Fluency FG - Content Structure v 2 0

September 27

Facilitator’s

Guide

V 2.0

Fluency

Program

2

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

NeuroLanguage Session & Pre Assessment ........................................................................................ 6

Fluency: Activity: Speaking on about yourself and analyzing it ........................................................ 14

Introduction to Consonant sounds & Vowel Sounds ........................................................................ 17

Grammar: Introduction to Parts of Speech ....................................................................................... 19

Vowel Sounds & Drills ....................................................................................................................... 22

Consonant Sounds & Drills ................................................................................................................ 24

Practice Syllables (Cecily Berry) ......................................................................................................... 26

Practice Word Lists ............................................................................................................................ 29

Practice Email Etiquette, Punctuation............................................................................................... 30

Day 2 – Building Fluency........................................................................................................................ 32

Recap Day 1 & Objectives Day 2........................................................................................................ 33

Subject Verb Object ........................................................................................................................... 35

Theory & Practice Syllables ............................................................................................................... 39

Vowel & Consonant Sounds Practice (ILT & NL) ............................................................................... 42

Nouns ................................................................................................................................................ 44

Email Etiquette Type 1- official context ............................................................................................ 46

Fluency .............................................................................................................................................. 48

Group Discussion – Rule 1 – Courtesy ............................................................................................... 50

Day 3 – Building Fluency with correct sentences .................................................................................. 51


Syllabic Stress .................................................................................................................................... 54

Adjectives .......................................................................................................................................... 55

Articles ............................................................................................................................................... 57

Pronouns ........................................................................................................................................... 59

Prepositions ....................................................................................................................................... 61

Verbs ................................................................................................................................................. 63

Grammar: Sentence Construction & Sentence Drills(ILT & NL) ........................................................ 65

Email Etiquette Type 2 ...................................................................................................................... 66

Group Discussion – Rule 2 Asking Questions – Probing .................................................................... 67

Day 4 – Building Fluency around professional work scenarios ............................................................. 68

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Theory & Practice: Subject Verb Agreement .................................................................................... 71

Fluency: Activity: My Strengths and Weaknesses ............................................................................. 73

Consonant Vowel Sound Practice with words & sentences (ILT& NL) .............................................. 76

Grammar: Tenses (ILT & NL) ............................................................................................................. 78

Grammar: Sentence Drills with Tenses Simple and Perfect (ILT & NL) ............................................. 80

Email etiquette Type 3 Writing escalation mails ............................................................................... 82

Activity: All Skills Practice: Topic: My Experience: Tenses Simple, Perfect Group Discussion –

Acknowledgement ............................................................................................................................ 84

Day 5 – Building a foundation of grammar with tenses and SVA, creating fluency .............................. 86


Fluency: Activity: Topic: Detailed Work Tasks ................................................................................... 89

Syllabic Stress Practice with words & sentences (ILT& NL) ............................................................... 92

Theory & Practice Future Tense (ILT & NL) ....................................................................................... 94

Grammar: Sentence Drills with Tense Future (ILT & NL) .................................................................. 96

Activity: All Skills Practice: Topic: MyWork: Tense Future / Career Path of a Programmer ............ 98

Group Discussion – Changes in our society: Economic Improvement ............................................ 100

Day 6 – Building fluency around work related topics ......................................................................... 102

Recap Day 5 & Objectives Day 6...................................................................................................... 103

Practice Sentence with the Bag of Words ....................................................................................... 105

Grammar: Question Format (ILT & NL) & Answering Questions (ILT & NL) .................................... 107

Question Formation ........................................................................................................................ 107

Activity: NL Lab Session Question Format (ILT & NL) & Answering Questions (ILT & NL) .............. 109

Activity: Listening Comprehension: ................................................................................................. 111

Grammar: Sentence Drills Domain Related (ILT & NL) .................................................................... 112

Activity: All Skills Practice: Topic: Client Mock Scenarios ............................................................... 114

Group Discussion – Importance of good communication at work / outside work ......................... 116

Day 7 – Building Fluency & Improving Comprehension ...................................................................... 118


Practice Paragraphs Writing & Speaking ......................................................................................... 121

Activity: Written: Reading comprehension: Complex passage ....................................................... 123

Grammar Activity: Identify Errors (ILT & NL)................................................................................... 125

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

Grammar Activity: Grammar Quiz ................................................................................................... 129

Grammar Activity: Client Email (ILT) ............................................................................................... 130

Activity: All Skills Practice: Topic: Problem in civic society ............................................................ 132

Group Discussion – Communication skill Strengths and Weaknesses improved in training .......... 133

Day 8 – Assessing improvement in fluency and email writing ............................................................ 135

Post Assessment .............................................................................................................................. 136


Practice Paragraphs Writing & Speaking ......................................................................................... 140

Activity: Written & Reading Comprehension .................................................................................. 142

All Skills Activity: Paraphrasing ........................................................................................................ 143

Activity: Listening Comprehension .................................................................................................. 145

Grammar Activity: Client Email (ILT) ............................................................................................... 146

Grammar Activity: Client Meeting (ILT & NL) .................................................................................. 148

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Day 1 – Expectation Setting and Introduction

S.N Topics Time Objective

1.10 NeuroLanguage Session & Pre Assessment 8.45-10.15 To introduce the participants to the NeuroLanguage tool and conduct the Pre Assessment

Tea Break 10.15-10.30

1.11 Ice Breaker, Introduction, Expectation Setting, , Objectives 10.30-12.00 To establish the quality benchmarks and objectives with the participants for the program

1.12 Introduction to Language Construction, Grammar and Sounds

12.00-13.00 To establish the broad modules covered and the methodology

Lunch Break 13.00-14.00

1.13

Fluency: Activity: Speaking on about yourself and analyzing it

14.00-14.40 To document the language ability of the participants

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

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

Tea 15.40-15.55

1.16 Practice: Vowel Sounds Drills 15.55-16.15 To make the participants practise the vowel sounds learnt

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

1.18 Practice: Syllables (Cicely Berry) 16.35-16.55 To give the participants a drill to improve sounds

1.19 Practice: Word Lists 16.55-17.15 To introduce the participants to the Wipro Specific words

1.20 Email Etiquette: Punctuation 17.15-17.35 To introduce and practise punctuation

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NeuroLanguage Session & Pre Assessment

A. NeuroLanguage Software introduction –20 min

• Show the participants the PPT ask them to review it on their computers

• If that is not possible then project the PPT on the board

B. Walk through the method of using the tool during training – 10 min

a. This is for practise, it will give feedback in real time, the tool is very strict

b. Tell the participants that they can improve if they try to articulate differently not in

the same way as they always do

c. Tell them about the Pre and Post Assessment and run the ppt for the same so that

they are comfortable with it

d. Give them the user ID and password, which is their employee ID.

A. Login the batch to the software – 10 min

a. Ask them to try the module Importance Communication Skills to get comfortable

b. Help trouble shoot any problems

Session 1.10: Duration- 90 minutes Media and material

Overview:

To introduce the participants to the NeuroLanguage tool and conduct the Pre

Assessment

Learning Objectives:

• The participant will be able to login to the software

• The participant will be able to describe all the functionality of the

Practice Player Software

• The participant will be able to download and run modules that are

assigned to him/her

• The participant will be able to complete a module successfully

Key Sections:

• A. NeuroLanguage Software introduction, play the PPT –20 min

o Functionality of the software

• B. Method of using the software – 10 min

o Methodology of the software

o Blended learning

o Points to note

• C. NeuroLanguage Software Practise – 10 min

o Modules to practise : Introduction to Communication Skills

• D. Pre Assessment - 35

o Module: Ascentify Language Assessment 2012

Flipcharts

Colour Markers

White Board

PPT on the software

Login to Neurolanguage

Practice Player

Download Pre Assessment

module

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B. Take the Pre Assessment Test – 35 min

a. Ask them to download the Ascentify Language Assessment 2012 and take the test

Inform them of the scores that are recorded on the central server and the reports that will be

generating everyday to show the improvement.

Instructions:

The Pre assessment is important to measure the needle movement in their improvement. There are 4

sections in the assessment and all 4 need to be completed.

All modules that need to be covered in training appear in a folder ‘WiproCorp’. In this folder are day

wise folders. The participants are expected to take each module in the folders as part of their daily

practice.

Please refer to the PPT for the guidelines on how to use the software. However the top points to note:

• All the text in the story section does not need to be recorded

• All the examples must be recorded and practised

• The listen & repeat, listen & type and listen & answer section must be completed

• The colour needs to change from Red to orange to show improvement

• Orange and Green are acceptable colours as the software is extremely strict

• Green indicates the highest level of pronunciation

Guideline:

1. Check the lab in the morning with the local IT spoc

2. Download the assessment module in advance. It will take at least 15-20 min to download the

module

3. Get batch to check the headsets, software login in the morning all together.

4. Accommodate for 40 min for the assessment

5. As the ratio of participant to computer is 2:1 you will need to coordinate ask the remaining

participants to sit outside.

6. For this assessment you will be the invigilator

7. The assessment questions are not to be discussed in the session after the test

8. All 4 sections of the assessment are to be completed. Each comes one after the other. Ask

the participants to be patient through the process.

9. Ensure that the IT spoc is present to assist during the assessment.

10. Ensure that the participants have practised on the software before taking the assessment;

else the results will not accurately reflect their skill level.

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Session 1.11: Duration- 1 Hour and 15 minutes Media and material

Overview:

To establish the quality benchmarks and objectives with the participants for the

program


• The participant will understand the program objectives

• The participant will understand the expected quality target for English

written and spoken

• The participant will be understand the duration, broad topics and

completion targets of the 8 days of training

• The participant will be able to enumerate the ground rules, day wise plan

for learning

Key Sections:

• A. Ice Breaker – 30 min

• B. Expectation Setting – 40 min

o Activity : Ground Rules Setting – 15 min

• C. Program Objectives – 15 min Activity: Accent, Listening &

Comprehension – 25 min

• D. Program Objectives – 15 min

o Write down the overall program objectives

o Write down the program quality bench marks

• Take any questions that participants may have at this time - 5 mins

Flipcharts

Colour Markers

White Board

Rules Chart

A. Ice Breaker: Get to know your colleagues

• Ask each person to talk to a person they don’t know in the room

o Duration 10 minutes

o They should write down - their name, where they are from

o They should write down – one interesting fact about the person

o Duration – 20 minutes

o You will ask each person at random who they met and to tell the batch about what

they were able to discover about their colleagues

o You will then ask others what they remember of the other people in the batch

o You will continue this activity until everyone has had a chance to speak about the

other colleagues

o Lastly introduce yourself to the batch.

o Allow them to ask any questions they have for you, they may want to know more

about you in terms of experience and background.

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

• Activity: Make the trainees develop a chart to be put up

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o Make teams of 4-5

o Ask each team to give their team a name

o Write the team name on the board

o Ask them to discuss the rules as though they were taking the session

o Ask them to then make a nice chart

o Tell them that as teams they will be evaluated

o Reward the best team

o Ask each team to come up with a ‘Team name’, tell them that going forward they

are to be in a team and each team would be rewarded based on performance

o Points to be covered

� Punctuality: We are all professionals and need to understand at this initial

stage the need to be on time as a discipline

� Professionalism: We need to be able to demonstrate this in training to be

able to apply it in all our professional task

� Team Work: Others depend on us to deliver on time we are not working in

isolation

� Discipline: Maintain the decorum of the session at all times

C. Activity: Accent, Listening & Comprehension

• Activity: Listening to a Audio File 1

o Login to the neuroLanguage software on the trainer PC

o Download neuroLanguage module: ‘Active Listening-Verbal Skills (2009)-UK’

o Click on the listen button and listen to the audio conversation through the speakers

o Ask them to note down every word of what was said

o Ask how much of the audio file was understood

o Derive: listening, comprehension and response as basic skills needed to perform

basic task at work

� Question to ask:

• Were you able to write down all the word?

• When did you stop writing the words?

• Why were you not able to write the words?

• Did you understand the key message of the passage?

� Write down all the feedback to the questions on the flip chart/ board

� Categorise the responses written on the board as listening or

comprehension.

o Derive: English fluency and written skills as essential to further progression within

Wipro especially in client facing situation at a foreign location

� Inform the participants:

• Clients would be of various nationalities

• They would have strong accents

• They would expect that you understand them and also

communicate quickly with them on the project details

• They would expect you to speak fluently and be easily understood

• If they cannot they would get frustrated as the project slows down

due to communication challenges

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D. Program Objectives

The program is designed to build the fluency of participants over 8 days. The main purpose is

to be able to effectively communicate with clients and managers. The participants will be

interacting with clients on projects and would need to be able to communicate effectively on

details of project execution.

Instructions:

Explain that to be able to communicate with fluency it is necessary to overcome the

challenges highlighted during the activity from listening and comprehension. Discuss how

difficult it actually is to be able to overcome the areas of opportunity. Indicate that to

achieve an end objective it will be necessary to put in a lot of hard work.

Write out the program objectives on the board. Establish the expected quality levels for

clearing the program.

Explain that the program will measure the pre to post improvement of the candidates using a

computer test. The test will accurately measure the skills of 5 key parameters

Oral –pronunciation by reading, Retention – pronunciation by listening, typing skills,

Grammar by multiple choice questions and comprehension questions based on listening to an

audio file.

The test will be give again at the end of the training and therefore measure the

improvement. The metrics are given below. Inform them that they will be tested at the end of

every day to be able to check their daily progress.

• Duration of the course and structure

a. 4 days followed by 10 -15 days gap followed by 4 days

b. Pre assessment first of training, post assessment last day of training VnA training

c. Quality target: 65% on the NeuroLanguage Test

• Modules to be covered

d. Oral Communication in the work place

e. Comprehension

f. Email writing in the work place

g. Fluency in speech

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Introduction to Language Construction, Grammar and Sounds


Overview:

To establish the broad modules covered and the methodology.


• The participant will be able to identify the key foundational concepts of

language construction

• The participant will be able to give examples to illustrate the

understanding

Key Sections:

• A. Barriers to Communication – 15 min

• B. The Language Tree – 15 min

o Sounds Vs Letters

o Grammar Structure

o Listening and Internal Fluency

Flipcharts

Colour Markers

White Board

Basic topics to be covered

noted in their notepads

Neurolanguage module –

voice sample Scottish file

A. Barriers to communication:

Activity:

• Ask the trainees to listen to the audio file from the neurolanguage module, of a Scottish

British accent person describing himself.

• Log in to the neurolanguage software and download the following module to play back:

‘Voice Sample – Scotland 1 V2 - UK’

• Click on the narration button to play the audio.

• Do not project it on the screen, ensure the audio plays from the speakers of the trainer PC.

• Allow the audio to play for a while and notice when the participants stop taking notes

• For the remaining time while the audio is playing continue talking and giving instructions

• Elicit when and why they stopped taking notes

o Derive: familiar language, accent, meaning of phrases

o Derive : barriers of noise

o Derive : language structure, sounds, and key familiarity

o Question to Ask:

� Were you able to write down all the word?

� When did you stop writing the words?

� Why were you not able to write the words?

� Did you understand what the person was saying? If not then why?

o Write the answers on the board

� Discuss the reason for each

• Sounds – we are not able to understand sounds that we have not

heard before, we need to train out listening to understand the

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sounds, the more we listen the better it gets. Knowing the meaning

is key to understanding the sound

• Phrases – this may not be used in our English, so we need to first

understand the meaning of phrases and so the next time we would

be able to understand it better. Most phrases also have a cultural

context

• Rate of speech – each person speaks at a different rate of speech,,,

only with practice would you be able to understand the other

person

• Disturbance – When others are talking it becomes even more

difficult to understand the other person, so it is necessary to

concentrate ones attention on the speaker

B. The Language Tree

• Play the audio file again

Instructions:

Ask the participants to listen carefully to audio file. While listening, ask them to note the

differences from the first time they heard the file. This time allow all to listen to the file

without any interruptions.

a. Derive the difference in comprehension, listening from the first to the second session,

i. Questions to Ask:

1. What new words were you able to hear this time?

2. Were you able to identify the overall message of the audio file?

3. When did you stop writing?

4. Were there many familiar words in the audio file?

b. Derive that learning can improve if we start with the basics and build up

i. Points to say:

1. Learning the meaning of words and phrases it will be easy to understand

the client

2. Listening to the same words with more meaning will enhance the

comprehension

3. Practising the words and speaking will enable the client to be able to

understand you better.

4. To practise it is necessary to start from the very basics of both sounds

and grammar

c. Derive that if the language specific to our work is practised it will only get better

i. Introduce Language Tree

ii. Grammar Tree

iii. Listening

Instructions:

To derive the language tree and the grammar tree please do as follows:

1. Write ‘Speech’ at the top

2. Questions to ask: What does speech consist of? Write down the responses on the board

3. Answers you are looking for: Words, Sentences, sounds etc

4. Place the same under in the following sequence: Speech �

Sentences�Words�Syllables�Sounds.

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5. Tell them why we deal with sounds and not letters of English – as it is not a phonetic

language, the pronunciation and the spelling are not always the same

6. Question to ask: In grammar what are the topics you know about, also what parts of speech

are there in English?

7. Answers you are looking for: the 8 parts of speech, Subject verb agreement, Tenses,

Questions, Sentences construction

8. Place the answers in the following sequence on the same board: Parts of speech�Sentence

Construction�Subject Verb Agreement�Tenses�Questions

9. Inform the batch that to build up the fluency one must be able to master both sounds and

grammar, that in the next few days you will be working on each item of language and build it

up to fluent speech

10. The answers on the board need to be in a diagram form with the smallest items of language

at the bottom of the diagram

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Fluency: Activity: Speaking on about yourself and analyzing it


Overview:

To document the language ability of the participants.


• The participant will be able to create a mind map of points about him self

• The participant will be able to structure the sequence of thoughts

• The participant will be able to elaborate on each point to at least one

level

• The participant will be able to identify each sentence in terms of

sentence construction, grammar and sounds

Key Sections:

• A. Describe a Mind Map – introduce oneself– 15 min

o Define Mind Map – 5 min

o Illustrate with Example – 5 min

o Make the participants do a mind map – 5 min

• B. Introduce yourself – 45 min

o Each person gets one minute – 30-40 min based on the batch

size

o No feedback is given

o Structure must be correct

o Facilitator records feedback

Flipcharts

Colour Markers

White Board

White Board – Mind Map

Mind Map in their

notepads

A. Activity: Mind Map to describe one self

• Describe a mind map – 5 Min

o Describe and explain a mind map – a mind map is a diagram of or visual

representation of all the points around a central topic

• Illustrate with an example as given below – 5 min

• Ask the participants to develop a mind map on paper about himself however not about his

family, use the following structure – 5 min

o Help the participants with their queries

o Who I am

o What are my strengths and weaknesses

o What are my career goals

o What do I expect from Wipro

Instructions:

Ask the batch if anyone is familiar with the concept of a mind map. Take all the responses from the

batch and summarise. Then define a mind map as a diagram or visual representation of points you

would like to talk about or describe on a topic. Demonstrate the same with an example, in this case

about yourself.

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At the centre of the board write your name. Then write all your strengths and weaknesses. For

example:

1. Anand Rao

2. Gurgaon

3. Married, wife and two children

4. Professional, Trainer, master trainer

5. Sports – running, squash, tennis, swimming etc

6. Weakness – sweets & chocolates

Then using the points on the board, write out sentences about yourself. For example:

1. I live in Gurgaon in Haryana.

2. I am married and have two children

3. I am a certified voice and accent trainer and master trainer

4. I love playing sports, my favourite sports are Squash, Swimming and running

5. My weaknesses are sweets and chocolates

Now ask the batch to develop a mind map on a sheet of paper about themselves. Give them not more

than 5 min to develop it. The mind map should not include any details about the person’s family. It

should include details of the person’s strengths weaknesses.

B. Ask each participant to speak about themselves either by reading the notes or extempore

– 1 Min per participant

• Put up some of the sentences on the board

o Highlight key sounds errors

o Highlight key grammar errors

• Discuss the issues in speaking for a min

o Questions to ask

� Were you able to speak for a min?

� Why did you stop?

� Did you feel confident?

� Did you make grammatical mistakes? If so what were they?

� Did the mind map help in structuring the 60 seconds of speech?

Instructions:

Inform the participants that they would need to speak for 1 minute about themselves in clear and

distinct sentences as demonstrated.

To keep up the energy in the batch you should maintain a stop watch and ask participants to pass on

to the next person after a min if they exceed the time limit. Otherwise they need to pass the turn on

to any other person in the batch by calling their name aloud.

Put up the general feedback for sound errors and grammar errors; do not give feedback to any one

person. Ask the participants for their feedback on how they spoke and any difficulty in speaking

fluently.

Get the batch to agree that speaking in a planned manner is quite difficult. Inform the batch that the

rest of the program will help them in key areas of speaking to enable them to become confident and

fluent.

Get their concurrence on how to deal with the basic elements of speech like sounds, sentence

construction and their own thought process.

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Guidelines:

1. We cannot give feedback at this stage as we have not covered enough content and the

participant may not comprehend the feedback

2. Ask the participants to speak loudly and clearly for the entire batch to hear

3. Record feedback on each of the participants for your own reference

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Introduction to Consonant sounds & Vowel Sounds

A. Activity: Letters and Sounds of the English language – 10 min

• Ask how many letters in the English alphabet

• Ask them to break it up into Vowels and Consonants

• Then ask them very specifically to break it up into ‘vowel sounds’ and ‘consonant sounds’

• Tell them that there are 24 Consonant sounds and 20 vowels sounds

• Regroup everyone into their team

o Set a time limit of 5 min to get the answers

o On a sheet of paper they must have the sounds

o Each team will be given the chance to say one sound and a point for each correct

sound

o Bonus points for teams that answer the following

� Consonant sound pairs

� Vowels sounds into short, long and diphthong

• As they speak the sounds put them up on the board in sequence starting consonant sounds

then moving on to vowel sounds

• Reward the best team

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

• Give or ask for a tag word to represent each sound , ask them to note it down for future

reference

o E.g. t – Total, bottom, act,

o E.g. v – very, vocal, verification


Overview:

To make the participants aware of all the sounds to note the 44 sounds with

phonetic symbols.


• The participant will be able to identify and enumerate the 24 consonant

sounds given

• The participant will be able to identify and enumerate the 20 vowels

sounds given

• For each sounds they will be able to identify a tag word

• The participant will be able to enunciate the sounds in isolation

Key Sections:

• A. Sound of the English language –10 min

o Letter of English, vowel s and consonants

o Sounds of English, 20 vowels sounds, 24 consonant sounds

• B. Tag word for each sound – 10 min

o Each person write his own tag word in a note pad

Flipcharts

Colour Markers

White Board

White Board – Sounds in

phonetics, IPA chart

Tag words in notepads

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o Refer to the Reference section at the end of the book for more examples

• Derive the characteristics of Consonant sounds

o Consonant sounds are articulated and interrupted sounds

• Derive the characteristics of Vowel sounds

o Vowel sound are formed and free flowing uninterrupted sounds

• Reiterate the terminology for sounds – short, long and diphthongs, Voice and unvoiced

consonant sounds

• Write down the phonetic symbol for each sound

Instructions:

To show the difference between consonant sounds and vowel sounds ask each team to note down

the differences. Give them not more than 5 min to identify the basic difference – consonant sounds

are interrupted by the articulators and are completely articulated only when the articulators are

released. Therefore they are short and sharp in pitch.

For Vowel sounds they need to identify that compared to consonant sounds they are free flowing and

can be stretched.

Refer to the IPA chart in the reference section of this manual for the phonetic symbols. It is important

to start the use of phonetic symbols versus letters to indicate correct pronunciation for a word.

The key reason is that the participants need to be move away from their pre conditioned

pronunciation pattern.

Key Tip: Please log in to the Cambridge online dictionary http://dictionary.cambridge.org/ to refer to

the phonetics tag words that are being used. Encourage the participants to use the online dictionary

to resolve all pronunciation queries.

For an illustration all the sounds use the following website if there is access to the internet

http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html

To illustrate your point articulate the sounds for the batch and ask the questions:

1. What part of your mouth and throat are you using when you make a consonant sound?

2. What part of your mouth and throat are you using when you make a vowel sound?

3. How are you making the sounds? Can you describe it?

4. For the consonant sound, please place on hand on your throat and the other in front of your

mouth and describe what happens.

5. For e.g. the vowel sound - /ɜ:/, /æ/, consonant sound - /t/, /d/, /ʃ/, /ʒ/

6. Ask all the participants to note down the phonetic symbols for each sound for future

reference

Guideline:

1. This section is only to establish the sounds not for total recall or practise

2. The participants will be able to practise the articulation of each sound in the subsequent

sessions of the day

3. Ensure that everyone has noted down the phonetic symbols as it will be needed in

subsequent topics

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Grammar: Introduction to Parts of Speech

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

• Ask all the participants to create a sentence that

o Describes something

o States something

o Expresses something

o Explains or declares something

• Put up these sentence on the board

• In case the sentences do not cover all the parts of speech then add a sentence of your own

to ensure it does

• Highlight key words and ask them what part of speech it is

• Write the list on side of the board

• Proceed to use the knowledge of the batch to define each part of speech

• Establish the terminology for future reference in all grammar exercises

Instructions:

To ensure that you are able to put up all the sentences that you need to demonstrate, that there are

4 types of sentence, please instruct the participants the following:

1. Please describe your shirt

2. Please tell me how you feel about working at Wipro

3. Please explain how to drive a car

4. Tell me when did you finished your degree

5. When you are really surprised at hearing some news, how do you react? What do you say?

As a backup, in case you cannot get the right sentences from the batch, please keep these sentences

ready.

1. Declarative Sentence – A sentence that essentially states a fact .E.g. we have got the

contract for two years.


Overview:

To make the participants aware of the basics of grammar


• The participant will be able to enumerate the parts of speech

• The participant will be able to identify tenses and subject verb

agreement

Key Sections:

• A. Sentences & Parts of Speech –30 min

o 4 types of sentences

o Imperative, interrogative, declarative, exclamatory sentences

o Define the 8 parts of speech

• B. Identifying parts of speech – 10 min

o Highlight key parts of speech from the sentences

Flipcharts

Colour Markers

White Board

4 types of sentences on the

white board

8 parts of speech on the

white board

Highlight parts of speech in

the notepad

20

2. Imperative Sentence – A sentence that is used a direct command. E.g. vacate the premises

right now for a fire drill.

3. Exclamatory Sentence – A sentence that is used to denote a sudden emotion or feeling. E.g. I

got promoted!

4. Interrogative Sentence – A sentence that is used to ask a question. E.g. have you finished

making the slides for the presentation?

5. Once the activity is over, give the participants a brief overview of each of the parts of speech

6. You can derive each of the parts of speech from the participants by using the sentences that

they had given to you earlier

7. Do not go into too much of detail as you will be covering most these in detail as they session

progresses

Quick Reference: Parts of speech

1. Nouns – A word that denotes a name, place, animal or thing. E.g. the man named John lives

in the city of Budapest with his tiger and guitar.

2. Adjectives – A word that describes the quality of a noun. E.g. the intelligent engineer solved

the problem.

3. Verbs – A word that either represents an action tells one the time of an activity or talks

about a state of being. E.g. I am happy because I work at Wipro.

4. Prepositions – A word that shows the connection between a noun or a pronoun and the rest

of the sentence. E.g. the supervisor gave the letter to the employee.

5. Adverbs – A word that qualifies or describes a verb, an adjective or another adverb. E.g.

Amar works really fast on the computer.

6. Pronouns – A word that can be used in the place of a noun. E.g. the client is on the phone. He

sounds thrilled with the results.

7. Conjunctions – A word that connects clauses, phrases and other words with one another.

E.g. we have to work on the documents and the presentation.

8. Interjections – A word that reflects a sudden display of emotion. E.g. Argh! I think I just lost

all the data.

B. Activity: Identifying parts of speech – 10 min

• Ask the participants to go back to the passage that they wrote about themselves

• Ask them to identify the parts of speech for each sentence

Instructions:

In the previous section the participants were expected to use a ‘mind map technique’ to create

sentences to describe themselves. Ask them to now go back to the same passage and to highlight all

the parts of speech based on the definitions they have just learnt.

Give the participants 5 minutes to do the task. Take another 5 minutes to see if the batch as a whole

has understood the parts of speech and are able to identify the same in their own writing.

Guideline:

21

1. Feedback Technique: If someone makes mistake do not target just that individual, ensure

that the point is made to the entire batch. You will find that most error correction is good for

the other participants also.

2. Check the all the participants have successfully complete the task. In case they have not,

please ensure they do correct it in their own time.

22

Vowel Sounds & Drills

A. Activity: Drill Type 1 – 5 min

o Ask the participants to once again enunciate the 20 vowel sounds

o Repeat the same in groups, listen carefully for errors and isolate

o Recap the manner of articulation

B. Activity: Drill Type 2 - 5 min

a. Ask the participants to once again enunciate the 20 vowel sounds

b. Break them into their respective groups

c. Each group would perform together. This is done especially for large batches

d. For practice do the exercise for “lip vowel sounds” followed by “tongue vowel

sounds”, smoothly transitioning from one sound to the other, finally enunciating all

in one continuous motion

C. Group Activity: Reward for Correct Sounds – 10 min

o Ask one person from each team to volunteer to perform in front of the batch

o Reward the best enunciation.

o Note Facilitation skill: do not use the same person every time

Instructions:

This session goes one step further to ensure that all participants are able to recognise the phonetic

symbols and are able to enunciate the sounds correctly. Please note that candidates will not be able

to remember the sounds within a day. However it is critical that we take them forward one step at a

time and allow them to identify the improvement.

The improvement here would be that they are able to recall phonetics and are able to recall the

articulation of sounds.


Overview:

To make the participants practise the vowel sounds they have learnt


• The participant will be able to demonstrate the vowel sound drill for 20

vowel sounds

• The participant will be able to demonstrate 2 types of drills, isolated

sounds and pair word drills

Key Sections:

• A. Drill Type 1 – 5 min

o Place and manner of articulation of the 20 vowel sounds

• B. Type 2 – 5 min

o Lip and tongue vowel sounds transition method that

improves jaw movement

• C. Reward for Correct Sounds – 10 min


Flipcharts

Colour Markers

White Board

Phonetic symbols for 20

vowel sounds

Practice words for contrast

pairs

23

In Drill Type 2 it is necessary for each group to stand up and to recite the sounds together and at the

same speed and volume. This can be achieved only when they open their mouths wide and allow a

large volume of air to pass as they enunciate the sound.

In this drill the lip vowel sounds are articulated together in one continuous breath which takes about

2 seconds to complete.

To give accurate feedback, watch their mouths and the jaw movement carefully. Also listen very

carefully to the sound they make. An error in articulation will occur if the participants do not move

the articulators correctly.

Guideline:

1. Feedback Technique: Please give feedback for the group after they have finished. Please

use only visual gestures to make changes to articulation during the practice

2. To be able to meet the time allocated set a time limit of 30 seconds for each group.

24

Consonant Sounds & Drills

A. Activity: Drill Type 1 Isolated articulation of each sound – 5 min

a. Ask the participants to once again enunciate the 24 consonant sounds in pairs

b. Shortlist the pairs that mainly impact MTI

c. Ensure that each sound is articulated in isolation as it needs to be accurate

d. Repeat the same in groups, listen carefully for errors and isolate

e. Recap the manner and place of articulation

f. Encourage peer to peer learning

B. Drill Type 2 articulation of sounds on rhythm and in pairs – 5 min

a. Ask the participants to once again enunciate the 24 consonant sounds in pairs

b. Shortlist the pairs that mainly impact MTI

c. For practice do the exercise in the pattern : ‘t-t-t-t’ ‘d-d-d-d’ for each pair in rhythm

d. Please check for appropriate jaw movement

e. Ask one person from each team to volunteer to perform in front of the batch

f. Reward the best enunciation.

g. Note Facilitation skill: do not use the same person every time

C. Practise – 10 min

• Demonstrate to the batch the place and manner of articulation for all sounds

• Allow the participants to make detailed notes in their own manner but reiterate the need for

them to recall the same

• Make them practise as follows

o T-T-T-T D-D-D-D for each pair of consonant sounds

o Lip vowel sounds, tongue vowel sounds,

• They must be able to memorise each sound and preferably in sequence by EOD

o Stage 1


Overview:

To make the participants practise the consonant sounds they have learnt


• The participant will be able to demonstrate the consonant sound drill for

24 vowel sounds

• The participant will be able to demonstrate 2 types of drills isolated

sounds and pair word drills

Key Sections:

• A. Drill Type 1 – 5 min


o Imperative, interrogative, declarative, exclamatory sentences

o Define the 8 parts of speech

• B. Drill Type 2 – 5 min


• C. Practice – 10 min

Flipcharts

Colour Markers

White Board

Phonetic symbols , 24

consonant sounds

25

� Write down the phonetic symbols on the board

� Ask the participants to write it on a sheet of paper

o Stage 2

� give the participants 5 minutes to memorise all the consonant sounds in

pairs

� give the participants 5 minutes to memorise all the vowel sounds

� ask at least 5 volunteers to try and enunciate all of the each set separately

� ask all to take another 5 minutes to memorise all the sounds

� ask another 5 volunteers to try and enunciate all of the each set separately

� immediately reward anyone who succeeds up to 80%

o Stage 3

� Tell the participants to break up into groups and to memorise the sounds on

their own about 5 min

� Tell them that the first group to get the sounds right will be rewarded

o Derive that their original expectation of their ability was much lower, that in a total

of 20 minutes they were able to memorise a lot more

o Derive the need to practise and with relevant application to improve over time

o Feedback as long as they sounds and not letters allow it, preferably the correct

sound

Instructions:

As with the session above you must ensure that everyone is clear with expected manner of

enunciation. This must be exaggerated to ensure that muscle memory changes and their pattern of

speech changes.

Unlike vowel sounds it is critical that everyone articulates each sound accurately. Therefore there

must be a high pitch to each consonant sound with volume as the articulation is complete.

It is important for you to demonstrate the articulation method expected.

Please refer to the contrast pairs given in the reference section for the 24 consonant sounds. Given

is a table for each sound. e.g.

The / ʒ / sound:

• Beige /Blaze Version / Virgin Garage / Gauge

• Pleasure / Pleasant Closure / Close Casual / Cage

Guideline:



2. To be able to meet the time allocated set a time limit of 30 seconds for each group.

26

Practice Syllables (Cecily Berry)

A. Activity: Modified Cecily Beri -

• Write the phonetics for the lip, tongue and short /I/ and Schwa vowel sounds across the top

of the board, write the MTI consonant pairs in a column, thus creating a table

• Ask the batch to enunciate the sounds in the following sequence

o Consonant sound + vowel sounds, going from left to right, then top to bottom

o Vowel sound + consonant sounds, going from left to right, then top to bottom

• The exercise must be continued in rhythm to the point of being able to memorise the

sequence

• Use all the consonant that impact the participant’s MTI

• Reward the best performer and the person who has improved the most in the day, or is able

to enunciate a row in the table from memory.


Overview:

To give the participants a drill to improve sounds


• The participant will be able to describe the drill for Cicely Berry

• The participant will be able to demonstrate the drill with a combination

of key consonant sounds and vowel sounds

• The participant will be able to memorise tongue twisters for his /her area

of weakness with sounds

Key Sections:

• A. Modified Cecily Berry Exercise –20 min

o The modified Cecily Berry chart

o The method of practise

Flipcharts

Colour Markers

White Board

Refer to the table of

sounds

27

Cicely Berry Modified Chart

ɑ: ɔ: əʊ u: æ eɪ i: ɜ: ɪ ə

t, d tɑ:, ɑ:t,

dɑ:, ɑ:d

tɔ:, ɔ:t,

dɔ:, ɔ:d

təʊ, əʊt,

dəʊ, əʊd

tu:, u:t,

du:, u:d

tæ, æt,

dæ, æd

teɪ, eɪt,

deɪ, eɪd

ti:, i:t,

di:, i:d

tɜ:, ɜ:t,

dɜ:, ɜ:d

tɪ, ɪt,

dɪ, ɪd

tə, ət,

də, əd

f, v fɑ:, ɑ:f,

vɑ:, ɑ:v

fɔ:, ɔ:f,

vɔ:, ɔ:v

fəʊ, əʊf,

vəʊ, əʊv

fu:, u:f,

vu:, u:v

fæ, æf,

væ, æv

feɪ, eɪf,

veɪ, eɪv

fi:, i:f,

vi:, i:v

fɜ:, ɜ:f,

vɜ:, ɜ:v

fɪ, ɪf,

vɪ, ɪv

fə, əf,

və, əv

s, z sɑ:, ɑ:s,

zɑ:, ɑ:z

sɔ:, ɔ:s,

zɔ:, ɔ:z

səʊ, əʊs,

zəʊ, əʊz

su:, u:s,

zu:, u:z

sæ, æs,

zæ, æz

seɪ, eɪs,

zeɪ, eɪz

si:, i:s,

zi:, i:z

sɜ:, ɜ:s,

zɜ:, ɜ:z

sɪ, ɪs,

zɪ, ɪz

sə, əs,

zə, əz

ʃ, ʒ ʃɑ:, ɑ:ʃ,

ʒɑ:, ɑ:ʒ

ʃɔ:, ɔ:ʃ,

ʒɔ:, ɔ:ʒ

ʃəʊ, əʊʃ,

ʒəʊ, əʊʒ

ʃu:, u:ʃ,

ʒu:, u:ʒ

ʃæ, æʃ,

ʒæ, æʒ

ʃeɪ, eɪʃ,

ʒeɪ, eɪʒ

ʃi:, i:ʃ,

ʒi:, i:ʒ

ʃɜ:, ɜ:ʃ,

ʒɜ:, ɜ:ʒ

ʃɪ, ɪʃ,

ʒɪ, ɪʒ

ʃə, əʃ,

ʒə, əʒ

tʃ, dʒ tʃɑ:, ɑ:tʃ,

ʒɑ:, ɑ:ʒ

tʃɔ:, ɔ:tʃ,

ʒɔ:, ɔ:ʒ

tʃəʊ, əʊtʃ,

ʒəʊ, əʊʒ

tʃu:, u:tʃ,

ʒu:, u:ʒ

tʃæ, ætʃ,

ʒæ, æʒ

tʃeɪ, eɪtʃ,

ʒeɪ, eɪʒ

tʃi:, i:tʃ,

ʒi:, i:ʒ

tʃɜ:, ɜ:tʃ,

ʒɜ:, ɜ:ʒ

tʃɪ, ɪtʃ,

ʒɪ, ɪʒ

tʃə, ətʃ,

ʒə, əʒ

θ, ð θɑ:, ɑ:θ,

ðɑ:, ɑ:ð

θɔ:, ɔ:θ,

ðɔ:, ɔ:ð

θəʊ, əʊθ,

ðəʊ, əʊð

θu:, u:θ,

ðu:, u:ð

θæ, æθ,

ðæ, æð

θeɪ, eɪθ,

ðeɪ, eɪð

θi:, i:θ,

ði:, i:ð

θɜ:, ɜ:θ,

ðɜ:, ɜ:ð

θɪ, ɪθ,

ðɪ, ɪð

θə, əθ,

ðə, əð

Instructions:

The modified Cicely Berry exercise is important as a method of practise of not just vowel sounds but

also consonant sounds. As it is combination of vowel and consonant sounds it helps with the

articulation of syllables of words that are commonly used.

The method of practise is expected to be exaggerated. Hence feedback is to be given post the

demonstration for each batch. Allow each batch to take up a row in the table.

The table given is not the complete set of consonant sounds and therefore needs to be completed by

the participants. As this exercise is done every day in the morning it is important that the participants

are comfortable with the method of practise.

They are expected to enunciate in groups all the rows. During morning practise you would randomly

choose a set of consonant sounds to allocate to a batch for them to demonstrate.

Guideline:



28

2. To be able to meet the time allocated set a time limit of 60 seconds for each group per

consonant sound pair.

29

Practice Word Lists

A. Word List pronunciation – 15 min

• Enunciate the word list for today and hand it out to the batch

• Ensure that everyone is able to enunciate it at least once in your presence

B. Phonetic Symbol checking for words – 5 min

• Enunciate the word list for today and hand it out to the batch

• Ensure that everyone is able to enunciate it at least once in your presence

Instructions:

The’ bags of words’ are specific to Wipro work related situations. This word list will be used in

subsequent days for sentences, topics etc. In this session we are only introducing them to the

words. It is necessary to enunciate each word correctly for the batch and aloud.

If you need some support then please use the online dictionary link given. For several words there is an

audio file that can be played back.

The phonetic symbol check must be done with as many words as time permits. This habit is to build

their over the next few days. It will become their main method of learning on their own for referring to

pronunciations.

To check that the batch as a whole is able to recall the pronunciation of the words, you would select

participants at random.


Overview:

To introduce the participants to the Wipro Specific words


• The participant will be given a practice word list for Wipro Words

Key Sections:

• A. Word List Pronunciation –15 min


• B. Phonetic Symbol checking for words – 5 min

o Use http://dictionary.cambridge.org/

Flipcharts

Colour Markers

White Board

Doc file: Practice Word

List_Wipro

30

Practice Email Etiquette, Punctuation

A. Activity: Punctuation Work Book Exercise – 10 min

• Punctuation content: Refer to the reference section on punctuation to cover the various

punctuation rules

• Each punctuation mark needs to be put up on the white board

o Ask participants at random for the usage of the mark.

o Ask other participants for examples for each with a sentence

o The participant is expected to come up to the white board and write the example

o Confirm the understanding with all the other participants

• The key points to cover are

o Full Stop/Period

o Comma

o Semi Colon

o Colon

o Exclamation Mark

o Question Mark

• Ensure that participants are able to apply their knowledge to the exercise

• Provide support to their queries based on the rules

B. Structure of an email – 10 min

a. Email Etiquette: Refer to the section structure of an email to cover the points below.

b. The various parts of an email

i. To

ii. Cc

iii. Bcc

iv. Subject

v. Salutation

vi. Body

vii. Signature

c. The purpose of using each

d. The dos and don’ts of each part of the email


Overview:

To introduce the participants to email etiquette


• The participant will be able to identify the structure of an email

• The participant will be able to correctly punctuate an email

Key Sections:

• A. Module on punctuation –10 min

o Define the various punctuation marks

o Complete the Workbook exercise on punctuation

• B. Structure of an email – 10 min

o Recap the basic structure of an email

Flipcharts

Colour Markers

White Board

Refer to Email Etiquette

module in the reference

section

31

e. Task – ask each of them to send an appropriately structured email from their email

accounts by the next day.

i. To the trainer

ii. Subject should be related to the training session

iii. Body text should have feedback on the training session

iv. The sign off must have a professional signature, name, designation

Instructions:

Both sessions in this segment are primarily written exercises. The participants would need to have

their workbooks with them to complete the task.

To illustrate the answer it would be necessary to project, from your electronic copy of the workbook,

the corrected exercise.

This session is limited to an introduction to emails and their structure. It is to set the context for

the participants for email etiquette and writing emails that will follow. Ask the participants to log

in to email software like, Gmail or their Wipro email software if it has been activated.

To check for understanding it would be necessary to ask the batch questions on the structure of an

email and questions relating to punctuation marks. Each should be put on the board and participants

need to give answers for each.

32

Day 2 – Building Fluency


1.10 Daily Assessment 8.45-9.15 To complete the daily computer based assessment

1.11 Recap Day 1 & Objectives Day 2 9.15-9.45 To recap the last days learning and to set the agenda for the current day.

1.12 Subject-Verb-Object 9.45-11.00 To identify the correct grammatical construction of a sentence

Tea 11.00-11.15

1.13 Syllables 11.15-12.40 To identify the syllables in words and sentence

Lunch 12.40-13.40

1.14 Practice: Vowel Sounds Drills (ILT & NL) 13.40-14.40 To practice the articulation of vowel sounds with their manner of articulation

1.15 Nouns 14.40-15.20 To identify the types of nouns commonly used at work

Tea 15.20-15.35

1.16 Email Etiquette - Type 1 - Official Context 15.35-16.05 To be able to construct an official email using the correct email etiquette and formatting

1.17 Fluency: My skills 16.05-16.45 To be able to create a mind map of the participant’s skills and speak about it

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

33

Recap Day 1 & Objectives Day 2


Overview:



• The participant will be able to recap the learning from the previous day

• The participant will be able to describe the plan for the day

• The participant will be able to demonstrate the Cicely Berry Exercise for

Sounds

Key Sections:

• A. Recap of pervious training day learning – 15 min

• B. Cecily Berry Practice – 15 min

o Sounds practise

Flipcharts

Colour Markers

White Board



A. Group Activity: Recap - 15 min

• Ask the group randomly to highlight the learning from the previous day

o Points to cover

� Main purpose of the program – increase fluency and language skills to be

able to converse with Clients and managers.

� To communicate effectively via email

� Neurolanguage software features – Story, Listen Repeat, Listen Type, Listen

Answer

� Modules to cover in the next 7 days – sounds, grammar, comprehension

• Establish the highlights for today

B. Team Practise: 15 min

• Ask the batch to break in to teams

o Each team will be asked to repeat a row of the Cecily Berry Chart

o The row is to be selected by the facilitator randomly and not in sequence

o Tell them that they need to each practise the Cecily Berry everyday in the morning

for the next 4 days

o Reward the team that performs the best

• Feedback to be given at the end of the practice not during

• Visual cues to indicate the error

o Pitch

o Manner of articulation

o Volume

o Jaw, Lips etc position

34

• Errors made need to be correctly repeated by the entire batch

Instructions:



articulation.

Inform the batches that they will be rewarded for their effort. Reiterate the need to work every day

to make the change in sounds. To keep the session competitive it is necessary to have a reward

system that stretches across this particular activity over the next 7 training days.

Explain that every team will be monitored to be awarded the ‘Master of Pronunciation’. The target is

to be able to enunciate the sounds with the least number of errors. The first stage would be on day 4

of training where each team would be able to demonstrate any 3 or 4 rows from the table correctly.

The teams on Day 2 are allowed just 2 mistakes – these could be a mispronounced sound or a false

start.

The second stage would be on day 8 when the teams would be able to demonstrate the

pronunciation with given words and sentences.

The reward must appropriate to the effort, recommended for a batch would be chocolates.

Guideline:



4. Facilitation Note: remind them through clues do not pronounce the sounds once that is

exhausted then fill in the knowledge gaps.

5. Check the NeuroLanguage Day Wise Module list. Ask the trainees to log in to the software.

Ask them to check if the modules have already been down loaded. If not they should select

all the day’s modules and set them to download.

35

Subject Verb Object


Overview:



• You will be able to identify the subject and predicate in a sentence

• You will be able to identify the subject verb and object in a sentence

• You will be able to identify the type of a sentence

• You will be able to memorise a list of common verbs and their 3 forms

• You will be able to enunciate a table of modal verbs

• You will be able to give the meaning of modal verbs

Key Sections:

• A. Theory: Subject, Verb and Object – 15 min

• B. Activity: Identifying Subject Verb and Object – 30 min

• C. Activity: Practise – 15 min

• D. Grammar Reference: Subject, Object

• E. Grammar Reference: Verb Table

• F. Grammar Reference: Verb Table Modal Verbs

Flipcharts

Colour Markers

White Board

White Board

Participants use White

board

Each student makes

sentences

A. Identifying Subject Verb and Object – 15 min

a. Take the participant through the definitions of a subject, verb and object

b. Instead of just defining them, ask the participants to give you sentences and then

derive the three concepts from those examples

c. Once you have done that, ask for a few more sentences and ask the contributor to

identify the three concepts in the sentence (s). This would a good way of checking if

the participants have understood the concepts are not.

d. Explains the types of sentences and mention the scenarios where each type can be

used. Use the examples given.

e. Verbs are very important and a major pain area for a lot of participants. Take them

through the three forms of the verb. Ask the batch for simple examples of verbs. Get

the verbs in the simple present tense and then derive the simple past tense and the

past participle. Also mention briefly the difference between regular and irregular

verbs

f. Once you have done the above, go through the list of verbs with them. You can

cover the first few verbs with them and then give them one of the forms of each

36

verb and ask them to fill out the other two forms. This way you will be able to check

for understanding.

g. Display the table on the projector

h. Finally, share the information on modal verbs with the batch. Take them through all

of them, one at a time. Once you finish explaining one modal verb, ask the batch to

use it in a sentence and a question at least once before moving on to the next modal

verb.

B. Activity: Identifying Subject, Verb and Object -15 min

a. Ask 5-6 participants to come up to the board to write a sentence

b. Ask each to write one sentence from the passage they wrote on Day 1 about

themselves

c. Ask the batch to quickly in their own minds identify the subject, verb and object in

each sentence

d. Ask 5-6 other participants to come up to the board and to underline on the board in

one sentence at a time the subject, verb and object

e. Give the following sentences and ask them to identify the subject verb and object in

each

i. We are speaking to the client.

ii. I am clarifying everything with my manager.

iii. We have spoken to the client this month.

iv. I have already clarified everything with the manager.

v. The team has recently developed the programs

C. Activity: Practise – 15 min

a. Ask each participant to make a set of 3 sentences starting with a pronoun,

common noun, and interrogative pronoun

b. Ask any two to stand up, one will give the sentence the other is expected to

identify the subject, verb and object in the sentence

c. Continue this activity until at least half the batch has had an opportunity to

participate

d. This exercise is not a written exercise

D. Grammar Reference: Refer to Content Reference Guide: Subject, Predicate, Object

E. Given below is a list of common verbs. They have been written in all the three forms.

PRESENT PAST PARTICIPLE

Do/Does Did Done

Is/Am/Are

Have

Was/Were

Had

Been

Had

37

Achieve/Achieves Achieved Achieved

Acquire/Acquires Acquired Acquired

Activate/Activates Activated Activated

Address/Addresses Addressed Addressed

Adhere/Adheres Adhered Adhered

Administer/Administers Administered Administered

Advance/Advances Advanced Advanced

Advise/Advises Advised Advised

Analyze/Analyzes Analyzed Analyzed

Arrange/Arranges Arranged Arranged

Assist/Assists Assisted Assisted

Balance/Balances Balanced Balanced

Budget/Budgets Budgeted Budgeted

Calculate/Calculates Calculated Calculated

Change/Changes Changed Changed

Check/Checks Checked Checked

Circulate/Circulates Circulated Circulated

Clarify/Clarifies Clarified Clarified

Clear/Clears Cleared Cleared

F. Modal verbs are a special category of verbs. They have two main characteristics:

1. These verbs do not take an ‘s’ in the third person. E.g. Bhaskar can finish the assignment

today.

2. The word ‘not’ is used to make the modal verbs negative in nature. E.g. Bhaskar cannot

finish the assignment today.

Refer to Content Reference Guide: Modal Verbs

The participants should be able to now be able to identify the subject, verb and object in any

sentence. The questions to ask the batch would be

38

1. Who is doing the action? What is the main topic of the sentence, hence the subject?

2. What is the action? Is it an action or state of being?

3. Who is affected by the action? To who is the action transferred?

4. What parts of speech can you identify in each the subject, action and object?

When discussing their ability to identify the above in the sentence they wrote on Day 1 of training:

1. What were the subjects of your sentences? Please list them

2. What were the objects of your sentences? Please list them

3. What are the verbs that you commonly use? Please make a list of them

Ask the batch to maintain a list of 3 above questions for future reference as you would leverage this

language again.

Guideline:

1. Feedback Technique: Please give feedback for each sentence that is written on the

board

2. Please do not give only individual feedback, if there is an error give the chance to correct

as follows, they must give the reason and follow it up with another example:

a. Participant

b. Other participant

c. Facilitator

39

Theory & Practice Syllables


Overview:

To identify the syllables in words and sentence.


• The participant will be able to identify the syllables in the given words

• The participant will be able to enunciate each syllables and the words

Key Sections:

• A. Identifying a Syllable– 20 min

• B. Activity: Identifying syllables in words – 25 min

• C. Team Activity: Practise NL Module – 40 min

Flipcharts

Colour Markers

White Board

White Board

Participants use White

board

Doc file: Practice Word

List_Wipro

5-6 students give words

A. Activity: - 20 min

• Ask the 5 -6 participants to give long words

• Ask each to come and write it on the white board

• Ask each now to break up the works in simplest manner possible

• Ask the following question

o Why did you break the words in the manner?

o Can you link this to consonant and vowel sounds?

• Then put the correct syllable break up on the board, however introduce the concept using

spellings and not phonetics. Therefore indicate the break with a forward slash ‘/’ .

• Define a Syllable

o A syllable is the smallest unit of sound that can consist of consonant and vowel

sounds and has only one vowel sound in it, that can be uttered in one jaw drop. A

syllable can also be just a vowel sound.

• Explain the Jaw drop method and the beat method : Refer to the Facilitators Guide

o Here are a few examples , please refer to http://dictionary.cambridge.org/ for the

phonetic transcription of the words:

� Apparently

� Apologise

� Project

� Organisation

� Communicate

o Explain: ‘Consonant sounds are interrupted sounds , to completely articulate the

sound we need to move the jaw back to a neutral position, for the vowel sound we

40

need to open the mouth. Hence despite not knowing the correct break up we can

broadly break a word into units. However for the correct syllabic break up we need to

refer to the dictionary.’

o Link this concept to the Cecily Berry exercise

� Ask the following question

• In the Cecily Berry exercise that you practise which are syllables?

• Answer: All are syllables!

• Can you combine any two or three syllables from the table to make

a word?

B. Activity: - 25 min

• Put up all the practise words on the board ‘Practice Word_list Wipro’

• Ask the participants to break up into groups

• Ask them to take to syllabicate the words applying the methods given – 15 mins

C: Team Activity: - 20 Min

• Ask each group the syllabication of one word at a time randomly from the Word List

• In rounds cover 10-15 words from the list

• Rules:

o Each group gets one chance to give the break up

o One team member is chosen by you randomly to give the syllables and the correct

pronunciation

o For each correct answer the team gets one point

o Any team that gets it wrong, the chance goes to the next team and if they get it right

then they get a bonus point

o As practice regardless of who gets the word wrong everyone says he word break up

together and the whole word together

D. Word List on Neurolanguage : 20

• Ask half the group to log in to the software

• In rounds cover 10-15 words from the list

• Rules:

In this session it is important to maintain urgency by setting time limits to each part of the activity. In

the group activity the key methodology is to give not more than 10 seconds for each team to try the

syllable break up. At this stage it is ok if they get the syllabic stress wrong. It is not ok if they cannot

get the syllable pronunciation right.

It is also important to note that for each part of the activity the participants are expected to come up

to the board to write and participate. It is the responsibility of the facilitator to choose participants

who are shy or quiet and not to allow participants who are confident to dominate the session.

41

Guideline:

1. Feedback Technique: Please give feedback for each word that the groups get wrong.

2. Please encourage the use of the dictionary to refer to the correct pronunciation

3. Only when all resources are exhausted does the facilitator give the answer.

4. As part of preparation for the session please ensure that you have check all phonetic

transcription yourself. Mainly for words that you wish to present.

42

Vowel & Consonant Sounds Practice (ILT & NL)


Overview:

To practice the articulation of consonant and vowel sounds with their manner of

articulation


• The participant will be able to recognise the errors in and vowels sounds

• The participant will be able to enunciate the correct manner of

articulating the sounds with words and sentence

• The participant will be able to practice sounds that impact his English

Key Sections:

• A. Vowel Sounds Word Practise– 40 min

Flipcharts

Colour Markers

White Board

NeuroLanguage Software

A. Activity: NL Lab Session: Vowel Sounds Word Practise – 40 min

1. Ask the group to log in to the NL software

2. Ask them to down load the vowel sounds modules one by one

The Long Vowel Sound /ay/ - UK

The Long Vowel Sound /ee/ - UK

The Long Vowel Sound /ie/ - UK Final

The Long Vowel Sound /oh/

The Long Vowel Sound /ow/ - UK

The Short Vowel Sound /a/ - UK

The Short Vowel Sound /aw/

The Short Vowel Sound /e/ - UK

The Short Vowel Sound /er/ - UK

The Short Vowel Sound /i/ - UK

The Short Vowel Sound /u/ (butter)

The Short Vowel Sound /u/ (pull)

The Short Vowel Sound /u/ (supply)

o

3. Ask them to practise bearing in mind the articulation technique for each

4. For the rest of the group ask them to take the participant guide and make them practise the

words in groups

o They must practise words from each sound

o They must practise sentences for each sound

o They must practise the paragraphs given

43

5. Help them with articulation starting with consonant sounds moving on to vowels sounds,

Please refer to the reference section for each sound

Instructions: The lab session is a step in the overall retention of sounds. It is necessary for participants

to work on their pronunciation on their own to experience the error correction not from a facilitator

but through self learning. Bear in mind that the software is strict and the participants will have

difficulty in correcting themselves.

The colour orange is OK. When the users roll over a word they should see more orange and green

than red in the word level feedback. All of the story module need not read out and made green. It is

important to focus the participants on the examples in each module.

As a facilitator you support the participants by providing feedback on how to use the software and to

stop them and remind them of the manner of articulation of the sound.

Guideline:

1. Feedback Technique: Walk around the session and help participants in case they are

struggling with the software or the enunciation

2. Participants should not be speaking as they normally do, they need to apply their

knowledge of articulation to get the change of color

3. A module should ideally take not more than 20 minutes.

44

Nouns


Overview:

To identify the types of nouns commonly used at work


• The participant will be able to identify nouns and noun types

Key Sections:

• A. Activity Noun Types– 25 min

• B. Grammar Reference for Nouns – 15 min

Flipcharts

Colour Markers

White Board

Markers

A. Activity: Nouns- 25 min

• The facilitator will divide the batch into groups of four

• The facilitator will be the reciter and one person from each group will be the caller. This

means that for each group the facilitator will go through the 26 letters in the alphabet in his

mind and would stop when the caller from each group asks him to stop

• Once the group knows which letter it has to use, each member would give the facilitator

nouns that represent a name, a place, an animal and a thing. One member can only

contribute one noun

• The facilitator can write the answers of each group on the board

• The facilitator will keep score for every group. Each correct noun will carry one point

• The facilitator can also ask each group to make a sentence out of a noun or all the nouns for

bonus points (5 points)

• The facilitator will correct any errors that s/he comes across during the activity

Guidelines

o The participants will be divided into groups of four

o Each group will have to provide nouns beginning with the letter given to them. For

instance, let’s say that the caller from Group A stops the facilitator on the letter F.

Then,

o First Member (Name) – Francis (one point)

o Second Member (Place) – France(one point)

o Third Member (Animal) – Fox(one point)

o Fourth Member (Thing) –Footrest (one point)

o Bonus points (5) – Francis brought a footrest from France that had a picture of a fox

on it.

o The group will take 25 minutes to complete the activity

o Letters and nouns may not be repeated

45

Key Section Message

• The facilitator will be able to check the participants’ understanding of nouns and will be able

to correct any errors.

B. Grammar Reference: Nouns – 15 min

• Take the participants through the different kinds of nouns.

• This is essentially an overview, so that the participants are in a more comfortable position

when they tackle subject verb agreement.

• Spend some extra time on singular-plural noun and countable-uncountable nouns as they

will have a bearing on SVA later on.

• The methodology to cover the topic remains the same. Try to elicit as many examples as

possible from the batch and then derive the various nouns.

• Refer to Content Reference Guide: Nouns

46

Email Etiquette Type 1- official context


Overview:

To be able to construct an official email using the correct email etiquette and

formatting


• The participant will be able to recognise and identify professional

language in an email

• The participant will be able to use professional language an email

response

• The participant will be able to respond to an email with the correct

formatting

Key Sections:

• A. Formatting Basics– 10 min

• B. Activity: Format and email – 20 min

Flipcharts

Colour Markers

White Board

Markers

Refer: Email Etiquette

Doc File: Day 2 Email

Exercise

A. Activity: Formatting Basics – 10 min

• Present to the participants an unformatted email

o Ask the participants to read the email

o Discuss what they think needs to be improved in the email

o Discuss briefly the functions of email software

� Spell Checker

� Grammar Checker

� Format checking – Bullets, fonts, size

B. Activity Formatting and email – 20 min

1. Ask them to check based on the last email writing session if it has all the structure in place. If

not they should add the relevant parts to the email.

2. Review the guidelines of email formatting options, refer to the ‘Email Writing’ section of the

facilitator’s guide

a. Spell Checker

b. Grammar Checker

c. Format checking – Bullets, fonts, size

• They should be given the email on their desk tops by IT in order that they can format the

email.

• For a sample of a correctly formatted email refer the email writing sample provided.

Instructions: This session is the next step in making participants aware of email etiquette.

Participants are expected to become familiar with the basics of using email software features

that help to format the body of the email. Please recap the structure of an email that was

covered in the last session.

47

The key message is that these features are simple yet need to be used as a habit. These are

simple features that can greatly enhance the look of the email and communicate the right

impression to the receiver.

48

Fluency


Overview:

To be able to create a mind map of the participant’s skills and speak about it


• The participant will be able to repeat a familiar topic about himself

• The participant will be able to reduce the fillers and foghorns in the

speech

• The participant will be able to reduce the number of errors in the speech

• The participant will be able to deliver the speech with confidence

Key Sections:

• A. Theory : External Fluency – 15 min

• B. Activity: Reducing Fillers and Foghorns – 25 min

Flipcharts

Colour Markers

White Board

Markers

Refer: Email Etiquette

Doc File: Day 2 Email

Exercise

A. Activity: External Fluency – 15 min

• Get 2-3 participants who have many fillers and foghorns to speak for 2 minutes

• Elicit from the reason for the fillers and foghorns, put this on the board

• Explain the reason for fillers and fog horns

o Thought process

o Vocabulary

o Hesitation / Shyness/ lack of confidence in language/

B. Activity: Reducing Fillers and Foghorns – 25 min

• Ask the participants to set a target of 1 minute per person

• Each gets an opportunity to speak one person from each team in rounds

• Once the person hits 4 fillers or fog horns the next team gets the chance

• Give scores to the teams for each round

• With each successive round make it more difficult reducing the threshold to 1 filler or

foghorn

• Reward the team with the least total fillers and foghorns

Instructions: The first session is to sensitize participants on the reasons why people have fillers

and fog horns. Explain that when we learn a new language there is a learning curve. As we

instinctively do not think in English we are usually searching for words to fit what we would like

to say. This process is slow, as we think we fill the gap with words, these words are fillers and the

sounds are foghorns.

The best method to reduce fillers and foghorns is to create a mind map or prepare the sentences

we would like to say. This deals with the internal fluency. When we speak these sentences in a

prepared manner it deals with external fluency. To master this part it helps to repeat the

sentences we would like to say, frequently. Advise participants to replace fillers and foghorns

with silence if necessary.

Guideline:

49

1. Feedback technique: With Fluency it is critical not to interrupt the participant.

2. Feedback should only be in the form of encouragement to clear the thought process.

3. Encourage participants to speak sentences in one breath.

50

Group Discussion – Rule 1 – Courtesy


Overview:

To allow participants to speak freely and increase fluency


• The participant will be able to speak on a general topic without any

feedback given by the trainer

• The participant will be able to speak on a specific topic with the

appropriate courtesy statements

• The participant will be able to apply the rules of a group conversation

• The participant will become more confident of expressing his views with

courtesy

Key Sections:

• A. Group Discussion – 30 min

Flipcharts

Colour Markers

White Board

Markers

A. Activity: Group Discussion – Topic: The experience at Wipro / Recruitment, Induction,

Facilities, training etc

• Establish the rules of the discussion

o Anyone who wishes to speak must raise their hand and say,

� “I have a point to make on this topic”

� “ I would like to say something”

� “May I say something”

o There can be no interruptions

• As the moderator you will not give any feedback on language at all

• You will encourage the discussion by ensuring that people come forward and speak

Instructions: The session for group discussion is really to build a relationship of trust with the

participants. It ensures that they feel free and that they can express their views without being

corrected.

It takes time for them to understand and accept that they will not be corrected. To gain this

acceptance it is the facilitator’s responsibility to create an atmosphere conducive to speak

openly. Here the emphasis is on thoughts and process. There is also the emphasis on the

language we use while interacting in terms of politeness and conversation etiquette.

Guidelines

1. If possible arrange the participants to face each other in a large circle.

2. You must position yourself on the outside of the group.

3. Your feedback is to be restricted to the rules of the discussion and only as a reminder

4. No feedback is to be provided as this session is to encourage fluency without fear of

feedback.

51

Day 3 – Building Fluency with correct sentences


1.10 Daily Assessment 8.45-9.45 Daily assessment to check improvement


Tea 10.15-10.30

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

1.13 Grammar: Adjectives 11.30-12.00 Building the grammar foundation: Adjectives

1.14 Grammar: Articles(ILT & NL) 12.00-12.40 Building the grammar foundation: Articles

Lunch 12.40-13.40

1.15 Grammar: Pronouns 13.40-14.10 Building the grammar foundation: Pronouns

1.16 Grammar: Prepositions (ILT & NL) 14.10-15.10 Building the grammar foundation: Prepositions

Tea 15.10-15.35

1.17 Grammar Verbs (ILT& NL) 15.35-16.35 Building the grammar foundation: Verbs

1.18 Grammar: Sentence Drills(ILT & NL) 16.35-17.05 Practise of sentences from the Bag of words and applying the concepts learn for grammar

1.19 Email Etiquette - Type 2 17.05-17.35 Building on basics of email etiquette to format emails correctly

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

52



Overview:






Sounds

Key Sections:



o Sounds practise

Flipcharts

Colour Markers

White Board





o Points to cover

� Grammar – Sentences, Subject, Verb and Object

� Sounds – Cicely Berry sound practice

� Fluency – methodology of a mind map







for the next 2 days




o Pitch


o Volume



Instructions:

53



articulation.



system that stretches across this particular activity over the next 7 training days.




The teams on Day 3 are allowed just 2 mistakes as with Day 2, however they are expected to

demonstrate some confidence in the enunciation and rhythm of the practise. The second stage would

be on day 8 when the teams would be able to demonstrate the pronunciation with given words and

sentences.


Guideline:








54

Syllabic Stress


Overview:



• The participant will be able to enumerate the syllabic stress rules for

o Noun / verb

o Adjectives

• The participant will be able to identify the correct syllable to stress in a

word

Key Sections:

A. Theory : Syllabic Stress Rules – 30 min

B. Activity: Syllabic break up & Practice of words – 30 min

o Break up of all words in the Wipro word List

o Word Practice of each

Flipcharts

Colour Markers

White Board

Wipro Word List

A. Theory : Syllabic Stress Rules

• Ask the batch to recall the method to syllabicate word

• Ask the batch to give words they have learnt or remember

• Ensure that there are a mix or nouns, verbs, adjectives in the examples that you ask for

• Tell the participants to listen carefully to the enunciation of each word

• Ask them to identify the syllable they think has been stressed in each and note it down

• Underline the same on the board

• Ask the teams to discuss the same to derive

o Noun / Verb Rule

o Adjective Rule

o Penultimate rule

o Antepenultimate rule

B. Activity: Syllabic break up & Practice of words

• Ask the participants to practise by raising the pitch on a vowel sound in isolation

• Repeat this for all vowel sounds short and long

• Explain that it will help in doing the same for words

• Get them to practise the same on the stressed syllables in words

55

Adjectives


Overview:

Building the grammar foundation: Adjectives


• You will be able to identify and use adjectives correctly

• You will be able to formulate the different forms of adjectives

Key Sections:

A. Theory : Adjectives – 15 min

B. Activity: Adjectives – 15 min

Flipcharts

Colour Markers

White Board

Projector

Sweets

A. Theory of Adjectives – 15 min

• Explain the concept of adjectives to the batch

• Spend more time on the three forms of adjective. Make the batch practice constructing the

three forms. Write down the positive form on the board and construct the other two forms

as an example. Then just write the positive form and ask the batch to give you the other two

forms

• Iterate and reiterate that the article ‘the’ has to be used before all superlative forms of the

adjective.

o An adjective is a word that describes or qualifies a noun or a pronoun.

o E.g. This is a wonderful piece of work

o He is very patient.

o Ramya is a diligent worker.

• Refer to Content Reference Guide: Degree of Comparison

B. Activity for Adjectives – 15 min

Instructions

• The facilitator will project various photos on the board

• The facilitator will ask the participants to raise their hand if they have an adjective describing

the photo in mind

• The facilitator will choose participants at random to answer the question

• The facilitator will have to ensure that everyone gets an opportunity

• The facilitator will carry a bag of sweets with him and give a sweet for very correct answer

Guidelines

• The participants need to look at the photo and think of an adjective describing it

56

• This is a fast paced activity and the response has to be spontaneous. For instance,

Hard shot Delicate craft

• The participant who is chosen to answer will get about 10 seconds to give the answer, failing

which another participant will be chosen

• The participant will also have to suffix a noun after the adjective

Key Section Message

The facilitator will be able to check the participants’ understanding of adjectives, revise

nouns and correct any errors.

57

Articles


Overview:

Building the grammar foundation: Articles


• You will be able to recognize the article chart

• You will be able to place various noun examples on the chart accurately

• You will be able to achieve 80% on the internal test, both spoken and

written Key Sections:

A. Theory : Articles – 20 min

• Definition

• Rules of use

B. Activity: Articles – 20 min

Flipcharts

Colour Markers

White Board

Pieces of Paper

Pens

A. Theory & Rules of Use – 20 min

� Refer to the Content Reference Guide: Articles

B. Activity : Articles – 20 min

Instructions

• The facilitator will divide the batch into groups of three

• The facilitator will distribute 20-25 words to each group. S/he could distribute the same 25

words to all the groups

• The facilitator will have to move around the room and explain the guidelines to all the

groups individually, if they have any questions.

Guidelines

• Each group will get 20-25 words. For instance, Group 1 could get the following words:

Apple Stumble Light Water

Jump Remote Steal Sand

Rope Ink Like Leaves

Balcony Statue Plaster Cup

Clean Spot Create Lost

58

• The group has to make a story using these words, ensuring that the articles a, an and the are

used.

• The groups will get 15 minutes to finish this activity.

Key Section Message

The facilitator will be able to check the participants’ understanding of articles and will be

able to correct any errors.

59

Pronouns


Overview:

Building the grammar foundation: Pronouns


• The participant will understand the different kinds of pronouns

• The participant will be able to use them correctly in different scenarios

Key Sections:

A. Theory : Pronouns – 15 min

• Definition

• Rules of use

B. Activity: Pronouns – 15 min

Flipcharts

Colour Markers

White Board

Magazine

Scissors

A. Grammar Reference & Theory – 15 min

• Explain the various pronouns to the participants

• The idea is to make them familiar with the concept so that they are better prepared when

they study SVA

• Only the more important pronouns have been discussed here. You may do the same with

the batch. Give simple definitions of them and buttress that with a couple of examples

• Try to elicit most of the examples from the batch

• Refer to the Content Reference Guide: Pronouns

B. Activity: Prepositions – 15 min

Instructions

• The facilitator will divide the batch into groups of three

• The facilitator will give photographs cut out from magazines/newspapers to each group

• Each group has to give five sentences to the facilitator based on the photo

• The facilitator has to ensure that the sentences that he gets have pronouns in them and they

represent at least three different kinds of pronouns

• The facilitator will give each group 5 minutes to think before s/he asks them for the

sentences

• The facilitator will help the group form sentences, if the need arises

Guidelines

• The participants will be divided into groups of three

60

• Each group will get a photograph that it will have to talk about using pronouns, making sure

that at least three different kinds of pronouns are used

• Each group will also identify the kinds of pronouns that it has used. For instance,

Group A – The picture on the cover of Time magazine is that of Barack Obama. He is the President

of the USA. This is an interesting picture as it is in colour as well as black and white. The cover talks

about the economy. It is something thatI am interested in myself.

Pronouns used – personal (he, it), demonstrative (this), reflexive (myself)

• Each group will get 5 minutes to complete this activity

• Pronouns used by one group may be repeated by the others

Key Section Message - The facilitator will be able to check the participants’ understanding of

pronouns and will be able to correct any errors.

61

Prepositions


Overview:

Building the grammar foundation: Prepositions


• You will become familiar with commonly used prepositions

• You will be able to use prepositions correctly

Key Sections:

A. Theory : Prepositions – 30 min

• Definition

• Rules of use


Flipcharts

Colour Markers

White Board

Magazine

Scissors

A. Grammar Reference & Theory - 30

o Refer to the Content Reference Guide: Prepositions


Instructions

• The facilitator will write the prepositions on pieces of paper. S/he will also write different

nouns on pieces of paper as well.

• The facilitator will place the prepositions in one pile and put the nouns all around the room

• The facilitator can run the activity separately for prepositions of time, place and direction

• The facilitator will discuss all the answers once the activity is over

• The facilitator will ensure that the activity is conducted in a disciplined manner

Guidelines

• The participant needs to pick up a preposition and match it with the appropriate noun. For

instance,

Prepositions – at, under, over, inside

Nouns – noon, the bridge, my head, the box

62

• Once the participant has one pair with himself or herself, s/he can choose another

preposition and repeat the process. This will continue till the time all the prepositions and

nouns are over

• The participant who has the maximum number of correct preposition/noun pairs wins the

activity

• The participants will get 10 minutes to complete the activity

Key Section Message

The facilitator will be able to check the participants’ understanding of prepositions and will be

able to correct any errors.

63

Verbs


Overview:

Building the grammar foundation: Verbs


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

• You will be able to identify errors in the use of verbs

Key Sections:

A. Theory : Verbs – 30 min

• Definition

• Rules of use

B. Activity: Verbs – 30 min

Flipcharts

Colour Markers

White Board

Pieces of Paper

Pens

A. Grammar Reference & Theory – 30 min

� Refer to Content Reference Guide: Verbs

B. Grammar Reference & Theory – 30 min

Instructions

• The facilitator will divide the batch into groups of four

• The facilitator will give each group a piece of paper with a verb written on it

• The facilitator will try to use verbs that are not very easy to guess

• One of the members of the group will have to enact the verb without saying anything, while

the others will have to guess it

• The facilitator will appoint a scorer to keep the score

Guidelines

Each group will get a verb from the facilitator

• One member of the group will enact the verb while the other would guess it

• Each group will get a minute to guess the verb, failing which the other groups will get a

chance to guess it

• After the verb has been guessed by a group, it will also make a sentence with it

• A group will get 5 points for guessing the verb and 1 point for making a sentence with it. For

instance,

• Examples of verbs –borrow, promise, damage, grab, zoom, vanish, imagine, escape,

gather, allow, achieve, announce, direct, blush, challenge, examine, heal, frighten, invite,

like, monitor, produce, settle, tremble, wonder

• Example of a sentence – I borrow money from my parents every week.

Key Section Message

64

The facilitator will be able to check the participants’ understanding of verbs and correct any

errors.

65

Grammar: Sentence Construction & Sentence Drills(ILT & NL)


Overview:

Practise of sentences from the Bag of words and applying the concepts learn

for grammar


• The participant will be able to construct simple sentences from a list of

common verbs and nouns

• The participant will be able to demonstrate fluent reading of sentences

• The participant will be able to reduce the subject verb and object errors

in terms of word order

• The participant will be able to enunciate sentences with confidence

• The participant will be able to apply verbs in the sentences learnt

previously

Key Sections:

A. Activity: Sentence Drill on NeuroLangauge – 15 min

• Module: Introduction to Sentences

B. Activity: Sentence Construction - 15 min

Flipcharts

Colour Markers

White Board

Wipro Word List


A. Activity Sentence Drill on NeuroLanguage – 15 min

1. Ask the participants to log in to the NL software

2. Ask them to down load the sentence modules : Introduction to Sentences

3. Ask them to practise bearing in mind the technique of raising your pitch on the vowel sound

in the stress syllable

4. Ask specific participants to try to recall the feedback general and specific feedback

5. For those not logged into the software direct them to the participant guide and practise the

sentence in groups

6. Refer to the Participant Guide for sentence lists

B. Activity: Sentence Construction – 15 min

7. Ask the participants refer to the Wipro Word List

8. Break the batch into teams

9. Give them 5 min to create 10 sentences from the words

o Each sentence must have a verb from the list of verbs discussed in the session on

verbs

o Each sentence must have a noun or pronoun discussed in the sessions on nouns and

pronouns

10. Each team appoints a person from the team to say the sentence

11. Each team is given a chance to give their sentence

12. When a team makes an error the next team gets the chance to correct the sentence

13. Points to be awarded to each team for a correct sentence

14. The team with the most points is to be rewarded

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Email Etiquette Type 2


Overview:

Building on basics of email etiquette to format emails correctly to understand the

email context


• The participant will be able to format an email

• The participant will be able to use professional language

• The participant will be able to be able to summarize the senders issue

Key Sections:

A. Activity: Email Basics – 15min

B. Activity: Email Response - 15 min

Flipcharts

Colour Markers

White Board

Sample Email

A. Activity: Email Basics – 15min

• Present to the participants the structure of an email from PPT given

• Review the formatting guidelines from the Email Writing section

• Review the structure of an email as discussed before

• Discuss the structure of a response and the methodology as given in the Email Writing

section

B. Activity: Email Response – 15min

• Discuss the structure of a response and the methodology as given in the Email Writing

Section of this guide

• Points to cover:

o Acknowledgment of clients email

o Recap of facts

o response

o closing sentences

• Close the session with a task for all participants to write an email to the facilitator on the

following:

o Feedback on the training session with a the positives and negatives of the session

Instructions: This session is the next step in making participants aware of email etiquette.

Participants are by now aware of the structure of an email and the features that will help them

create mails that adhere to the simple discipline of formatting and error free.

This session is expected to take the participant to the next level of being able to read and analyse the

language of the email.

Discuss the method of reading emails, identifying the language and trying to understand the

language. Set them the task of writing a simple email about the training session. They are expected

to write responses

67

Group Discussion – Rule 2 Asking Questions – Probing


Overview:

To allow participants to speak freely and increase fluency


• The participant will be able to apply the concept of courtesy

• The participant will be able to apply the concept of expressing views in a

group

• The participant will be able to ask questions to illicit information and to

gain clarification

Key Sections:

• A. Group Discussion, Problem Solving and How – 30 min

Flipcharts

Colour Markers

White Board

Markers

A. Activity: Group Discussion – Topic: Problem Solving and How – 30 min







o Each person is expected to ask question of the other person when they do not

understand a point by saying

� “I have a question I would like to ask..”

� “Could you please clarify that last point…”





corrected.





Guidelines





feedback.

68

Day 4 – Building Fluency around professional work

scenarios


1.10 Daily Assessment 8.45-9.15 Daily assessment to monitor needle movement


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

Tea 10.30-10.45

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

1.13 Fluency Activity: -My Strengths & Weaknesses 11.30-12.30 Free speech activity with a step by step development of the speech. Identification of errors in the process

Lunch 12.30-13.30

1.14 Practice: Consonant & Vowel Sounds Drills (ILT & NL) 13.30-14.10 Building skill in consonant and Vowel sounds with words and sentences

1.15 Grammar: Tenses - Present and Past (ILT & NL) 14.10-15.10 Introduction of Tenses and practise of tenses for present and past, developing a clear understanding of application of these tenses

Tea 15.10-15.35

1.16 Grammar: Sentence Drills-Tenses (ILT & NL) 15.35-16.35 Drill practise of tenses using sentences for each tense and retention using the NeuroLanguage software

1.17 Email Etiquette - Type 3 16.35-17.15 Building on basics of formatting emails correctly and learning to read and respond correctly

1.18 Activity: All Skills Practice: Topic: MyWork: Tenses Simple,

Perfect/ Group Discussion 17.15-17.45

To allow participants to speak freely and increase fluency on a topic that challenges their learning of tenses and is a familiar topic.

69



Overview:






Sounds

Key Sections:



o Sounds practise

Flipcharts

Colour Markers

White Board





o Points to cover

� Grammar – Articles, Adjectives, Pronouns, Verbs

� Sounds – Syllables, Syllabic Stress,

� Email Etiquette – formatting rules, reading the body of a mail







for the next 2 days




o Pitch


o Volume



Instructions:

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articulation.



system that stretches across this particular activity over the next few training days.




The teams on Day 4 are allowed just no mistakes; they are expected to demonstrate some confidence

in the enunciation and rhythm of the practise. The second stage would be on day 8 when the teams

would be able to demonstrate the pronunciation with given words and sentences.


Guideline:








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Theory & Practice: Subject Verb Agreement


Overview:



• The participant will be able to describe the basic concept of subject verb

agreement

• The participant will be able to give examples of SVA

• The participant will be able to match subjects to verbs correctly

Key Sections:

• A. Grammar Reference & Theory – 30 min

• B. Team Practise – 30 min

• C. Activity Subject Verb Agreement – 30 min

Flipcharts

Colour Markers

White Board

A. Grammar Reference & Theory: 30 min

• You have revised the concept of verbs so the batch is now ready to dive into SVA

• Revise the concept of a subject again.

• Establish the concept of SVA through examples. You can write incorrect sentences on the

board and ask the batch to correct it. This way you will be able to elicit most of the concept

from the batch

• Focus on the person form chart and how different forms agree with different verbs. Ask the

batch to give you examples after completing every person form

• You can discuss the other rules of SVA use with the batch as well. Only the more important

and relevant rules have been mentioned here. But more time should be spent on the person

form chart

• Give the activity to the batch. The exercises are fairly simple and self explanatory. Practice at

least one of them during the session and ask the batch to complete the rest of them outside

of the session. Please discuss them in the session and correct any errors that the participants

make. The answers to the activities are given in this guide.

• Refer to Content Reference Guide: Subject Verb Agreement.


• Recap the content on verbs

• Ask each participant to quickly note down 20 of their most frequently used verbs – 5 min

• Recap the content on nouns and subjects

• Ask each participant to quickly note down 20 of their most frequently used nouns or noun

phrases – 5 min

• Ask the batch the participants to break into their teams and to create sentences with all the

pronouns and nouns that they have in the group – 5 min

• In rounds ask the batches to give the sentences to discuss the errors if any.

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• Ask batches to identify the rule of SVA for each sentence.

Instructions: This activity is a group activity which is expected to help the group participants

recognise and identify where the rules of subject verb agreement apply. The rule that needs to be

check is ‘the subject and the verb must agree in number and in person’

Please note that SVA applies to the present tense. Also it is technically incorrect to say that a

verb is plural. It is correct to say that the verb form would change for regular and irregular

verbs.

C. Activity: 30 min

• Draw two columns on the board – one for verbs and the other for subjects

• Ask each team to come up to the board and write their unique subjects and verbs in the

respective columns

• At random choose a participant

• Taking one verb and one subject and ask the participant to give the subject verb agreement

sentence – 30 seconds each

• During the activity as the same participant to rework the sentence after you have changed

the plurality of the subject or the form of the verb to force the participants to think and

create agreement sentences

Instructions: This activity is a batch activity and is to be done with urgency. Giving the

participant’s time allows them to think for longer than is necessary. They are expected to become

comfortable with matching the plurality and the verb form.

A variation to challenge the participants is to ask them to substitute the subject which is a noun

or a noun phrase with an appropriate pronoun.

This activity must continue until everyone in the batch has been able to give at least 2 sentences.

Guideline

1. Feedback – The participants are expected at this stage to be able to correct themselves.

Hence please ask one of the other participants to correct an incorrect sentence. With each

they must state the rule also.

73

Fluency: Activity: My Strengths and Weaknesses


Overview:

Free speech activity with a step by step development of the speech.

Identification of errors in the process.


• The participant will be able to create a mind map of points about his

work

• The participant will be able to structure the sequence of thoughts

• The participant will be able to elaborate on each point to at least one

level

• The participant will be able to identify each sentence in terms of

sentence construction, grammar and sounds

• The participant will be able to correct the grammar of the passage

Key Sections:

• A. Activity: Mind Map to describe ‘My work’ – 15 min

• B. Team Practise – 35 min

• C. Deconstruct the Passage – 10 min

Flipcharts

Colour Markers

White Board

B. Activity: Mind Map to describe ’ My Weakness – 15 min

• Revisit the concept of a mind map – 5 Min

o Place the words ‘my weakness’ on the white board – a mind map is a diagram of or

visual representation of all the points around a central topic

• Ask the participant to revisit the discussion on Day 1 on strengths and weaknesses. Ask them

to use that as the basic to define the problem statement in terms of the root causes.

• Illustrate with an example as given below – 5 min

• Ask the participants to develop a mind map on paper about their weakness etc. In case the

person needs support in defining the problem, use the following structure – 5 min

o Help the participants with their queries

o What are my strengths that help me succeed, what are my weaknesses that prevent

me from succeeding?

o How can I define my weakness in terms of facts?

o How can I describe the steps to get over my weakness?

o What are my areas of interest?

Instructions:




about yourself.

At the centre of the board write you’re your work. Then write all the work related words that describe

it. For example:

74

7. English Language trainer

8. Master Trainer

9. 10 years experienced

10. IBM Daksh

11. Research

Then using the points on the board write out sentences about your work for example:

6. I am English language trainer.

7. I am also a certified master trainer.

8. I have 10 years of training experience

9. I have a keen interest in research on voice and accent

10. My main area of research would be language acquisition, methodology of training and

grammar instruction

Now ask the batch to develop a mind on a sheet of paper about their work. For new hires who have

no work experience ask them to talk about their last year of college and the work they did and their

specific areas of interest. Give them not more than 5 mins to develop it. It should include details of

the person’s strengths weaknesses.

Question that will help the participants develop the speech:

o What is my role

o What are my skills to perform the role

o Describe my work environment, if no knowledge then what is expected

o What do I expect will be the hierarchy at work

B. Ask each participant to speak about their work either by reading the notes or extempore –

1 Min per participant

• Put up some of the sentences on the board

o Highlight key sounds errors

o Highlight key grammar errors


o Questions to ask






Instructions:

Inform the participants that they would need to speak for 1 minute about their work in clear and







fluently.

75



fluent.



Guidelines:

4. We can give feedback based on grammar and sounds



C. Deconstruct the Passage – 10 min

a. Put up some of the sentences on the board

b. Highlight key sounds errors

c. Discuss the structure of what participants said in terms of flow.

i. Introduction sentence

ii. Points about the type of work

iii. Points on what they like about the work

iv. Conclusion points about work

d. Highlight the how the sentences are an extension of the point of the mind map

e. Highlight that as part of the mind map they need to create a logical sequence of the

sentences to sound coherent

76

Consonant Vowel Sound Practice with words & sentences (ILT& NL)


Overview:

To practice the articulation of consonant and vowel sounds with their manner of

articulation


• The participant will be able to apply enunciation skill to sentences about

his work

• The participant will be able to reduce his errors on key words in work

related verbiage

Key Sections:

• A. Vowel Sounds Word Practise with sentences– 40 min

Flipcharts

Colour Markers

White Board


C. Activity: NL Lab Session: Vowel Sounds Word Practise – 40 min


16. Ask them to down load the vowel sounds modules one by one

Ch (Chhuh) Sound (Words and Sentences

J (Juh) Sound (Words and Sentences)

S (Suh) Sound (Words and Sentences)

Z (Zuh) Sound (Words and Sentences)

Sh (Shuh) Sound (Words and Sentences)

Zh (Zhuh) Sound (Words and Sentences)

F (fuh) Sound (Words and Sentences)

V (fuh) Sound (Words and Sentences)

Linking F and V to W

Introduction to Sentence Structure



words in groups








77



The color orange is OK. When the users roll over a word they should see more orange and green than

red in the word level feedback. All of the story module need not read out and made green. It is




Guideline:






78

Grammar: Tenses (ILT & NL)


Overview:

Introduction of Tenses and practise of tenses for present and past, developing a

clear understanding of application of these tenses


• The participant will be able to identify the simple tense based on its rules

• The participant will be able to identify the perfect tense based on its

rules

• The participant will be able to give examples of the simple tense and the

perfect tense

Key Sections:

• A. Theory & Application– 30 min

• B. Practise of Tenses with Sentence – 30 min

Flipcharts

Colour Markers

White Board

Pen

Paper

A. Theory & Application – 30 min

• The batch is now familiar with verbs. Give them three different examples of actions in the

three periods of time. Ask the batch to identify the word that tells them the time period

when the action happened. You’ll be able to elicit the concept of tenses from the batch

• Cover the concept of regular and irregular verbs again. Ask the batch to give an example

each and construct all the three forms from those examples. Take them through the lost

given below after.

• Explain the different tenses to the batch. Only the more important tenses have been

mentioned. Try to elicit as many examples from the batch as possible

o Simple – Past, Present, Future

o Prefect- Present and Past

o Continuous – Present, Past

• Give the activity in the participant’s workbook to the batch. The exercises are fairly simple

and self explanatory. Practice at least one of them during the session and ask the batch to

complete the rest of them outside of the session. Please discuss them in the session and

correct any errors that the participants make. The answers to the activities are given in this

guide.

o Refer to the Content Reference Guide:

� Simple Tense

� Perfect Tense

� Continuous Tense

B. Practise of sentences with Tenses - 30 min

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Instructions

• The facilitator will divide the batch into three groups

• The facilitator will give each group a list of verbs on a sheet of member. The number of verbs

needs to be the same as the number of members in each group

• The facilitator will give verbs that will make it easy for the members of the group to make

sentences that are related to one another

• The three groups will represent the Present, Past and Future tenses

• The facilitator will ask one of the groups to start. The first member will make a sentence with

one of the verbs allotted to his group in the tense that the group is supposed to represent.

Once a verb is used, it cannot be used again

• The second member will then make a sentence that has to be connected to the previous

sentence, using one of the other verbs allotted to his group

• The facilitator will continue the activity till all the verbs allotted to a group get exhausted

• The facilitator will take care to correct the sentence if they have been formed in the wrong

tense and are incorrect

Guidelines

• The participant will make a sentence using one of the verbs allotted to the group in the

tense that the group is representing. For instance,

o List of verbs for the Present Tense group –eat, go, sit, order, place, talk, laugh,

drink, look, slip, wash, walk, shout, give, drive.

o First Sentence - We drive to the restaurant daily

o Second Sentence – We go there in the evenings

o Third Sentence – We usually sit in the corner of the restaurant

o Fourth Sentence – Once we sit, we order our favourite dish

• A verb used once, may be used to set the context as has been done in the fourth sentence

above. But a new verb has to be used in each sentence

• The group will get 10 minutes to complete the activity

Key Section Message

• The facilitator will be able to check the participants’ understanding of tenses and will be able

to correct any errors.

80

Grammar: Sentence Drills with Tenses Simple and Perfect (ILT & NL)


Overview:

Drill practise of tenses using sentences for each tense and retention using the

NeuroLanguage software


• The participant will be able to enunciate sentences in the simple and

perfect tenses

• The participant will be able to accurately retain spoken in sentences in

the perfect and simple tenses

Key Sections:

• A. Practise Tenses with sentences– 60 min

Flipcharts

Colour Markers

White Board


A. Activity: NL Lab Session: Practise Tenses with sentences – 60 min


2. Ask them to down load the following modules

Simple Present Tense (Sentences)

The Simple Past Tense (Sentences)

The Simple Future Tense (Sentences)

The Present Perfect Tense (Sentences)

The Past Perfect Tense (Sentences)

Grammar: Tenses



words in groups





6. As this is focused on tenses they need to practise the sentences with focus on the verbs .








81



Please note that for tenses the software enables the participant to work on enunciating the

sentence form correctly. While they know the syntax they are not familiar to with the sequence of

words necessary to create a grammatically correct tense sentence.

Guideline:






82

Email etiquette Type 3 Writing escalation mails


Overview:

Introduction of Tenses and practise of tenses for present and past, developing a

clear understanding of application of these tenses



• The participant will be able to use the appropriate professional language

• The participant will be able to identify the key facts in the senders email

• The participant will be able to structure and frame a response

• The participant will be able to identify words and phrases in terms of

meaning that should not be used

Key Sections:

• A. Theory & Application– 15 min

• B. Practise of Tenses with Sentence – 25 min

Flipcharts

Colour Markers

White Board

Email Example: escalation

A. Activity: Framing Response

• Present to the participants the structure of an email

• Review the guidelines of email writing refer to the section on Email Writing

• Project the “escalation email “ and help the participants analyse the following points:

o Stating understanding of the issue , concern, key message

o Stating the facts of each point

o Acknowledging the mood / tone of the email with appropriate usage of modal

verbs and courteous statements

o As your response to the key message framing sentences that indicate your ideas

and thoughts on the issue, concern, key message

o Avoid using negatives – do not, but, cannot, etc

o Always provide an alternative to something that you cannot do as a way to

progress to a solution

• Ask them to specifically review the content on appropriate response

• Ask the participants the workbook activity

• For a sample refer the email writing content in this guide

B. Sample email: escalation response

• Ask the participants to formulate an appropriate response to the email that was projected

• The response should be structured based on

o Acknowledgement of key issue

o Statement of facts to update the client/manager

o Appropriate apology statement

o Action plan to ensure that the key issue is address for the present and the future

83

Instructions: As we have now made the participant aware of the basics of email etiquette and

formatting, this session is aimed two key points

1. Ensuring the participants get another opportunity to demonstrate their skill in structuring

and email

2. Ensuring the participants are now gearing themselves to read emails carefully and analyse

them before writing a response. To also develop this skill to become a habit.

Participants are expected to read the email in the manner instructed. Question to ask the

participants are:

1. What is the key message of the escalation mail

2. What are the facts that you can note down from the mail

3. What can you infer about the history of the mail? i.e what happened to create this situation?

4. What should be the action plan/ solution to the concern in the email?

5. What is the process you would follow to frame a response to this email?

6. What are the sentences you will frame to create the response?

The key message is that this process is simple yet need to be used as a habit. Following a

structured approach will guarantee that email you communicate the right impression to the

receiver.

84

Activity: All Skills Practice: Topic: My Experience: Tenses Simple, Perfect Group Discussion –

Acknowledgement


Overview:

To allow participants to speak freely and increase fluency on a topic that

challenges their learning of tenses and is a familiar topic.


• The participant will be able to apply the understanding of tenses to

describe his work and related tasks

• The participant will be able to sustain the conversation for 3-4 minutes

• The participant will be able to sustain the conversation without fillers

and foghorns

• The participant will be able to apply the concept of acknowledging the

speaker

• The participant will be able to paraphrase the last speakers statement

Key Sections:

• A. Group Discussion – 55 min

Flipcharts

Colour Markers

White Board

Markers

A. Activity: Group Discussion – Topic: Experience – 55 min






o They must start by acknowledging the last speaker

� “ I understand that…”

� “What I have understood is that…”

� “I can see that…”

� “I appreciate that …”

� “It is great that…”


o Each person is expected to speak about work they have done, experiences they have

had,

� “I have worked..”

� “I played…”





corrected.





85

Please expect that participants will not follow the rules established. This is because they are still

learning how to communicate and to maintain conversational etiquette. It is the responsibility of

the moderator to

1. guide the discussion

2. ensure that everyone gets to speak

3. points are made and established

4. other participants are able to rephrase points are more effectively communicated

Guidelines





feedback.

86

Day 5 – Building a foundation of grammar with tenses and

SVA, creating fluency


1.10 Daily Assessment 8.45-9.15 To test the learning achieved up to the current day


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

Tea 10.30-10.45

1.12 Fluency: Activity: Topic: Detailed Work Tasks 10.45-11.30 To build the fluency around a professional topic using the mind map methodology

1.13 Practice: Syllabic Stress-Words and Sentences (ILT & NL) 11.30-12.30 To continue the practise of syllables and sentence stress using the NeuroLanguage software

Lunch 12.30-13.30

1.14 Grammar: Tenses - Future (ILT & NL) 13.30-14.10 To develop the understanding of the future tense with application using sentences and verbs

1.15 Grammar: Sentence Drills with Tense Future (ILT & NL) 14.10-14.50 To use the neurolanguage software to build retention of the future tense syntax

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

Tea 15.50-16.05

1.17 Group Discussion 16.05-17.05 To build fluency in a structured group discussion format

87



Overview:





• The participant will be able to repeat key courtesy phrases & grammar

sentence drills

Key Sections:


• B. Grammar groups, sentence drills – 15 min

o Sounds practise

Flipcharts

Colour Markers

White Board





o Points to cover

� Grammar – Subject Verb Agreement, Tenses – Simple, Perfect, Continuous

� Sounds – Sentence drills and modulation

� Email Etiquette – technique of giving an appropriate response


B. Grammar groups, sentence drills – 15 min

• Project the grammar groups for drill on the board from the PPT provided

• Also project the Sentences for drills on the board from the PPT provided


o Each team will be asked to repeat one group from the board

o The group is to be selected by the facilitator randomly and not in sequence

o Tell them that they need to each practise group and sentence everyday in the

morning for the next 4 days




o Pitch


o Volume



88

Instructions:

Kev Nair’s speech initiators are aimed at grammar drills. Please note that these are the most

common groups. As a facilitator you have the freedom to modify the drill with the relevant pronouns

and add verbs that the batch has difficulty with e.g. the key helping verbs

1. To be

2. To have

3. To do

The key message is that when we begin speech we do not necessarily think about the grammar. If we

do then it will break our fluency.

Inform the batches that the best batch will be rewarded for their effort. Reiterate the need to work

every day to make the change in sounds. To keep the session competitive it is necessary to have a

reward system that stretches across this particular activity over the next 4 training days.


to be able to enunciate the sounds with the least number of errors.

The teams are allowed just 2 mistakes – these could be a mispronounced sound or a false start.




Guideline:








89

Fluency: Activity: Topic: Detailed Work Tasks


Overview:

To build the fluency around a professional topic using the mind map

methodology


• The participant will be able to describe his work and his work

environment

• The participant will be able to construct simple sentences

• The participant will be able to apply the concepts of correct enunciation

Key Sections:

• A. Describing the Work related tasks – 15 min

• B. Speaking about my work for a min – 15 min

Flipcharts

Colour Markers

White Board

Pen and Paper

A. Describing the Work related tasks – 15 min

• This is a simple short exercise but a drill down of the last activity on Work Tasks

• Ask them to recall the all the points made on the work tasks

o As the engineers maybe new hires they may need to develop their mind map around

projects they executed in groups at college

• Based on the training that they received in the last 10 days ask them to elaborate on the

work tasks and explain in more detail

• They are expected to speak for about 3-4 mintues, attention to details is important

• Use concept of a mind map as executed in the last 4 days of training – 5 min

o Basis the learner type they can either draw it , or just use words

• Ask the participants to create a mind map

• Ask them to sequence the points they would like to say about their skills in logical format

• Ask them then to write sentences that adhere to the SVO format and are simple

• Ask them to pair up with a colleague and speak the sentences – 5 min

o Ask them to correct their own sentences

o Ask them to practise their sentences in small groups

B. Activity: Just a min – Free speech on the mind map developed on Work Tasks

• Then make them in rounds repeat their speech with no hesitation

• Once they have spoken provide feedback on the common errors and ask everyone to

correct their sentences

• Give individual feedback if necessary

Instructions:



90


about yourself.

At the centre of the board write your work. Then write all the work related words that describe it. For

example:

1. Programmer

2. Java / Databases

3. Program comments

4. Program designing

5. Coding & testing

Then, using the points on the board, write out sentences about your work. For example:

1. I am a Java programmer with Wipro

2. I work on programs with a 3 tier architecture

3. My main tasks are to comment program and develop code

4. It is my responsibility to also test the code that I write

Now ask the batch to develop a mind on a sheet of paper about their work. For new hires who have

no work experience ask them to talk about their last year of college and the work they did and their

specific areas of interest. Give them not more than 5 min to develop it. It should include details of the

person’s strengths weaknesses with respect to the work task expected.

Question that will help the participants develop the speech:

o What is my role

o What are my skills to perform the role

o Describe my work in detail

o What do I expect will be the project structure and who will I need to work with?

C. Ask each participant to speak about their work tasks extempore – 1 Min per participant

• Make them in rounds repeat their speech with no hesitation

o Once they have spoken provide feedback on the common errors and ask everyone

to correct their sentences

o Give individual feedback if necessary


o Questions to ask






Instructions:

Inform the participants that they would need to speak for 1 minute about their work in clear and





91



fluently.



fluent.



Guidelines:

7. We can give feedback based on grammar and sounds



92

Syllabic Stress Practice with words & sentences (ILT& NL)


Overview:

To continue the practise of syllables and sentence stress using the

NeuroLanguage software


• The participant will be able to enunciate practice sentence with the

correct sentence stress

• The participant will be able to identify content and function words in

sentences

• The participant will be able to correct his enunciation in sentences

Key Sections:

• A. Syllabic Stress Word Practise with sentences– 60 min

Flipcharts

Colour Markers

White Board


A. Activity: NL Lab Session: Sentence and Word Practise – 60 min



Syllabic Stress (Words and Sentences)






Grammar: Tenses


4. As this session is for syllabic stress and sentence stress it is important to bear in mind the

syllabic stress rules


words in groups








93








Guideline:




knowledge of articulation to get the change of colour


94

Theory & Practice Future Tense (ILT & NL)


Overview:

To develop the understanding of the future tense with application using

sentences and verbs


• The participant will be able to identify sentences in the future tense

based on rules

• The participant will be able to construct sentences in the future tense

both written and spoken

• The participant will be able to give examples based on work related

scenarios

• The participant will be able to enunciate accurately sentences in the

future tense

• The participant will be able to retain the structure of sentences in the

future tense when listening & repeating

Key Sections:

A. Activity: Theory & Grammar Reference– 20 min

B. Activity: Practise of the Future tense – 20 min

Flipcharts

Colour Markers

White Board

PPT

A. Activity: Theory & Grammar Reference

• Simple Future: Refer to Content Reference Guide

• Future Continuous: Refer to Content Reference Guide

B. Activity: Practise of sentences in the future tense – 20 min

o Ask the batch to choose an event from the future that is personal

o Ask the participants to quickly prepare a mind map for the event – 2 min

o Ask each participant to speak about the event for 30 seconds

o Ask the participants to choose an event from their future professional life

o Ask the participants to quickly prepare a mind map for the event – 2 min

o Ask each to participant to speak about the event for 30 seconds

Instructions: The session is a fast paced session for the participant to identify an event as

being in the future. Further to be able to structure their thought in their mind using the mind

map technique. This is a progression from the session before where they would write their

mind map. Now they are expected to do this in their mind.

Giving each participant only 30 seconds to speak creates the requisite urgency in each

participant to be able to apply knowledge and skills gained under pressure.

It is important at this stage that participants are able to self correct. Hence it is necessary to

ask the following:

95

1. Did you make any mistakes while speaking?

2. If yes then what were the mistakes and can you correct them now?

3. If you were to be asked to speak again what would you do to prepare?

4. Can the other participants please correct the colleague when he has finished speaking?

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Grammar: Sentence Drills with Tense Future (ILT & NL)


Overview:

To use the NeuroLanguage software to build retention of the future tense syntax


• The participant will be able to enunciate practice sentence with the

correct sentence tense

Key Sections:

• A. Future tense sentences– 40 min

• B. Practise of Sentences - simultaneously

Flipcharts

Colour Markers

White Board


PPT

A. Activity: NL Lab Session: Sentence and Word Practise: Future Tense – 40 min



Syllabic Stress (Words and Sentences)


The Future Continuous Tense (Sentences)


4. As this session is for tenses the participants need to focus on the verbs in the sentences.

The verbs must not be red they must be at least orange in feedback


words in groups















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Guideline:




knowledge of articulation to get the change of colour


B. Activity: Sentence Practise : Future Tense – At the same time for the remaining half of the

batch

• While half the batch is logged in to the software the other half is expected to

practise the sentence for future tense as given in the PPT

• Get the students to note down the sentences in case they do not have their

participant’s guide

• First they would need to practise the sentences in groups

• Second they would practise the same as a batch

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Activity: All Skills Practice: Topic: MyWork: Tense Future / Career Path of a Programmer


Overview:

To build fluency around a familiar professional topic in a structured format of a

group discussion


• The participant will be able to apply the understanding of the future

tense to describe his work and related tasks

• The participant will be able to sustain the speech for 3-4 minutes

• The participant will be able to structure the sequence of sentences

Key Sections:

• A. Future tense sentences– 10 min

• B. Recap of rules – 5 min

• C. Memory Map – 5 min

• D. Group Discussion – 40 min

Flipcharts

Colour Markers

White Board

Group Discussion – Topic: Career Path of a programmer

• A. Recap the rules of tenses – 10 min

o When do we use the present tense, perfect tense, past tense, continuous tense?

o Please give examples of the tenses.

• B. Recap of rules – 5 min

o Remind the participants that this about applying all the learning form the past days

on pronunciation , grammar and sentence construction

o Tell them that the best spoken will be rewarded

• C. Ensure that everyone does a memory map give them - 5 minutes

o Ask them to think about what they are going to say

• D. Ensure that everyone does a memory map give them - 40 minutes

o Continue to get points from each participant

o Revisit any participant who does not make a point

o Help the group to elaborate the discussion

Instructions:

o Tell them that everyone is expected to say one relevant point, if someone has

mentioned it then please refer to the person with an introductory sentence

� “As Mahesh said… however/but I think….

o Keep the session lively in terms of points by moving quickly and randomly to all

participants

o At key points in the flow ask one participant to recap all the points mentioned

o Ask them for their views on it too

o The facilitators can ask anyone to make a point or to answer a questions from any

other participant

� Questions: So what do you think about the last point?

� What point would you like to make on this topic?

� Please tell the group what your thoughts are on this issue.

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Unlike a group discussion where there is a free flow of conversation this more of a structured

discussion where everyone is expected to participate with relevant inputs. The key message for the

participants is that in client meetings one must be prepared with what to say and to say it in a

relevant manner at the relevant time.

The etiquette to interrupt someone and to acknowledge someone is very important.

Guidelines:

1. As the facilitators if a person makes a mistake please ask them to correct themselves on the

spot , if they can’t ask another participant to correct it

2. You will encourage the ideas if the group seems like they are running out of points by

providing clues / asking questions

3. Responses to probes must be structured correctly, in case it is not then recall the rules of

question formats

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Group Discussion – Changes in our society: Economic Improvement


Overview:

To build fluency in a free format on a topic about work




group

• The participant will be able to express his views on his career

• The participant will be able to discuss the points by acknowledging other

views

Key Sections:

• A. Changes in our society: Economic Improvement – 60 min

Flipcharts

Colour Markers

White Board

A. Activity: Group Discussion – Topic: Changes in our society: Economic Improvement


a. Anyone who wishes to speak must raise their hand and say,

i. “I have a point to make on this topic”

ii. “ I would like to say something”

iii. “May I say something”

b. They must start by acknowledging the last speaker

i. “ I understand that…”

ii. “What I have understood is that…”

iii. “I can see that…”

iv. “I appreciate that …”

v. “It is great that…”

c. There can be no interruptions

d. Each person is expected to express his views on changes in his society, the economic

changes he sees, the impact on his family and friends and the future because of

these chanes

i. “I would like to..”

ii. “I expect to be…”

iii. “I plan to ….”

iv. “I think that Wipro…”

v. “ we can expect…”





corrected.





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the moderator to





Guidelines





feedback.

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Day 6 – Building fluency around work related topics


1.10 Daily Assessment 8.45-9.15 To assess improvement of language skills


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

Tea 10.15-10.30

1.13 Grammar: Question Format (ILT & NL) 10.30-11.15 To demonstrate understanding of question formats and to practice the same

1.14 Grammar: Answering Questions (ILT & NL) 11.15-12.00 To be able to accurate answers questions

1.15 Activity: Listening Comprehension: Domain Related 12.00-13.00 To demonstrate ability to comprehend a professional conversation

Lunch 13.00-14.00

1.16 Grammar: Sentence Drills Domain Related (ILT & NL) 14.00-14.40 To practise sentences that are domain specific and work related

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

Tea 15.30-15.45

1.17 Activity: All Skills Practice: Topic: Client Mock Scenarios 15.45-16.15 To demonstrate client etiquette in client role play

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

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Overview:






sentence drills

Key Sections:



o Sounds practise

Flipcharts

Colour Markers

White Board





o Points to cover

� Grammar –Tenses – Future, Future Continuous


� Fluency – About Work













o Pitch


o Volume



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Instructions:




1. To be

2. To have

3. To do












Guideline:








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Practice Sentence with the Bag of Words


Overview:

To practice rhythm with sentences and the bag of words





sentence drills

Key Sections:

A. Activity : Sentences with the Wipro Bag of Words – 30 min

Flipcharts

Colour Markers

White Board

List of Wipro Words

Sentences Created on Day

3

A. Activity : Sentences with the Wipro Bag of Words – 30 min

• Ask the participants to refer to the sentences created with the Bag of words on Day 3 – 5

min

• Ask the participants refer to the Wipro Word List

• Break the batch into teams

• Give them 5 min to create 10 sentences that form a logical paragraph from the words

o Their sentences must have the present tense, present perfect, present continuous,

past , and future

o Each sentence must have a verb from the list of verbs discussed in the session on

verbs


pronouns

• Each team appoints a person from the team to say the sentence in the sequence of the

paragraph – Max 5 min per team, totally 20 min

• Each team is given a chance to give their sentences from the paragraph in sequence

• When a team makes an error the a point is deducted from the team

• Points to be awarded to each team for a correct sentences that they speak

• The team with the most points is to be rewarded

Instructions: The key message is that the participants need to build up their understanding of

sentence creation using a specific list of words, in this case the Wipro list of words. You need to

explain that when we speak it is usually with a limited set of words which forms our vocabulary. We

need to use our sentence construction skills to create language and speech

Questions to ask:

1. How many sentence were you able to make?

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2. What situations were you able to think of that had specific tenses in them for example the

simple tense and the perfect tense.

3. Do the sentences you have made sound logical for the situation you have described?

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Grammar: Question Format (ILT & NL) & Answering Questions (ILT & NL)


Overview:

To demonstrate understanding of question formats and to practice the same.


• The participant will be able to identify two formats to ask a question

• The participant will be able to form questions in the correct format for

both closed ended questions and open ended questions

• The participant will be able to identify the structure of an appropriate

answer to a question

• The participant will be able to enunciate answers to questions in the

correct structure

• The participant will be able to write grammatically correct answers

Key Sections:

A. Activity: Asking Questions: Get to know your colleague – 5 min

B. Activity: Discover Question Formats – 10 min

C. Activity: To Ask Questions – Anthony & Cleopatra – 30 min

Flipcharts

Colour Markers

White Board

List of Wipro Words


3

Question Formation A. Activity: Asking Questions: Get to know your colleague.

• Divide the group into teams of two. Give them only 5 minutes to understand the psychological

makeup of the other person. The person being questioned should write the questions. Then

discuss it.

• Ask them now to swap and collects as many facts about the person in five minutes as possible.

The person being questioned should write the questions. Then discuss it.

• Derive the need to ask questions to get to know a person completely from open ended and

closed ended questions.

B. Activity: Discover Question Formats – 10 min

• The instructor gives the first word of a question format with blanks for the next 4 words.

• The instructor gives the interrogative pronouns that can be replaced for the first word

• Use Interrogative pronouns: who, what, when, where, why, whose, which, how e.g. What ___

___ ___ ____

• For the second format the instructor gives a verb .

• The instructor gives all the verbs that can be used .Use verb forms: is, am, are, was, were, do,

does, did, have, has, had e.g. Are ___ ___ ___ ____

• The group is given 10 min to derive format 1 followed by a group discussion

Derive The rules for question formats are

• 1a. Interrogative Pronoun verb Noun/ Pr verb

• 1b. Interrogative Pronoun Noun/Noun phrase verb Noun/ Pr verb

• Verb Noun/Pr verb

Highlight that there are other formats however these are the formats that are predominant in

calls

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C. Activity: To Ask Questions

• Give the Anthony and Cleopatra riddle – Anthony and Cleopatra are lying dead in a pool of water

and Brutus is looking on with evil in his eye.

• Answer: Anthony and Cleopatra are fish. Brutus is a cat. It breaks the fish bowl and the fish die out

of water on the floor. The cat is looking at them to eat them.

• The team can ask only one questions which is closed ended - yes / no

• No question can be repeated

• The objective is to tell the whole story based on facts collected

• Divide the session into groups of 3-4

• Ensure that the concept of listening and probing is reiterated

Instructions: The key message is that participants will be able to discover the pattern of grammar.

You must assume that your participants know a lot of information about language. It is important to

assist them to build on what they already know and to just fill the gap of knowledge with your

expertise.

Questions to ask:

1. Does everyone understand what is a closed ended questions and an open ended question?

2. What are the differences?

3. When do you ask closed ended and open ended questions?

a. A: Closed for specific information, Open to make people speak freely

b. A: Closed to control a conversation Open to allow people control over the

conversation.

4. So try to recall all the interrogative pronouns, what are they?

5. To which question do you answer with a Yes or No?

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Activity: NL Lab Session Question Format (ILT & NL) & Answering Questions (ILT & NL)


Overview:

To demonstrate understanding of question formats and to practice the same.


• The participant will be able to identify two formats to ask a question

• The participant will be able to form questions in the correct format for

both closed ended questions and open ended questions

• The participant will be able to identify the structure of an appropriate

answer to a question

• The participant will be able to enunciate answers to questions in the

correct structure

• The participant will be able to write grammatically correct answers

Key Sections:

A. Activity: Asking Questions – 45 min

Flipcharts

Colour Markers

White Board

List of Wipro Words


3

A. Activity: NL Lab Session: Asking Questions – 40 min



Question Tags and their Uses (Intonation,

Emphasis, Negation, Politeness)

Clarifying questions – UK

Answering Questions


4. As this session is to perfect the manner of asking a question it is important that the word

order is correct in the story section and that in the Listen and Repeat there must be green

only



6. The rest of the group would at the same time go through activity B given below








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Guideline:






B. Examples: Group – While the other group is on the software

• Put up the a set of words on the board

• Ask each learner for a question that would be process specific using the process bag of words

• The instructor to give the verb and the interrogative pronoun to be used

• Repeat this for 5 to six rounds

Examples: Group

The instructor to give examples for different scenarios for example:

• I have not received your data update

• I can’t understand why we are not meeting out milestones

• There are errors in the program and it is crashing

The participants are required to probe to elicit enough information to try and provide a solution

The instructor responds as the client or manager would.

At the end of each problem two learners would be selected to do a mock scenario of a client situation.

Highlight then need to ask questions appropriate politely and professional

Instructions: The lab session is aimed at giving the participants time to practise the actual syntax of a

question that most participants get wrong. The common errors are the e.g.

“ you are martin” where the intonation is tries to establish that it is a question

“what you did” where the verb is missing

It would help for participants to catalogue their own mistakes and be able to recall the same when

they speak.

While half of the batch logs in to the software to perfect their question asking capability they other

half should be going through the activities to practise the sentences.

In most situations where a participant does not understand something they ask questions, this is

to become a habit as it becomes critical in their work scenarios. The key purpose of the activity is

to make participants comfortable asking questions in a group.

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Activity: Listening Comprehension:


Overview:

To demonstrate ability to comprehend a professional conversation.


• The participant will be able to understand the key message in a audio

passage

• The participant will be able to write answers to closed and open ended

questions on the passage

• The participant will be able to speak the answers to closed and open

ended questions on the passage

Key Sections:

A. Activity: Listening Comprehension – 20 min

B. Activity: Activity: Listening Comprehension for accent familiarization – 2

passages for 20 min each

Flipcharts

Colour Markers

White Board

Audio Learning File


• Play the audio file on ‘Smartphones’ for the batch

• Ask everyone to keep a piece of paper and pen ready

• Ask everyone to answer the questions on their respective sheets of paper

• There will be comprehension questions based on the passage and questions on vocabulary

• Ask the batch for answers and discuss each

• Derive the reasons for comprehension

o Familiar / Unfamiliar words

o Done /Not done the passage at home

o Understand the sentences and are able to read quickly

B. Activity: Listening Comprehension for accent familiarisation – 2 passages for 20 mins

each

• Play the audio files on ‘Special Effects in Hollywood Movies’ and ‘Generation Y’


• Ask the batch to write the words or phrases that they did not know the meaning of

• Once the files are played, ask people from the batch to summarize what was said in the

passages and get an idea of their understanding of the passages


• There will be comprehension questions based on the passage and questions on

vocabulary


• Run all sections of this activity to be able to check the level of comprehension for the

participants

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Grammar: Sentence Drills Domain Related (ILT & NL)


Overview:

To practise sentences that are domain specific and work related


• The participant will be able to construct sentences from a list of domain

related verbs and nouns

• The participant will be able to demonstrate fluent reading of sentences

• The participant will be able to reduce the subject verb and object errors

in terms of word order

• The participant will be able to enunciate sentences with confidence

• The participant will be able to enunciate sentences in with singular and

plural subjects

Key Sections:

• A. Sentence Drills – 60 min

• B. Sentence Drills , Past and Past Perfect – same time as the rest of the

batch

Flipcharts

Colour Markers

White Board


PPT

A. Activity: NL Lab Session: Sentence Drills – 60 min


2. Ask them to start practising the sentence in the following modules

Modal Verbs










words in groups








113








Guideline:






B. Activity: PPT drill of sentence – same time as the others

• While half the batch is logged in to the software the other half is expected to

practise the sentence for future tense as given in the PPT

• Get the students to note down the sentences in case they do not have their

participant’s guide

• First they would need to practise the sentences in groups

• Second they would practise the same as a batch

• Ask them to start practising past and past perfect sentences

The While half of the batch is practising on the software the remaining batch needs to practice the

sentence for past and past perfect. The key message is practise again however in groups and to

optimise on the time that is given for practise. Here the focus is on the form of speech. Please note

that the participants would not be comfortable with speaking sentences in the past perfect form and

therefore need sufficient opportunity to practise.

Guideline: Feedback is to be given in addition to the normal the extra feedback is to concentrate on

the time reference in each sentence where the preposition and the time reference phrase needs to

be understood.

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Activity: All Skills Practice: Topic: Client Mock Scenarios


Overview:

To demonstrate client etiquette in client role play


• The participant will be able to respond to queries in a role play about

work

• The participant will be able to frame comprehensive responses

• The participant will be able to understand the context and respond with

facts

• The participant will be able to respond under pressure situations

Key Sections:

• A. : Group Discussion – Topic: Client Mock Scenarios -

• B. Sentence Drills , Past and Past Perfect – same time as the rest of the

batch

Flipcharts

Colour Markers

White Board


PPT

A. Activity: Group Discussion – Topic: Client Mock Scenarios Preparation – 15 min

• Recap the rules of a group discussion etiquette

o Set the stage for a role play between 3 students, one client, one manager and one

engineer

o Ask each group to come up with a problem statement and to submit it to you

o Remind the participants that this about applying all the learning form the past days

on pronunciation , grammar and sentence construction

o Tell them that the best spoken will be rewarded

o Ensure that they do a memory map give them 5 minutes

o Ask them to think about what they are going to say

o Tell them that everyone is expected to participate equally

o Ask them to perform the role play

• Each group to be given the following topics

o Unresolved support ticket – 48 hours have passed no intimation

o Project development status update – delayed deadlines reasons needed

o Code Quality – code integrity , comments for code standards missing

o Bugs in the code – unresolved bugs , main reason and resolution

o Project kick off – roles and responsibilities and scoping of the project

• As the facilitators if a person makes a mistake please ask them to correct themselves on the

spot , if they can’t ask another participant to correct it

• You will encourage the ideas if the group seems like they are running out of points by

asking difficult questions as the client

• Responses to probes must be structured correctly, in case it is not then recall the rules of

question formats

B. Activity: Group Discussion – Topic: Client Mock Scenarios demonstration – 5-10 min per

group

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• Each team to demonstrate their role play

• Other participants to record detailed feedback for the teams

o Sound errors

o Grammar errors

o Sentence construction and overall delivery errors

• Feedback to be collected from the batch at the end of each role play and action plan to be

given by the facilitator

Instructions: At this stage of the training it is expected that participants are conscious of their errors

and are able to monitor themselves. The expected behaviour is a certain confidence in the delivery of

sentences that are prepared. Their rate of speech must be slow and comprehensible.

They must try to speak sentences clearly and loudly to ensure that everyone can understand them.

As this is a role play it is possible they are not comfortable enacting their roles. This is to be

discounted. The direction to be given is to be as natural as possible.

The feedback to be provided is on each parameter that they are now familiar with such as grammar,

pronunciation, intonation, syllabic stress and rate of speech.

Ask the team to correct the errors that they made in real time, if they are not able to correct

themselves as the other participants to correct the sentences.

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Group Discussion – Importance of good communication at work / outside work


Overview:





group



views

Key Sections:

• A. Importance of good communication at work / outside work - 60 min

Flipcharts

Colour Markers

White Board

A. Activity: Group Discussion – Topic: Importance of good communication at work / outside

work













o Each person is expected to express his view about good communication skills at

work / outside work

� “Good grammar helps us communicate..”

� “It is important to be…”

� “Pronunciation is important ….”

� “I think at work…”

� “ We can expect…”





corrected.





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the moderator to





Guidelines





feedback.

118

Day 7 – Building Fluency & Improving Comprehension


1.10 Daily Assessment 8.45-9.15


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

Tea 10.15-10.30

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

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

Lunch 12.30-13.30

1.15 Activity: Listening Comprehension 13.30-14.30 To improve the listening comprehension based on an audio file

1.16 Activity: Verbal Grammar Quiz 14.30-15.00 To build on grammar basics and build ability to verbally correct grammar

1.17 Grammar Activity: Client Email(ILT ) 15.00-15.40 To respond to a client email effectively

Tea 15.40-15.55

1.18 Activity: All Skills Practice: Topic: Problem Solving &

Conversation 15.55-16.55

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

1.19 Group discussion 16.55-17.55 To build fluency around a topic of discussion

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Overview:






sentence drills

Key Sections:



o Sounds practise

Flipcharts

Colour Markers

White Board





o Points to cover

� Grammar –Question formats, answering question,


� Fluency – Client meeting etiquette













o Pitch


o Volume



120

Instructions:




1. To be

2. To have

3. To do












Guideline:








121

Practice Paragraphs Writing & Speaking


Overview:

To practice rhythm with sentences and the bag of words


• The participant will be able to apply the concept of sentence structure

• The participant will be able to apply grammatical cohesion in passages

• The participant will be able to speak the passage that has been written

Key Sections:

A. Activity : Paragraph writing – 30 min

Flipcharts

Colour Markers

White Board

1. Activity : Paragraphs writing – 30 min

• Ask the participants to write down a list of 20 verbs in 5 minutes

• Ask the participants to write down a list of 20 nouns or noun phrases in 5 minutes

• Ask the participants to write down a passage of at least 10 sentences or 2 minutes of speech

give them 10 min

• Ask the participants to break up into their teams. In their groups they will review the

passages written. The sentences must

o Contain a logical sequence and be cohesive

o There must be a key message to the paragraph

o Each sentence must be grammatically correct


pronouns

• Any participant from the group can be asked to stand and speak the passage – Max 5 min

per team, totally 20 min for the batch

• Each team is given a chance to given a chance to speak

• When a team makes an error the a point is deducted from the team and the next person in

the team gets the chance to speak the paragraph within the time limit given



Instructions: The key message is that the participants need to build on the activity of Day 6 where

they created sentences from the bag of words and to use all the language they have learnt. The main

purpose of the activity is to be able to build comprehensive speech around words that are frequently

used. Each participants of a team needs to be comfortable with the passage to be able to stand up

and speak it. Hence the challenge for the team is team work, and team learning.

You need to explain that when we speak it is usually with a limited set of words which forms our

vocabulary. We need to use our sentence construction skills to create language and speech

Questions to ask:

122

1. What was the key message in the passage?

2. What was the challenge to be able to speak the passage?

3. Was the team able to come up with a passage which was cohesive and logical?

123

Activity: Written: Reading comprehension: Complex passage


Overview:

To work on improving the skills for reading comprehension


• The participant will be able to understand the key message in a passage



• The participant will be able understand the technique of comprehending

a problem

Key Sections:

A. Activity : Passage 1 Reading Comprehension on The Apple-Samsung

Feud – 30 min

Activity : Passage 2 Reading Comprehension on Mountain Dew, the

drink – 30 min

Flipcharts

Colour Markers

White Board

Reading Comprehension

passage PPT

A. Activity: Totally 60 min for two passages

1. Reading - 10 min

o Project on the board the passage for reading comprehension

o Ask everyone to keep a piece of paper and pen ready to take notes

o Put up the passage on the board give everyone the same time to read the passage

2. Questions – 10 min

o Ask all to answer the questions together and on a separate sheet of paper

o Ask the batch for answers and discuss each

3. Derive the reasons for comprehension




4. Derive the technique of inferring basis what you can understand from the facts – the

educated guess, also to ask in writing what the doubts might have been

5. Unfamiliar Words – 10 min

o Elicit from the batch all the unfamiliar words

o Gather from the participants the meaning of the words

o Use the http://dictionary.cambridge.org/ to identify the meaning and pronunciation

of the words that the batch does not know

6. Repeat the same with the passage 2 – 30 min

Instructions: The key message is that the participants need to build their reading ability with the

focus on the key message in the passage. This reading must also have a technique associated with it

124

of taking notes in every situation. This needs to become a habit as it is critical for all engineers to

document meeting notes and demonstrate a clear understanding of client requirements.

125

Grammar Activity: Identify Errors (ILT & NL)


Overview:

To demonstrate ability to identify grammar errors from passages


• The participant will be able to listen and understand passages of varying

levels of difficulty

• The participant will be able to identify errors in passages

• The participant will be able to correct errors in passages

Key Sections:

A. Activity : NL Lab session: Common Errors – 30 min

B. Activity : Sentence Correction– 30 min

Flipcharts

Colour Markers

White Board


White Board

A. Activity: NL Lab Session: Common Errors – 30 min



Common Errors in English (2009) – UK

Client Meeting





words in groups






Instructions: The module highlights the most common errors in English with the ability to practise key

sentences and examples. The lab session is a step in the overall retention of sounds. It is necessary for

participants to work on their pronunciation on their own to experience the error correction not from

a facilitator but through self learning. Bear in mind that the software is strict and the participants will

have difficulty in correcting themselves.




126



Guideline:






B. Activity: Error Correction Passages – 30 min

1. There will be three passages

2. Ask everyone to keep a piece of paper and pen ready

3. Ask everyone to answer the questions on their respective sheets of paper

4. Project each passage on the board

5. The participants would either have to fill in the blanks or correct the errors

6. Each blank or error will be numbered so that the participant can just write the number on

their respective sheets of paper

7. The three passages need to be completed in 30 min. The urgency in the activity is important

for effectiveness

8. The key areas to apply knowledge of all grammar concepts learnt

Instructions: The exercise is timed for 30 min and the participants are expected to complete all the

exercises. The knowledge check is for their ability to correctly identify and correct sentences under

pressure

It is advisable that the facilitators take the exercise themselves to anticipate the errors and the

queries that arise from the task.

The answers shall be provided to the facilitators who can project them on the board once the

participants are done with the exercises

Feedback Guidelines

1. At the end of each exercise please check with the batch on concept

2. Clarify any concepts that are common to all e.g. tenses, sentence structure etc

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Activity:: Meetings Skills


Overview:

To improve meeting skills


• The participant will be able to understand the meeting skills like

o Agenda Setting

o Interruption

o Agreeing and Disagreeing

Key Sections:

A. Business English: Meetings – 20 min

B. Business English: Project Discussions – 20 min

C. Business English: Negotiations – 20 min

Flipcharts

Colour Markers

White Board


White Board

A. Activity: Business English (Meetings) – 20 min

1. Project the passage on Meetings on the board

2. Ask everyone to keep a piece of paper and pen ready

3. Ask the batch to write the words or phrases that they did not know the meaning of

4. Once the files are played, ask people from the batch to summarize what was said in the


5. Discuss points that the batch found difficult to understand

6. Project the sentences from the passage in a jumbled order

7. Ask the everyone to unjumble the sentences on their respective sheets of paper

8. Discuss the answers

B. Activity: Business English (Project Discussions) – 20 min

• Project the passage on Project Discussions on the board





• Discuss points that the batch found difficult to understand

• Project the sentences from the passage in a jumbled order

• Ask the everyone to unjumble the sentences on their respective sheets of paper

• Discuss the answers

C. Activity: Business English (Negotiations) – 20 min

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• Project the passage on Negotiations on the board





• Discuss points that the batch found difficult to understand

• Project the sentences from the passage in a jumbled order

• Ask the everyone to unjumble the sentences on their respective sheets of paper

• Discuss the answers

Instructions: These exercises will help the participants with the verbiage for client meetings on

three distinct areas – general meetings, project discussions and negotiations

These are key areas of skill that the participants need in their professional work. These phrases

will help in future sessions as a point of reference.

Guidelines

1. It is expected that the session is monitored

2. This is a self learning activity followed by a group sharing of learning

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Grammar Activity: Grammar Quiz


Overview:

To build on grammar basics and build ability to verbally correct grammar


• The participant will be able to test their grammar knowledge through

mental recall

Key Sections:

A. Grammar Quiz – 30 min

Flipcharts

Colour Markers

White Board

Grammar exercises

A. Activity: Grammar Quiz – 30 min

1. Ask the batch to break up into teams

2. Instruct the batch that there will be 20 rapid fire questions read out

3. Each team will get a chance to answer the question

4. Instruct the batch on the manner of the quiz that

o The facilitator will read a sentence which is a fill in the blanks

o The team that hits the buzzer first will answer the question

o Each correct answer will be given a point

o For an incorrect answer the other teams get a chance in sequence and get a bonus

point

5. Refer to the ppt for the exercises however these are not to be projected

Instructions: This activity is to be conducted as a proper Quiz. Hence the facilitator needs to create

urgency with the manner of asking questions. Each team must be alert to the sentences being spoken

as it will be spoken only once.

The rate of speech must be sufficiently slow to enable the teams to hear the sentence. As with the

last quiz activity each team will have its own buzzer sound. Each team will use its buzzer sound for

each sentence.

The answers to the sentences should be shared with a clear reason for the correct answer by the

facilitator.

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Grammar Activity: Client Email (ILT)


Overview:

To respond to a client escalation email effectively







• The participant will be able to identify & frame the subject of the client

email

• The participant will be able to describe key client requirements based on

history


Key Sections:

• A. Framing a Response– 15 min

• B. Sample Email: Client email response – 25 min

Flipcharts

Colour Markers

White Board

Email Example: escalation

A. Activity: Framing Response – 15 min

• Present to the participants the client email


• Project the “client email “ and help the participants analyse the following points:










• Ask them to specifically review the content on appropriate response

• Ask the participants the workbook activity


B. Sample email: client email response





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and email

2. Ensuring the participants are now gearing themselves to read emails carefully and analyse

them before writing a response. To also develop this skill to become a habit.


participants are:

1. What is the key message of the client mail








receiver.

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Activity: All Skills Practice: Topic: Problem in civic society


Overview:

To apply basic concepts of language and using mind maps to demonstrate

fluency around a specific topic


• The participant will be able identify the problem

• The participant will be able describe in detail the problem with facts

• The participant will be able follow a methodology to solving the problem

• The participant will be able to form language to communicate the

process and steps to solve the problem

• The participant will be able hold a conversation to answer queries

around the problem

Key Sections:

A. Activity: Topic: Problem Solving & Conversation – 60 min

Flipcharts

Colour Markers

White Board

A. Activity: Topic: Problem in civic society

• Ask each person to state the problem in their city civic amenities that needs to be addressed

• Ask them to create a mind map of the same with a solution

• Ask them to create as teams, some language around the same applying all the learning from

the past days of training

• Ask each team to explain their solution with the example in front of them in a presentation –

10 minutes for each team

• Establish the rules of the presentation question and Answer session – 5 minutes for each

team











o There teams presenting will invite questions

� “Does anyone else have any questions?”

� “Please one question at a time, thank you”

� “Yes, do you have a question?”

Instructions: The session for is to be run in presentation where questions are asked at the end of the

presentation. The teams are expected to take questions from the participants

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Group Discussion – Communication skill Strengths and Weaknesses improved in training


Overview:





group



views

Key Sections:

B. A. Topic: Communication Skill Strengths and weaknesses improved in

training - 60 min

Flipcharts

Colour Markers

White Board

A. Activity: Group Discussion – Topic: Communication Skill Strengths and weaknesses improved

in training







� “I understand that…”






o Each person is expected to express his view about good communication skills at

work / outside work

� “Good grammar helps us communicate..”

� “It is important to be…”

� “Pronunciation is important ….”

� “I think at work…”

� “We can expect…”





corrected.



134





the moderator to





Guidelines





feedback.

135

Day 8 – Assessing improvement in fluency and email writing


1.10 Post Assessment 8.45-10.15 To assess the needle movement and improvement over the program

Tea 10.15-10.30


1.12 Practice: Passage Writing & Speaking 11.00-11.45

To practice rhythm with sentences and

vocabulary

1.13 Activity: Written : Reading Comprehension 11.45-12.30 To work on improving the skills for reading comprehension

Lunch 12.30-13.30

1.14 All Skills Activity: Paraphrasing 13.30-14.30 To demonstrate all the skills acquired in paraphrasing a passage

1.15 Activity: Listening Comprehension 14.30-15.30 To build the listening comprehension of participants

Tea 15.30-15.45

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

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

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Post Assessment

A. Take the Post Assessment Test – 40 min

a. Login the batch to the software

b. Help trouble shoot any problems

c. Ask them to download the Post Assessment : Ascentify Language Post Assessment

2012 and take the test

d. The assessment has 4 sections to complete

e. After the last assessment the user must wait for the uploading of scores and the

message confirming the same.

Inform them of the scores that are recorded on the central server and the reports that will be

generating to show the final score and the improvement.

Instructions:

The Post assessment is important to measure the needle movement in their improvement. There are

4 sections in the assessment and all 4 need to be completed.

All modules that need to be covered in training appear in a folder ‘WiproCorp’. In this folder are day

wise folders. The participants are expected to take each module in the folders as part of their daily

practice. The post assessment is in folder Day 8.

Please make participants aware that the post assessment is an important toll gate in their training

and hence must be taken with care.

Guideline:

1. Check the lab in the morning with the local IT spoc

2. Download the assessment module in advance. It will take at least 15-20 min to download the

module

3. Get batch to check the headsets, software login in the morning all together.

4. Accommodate for 40 min for the assessment

5. As the ratio of participant to computer is 2:1 you will need to coordinate ask the remaining

participants to sit outside.

6. For this assessment you will be the invigilator


Overview:

To introduce the participants to the NeuroLanguage tool and conduct the Pre

Assessment


• The participant will be able to assess his assess his areas of strengths and

weaknesses with language

• The participant will be able to assess his improvement in numerical terms

Key Sections:

• A. Post Assessment - 40

o Modules: Ascentify Language Post Assessment 2012

Flipcharts

Colour Markers

White Board

Login to Neurolanguage

Practise Player

Download Post Assessment

module

137

7. The assessment questions are not to be discussed in the session after the test

8. All 4 sections of the assessment are to be completed. Each comes one after the other. Ask

the participants to be patient through the process.

9. Ensure that the IT spoc is present to assist during the assessment.

10. Ensure that the participants have practised on the software before taking the assessment;

else the results will not accurately reflect their skill level.

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Overview:






sentence drills

Key Sections:



o Sounds practise

Flipcharts

Colour Markers

White Board





o Points to cover

� Grammar –Recap of grammar queries discussed,


� Other topics – Client meeting etiquette , Listening & Reading

comprehension techniques








o Tell them that they need to each practise group and sentence everyday going

forward as self practice



o Pitch


o Volume



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Instructions:




1. To be

2. To have

3. To do












Guideline:








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Practice Paragraphs Writing & Speaking


Overview:

To practice rhythm with sentences and vocabulary


• The participant will be able to apply the concept of sentence structure

• The participant will be able to apply grammatical cohesion in passages

• The participant will be able to speak the passage that has been written

Key Sections:

A. Activity : Paragraph writing – 30 min

Flipcharts

Colour Markers

White Board

A. Activity : Paragraphs writing – 30 min

• Topic to write on : ‘ Progress Update to Present to a manager’

• Ask the participants to break up into teams

• Ask them to write down a list of verbs that one would use in the topic in 5 minutes

• Ask the participants to write down a list of nouns or noun phrases that one would use in the

topic in 5 minutes

• Ask the participants to write down a passage that clearly states

o Overview of the project

o Project Deadlines / Milestones

o Project description of each module

o Progress in each module – highlights and lowlights

• Ask the participants to break up into their teams. In their groups they will review the

passages written. The sentences must

o Contain a logical sequence and be cohesive

o There must be a key message to the paragraph

o Each sentence must be grammatically correct


pronouns

• Any participant from the group can be asked to stand and speak the passage – Max 5 min

per team, totally 20 min for the batch

• Each team is given a chance to given a chance to speak the paragraph

• When a team makes an error the a point is deducted from the team and the next person in

the team gets the chance to speak the paragraph within the time limit given



Instructions: The key message is that the participants need to build on the activity of Day 6 where

they created sentences from the bag of words. The main purpose of the activity is to be able to build

comprehensive speech around words that are frequently used. Each participants of a team needs to

141

be comfortable with the passage to be able to stand up and speak it. Hence the challenge for the

team is team work, and team learning.

You need to explain that when we speak it is usually with a limited set of words which forms our

vocabulary. We need to use our sentence construction skills to create language and speech

Questions to ask:

1. What was the key message in the passage?

2. What was the challenge to be able to speak the passage?

3. Was the team able to come up with a passage which was cohesive and logical?

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Activity: Written & Reading Comprehension


Overview:

To work on improving the skills for reading comprehension 2


• The participant will be able to understand the key message in a passage



• The participant will be able understand the technique of comprehending

a problem

Key Sections:

A. Activity : Passage 3 Reading Comprehension on Lady Gaga – 30 min

Activity : Passage 4 Reading Comprehension on Lionel Messi – 30 min

Flipcharts

Colour Markers

White Board


passage PPT

A. Activity: Totally 60 min for two passages

Reading - 10 min

o Project on the board the passage for reading comprehension

o Ask everyone to keep a piece of paper and pen ready to take notes

o Put up the passage on the board give everyone the same time to read the passage

Questions – 10 min

o Ask all to answer the questions together and on a separate sheet of paper

o Ask the batch for answers and discuss each

Derive the reasons for comprehension




Derive the technique of inferring basis what you can understand from the facts – the

educated guess, also to ask in writing what the doubts might have been

Unfamiliar Words – 10 min

o Elicit from the batch all the unfamiliar words

o Gather from the participants the meaning of the words

o Use the http://dictionary.cambridge.org/ to identify the meaning and pronunciation

of the words that the batch does not know

Repeat the same with the passage 2 – 30 min


focus on the key message in the passage. This reading must also have a technique associated with it

of taking notes in every situation. This needs to become a habit as it is critical for all engineers to

document meeting notes and demonstrate a clear understanding of client requirements.

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All Skills Activity: Paraphrasing


Overview:

To work on improving the skills for reading comprehension 2


• The participant will be able describe in detail the problem with facts

• The participant will be able follow a structure to describe the problem

• The participant will be able form language to frame a response both

written and spoken

Key Sections:

A. Activity : Paraphrasing the passage – 30 min

B. Activity : Discussion on passages paraphrased – 30 min

Flipcharts

Colour Markers

White Board

White Board

A. Activity: Paraphrasing the passage – 30 min

• Project a passage on the white board

• Ask each participant to paraphrase the passage himself – 20 min

• Ask the participants to break into groups to discuss the paraphrased answers – 10 min

• Questions that can be asked:

o “What was the key issue?”

o “What are the facts of each passage?”

o “What is the language you will use to paraphrase the passage?”

B. Activity: Discussion on passages paraphrased – 30 min

• Ask the each team to speak about their passages but not by reading what they have written

– 5 min each

• Questions that can be asked

o What do you think is the being spoken about in the passage?

o Did you understand the passage?

o Did you need to discuss the passage with your team members?

• Ask the other teams to review the passages to understand if they got it right

• Note there can be different versions of the correct paraphrasing

• At all times the key is to ensure that they are

o Giving considered responses

o Are being corrected in case they make mistakes, but allowed to correct themselves

o Are applying their learning

• After the discussion reveal the ideal way in which the passage could have been paraphrased


focus on the key message in the passage. However, as this session is focused on paraphrasing they

need to use other skills to achieve the result. They need to be able to understand the key messages,

record facts and to construct sentences that will explain to a third party their understanding of the

same. The facilitator needs to highlight that paraphrasing it NOT just repeating what the client has

said.

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Guidelines:

1. Participants must be given feedback on the number of sentences they have used to

paraphrase

2. They are expected to use more vocabulary to be precise in their paraphrasing

3. The structure of the paraphrasing needs to be highlighted

4. The remaining teams need to confirm understanding of the paraphrased paragraphs

5. They should be allowed to ask questions and the speaker must be able to answer the

questions to demonstrate clear understanding of the passage

6. Grammar and pronunciation errors need to be corrected however only by clues

7. The facilitator must refrain from giving the corrected response

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Activity: Listening Comprehension


Overview:

To demonstrate ability to comprehend a professional conversation.


• The participant will be able to understand the key message in a audio

passage



• The participant will be able to speak the answers to closed and open

ended questions on the passage

Key Sections:

A. Activity: Listening Comprehension on Gangnam Style – 20 min

B. Activity: Activity: Listening Comprehension for accent familiarization on the

Golden Globe Awards and Formula 1 Racing– 20 min each

Flipcharts

Colour Markers

White Board

Audio Learning File


• Play the audio file on ‘Gangnam Style’ for the batch




vocabulary


• Derive the reasons for comprehension

a. Familiar / Unfamiliar words

b. Done /Not done the passage at home

c. Understand the sentences and are able to read quickly

B. Activity: Listening Comprehension for accent familiarisation – 2 passages for 20 min each

• Play the audio files on ‘The Golden Globe Awards’ and ‘Formula 1 Racing’







vocabulary


• Run all sections of this activity to be able to check the level of comprehension for the

participants

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Grammar Activity: Client Email (ILT)


Overview:

To respond to a client escalation email effectively







• The participant will be able to identify & frame the subject of the client

email

• The participant will be able to describe key client requirements based on

history


Key Sections:

• A. Framing a Response– 20 min

• B. Sample Email: Client email response – 40 min

Flipcharts

Colour Markers

White Board

Email Example: Client

Escalation

A. Activity: Framing Response – 20 min

• Present to the participants the client email


• Project the “client email “ and help the participants analyse the following points:










• Ask them to specifically review the content of both emails to create an appropriate response


B. Sample email: client email response -40 min






147





and email

2. Ensuring the participants prepare themselves to read emails carefully and analyse them

before writing a response. To also develop this skill to become a habit.


participants are:

1. What is the key message of the client mail








receiver.

148

Grammar Activity: Client Meeting (ILT & NL)


Overview:

To demonstrate ability to identify grammar errors from passages


• The participant will be able to understand client meeting etiquette

• The participant will be able to demonstrate his understanding of meeting

etiquette

• The participant will be able to participate in the meeting and respond to

queries appropriately

Key Sections:

A. Activity : NL Lab session: Client Meeting – 30 min

Flipcharts

Colour Markers

White Board


A. Activity: NL Lab Session: Common Errors – 60 min



Day 6 : Answering Questions

Day 6: Clarifying questions - UK

Day 8: Client Meeting





words in groups






Instructions: The module highlights the most common errors in English with the ability to practise key

sentences and examples. The lab session is a step in the overall retention of sounds. It is necessary for

participants to work on their pronunciation on their own to experience the error correction not from

a facilitator but through self learning. Bear in mind that the software is strict and the participants will

have difficulty in correcting themselves.




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Guideline:






Fluency FG - Content Structure v 2 0

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