1.

Introduce yourself
 Prepare your answers for the following questions:

1. Your name and place (where you are living)

2. Your current educational status
3. Place where you studied
4. Reasons for choosing the discipline in your education
5. Your interests and hobbies
6. Employment history and reasons for leaving each employment.
7. Achievements in each employment.
8. What are your goals?

2. Dialogue Building
A dialogue is a written piece of conversation. In other words, it is a written version of
something which is essentially spoken. Therefore, it has features of both speech and writing in it.
The main purpose of a dialogue is to convey the thoughts clearly, crisply, cogently and naturally.

Dialogue writing is a skill that helps us in developing both our speech and writing. Since,
dialogue is the most natural form of exchanging ideas, it may be looked upon as a preparation for
a conversation.

Essential Features of Dialogues / Conversations:

The essential features of dialogues and conversations are the same.

 A dialogue should reflect the speaker listener’s point of view.

 A dialogue must never be a monologue, one person continue to speak endlessly.
 In a dialogue, the speaker and the listener keep changing their roles.
(A speaker becomes a listener and a listener becomes a speaker). The shortest dialogue consists
of two utterances by two different speakers.

Example A: May I know your name, please?

B : I’m Rajendran.
Each speaker has his / her turn at speaking and each participant’s contribution is interesting and
relevant to the topic given for building up the dialogue. The dialogue may be formal or informal.

Main factors:

The main factors that determine the formality or informality of a dialogue are:

a. Topic or subject matter:

i. The topic decides the style of the dialogue.

ii. If the topic of the dialogue is “Discussion on Annual Budget” or “How to make

a computer virus free “or official etc…., the conversation is likely to be formal.

iii. If the topic is “planning for a picnic” or preparing a dish” or personal etc., then

the conversation is likely to be informal

b. Purpose of Communication:
i. The formal style is usually associated with public purposes.
Example: Schedule of elections, television or radio

ii. The informal style is associated with private or personal purposes.

Example: The same ‘schedule of elections’ if given to a close friend, informal style

can be followed.

c. Relationship between participants:

Dialogues are based on relationships prevailing in a family or in a society.

The relationship can be formal, semi-formal or informal. They are categorized as given
below:

 FORMAL CONVERSATION
i) Strangers
ii) Officials- government and private organizations
iii) Superiors - working place
iv) Acquaintances(those whom you already met but not intimate)
  SEMI - FORMAL CONVERSATION
i) Elders of the community / public figures
ii) Colleagues - work place - but not intimate
iii) Friends - not intimate
iv) Relatives - distant by relationship and contact
v) Relatives - immediate by relationship but distant by contact
vi) Neighbours - not intimate
 INFORMAL CONVERSATION
i) Friends
ii) Relatives
iii) Neighbours intimate by contact
iv) Collegues

EXPRESSION FOR FORMAL, SEMI-FORMAL AND INFORMAL DIALOGUES

S.No. Purpose Formal Semi formal Informal

1. Greeting 1.Good morning Sir! 1.Same as in formal 1.Hello!

but there will be tonal
2.Good afternoon Sir! 2.Hi!
difference.
3.Good evening Sir! 2.Casual Greeting 3.A smile
(Greet with respect) 4.A wave of
the hand
2. Introductions 1.How d’ you do Mam? 1.Glad to meet you. 1.Hi! Hello!
(Question by Starter) Here.
(Starter)
2.Fine. How d’ you do? (Starter)
(Answer) 2.So am I (Answer)
2.Hai! Hello.
(Ans)
3. Thanking 1.Thank you so much. 1.Thank you. 1.Thanks a
lot.
2.I am grateful to you. 2.You’re welcome
(Answer) 2.Thanks a
3.Not at all (or) million
Don’t mention it
(Answer)
 3.It’s okay /
That’s okay
(Answer)
4. Parting/ 1.Good night Sir! 1.Same as in Formal 1.Bye
Taking leave but with tonal
2.Good bye Mam! difference 2.See you
(With respect) 2.Casual Parting later
3.See you
tomorrow
4.Okay. Bye.
5. Asking for 1.It would be in your Please meet the Meet the
advice interest to meet the doctor doctor.
doctor.
(e.g. for
illness) 2.If I were you, I
should meet the doctor.
6. Leave the Excuse me 1.Just a moment. 1.Be back in a
Place (or) moment
person you 2.It won’t be long.
are talking 2.Be back in a
with, in the jiffy
middle for
some work.
7. Requesting 1.Would you help me? Will you help me? Help me.
for help
2.I wonder if you could
help me.
3.You couldn’t help
me, could you?
8. Offering 1.What would you 1.What will you 1.A drink
something
when like to drink? have / drink now? (Starter)
someone else (Starter) (Starter) 2. Okay.
comes to
your place. 2.I’d like a glass of 2.Please get me a (Ans.)
water. (Answer) glass of water. 3.A glass of
(Answer) Water.
Yah. (Ans.)
9. For closing 1.Would you mind if I 1.Please close the No
the window close the window? window. permission is
taken.
2.Would you mind 2.Do you mind
closing the window? Just say,
closing the window?
3.Do you mind if I ‘Close the
close the window? window.’
10. Asking the 1.Would you be too Will you be free this 1.What are
other person busy during the week week end? your plans for
about their end? week end?
week end
2.Would you be free 2.Any plans
plans.
for week end?
during the week end?
11. You didn’t 1.I’m afraid I didn’t 1.I don’t think I 1. I don’t
understand understand. understand.Ex
what the understand. plain.
other person 2.Do you mind this
2.Would you mind Sir? Please explain 2.Will you
is speaking.
How do you explaining this again. again explain?
ask for again? 3.Can you explain 3.Tell me
explanation? why? why?
3.Could you possibly
say why you are
saying like this?
12. How do you 1.May I come in? 1.Can I come in? (No
ask for permission is
2.Could I have a word 2.Can you spare a
permission? taken)
with you?
(e.g.) To moment for me?
3.Could I have a 1. I need to
enter a place.
moment with you? talk to you.
4.I would (I’d) like a 2. I want to
word / moment with talk to you.
you.
13. Suggestions 1.May I suggest that 1. I suggest you meet
Meet the
to solve the you meet the the H.O.D./Principal.
H.O.D./
problem in H.O.D./Principal.
2.You can meet the Principal.
your class
(or) 2.You could probably H.O.D./Principal.
department meet the H.O.D./
Principal.
WORKSHEET

Below are several dialogues. Read them carefully and write down to which category (formal,
semi-formal, informal) they belong. The first one is done for you.

1. A: Good morning Sir.

Could I meet Mr.Kadir?

B: Oh, you must be Mr.Taman.

I’m Kadir, please come in. I have been expecting you.

A: Nice to see you Sir.

Answer: Formal dialogue.

2. A: How are you Mrs.Sadhana?

B: I am fine doctor. But I want to talk about my son Siva’s problem with you.

A: Yes.

B: You see, he’s always complaining of headache.

Answer:

3. A: Won’t you have another helping?

(‘Helping’ means ‘taking a dish more than once’)

B: No, thank you.

I don’t like to get any, mother.

Answer:

4. A: We are all eating at the Taj Hotel tonight.

B: Really? That’s great.
 3. PARTS OF SPEECH

What kind of word? There are eight different kinds of word in English. They are called 'word
classes' or 'parts of speech'. Here are some examples from a random conversations.
 Verb: The verb in a sentence expresses action or being
 Noun: A noun is the name of a person, place, thing, or idea.
 Adjective : An adjective modifies or describes a noun or pronoun.
pretty... old... blue... smart
 Adverb: An adverb modifies or describes a verb, an adjective, or another adverb.
Gently... extremely... carefully... well, tomorrow, rather, really, here
 Preposition: A preposition is a word placed before a noun or pronoun to form a phrase
modifying another word in the sentence.by... with.... about... until (by the tree, with our
friends, about the book, until tomorrow).
 Determiner: Determiners are words like the, a, my, this, some, either, every, enough,
several. Determiners come at the beginning of noun phrases, but they are not adjectives.
 Pronoun: A pronoun is a word used in place of a noun.
She... we... they... it
 Linking word/conjunctions: A conjunction joins words, phrases, or clauses.
and... but... or... while... because

WORKSHEET : Read this paragraph and then say which word class each
underlined word belongs to
Andrew didn't go to the cafe with the other students. Rachel told him they were going there, but he
wanted to finish his work. Andrew isn't very sociable. He stays in his room and concentrates totally on his
studies. He's an excellent student, but he doesn't have much fun. ?
to preposition cafe noun
sociable ............................... and …………………….
totally ……………………. told…………………………
they………………………. an ………………………
there ……………………. he …………………………
excellent ……………………. fun …………………..
in ……………………… the………………………
but …………………… finish ……………………
 4. PRESENT TENSE
We use the present simple for:
• Thoughts and feelings: / think so, I like it.
• States, things staying the same, facts and things that are true for a long time
• repeated actions: We come here every week. and also in phrases like I promise, I agree, etc: I promise
I'll pay you back.
• In a negative question with why to make a suggestion: Why don't we go out?
A. Positive forms
o I/you/we/they get
o he/she/it gets
 In the present simple, we use the verb without an ending.
 I get the lunch ready at one o'clock, usually.
 We always do our shopping at Greenway.
 Most children like ice cream. You know the answer.
 But in the third person singular (after he, she, it, your friend, etc), the verb ends in s or es..
 It gets busy at weekends.
 My husband thinks so, too.
 Sarah catches the early train.
 She faxes messages all over the world.
B. Negatives and questions
We use do and don't except in the third person singular, where we use does and doesn't
 NEGATIVE form
 I/you/we/they do not get OR don't get
 he/she/it does not get OR doesn't get
 QUESTION form
 Do I/we/you/they get?
 Does he/she/it get?

WORKSHEET
Complete the sentences by putting in the verbs. Use the present simple. You have to decide if the
verb is positive or negative. ?
 Claire is very sociable. She knows (know) lots of people.
 We've got plenty of chairs, thanks. We don't want (want) any more.
 My friend is finding life in Paris a bit difficult. He............ (speak) French.
 Most students live quite close to the college, so they .................. .......... (walk) there.
 My sports kit is really muddy. This shirt ............................................... (need) a good wash.
 I've got four cats and two dogs. I ........................................... (love) animals.
 No breakfast for Mark, thanks. He...............................................(eat) breakfast.
 What's the matter? You ............................................(look) very happy.
 Don't try to ring the bell. It .............................................. (work).
 I hate telephone answering machines. I just............................................. (like) talking to them.
 Matthew is good at badminton. He ............................................ (win) every game.
 We always travel by bus. We .......................................... (own) a car.

5. The Present continuous

The present continuous means that we are in the middle of an action.

Form: The present continuous is the present tense of be + an ing-form.
A. Affirmative form
I am looking OR I'm looking
You/we/they are looking OR you/we/they're looking
He/she/it is looking OR he/she/it is looking
B. Negative form and Questions
 I'm not looking / you/we/they aren't looking he/she/it isn't looking
 Am I looking?
 Are you/we/they looking?
 Is he/she/it looking?
 WORKSHEET
1. What can you say in these situations? Add a sentence with the present continuous.
 A friend rings you up in the middle of 'Neighbours', your favourite soap opera. Is it
important? I'm watching 'Neighbours'.
 A friend is at your flat and suggests going out, but you can see rain outside. I don't want
to go out now. Look,.........................................................
 A friend rings you up at work. Sorry, I can't talk now.
......................................................................................
 You want to get off the bus, but the man next to you is sitting on your coat. Excuse me,
..............................................................................................................
 A friend wants to talk to you, but you have just started to write an important letter. Can I
talk to you later? .......................................................................................................
 You have been ill, but you're better now than you were. I'm OK now
..........................................................................................................................................
2. Present continuous or simple?
At work Mark is talking to Alan in the corridor. Complete their conversation. Put in the present continuous
or simple of the verbs. Mark:
(►) Are you looking (you / look) for someone? Alan: Yes, (►) / need (I / need) to speak to Neil. He isn't
in his office.
Mark: ……………………………. (he / talk) to the boss at the moment. …………………………….. (I /
think) …………………………… (they / discuss) money.
Alan: Oh, right. And what about you?…………………………….. (you / look) for someone too?
Mark: Yes, Linda.......................................... (you / know) where she is?
Alan: Oh, she isn't here today. She only ……………………. (work) four days a week................. (she / not /
work) on Fridays. She'll be here on Monday.
Mark: Thank you...........................................(you / know) a lot about Linda.
Alan: Well, most days....................................... (I / give) her a lift, or............... (she / give) me one.
……………………..(she / live) quite close to me........................................(it / save) petrol.
Mark: Yes, of course. Good idea. Yes,........................................( / agree). Well,........... ............... (I / waste)
my time here then. I'll get back to my computer.
 6. Modal verbs
Modal verbs show possibility, ability, or necessity. Common examples of modal verbs
include can, should, and must. Because they are a type of auxiliary verb (helper verb), they are
used alongside the infinitive form of the main verb of a sentence.

Ability can, could and be able to We use can to say that something is
possible: that someone has an ability
(Natasha can play the piano) or an
opportunity (She can go to the music
room).
Permission can, may, could and be We use can, could or may to ask for
allowed to permission. Can I use your pen? Could we
borrow your ladder, please? ~ Well, I'm
using it at the moment. May I see the
letter?
- To give permission we use can or may
- To refuse permission we use can't or
may not or mustn’t.
Possibility and may, might, could, etc - We use may or might to say that
certainty something is possible or that it is quite
likely. We can use them for the present
or the future. It may/might be a bomb.
/ may/might go to the beach
tomorrow. (= Perhaps I will go to the
disco.)
- We can use could to say that something
is possible. The story could be true, I
suppose. (= Possibly it is true.)
- In some situations we can use may,
might or could. It may/might/could
rain later.
Necessity must and have to We use must and have to/has to to say that
something is necessary. You must think
about your future.
I have to work on Saturday morning.
 We use must when the speaker feels
that something is necessary. You
must exercise!
 We use have to when the situation
makes something necessary. I have
to exercise. (The doctor told me.)
We have to be quiet. (That's the
rule.)
Advice and Should, ought to. We use should and ought to to say what
recommendation is the best thing or the right thing to do
and in questions to ask for advice.
 - You should exercise!
- Your uncle was very kind to me. I
ought to write him a letter of thanks.
- He should not smoke so much.
- It's a difficult problem. How ought
we to deal with it?

WORKSHEET: Match the words on the left with the appropriate sentence. Write the
number of the sentences next to the letters.

a. Ability 1. People with diabetes mustn’t fast in Ramadan.

b. Permission 2.Some people must go on a diet to lose weight.

c. Prohibition 3.Some traditional doctors can cure very serious illnesses.

d. Necessity 4.You may not drive if you take certain medicines.

e. Obligation 5.You have to have a prescription if you want to get certain drugs.

A= .......... B=……... C=……… D=……… E=………

 Fun game :
HOMOGRAPHS are words that are spelled the same but are different in meaning or
derivation or spelling. Each one will have to give at least 3 Homographs.
 7. Reading text (1)

Reading text: Giving and receiving positive feedback

Your manager stops you and says she needs to have a word about your performance in the recent
project. You worry about it all weekend, wondering what you might have done wrong. When
you step into her office on Monday morning she begins by praising you for the good work
you’ve done on the project, and you wonder if this is the obligatory praise that starts off the
typical ‘feedback sandwich’. You know how the feedback sandwich goes: say something nice,
say what you really want to say, say something nice again. In an attempt to inject some positivity
into their feedback, many managers rely on sandwiching negative feedback between two positive
comments. However, when feedback becomes such a routine, employees can start to perceive
positive feedback as simply a form of sugarcoating the negatives, thus diminishing its value.
Instead, positive feedback should not simply be seen as something to cushion the negative, but
should be delivered so as to reinforce and encourage good performance. Below are three tips to
help you make positive feedback count.
1. Don’t always follow positive feedback with negative feedback
When positive and negative feedback always appear to go hand in hand, the positives can
become devalued and ignored. Ensure there are times when positive feedback is given for its
own sake and resist the temptation to offer constructive criticism.
2. Cultivate a ‘growth mindset’
Psychologist and ‘growth mindset’ proponent Carol Dweck spoke of the plasticity of the brain
and our ability to develop skills and talents that we might not have been good at to start with.
Many of us tend to focus our praise on the end result and seemingly innate talents, e.g. ‘You
really have an eye for details’ or ‘You have a real talent for organizing events’. However,
research suggests that by focusing on the process of how things are done – praising effort,
experimentation and problem-solving strategies – we can encourage the development of new
skills and the continued honing of talents.
3. Create a culture of offering positive feedback
Make giving positive feedback part of your team/department/company culture. Don’t just wait
for special moments like appraisals to give feedback. Offer informal positive feedback when
making small talk or when walking down a corridor. Feedback doesn’t have to only come from
the higher ranks either. Encourage peer feedback among team members and colleagues and
actively ask them for positive comments on each other’s performances on tasks. It might take
time to counter the effects of an environment where there is a cynical view of positive feedback,
but in the long run, by embracing positive feedback, you can not only enhance working
performance but also enrich the quality of life in the workplace.
 Tasks
Task 1
Circle the best answer.
1. What does the ‘feedback sandwich’ involve?
a. Giving positive feedback by accompanying it with negative feedback
b. Giving negative feedback by accompanying it with positive feedback
c. Creating a feedback culture in an organisation
d. Devaluing positive feedback
2. The writer believes that the ‘feedback sandwich’ …
a. can encourage good performance.
b. makes negative feedback more painful.
c. makes employees fearful of feedback.
d. is too predictable to be effective.
3. The ‘growth mindset’ idea is that ...
a. we can become good at things that we might initially not seem to have a talent for.
b. we should focus on honing the talents that we are born with.
c. the end result is more important than the process.
d. we must not tell people that they are good at certain things.
4. How can we create a culture of positive feedback?
a. By offering feedback only during informal occasions such as when walking down a corridor
b. By making sure that only positive and not negative feedback is given
c. By asking your employees to offer positive feedback to their colleagues
d. By not conducting appraisals for employees
5. A cynical view of positive feedback …
a. is irreversible.
b. can make the quality of working life richer.
c. can be healthy.
d. can be changed gradually.
6. What might be a good title for this article?
a. The power of a growth mindset
b. The power of positive feedback
c. The power of positive thinking
d. The power of the feedback sandwich

Task 2
Are the sentences true or false? True False

1. In the story at the beginning of the article, the writer describes a

scenario in which the employee assumes they are going to get negative
feedback.
2. Overusing the ‘feedback sandwich’ can result in a mistrust of positive
feedback.
3. We should not try to inject positivity in our feedback or we might
devalue it.
4. We should never give positive feedback and negative feedback at the
same time.
5. Carol Dweck believes that the brain is flexible and can be trained to
learn new skills.
6. We should give positive feedback when employees make an effort and
try new things.
7. By offering positive feedback in a variety of situations, we can get our
employees used to getting positive feedback.
8. You can improve the performance of your employees by embracing
their mistrust of positive feedback.

Task 3: Discussion
As a Manager, What are your tips for giving motivating feedback?
 8. Reading text (2)

Reading text: What does it mean to be innovative in business?

In order for a business to survive in today’s world, it is important that we regularly review what
we are doing and how we are doing it. By considering new ideas and new ways of doing things,
and trying to innovate, we can improve on our products/services, increase sales, reduce costs and
make our processes more effective and efficient. Innovation is key to increasing profits. There
are several ways a company can be innovative with their products and services. Today we will
look at four of them.
1. Using the latest technology to improve your product/service
When we think of innovation, we often think of new technologies. While they might be
impressive, we should not use new technologies just because they are available. It is important to
consider how the technology can improve our product/service and make a difference to our
customer. Companies that produce cars, toiletries, household appliances, etc. often have a large
R&D department to work on making their products better.
2. Responding to customer demands by changing what is on offer
By listening to customer feedback, we can get their opinions on how we are doing and find out
about what it is that they want. We also need to be aware of changes in customer demands and
keep up with the times. When fast-food restaurant McDonald’s realised that the market wanted
healthier choices, they introduced fruit and salads, while removing the ‘supersize’ option from
their menus.
3. Offering a new product/service to reach new customers
Your business might be doing well, but there is no growth or development and there is a risk that
your competitors might take away some of your customers. Innovation sometimes means
developing a new product that targets a different market. Although video games were often
played by boys, in 2006, video games giant Nintendo introduced the game console Nintendo
Wii, successfully targeting girls and older customers with games like Cooking Mama and Brain
Training.
4. Changing the way you provide a service
By looking at the changes to the customer’s lifestyle and needs, we sometimes realise that there
might be better ways to serve them. Customers who do not have a lot of time might prefer to
have their food or their shopping delivered to their homes, or they might like to do their banking
online rather than in an actual bank.

Not all innovation will bring success to our businesses, but it can give us the opportunity to grow
and learn more about what we do and what our customers might want
 9. Present Perfect Tense
The present perfect tells us about the past and the present.

WORKSHEET
 10. Past simple tense
 The past simple tells us about the past, a time which is finished. Last year is in the
past.

 For regular verbs, add –ed to the root form of the verb (or just –d if the root form
ends in an e):
- Play→Played
- Type→Typed
- Listen→Listened
- Push→Pushed
- Love→Loved

 For other irregular verbs, including to be, the simple past forms are more erratic:

- See→Saw

- Build→Built

- Go→Went

- Do→Did

- Rise→Rose

- Am/Is/Are→Was/Were

We use the past simple (not the present perfect) to talk about times in the past such as yesterday,
last week, in 1994, a hundred years ago.

 The present perfect tells us about the past and the present
Worksheet
 Put in the past simple of the verbs in brackets.
► The car stopped (stop) at the lights.
1 We…………………….. ... (leave) the cinema before the end of the film.
2 The streets………………………….(be) crowded with people.
3 My grandmother……………………… (die) last year.
4 Everyone…………………………. (have) a marvellous time.
5 We……………………………… (not / like) the food they gave us.
6 Claire……………………………. ... (go) to Egypt last month.
7 The accident………………………..(happen) last weekend.
8 It………………………….. (not / be) a very comfortable journey.
9 I…………………………………… (know) that ages ago.
 Put in the past participles of the verbs in brackets.
► We've found (find) all the answers.
1 Have you………………………. (wash) the car?
2 You haven't .................................. (eat) very much.
3 They've………………….. ......... (open) a new supermarket.
4 You've…………………………… (write) it in pencil.
5 I've……………………… ...... (make) the sandwiches.
6 We've………….. ...................... (have) our lunch.
7 United have………………….. ......... (score) a goal.
8 The balloon has……………… ..................(land) in a field.
9 Who's………………………….. (break) this glass?
10 It's warm because the heating has ....................................... (be) on.
11 Have you .......................................(sell) your flat yet?
12 I've…………………………… (finish) that job at last.
 11. Comparative and superlative forms
 We use comparatives to compare two things or two people. (e.g., She is taller than her
sister)
 Superlatives are used to show the difference between more than two things or more than
two people. (e.g Paris is the biggest city in France)
We form the comparative and superlative of short adjectives (e.g. cheap) and long adjectives
(e.g. expensive) in different ways.

WORKSHEET
Complete these sentences with the comparative or superlative of the adjectives in brackets.
1. …………………………….(long) river in the world is the Nile. It’s
………………………(long) the Amazon. It’s 6.690 kilometres long.
2. Charlie Chaplin was one of……………………………………………………….(creative)
talents in the era of silent movies.
3. Bugatti sold ……………………………………………………………… (expensive) car ever
made for $12.5 million.
4. They've got lots of fans. They're the....................………………….... (popular) team in the
country.
5. United have won everything. They're the.................…………………(successful) team ever.
6. They're good to watch. They play the................ ……………….. ........ (attractive) football.
7. United fans are happy. We're the ................ ……………………… (happy) people in the
world.