SESSION PLAN II SEM UNIT 1S. NoTopicDescription OF CONTENTSNo of hours

1VOCAB One word substitutionEXERCISE BASED SESSION2

2SUBJECT AND VERB AGREEMENT FACULTY GUIDE+ CLASS EXERCISE 2

3PRONOUNSFACULTY GUIDE +PRACTICE EXERCISE2

4MODALSFACULTY GUIDE+PPT+ CLASS EXERCISE2

5ACTIVE PASSIVE VOICE FACULTY GUIDE + CLASS EXERCISE2

UNIT 2S. NO.TopicDescription OF CONTENTSNo of hours

1PHRASAL VERBFACULTY GUIDE + IN-BUILT CLASS EXERCISE2

2INTRO TO RCFACULTY GUIDE + IN-BUILT CLASS EXERCISE2

3NARRATIONFACULTY GUIDE (in PPT form)2

UNIT 3S. NO.TopicDescription OF CONTENTSNo of hours

1MODIFIER AND PARALLELISMFACULTY GUIDE + CLASS EXERCISE2

2PARAJUMBLES FACULTY GUIDE + CLASS EXERCISE2

3CRITICAL REASONINGFACULTY GUIDE + CLASS EXERCISE2

UNIT 1 SESSION 1ONE WORD SUBSTITUTION

Session objective : To introduce students to the topic of One Word Substitution. To make students learn maximum One word Substitution examples during the session. What is to be done: 1. Introduce the concept of One Word Substitution (refer Faculty guide)2. Discuss the exercise.

Faculty guide:BASICS ON ONE WORD SUBSTITUTIONOne Word Substitutes as the phrase indicates itself, are the words that replace group of words or a full sentence effectively without creating any kind of ambiguity in the meaning of the sentences.For Example: Autobiography can be used in place of the sentenceThe life story of a man written by himself. Why One Word Substitution? These words are used to bring an effect of compression in any kind of writing for example in business communication there are instances when we write a lot within limitation of time and space, there these kind of words can prove quite handy. Questions based on this concept may be asked in every kind of competitive exam.

Given below is list of some common words under different groups. While discussing this list, the faculty is expected to explain each and every word, preferably with the help of etymology. This way one may also touch on other words that are derived from the same root.For example: While discussing AGNOSTIC, one may also discuss DIAGNOSE, PROGNOSIS, COGNITION ETC.

ONE WORD SUBSTITUTION FOR PEOPLE1. AgnosticA. One who is not sure about God's existence.B. One who believes in God's existence.C. One having a different style of living.D. None of above.Answer: Option A2. AltruistA. One who is lover of beauty.B. One who never stops.C. A lover of mankind.D. A person who hates mankind.Answer: Option C3. AmateurA. One who is inexperienced.B. One who does a thing for pleasure rather than for financial benefits or professional reasons.C. One who has all the happiness.D. One who remains sad. Answer: Option B4. AmbidexterousA. Person who can eat both vegetarian and non vegetarian food.B. One who feeds on fleshC. One who can use both hands with ease.D. None of above.Answer: Option C6. ArbitratorA. a person appointed by two parties to solve a dispute.B. a person who is appointed to grant punishment.C. a person who is always aggressive.D. a person who always gives blessings.Answer: Option A7. AsceticA. One who is confused.B. One who makes paintings.C. One who leads an austere life.D. One who loves beauty.Answer: Option C8. BohemianA. Waves in the sea.B. Fresh mood.C. Irritation.D. An unconventional style of living.Answer: Option D 9. CacographistA. One who is having a big ego.B. One who has a unique style.C. One who is bad at spellings.D. One who is good at spellings.Answer: Option C10. ChauvinistA. A person displaying aggressive or exaggerated patriotism.B. A person showing disappointment.C. A person feeling low.D. A person feeling very excited.Answer: Option AONE WORD SUBSTITUTION FOR GENERAL OBJECTS1. A formal resignation and renunciation of powersA. RegaliaB. AxiomC. AbdicationD. FaunaAnswer: Option C2. AlmanacA. A modern calendar.B. An annual calendar with position of stars.C. A calendar only with a list of holidays.D. A calendar with historical information.Answer: Option B3. AllegoryA. A story told by elders to younger ones.B. A story with no moral.C. A story that expresses ideas through language.D. A story that expresses ideas through symbols.Answer: Option D4. InfallibleA. Always failing.B. Never failing.C. Always stopping.D. Never stopping.Answer: Option B 5. InevitableA. Very greedy.B. Very promising.C. Highly uncertain.D. Certain to happen. Answer: Option D 6. InterregnumA. A period of intervals between two regimes.B. A period of a government or regime.C. A moment when a government fell down.D. A moment when a new government is formed.Answer: Option A 7. NostalgiaA. A sort of joyful moment.B. A sort of horror.C. A sentimental longing for the past.D. Excitement for the coming future.Answer: Option C 8. PanaceaA. A reason for some trouble.B. A solution or remedy for all difficulties or diseases.C. A solution for a complex problem of mathematics.D. None of above.Answer: Option B 9. PedanticA. A person above material things.B. A person who needs mercy.C. Overly concerned with formal rules and trivial points of learning.D. A style meant to display one's foolishness.Answer: Option C 10. SacrilegeA. Be a volunteer for country.B. Creating some disturbance.C. Obeying a religious order.D. Violation of what is regarded as sacred. Answer: Option DONE WORD SUBSTITUTION FOR PLACES 1. AbattoirA. A lonely place.B. A crowded place.C. A place where animals are slaughtered.D. A place where animals are given protection.Answer: Option C 2. AviaryA. A place where birds are kept.B. A place where animals are kept.C. A place where children are kept.D. A place for old people.Answer: Option A 3. CacheA. A Destroyed place.B. A rehabilitated place.C. A place where ammunition is hidden.D. A place where large number of animals are kept.Answer: Option C 4. DecanterA. A bottle having unique design on it.B. A bottle which is made by using different metals.C. A bottle with a stopper for serving wine or water.D. A very old bottle.Answer: Option C 5. GranaryA. where treasures are kept.B. Where firewood is kept.C. where clothes are kept.D. where grains are kept.Answer: Option D 6. InfirmaryA. A hospital.B. A picnic spot.C. A wonderful place.D. A historical place.Answer: Option A 7. MenagerieA. a place where animals are treated.B. a place for wild animals and birds.C. a place for animals which is not appropriate for wild animals and birds.D. none of the above.Answer: Option B 8. MonasteryA. a place where monks and priests do not like to go.B. a place where monks and priests are prohibited.C. a place where monks and priests attend meetings.D. a residence for monks and priests.Answer: Option D 9. StyA. A place where pigs are kept.B. A place where cows are kept.C. A place where parrots are kept.D. A place where peacocks are kept.Answer: Option A 10. SheathA. A special weapon.B. A dress of army used in a war.C. A Cover for sword.D. Cloth for covering wound.Answer: Option CONE WORD SUBSTITUTION FOR GROUPS 1. AnthologyA. A published collection of poems.B. An unpublished article.C. A secret message.D. A file meant for official work.Answer: Option A 2. BaleA. A group of fishes.B. A bundle of paper, cotton etc tightly wrapped.C. A container.D. None of above.Answer: Option B 3. BroodA. A collection of notebooks.B. A family of young animals produced at one hatching.C. A family of old animals.D. A family of young and old animals.Answer: Option B 4. CaucusA. a group of people taking part in a procession.B. a group of people making noise.C. a meeting of supporters or members of a specific political party or movement.D. a group of people dancing.Answer: Option C 5. ClaqueA. a group of people at a meeting.B. a group of people with evil intentions.C. a group of people applauding at performance.D. a group paid to applaud.Answer: Option D 6. CongregationA. A group of dacoits.B. A group of thieves.C. A group of worshippers.D. A group of fishes.Answer: Option C 7. FlotillaA. A fleet of cars in a rally.B. A fleet of motorcycles.C. A fleet of ships.D. A fleet of planes.Answer: Option C 8. HamletA. a group of houses in a village.B. a group of trees in a village.C. a group of animals near river.D. a group of fishes in a river. Answer: Option A 9. PosseA. a group of advocates.B. a group of policemen.C. a group of drivers.D. a group of workmen.Answer: Option B 10. TorrentA. A boat tied with other boat in water.B. A slow moving cascade.C. A very slow stream of water.D. A strong and fast-moving stream of water. Answer: Option DONE WORD SUBSTITUTION FOR SCIENCE AND ARTS 1. The study of sound is calledA. AcousticsB. AeronauticsC. AestheticsD. AgronomyAnswer: Option A 2. The study of duration of life is calledA. CalligraphyB. CeramicsC. ChronobiologyD. ChronologyAnswer: Option C 3. The art of secret writings is calledA. DactylographyB. CytologyC. CryogenicsD. CypherAnswer: Option D 4. The technique of communication by signs made with the fingers is calledA. EthnologyB. EthologyC. DactylologyD. EtymologyAnswer: Option C 5. The study and tracing of lines of descent or development is calledA. GenealogyB. ErgonomyC. EugenicsD. GeneticsAnswer: Option A 6. The therapeutic use of sunlight is calledA. GymnasticsB. HeliotherapyC. GeologyD. HistologyAnswer: Option B 7. The art or practice of garden cultivation and management is calledA. IconographyB. HagiologyC. HorticultureD. HydropathyAnswer: Option C 8. The science of law is calledA. IconologyB. JurisprudenceC. LexicographyD. Numismatics Answer: Option B 9. The study of rocks is calledA. PhilatelyB. PetrologyC. PhilologyD. PhoneticsAnswer: Option B 10. The art of elegant speech or writing is calledA. PalaeographyB. PhysiognomyC. SericultureD. RhetoricAnswer: Option DONE WORD SUBSTITUTION FOR PHOBIAS 1. Fear of heights :A. AcrophobiaB. AerophobiaC. AglophobiaD. AltiphobiaAnswer: Option A 2. The fear of uglinessA. BathophobiaB. CacophobiaC. BiblophobiaD. CatrophobiaAnswer: Option B 3. Fear of old age :A. GenophobiaB. GeraphobiaC. GamophobiaD. ErgophobiaAnswer: Option B 4. Fear of travel :A. HedonophobiaB. HodophobiaC. HydrophobiaD. KleptophobiaAnswer: Option B 5. Fear of old memories :A. MaieusiophobiaB. MetrophobiaC. MonophobiaD. MenemophobiaAnswer: Option D 6. Fear of darknessA. NyctophobiaB. OphthalmophobiaC. MagalomaniaD. Mysophobia Answer: Option A 7. Fear of diseaseA. OchlophobiaB. PaedophobiaC. PathophobiaD. PeniophobiaAnswer: Option C 8. Fear of medicine :A. PhasmophobiaB. PharamacophobiaC. XenophobiaD. Pyrophobia Answer: Option B 9. Fear of number thirteen :A. HodophobiaB. GeraphobiaC. TriskaidekaphobiaD. TheomaniaAnswer: Option C 10. Fear of death :A. ToxicophobiaB. TheophobiaC. ScelerophobiaD. ThanatophobiaAnswer: Option DUnit I Session -2SUB-VERB AGREEMENTSession Objective - To enable students to form grammatically correct sentences by identifying the subject of the sentence and choosing the correct verb in accordance with the number and person of the subject. What is to be done -1. Conduct the activity PICK N MIX! and subsequently de brief.1. Tell the students what they can expect from the course and what is expected of them. Rules / discipline to be followed in the class can be announced before closing the session.Faculty guidance for conducting the activity PICK N MIX!Objective: The activity is designed to relax learners, introduce them to each other, and energize them in what is normally an unduly formal atmosphere or situation. It is not related to the subject matter as openers are related to the subject matter that is to be discussed. In addition, it often helps to break up the cliques and invite people to form random groupings in a non-threatening and fun way.How to do it: Divide all the students of the class into four or five groups each consisting 10 or 11 students depending on the strength of the class. Ask each group to collect one bundle of chits (chits must have all the matches of all the sentences randomly arranged in the bundle; all 4 or 5 bundles will have the same mix of sentences) [PRINTABLE SHEETS ARE GIVEN AT THE BOTTOM OF THIS SHEET THAT YOU CAN REFER AS AN EXAMPLE, HOWEVER YOU CAN PREPARE ONE AS PER YOUR CHOICE]Take 5 minutes to explain the guidelines and give 10 minutes to all the groups to arrange chits to form grammatically correct sentences. De briefing:After the activity is done, ask any student randomly from each group and ask him/her to read all the sentences for their group. During this, write common errors on the whiteboard based on sub-verb agreement rules that we are going to explain in the session. Once the expectation is set and students are engaged, take them to the errors and explain the corrections with examples.

BASIC RULESBeing able to find the right subject and verb will help you correct errors of agreement.Example: The list of items is/are on the desk.Being able to identify the subject and verb correctly will also help you with commas and semicolons.Basic RuleThe basic rule states that a singular subject takes a singular verb, while a plural subject takes a plural verb.NOTE: The trick is in knowing whether the subject is singular or plural. The next trick is recognizing a singular or plural verb.Hint: Verbs do not form their plurals by adding an s as nouns do. In order to determine which verb is singular and which one is plural, think of which verb you would use with he or she and which verb you would use with they.Example:laughs, laughWhich one is the singular form?Which word would you use with he?We say, "He laughs." Therefore, laughs is singular.We say, "They laugh." Therefore, laugh is plural.Rule 1Two singular subjects connected by or or nor require a singular verb.Example:My aunt or my uncle is arriving by train today.

Rule 2Two singular subjects connected by either/or or neither/nor require a singular verb as in Rule 1.Examples:Neither Gopy nor Mukaish is available.Either Buldaiv or Depak is helping today with stage decorations.

Rule 3WhenIis one of the two subjects connected by either/or or neither/nor, put it second and follow it with the singular verb am.Example:Neither she nor I am going to the festival.

Rule 4When a singular subject is connected by or or nor to a plural subject, put the plural subject last and use a plural verb.Example:The serving bowl or the plates go on that shelf.

Rule 5When a singular and plural subject are connected by either/or or neither/nor, put the plural subject last and use a plural verb.Example:Neither John nor the others are available.

Rule 6As a general rule, use a plural verb with two or more subjects when they are connected by and.Example:A car and a bike are my means of transportation.

Rule 7Sometimes the subject is separated from the verb by words such as along with, as well as, besides, or not. Ignore these expressions when determining whether to use a singular or plural verb.Examples:The politician, along with the newsmen, is expected shortly.Excitement, as well as nervousness, is the cause of her shaking.

Rule 8The pronouns each, everyone, every one, everybody, anyone, anybody, someone, and somebody are singular and require singular verbs. Do not be misled by what follows of.Examples:Each of the girls sings well.Every one of the cakes is gone.

Rule 9With words that indicate portionspercent, fraction, part, majority, some, all, none, remainder, and so forth look at the noun in your of phrase (object of the preposition) to determine whether to use a singular or plural verb. If the object of the preposition is singular, use a singular verb. If the object of the preposition is plural, use a plural verb.Examples:Fifty percent of the pie has disappeared.Pie is the object of the preposition of.Fifty percent of the pies have disappeared.Pies is the object of the preposition.One-third of the city is unemployed.One-third of the people are unemployed.NOTE: Hyphenate all spelled-out fractions. All of the tart is gone.All of the tarts are gone.Some of the tart is missing.Some of the tarts are missing.None of the garbage was picked up.None of the letters were addressed correctly.Of all her pencils, none have sold as well as the first one.If in context none seems like a singular to you, use a singular verb; if it seems like a plural, use a plural verb. Rule 10The expression the number is followed by a singular verb while the expression a number is followed by a plural verb.Examples:The number of people we need to hire is thirteen.A number of people have written in about this subject.

Rule 11When either and neither are subjects, they always take singular verbs.Examples:Neither of them is available to speak right now.Either of us is capable of doing the job.

Rule 12The words here and there have generally been labeled as adverbs even though they indicate place. In sentences beginning with here or there, the subject follows the verb.Examples:There are four lanes to cross.There is a big lane to cross.

Rule 13Use a singular verb with sums of money or periods of time.Examples:Ten rupees is a high price to pay.Five years is the maximum sentence for that offense.

Rule 14Sometimes the pronoun who, that, or which is the subject of a verb in the middle of the sentence. The pronouns who, that, and which become singular or plural according to the noun directly in front of them. So, if that noun is singular, use a singular verb. If it is plural, use a plural verb.Examples:Ram is the scientist who writes/write the reports.The word in front of who is scientist, which is singular. Therefore, use the singular verb writes.He is one of the men who does/do the work.The word in front of who is men, which is plural. Therefore, use the plural verb do.

Rule 15Collective nouns such as team and staff may be either singular or plural depending on their use in the sentence.Examples:The staff is in a meeting.Staff is acting as a unit here.The staff are in disagreement about the findings.The staff are acting as separate individuals in this example.The sentence would read even better as:The staff members are in disagreement about the findings.

CLASS EXERCISE1. Fifty percent of the class ____ looked through binoculars.

2. A cluster of stars _____ an interesting shape.

3. One of the planets ____ a year to complete an orbit.

4. Neither the students nor the teachers ____ ready for the test.

5. All the planets ____ denser than Saturn.

6. The public ____ star parties at the local planetarium.

7. Both Jupiter and Saturn _____ dense atmospheres.

8. Today the class ____ the stars.

9. Every one of the planets _____ the sun.

10. The 3 solar filters in your order ____ ready for pickup.

11. A few astronauts ____ living at the Space Station.

12. A star and a comet ____ across the sky.

Correct Verbs

has

forms takes are

are attends have studies orbits are are shoot

UNIT 1 SESSION 3PRONOUNSSession objective : To discuss pronouns, their various types and the common mistakes that people make while using them. Most people commit a lot of mistakes in this area and needless to say a lot of questions can be framed from this area.What is to be done 1. Define and discuss the most important types of pronouns.(refer faculty guide)2. Focus on the errors that one is likely to commit. ( as highlighted in Faculty Guide)3. Make the students read the sentences numbered a. to o. and discuss them.Faculty guide1. What are pronouns? -Replacements of nouns.Refer to the following paragraph. All the highlighted words are pronouns.Running as fast as he could, Ramesh caught the bus just in time only to find that it was jam-packed! Luckily for him, the conductor directed him to an empty seat. An elderly lady gave him a toothless grin. This made him realise a simple fact of life- man or woman, young or old nobody is spared from the rat race.*discuss with the students what these words replace or stand for

VARIOUS TYPES OF PRONOUNS AND COMMON ERRORS THEREIN.. PERSONAL , IMPERSONAL, REFLEXIVE AND EMPHATIC PRONOUNS SubjectiveObjectivePossesive pronoun/adjective*Reflexive/emphatic

ImeMy /minemyself

weusOur/oursourselves

youyouYour/yoursYourself/yourselves

hehimhishimself

sheherHer/hersherself

theythemTheir/theirsthemselves

itititsitself

DEFINITION OF PERSONAL AND IMPERSONAL PRONOUNSPersonal pronouns: used to replace persons (hence the name personal) They are of three categories: Ist person (I, we and all their forms) 2nd person (you and all its forms) and 3rd person (he, she, they and all their forms) Impersonal pronouns: used to replace things and animals not persons (hence the name impersonal) It, they and all their forms are called impersonal pronouns *One might notice that They is classified as 3rd person (which is a kind of personal pronouns) as well as an impersonal pronoun. This is because they can act as both personal and impersonal pronouns. Take a simple example to highlight this point. Ask the students what the plural of It is. Many might not know. Ask the students to imagine a broken chair. We would describe it as: This is a chair. It is broken.What would we say if there were 3 such broken chairs? : These are chairs. They are broken.The above example makes it clear that they is the plural of It .We also know that they is also the plural of he and she. Therefore they is an example of a pronoun that can be used both as a personal and impersonal pronoun.ORDER OF PERSONAL PRONOUNS: Some sentences necessitate the use of more than one personal pronoun in an order. In such cases it is always advisable to follow these two rules:a. For neutral or positive sentences, we use the 2nd, the 3rd and finally the 1st person (231 in short.)b. For negative sentence (meaning describing adverse situations, blames etc), we use the 1st , the 2nd and finally the 3rd person ( 123 in short) Therefore we say, you, he and I have passed the exam. But I, you and he have failed.SUBJECTIVE PRONOUNS used to replace subjects (doer of the action or the main thing/person described in the sentence) OBJECTIVE PRONOUNS- used to replace objects (the receiver of the action).*The above two are NOT INTERCHANGEABLE.Eg. Me and my friends went for a movie.(wrong) My friends and I went for a movie. (right)Eg. The teacher gave my friends and I a lot of work. (wrong) The teacher gave my friends and me a lot of work. (right)

*A slightly higher level application of the above concept Examine the following sentence: Ram likes Hanuman more than Laxman.Ram is clearly theSubject But Laxman is it the Subject or the Object? There can be two possibilities: Possibility 1. If Laxman is the subject, the sentence means- Ram likes Hanuman . Laxman also likes Hanuman and Rams liking for Hanuman is more than Laxmans liking for Hanuman.Possibility 2 If Laxman is the object, the sentence means- Ram likes Hanuman. Ram also likes Laxman. But Rams liking for Hanuman is more than Rams liking for Hanuman.It is clear that the sentence is ambiguous.So how does one improve the sentence ?For possibility 1. The sentence should be Ram likes Hanuman more than Laxman does.For possibility 2 . The sentence should be Ram likes Hanuman more than he likes Laxman.Now in the original sentence, lets try replacing the noun Laxman with a pronoun.Should we use He or Him? In other words, Should it be- a. Ram likes Hanuman more than he (does)Or Should it be b. Ram likes Hanuman more than him.If we revisit the table and the subsequent concepts, we will know that for possibility 1 we require sentence a. Ram likes Hanuman more than he (does)And for possibility 2 we require sentence b. Ram likes Hanuman more than him. (remember the table? he can replace only subjects and him can replace only objects)# Another common error is using an apostrophe after/ before the s in these pronouns : yours, ours , hers, theirs, * its .So it is wrong to say : yours faithfully or Yours faithfully. ( * but there is an exception. It is correct to use its but one should be careful as this its is a short form of It is.. or It has.. This is called a contraction and is very different from Its ) So, notice the subtle difference between the two sentences : Its raining heavily and Its tail is very long.

REFLEXIVE AND EMPHATIC PRONOUNS are pronouns ending in -self or selves.Note: -self : singular. Eg HIMSELF, MYSELF, ITSELF etc but never THEMSELF, OURSELF -selves: plural eg THEMSELVES,OURSELVES but never HIMSELVES,MYSELVES.These pronouns are used in two cases:CASE 1 :- to replace an object in a sentence wherein the object is the same entity as the subjectEg. In the sentence- Ram killed Ravan, try replacing Ravan with a pronoun. Will it be Ram killed him or Ram killed himself ?If we use him, the sentence means Ram committed suicide (the subject and the object would be the same person Ram)If we use him, the sentence means Ram killed somebody else (Ravan, who is entirely different from Ram)CASE 2 :- to lay more emphasis on a person or thing.( hence the name emphatic)For example look at the difference/change in meaning of the sentences before and after the addition of a pronoun ending in self or selves.I. I saw him stealing a car. And I myself saw him stealing a carII. The parcel was received by Ram. And The parcel was received by Ram himself.Therefore Use these pronouns ending in -self or selves only for the above two cases.

DEMONSTRATIVE PRONOUNS:SingularPlural

ThisThese

ThatThose

These pronouns are used to point to persons and things. Hence, the name demonstratives. The difference between This and that is - That is used to refer to things relatively farther away in the sense of distance/time.So we say: This is mine and that is yours These are mine; dont touch them. Those are yours; you can have them. And: These are hard times. Remember those good, old days!

RECIPROCAL PRONOUNSEach other and one another are called reciprocal pronouns. The only thing that we have to remember about them is that each other is used for two individuals and one another for many.So, - Rahul, Ravi and Seema have decided to help one another.( not each other) Rahul and Ravi have always helped each other. (not one another)ANTECEDENTS OF PRONOUNS Whatever comes before or is replaced by a pronoun is called its antecedent. Look at the following example:Ram is a good boy. He is always in time. (Ram antecedent of the pronoun he) Points to be taken care of:1. Consistency between a pronoun and its antecedents.Look at the following sentence-Ravi has decided to change their stance. Here the pronoun their is unsuitable as it is plural. What we require is a pronoun which can replace the noun Ravi.(singular) So we say- Ravi has decided to change his stance.

2. Ambiguous relation between antecedents and pronouns.Imagine an army general giving an order like this- We can see that many Indian States are infested with rebel groups; let us destroy all of these. What will his soldiers destroy? The rebel groups? Or the Indian states that are infested with these groups? This ambiguity is because the pronoun these can refer to rebel groups as well as States. In short, rebel groups and states can be both antecedents of the pronoun these and hence the ambiguity.How then do we rectify this problem? Introduce a word or phrase that will clarify what is the actual antecedent. For example say We can see that many Indian States are infested with rebel groups; let us destroy all of these rebel groups. The addition of the phrase rebel groups has made it clear that the antecedent of the pronoun these can only be the rebel groups.

CLASS EXERCISE

Finally to sum up, give the following sentences to the students and ask them to rewrite these sentences if necessary. The idea here is to reinforce whatever we have learnt in the session so far. Please note that the given sentences may or may not have any errors. This exercise will serve as a foundation for grammar related questions (like error spotting, error replacement or fill in the blanks) that are commonly found in ALL kinds of exams including placement exams.

a. The two brothers will never be able to find one another in this melee.b. Anacondas are snakes with very large mouths and they are known to devour creatures much larger than them.c. Ram, Ravi and myself are responsible for the grand success of this project.d. Sunita, you and me have been rusticated for being very irregular.e. Seemas hair is much longer than her sister.f. The university has decided to implement some changes in their policies.g. It is evident that many Indian citizens keep wild animals as pets; the government will put all of them in jail.h. Why dont you give the work to she? i. Hi everybody! Myself Dominic from Goa.j. Sunils eyes are sharper than that of his brother.k. Ravi can eat more ice-cream than me.l. Lets not wait for the government; lets do it ourself.m. My relatives and me are well known in my native place.n. If one is not careful with ones money, he will end up sing it wasting it.o. Every expert in crime says that may times, its the money involved and its subsequent benefits that cause people to take up crime.

UNIT 1 SESSION 4MODALS

Session Objective (Specific): To make students familiar with rules of Modals and to enable them to use modals. Various modals and their examples will be introduced to students to enable them to differentiate among modals.Session Flow: (i) Please refer to/use the attached PPT on MODALS.(ii) Trainers may also explain modals drawing a table on the whiteboard like the one given below:

PastPresentFuture

Used to....

Could/could have + v3*canbe able to

Needed toneedWill need to

Dared todareWill dare to

Should have + v3*should...

Had toHave to/Has toWill have to

Must/may/might+have+v3Must/may/might+be+Ving**+May/might

Would..will

* v3 : verb in the third form** Ving : Verb + ing

WrapUp: Summarization of taught concept: (A planned wrap-up for the lesson)1. Main modals are - as, can, could, may, might, will, would, shall, ought to, etc.1. Modal is never used alone but with the main verb. Only the first form of verb can be used after a modal.1. Modals express such ideas as ability, possibility, probability, duty, obligation or permission etc.

Student ExerciseGrammar - ModalsExercises: Can, Could, Be able toFill in the correct form of can, could or be able to as in the examples.1. _______ Tony run long distances when he was a boy?1. ______ you please call a tow truck for me? My car broke down. (polite)1. The students _______ to buy their textbooks today. The bookstore is all out of them.1. ______ you teach me how to fix my computer? Youre so good at it.1. ______ you ______ reach the customer if you call him at 4:00 his time?Exercises: May / MightFill in the correct form of, may or might as in the example.1. They ______ finish the project on time. The main engineer is ill.1. You _____ want to stop by the museum gift shop on your way out.1. _____ I have your autograph?1. He _______ visit the Louvre. Hes in Paris anyway.1. You ______ park your car here. Its reserved for guests of the hotel only.

Exercises: Should, Shouldnt, Ought To

Fill in should, shouldnt or ought in the following sentences as in the example.1. You _____ get your teeth cleaned at least once a year.1. The house ______ be ready to move into by next month. Its almost finished.1. Ron ________ to improve his attitude. If he doesnt, he might get fired.1. ________ I get your jacket? Its cold in here.1. You ________ put your feet on the table. Its not polite.Exercises: Must, Have to, Need to, Dont have to, NeedntNecessity or RequirementPresent and Future:must / have to / need to + base form of the verb1. You____ havea passport to cross the border. (Necessity)1. Elisabeth____ applyfor her visa by March 10th. (has to/have to)1. I____ to drop byhis room to pick up a book. (Requirement)Necessity/compulsion/requirement in the past1. I____ worklate last night.1. I____ drinka few cups of coffee in order to stay awake.Student Handout: Trainers should upload the same ppt to the Web SIM as Handout for the students to refer.

Note: Click on the link to get connected to PPT on modals.

UNIT 1 SESSION 5ACTIVE AND PASSIVE VOICESSession Objective : To introduce concept of Voices to students both active and passive. It is to clear their doubts about situations, where passive sentences will be more effective than active. It will also help them to use correct helping verbs in active and passive voices.What is to be done : 1. Impart tips and strategies to change active to passive. 2. Students will solve the class exercise and then discuss some questions.Faculty GuideBegin the session with the tenses chart (sentences in active voice) that shows the correct usage of auxiliary verbs, and then introduce passive voice along with situations stating why passive voice is important. Discuss the rules of passive voice in different sentences (refer to the ppt). At the end of the session share some questions for voice changes (active to passive or passive to active)The ideal approach 1. Start the session with the activity that has some active sentences and some passive sentence.2. Ask students to discuss the difference between both the voices (on Grammar rules and sentence structure)3. Introduce concept of passive voices.

Unit 2 SESSION 1PHRASAL VERBSSession Objective: To make students understand the meaning and importance of phrasal verbs. To let them know that phrasal verbs are usually two-word phrases consisting of preposition or adverb which create a meaning different from the original verb.What is to be done: 3. Impart tips and strategies to solve questions (refer Faculty Guide for Class flow)4. Make students solve the class exercise and discuss some/all of the questions.Faculty Guide:

Begin by citing few examples and getting the students to tell the meaning, like, drop off- decline graduallyThe hill dropped off near the river drop off(2)- fall asleepWhile doing his homework, he dropped off. drop off(3)- stop and give something to someoneWould you drop this off at the post office? drop out- cease to participateAfter two laps, the runner dropped out.Then, explainWhat is a phrasal verb?

Many verbs in English are followed by an adverb or a preposition (also called a particle), and these two-part verbs, also called phrasal verbs, are different from verbs with helpers. The particle that follows the verb changes the meaning of the phrasal verb in idiomatic waysSome particles can be separated from the verb so that a noun or pronoun can be inserted, and some particles can't be separated from the verb. In addition, some phrases are intransitive, meaning they cannot take a direct object. Separableadd up (meaning: to add)Correct:Sheadded upthe total on her calculator.Correct:Sheaddeditupon her calculator. Inseparableget around (meaning: to evade)Correct:She alwaysgets aroundthe rules.Incorrect:She alwaysgetsthe rulesaround(This construction makes no sense in English.) Intransitivecatch on (meaning: to understand)Correct:After I explained the math problem, she began tocatch on.Incorrect:She began tocatch onthe math problem. (catch on cannot take a direct object in this meaning.)Correct:She began tocatch ontothe math problem. (the word to makes the math problem an indirect object, which is acceptable in this meaning.)Why they are used?

Phrasal verbs and other multi-word verbs are an important part of the English language.However, they are mainly used in spoken English and informal texts. They should beavoided in academic writing where it is preferable to use a formal verb such as to postponerather than to put off.Phrasal verbs are part of a large group of verbs called multi-part or "multi-word verbs. The preposition or adverb that follows the verb is sometimes called a particle.

Transitive and intransitive phrasal verbs :

Some phrasal verbs aretransitive.(A transitive verb always has an object.)Example: Imade upan excuse.('Excuse' is the object of the verb.)Some phrasal verbs areintransitive.(An intransitive verb does not have an object.)Example: My carbroke down.

Separable or inseparable phrasal verbs :Some transitive phrasal verbs areseparable.(The object isbetween the verb and the preposition.) Example: Ilookedthe wordupin the dictionary.Some transitive phrasal verbs areinseparable.(The object is placedafter the preposition.)Example: I willlook intothe matter as soon as possible. Some transitive phrasal verbscan take an objectin both places.Example: Ipicked upthe book. Ipickedthe bookup. However, if the object is apronoun, itmust be placed between the verb and the preposition.Example: I pickeditup.

Following is a list of phrasal verbs in an alphabetical order with explanations and usage

Grammar notes: phrasal verbs a-b

account forsomethingto explainto give an explanation for somethingWell, how do youaccount forthe fact that there's 2,00,000 missing?There'sa lot of moneynotaccounted for.

addsomethingon(to)to include in a calculation or on a listIt'll cost more once you'veaddedthe VATon.Buying a house is very expensive after you'veadded onthe solicitor's costs.OK, so we need a printer, a scanner and a webcam. What about speakers?Addthemon tothe list as well.addsomethingupto total by addingadd upto be satisfactory when you think about itI'veaddedall my expensesupand you owe me `2500.They say the company is very successful and there aren't any problems with staff, suppliers or customers. Butthey're selling it at a very low price. It just doesn'tadd up.back downto abandon your position in an argumentThe argument lasted for hours because neither of them wouldback down.Hebacked downwhen it became clear that nobody else supported him.back out(ofsomething)to break an agreementto not do what you said you wouldThe two companies were going to merge, but one of thembacked outat the last minute.One companybacked out ofthe dealbecause of rumours about the other company's finances.backsomeone/somethingupto supportEveryonebackedhimupwhen he complained about the conditions at work.I'll listen to your complaints about the conditions at work when you have some evidence tobackthemup.Whenever you write a new report, remember tobackitupon CD.back-up(noun)If you have problems with the new system, just phone our office and our staff will give you all theback-up you need.You must have aback-upcopy in case anything goes wrong with the computer.be downto have decreasedto not be working (computers/phones)Salesare downby nearly 30%, so we'll have to start thinking about reducing the number of staff.The computersare downagain, so we can't get the plane tickets over the internet.The phoneswere downfor three days after the floods.be in onsomethingto know something that isn't common knowledgeto be involved in somethingThe takeover was a complete surprise to me.Wereyouin onit?Iwasn't in onthe planat the beginning, but then someone asked me to join.be offto not be at workShe's not here. She's offtoday. I think she's got a hospital appointment.That's the fourth time she'sbeen offthis month.be out ofsomethingto not have any moreThe printer's out ofinkagain. Have you got another cartridge?The machine's out ofcoffee. You'll have to have tea or chocolate.be upto have increasedProfitsare up60% this year, so we'll be able to pay a dividend.Saleswere upso much we had to employ extra staff.bosssomeonearoundto tell people what to do (often and needlessly)You'd think he owned the company the way hebosseseveryonearound.Stopbossingmearound! I've been working here longer than you have.branch out(intosomething)to expand into new areasIf you want the company to grow, the business will have tobranch out intonew areas.We're involved in all areas of the hotel business now, but we started with a restaurant and thenbranched out.break downto stop workingbreaksomethingdown(by)to analyseto show separatelyWe must get a new photocopier. This one's alwaysbreaking down.I don't want a total figure. I wanteverythingbroken downby departments so I can see who's spending what.When youbreakthe figuresdownby category, you can see that most of our spending is on R&D.

breakdown(noun)There was abreakdownon the tube this morning, so everyone got to work late.I want a completebreakdownof all those figures.

bringsomethingforwardto arrange to have or do earlierNext week's meetinghas beenbrought forwardfrom Tuesday to Monday.We've decided tobringthe launch dateforwardto take advantage of the pre-Christmas increase in trading.

bringsomethingoutto launch a productThey'rebringing outa new line of summer clothingnext month.That's not a new computer program,. Theybroughtthatoutyears ago.

bringsomethingupto mentionWhobrought upthe question of wage risesin the meeting?Well, I was waiting for the manager tobringitup, but he didn't. So I had to.

brushsomethingupto renew your knowledge of somethingEither the existing staff will have to go to evening classes tobrush uptheir Spanish, or we'll have to employnew staff who actually know the language.If youbrushyour languagesup, then that will help you get a better job.

Grammar notes: phrasal verbs c

call forsomethingto needto demandThis situationcalls forurgent actionbefore it's too late.The jobcalls fora great deal of tactas you'll be dealing with the public at all times.You've been promoted to manager? Thiscalls forchampagne.The shareholders arecalling fora change in managementbecause of last year's bad results.

callsomethingoffto cancelWe had tocall offthe meetingbecause the manager was on a trip.No one told me you'dcalleditoff. I came all the way from Barcelona!

call(someone)upto phone

callsomethingup(on the computer)to look for and openI tried tocallyouupto tell you about the meeting, but your mobile was switched off.It's difficult to get any work done because people arecalling upall day.Icalled upthe documentand added the new paragraphs.When I tried tocallthe fileupit wasn't there. I must have deleted it by mistake.

carry oncarry on(doingsomething)carry on(withsomething)to continuePlease don't let me interrupt you.Carry onas if I wasn't here.The fire alarm is always ringing. Now people ignore it andcarry onworking.I'll be out of the office this afternoon, so you can justcarry on withwhatever you were doingthis morning.carrysomethingoutto doto complete or performThe jobwascarried outby an outside consultancy firm.We'recarrying outa surveyat the moment to see which of our products is the most popular.catch up(withsomeone)to reach the same standardcatch up(onsomething)(to reach the required standard)to do work you should already have finishedYou all know much more than I do about computers, but I haven't got time to study. I'll nevercatch up.You've already finished two reports today. I'll have to stay late tocatch up withyou.I'm afraid there was no one to cover you when you were off sick last week, so you've gota lot of worktocatch up on.I'll just have a sandwich at my desk so I cancatch up onthe backlog.change over(tosomething)to change to a new system or positionSpainchanged over tothe euroat the beginning of 2002.Your computer's got the program I need. We'll have tochange over.I'm on a late shift this week, but wechange overnext Monday.We'll have tochange over toa new computer systemsoon because the old system is overloaded.changeover(noun)Everything seemed to be cheaper before thechangeoverto the euro.We had nothing but problems with the computers for a couple of months after thechangeover.climb downto admit you were wrongHe had toclimb downafter his colleagues proved him wrong.The others had a much stronger argument, and in the end heclimbed downand admitted they were right.climb-down(noun)First he said we couldn't have a pay rise, but then when we threatened to go on strike he said he'd negotiate.It was a completeclimb-down.

close(something)downto close permanentlyIf we don't improve production we'll have toclose downthe factory.When the supermarket opened,the grocer's shop on the cornerclosed down.close-down(noun)The factoryclose-downmade a lot of people unemployed.

come outto be published or made publicWhen the annual reportcame out, there was a sudden rush to sell shares.News of the mergercame outlast week. Now everyone's worried about losing their jobs.

come upto be mentioned, to appearDid anything interestingcome upin the meeting?The idea of moving the company out of the citycame upin the meeting.A new vacancy hascome upbecause one of the managers has retired.

come up againstsomethingto meet or faceYoucome up againstall sorts of discriminationwhen you work for a big company.Wecame up againsta number of problemswhen we tried to open a branch in France.

come up withsomethingto think ofThe manager's secretarycame up witha really good ideain the meeting.We've been trying to find a solution to the problem for a long time now, but we still haven'tcome up with anything.

crack down(onsomething)to act more strictlyStaff have been told they can't send personal emails from work. Management will becracking downin future.If we want to save money we should begin bycracking down onpersonal phone callsmade from work.

crop upto appear or happen unexpectedlySomething'scropped up, so I won't be able to come to the meeting.If any problemscrop upwhile I'm on holiday, just ask one of the other managers.

crosssomething/someoneoff(a list)crosssomethingoutto delete, to draw a line throughOK, I've phoned those two clients, sotheycan becrossed off.The sales manager will be in London next week and can't come to the meeting, so you cancrosshimoff.Yes or No.Cross outwhichever doesn't apply.That's not how you spell it.Crossitoutand write it again.

cut back(on) (something)to reduceIf sales continue to fall, we'll have tocut backproductionuntil things improve.We were spending far too much money on entertaining clients, but we've managed tocut back.They need tocut back ontheir investment programme.

cut down(onsomething)to reduce consumptionI'm still smoking too much. I've tried tocut down, but it's impossible.If wecut down onphotocopieswe won't need to buy so much toner.

cutsomeoneoffdisconnect a phone callI was just talking to someone in the sales department, butIwascut off.I pressed the wrong button on the switchboard andcuthimoff. He'll phone back in a minute.

Grammar notes: phrasal verbs d-f

deal withsomething/someoneto take action on somethingto be responsible forto have as its subjectto do business withWe shoulddeal withthe staff problemsnow before they get too serious.The computer maintenance team candeal withany type of emergency.The reportdeals withthe introduction of new technology.This company has many years of experience indealing withcustomers from abroad.We have beendealing witha number of multinationalsever since we opened our office in London.

do away withsomethingto abolishWe've finallydone away withthe manual system for goods registration.The profit margin has been much higher ever since the companydid away withits labour intensive production system.

drag onto continue slowly and boringlyThe meetingdragged onfor hours and we still didn't come to a decision.The chairman's speech seemed todrag onfor ever. I had difficulty staying awake.

dragsomethingoutto prolong unnecessarilyThe presentation should only last two hours, but they want me todragitoutfor three.It's usually a four-day course, but I candragitoutwith some practice sessions if you like.

drawsomethingupto prepareto composeIf you decide to buy the company, we candraw upa contractwithin seven days.We'll have todraw upa listof all the people who might want to attend the conference.

end upas somethingend upsomewhereend updoingsomethingto eventually becometo eventually find oneself/itselfShe started in the company as a secretary. Who would have thought she wouldend upas the managing director?The plane was diverted because of fog, so weended upin Barcelona instead of Valencia.That temporary secretary is completely useless! He made so many mistakes in the report that Iended up doingit myself.

face up tosomethingto accept a situation and take actionYou have toface up tothe factthat things have changed since you opened the company. You need to modernise.We argued for hours, but he finallyfaced up tothe problemand he's going to call a meeting to discuss it next week.

fall offto decreaseSales havefallen offever since we introduced the new packaging. Nobody likes it.The number of people coming into the office hasfallen offsince we set up the website.

fall throughto not succeedThe plans we had to relocate the companyfell throughbecause we couldn't get planning permission.We've put so much effort into this project that I'll be very annoyed if itfalls through.

fillsomethinginto completefill in(forsomeone)to substitute for someone at workfillsomeonein(onsomething)to give information aboutPleasefill inthe application formand return it to us as soon as possible.You have tofill inall the boxes marked with an asterisk, otherwise the computer rejects it.Our usual receptionist is on maternity leave at the moment, but one of the secretaries isfilling in forher.I don't usually do this job. I'm justfilling in.Come into my office and I'llfillyouin oneverythingthat happened in the meeting.Have you heard the news? Come down to the bar and I'llfillyouin.

find(something)outfind out(aboutsomething)to discoverDid you know that the sales manager is being replaced? I've only justfound out.You've got the number of his private line? How did youfindthatout? I've been trying to get it for months.Hefound out aboutthe redundancy plansfrom the union representative.

fit in(withsomething/people)to work well with others in a groupto complement or be in harmony with

fitsomething/someoneinto have/find enough timeThe new designerfits inreally well. The team has done some excellent work since he arrived.I think we'll have to terminate his contract because he doesn'tfit in withthe other people in the office.No, I don't want to expand abroad. That doesn'tfit in withthe plans I havefor the company.Well, I'm busy on Monday and Tuesday, but I couldfityouinon Wednesday morning at about 11 o'clock.Everyone's got lots of work, but we've got tofitthe meetinginbefore the end of the week.

Grammar notes: phrasal verbs g

getsomethingacrossto make people understandThe advertising campaign shouldgetitacrossto people that our product is the best.The company is in financial trouble, and this meeting has been called togetthat messageacross.

get down tosomethingto startI'll just introduce everyone, and then we'llget down tobusiness.We've been chatting far too long. It's time wegot down tosome work.

get on(withsomething)to continueto progress

get on(withsomeone)to have a good relationshipI mustget onnow or I'll never finish this report before the deadline.You started a new job last month, didn't you? How are yougetting on?How are yougetting on withthat report? Nearly finished?I wish my old boss hadn't retired. My new boss and I don'tget on.The old managerwas very easy toget on with.It's difficult toget on well withthe new manager.

get through(tosomeone)to contact by phoneAt last! I've been ringing all morning. It's taken me ages toget through.I was ringing you all day yesterday, but I couldn'tget through.I finallygot through tothe department I wanted, but they said it would be best to go to the office in person.

givesomethingawayto give without receiving paymentWhen we renewed our computer system wegaveall the old equipmentawayto the local secondary school.It's such a terrible product you couldn'tgiveitaway.givesomethingoutto distributeWe'll begiving outcopies of the chairman's speechat the end of the morning.You need togivethese feedback formsoutbefore the end of the session. And make sure you collect them back in again.

go ahead(withsomething)to proceedYou're the expert.Go aheadand do whatever you think best.I've spoken to the client and he says we cango ahead withthe advertising campaign.

go-ahead(noun)Have you got thego-aheadfor the plans yet?We have to wait for the director to give us thego-ahead.

go along withsomethingto agree toOK, I'llgo along withthat idea.He never has any suggestions to make. He justgoes along withwhat everyone else says.

go down(well/badly etc)to be receivedThe ideas we had for the future didn'tgo downwell at the meeting.How did your suggestiongo down?So you told your boss that he didn't know how to manage people. I can imagine how thatwent down.go intosomethingto talk about in detail"What about the plans for the new building?" " We cango intothatlater, after this meeting."You don't need togo intoall the details. Just tell me yes or no.

go on(withsomething)go on(doingsomething)to continuego onto happenSorry I'm late. Pleasego on.OK,go on. I'm ready.While everyone else was looking out of the window at what was happening in the street, he justwent on with his work.Shewent onworkinguntil the day before she had the baby.What'sgoing on? Why isn't anyone working?

go throughto be completed successfullygo throughsomethingto check/examineto experienceIf we get the buyer's signature this afternoon, the deal cango throughby the end of the week.My application to join the clubwent throughlast month.Go throughyour notesbefore the presentation to make sure you haven't forgotten anything.Don't mention taxes! We don't want togo throughthatagain.I don't want togo througha journey like thatagain. It took nine hours to get here from Madrid.

go underto go bankruptWe'll have to cut the number of staff, otherwise the company willgo under.Some of our smaller competitors havegone underbecause they got into too much debt.

Grammar notes: phrasal verbs h-l

handsomethingoutto distributeCan youhand outthe brochuresto everyone who attends the presentation, please?Wouldn't it be better tohandthemoutafterwards? People might not concentrate on what we're saying otherwise.

hand-out(noun)Thehand-outsneed to be photocopied.Stop asking me for money! If you want ahand-out, ask someone rich!

handsomethingoverto give to someone elseWhen the managing director retired, shehanded overthe running of the companyto her son.Responsibilitywill behanded overto you at the end of the financial year.

handover(noun)The officialhandovertook place at the Shareholders' Annual Meeting.

hang on(andhold on)to waithang on tosomethingto keep in your possessionHang ona minute. I've just got to make a phone call.Can youhang onwhile I check for you, or would you like me to ring you back?Do we really need tohang on tothese old files? They're all on computer now.You shouldhang on tothose old typewriters- they're really useful for completing forms.hit onsomethingto think ofWe'vehit ona brilliant ideafor the new advertising campaign!I think you'vehit onsomething very important there.

hold on(seehang on)holdsomethingupto delaySorry I'm late.Iwasheld upby my last appointment.We canholdthe processuptill the end of the week, but we'll need to have everything ready for Monday.

hold-up(noun)The leaflets aren't ready yet. There's been ahold-upat the printer's.

keepsomeoneonto not dismiss from workWhen the factory closed,the only personkept onwas the accountant.I realise we'll have to lose a lot of the staff, butthe minimum number we needtokeep onis twenty.

keysomethinginto type into the computerAll the new dataneeds to bekeyed in. Make sure you take a break from time to time so you don't strain your eyes.The figures don't tally. Someone must havekeyedthe informationinwrongly.

laysomeoneoffto dismiss from workWe're going to have tolay offsome staffuntil we get some more orders.It's seasonal work, sohegenerally getslaid offat the end of October.

lay-off(noun)There's not much money around because of all thelay-offsat the factory.

leak outto become knownNews of the redundancies hasleaked out, and now the union representatives want to have a meeting withyou.Well, I don't know how thatleaked out, but it was only discussed by the Board of Directors yesterday.

look down onsomeoneto consider inferiorHelooks down oneveryone elsebecause he's the only one in the department who went to Oxford.He's not the right person to be in charge of customer services because helooks down onanyonewho hasn't got the same accent as he has.

look forward tosomethingto anticipate with pleasureIlook forward tohearing from you.I'mlooking forward tothe weekend. At last I'll be able to have a good rest.

look intosomethingto investigateWhat about that problem with the agency? Have youlooked intoityet?I apologise for the delay. We'relooking intothe causesnow, and hope to have everything back to normal by this afternoon.

look upto improvelooksomethingupto find information (when you know where it is)We've got new orders worth 25,000. Things arelooking upat last!Things must belooking up- we're getting a Christmas bonus this year!Can youlookthe phone numberupfor me, please?Ilookeditupin the dictionary, but it wasn't there. Maybe it's under a different spelling.

look up tosomeoneto respectIf the staff don't feel they canlook up toyou, then you can't be the right person for the job.Everyonelooked up tothe old managerbecause he always listened to what people had to say.

Grammar notes: phrasal verbs m-p

makesomethingoutto manage to see or hear

makeitout tosomeoneto write a chequeWhat's this figure here in the accounts? I can'tmakeitout.You'll really have to improve your accent when you speak Spanish. I can'tmake outwhat you're saying.Whoshall Imakeitout to?Shall Imakethe chequeoutfor cash?

make up forsomethingto compensate forAt least the sales contract from the Ministry willmake up forthe orders we lostbecause of the transport strike.When everyone comes back from holiday we'll have to work extra hours tomake up forlost time.

misssomethingoutto not includeCan you check through the list and see if I'vemissedanythingout?If youmiss outthe @ in an email address, the message won't get sent.

own up(tosomething)to admit toOK.Own up! Who's taken my cigarettes?The boss is never going to forget about that report being lost. I suppose I shouldown up tohaving left it in a taxi.

passsomeoneoverto not consider for promotionIf theypassmeoverfor promotion again this year I'm going to find a new job.He's depressed becausehe's beenpassed overagain.

paysomethingoffto finish paying money you oweOnce wepay offthe bank loan, we'll be able to invest our profits in the company.If you took out a 25-year mortgage in 1995 to buy your house,itwon't bepaid offuntil 2020.

phasesomethinginto introduce graduallyThe changes in pension contributionscan bephased ingradually as people join the firm.We'll bephasingthe changesinover the next few years so as to minimise disruption to the production process.

pick upto improve

picksomethingupto learn by experienceSales are often slow in the summer. Things shouldpick uparound October.If orders don'tpick upsoon we'll have to think about reducing production.Probably the best way to learn the job is to sit with one of the staff and see what they do. You'll soonpickit up.The new secretary speaks four languages. Apparently shepickedthemupwhile travelling around Europe.

pointsomethingoutto draw attention toI really mustpoint outhow important this meeting is. The company's future depends on it.Ipointeditoutto him in the meeting but he didn't seem to think it was important.

pullsomethingoffto succeed in doing somethingThe negotiations went on and on, but he finallypulled offthe deal.He'spulleditoff! We've won the order!

pull out(ofsomething)to not continueOnce the other company discovered the size of the order, theypulled out.We made it completely clear that we wouldn't sell for less than 3m, so the buyerpulled out ofthe deal.

putsomethingforwardto make a suggestionThe new managerput forwardher ideasfor cutting costs as soon as the meeting started.She wanted a ban on overtime, but Iputthatforwardat the last meeting and everyone thought it was a terrible idea.

put in forsomethingto request officiallyI'veput in forthree weeks' holidaynext August, but they probably won't let me have more than two.There's a job going now that the Head of Personnel has retired. Why don't youput in forit?

putsomethingoffto postpone

putsomeoneoffto dissuadeto distractThe report isn't finished yet, so we'll have toputthe meetingoffuntil next week.The expansion programmehas beenput offuntil the economy improves.What do you mean, he wants to come to the office this afternoon? Can't youputhimoff?Can I borrow your office? The roadworks outside my window areputtingmeoffmy work.

putsomeonethroughto connect by phoneHello, could youputmethroughto the Sales Department, please?I'm sorry,youwereput throughto this extension by mistake. I'll transfer you to the right department.

Grammar notes: phrasal verbs r-s

reckon onsomethingto expectHe's decided to resign from his job? Well, I hadn'treckoned onthathappening.I think we can probablyreckon ona minimum of 25 peoplecoming to the training course.

ring(someone)backto phone againHe'll be in the office after 3 o'clock, if you'd like toring backthen.Sorry, I've got a meeting now. I'llringyoubackas soon as it's finished.

ring offto end a phone callI was speaking to him earlier, but his boss called him into the office so herang offwithout telling me the news.I'll have toring offnow because the meeting's about to start. See you later.

rulesomething/someoneoutto eliminateSo who gets the manager's job when he leaves? Well,both of uscan beruled outbecause we've only been working here six months.If we lower the prices of our products, we can'trule outthe possibilitythat our competitors will do exactly the same.

run out(ofsomething)to have no moreI can't print any more copies. The ink'srun out.I can't print any more copies. The printer'srun out ofink.run throughsomethingto check by repeatingI want torun throughthe presentationjust once more to make sure I've got it right.Let'srun throughthe namesagain and see if we can think of anyone else.

rush intosomethingto decide too quicklyI'm not going torush intoanythingnow. Leave me the details and I'll look at them when I have a bit more time.Let's notrush intoa decisionon this. Think about it over the weekend, and we'll meet back here at 10 o'clock on Monday morning.

scalesomethingdownto reduce in sizeWe're going to have toscale downthe plans for expansionuntil there's an upturn in the economy.Your projected costswill have to bescaled down. Remember, there are other departments that want money for new equipment too!

see tosomethingto do, to deal withI'llsee tothe arrangementsfor next week's meeting if you deal with the work outstanding for today.The photocopierneedsseeing to. It hasn't been working properly for at least a week.

setsomeonebacksomethingto costI know that this building isn't big enough for us now, but a new building willsetthe companybackmillions of pounds.The new equipment we bought for the R&D Departmentsetusbackover 500,000.

set offto leave on a journeyI had to book you on the early flight because the usual one was full. You'll need toset offreally early.If weset offfrom here at around eleven, we should be there in plenty of time for the meeting.

setsomethingupto start, to establish, to install equipmentThe companywasset upby the current director in 1987.We canset upa committeeto look at the possibility of changing the company's pension scheme.Set upthe screen and the camerain front of the table so we can see them and they'll be able to see us.shoot upto increase rapidlyThe number of accidents in the factory hasshot uprecently. We'll have to check our safety measures because something's clearly going wrong.The price of raw materials isshooting up, and soon we'll have to think about passing the cost on to the consumer.

sink into be slowly understoodHow long is it going to take tosink in? The company's in trouble and something needs to be done about it now!The news of the company cutbacks may take a while tosink in, but you should prepare yourself to deal with lots of queries from the staff.

sortsomethingoutto solve a problemI'll speak to you as soon as I'vesorted outthis problemwith the Inland Revenue.We're still having problems with the internet connections. I thought you were going tosortitout.

speak upto speak more loudlyI'm sorry, this is a very bad line. Can youspeak up?You'll have tospeak upor the people at the back won't be able to hear.

stand forsomethingto representThis company has alwaysstood forquality and reliability, and that's not going to change.The letters R&Dstand forResearch and Development.

stand in(forsomeone)to take someone's placeI'm sorry, I can't help you. I'm juststanding in(forher) until she comes back to work tomorrow. Could you ring back then?The personnel manager's just phoned in sick, so we need to find someone tostand in forhimon the training course.

stepsomethingupto increaseIf we get any more orders we'll need tostep upproduction.The speed with which we deal with complaintsneeds to bestepped up.

sum(something)upto summarise the main pointsSo, tosum up, the main points to remember are that we need to find new markets, invest in newtechnology....If I had tosumitupin one word, I would say that the image of this company is reliability.

Grammar notes: phrasal verbs t-z

takesomethingdownto note informationYou'll need totake downeverything we sayin the meeting, enter it on the computer, then print it out and give everyone a copy.OK, I'lltake downall your detailsand then your complaint can be passed to the relevant department.

takesomethingonto assume responsibilityto employYour secretary cantake onthe extra workuntil we find a permanent replacement.I don't really want to be promoted because I don't want totake onthe extra responsibility.We'll need totake onextra staffover the summer to cover the people on holiday.

takesomethingoutto obtain a legal or official documentThe company cantake outa short-term loanto pay for the new computer system, and then pay it back with the money saved by reducing the number of staff.Wetook outextra insuranceto cover possible losses caused by computer viruses.

takesomethingoverto gain controltake over fromsomeoneto replaceThe shopwastaken overby one of its competitors.Wetookthe companyoverin 1996, and since then we have doubled profits.We need to recruit a new secretary totake overfrom yourswhile she's on maternity leave.

touch onsomethingto mentionI'd like totouch ona number of subjectsin this meeting.The manager didn'ttouch onthe subjectof staff reductions in the meeting with the union rep.

turnsomethingdownto refuse, reject, to reduceI'm afraidyour applicationhas beenturned downagain.I'd love to accept your offer of a job, but I'll have toturnitdownbecause I'm happy with my presentcompany.It's so hot in this office! Can't weturnthe heatingdown?

turn(something)outto produceturn outto beturn outthatto end asOnce we get the new machinery installed, the factory will be able toturn outtwice the number of carsit produces today.Your plan for cutting coststurned outto bevery successful, so we've decided to give you a bonus.Itturned outthat the new manager went to school with the director, but they hadn't seen each other for 20 years.

walk outto leave in protestThe factory staffwalked outwhen they heard that the union representative had been disciplined for attending a meeting.If youwalk outnow you won't have the opportunity to come back!

weighsomethingupto assessWe'll have toweighthe situationupvery carefully before we take any action.Iweighed upall the pros and consbefore I decided to leave the old job and take the new one.

wind(something)downto reduce businessThe business has beenwinding downever since the director left it to his brother.When production was relocated to Manchester,the London branchwas graduallywound down.

worksomethingoutto solve a problemwork outto be all right in the endCan you give me a hand? I can'tworkthis calculationoutat all.I've read the instructions, but I still can'twork outhow this program works.

Class ExerciseI. Fill in the correct form of one of the phrasal verbs from the box.fall for

figure out

give in

go along with

look for

pay for

pull through

put on

run into

show up

take off

talk down to

1. I looked for my keys everywhere but I couldnt ________________ where I put them2. I ________________ you at the party but I couldnt see you.3. Although he tried to eat less he ________________ some weight during the holidays4. I ________________ Karen and her new boyfriend when I went shopping5. Over a hundred people ________________ for the news conference6. Our plane ________________ an hour late because of the fog.7. My son drove me crazy about buying a new bike, so finally I ________________.8. Erich is very sick at the moment but I am sure hell ________________9. She shouldnt ____________________ him like that. Youre not his boss.10. I understand you opinion but I have to ____________________ Linda on this question.11. John told me that he didnt steal but I didnt ________________ his lies.12. Can I ________________ the drinks with a credit card?

II. Fill in the correct form of one of the phrasal verbs from the box.1. Can you ____________________ the man carrying the gun?2. Hank has been ____________________ his wife for years.3. The police chief couldnt solve the case , so he wanted to call in

cheat on

get around to

hand back

look at

look up

pick out

point out

point to

run over

set up

take apart

____________________ the FBI4. The guard ____________ my ID card ______________ to me.5. I ____________________ her and told her that I loved her.6. She ____________________ a meeting with Jimmy and his lawyer.7. Dont worry about the broken window. Ill ____________________ it one of these days.8. I ____________________ the words that our teacher dictated.9. The general showed me a satellite photo and I ____________________ the enemy tanks.10. When I saw Melanie I ____________________ to her and gave her a hug11. The clock is completely broken. Ill try to ______________ it ___________ and fix it.12. Have you ____________________ a dress to wear at the party?

PHRASAL VERBS (Answer key)I. Fill in the correct form of one of the phrasal verbs from the box.1. I looked for my keys everywhere but I couldnt figure out where I put them2. I looked for you at the party but I couldnt see you.3. Although he tried to eat less he put on some weight during the holidays4. I ran into Karen and her new boyfriend when I went shopping5. Over a hundred people showed up for the news conference6. Our plane took off an hour late because of the fog.7. My son drove me crazy about buying a new bike, so finally I gave in.8. Erich is very sick at the moment but I am sure hell pull through9. She shouldnt talk down to him like that. Youre not his boss.10. I understand you opinion but I have to go along with Linda on this question.11. John told me that he didnt steal but I didnt fall for his lies.12. Can I pay for the drinks with a credit card?II. Fill in the correct form of one of the phrasal verbs from the box.1. Can you point to the man carrying the gun?2. Hank has been cheating on his wife for years.3. The police chief couldnt solve the case , so he wanted to call in the FBI4. The guard handed my ID card back to me.5. I looked at her and told her that I loved her.6. She set up a meeting with Jimmy and his lawyer.7. Dont worry about the broken window. Ill get around to it one of these days.8. I looked up the words that our teacher dictated.9. The general showed me a satellite photo and I pointed out the enemy tanks.10. When I saw Melanie I ran over to her and gave her a hug11. The clock is completely broken. Ill try to take it apart and fix it.12. Have you picked out a dress to wear at the party?

UNIT 2 SESSION 2Intro to Reading ComprehensionObjectives: To emphasize on the importance of Reading Comprehension To discuss various strategies to improve Reading Comprehension To implement the techniques learnt using Class exercises.By the end of the session, students will be able to: Understand and Implement various strategies to improve their Reading ComprehensionSession Flow: This module explores comprehension strategies and their benefits. Examine descriptions of each type of comprehension strategy, instructional implications for teaching comprehension, and sample lessons.Although word recognition, decoding, and fluency are building blocks of effective reading, the ability to comprehend text is the ultimate goal of reading instruction. Comprehension is a prerequisite for acquiring content knowledge and expressing ideas and opinions through discussion and writing.Comprehension is evident when readers can: Interpret and evaluate events, dialogue, ideas, and information Connect information to what they already know Adjust current knowledge to include new ideas or look at those ideas in a different way Determine and remember the most important points in the reading Read between the lines to understand underlying meaningsComprehension strategies work together like a finely tuned machine. The reader begins to construct meaning by selecting and previewing the text. During reading, comprehension builds through predicting, inferring, synthesizing, and seeking answers to questions that arise. After reading, deeper meaning is constructed through reviewing, rereading portions of the text, discussion, and thoughtful reflection. During each of these phases, the reader relates the text to his own life experiences.Comprehension is powerful because the ability to construct meaning comes from the mind of the reader. Therefore, specific comprehension instructionmodeling during read-alouds and shared reading, targeted mini-lessons, and varied opportunities for practice during small-group and independent readingis crucial to the development of strategic, effective readers.

Types of Comprehension StrategiesThere are six main types of comprehension strategies (Harvey and Goudvis; 2000):1. Make ConnectionsReaders connect the topic or information to what they already know about themselves, about other texts, and about the world.2. Ask QuestionsReaders ask themselves questions about the text, their reactions to it, and the author's purpose for writing it.3. VisualizeReaders make the printed word real and concrete by creating a movie of the text in their minds.4. Determine Text ImportanceReaders (a) distinguish between what's essential versus what's interesting, (b) distinguish between fact and opinion, (c) determine cause-and-effect relationships, (d) compare and contrast ideas or information, (e) discern themes, opinions, or perspectives, (f) pinpoint problems and solutions, (g) name steps in a process, (h) locate information that answers specific questions, or (i) summarize.5. Make InferencesReaders merge text clues with their prior knowledge and determine answers to questions that lead to conclusions about underlying themes or ideas.6. SynthesizeReaders combine new information with existing knowledge to form original ideas, new lines of thinking, or new creations.Students quickly grasp how to make connections, ask questions, and visualize. However, they often struggle with the way to identify what is most important in the text, identify clues and evidence to make inferences, and combine information into new thoughts. All these strategies should be modeled in isolation many times so that students get a firm grasp of what the strategy is and how it helps them comprehend text.However, students must understand that good readers use a variety of these strategies every time they read. Simply knowing the individual strategies is not enough, nor is it enough to know them in isolation. Students must knowwhenandhowto collectively use these strategies.

Teaching StrategiesModeling through think-alouds is the best way to teach all comprehension strategies. By thinking aloud, teachers show students what good readers do. Think-alouds can be used during read-alouds and shared reading. They can also be used during small-group reading to review or reteach a previously modeled strategy.Wilhelm (2001) describes a think-aloud as a way to: Create a record of the strategic decision-making process of going through text Report everything the reader notices, does, sees, feels, asks, and understands as she reads Talk about the reading strategies being used within the content being read

There are many ways to conduct think-alouds: The teacher models the think-aloud while she reads aloud, and the students listen. The teacher thinks aloud during shared reading, and the students help out. Students think aloud during shared reading, and the teacher and other students monitor and help. The teacher or students think aloud during shared reading while writing on an overhead, on self-stick notes, or in a journal. Students think aloud in small-group reading, and the teacher monitors and helps. Students individually think aloud during independent reading using self-stick notes or a journal. Then students compare their thoughts with others.

When you introduce a new comprehension strategy model during read-aloud and shared reading:1. Decide on a strategy to model.2. Choose a short text or section of text.3. Read the text ahead of time. Mark locations where you will stop and model the strategy.4. State your purposename the strategy and explain the focus of your think-alouds.5. Read the text aloud to students and think aloud at the designated points.6. If you conduct a shared reading experience, have students highlight words and phrases that show evidence of your thinking by placing self-stick notes in the book.7. Reinforce the think-alouds with follow-up lessons in the same text or with others.

Use the following language prompts to model the chosen strategy:

Make Connections1. This reminds me of a time when I 2. I know about this topic because I 3. The setting of this book is just like 4. This book is something like 5. What's going on in this book is just like what's happening in

Ask Questions1. Before I read this text, I wonder about 2. While I'm reading, I try to figure out 3. After I read, I ask myself 4. I wonder why 5. What does this word mean?6. Why did ____________ do that?7. What is going to happen next?8. Why did the author put that part in there?9. I have questions about this part because it doesn't make sense. I need to make sure I read it right. If I reread and fix a mistake, that might answer my question.

Visualize1. The author gives me a picture in my mind when he or she describes 2. I can really see what the author talks about when he or she 3. I can draw a picture of what the author describes.

Determine Text Importance1. I know these parts of the story are important because they match my purpose for reading, which was 2. I believe the author thinks ____________ is important because 3. I think the author's opinion about _____ is ______ because 4. This text uses the (cause/effect, problem/solution, description, compare/contrast, sequence/steps in a process) text structure. I can use a graphic organizer to help me understand it.5. I see lots of information right here. I need to identify which parts are important and which parts are just interesting.6. All these ideas are important, but I think some are more important than others. I need to determine which ideas are the most important.7. This (chart, table, graph, time line) helps me understand that 8. These (boldfaced words, font changes, bullets, captions) help me locate what is important.9. Let me take the big ideas and summarize the text.

Make Inferences1. The author says this, but means 2. If I read between the lines, the author tells me that 3. The clues to prove my inference are 4. Because of what the author said, I know that 5. From the clues or information the author gives, I can conclude that 6. I think that ____________ will happen next because the author says ____________.

Synthesize1. This story or passage is really about My views on this area 2. My opinion of _________ is 3. I first thought ________ about the topic. Now I think 4. I've read a lot of information. Let me stop and think about this for a minute.5. My judgment of this information is 6. From this information, I can generalize that

Additional TipsRevisitthe same text to model more than one strategy. For example, on Monday, use a text to model what's important versus what's interesting. On Tuesday, use the text to model how to identify big ideas. On Wednesday, use the big ideas to summarize and synthesize.Extendthe text as a reader-response activity. For example, on Monday, use a text as a shared reading lesson to model how cause-and-effect relationships help determines text importance. On Tuesday, extend thinking: map the cause-and-effect relationships onto graphic organizers, synthesize big ideas, and draw conclusions.

Sample Shared Reading LessonStrategy:Determine Text Importance (Main Idea/Supporting Details)Text:greeting card, Benchmark Education Company's Comprehension Strategy Poster Safety SignsDay 11. Say: Sometimes when we read a piece of text, we have a hard time choosing the most important parts. This lesson will help us learn to do that. Here is a card that I received. First I'll think of the main idea about the card, and then I'll think of some details that help to prove the main idea. This isn't a playing card or a note cardit's a greeting card. That is the most important concept. I'll writeThis is a greeting cardon the graphic organizer where it readsMain Idea.2. Read the card aloud to students.3. Use the following think-aloud to model how to determine details:Now I'll think of some details about the card. These details describe the main idea and let people know that the main idea is true. I'll look for details that prove that this is a greeting card. First, I see that the card has a picture on the front. I'll writeIt has a picturein the firstSupporting Details box.Next, I notice that the card is signed by the person who sent it. I'll writeIt has a signaturein the nextSupporting Details box.Can you think of another detail about the greeting card? Let's add that to the graphic organizer.

Day 21. Say:Yesterday we looked at a greeting card and identified the main idea and supporting details. Today we're going to read a text about road signs and pay attention to what the words tell us. Please listen to find out the main idea and supporting details of the text.2. After reading aloud the text, draw a main idea and supporting-details graphic organizer on chart paper. Ask students to help complete it with information from the text. If they have difficulty, guide them with the following prompts:Main Idea: Readthe title and the first sentence.Ask:Is the author telling us the main idea here?Modelthinking about the strategy:The title of the selection isSigns.This is the topic, which gives us a clue about the main idea. In the first sentence, the author states that it is easy to read road signs if you look at their colors. That sounds as though it is an important concept the author wants us to know about signs. Now I'll keep reading to see what types of signs the author mentions to support this idea.Supporting Details: Readthe second, third, and fourth sentences.Ask:Does the author tell us supporting details here? How do you know?Modelyour thinking:The author describes three different colors of signsredstopsign, a yellowis carefulsign, and an orangeworksign. These examples support the main idea that colors help us read road signs.

Sample Small-Group Reading LessonStrategy:Determine Text Importance (Implied Main Idea/Supporting Details)Text:Benchmark Education Company's textPlantsPart 1Use a real-life example to model how to infer.Say:Listen carefully to the following sentence: Even though the children wore heavy coats, they were shivering as they waited for the bus.I'm giving you a hint as to what season it might be. I don't tell you, but you can use the clues in the sentence to infer that it is winter. Many times, authors do not directly state information in the text. To be good readers, we have to infer as we read. We use clues and evidence to figure out what the author hints or implies.We're going to find an implied main idea for two different parts of a book. We know that the main idea is the most important information that the writer wants us to understand. In this case, the topic is plants. We'll need to think carefully about what the authors tell us about plants so that we can understand the implied main idea. Remember, the main idea will not be directly stated.Create a graphic organizer.To activate students' prior knowledge about plants, creating aKWLchart. Record what they already know about plants in theKcolumn and what they would like to know in theWcolumn. Tell them that they will complete theLcolumn after they read.Topic: Plants

K(What IKnow)W(What IWant to Know)L(What ILearned)

Plants have roots and leaves.What other plant parts are there?

Plants need water and light to grow.How does a plant get water?How does a plant get food?

We can eat plants.What parts of a plant can we eat?Do we use plants in other ways?

Some animals eat plants.

How can we grow a plant?

Preview the book.Hold up the book. Ask:What do you see in the photograph on the cover? What do you think the girl is doing? What kind of plant is shown on the cover?Look at the title page. Ask:What do you think these children are doing? How are plants involved? What things are the children using as they work with the plants?Preview the photographs in the book, reinforcing the language used in the text. For example, say:On page 2, I see three kinds of plants. What are some ways that plants are alike?Set a purpose for reading.Say:I want you to see if you can find answers to the questions on our KWL chart.Monitor students' reading and provide support as necessary.Discuss the reading and complete the graphic organizer.Ask students to share answers to any questions from the KWL chart that they found during the reading. Complete the L column of the chart.Topic: Plants

K(What IKnow)W(What IWant to Know)L(What ILearned)

Plants have roots and leaves.What other plant parts are there?Plants have roots, leaves, stems, and flowers.

Plants need water and light to grow.How does a plant get water?How does a plant get food?Water falls as rain. The ground soaks it up. The roots help get water from the ground.The leaves use light from the sun to make food.

We can eat plants.What parts of a plant can we eat?Do we use plants in other ways?We can eat some roots, stems, leaves, flowers, and seeds.

Some animals eat plants.

How can we grow a plant?We can put soil and a seed in a cup, water it, and give it sunlight to grow our own plant.

Sample Small-Group Reading LessonPart 2Model how to determine the implied main idea utilizing a graphic organizer.Remind students that to infer means to understand clues and evidence that the author has provided for us in the text. Implications are not directly stated.Say:The first part of the book(pages 211)gives me many details about the parts of a plant. One detail is that roots help a plant stay in the ground. The book also tells me that roots help plant get water. I'll write these facts in the firstSupporting Detailsbox. Now I'll look for other details to add to my chart. Leaves make food for the plant. Stems take water to