BCA Communication Skills Project by BILAL AHMED SHAIK

7/25/2019 BCA Communication Skills Project by BILAL AHMED SHAIK

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communication skillsBILAL AHMED SHAIK

B C A 1 S T Y E A R


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PROJECT WORK

Study of communication skills

Submitted as a part of the first year English Language

Communications skills Lab of BCA Course

BY

BILAL AHMED SHAIK


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HEAD OF THE DEPARTMENT STAFF INCHARGE

S.NO TOPICS PAGE: No

1) COMMON ESSAYS 4-12

2) LISTENING 13-15

3) SPEAKING 16-17

4) READING 18-20

5) WRITING 21-22

6) VOCABULARY 23-40

7) GENERAL TASK 41


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1.How long are wearing glasses?

How long have you been wearing glasses?

2.How long are wearing bangles?

How long have you been wearing bangles?

(She is still wearing them)

3.Weve been staying with Paul and Jenny until last weekend.

We were staying with Paul and Jenny until last weekend.

4.Wevebeen staying with raja and ram until last years.

Wevebeen staying with raja and ram until last year.

(We dont use the present perfect continuous with an expression

(e.g. untilThat refers to a finished period of time.)

5.Take you umbrella; itll rain.

Take your umbrella; its going to rain(We dont use will to predict, on the basics of some external evidence, that

Something will happen soon)

6.I wont be able to meet your next week. I will stay in London for a few days.

I wont be able to meet you next week. I will stay in London for a few days

(The future continuous more likely then will. The present continuous for the

Future (Im staying in London) and the future continuous have a similar

Meaning here

7. Youd better to leave now if you want to catch the last train.

Youdbetter leave now if you want to catch the last train(had (d) better is followed by a bare infinitive, with out to)


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8. You neednt a special pass to get in.

You neednt have a special pass to get in

(Neednt acts as a model verb here and should be followed by a bare

Infinitive.)

9.Can I use the computer?Of course you could.

CanI use the computer? Of course you can.

10.Can I use the pen? Of course you could.

Can I use the pen? Of course you can.

(Can us preferable to could in giving permission.

11. He should like some milk, please.

He would (d) like some milk, please.

12.He should like some drink, please.

He would (d) like some drink, please.(We only use should with I or we in making a request.)

13.He appeared having trouble with his car.

He appeared to be having trouble with his car.

14.He appeared having trouble with his cycle.

He appeared having trouble with his cycle.

(Notice that he appeared having trouble with his carwould be possible If

Appeared mean something like arrived orcome into view. We would

Understand the sentence to mean he appeared and he was having trouble

With his car.)

15.The fence was collapsed during the storm.

The fence collapsed during the storm.

16. The wall was collapsed during the storm.

The wall collapsed during the storm.

(With this meaning, collapsed is intransitive.)

17. The children were wanted to come with me.

The children wanted to come with me.

(No passive is possible).18.What you would like to drink?

What would you like to drink?

19.What you would like to eat?

What would you like to eat?

(The auxiliary verb wouldcomes before the subject you)

20. I asked Tony how he was getting to Brussels.

I asked Tony how he was getting to Brussels.

(The subject of the who-clause he come before e the verb was (getting))

21.Havent you got nobody to help you?


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Havent you got anybody to help you? Or have you got nobody to help you?

(In Standard English we dont usenot with a negative word such as nobody,

Nothing, nowhere, etc

22.I told where we should stop.

I told him where we should stop.(An object is necessary)

23.She asked me the way how to get to the city centre.

She asked me the way to the city centre. Or she asked me how to get to the citycan

24.I told where we should talk.

I told him where we should talk.

(An object is necessary)

25.He asked me the way how to get to the bus stop.

He asked me the way to the bus stop. Or he asked me how to get to the bus stop.(We dont use how and the way together)

26.When I went to the dentist last week I got two teeth taken out.

When I went to the dentist last week I had two teeth taken out.

(Although gotmight be used in informal English, had is more likely here

Because it is normally dentists that decide to take teeth out)

27.Why isnt David coming to eat with us? He didnt sayhe was very hungry.

Why isnt David coming to eat with us?He said he wasnt very hungry.

(Reporting: Im not very hungry.)

28.The doctor reassured that the operation was a very routine one.The doctor reassured me that the operation was a very routine one.

(An object is needed before that-clause.)

29.I suggested Bob that the should try the supermarket in the High Street.

I suggested to Bob that the should try the supermarket in the High Street.

(The preposition to is needed before the object.)

30.The doctor advised to cut down on fatty foods.

The doctor advised me to cut down on fatty foods.

(An object is needed between the verb and to- infinitive clause

31.It belongs to a friend to him.

It belongs to a friend of his.

32.it belongs to a family member to him.

It belongs to a family member of his.

(We use a possessive pronoun in this of +noun)

33.We put our empty bottles in a bottles bank for recycling.

We put our empty bottles in a bottle bank for recycling

(A bottle bank is a large container which people put glass bottles in so that

the glass can be used again.)


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34.There have been three breaksin in this street these months

There have been threeins this street this months.

(A break-in is when a criminal gets into a building by.

For example, smashing windowin order to steal things.

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

Can you shut the door after you, please?

(The hearer will know which door we mean)

36.She pointed to a mark on the carpet .a strain was about 4 centimeters across

She pointed to a mark on the carpet. The stain was about 4 centimeters across.

(the stain refer to the mark previously mentioned.)

37.A can opener was invented in 1862.

The can opener was invented in 1862.

38.A can bottle was invented in 1812

The can bottle was invented in 1812

(we use the, not a ,because we are talking about the invention of can

opener in general)

39.She plans to go to the college faster shesfinished the school.

Sheplans to go to college after shes finished the school.

(we use zero articles if the speaker is talking about college and school as

institutions, rather then a particular college and a particular school known to

the hearer.)

40.There never had been a tennis match like it.

There had never been a tennis match like it.

(We dontuse inversion when the negative

41.There never had been a cricket match like it.

There had never been a cricket match like it.

(We dont use inversion when the negative

43.Did you buy any tomato when you went shopping?

Did you buy any (or some) tomatoes when you went shopping?

44.Did you buy any books when you went shopping?

Did you buy any (or some) books when you went shopping?

(Anyand someare not usually used with singular countable nouns.

some might be used here when we expect the answers a negative

meanings.)

45.She has to do lot of travelling in her job.

She has to do a lot of travelling in her job.

46.He has to do lot of work in her job.He has to do lot of work in her job


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(We say a lot of,not lot of.)

47.There both children had chickenpox at the same time.

Both (of) their children had chickenpox at the same time.

(We put both after a determiner (their,his, the, etc.)not before it)

48.She even may help you if you ask.She may even help you if you ask.

(Even goes in mid position)

49.Supposing if you dont get the job .what will you do then?

Supposing you dont get the job-what will you do then?

50.Supposing if you dont get the salary .what will you do then?

Supposing you dont get the salary-what will you do then?

(wedont use supposing and if together.)

51.How long are wearing shoes?How long have you been wearing shoes?

(She is still wearing them)

52.Take your cap; itll rain.

Take your cap; its going to rain

(We dont use willto predict, on the basics of some external evidence, that

something will happen soon )

53. I wont be able to meet your next month. I will stay in London for a few weaks.

I wont be able to meet you next month. I will staying in London for a few weaks.

(The future continuous more likely then will. The present continuous for

the Future (Im staying in London)and the future continuous have asimilar meaning here

54.The friends were wanted to come with me.

The friends wanted to come with me.

(No passive is possible).

55.We put our empty tin in a tin bank for recycling.We put our empty tin in a tin bank for recycling

(A tin bank is a large container which people put glass,6 tin in so that the

glass can be used again.)

56.The doctor advised to cut down on sweets.

The doctor advised me to cut down on sweets.

(An object is needed between the verb and to- infinitive clause)

57.He even may give you if you ask.

he may even give you if you ask.

(even goes in mid position)

58.There both friends had accident at the same time.

Both (of) their friends had accident at the same time.(weput both after a determiner (their,his,the ,etc..)Not before it)


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59.I suggested raju that they should try the bar in the High Street.

I suggested to raju that they should try the bar in the High Street.

(The preposition to is needed before the object.)

60. You are free to do whatever you will want.You are free to do whatever you want.

( we use the present simple to refer to the future after whatever,etc)61.The vallly in which the power station is located in is to the north of the city.

the vallly in which the power station is located is to the north of the city.

(If the relative clause begins with a preposition, we dont use a second

Preposition later)

62.The vallly in which the power station is located in is to the north of the city.

the vallly in which the power station is located is to the north of the city.

(If the relative clause begins with a preposition, we dont use a second

preposition later)

63.You dont mean to tell me thats the man to whom you paid the money.

.you dont mean to tell me thats the man (whi/that) you paid the money to?

(..to whom you paid the money ?would be very unlikely in this informal

context.)

64.She plans to go to the school faster shesfinished the tuitions.

She plans to go to school after shes finished the tuitions

(We use zero articles if the speaker is talking about schools and tuitions as

institutions, rather then a particular college and a particular school known to

the hearer.)

65.Shes quite younger than me.

Shes rather /a lot younger than me.

(We cant use quitebefore a comparative form.)

66.Hesquite elder than me.

hesrather /a lot elder than me.

(We cant use quite before a comparative form.)

67. A .toms 50 tomorrow. B.yes, I know it.Yes, I know

(In most of its makings, knowis transitive. however, in short answers like

this we dont use it

68.I asked to my brother if I could borrow his bike.

I asked my brother if I could borrow his bike.

(We ask someone something; we dont ask to someone.)

69.jane was remembered leaving the house at about 2.00.

(somebody) remembered jane leaving the house the at about 2.00.

(No passive is possible)


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70.She brought me a chocolate box for my birthday.

She brought me a box of chocolates for my birthday.

(A chocolate box would mean a box designed for putting chocolates in, which

seems unlikely here.)

71.Before going into the temple, everyone has to take off his shoes.before going into the temple ,everyone has to take off their shoes.

(We use their referring back to everyone does not indicated a specific

gender.)

72.She pointed to a line on the wall .a line was about 4 centimeters across

She pointed to a mark on the wall the line was about 4 centimeters across.

(the stain refer to the mark previously mentioned.)

73.There isnt much traffic along the street where I live.

There isnt much traffic along the street where I live.

(We use much, not many with uncountable nouns.)

74. Ivenever seen somebody that tall before.

Ive never seen anybody (or anyone) that tall before that tall before.

(Somebody is not usually used in sentence of negative meaning.)

75. Did you buy any tomato when you went shopping?

Did you buy any (or some) tomatoes when you went shopping?

76. Did you buy any mango when you went shopping?

Did you buy any (or some) mangoes when you went shopping?

77.Did you buy any sweet when you went shopping?

Did you buy any (or some) sweets when you went shopping?

(Any and some are not usually used with singular countable noun. Some

might be used here when we except the answer to be yes)

78.The whole Auckland was affected by power cut.

The whole of Auckland was affected by power cut.

79.The whole coastal area was affected by floods.

The whole of coastal areas was affected by floods.

80.The whole Singapore was affected by tsunami.The whole of Singapore was affected by tsunami.

(With proper nouns, of is necessary. Other examples include the whole of

Singapore, coastal areas.)

81.Their both children had chicken pox at the same time.

Both (of) their children had chicken pox at the same time.

82.Their both children had fever at the same time.

Both (of) their children had fever at the same time.

83.Their both children had malaria at the same time.Both (of) their children had malaria at the same time.


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(We put both after a determiner (their,his, the, etc.),not before it.)

84.Before going into the temple, everyone has to take of his shoes.

Before going into the temple, everyone has to take of their shoes

.

85.Before going into the masjid, everyone has to take of his shoes. Before going into the masjid, everyone has to take of their shoes.

(We use their, referring back to everyone, when everyone does not indicate

a specific gender.)

86. All of the reptiles lay eggs.

All reptiles lay eggs.

87. All of the hens lay eggs.

All hens lay eggs.

(This is more likely if we are talking about the class(reptiles)\ (hens)in general.)

88. There isnt much traffic along the street where i live.

There isnt much traffic along the street where i live.

(We use much, not many with uncountable nouns.)

89. I view it unacceptable that students should be late for my classes.

I view it as unacceptable that students should be late for my classes.

90. I view it acceptable that students should be early for my classes.

I view it as acceptable that students should be early for my classes.

(We dont invert subject and verb when the subject is a pronoun.)

91. My mother who is in her seventies enjoys hill walking.

My mother, who is in her seventies ,enjoys hill walking.

92. My father who is in his seventies enjoys mountain climbing.

My father, who is in his seventies ,enjoys mountain climbing.

(in my mother\father who is in her\his seventies enjoys the underlined clause is

a defining relative clause. this would suggest I had more than one mother and

iam talking about the one who is in seventies. This would be nascence.)

93. There never had been a volley ball match like it.There had never been a volley ball match like it.

94. There never had been a cricket match like it.

There had never been a cricket match like it.

95. There never had been a football match like it.

There had never been a football match like it.

(We dont use inversion when the negative adverbial is not at the beginning of a

clause.)

96. The door opened and in went we.The door opened and in we went.


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97. outside his house were playing two kids on bicycles.

Outside his house two kids on bicycles were playing.

98. Outside his house were playing two boys on bicycles.

Outside his house two boys on bicycles were playing.

(We dont invert subject and verb when the subject is a pronoun.)

99.Difficult to know is why she left her job.

It is difficult to know why she left her job.

100.Difficult to know is why she left her home.

It is difficult to know why she left her home.

101.Difficult to know is why she left her resort.

It is difficult to know why she left her resort.

(We dont use a to-infinitive clause after It was/is (etc.) accepted..)

102.Do you care if I smoke a cigar?Do you mind if I smoke a cigar?

103. Do you care if I drink a wine?

Do you mind if I drink a wine?

(We use Do (or Would) you mind (not Do you care) as a polite way of

asking permission to do something. We also use dont mind (not dont care) if

we say that we dont object to something, e.g. I dont mind the smell of garlic.

However, we can use either dont mind or dont care without a follow ing

preposition to say that we have no strong preference for a particular thing, e.g. I

dont care/mind which way we go.)104 .U dont mean to tell me thats the man to whom you paid the money.

You dont mean to tell me thats the man (who\that) you paid money to?

105. You dont mean to tell me thats the man to whom you given the check.

You dont mean to tell me thats the man (who\that) you given check to?

(to whom you paid the money?\given check would be very unlikely in

this informal context)


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ListeningListening for sounds involves focusing our attention on the sounds thatmake up words and recognising them when they appear in other words.This is the first step towards learning the sounds of a language anddistinguishing one word from another.

Listening is more than merely hearing words. Listening is an active process by whichwe receive, construct meaning from, and respond to spoken and or nonverbalmessages. As such, it forms an integral part of the communication process andshould not be separated from the other language arts. Listening comprehensioncomplements reading comprehension. Verbally clarifying the spoken messagebefore, during, and after a presentation enhances listening comprehension. Writing,in turn, clarifies and documents the spoken message.

Teachers can help students become effective listeners by making them awareof the different kinds of listening, the different purposes for listening, and thequalities of good listeners. There are four different kinds of listening.

Comprehensive (Informational) Listening---Students listen for the contentof the message.

Critical (Evaluative) Listening ---Students judge the message

Appreciative (Aesthetic) Listening---Students listen for enjoyment.

Therapeutic (Empathetic) Listening---Students listen to support others but notjudge them.

Traditionally, secondary schools have concentrated on the comprehensiveand critical kinds of listening. Teachers need to provide experiences in all fourkinds. For example, listening to literature read, listening to radio plays, andwatching films develop appreciative in addition to comprehensive and critical


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listening. When students provide supportive communication in collaborativegroups, the are promoting therapeutic listening. For example, the listeningbehaviour can show understanding, acceptance, and trust, all of whichfacilitate communication. Students benefit from exposure to all four types oflistening.

Listening is a general purpose in most learning situations. To be effectivelisteners, however, students need a more specific focus than just attending towhat is said. The following chart that contrasts effective and ineffectivelistening habits.

Contrasting Effective and Ineffective Listening HabitsEffective Listeners Ineffective Listeners

Pre-listening

Build their background

knowledge on subject before

listening

Have a specific purpose for

listening and attempt to ascertain

speaker's purpose

Tune in and attend

Minimize distractions

Start listening without

thinking about

subject

Have no specific purpose for

listening and have not

considered speaker's purpose

Do not focus attention

Create or are influenced bydistractions


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During Listening

Give complete attention to

listening task and demonstrate

interest

Search for meaning

Constantly check their

understanding of message by

making connections, making

and confirming

predictions, making

inferences, evaluating, and

reflecting

Know whether close or

cursory listening is required;

adjust their listening behaviour

accordingly

Are flexible note makers--

outlining, mapping,

categorizing--who sift and sort,

often adding information of

their own

Take fewer, moremeaningful notes

Distinguish message from

speaker

Consider the context and

"colour" of words

Do not give necessary

attention to listening task

Tune out that which they

find uninteresting

Do not monitor

understanding or use

comprehension strategies

Do not distinguish whether

close

or cursory listening is required

Are rigid note takers with

few

note making strategies

Try to get every word

down or do not take notes at all

Judge the message by the

speaker's appearance or delivery

Accept words at face value

Are we listening to receive information?

Are we listening to follow instructions?

Are we listening to evaluate information?

Are we listening for pleasure?

Are we listening to empathise?

We should be able to determine what their purpose should be in any givenlistening situation.


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Speaking

Speaking will give us practice in using English to perform some preliminarycommunicative functions required in the course of our everyday social andprofessional interaction with others.

For example:

(Mrs. Shinde and Mr. patil meet at the bank. They take the same bus to workevery day, but dont know each other very well.)

Mrs. shinde: Good morning, Mr patil.

Mr. Patil: Good morning, Mrs. Shinde. How are you?

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

Mr. Patil: Im fine, thanks. Im waiting to get my passbook updated

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

Mr. Patil: Bye

Speechis the vocalized form of human communication. It is based uponthe syntactic combinationof lexicals and names that are drawn from very large (usually>10,000 different words) vocabularies. Each spoken word is created out ofthe phonetic combination of a limited set of vowel and consonant speech soundunits. These vocabularies, the syntax which structures them, and their set of speechsound units, differ creating the existence of many thousands of different typesof mutually unintelligible human languages. Human speakers (polyglots) are oftenable to communicate in two or more of them. The vocal abilities that enable humansto produce speech also provide humans with the ability to sing.

A gestural form of human communication exists for the deaf in the form of signlanguage. Speech in some cultures has become the basis of a written language,


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often one that differs in its vocabulary, syntax and phonetics from its associatedspoken one, a situation called diglossia. Speech in addition to its use incommunication, it is suggested by some psychologists such asVygotskyis internallyused by mental processes to enhance and organize cognition in the form ofan interior monologue.

Speech is researched in terms of the speech production and speech perception ofthe sounds used in spoken language. Other research topics concern speechrepetition, the ability to map heard spoken words into the vocalizations needed torecreated that plays a key role in the vocabulary expansion in children and speecherrors. Several academic disciplines study theseincluding acoustics, psychology, speech pathology, linguistics, cognitivescience,communication studies, otolaryngology and computer science. Another areaof research is how the human brain in its different areas such as the Broca'sarea and Wernicke's areaunderlies speech.

It is controversial how far human speech is unique in that other animalsalso communicatewith vocalizations. While none in the wild uses syntax nor

compatibly large vocabularies, research upon the nonverbal abilities of languagetrained apes such as Washoe andKanziraises the possibility that they might have

these capabilities.

Extemporaneous/impromptu

Off-the-cuff speeches may be any of the types above, the only differencebeing that they are given without significant preparation. Generally, oneshould follow a preconceived and easy-to-remember organizational pattern in

order to ensure effective delivery despite minimal preparation.

Debate, broadcasting, religious talks, etc.

Other types of public speaking just combinations and iterations of the fourforms discussed above. Debate is a persuasive speech combined withextemporaneous rebuttals, broadcasting may be informative or persuasive,but must be tailored to the medium. Religious talks may be

ceremonial speeches mixed with a good dose of persuasion. These forms and

others are best understood when looked at in light of their basic elements andcommunication mediums.

Public Speaking

There are three kinds of speeches you're almost definitely going to beassigned: informative, persuasive, and ceremonial. Here's what each of thesekinds of speeches is all about, and some tips on how to deliver these kinds ofspeeches effectively.
http://en.wikipedia.org/wiki/Diglossiahttp://en.wikipedia.org/wiki/Diglossiahttp://en.wikipedia.org/wiki/Vygotskyhttp://en.wikipedia.org/wiki/Vygotskyhttp://en.wikipedia.org/wiki/Vygotskyhttp://en.wikipedia.org/wiki/Kanzihttp://en.wikipedia.org/wiki/Kanzihttp://en.wikipedia.org/wiki/Kanzihttp://en.wikipedia.org/wiki/Kanzihttp://en.wikipedia.org/wiki/Vygotskyhttp://en.wikipedia.org/wiki/Diglossia


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Persuasive Speaking :

Persuasion: The process of trying to influence other peoples attitudes, beliefs,and values.

Persuasive speaking: The process of influencing attitudes, beliefs, and valuesthrough public speeches containing arguments.

Argument: Articulating a position with the support of evidence and reasoning.

Goals of Persuasive Speaking :

A persuasive speaker tries to create mutual understanding and tries to influencelisteners to agree with his or her position.

Whereas informative speakers are teachers,persuasive speakers are leaders. Persuasive speaking can only occur when there are two opposing views on a

topic.

Reading

Reading is an instance or occasion in which a text or other matter is read orperformed, usually without elaborate preparation and often as a means of testing itsmerits. Written material intended to be read.

Reading is a complex cognitive process of decoding symbols for the intention ofderiving meaning (reading comprehension) and/or constructingmeaning. Written information is received by the retina, processed by the primary, andinterpreted in Wernicke's area.

Reading is a means of language acquisition, of communication, and ofsharing information and ideas.

Readers use a variety of reading strategies to assist with decoding (to translatesymbols into sounds or visual representations of speech) and comprehension.Readers may use morpheme, semantics, syntax and context clues to identify themeaning of unknown words. Readers integrate the words they have read into theirexisting framework of knowledge or schema (schemata theory).

Other types of reading are not speech based writing systems, such as music notationor pictograms. The common link is the interpretation of symbols to extract themeaning from the visual notations.

Reading is an important tool for people of many societies, allowing them to accessinformation which might have otherwise been unavailable.


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History

The history of reading dates back to the invention of writing in Mesopotamia duringthe 4th millennium BC. Although reading print text is now an important way for thegeneral population to access information, this has not always been the case.With some exceptions, only a small percentage of the population in many countries

was considered literate before the Industrial Revolution. Some of the pre-modernsocieties with generally high literacy rates included classical Athens and theIslamic Caliphate. In the latter case, the widespread adoption

of paper and the emergence of the Maktab and Madrasah educational institutionsplayed a fundamental role.

The Iraqi psychologist and scientist Alhazen was the first to studythe cognitive process of reading, giving the first descriptions on the role ofperception in the understanding of written language."For when a literate person glances at the form abjad on a written paper, hewould immediately perceive it to be abjad [a word denoting the Arabic

alphabet] because of his recognition of the form. Thus from his perception thatthe 'a' and the 'd' last, or from his perception of the configuration of the totalform, he perceives that it is abjad. Similarly, when he sees the written nameof Allah, be He exalted, he perceives by recognition, at the moment ofglancing at it, that it is Allah's name. And it is so with all well-known writtenwords which have appeared many times before the eye: a literate personimmediately perceives what the word is by recognition, without the need toinspect the letters in it one by one. The case is different when a literate personnotices a strange word which he has not come upon beforehand or the like ofwhich he has not already read. For he will perceive such a word only afterinspecting its letters one by one and discerning their meanings; then he will

perceive the meaning of the word."Currently most reading is of the printed word from ink or toner on paper:a book, magazine, newspaper, leaflet, or notebook. Handwritten text may alsobe produced using graphite pencil or a pen. More recently, text is read fromcomputer displays, television and other displays, such as mobile phones orereaders. Short texts may be written or painted on an object.

Often the text relates to the object, such as an address on an envelope, product infoon packaging, or text on a traffic or street sign. A slogan may be painted on a wall. Atext may also be produced by arranging stones of a different color in a wall or road.Short texts like these are sometimes referred to as environmental print.

Sometimes text or images are in relief, with or without using a color contrast. Wordsor images can be carved in stone, wood, or metal; instructions can be printed in reliefon the plastic housing of an home appliance, or a myriad of other examples.

A requirement for reading is a good contrast between letters and background(depending on colors of letters and background, any pattern or image in thebackground, and lighting) and a suitable font size. In the case of a computer screen,not having to scroll horizontally is important.

The field of visual word recognition studies how people read individual words. A keytechnique in studying how individuals read text is eye tracking. This has revealed thatreading is performed

as a series of eye fixations with saccades between them. Humans also do not appearto fixate on every word in a text, but instead fixate to some words while apparently


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filling in the missing information using context. This is possible because humanlanguages show certain linguistic regularities.

The process of recording information to be read later is writing. In the case ofcomputer and microfiche storage there is the separate step of displaying the writtentext. For humans, reading is usually faster and easier than writing.

Reading is typically an individual activity, although on occasion a person will read outloud for the benefit of other listeners. Reading aloud for one's own use, for bettercomprehension, is a form of intrapersonal communication. Reading to young childrenis a recommended way to instill language and expression, and to promotecomprehension of text. Before the reintroduction of separated text in the late MiddleAges, the ability to read silently was considered rather remarkable.

Short messages can be put on (and read from) various media (including plastic,wood, stone, metal, etc.; the text can be written with ink or paint, or it may have beencut out, etc.). Longer texts such as books, magazines, newspapers, etc. are oftenavailable on paper (with printed text) or in electronic form on a computer storagedevice. In the latter case it may be read from an electronic screen (screen reading);

sometimes the user prints it to read it from paper.

Reading Skills

Literacy is the ability to read and write; illiteracy is usually caused by not having hadthe opportunity to learn these concepts. Dyslexia refers to a difficulty with readingand writing. The term dyslexia can refer to two disorders: developmental dyslexia isa learning disability; alexia or acquired dyslexia refers to reading difficulties that occurfollowing brain damage.

Major predictors of an individual's ability to read both alphabetic and nonalphabeticscripts are phonological awareness, rapid automatized naming and verbal.

Skill development

Reading education

Other methods of teaching and learning to read have developed, and becomesomewhat controversial.

Phonics

Phonics involves teaching reading by associating characters or groups ofcharacters with sounds. Sometimes argued to be in competition with wholelanguagemethods.


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Writing

Writing is an extension of human language across time and space. Writing mostlikely began as a consequence of political expansion in ancient cultures, whichneeded reliable means for transmitting information, maintaining financial accounts,keeping historical records, and similar activities. Around the 4th millennium BC, thecomplexity of trade and administration outgrew the power of memory, and writingbecame a more dependable method of recording and presenting transactions in apermanent form. In both Mesoamericaand Ancient Egypt writing may have evolvedthrough calendrics and a political necessity for recording historical and environmentalevents.

Writing systems

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

Logographies

A logogram is a written character which represents a word or morpheme. The vastnumber of logograms needed to write a language, and the many years required tolearn them, are the major disadvantage of the logographic systems over alphabetic

systems. However, the efficiency of reading logographic writing once it is learned is a


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major advantage. No writing system is wholly logographic: all have phoneticcomponents as well as logograms

("logosyllabic" components in the case of Chinese characters, cuneiform,and Mayan, where a glyph may stand for a morpheme, a syllable, or both;"logoconsonantal" in the case of hieroglyphs), and many have an ideographiccomponent (Chinese "radicals", hieroglyphic "determiners"). For example, in Mayan,the glyph for "fin", pronounced "ka'", was also used to represent the syllable "ka"whenever the pronunciation of a logogram needed to be indicated, or when therewas no logogram. In Chinese, about 90% of characters are compounds of a semantic(meaning) element called a radicalwith an existing character to indicate thepronunciation, called aphonetic.However, such phonetic elements complement thelogographic elements, rather than vice versa.

The main logographic system in use today is Chinese characters, used with somemodification for various languages of China, Japanese, and, to a lesser extent,Korean in South Korea. Another is the classical Yi script.

Featural scr ipts

A featural script notates the building blocks of the phonemes that make up alanguage. For instance, all sounds pronounced with the lips ("labial" sounds) mayhave some element in common. In the Latin alphabet, this is accidentally the casewith the letters "b" and "p"; however, labial "m" is completely dissimilar, and thesimilar-looking "q" is not labial. In Koreanhangul,however, all four labial consonantsare based on the same basic element. However, in practice, Korean is learned bychildren as an ordinary alphabet, and the featural elements tend to pass unnoticed.

Another featural script isSignWriting,the most popular writing system formany sign languages, where the shapes and movements of the hands and

face are representediconically.Featural scripts are also common in fictionalor invented systems, such as Tolkien'sTengwar

Abjads

In most of the alphabets of the Mid-East, only consonants are indicated, or vowelsmay be indicated with optional diacritics. This property originated since the Egyptiantimes in the hieroglyphs. Such systems are called abjads, derived from the Arabicword for "alphabet".

Abugidas

In most of the alphabets of India and Southeast Asia, vowels are indicated throughdiacritics or modification of the shape of the consonant. These are called abugidas.Some abugidas, such asEthiopic and Cree, are learned by children as syllabaries,and so are often called "syllabics". However, unlike true syllabaries, there is not anindependent glyph for each syllable.

Sometimes the term "alphabet" is restricted to systems with separate letters forconsonants and vowels, such as the Latin alphabet, although abugidas and abjadsmay also be accepted as alphabets. Because of this use, Greek is often consideredto be the first alphabet.
http://en.wikipedia.org/wiki/Hangulhttp://en.wikipedia.org/wiki/Hangulhttp://en.wikipedia.org/wiki/Hangulhttp://en.wikipedia.org/wiki/SignWritinghttp://en.wikipedia.org/wiki/SignWritinghttp://en.wikipedia.org/wiki/SignWritinghttp://en.wikipedia.org/wiki/Secular_iconhttp://en.wikipedia.org/wiki/Secular_iconhttp://en.wikipedia.org/wiki/Secular_iconhttp://en.wikipedia.org/wiki/Tengwarhttp://en.wikipedia.org/wiki/Tengwarhttp://en.wikipedia.org/wiki/Tengwarhttp://en.wikipedia.org/wiki/Tengwarhttp://en.wikipedia.org/wiki/Secular_iconhttp://en.wikipedia.org/wiki/SignWritinghttp://en.wikipedia.org/wiki/Hangul


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COMMON ESSAYS1. Before

Synonym: Ahead

Antonym:Succeeding

Usage: Do not hesitate to speak before every one.

2.Obedient

Synonym: Subservient

Antonym: Disobedient

Usage: Obedient children seldom score low marks in their exams.

3. Scatter

Synonyms: Disperse

Antonym: Hoard

Usage: The police scattered the crowd.

4. Hate

Synonym: Abominate

Antonym: Cherish

Usage: My cat hates dogs.


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5. Necessary

Synonym: Essential

Antonym: Casual

usage: Sleep is necessary to our health.

6. Fear

Synonym: Fright

Antonym: Courage

Usage: They fear to write exams.

7. Influence

Synonym: Actuate

Antonym: Retard

Usage: Many a woman has a civilizing influence upon her husband.

8.Victory

Synonym: Triumph

Antonym: Defeat

Usage: He was the responsible man who led the team to victory.

9. Mind

Synonym: Thought

Antonym:Matter

Usage: Have you made up your mind about what you will do?


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10. Benefit

Synonym:Profit,

Antonym: Harm

Usage: Did you get much benefit from your holiday?

11. Insert

Synonym: Interpose

Antonym: Abstract

Usage: Insert an advertisement in The News Paper.

12.Deceive

Synonym:dupe

Antonym: Enlighten

Usage: You cant pass the examination without hard work. So, do not deceiveyourself.

13. Uncertain

Synonym: Irregular

Antonym: Stable

Usage:I am uncertain whether he will come to this meeting.

14.Seek

Synonym: Court

Antonym:Shun

Usage: He is going to Canada to seek his fortune.

15. Voluntary

Synonym: Discretional

Antonym: Enforced


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

16.Rate

Synonym: Estimate

Antonym: Underrate

Usage: Do you rate Mr. Raja among your friends?

17. Unfair

Synonym: Unethical

Antonym: Fair

Usage: The unfair competition that prevails in India between The MultinationalCorporations and the Indian Companies has to be changed.

18. Insist

Synonym: Persist

Antonym: Relinquish

Usage:I insisted that he should come with us.

19. Eager

Synonym: Anxious

Antonym: Cool

Usage: His eager for success is the source of motivation for him to score moremarks in this exam.

20. Valid

Synonym: Defensible

Antonym: Invalid

Usage:This ticket is valid for one single journey between London and Dover.

21. Indecent


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Synonym: Lewd

Antonym: Decent

Usage: You should not have left the party in an indecent haste.

22. Bend

Synonym: have a curve, angled shape

Antonym: straighten

Usage: plumber use bend pipes at corner

23. Scold

Synonym: Reprimand, Castigate

Antonym: Compliment

Usage: He scoldedhis child for being lazy.

24. Oblivious

Synonyms: Forgetful, Inattentive

Antonym: Aware

Usage: The students were obliviousof what were taking place around them

25. Deadly

Synonyms: Fatal, Baleful

Antonym: Vital

Usage:Fog is a deadlyenemy for a sailor.

26. Innocent

Synonyms: Blameless, Sinless

Antonym: Blameworthy


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

27.Final

Synonyms: Last, Concluding

Antonym: Initial

Usage: The finalchapter of this book contains very interesting information aboutthe author.

28.Void

Synonyms:Abolish, Negate

Antonym: Establish

Usage:The agreement, not being signed, is null and void.

29. Passive

Synonyms:Patient, Resistant

Antonym:Active

Usage:In spite of my efforts to elicit an answer from the boy, he remainedpassive.

30. Benefit

Synonyms: Profit, Gain

Antonym: Harm

Usage: Did you get much benefitfrom your holiday?

31. Insert

Synonyms: Introduce, Interpose

Antonym:Abstract


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Usage:Insertan advertisement in The News Paper.

32.Deceive

Synonyms: Betray, Dupe

Antonym: Enlighten

Usage:You cant pass the examination without hard work. So, do not deceiveyourself.

33.Uncertain

Synonyms: Irregular, Changeable

Antonym: Stable

Usage:I am uncertainwhether he will come to this meeting

34. Seek

Synonyms: Hunt, Court

Antonym: Shun

Usage: He is going to Canada to seekhis fortune.

35.Voluntary

Synonyms: Gratuitous, Discretional

Antonym: Enforced

Usage: The VoluntaryRetirement Scheme introduced by the Government hasbeen immensely welcomed by the servants.

36. Rate

Synonyms:Appraise, Estimate

Antonym: Underrate

Usage:Do you rateMr. Raja among your friends?

37. Unfair

Synonyms: Unjust, Unethical


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Antonym:Fair

Usage:The unfaircompetition that prevails in India between The MultinationalCorporations and the Indian Companies has to be changed.

38. Insist

Synonyms: Urge, Persist

Antonym: Relinquish

Usage: I insistedthat he should come with us.

39. Eager

Synonyms: Desirous, Anxious

Antonym: Cool

Usage: His eagerfor success is the source of motivation for him to score more

marks in this exam.

40. Vulgar

Synonyms: Dirty, Crude

Antonym: Exquisite

Usage: His vulgardisplay of riches repelled him from his friends.

41. Dazzling

Synonyms: Brilliant, Divine

Antonym: Dull

Usage: The dazzlingsunshine brought the poet out of me.

42. Opinion

Synonyms: Thought, Idea

Antonym: Execution


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Usage: What is your opinionof our new President?

43. Native

Synonym:Aboriginals, Innate

Antonym: Foreign

Usage: The first meetings between Captains Cook and the nativesresulted infail

44. Perfect

Synonyms: Ideal, Flawless

Antonym: Imperfect

Usage: She is perfectin performance of his duties.

45. Sensible

Synonyms: Judicious, Wise

Antonym: Unaware

Usage: He is sensibleof the danger of his position.

46. Earn

Synonyms: Gain, Win

Antonym: Lose

Usage: His achievements earnedhim respect and admiration.

47. Vacant

Synonyms: Unoccupied, Waste

Antonym: Occupied

Usage: Apply for the vacantpositions in this company.

48. Elegant

Synonyms: Elaborate, Luxurious

Antonym: Inexpensive


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

49. Deception

Synonyms: Fraud, Deceit

Antonym: Sincerity

Usage: Politicians are used to practice deceptionon the public.

50. Universal

Synonyms: International, Complete

Antonym:Sectional

Usage: War causes universalmisery

51. Radical

Synonyms: Basic, Complete

Antonym: Tentative

Usage: What we need is a radicalchange in this scheme.

52. Easy

Synonyms:A bed of roses, Childs play

Antonym:Arduous

Usage: it is not easy to pass

53. Upset

Synonyms: Disturb, Disconcert

Antonym: Calm

Usage: The cat has upsetits saucer of milk.

54. Dark


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Synonyms: Cloudy, Dim

Antonym: Fair

Usage: It is getting too darkto take photographs.

55. Talent

Synonyms:Ability, Capacity

Antonym: Inefficiency

Usage: This is an exhibition of local talents.

56. Enlarge

Synonyms:Augment, Expand

Antonym: Contract

Usage: I need not enlargeupon these matters. You know all this very well.

57. Abandon

Synonyms: Relinquish, Discontinue

Antonym: Pursue

Usage: Since the political situation changed drastically, the company abandonedthe project.

58. Gallant

Synonyms: Bold, Brave

Antonym: Cowardly

Usage: He is very gallantat the ball.

59. Ideal

Synonyms:Archetype, Model

Antonym: Factual


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Usage: Ooty has the idealweather for our holidays.

60. Raise

Synonyms: Lift, Increase

Antonym: Depress

Usage: We did our best to raisethe sunken ship to the surface, but in vain.

61. Sacred

Synonyms: Holy, Sanctified

Antonym: Irreligious

Usage: Nothing is sacredto these wild youths.

62. Balance

Synonyms: Equalize, Adjust

Antonym: Overbalance

Usage: How long can you balanceyourself on your foot?

63. Kill

Synonyms: Murder, Put to death

Antonym: Create

Usage: The frost killedthe flowers.

64. Cancel

Synonyms: Destroy, Abolish

Antonym: Establish

Usage: Because of heavy rain, the musical program stands cancelled.

65. Fabulous

Synonyms:Brilliant, Fantastic

Antonym: Genuine

Usage: Fabulousheroes could be found only in fictions.


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66. Enormous

Synonyms:Astronomic, Colossal

Antonym: Diminutive

Usage: I notice enormouschanges in this town since my last visit two yearsback.

67. Imitate

Synonyms: Burlesque, Echo

Antonym:Alter

Usage: You should imitategreat and good men.

68. Sad

Synonyms: Dull, Grave

Antonym: Glad

Usage: John is sadbecause his dog has died.

69. Maintain

Synonyms: Keep, Retain

Antonym:Abolish

Usage: The improvement in his health is being maintained.

70. Bankrupt

Synonyms: Insolvent, Penniless

Antonym: Rich

Usage: The newspapers accused the government of being bankruptin ideas.

71. Gather

Synonyms: Congregate, Convene

Antonym: Disband

Usage:A crowd soon gatheredaround him.

72. Dally


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Synonyms: Dawdle, Delay

Antonym: Hurry up

Usage: Dont dallywith the idea of marrying this girl.

73. Bargain

Synonyms: Deal, Inexpensive

Antonym: Expensiveness

Usage: The Foreign Secretary was in a good bargainingposition in his dealingswith his opposite number in France.

74. Enough

Synonyms: Sufficient, Adequate

Antonym: Insufficient

Usage: There is enoughfood for everybody.

75. Kind

Synonyms: Compassionate, Sympathetic

Antonym: Cruel

Usage: He is kindto all.

76. Sanction

Synonyms:Allow, Support

Antonym: Disallow

Usage: Would you sanctionflogging as a punishment for crimes of violence?

77. Improve

Synonyms:Amend, Correct

Antonym: Spoil


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Usage: He came back from holidays with greatly improvedhealth.

78. Capture

Synonyms:Arrest, Seize

Antonym:Release

Usage: This advertisement will capturethe attention of the readers to it

79.Manner

Synonyms: Method, Mode

Antonym: Discourteous

Usage: I do not like his manner.

80. Grasp

Synonyms: Hold, Seize

Antonym:Abandon

Usage:A man who graspstoo much may lose everything.

81 New

Synonyms: Unused, Fresh

Antonym: Old

Usage:An orientation seminar has been arranged for the newmembers ofParliament.

82. Incapable

Synonyms: Incompetent, Inefficient.

Antonym: Gifted

Usage: The children are incapableof telling lie.

83. Danger

Synonyms: Threat, Hazard

Antonym: Protection

Usage: Is there any dangerof fire?


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84. Hamper

Synonyms: Bind, Cramp

Antonym:Aid

Usage: His walk is hamperedby his heavy coat.

85. Bear

Synonyms: Cherish, Entertain

Antonym:Abandon

Usage: The only way for him to overcome the pain is to bearaway the palm.

86. Nervous

Synonyms: Hesitant, Shaky

Antonym: Courageous

Usage: The nervoussystem of the human body is a wonder of its own nature.

87. Satisfy

Synonyms:Appease, Assuage

Antonym:Annoy

Usage: Riches do not always satisfy.

88. Knowledge

Synonyms: Perception, Information

Antonym: Illiteracy

Usage: Knowledgeof London is must to roam around the city.

89. Include

Synonyms:Involve, Comprise

Antonym: Exclude

Usage: Your duties includeputting the children to bed.


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90. Fat

Synonyms: Obese, Plump

Antonym: Thin

Usage: His fatcheeks get turned whenever he is abashed.

91. Mild

Synonyms: Bland, Soft

Antonym: Wild

Usage: He was awarded only a mildpunishment.

92. Neglect

Synonyms: Carelessness, Neglectfulness

Antonym: Care

Usage: Do not neglectwriting to your mother.

93. genuine

Synonyms: Authentic, Pure

Antonym:Artificial

Usage: This is not a genuinepicture of Rubens.

94. Race

Synonyms: Tribe, Nation

Antonym: Individual

Usage: The future world will be full of only fixed races.

95. Valid

Synonyms: Binding, Defensible

Antonym: Invalid

Usage: This ticket is validfor one single journey between London and Dover.


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96. Permission

Synonyms:Allowance, Leave

Antonym: Refusal

Usage: By whose permissiondid you enter this building?

97. Separate

Synonyms: Detach, Cleave

Antonym: Combine

Usage: England is separatedfrom France by the Channel.

98. Bend

Synonym: have a curve, angled shape

Antonym: straighten

Usage: plumber use bend pipes at corner

99. Eager

Synonym: strongly wanted to do or have

Antonym: reluctant

Usage: he is eagerly about hi marks

100. Success

Synonym: the accomplishment of an aim or purpose.

Antonym: failure

Usage: success has no shortcut.


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GENERAL TASKBeacause of this English lab I had learnt lot of things such as to give power point

presentations, just a minute (i.e speaking about any object with in a minute),phonetics

group discussions and corporate style of walking ,dressing . I had learnt excellent

communication skills .In communication skills I had learnt to avoid jargons & many

more from this lab.

Documents

BCA Communication Skills Project by BILAL AHMED SHAIK