26 November 2012

Just a Minute (JAM) Session

JAM (Just a Minute) is a game that uses extemporaneous speaking and careful listening to emphasize good speaking and diction. It is held in a challenging environment where the listeners attempt to identify a number of errors. The main emphasis is on straightforward approach. Each participant speaks on a topic for a full minute (60 seconds) without repetition, hesitation, or deviation.  The candidate aim should be to develop quick thinking, together with speaking skills, good grammar, appropriate use of words, and using the right words. It helps in providing a fun environment to improve listening, thinking and speaking skills. Just a Minute session is useful to raise or check spontaneity, creativity and presence of mind. These can be used as mere game or as a selection tool during job interviews. It helps predict a person’s attitude and approach towards things or concepts.
  •   Start with a practice/demonstration round.
  •   Try to start each round with someone who has not participated.
  •   Use only single word topics.
  •   The speaker should not make any grammatical mistakes.
  •  Mispronunciations are also counted as errors.
  •   The incorrect use of a word is not allowed.
  •   Don’t repeat words.
  •   No junk words such as ums, ahs, err, etc.
  •   Hesitation – a  pause of more than two seconds.
  • Recollect your thoughts on the topic and then speak because once you start you can only pause for effect.
  • Pay attention to pronunciation and correct yourself.
  • Put what you have to say in a logical sequence.
  • Speak slowly, but clearly, and show appropriate emotion and feeling relating to your topic.
  • Speak loudly and clearly. sound confident. Do not mumble.
  • Don’t bore your audience with repetitious or unnecessary words.
  • The most important point is practice, practice, and practice. No one learns to speak well in a day. It requires practice and persistence to speak on a topic in JAM.

Situational Dialogue/Role Play

Situational Dialogue/Role Play

‘Dialogue’ means ‘talk between two persons.’ Dialogue writing is a tool for improving our communication skills. It broadens our imagination and dramatic power. If we want to speak in English fluently, we must acquire mastery over certain expressions and sentences. Even highly educated people find difficult to express themselves at different situations.

To improve one’s communication skills one is needed to practice dialogues. Depending on the persons and situations the language or dialogues may be formal and informal.

Formal dialogues: when we talk to highly placed persons, seniors, people in authority and with strangers we use formal dialogues.

Informal Dialogues: when we talk to close friends, relatives, neighbours and colleagues we use informal dialogues.

Steps for dialogue writing:

Ø  Meeting people and exchanging greetings.
Ø  After greetings depending on the situation, we have to write dialogues logically.
Ø  Finally leave taking exchanges.

Some of the useful everyday expressions.

Purpose                               Formal                                            Informal
Greetings:                     Good morning sir.                                  hi how are you?
                                    Good evening Mr…..                             hello everybody.
Giving thanks:               Thank you very much                             thanks/ thanks a lot
                                                                                                 Thanks for everything.
Replies to thanks:          you’re welcome                                     it’s a pleasure.
                                    That’s alright.                                         You are most welcome.
Asking questions:          what is the time, please?                         What’s the time?
                                    May I ask you your surname?                 What’s your surname?
Making Requests:         would you mind closing the door?           Will you close the door?
                                    Could you lend me your pen?                  Can you tell me where the I year classroom is?
Suggestions:                 you might consider this idea.                    Do like this …..
                                    May I suggest you that you meet the principal?        Meet the principal.
Advice:                         May I request you not to smoke here.            Don’t smoke here.
                                    We would better start early.                   You must start early.
Requests:                      May I see you some other day?              I will see you another day.
Permission:                   could you lend me your bike?                Can you lend me you bike?
Apologies/Regrets:        I apologize for the inconvenience.          I am sorry.
                                    I am extremely sorry sir.                        Excuse me.
Bidding farewell:          Good bye sir.                                         Bye/See you/see you again.

Role Play

‘Role Playing’ refers to changing one’s behavior to assume a role, either unconsciously to fill a social role, or consciously to assume an adopted role. Role play takes place when a group of people act out roles for a particular situation. It is the best way to develop the skills of initiative, communication, problem solving, self-awareness, and working cooperatively in teams.

Uses of Role Play

ü  Analyzing problems from various perspectives
ü  Implementing brainstorming methodology during simulations of real cases
ü  Trying various solutions in a case sce3nario
ü  Developing team work, cooperation and creative problem solving in groups
ü  Trying out creative techniques in a risk-free environment

How to Improve your English Conversational Skills




21 October 2012

Syllabus for Polytechnic Lecturers

English Syllabus for Polytechnic Lecturers

LECTURERS IN GOVERNMENT POLYTECHNIC COLLEGES 

I.                     Writers and Texts


1)       William Shakespeare "Hamlet", "Tempest"
2)       John Milton "Paradise Lost"-Book 1 and 9
3)       William Wordsworth “Immortality Ode”, "Tintern Abbey"
4)       John Keats “Ode to a Nightingale”, “To Autumn”
5)       Robert Browning “My Last Duchess”, “The Last Ride Together”
6)       Charles Dickens David Copperfield
7)       TS Eliot “The Waste Land”, "Murder in the Cathedral"
8)       GB Shaw "Saint Joan"
9)       Virginia Woolf “A Room of One’s Own”
10)   Samuel Beckett "Waiting for Godot"
11)   William Golding "Lord of the Flies"
12)   Robert Frost “Home Burial”, “The Road Not Taken”
13)   Eugene O’Neill "The Hairy Ape"
14)   Toni Morrison "Beloved"
15)   Mulk Raj Anand "Untouchable"
16)   AK Ramanujan “Love Poem for a Wife”, “Small-Scale Reflections on a Great House”
17)   Girish Karnad "Hayavadana"
18)   Salman Rushdie "Midnight’s Children"
19)   Chinua Achebe "Things Fall Apart"
20)   Margaret Atwood "Edible Woman"
21)   AD Hope “Australia”, “Crossing the Frontier”
22)   Bessie Head "A Question of Power"

II.                  English Language Teaching


1)        ELT in India: (History and status of English in India; English as Second Language,
English as Foreign Language and English as Global Language).
2)       Methods and Approaches: (Grammar Translation method, Direct method, Audio-Lingual method; Structural approach, Communicative language teaching)
3)       Teaching of Language Skills: (Teaching of Listening, Speaking, Reading, and Writing
Skills; Teaching of Grammar and Functional English; Teaching of Vocabulary; Classroom
techniques; Use of authentic materials)
4)       Testing and Evaluation: (Principles, Types, Objectives of testing and evaluation)

Robert Browning's


The Last Ride Together

I.
I said---Then, dearest, since 'tis so,
Since now at length my fate I know,
Since nothing all my love avails,
Since all, my life seemed meant for, fails,
Since this was written and needs must be---

My whole heart rises up to bless
Your name in pride and thankfulness!
Take back the hope you gave,---I claim
---Only a memory of the same,
---And this beside, if you will not blame,
Your leave for one more last ride with me.

II.
My mistress bent that brow of hers;
Those deep dark eyes where pride demurs
When pity would be softening through,
Fixed me, a breathing-while or two,

With life or death in the balance: right!
The blood replenished me again;
My last thought was at least not vain:
I and my mistress, side by side

Shall be together, breathe and ride,
So, one day more am I deified.
Who knows but the world may end tonight?

III.
Hush! if you saw some western cloud
All billowy-bosomed, over-bowed
By many benedictions---sun's
And moon's and evening-star's at once---
And so, you, looking and loving best,
Conscious grew, your passion drew

Cloud, sunset, moonrise, star-shine too,
Down on you, near and yet more near,
Till flesh must fade for heaven was here!---
Thus leant she and lingered---joy and fear!
Thus lay she a moment on my breast.

IV.
Then we began to ride. My soul
Smoothed itself out, a long-cramped scroll
Freshening and fluttering in the wind.
Past hopes already lay behind.

What need to strive with a life awry?
Had I said that, had I done this,
So might I gain, so might I miss.
Might she have loved me? just as well

She might have hated, who can tell!
Where had I been now if the worst befell?
And here we are riding, she and I.

V.
Fail I alone, in words and deeds?
Why, all men strive and who succeeds?
We rode; it seemed my spirit flew,
Saw other regions, cities new,

As the world rushed by on either side. 
I thought,---All labour, yet no less
Bear up beneath their unsuccess.
Look at the end of work, contrast
The petty done, the undone vast,
This present of theirs with the hopeful past!
I hoped she would love me; here we ride.

VI.
What hand and brain went ever paired?
What heart alike conceived and dared?
What act proved all its thought had been?
What will but felt the fleshly screen?
We ride and I see her bosom heave. 

There's many a crown for who can reach,
Ten lines, a statesman's life in each!
The flag stuck on a heap of bones,

A soldier's doing! what atones?
They scratch his name on the Abbey-stones.
My riding is better, by their leave.

VII.
What does it all mean, poet? Well,
Your brains beat into rhythm, you tell
What we felt only; you expressed
You hold things beautiful the best,

And pace them in rhyme so, side by side.
'Tis something, nay 'tis much: but then,

Have you yourself what's best for men?
Are you---poor, sick, old ere your time---

Nearer one whit your own sublime
Than we who never have turned a rhyme?
Sing, riding's a joy! For me, I ride.

VIII.
And you, great sculptor---so, you gave
A score of years to Art, her slave,

And that's your Venus, whence we turn
To yonder girl that fords the burn!
You acquiesce, and shall I repine?
What, man of music, you grown grey
With notes and nothing else to say,

Is this your sole praise from a friend,
``Greatly his opera's strains intend,
``Put in music we know how fashions end!''
I gave my youth; but we ride, in fine.

IX.
Who knows what's fit for us? Had fate
Proposed bliss here should sublimate
My being---had I signed the bond---
Still one must lead some life beyond,
Have a bliss to die with, dim-descried. 
This foot once planted on the goal,
This glory-garland round my soul,

Could I descry such? Try and test!
I sink back shuddering from the quest. 
Earth being so good, would heaven seem best?
Now, heaven and she are beyond this ride.

X.
And yet---she has not spoke so long!
What if heaven be that, fair and strong
At life's best, with our eyes upturned
Whither life's flower is first discerned,

We, fixed so, ever should so abide?
What if we still ride on, we two
With life for ever old yet new,
Changed not in kind but in degree,
The instant made eternity,---
And heaven just prove that I and she
Ride, ride together, for ever ride?

A.D. Hope's


Australia

A Nation of trees, drab green and desolate grey 
In the field uniform of modern wars, 
Darkens her hills, those endless, outstretched paws 
Of Sphinx demolished or stone lion worn away. 

They call her a young country, but they lie: 
She is the last of lands, the emptiest, 
A woman beyond her change of life, a breast 
Still tender but within the womb is dry. 

Without songs, architecture, history: 
The emotions and superstitions of younger lands, 
Her rivers of water drown among inland sands, 
The river of her immense stupidity 

Floods her monotonous tribes from Cairns to Perth. 
In them at last the ultimate men arrive 
Whose boast is not: "we live" but "we survive", 
A type who will inhabit the dying earth. 

And her five cities, like five teeming sores, 
Each drains her: a vast parasite robber-state 
Where second hand Europeans pullulate 
Timidly on the edge of alien shores. 

Yet there are some like me turn gladly home 
From the lush jungle of modern thought, to find 
The Arabian desert of the human mind, 
Hoping, if still from the deserts the prophets come, 

Such savage and scarlet as no green hills dare 
Springs in that waste, some spirit which escapes 
The learned doubt, the chatter of cultured apes 
Which is called civilization over there.

A D Hope's


Crossing the Frontier

 Crossing the frontier they were stopped in time, 
Told, quite politely, they would have to wait: 
Passports in order, nothing to declare 
And surely holding hands was not a crime 
Until they saw how, ranged across the gate, 
All their most formidable friends were there. 

Wearing his conscience like a crucifix, 
Her father, rampant, nursed the Family Shame; 
And, armed with their old-fashioned dinner-gong, 
His aunt, who even when they both were six, 
Had just to glance towards a childish game 
To make them feel that they were doing wrong. 

And both their mothers, simply weeping floods, 
Her head-mistress, his boss, the parish priest, 
And the bank manager who cashed their cheques; 
The man who sold him his first rubber-goods; 
Dog Fido, from whose love-life, shameless beast, 
She first observed the basic facts of sex. 

They looked as though they had stood there for hours; 
For years - perhaps for ever. In the trees 
Two furtive birds stopped courting and flew off; 
While in the grass beside the road the flowers 
Kept up their guilty traffic with the bees. 
Nobody stirred. Nobody risked a cough. 

Nobody spoke. The minutes ticked away; 
The dog scratched idly. Then, as parson bent 
And whispered to a guard who hurried in, 
The customs-house loudspeakers with a bray 
Of raucous and triumphant argument 
Broke out the wedding march from Lohengrin. 

He switched the engine off: "We must turn back." 
She heard his voice break, though he had to shout 
Against a din that made their senses reel, 
And felt his hand, so tense in hers, go slack. 
But suddenly she laughed and said: "Get out! 
Change seatsl Be quickl" and slid behind the wheel. 

And drove the car straight at them with a harsh, 
Dry crunch that showered both with scraps and chips, 
Drove through them; barriers rising let them pass 
Drove through and on and on, with Dad's moustache 
Beside her twitching still round waxen lips 
And Mother's tears still streaming down the glass.

24 September 2012

IEEE PRIME ASIA 2012 CONFERENCE


The Asia-Pacific Conference on Postgraduate Research in Microelectronics & Electronics - IEEE PrimeAsia, 2012 - a new initiative of the IEEE Circuits and Systems Society, is being held in BITS Pilani, Hyderabad Campus during December 5-7, 2012. 
For further details please visit the conference website 

Swamy Vivekananda

Swamy Vivekananda 
Please do visit: Swamy Vivekananda

20 September 2012

Reading Comprehension

Reading Comprehension

Reading makes a man complete
                                                - Francis Bacon
Effective communication skills are always essential in our academic as we as professional career. They are more vital these days amidst the phenomenal advancement in technology globalization, increasing cultural diversity. Among the four basic skills, reading skill is an important communicative process and reading skills are probably the most important language skills required for academic and professional purposes.

 What is reading comprehension?

 The purpose of reading is to connect the ideas on the page to what we already know. Reading comprehension refers to the ability to understand information presented in written form.

Techniques for good comprehension

 • Skimming (quick reading)
 • Scanning (looking for specific information)
• Non-verbal signals (fonts, bold print heading, figures etc.)
 • Structure of the text (introduction, body conclusion etc)
 • Structure of paragraphs (topic sentence, develop the aspect summary etc)
 • Punctuation
 • Author’s viewpoints
 • Summarizing. Reading

 Methods

Two reading methods that can be used effectively for reading scientifics and technical texts are ERRQ and SQ3R techniques. EPRQ reading technique has four stages, that is Estimate, Read, Respond, Question. The basic purpose of this strategy is to get the reader to link what he/she has with new information. This technique might be useful for reading any kind of text. SQ3R ensures high degree of understanding and remembrance. It has five stages., i.e., Survey, Read, Recall, and Revise . Now let us analyse briefly how the reading comprehension is phenomenal and crucial in assessing language skills in various entrance examinations.

TOEFL iBT Reading Comprehension

The TOEFL iBT reading section tests your capacity to read, analyze, and comprehend passages that are similar in content and format to those used in universities, colleges, and other educational intitutions in the United States. The iBT reading passages follow the standard American academic English format. They contain a small introductory paragraph, a main body, and a concluding paragraph.

GRE Reading Comprehension 

Here are some Quick Tips for tackling GRE Reading Comprehension (Verbal section): 1.Read the first question before you begin reading the passage. By doing so, you can read more actively—with an eye out for the information you need. 2.Never confirm your answer to a question until you've read the entire passage. Information relevant to a question can appear anywhere in the passage. 3.Using your pencil and scratch paper, jot down a rough outline as you read. It will help you locate relevant details quickly as you answer the questions, and minimize vertical scrolling and re-reading. 4.Don't be overly concerned with details (dates, examples, and lists) as you read; instead, jot down in outline form where these details are located in the passage so you can locate them quickly as needed to respond to the questions. 5.After reading the entire passage, take about 15 seconds to sum it up in one sentence—in the form of a rough thesis statement. Doing so is well worth the effort, because you'll be able to answer some Reading Comprehension questions with nothing more than the thesis in mind. 6.No matter what type of question you're dealing with, eliminate any answer choice that runs contrary to the passage's overall thesis. 7.Be on the lookout for answer choices that provide information supported by the passage but not responsive to the question. This is one of the test-makers' favorite wrong-answer ploys. 8.If the author of the passage adopts a position, or stance, on an issue, but discusses other viewpoints as well in the passage, be on the lookout for answer choices that confuse the author's viewpoint with the viewpoints of others. This is another common wrong-answer ploy.

GMAT Reading Comprehension

Introduction

GMAT reading comprehension questions are meant to test your understanding of the implications, meanings, and structures presented in the passages. You can expect to see 2 to 4 passages of 200 to 400 words each, in the verbal section of the GMAT exam. Each passage will be followed by 4 questions. Because the GMAT is now a computer-adaptive test, you will only see 1 question at a time. The passage, however, will remain on your computer screen until you have answered all of the questions related to it. The 4 Most Common

Types of GMAT Reading Comprehension Questions 


 1.) Factual Questions. You will likely find these questions the easiest ones to answer, but also the most time consuming. You need to be careful because they often contain "curveballs" such as those described below, in the strategies and tips section. However, these curveballs are also relatively easy to recognize and overcome.

2.) Inference Questions. Inference questions do not test your knowledge of explicitly-cited facts, but rather your ability to draw conclusions from other information. These questions may even ask you to make a judgment about the author's opinions, or to guess what further conclusions the author might draw. They are usually the most difficult questions for test takers.

 3.) Main Idea Questions. Main idea questions ask the test taker to identify the passage's overall theme, as opposed to supporting facts and arguments. Many clients have told us that they thought these questions were exceptionally difficult. Our advice is to accept that just because all of the answer choices have been discussed in the passage, it does not mean that every one of them can be called the passage's central theme. In main idea questions, answer choices that emphasize factual information can usually be eliminated. Answer choices that are too narrow or too broad also tend to be incorrect. Those answer choices that contain key words and concepts from the main idea presented by the passage are more likely to be correct.

 4.) Tone Questions. You will often be asked to describe the passage's tone. The same general rule about negativity applies here. The tone is much more likely to be positive or neutral than it is to be negative. For a science passage, the tone is most likely neutral.

 Reading Comprehension Tips and Strategies 

Tip 1: Use your scrap paper. Since these passages can be rather long and present difficult sentence and paragraph structures, you may want to use your scrap paper to take very brief notes on the main ideas of each paragraph. Because the GMAT is now computer adaptive, you will not be able to mark up the passages on your monitor.

Tip 2: Read the first question before the you read the passage. As we stated earlier, the new CAT structure of the GMAT prevents you from seeing all of the questions about a reading passage at the same time. Nonetheless, you will gain a slight advantage by reading the first question before you read the passage for the first time. This will give you a better idea of what you should be focusing on as you read, in order to answer that question.

 Tip 3: Identify the type of passage you are reading. Memorize the 3 common passages types that we outlined above and remember that each one should be treated differently in order to optimize your score on this section.

 Tip 4: When answering a fact question, read both the passage providing the data – and several lines before it – carefully. When a fact question directs you to look at a particular line of text for information, you will often find that one of the answer choices is a deceptive one, taken directly from that line number.

 Tip 5: Don't jump to conclusions with fact questions using Roman numerals to identify answer choices.
 You will recognize this style of question as soon as you see it: a. I only b. II only c. III only d. I and II only e. II and III only The catch is that, oftentimes, facts I and II will be presented very close to each other in the passage, but fact III will be buried much further in the text. Take the time to review and consider each fact on its own merits.

 Tip 6: Eliminate the "oohs and ahhs" answer choices. When consultants refer to "oohs and aahs," they are talking about interesting factoids that spice up presentations without adding anything of real value to the analysis. The GMAT also contains these types of answer choices. An 'ooh and ahh' choice will refer to a fact in the passage ... but just not to one that answers the question being asked.

 Tip 7: Practice, practice, practice. We just want to say this one last time. You can't expect to become a scratch golfer just by reading a few magazine articles and watching a few golf tournaments on TV. Likewise, you can't expect to become an expert at taking the GMAT just by reading some tips and advice. You also need to work through many practice questions and learn to put tips and strategies like the ones we have presented to use.

 IELTS Reading comprehension General Tips – Reading 

Before the Exam
• Make sure you are familiar with the instructions for the different question types so you can quickly glance at the questions and know what to do.
 • Read as much as possible.
 • Work on your reading skills such as ‘guessing the meanings of unknown words’, ‘understanding reference words in texts’ and reading quickly.
 • Read newspaper articles and practise the following:
 dividing the content into facts and opinions
 finding the topic sentences of paragraphs
 writing summaries
 interpreting any diagrams or tables
 thinking of headings you could give to paragraphs
 underlining the pronouns and working out what they refer to
 underlining unknown words and seeing if you can work out what they mean
 reading the first paragraph and seeing if you can predict what will come next
• Work on expanding your vocabulary. Look at the either Focus on IELTS or Insight into IELTS or the glossary in 101 Hints p.172- 174 and choose 5 new words from the vocabulary sections or articles to learn each day. Write the words on cards and test yourself on the bus or the MTR, on your way to City U.
• Do as many practice tests as you can to get used to the rubric and the task types.

During the Exam
• Look through the whole reading module first.
• Quickly look at the texts.
Study any:
 titles
 headings
 sub headings
 illustrations
 diagrams
 words in bold type or italics
• Read the questions carefully. Identify the question type. Make sure you do exactly what they say.
• Read the glossary beside the passage, if there is one.
• Don’t spend too long on one question.
• If you don’t know the answer, guess. Incorrect answers are not penalized.
• Make sure you copy all words taken from the texts correctly as incorrect spelling is penalized.
• Don’t forget your answer may be given in a diagram, graph


All the Best

15 September 2012

Elan 2013, IIT Hyderabad


Elan 2013, IIT Hyderabad, Technical & Cultural Fest,  January 18-20 2013

Fest dates: 18th-20th January 2013
Last date:

Details:

ELAN, like its meaning for undying enthusiasm, is an abbreviation to Energize, to Lavish, to Amplify and to Notarize the free-lance spirits of the students of IIT Hyderabad. It is a fete with a promise, a promise to render a plethora of pleasure and opportunities without compromising on the merry-making that comes along. In a world of unimaginable diversity, it stands out like a Mosaic at an exhibition. And as promised in 2012, come 2013, it will be back! The difference being, last time, you were electrified...this time you'll be meshed in its aura and like it or not, it'll get you! So gear up and patronize yourselves, because you are bound to be flattered!

Website:
http://www.elan.org.in/

Facebook Page:
https://www.facebook.com/elan.iithyderabad


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