information is vital to success, social interaction, business, learning and education. In a broad and general sense the discussion is very comprehensive and includes speech, talk and public discourse. In conversation a talk is put on three-to-three people but in an interview or lecture it reaches a lot of people who make up a large audience.

In addition, talking is more or less an option. While conversation is about intimacy, education, equal participation, warmth, respect, etc. Good and pleasant conversation is an art in which the heart and mind are completely involved. It is respectful, fun, smart, endearing and intimate. Conversational art is crucial to influencing people to make friends, increase following and achieve success. It can be cultivated and developed. It is a great way to be caught by training, practice, patience and persistence.

The Four Types of Conversations: Debate, Dialogue, Discourse, and Diatribe:
When you talk to someone, it helps to know what kind of conversation you are having. You can do that depending on the direction of the communication (a one-way street or two) tone / purpose (competition or collaboration).

When you talk to one, you talk to somebody, rather than to somebody. When in a two-way conversation, participants listen and speak. In a competitive discussion, people are more concerned about their opinion, and in collaborative discussions participants are more inclined to view everyone involved.

Based on understanding and voice, I have organized the discussion into four types: debate, dialogue, speech and diatribe.

To highlight the differences between these types of conversations, let's use politics as an example:

Debate: two family members from opposite sides of the political spectrum argue for politics.

Dialogue: In the voting the two voters talk to each other about who they will vote for.

Discourse: a professor who gives lectures on international affairs.

Diatribe: An unassuming voter who goes public with the election results.
It is important to know what kind of conversation you are in, because that is what determines the purpose of the conversation. If you can see the purpose, you can better speak to the heart of that conversation. However, if you do not see the conversation clearly, you can fall into the traps of change.

5 Activities to Use in a Conversation Class:

Teaching a discussion section always sounds like a breeze. Why do you need to prepare for a discussion class? All you have to do is talk, right? Sure, but it's not as easy as it sounds. You might be able to complete the first few classes with random banter about family and the weather, but where do you go from here? To teach an effective discussion class you must do a little planning. That is why we have put together this list of fun and informative activities for the discussion class.

Have a Debate:

Conversations are about talking. It's about making positive points in a conversation. Teach your students how to do this in class debate. Choose a suitable topic and topic and divide the class into "sides". If you teach a single class of discussion, allow your student to choose his or her position and you can argue on the opposing side. Give your students time to prepare their opening arguments. After introducing and listening to the opposition, each side should give an answer.

Telephone Calls:

Telephone conversations can be more difficult than in-person conversations. On the phone, you can't read the person's body language or collect many leads in this situation. Instead, you should only rely on the spoken word. Get your students to practice “talking on the phone” by placing chairs in the back or by observing two learners' eyes. Teach them how to answer the phone, what to say during a conversation and how to end the call. You can hide it from another student and select another student to start speaking. A blinded student should guess who is "firing".

Celebrity Interviews:

Students of all ages love to “practice faith”. Help your learners expand their discussion skills by interviewing them. Get your learners in pairs. One student should be a reporter and the other should be an interviewer. After the first interview is done, allow your students to switch roles.

Favourite Scenes:

Tell your learners to form groups. Each group should select a scene from one of their favorite movies. Each team member should say who the other character is in the film. Now, the students have to re-rate the event, wrapping up the discussion. After the practice cycle, students can make a class for me.

Situational Learning:

Conversations take place anywhere and everywhere; your students should be prepared to speak in many situations. Help your students by giving them new experiences. Create a new environment for your classroom. For example, Transform your class into an airport. Assign one student to work at the check-in counter, one to the immigration officer and the other to the traveler. Now, get your students to have a proper discussion about their situation. If you teach a discussion class, you can be a ticket taker and your student can be a traveler. After that, you can switch roles. You can create instances like: "bank", "school", "shopping", "day", and many more.

These are some of the fun activities to do with your discussion section. Almost all of these activities can be organized by either a whole class or a one-on-one session. When teaching a discussion class to your language students, you simply have to remember to participate and it is appropriate. While discussion classes do not take that arrangement, it is still a good idea to get to your classroom with an idea or two in mind.

For example 1:

Conversations about 2 people meeting and starting a conversation
Michael: That test was long! Four hours! I really don't understand why we should take this test. Are our grade point averages (GPAs) grade not good enough for college?
Charlotte: That test seemed a long way off, didn't it? But since the curriculum of one high school is slightly different from another high school, the SAT exam allows colleges to consider each student equally. Although one student may have taken different classes from another student, all high school students take the same SAT exam.
Michael: I think that's reasonable. Either way, I really hope I don't have to test that again!

Charlotte: It's the same here. Well, we'll just have to wait and see. Schools will be out in a few weeks. Anyway, have you received your letters of recommendation?

Michael: I've already asked Mrs. Smith, and I'm thinking about asking Mr. Johnson. I loved both of their classes and I think they know me better than my other teachers, so hopefully the letters will be well written. What about you?

Charlotte: I asked Mrs. Smith to write me a letter. You know Mr. Lawson? I would like to receive a letter of recommendation from him. I hope he remembers me as I haven't had a study with him since last year. I'm not sure who else I asked.

Michael: At least, we each have at least one book. Mrs. Smith is the best, isn't she? I wish I had another class with her, but this is our last polygamy, and after that we graduated!

Charlotte: I agree. Mrs Smith really enjoys teaching, and that helps her students enjoy learning.

Michael: What colleges are you thinking of applying to? Have you visited other campuses?

Charlotte: I'm still wondering if I should stay close to home or go to adult school. I touched the Stanford campus and the people there were very kind. I visited Notre Dame, the University of Indiana. What about you? Have you learned any other campuses?

Michael: I want to live closer to home so I hope to attend California State University or the University of California.

Charlotte: Which one? There are probably one or the other in major cities.

Michael: Probably UCLA, University of California, Los Angeles or CSULB, California State University, Long Beach. But I'm not too worried about getting into college right now. I'm really worried about this SAT exam right now!

Charlotte: I understand how you feel. However, we will still consider what should be done next. It will be worse if we fall behind and can't make it to college next fall. Have you decided what you should read? I tend to think in English myself.

Michael: English is definitely possible. I was thinking of becoming an English teacher like Mrs. Smith. But I was also looking forward to Biological Science.

Charlotte: Why not? Science and Biological Science are two different fields of study. What can you do with a degree in Biological Science?

Michael: I also wonder if I should follow the drug. It may not be too early to decide, but if I want to become a doctor, the classes I will take as a student of Biological Science can fill many medical school needs. But like I said, it's still too early to find out what it is now. I just hope I get into college!

Charlotte: I don't think you have to worry about getting into college. Anyway, let's keep trying our best!

For example 2:

A dialogue between the new comers on the college campus

Sujon: Hi, I think you're a new partner.

Salim: You're right. I am Salim. Please, your name?

Sujon: I'm Sujon. I'm a new character too.

Salim: Nice to meet you. How are you?

Sujon: Am I alive?

Salim: I'm fine too. May I talk to you about our news?

Sujon: Absolutely! Why not?

Salima: Why did they choose this college?

Sujon: You know, so far, the college of commerce is concerned that this college should be the best college in our country.

Salim: You're right. In addition, the college program of study is very close, I think.

Sujon: Exactly! I have chosen to get approved for this college for this reason only.

Salima: All right. Do I know why you chose commerce instead of science?

Sujon: My plan for the future is to study for an MBA. And what about you?

Salim: Good purpose in life. Anyway, I want to study CA. Can you help me find a class process?

Sujon: Well, let's go there.

Salim: Thank you

6.4 Communication at workplace

Good communication is an important tool in achieving productivity and in maintaining strong working relationships at all levels of the organization. Employers who invest in the power and ability to establish clear lines of communication will build trust among employees, which will result in increased productivity, output and overall morale. In the meantime, well-connected employees and colleagues, managers and customers remain the assets of the organization and it is a skill that often separates people from their competitions when applying for jobs.

Poor communication at work will inevitably lead to uneducated employees who may begin to question their confidence in their skills and of course in the organization. The importance of strong communication runs within the business. Here are five reasons to pay attention:

How can we improve communication in our organization?

Ways to Create Effective Communication in the Workplace:

It's easy to communicate your interest and how you feel in your group through open meetings. In this kind of forum, they will not only hear what you have to say, they will see and hear. This approach remains one of the best ways to communicate effectively with a team.

Experts have been able to prove that some people understand better when you take them aside and talk to them in person. Make sure you are eye-catching with them for the message.

To effectively communicate with your team, you need to create a welcoming atmosphere. Avoid harsh situations at all costs because when you talk too much, the message you are trying to share may be misunderstood or stored.

Your training should be related to communicating specific information to your team members. Most employees take the training seriously, especially when it is part of their recommendation.

Make sure that you show confidence and that you are confident that you will not be taken lightly. When your team members become aware of any uncertainty and lack of seriousness in your communication, they may treat the information with disdain or disrespect it.

The fact is that everyone cannot be on the same page when it comes to vocabulary. Therefore, to be more effective in communicating with your team members, use words that can be easily understood. When strange words are used, you may be misunderstood and / or spend valuable time explaining them.

Put visuals in useful places around your team's workspace. Not only should they hear the message, they should also see it. This provides an opportunity for a better understanding.

Communication is meant to be a two-way street. Don’t just talk because you are a leader without listening to anyone else. Encourage them to be open so you can be guided in future conversations. You have two ears and one mouth - so you have to listen more than talk.

Your body language will convey your message faster and better. Make good use of body language when communicating with your team. Stand / sit up straight, use smiles, handshakes and eye contact.

Someone once said, "Tell me what you want me to do and not forget, but do it in front of me and I will never forget." Creating your message is a powerful way to communicate with your team. Let them see you do what you want them to do, and watch their excuses disappear.

One word can mean something different when it means in a different voice. Make sure you use the appropriate tone of voice to send your message to your team so that you don't misunderstand and discourage or discourage members or make them completely shut out of fear.

If you want your team members to take you seriously, never sound like a broken record and don't beat a dead horse. Tell your team members what you want them to know or do and ask them if they are clear about this. If they are not, then you will only repeat what you have said.

Some people easily handle messages when pictures and sounds are involved. Using presentations such as Microsoft PowerPoint to communicate with your team will give them the opportunity to go back to them if they are not clear about certain things.

Using friendly jokes when interacting with your team members will help convey your message in a more relaxed way. This form of communication has proven to be the most effective way of throwing the tension. When the atmosphere is warm and fuzzy, humour is a trick. If you have to use humour, please don't use it. Remember, you're not a stand-up comedian.

Communication is a skill that everyone should learn, especially if you want to lead any group of people. Being clear when interacting with your team members makes it easy for them to understand your message.

Your team members should be able to hear you well. When you do communicate with them, try to be as specific as possible and tactful. When you mute words or speak too fast, you can swear they are clear on the subject. But the truth is, they may not. It shows your lack of confidence.

Don't talk and go. Provide feedback space so you can measure the effectiveness of your communication style. It will also give you the right to know if your message is well understood.

Remember that the point of working as a team is to share ideas and grow the product. When effective communication at work is disrupted, it can disrupt all effort.

You have to work hard on these communication strategies and build some basic rules to keep everyone up to date, which helps to avoid confusion and to ensure project completion easily.

6.5 Interviews:

Importance of communication skills in an interview:

Your communication skills play a huge role in interviewing for a job post. In fact, your communication goes a long way in increasing your stated credibility in your resume. Based on recent job profiles it can safely be said that commercial enterprises around the world, regardless of their size, reach the same quality for existing employees and that is "good communication skills". It is clear that you must understand all your important degrees and good communication qualities while interviewing. Global economic distribution is the main reason why it is so important to be connected. Different IT companies, ITES companies, Union Public Service Commission, State Public Service Commission etc.

Why does communication play a big role during interviews?

a) The modern era of globalization has led to clashes between multinational companies. This requires the existence of common communication skills among employees.

b) Communication is also important when it comes to team dynamics. Lucid communication and timely workload within the team ensures better execution.

c) Communication is key to establishing relationships between colleagues and different groups.

d) Good communication saves time and energy - the absolute need for industries operating under tight limits.

e) Effective communication ensures better performance of tasks.

f) You can turn an exciting work environment into something more interesting by simply inspiring your colleagues with your active communication skills.

g) Exciting and balanced communication skills can help you leave a positive impression on the interviewer.

How should you communicate during an interview?

Since your communication skills play a huge role in building your position in the company it is wise to keep a few things in mind while speaking during your interview.

a) Don't panic: Just go from the beginning of the interview. Don't panic and be yourself. Back up your good communication skills with particularly impressive ideas when asked about your career goals.

b) Organize Your Order: It is best to organize your points in an orderly manner. It will help you deliver better and stay focused.

c) Prioritize good views: It doesn't sound bad while doing interviews. Take out good spirits and create a bright and clean environment.

d) Be professional: Be brave but don't forget that you are on the test. Be professional and never exceed the decorative boundaries.

e) Proper body language: Develop your communication skills in the right body language. A smile, a way of talking, arguing and prioritizing your ideas are important for your communication skills.

f) See if it is possible to look at the directions of different communication styles such as the Birkman Way or the Myers-Briggs method before the discussion.

g) From verbal communication to paying close attention to your written communication skills. Make sure that when you are asked to write an official email or document in an interview you are not going against the terms.

Verbal Communication in an Interview:

Formal verbal communication is the use of verbal skills that help to present the best features in the context of the work you work for. When combined with good non-wrinkle communication, such as smiles, direct standing and a firm handshake, the job seeker can leave a positive impression on the hiring managers who interviewed. In this article, we provide examples of verbal communication skills that show you the best ways to practice interviewing.

Types of verbal communication for interviews:

The way you talk to the person you interview will also set the tone of how you are thought of throughout the interview, and if you get a position, during your career at the company. Here are some of the communication tools that can help voters make a positive impression during a job interview:

Using appropriate pitch and volume:

Voice tone and volume can help create a good first impression. Keep the volume medium, not high enough to be seen as annoying or puffy and not soft enough to be considered embarrassing. An accented volume with a medium volume will show an understanding of the situation and beauty and will indicate that you are comfortable in your surroundings while respecting the size of the situation.

Active listening skills:

In order to communicate well, first of all it is important to listen well. Make sure you pay close attention to the words of the test and stay focused on their words rather than going to the room or sounds from outside. You can indicate that you're listening by memorizing, smiling or using words and phrases such as, "I see," or "It's interesting," or "I'll never forget that point." You can write down any interesting points you may want to refer to later.

Responsiveness:
The fun conversation will go back and forth between interviews and questions. When your interviewer makes a suggestion. that indicates that they may want you to interrupt, even if the sentence was not written as a question. If the speaker pauses for a moment, then pick up your reference and pick up the conversation thread. Here is an example:

Hiring Manager: "Your last work experience seems to be an unusual choice for you."

Candidate: “Yes, for the first time I worked for a museum or major research center such as the Brampton Aquarium & Research Center. As you can see since my reboot, my previous work experience has always been with pet stores, but I've always enjoyed the educational aspect of my work and I think I will find much more in the museum. While I really enjoyed my time cleaning the tanks, I missed working with the customers - especially the kids looking to buy their first pet! I learned a lot about aquatic health care at the research center, and now I'm happy to pass on that information to my clients at Fish Stores.”

To be clear and concise:

Keep your answers up to date. Be clear and direct your questions and answers, or be asked a question that fosters a deeper response. The purpose of expressing yourself in the fewest words you can reach. For example:

Hiring Manager: “Looks like you have been on the job for a 4-month supervisor. This is a relatively short period of time, especially when compared to all your other activities. Would you please tell me what happened here?”

Candidate: I took this job while looking for teaching assistant positions after moving to Miami. Suddenly it opened at a kindergarten close to home. My boss at the playground understood, and I would fill in on weekends and evenings until he could find my place.”

To be honest:

Be honest in your strengths and weaknesses, but talk about how you try to improve. This strategy can provide a clearer understanding of what you know and what you may need additional training in when you are hired.

Hiring manager: "I see that you've been working for a sales base before, but this job we are negotiating has a backdrop. You will not be without customers, you will be using shares and bringing size to the sales team. Are you alive?"

Candidate: “I really enjoy the customer service back and forth and their contribution to finding the right footwear. I would love to do that again. But I also love shoes, and I don't want to spend my time surrounded by them in the back room. I have always hoped to work for this company, and if I have to start in stock, I will do my best there.”

Using humor:

Humor serves many purposes, such as putting people at ease, reducing tension, allowing people to make connections and making people happy. And it also acts as a bridge in allowing one to go through things that are designed to grow you better so that you can know better. Using light jokes during interviews can be a useful way to communicate verbally, but it should be done a little. The humor in the interview should relate to the issues at hand.

It is also wise to lead the hiring and leadership of the hiring manager when using humor. If they start joking with you, and you can follow with a simple heart sentence or two. However, if the interviewer suggests a more important approach, it is wise to follow through.

Being polite:

Good manners are always a policy of fair use. Use a greeting on arrival and departure and introduce yourself to everyone in the room if it's more than one conversation. Accept water or coffee when it is passed on to everyone, but refuse it when offered but no one else drinks anything. Apologize if you accidentally interrupt someone while you are talking and agree with others' statements. When you leave, make sure to thank everyone in the room for their time. Examples of sentences you can use include:

When you arrive:

“Good morning. Thank you so much for this opportunity.”

“Hello, I’m Ella McBride. It’s nice to meet you.”

During the interview:

“Pardon the interruption.”

“I’m sorry; please continue.”

After the interview:

“Thank you for this opportunity.”

“I appreciate your time.”

“I look forward to speaking with you again soon.”

Asking questions:

If you are given the opportunity to do so, ask your nutritionist questions. Doing this will not only help you gather more information about your potential employer, but it will also show your true interest. For example:

“I understand that your company is always involved in volunteers. What is your next volunteer job, and with whom?

“He previously spoke about the prospects of making the telecommunications giant a company. Is it something you plan to take out, or is it something I can add to this post?”

Nonverbal Communication at an Interview:

When I was in a job interview, you would think that if you had the best answers to the interview questions, you would get that job, but that is not the case. A big part of the success of your answers is mindless communication.

This includes your body language and what is known as paralanguage - the elements of your speech without words, such as your password, speech speed, pause and sigh, and facial expressions. Non-verbal communication includes your dress and grooming.

Non-verbal communication is important, or more important, than verbal communication. The interviewer will be watching your non-stop communication throughout the interview. If your non-intellectual communication skills are inaccessible, it doesn't matter how much you answer questions.

Nonverbal Communication During Interview:

•         Keep an eye on the interviewer for a few seconds at a time.

•         Smile and smile (at appropriate times) when the person speaking is talking, but do not pass them by. Do not laugh unless the person you interview first.

•         Respect and keep your tone in your speech. Don't cry too much or be too quiet.

•         Don't sleep.

•         Relax and lean slightly towards the interviewer to seem interested and engaged.

•         Don't lean back. You will look small and relax.

•         Keep your feet on the floor with your back facing the chair.

•         Pay close attention to the interviewer. Take notes if you are worried you will not remember something.

•         Listen.

•         Do not disturb.

•         Remain calm. Whether you had a bad experience in the first place or were fired, keep your feelings to yourself and not show anger or resentment.

•         Not sure what to do with your hands? Hold your pen and notebook or rest your arm on your chair or thigh, to make yourself look comfortable. Don't let your arms fly across the room as you make a point.

Nonverbal Communication at the End of the Interview:

Before leaving the interview, be sure to give your interviewer another impromptu and a solid smile. When you leave, I would like to say farewell to the receptionist or other person you spoke to during the interview.

Your verbal communication is important. Do not use slang. Speak clearly and clearly. Remember your habits and thank the interviewer for taking the time to meet you.

6.6 Formal Presentations

Get to know your audience:

We will consider an Engineer as a speaker, you will deliver official presentations to a wide variety of audiences with different levels of technical knowledge: graduate students, graduates, professors, university administrators, and managers and industry colleagues. Think about what your audience already knows about your topic. If you are not sure how to speak to your audience, imagine having a discussion about your topic with a member of the audience. You could hire different dictionaries and sentence structures to discuss your work with another engineering student rather than defining a marketing student, right? Ideally, you talk to audience members in the field of shared knowledge and lead them to more understanding.

And try to anticipate the feelings of your audience. You should organize your presentation in a different way to a friendly audience than you would a stranger or hostile. Typically, friendly listeners can agree to an instant mention of your main point, followed by supporting information. Doubtful audiences, however, respond positively to the production of shared anxiety, followed by a “delayed thesis,” or the main point (Ramage & Bean, 1995, 164).

Finally, make sure you know what your audience likes the presentations. Does your audience expect or need PowerPoint or other presentation software? Do your audience, like Edward Tufte (2010), despise PowerPoint? Would your audience like other presentation modes, such as showing slides as Web pages (Olivo, 2006)? These types of questions may be difficult to answer for someone with limited knowledge of referrals, but doing the initial research on your audience's expectations will make you a more successful broadcaster/ effective presenter.

Organizing the Presentation:

Most presentations have three different sections: Introduction, Two, and Conclusion.

Draft the Introduction:

Think of it as a journalist: the introduction should explain "in your research, who, when, when, and why. The Middle Ages will explain" how. " Your title slider will convey most of this information. foreign currency for your research, your slide title should identify the source of your support. In this section, see your Introduction as a bad draft.

Concentrate on the Middle and Conclusion:

Visualize yourself at the end of the presentation. What do you really want the audience to learn, or take away? Engineering experts recommend that you focus on 3-5 points per presentation (Doumont, 2009). But in a busy conference, most of us can remember exactly the main point of each speaker (Alley, 2003, 153.). Organize your points in order of importance. Make sure that all the information you put in the Middle on your presentation gives your most important point; many unnecessary details will reveal important details. Select the most convincing visual data to use as supporting evidence.

Organize your argument and support:

First, protect your computer (Grant, 2010). Instead write your points on note cards and arrange the cards, so that you can see the whole structure where you look and then make quick changes. When you start this project on presentation software, you run the risk of wasting time with the slide design details. This process will also help remove unnecessary information that does not support your main points. Pre-empting the notecard, you have written instead of deleting the slide took an hour to complete.
Repetition helps you emphasize important details. If you want the audience to remember the point, give it a go in advance, present the information as clearly as possible, and repeat your point in conclusion.

Finally, return to your introduction:

Review all of your draft content, including your title. Make sure that your introduction explains why your work is important - and why it should pay attention to you. Also explain the main context of your work (or "big picture") of a very small member with expert audience experience; that person may have the power or money to help you. If your presentation will last longer than 5 minutes, provide an overview slide to present the content. You can use the overview to define your rating: what to discuss and what not to do.

Designing the Slides:

As a graduate, you will usually use PowerPoint in your slide projects, but you should be aware of its limitations. Remember three principles:

Slides should support your message, not behave instead. If you look at the speeches on Ted.com you will notice that the focus is on the speaker, not the slides. Watch Dr. Kristina M. Johnson (Figure 2), an engineer and former Secretary of the Energy, discuss a clean 20-minute economy at the Institute of International and European Affairs. We don't need slides to understand what you're saying.

Visual presentations and written reports speak different languages. In other words, you can simply cut and paste words and images into your reports into slides. Think about how your audience is different from your reader, and how you can use visual presentation language to your advantage. Here, the authors demonstrate by looking at how decision-making factors (blue) match their specific intentions by building a production environment.

Keep the slides simple. When your material is more comprehensible, you should simplify the presentation to the reader. As Doumont puts it, "increase the signal-to-noise ratio" (2010). Neuroscientist Stephen Kosslyn observes that "audience members in general can only hold 'cultural units' (a word, phrase or image) at a time." (Grant, 2010). Pay attention to font size and images. Alley recommends keeping the font side below 18 points (2003, 116). What if you need to show good detail? Make a handout.

Three websites offer detailed tips on how to prepare engineering presentation slides:

Michael Alley's Writing Guidelines for Students of Engineering and Science at Penn State include links to pages that discuss examples of excellent slide projects and suggest another template for PowerPoint performance. Alley introduces the argument with the "Assertion-Evidence Structure", where the title of the article is "implied" and the body provides "evidence."

Jean-Luc Doumont's support website for his book Trees, maps, and books that offer perspective, direct advice on producing professional texts, oral presentations and illustrations. In his link, "Explore Articles," the "Practical Display Applications" section shows how to improve graphs, having practical examples before and after examples.

Melissa Marshall’s Being a successful presenter of engineering and science, and at Penn State, provides detailed guidelines on Structure, Speech, Delivery, and Visual Aids. Also, very useful for this site is its use of video examples, both TED talks and student presentations.

Practice delivery:

Public speakers, politicians, and professional actors get nervous before they get on stage, why shouldn't you? Ironically, a certain level of 'nervousness' works to your advantage because it keeps you alert and boosts your performance. However, learning to channel that energy takes time and practice. Delivery can make or break a presentation, so start planning it early. Prepare your delivery as follows:

Create note cards. Even if you are asked to “present the paper,” do not plan to read the paper aloud. Explain it on the cards, stating important points. Make sure you know the sources for all your information. When using presentation software, sources should be identified on the slide. Otherwise, strip the source to your note cards. You may be called to your sources for a question-and-answer session.

 Practice in front of friends - not just a mirror. It's amazing how quickly your brain will despise the 10 hours of homework you do when dealing with another human being. A real audience, no matter how small, will help give you a sense of "sensation" to experience and alert you to hats clearly or to create errors on your slides. Practice keeping eye contact as much as possible. Practice twice, and notice your progress. If you are spoken lightly, practice in a very large academic room. Ask your friend to sit in the back row to practice the voice sequence.

Visit the site/ location if possible. Introduced on campus, you should be able to visit the room ahead of time.

Note the size of the room and where you will stand. When presenting in the main lecture hall, check your slides so they can be seen from the back row. Check the projector and screen controls and schedule technical support if necessary.

 Remember Murphy's laws. Prepare your laptop to crash, the projector light to explode, so that your partner cannot be seen. If you are presenting outside the University, prepare a final program to bring your speech from memory, by handouts.

Anticipate questions and challenges. Be prepared to specify each major point. Prepare to support your sources, methods, and conclusions without coming up in defense. If you don't know the answer, say so.

6.7 Acquainting Students with IPA Symbols:

English Pronunciation: An Introduction to the IPA

The International Phonetic Alphabet (IPA) is a set of symbols that represent all sounds in a language.

English words are not always made exactly the way they look. The English word doesn't always tell you how to pronounce it. In some languages, you can learn the name and quickly figure out how to pronounce the word. You can't do that with so many English words.

However, if you know the names of the IPA that represent American pronunciation, you can look up any word in the dictionary and quickly know how to pronounce it. (There is a list of online dictionaries for English students at the end of this post.)

Vowels sounds:

Consonant Sounds:

Consonant Pairs:

The verbal position of each of the colors of the compositions below is the same, but one sound has not been added while the other sound is heard.

apathy = the only air coming out of your mouth

exposed = your vocal cords produce sound

More Consonant Sounds:

How to Learn IPA for English:

(Not a traditional English speaker? Check out "[Your native language] phonetic" on Wikipedia and use that.)

Let's start with the coupons. The following symbols are spelled out in the way you think you would expect based on what you are accustomed to in English:

/ b / / d / / f / g / / h / / k / / l / / m / / n / / p / / s / / t / / v / / w / / z /
If you are Scottish, you also need / x /, which is a raspy sound at the end of "loch": / lɔx /. I'm English, so I pronounce that word as "lock": / lɔk /.
English also uses:

IPA Vowel Chart:

It is tricky to elucidate the IPA of English vowels, because they're very different from dia to dialect. Now is a good time to introduce the IPA Vocabulary Chart:
See the "Vowels" table. If you cite an example, we should help you find your native English IPA vowels.

Pay close attention to what your tongue does to each vowel. It should be clear how the chart above works. The position of the vowels in the figure represents the position of the tongue inside the mouth.

For example, i / i / (the sound of “ee” on the sheet), your tongue is high and close to the teeth. For / ɑ / (the "a" sound in "cargo" or the way posh Brits like I say "bath"), your language is low and withdrawn. There is a reason why dentists don't tell you to say "ee!"

Each position on the chart has two symbols. The sign on the left is the "round" version of the vowel, and on the right is the "round" version. This means the shape of your lips.
Say / do / again: notice that your lips are spread wide with a smile. Now say / u / (the “oo” to “shuffle”): your tips are strictly adhered to as if they were included in a kiss. That is what “rotation” means.

You can't really pronounce verbal image concerts the same way you would with vowels. Instead, the concerts are divided into three parts:

For example, try to say / k /, / p /, and / t /. Did you notice the similarity in how you made each sound? They are called "stop concerts" "(also called" plosives"). To build them up, disconnect the airflow from your mouth, and suddenly release a small, subtle explosion.

These three sounds all have the same precision (plosive), but different location. / k / comes from behind your mouth, / p / comes from lips, and / t / comes tongue and upper gums.

In a concert chart, columns indicate the location and rows indicate the route. So / k /, / p / and / t / all are in separate columns, but in the same line.

Likewise in English "s", "sh", and "th" - in IPA, that / s /, / ʃ /, and / θ /. They are all fricatives. Simply stated, you are breathing in through a small gap in your mouth, making a horrible grunting sound. Once again, the difference is in the area of ​​emphasis only.

Some cells have two symptoms. / k /, / p /, / / ​​/ are all to the left of their cell. This means that they work with each other as "undesirable"; the right-hand sign is the "declared" version.

The difference between the "unwanted" and "vovo" connector is the difference between "t" and "d" (as in "tip" and "dip"), "s" and "z" (as in "sink" and "zinc"), "p" and "b" (as in "pat" and "bat"), or "k" and "g" (as in "kill" and " gill”). For each couple, the method and place of presentation are the same. The only difference is that your vocal cords are a long-standing ally between the "voice" version. Say each pair out loud, and you should see what I mean.

In some cases, the difference between the two chart positions is considered inevitable or insignificant. That is why some cells, such as those with / θ /, make more than one row or column.

Similarly, if the chart location is empty, it is because that combination of place and place is considered impossible.

Look at the chart of English concerts you know, and find out why they're there. Once you find this, it becomes easier to learn new consonant sounds.

/ q /:

Is unvoiced

Is it "stop", like / k / or / t /.

• Is "uvular", which means it comes from the back of the mouth, on the u! (Compare / k /, which is "velar", which means behind the roof of the mouth.)

Put these three together and it's easy to say / q /. It's like / k / but also far back in the mouth, too loud. (You can hear it where it is called “Qatar (قطر)”.

Other Elements of IPA:

The more you read IPA, the more you will see how deep the subject matter of photography is. You do not need everything unless you plan to study the language of education. But there are a few additional things that should be mentioned immediately:

Word Stress:

In IPA, the highlighted syllabus is indicated by / ˈ / written before synchronization. Therefore, the double words for <present> in English are / prɪˈzɛnt / (verb) and / ˈprɛzənt / (noun).
If the word has a second syllable highlighted, use / ˌ /. E.g. <extraential> is /ɛkˈstrɔrdəˌnɛri/.

Broad vs. Narrow Transcription:

Sometimes you will see an IPA written in square brackets rather than cracks. This is the difference between "small" and "wide" text.

Remember the two different "p" on the paper? In English, the difference between the two sounds doesn't matter. If you treat you badly, native speakers won't recognize you, and it won't change the meaning of the word.

In the "extensive" English text, it provides a general outline of pronunciation, using abbreviations. So <paper> will be / ˈpeɪpə /. In the text "small" gives details as much as possible, and uses square brackets: [ˈpʰeɪpə].

Technically, [pʰ] and [p] are separate phones (audio units). Whether they are different or different (units of sound transmission) depends on the language. In English, they are not different phones.

Exercise to Practice Your IPA Pronunciation:

Now that you've found this, can you read these examples of English words and phrases in IPA? (I used this site to find American quotations.)

6.8 Phonetics (basics)

Phonetics and Phonology:

Key concepts:

Introduction:
In this chapter we sketch the pronunciation system of English. We start with phonics, the process of explaining and recording the sounds of a language well. Phonetic provides an important way of opening our ears to parts of the language that we often understand by focusing on their written material rather than on their spoken forms. Phonology deals with the way languages ​​use sounds to distinguish words from one another.
Teachers should be knowledgeable with the phonetics and phonology of English because

(1) the sound system is important and the basis of the spelling system;

(2) they may be required to teach pronunciation of English to students who are not native English speakers;

(3) they may be required to teach poetry, which requires teaching of rhyme, rhyme, harmony, and other poetic tools of sound;

(4) it is important to understand the resources and differences of language and to respond appropriately to them and to teach appropriate language practices about them to students (see our chapters on Language and Society and the Use of Book II);

(5) we learn so much that we like to "hear" the sounds of our language in its spelling system, and phonetic / phonetic provides justification;

(6) the sounds and sounds of nature provide a clear and well-established understanding of the English sound patterns.

Articulatory Phonetics:

The sounds used have three principles in this section. First, we present the ways in which English sounds are made. Second, we developed a system for classifying speech sounds on the basis of how they are produced. At the same time, we are introducing an intimate alphabet developed by the International Phonetics Association (IPA), which will allow us to target sounds directly. When we want to show the letters to be translated as a phonetic symbol, we put them in square brackets, [], and if we want to show that the letters will be translated as letters from the normal spelling system, we put them in brackets, <>.

The phonetic alphabet uses many English letters, but their pronunciation is very limited and is not always what you would expect. In this system, there are no "silent" characters, and the whole tonic symbol represents the actual sound. All letters are always pronounced the same way no matter what they say, no letters have more than one pronunciation, and no sound is represented by more than one letter. To make fine distinctions, phoneticians add special symbols, called diacritics, to the basic letters. In some English sounds and in languages ​​other than English, English letters are formed. (You can visit the IPA website for a full list of symptoms.)
In the sections that follow, we explain the sounds represented by these symbols and how these sounds are made. As we continue with these sections, pay attention to how each sound is written in English, as well as spelling.

In order to produce speech, the air must flow through the lungs through the vocal cords, which include voice bars (commonly called vocal cords, though they are more like a band that floats than a cord), nose or spinal cord, and mouth or mouth. a hole. Vocal folds vibrate in some sounds but not in others. The air flows through the nostrils to detect some sounds but not others. But the primary originator of speech sounds is verbal. We will describe the roles that each of these components play in the following paragraphs.

Consonants:
Consonants include the sounds we represent as ordinary letters. All consonants are produced entirely or almost completely to stop the airstream from the lungs. When we almost completely disengage the air stream, we force it with such a low shut that the air at that time is chaotic and noisy.

We classify concerts according to the following characteristics:

(a) whether or not the vocal folds are vibrating (voicing);

(b) if the sound is made in a completely dry or semi-dry color (the manner f articulation);

(c) where a stop or unification structure is formed (its place of articulation);

(d) whether the air is flowing through the heart of the nose (nasality);

(e) whether or not the lips are followed (lip rounding).

Voicing:
Swimming As a warm-up workout, make the sound fffff, and keep up with the count of five. Now make a sounding vvvv, and keep it count for five. Now change the two: fffffvvvvfffffvvv. You may have noticed that vvv had a "buzz" that was not fffff. That “buzz” is caused by the vibration of your vocal cords - which you can look at by inserting your fingers into your throat or by covering your ears when exchanging fff and vvvv.

Now try the same exercise with the first sounds of the following words: thigh, yours; sip, zip. You should be able to hear the sound walls as you make each second.
The sounds produced by vibrating vibrating folders are said to be loud; those produced without voice cord vibration are speechless. The letters in [] are characteristic of the vowel sounds.

Voiced:
by [b]

my [m]

wet [w]

vie [v]

die [d]

zip [z]

lie [l]

rye [r]

beige [Z]

yet [j]

guide [g]

Voiceless:
pie [p]

fie [f]

tie [t]

sip [s]

bash [S]

kite [k]

Nasality:
Default Make a sound represented by the name Pam and continue with it for a few seconds. As you go along, squeeze your nose and notice what happens to the sound. It should stop immediately. This shows that the air was entering your nose as you produced this sound. Now try that little test with the pan and the intensity of the pain. You should find that the air flows through the nose in both cases as well. The sounds in which the air flows through the nostrils are called the nostrils. Air is allowed in the nose by lowering the velum, the soft palate behind the mouth.

English has three main sounds of the nose:

[m] Pam clammy mat

[n] pan clannish Nat

[N] pang clingy ---- 

Manner of Articulation:

Expression By definition we mean the type of closure or cohesion used to make a sound. We split English concerts into three ways of describing: stops (full stop of a calculator somewhere in the mouth bar between word and mouth limits, as in [p], [b], [m]), fricatives (an airstream builder in the mouthpiece that produces confusion and noise, as in [f], [v]); corresponding (full airstream configuration is immediately followed by constriction, as in [tS], [dZ]).

Stops:
[p] pad

[b] bad

[m] mat

[t] tad

[d] dad

[n] Nat

[k] cad

[g] gad

[N] tang

Fricatives
[f] fie

[v] vie

[s] Sue

[z] zoo

[h] How

Affricates:
[tS] chin

[dZ] gin.

Place of Articulation:

By Place of Articulation means the area of ​​the mouth where closure or cohesion occurs. English uses only seven descriptive fields, which we define and illustrate below.
Bilabial sounds are made by bringing the two lips together to form the airstream:
[p] pie cupping cup

[b] by clubbing cub

[m] my coming come

Labiodental sounds are made by bringing the upper teeth in contact with the lower lips and compressing air. between the two to form fricatives:

[f] feel raffle tough

[v] veal ravel dove

Interdental sounds are made by placing a piece of tongue between the upper teeth and the expression and forcing air to pass through.

Alveolar sounds are made by introducing the tongue and alveolar component (a bony rider just after the upper teeth) to create or stop or fricative:

[t] tub boat  

[s] sip fussy grace

[d] dub boding bode

[z] zip fuzzy graze

[r] rip terror tears

(Alveo-) palatal sounds made by introducing a line of, or near, alveo-palatal area of ​​the roof of the mouth to create fricatives and affricates:

[Z] genre rouge

[tS] chin catcher etch

[dZ] gin edger edge

Velar sounds formed by stopping the airstream by bringing the back of the tongue to contact the velum: [k] can backer tuck [g] good bagger tug

Glottal sound is made by cutting off enough voice folders to cause a break or close them to create a stop:

[h] hat cahoots

[?] butter (other types of English)

Approximants:
Approximants are the sounds made by reducing the line of the mouth but not enough to cause confusion in the airstream; the airstream is said to be smooth. The first sounds of rice and rye are imminent. The smallest point in the airstream is wider than the fricatives, but not as sharp as the vowels. The closer is the sonorant (resonant, i.e., higher in nature) than the consonants, but less the vowel. They are like consonants because they often occur before or after vowels. English has three types of approach.
Lateral approximants are made by touching the tongue to the alveolar trap while allowing air to pass through one or both sides, as in [l] —in need, beat, and callow.

Central approximants is done by mounting the sides of the tongue so that air flows through the center of the tongue, as in [r] —kilo, roll, and Rory. [r] is considered to be alveolar. Glides (semivowels) come in two types: palatal and labio-velar. Palatal glides are made by extending the tongue towards the deep palate, adjacent to which the vowel is made during the meal. The first sound of the yolk, and the vellallic glatal glide, represented in the word [j].  Labio-velar glides are made by bending the lips and at the same time lifting the back of the tongue to the velum, close to where the vowel sound of the ooze is made. Labio-velar glides thus have two specification areas - both have labial and velar. The first sound, wet, wall and wink are a labio-velar glide, represented phonetically as [w].

Later [l] let

Central [r] Rhett

Glides Labio-velar [w] wet

Palatal [j] yet

Articulatory descriptions:

The Articulatory description of any joint or adjacent area must specify (at least) its location and expression, whether expressed or voiceless, and whether it is nasal or oral.
For example, [m] is made on the lips by stopping the airstream, is voiced and is nasal.

Vowels:
Sounds that we usually represent as letters, <a, e, i, o, u>, as well as other sounds where ordinary letters have no distinctive features. Lines are separated by concerts in many ways. As we have seen, concerts are produced by making the airstream at various levels as it moves through the oral cavity. The curtains are made of a smooth, unadulterated sky through the mouthpiece. Differences in camera quality are produced by the different shapes of the mouth area.

The features of the prescribed stop signs are:

(a) the height of the tongue;

(b) part of the proposed language (front, center, or back);

(c) the suspension of the lips;

(d) differences in the tissues of the oral cavity.

Vocabulary specification should include all these features.

Tongue height:

Pronounce the words eat and at. Now pronounce the vowels in these two words. Note that as you go from food concrete to concrete, your mouth opens. If this doesn't seem to you playing with these two vowels, look them in the mirror as you produce them. Change the words, and give the vowels both.

If you are already familiar with the different stages of the opening of the two vowels, mention that they are eaten between meals or. Her vowel openings fall between meals and time, so there is a continuous increase in mouth opening as you move from one vowel to another. These degrees distinguish the high, middle, and low vowels.
 

Front and back vowels:

Now compare the vowel to the beat and the boot. Change words, and use only vowels. It will be more difficult in this regard to monitor your language activities as you go from one to the other, but try nonetheless.

You present [i] of beat with the front (blade) of your tongue raised to your center. If you hold your breath as you do that vowel, you will feel the cold air against your palate. As you move from [i] to [u], a vowel of boot, you will find yourself lifting the back of your tongue. (And you find yourself following your lips. The vowels in the background, like the preceding ones, go down, to the middle, to the bottom, respectively. You can check this out by saying the words coot, coat and coc, and just vowels them. As you produce this series of vowels you will find the openness of your mouth (guarding your lower jaw) as you move from one breast to the other.

Lip rounding:

As you compare [i] with [u] you have probably noticed that your lips changed in shape as you moved from the front to the left. Your lips were rounded while you were producing [u]. They were not rotated (scattered or neutral) as you produce [i]. As you went through the series of vowels in the background you may also have noticed that the rotation of the lips diminishes as you move up and down. In fact, the lips were not rounded during the pronunciation of [A]. In English, single-vowel vowels go back, or many languages, such as French and German, have rounded front vowels.

Intermediate vowels:

First, pronounce the words meat, mitt, mate, met, mat. Then just say their vowels:
me meat [i]

mitt [I]

mate may [e]

met [E].

The recently added vowels, [I] and [E], are the middle height between [i] and [e], and [e] respectively.

Notice how they are usually written. Now say the following words, paying attention to their vowels, and especially the movement of your tongue as you move from one vowel to the next: you ate, you gave, oat. The vowels consumed by [e] and in the oat are [o]. The upper vowel is indicated by the [V], called "wedge" or "caret." We hope that you have noticed that your language is moving backwards from [e] to [V], and that you are moving back as you move from [V] to [o]. [e] is the middle, lifts the front, and [o] is the center back. Since the [V] is between the two and is about the same height, it is the middle vowel.

We have added five middle vowels: [I] as in mitt, hide, rip; [E] as in bed, in bed, hot; [U] as in the hood, it is possible; [O] as in an ancestor; and [V] as in mutt. Of these, [I] and [E] are front and center, while [U] and [O] are back and round, and [V] is in the center and is not rounded.

These new vowels are different from those we introduced earlier in several ways:

1. By length: [i], [e], [u], [o], [O], and [A] are taller than I [I], [E], [{], [U], and [ V], where they appear in similar cases.

2. Instead of mouth: [i] and [e] are higher and farther apart than [I] and [E], respectively; [u] and [o] are higher and farther back than [U] and [O].

3. All vowels can be syllables (see below) that end in at least one consonant (closed syllables); [i], [e], [u], [o], [O], and [A] are possible as the last sound in the syllable (open syllables).

4. Muscle tension: [i], [e], [u], [o], [O], and [A] are produced by greater muscle tension in Expressulators than [I], [E], [{], [U], and [V] are present.
First of all the vowels are perplexed; the latter are sad. The larger differences in [i], [e], [u], [o], [O], and [A] may explain why they are longer and more distant, that is, closer to the oral border, than other vowels.

The thick and quiet vowel You may have noticed that all the words in the example we used to make the example the vowels we have separated contain one set. This is because vowels in many syllabic words may differ from those in monosyllables, and we wanted to compare vowels in the same cases.

Now separate the following vowels: the central front is - sounds in other American English (California, Midwest) stories, the vowels [O] and [A] are two such words that are wanted and used, held and shell, and the use and decay are mentioned in the same way, though the vowel used is not [O] or [A], but you're one of them.

Vowels in Multi-syllabic words:

Pronounce the words above, soda, sofa, comma, stadium, patina, photo, paying special attention to the vowels introduced by bold letters. Then say this vowel alone. This vowel is called schwa and it is written. Schwa is made almost in the same position, that is, the front has the back vowels and the longest. So, in the middle. Additionally, center, lax, and round. Sounds mostly about unadorned sillies, as in the words above. The vowels we produce when we cry out as we prepare to speak - uh. The tongue is said to be in its neutral position as we pronounce the vowel.

Diphthongs:
We they have come close to vowels as if they were expressed with a certain suspension of the tongue, lips, and mouth of the mouth, which are constantly carried on their pronunciation. Such vowels are called monophthongs; others, called diphthongs, involve changes in the oral cavity.

The vowel sounds with the word’s boy, by, and how they incorporate changes in the shape of the mouth as the vowel is produced. The boy's vowel begins at about the middle vowel [m] of the middle back and ends at about the middle vowel [s] of the skull [I] (or palatal glide [j]). The vowel that begins is almost always the lower back vowel [a] (the lower back vowel is more advanced than [A], but not as before [[. labio-velar glide [w]). [aw]).

The second set of English diphthongs is not clearly distinguished as the first, mainly because we often see them as simple vowels. However, in the correct (literal) phonetic text they should be given as diphthongs.

The inferior front vowel is diphthongized. If you pay close attention, you will notice that the vowel is actually called [eI]. Later vowels [o] are also doubled: if you pay close attention, you will notice that the boat's vowel is actually called [oU]. Thus, the double vowel is doubled by the insertion of the front vowel and the back vowel is interrupted by the insertion of the back vowel.

We can characterize this pattern as a rule: Medium and high vowels are eliminated by the addition of high vowels such as the first vowel in frontness or backness.
The repetition/ Diphthongization of these vowels is a feature of English rather than a universal feature of natural language. Other languages, especially Spanish and German, do not repeat themselves with their corresponding vowels. The tendency to repeat these vowels is one of the signs of the word "foreign" that betray English speakers when they first learn these languages.

Syllables and Feet:

It's much easier to count sillies than to give them a satisfactory explanation. If the whole class were to count the sillies in this passage, there would be great agreement about the number, but probably not about where each group starts and ends. The fact that syllabus writing systems have been developed before alphabetical systems shows that the syllables are units of languages. The fact that children seem to be able to associate symbols with sillies before they associate symbols with phonemes also shows the importance of the syllabus.

All syllables (symbolized as $) contain at least one nucleus (symbolized as N), which is a vowel generally. The nucleus may be preceded by a coda (denoted as O), which includes more or more ministers, followed by a coda (symbolized as C), and again in one or more combinations. The nucleus and coda together form a unit called rhythm (R).

The sonority rate of the syllable thus increases from the beginning (if any) to the peak of the nucleus and then falls again to the coda. In this case, the starter and coda are (almost) mirror images.

Parts of the syllables can be repeated with poetic results. Of these repetitions, the rhyme is very important: including the repetition of the song syllables, the frequency along the lines, as the rhyming words in the following stanza indicate:
(4) Piping down the valleys wild,

Piping songs of pleasant glee,

On a cloud I saw a child,

And he laughing said to me:

(William Blake, Introduction to Songs of Innocence)

The syllable beginnings, [w] wild, [tS] kids, [gl] glee, and [m]] to me are not part of Blake's magic.

Repetition, or initial sounds, as in the past, create unity. Repetition of nuclei, as Mikey likes it, or a pretty good egg creates an assonance.

In speech, syllables are grouped into rhythmic units called feet, and most important in scanning lines of poetry. Each foot contains at least one stressed syllable (its maximum strength) and one or two unstressed syllables.
The feet are separated from each other by the number of stressed syllables they contain and by the position of the stanza.

6.9 Sounds- Vowels and Consonants

Phonemes are written within slashes //, e.g., /t/. Significant variations are explained in the footnotes.

The Vowels of English:

All the time the vowels are followed by the colon / ː /. There are many differences between British and American English to do it with quality and length of vowels. The most important difference is explained in footnotes.

The Diphthongs of English:

The most significant differences between British and American English are explained in the footnotes.

The Triphthongs of English:

The most important difference between British and English Americans are described in footnotes.

e.g. 'Layer' / leɪɚ /,

'Fire' / faɪɚ /,

'Lawyer' / lɔɪɚ /,

'Drop' / loʊɚ /,

'Hour' / aʊɚ /.

6.10 Clearing Mother Tongue influence

Not that you can't come up with the issue of MTI and speak English well. There are many ways to deal with the problem. Here are a few ways to –

Correcting your Pronunciation:

The pronoun is the most important part of making your English fluent. You need to diligently learn how to pronounce English sounds to improve their English pronunciation. As you join a fluent English class, the instructor will guide you to adjust your oral movements to help pronounce English words. When the trainer trains the sound, the student will be sure to emphasize the particular sound. As the practice progresses, you will eventually adjust your pronunciation of English words.

Regular Speaking English words:

One of the best ways to work out your MTI problems is to keep using English words real tone. When listening to any word, pay close attention to how the word is said and in the word. In the first phase, this can be difficult, but as you continue to speak, you will continue to improve in your use of words. It is best to record the session and listen to what the coach is saying and how the words are used.

 Learn correct Intonation and English Rhythm–

You know you have a strong influence on the mother tongue, and if you talk about the wrong sounds and rhythm of English, one will have a hard time understanding it. Therefore, the best way is to adjust your awareness and rhythm. With the help of an English coach, you can fix your issues with regular practices. The key is to get the person to understand what you are saying.

Continue Reading:

Whether it's a novel, a newspaper or a journal, to get your MTI problem solved, the best thing is to keep reading, that too excessively. This will help you to find new words and use them correctly. The best thing is to record what you learn and get it to listen to your instructor who will guide you. If any adjustments are needed to spell your name or tone, the trainer will guide you.

Daily English Communication-

One of the best ways to make your English sound and MTI problem solved is to communicate in English every day. Talk to colleagues, friends and your English reading partner. Daily communication will help reduce the effect of MTI. In addition, it will help you to speak boldly in English.

Listen to and watch English songs and movies:

Movies and songs have a huge impact on us. So, if you watch or listen to movies or English songs, it can affect our communication because we try to imitate the language. So, one way to improve your English fluency and MTI problems is to keep listening to English songs and try singing them. So, watch some English movies so you know the words and the words. This will have a positive impact on your English proficiency.

Record your voice to say the words:

As you continue to practice, keep recording your listening calls. This will help you adjust and know how to improve. Make yourself listen to your trainer and friends who will review and give feedback. Take this feedback into games and improve on your mistakes.

How does it help the English-speaking class?

• Personal training:

One of the reasons for taking an English-speaking course is that instructors provide personalized training for students. Whether you take an online or offline English course, you get personalized training to make your English sound perfect and get rid of the MTI issue. The coach will listen closely to your words and adjust them so that they are pronounced correctly.

• Provide Learning Resources:

Trainers will assist you with learning materials including podcasts to learn how to pronounce words and eliminate the influence of mother tongue. Follow what you offer and do it the same. The ultimate goal of a trainer is to make your learning easier and faster.

Conclusion for How to remove mother tongue influence (MTI) while speaking in English?
If you thought your issue of mother tongue influence would be resolved overnight, you would be wrong. It requires good practice and patience. The more you practice, the better your English will become.

You should probably find many people who, while speaking in English, have had a great impact on their mother tongue. Native speakers often talk about MTI and influence English and find it difficult to win a degree. For many, this can be a major problem to communicate with nearby people. However, with the help of online English classes, native speakers can bring significant change to MTI and speak English fluently. Regular exercise, regular communication and the use of the right equipment help overcome the problem.

What is MTI?

Children's Language Power (MTI) is the impact of how your first language is spoken in a second language. When you speak a second language, you can see how effective your mother tongue is. So, if you talk to anyone who is a native of North Indian or South Indian, you will see how much their mother tongue influences them.

Why Did MTI Happen?

From birth to adulthood, we speak our mother tongue, which is always part of communication. The effect of MTI is when we are in our area. As we continue to speak our mother tongue daily, the pattern and tone become stronger in our brain. Each language has its own unique sounds, which last us a long time. If we continue to speak a second language from an early age, we will prove the fluency of bilingualism.
Our mind is trained to accept many things, so when you start speaking a second language by joining an English-speaking class, you will achieve a positive change. If you belong to a bilingual family, then you will never suffer from MTI problems. This effect gets worse as you get older and you find it difficult to speak English fluently.

Negative Effect of Mother Tongue Influence:

One of the worst things about MTI is that it kills your confidence in strong communication. When you speak in front of any good person, you end up feeling like that person is hearing your tone or voice is funny. Each language has different names, letters and characters. There are some sounds, which you get in Hindi in any language, but not in English.

Some of the reasons behind MTI:

The influence of the mother tongue is most likely due to the sounds of the native language and the substitution of the second language is difficult. Here are three main reasons behind MTI-

6.11 Clearing Redundancies and common errors related to Indianisms

India means a word or phrase that is characteristic of Indian English. Indiananism can also mean how the sentence is structured as if it were literally translated from Indian language to English. Some examples of common Indian mistakes include:

Examples of India vs Pure English:

Indiananism: Are you having a pen?

Correct English: Do you have a pen?

Indiananism: Let us discuss about politics

Correct English: Let us discuss politics

Indiananism: What is your good name?

Correct English: What is your name?

Indiananism: I myself will do it

Correct English: I will do it

Although these phrases are technically incorrect, they have become part of the Indian language that is known today.

1. "Only": Most of us have a tendency to end sentences with the word "only," for example, "I only took it there."

This is actually a grammatical error - direct translation from the same sentence structure in Indian languages, such as:

Hindi: “Maine wahi se le liya tha.”

Malayalam: “Njan avadenn thanne eduthu.”

Tamil: "Naan angendu thaan eduthen."

2. “Mention Not”: When someone thanks us, the correct way to say "don't say it." However, in the Indian-speaking regions of India, the phrase has become "meaningless."

This is because when someone says "you can say it" in Hindi, it is literally translated to say "you can say," as each language has its own unique word type while expressing the same emotions.

3. “I'll go and come”: When you tell someone a compliment, it's normal to say you will see them again.

In Tamil, you say “Naan poyittu varen,” which basically means the same thing, but literally translates to “I’ll go and come.”

Hindi speakers tend to say “I’ll come just now,” which is a direct translation of “Main abhi aata/aati hoon,” which is how the same sentiment is expressed in Hindi.

These quirks have become an accepted part of “Tanglish” (Tamil English) and “Hinglish” (Hindi English) today, as well as other Indian languages ​​where similar exact translations are used.

4. “In” Instead of “On”: Replacing the word “in” where the proper adjective should use “in” is a common occurrence in the Indian English of many Indian languages.

This is because many Indian languages ​​use the word “to” interchangeably, and they rarely use the word “to” to indicate position.

For example, in Tamil, "Put it on the table" would be "Table'la vechudu," which literally translates to "Put it IN the table."

However, Malayalam takes pains to add an additional word to emphasize "ON": “Table inte moll’lu vekk,” which translates to “Put it ON the table.”

5. “On” Instead of “At”: It is not uncommon to hear Hindi speakers say that they are sitting “on” the computer or “on” the table, instead of "at" it.

This is because, in Hindi, there is no commonly used word for "at," the word "par / pe" is repeated twice in the use of "on" and "at," although it originally means "on."

For example, "Main table PE baithi hoon," - "I'm sitting AT (on) the table."

This is one of the few interesting quirks one can see in Indian English, and the logical reasons for its origin are explained.

It also helps us to understand how multilingual people make small grammatical mistakes while using the flexibility of their mother tongue to English.

100 Speaking Mistakes You’re most likely making as an English as a Second Language Speaker:

Everyone has their own ways of showing. I believe we all have a lot to say, but finding ways to say it is more than half the battle. - Author Criss Jami, Salomé: In Every Inch in Every Mile. Anyone learning English as a Second Language will make mistakes there. It cannot be avoided. Don't worry. I made more than my share of grammar mistakes while studying foreign languages. The key is to learn from these mistakes in order to become an effective, confident speaker. This blog describes most of the common errors of ESL Speaker Here's hoping some of these suggestions can be helpful to you:

1. More, more, less (some nouns occur in the singular form)

Incorrect: There are many poles. There are other incentives. She had a little sweetness
Correct: Too much dust. There is more courage. She had a little sweetness.

2. Small, few (nouns can be included)

Incorrect: There were a few people.

Correct: They had a few people.

3. Possession shared by two nouns

Incorrect: It was John and Peter's car.

Correct: It was John and Peter's car.

4. His / her (If you don't know the sex of an animal, you use "it".)

Incorrect: The dog lost his bone. (You don't know the sex.)

Correct: The dog lost his bone

5. That / who

Incorrect: I wrote to my sister who lives in France.

Correct: I wrote to my sister who lives in France.

6. Me / I

Incorrect: Give it to me. Jason and I took a class. She studied with me.
Correct: Give it to me. Jason and I took a class. He studied with me.

7. This / that / those / these

Incorrect: These / those are my baby. That / this is my children.

Correct: That / my child. Those / these are my children.

8. Happy (well / good)

Incorrect: You feel good.

Correct: You feel good.

9. Quality (well / good)

Incorrect: She sings beautifully.

Correct: She sings beautifully.

10. Adverbs with "ly"

Incorrect: You talked to her in silence. He didn't scream as loud as the rest of the team.
Correct: Talk to her quietly. He didn't scream as loud as the rest of the team.

11. Link actions take the form of a comment (bad / badly)

Incorrect: The meat smells bad. I feel bad.

Correct: The meat smells bad. I'm not feeling well.

12. Answering when there is an either / or question

Incorrect: "You're either going home or you're going to stay here." "Yes."

Correct: "You're either going home or you're going to stay here." (Select one)

13. Subject/verb agreement

Incorrect: One of the flights is gone. Each car is fast.

Correct: One of the flights has passed. Each car is fast.

14.  Plurals and Their Correct Verbs

Incorrect: Payment is small. The scarf is broken. The police are coming.

Correct: Payment is small. The scarf is broken. The police came.

15. Misplaced verb as a modifier (When you put a variable in a different place in a sentence, it means something different.)

Incorrect: Josh threatened to divorce her often. (This is not something you meant to say.)

Correct: Josh often threatened to divorce her.

16. Misplaced noun as modifier

Incorrect: We gave the customer flowers in the refrigerator.

Correct: We gave the customer flowers in the refrigerator

17. Unacceptable Extensions (Note where an extension is placed in a sentence as it has a different meaning.)

Incorrect: You almost washed all the dishes. He offered to paint the fence yesterday evening. (This is not something you meant to say.)

Correct: You washed all the dishes. Yesterday he offered to paint the fence.
18. Release of the second part of the comparison

Incorrect: Carla is planning for Mary more than Betty.

Correct: Carla claims Mary higher than Betty.

19. Anything else

Incorrect: Alaska is bigger than any other state in the United States.

Correct: Alaska is bigger than any other state in the United States.

20. Phrases of the same verb

Incorrect: He was late for work and was fired by his boss.

Correct: He was late for work and fired by his boss.

21. Old / longtime friend

Incorrect: He was my old friend. (You may have known him for a long time, but he might be offended if you use the word "old" as a reference to age.)

Correct: You've been a friend I've known for a long time.

22. Coherence of agreement and action

Incorrect: He learned to play tennis, swim and sail.

Correct: You learned to play tennis, swim and sail.

23. Avoid long sentences that give no meaning to the sentence

Incorrect: It goes without saying that it's a good day ... As far as your question I don't really know… At this point I would like to work for a bank…

Correct: Good day ... I don't really know ... I'd like to work for a bank…

24. Deductive phrases

Incorrect: advanced planning, proximity, final results, big thanks. Traditional culture, local citizenship, solidarity, ancient proverb, past history, confession, successful success, true facts, common practice, young adult, complete truth, once again

Correct: Use one word or another and not two words that mean the same thing

25. Circulating / talking around the subject

Incorrect : pre-schedule / early, I'm at / early, at this point in time / now, best of health / well, cause injury / injury, attention / focus, then / while, give / cause, before / before, in case / if, in this day and age / today, he makes a statement that he / she says or says, Correct: escapes / escapes, due to the fact that / because, included / presented, provides help / assistance, succumbs to injury / death, takes action / does something, of course that / because, this article / article, he had an idea that he / she thought, he was a witness / saw

26. An / a

Incorrect: It's an old television set, but it works. It's an expensive purchase.

Correct: It's an old television set, but it works. Costly shopping.

27. One way / another way

Incorrect: We'll be back playing video games. Salad is another healthy option.

Correct: We'll take turns playing video games. Salad is another healthy option.

28. Practical (used to describe arrangements or areas agreed on peacefully in groups) / Amiable (used to describe kind, gentle, and friendly people)
Incorrect: The football teams have been cool

Correct: Football teams have been favorites

29. During / between

Incorrect: He couldn't decide between the two boys

Correct: He couldn't decide between the two boys

30. Outside (means "near") / out (means "over")

Incorrect: Ask him to stay without me

Correct: Ask him to sit next to me

31. Bimonthly (every 2 months) / Semi-monthly (2 times per month)

Incorrect: I get paid bimonthly (every 2 months if you want to say so every 2 months).

Correct: I get paid twice a month (every 2 months).

32. Bring (action toward) / take away (take away)

Incorrect: She will take the book to her friend.

Correct: You will bring a letter to this friend.

33. Can (applicable) / may (requesting permission)

Incorrect: I can drive because I passed a driving test.

Correct: I can drive because I passed a driving test.

34. deadly (if not fatal) / deadly (such as silencing death but not fatal)

Incorrect: Bee stab can be suicidal.

Correct: Bee sting can be fatal.

35. Passing (referring to physical distance) / continued (referring to distance or size)

Incorrect: We will not continue tonight.

Correct: We won't move on this evening.

36. If / should (should be used in action)

Incorrect: They had to call for pizza delivery.

Correct: They should call for pizza delivery.

37. Rarely / slowly / slowly

Incorrect: He did not finish / tighten / finish with paper.

Correct: He was no longer working / tired / just a little paper

38. Type / type / type / variety of (never use "a" or "

Incorrect: It was a hot day.

Correct: It was hot today.

39. Last (that which comes last) / last (last time, but not last)

Incorrect: It's the latest game of the season.

Correct: You are the last game of the season.

40. lie / lie / lay down (lie down) - lie / lie / lain (to lower or remove)

Incorrect: I'll lie paper on the table.

Correct: I'll put the paper on the table.

41. Read (receive information) / teach (convey information)

Incorrect: I'll learn English from him.

Correct: I'll teach him English.

42. Present (sooner or later) / present (present, present, present)

Incorrect: Currently, the manager is in his office.

Correct: Currently, the manager is in his office.

43. Doesn't matter (though) / disrespectful (odd name)

Incorrect: No matter what you want, the restaurant doesn't.

Correct: No matter what you want, the restaurant doesn't.

44. Rare (mean quantity) / starvation (used for ordinary items that are no longer abundant)

Incorrect: The drawing was scarce.

Correct: The drawing was rare.

45. Future time

Incorrect: Tomorrow we go shopping.

Correct: Tomorrow we will go shopping.

46. ​​Since / because

Incorrect: I've been in America since 3 months.

Correct: I've been in America for three months.

47. Adjectives in the correct order

Incorrect: Have you bought a vase of ancient blue china? I especially love vanilla ice cream.

Correct: Did you buy an antique blue china vase? I especially love vanilla ice cream.

48. Occupation / occupation

Incorrect: My boyfriend has a new job

Correct: My boyfriend has a new job.

49. Using Irony

Incorrect: It's a free trip when you pay.

Correct: You need to pay.

50. I could not care less (I care not at all) / I could care less (I care less but not much)

Incorrect: I could not care less that it was raining (meaning less care if you care less).

Correct: I can care less about rain.

51. True (event to be performed) / imagery (event not happening)

Incorrect: He actually flew to the door.

Corrupt: You're out the door.

52. Repeat’s topic

Incorrect: My English is improving. My friend Mary will come out with me.

Correct: My English is improving. My friend Mary will come out with me.

53. Incorrect setting

Incorrect: On January 13, I'll be twenty.

Correct: On January 13, I'll be twenty.

54. Nobody / anyone

Incorrect: At a party, I didn't meet anyone.

Correct: At a party, I never met anyone.

55. Power

Incorrect: She lives with her dad.

Correct: She lives with her dad.

56. It's coming / has arrived

Incorrect: I would have come if I had a car.

Correct: I would have come if I had a car.

57. Loan / Loan

Incorrect: I borrowed this book from the library.

Correct: I borrowed this book from the library.

58. Grade / year

Incorrect: I'm in third grade in college. My younger brother is in his third year of school.

Correct: I'm in my third year of college. My little brother is in third grade at school.

59. Abnormal plural

Incorrect: I saw two birds in the forest. My foxes are damaged.

Correct: I saw two deer in the forest. My feet hurt.

60. Confusion of words idiom

Incorrect: The manager told me to take mine and skip mine.

Correct: The manager told me to find out that I had crossed mine.

61. There was / after "after" and "desire"

Incorrect: If I were going to the movies… I wish I could see more of them.

Correct: If I were going to the movies… I wish I could see more of them.

62. Answering the general question in question

Incorrect: "We'll see you later!" "What?"

Correct: "We'll see you later!" "Okay, hello!"