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Facilitators
Guide
V 2.0
Fluency
Program
1.10
Topics
Time
Objective
To introduce the participants to the
NeuroLanguage tool and conduct the Pre
Assessment
8.45-10.15
Tea Break
10.15-10.30
1.11
10.30-12.00
1.12
12.00-13.00
Lunch Break
13.00-14.00
1.13
14.00-14.40
1.14
14.40-15.00
1.15
15.00-15.40
Tea
15.40-15.55
1.16
15.55-16.15
1.17
16.15-16.35
1.18
16.35-16.55
1.19
16.55-17.15
1.20
17.15-17.35
Learning Objectives:
The participant will be able to login to the software
The participant will be able to describe all the functionality of the
Practice Player Software
The participant will be able to download and run modules that are
assigned to him/her
The participant will be able to complete a module successfully
Key Sections:
A. NeuroLanguage Software introduction, play the PPT 20 min
o Functionality of the software
B. Method of using the software 10 min
o Methodology of the software
o Blended learning
o Points to note
C. NeuroLanguage Software Practise 10 min
o Modules to practise : Introduction to Communication Skills
D. Pre Assessment - 35
o Module: Ascentify Language Assessment 2012
Login to Neurolanguage
Practice Player
Download Pre Assessment
module
Show the participants the PPT ask them to review it on their computers
If that is not possible then project the PPT on the board
B. Walk through the method of using the tool during training 10 min
a. This is for practise, it will give feedback in real time, the tool is very strict
b. Tell the participants that they can improve if they try to articulate differently not in
the same way as they always do
c. Tell them about the Pre and Post Assessment and run the ppt for the same so that
they are comfortable with it
d. Give them the user ID and password, which is their employee ID.
A. Login the batch to the software 10 min
a. Ask them to try the module Importance Communication Skills to get comfortable
b. Help trouble shoot any problems
6
Rules Chart
o
o
o
o
o
o
o
o
o
D. Program Objectives
The program is designed to build the fluency of participants over 8 days. The main purpose is
to be able to effectively communicate with clients and managers. The participants will be
interacting with clients on projects and would need to be able to communicate effectively on
details of project execution.
Instructions:
Explain that to be able to communicate with fluency it is necessary to overcome the
challenges highlighted during the activity from listening and comprehension. Discuss how
difficult it actually is to be able to overcome the areas of opportunity. Indicate that to
achieve an end objective it will be necessary to put in a lot of hard work.
Write out the program objectives on the board. Establish the expected quality levels for
clearing the program.
Explain that the program will measure the pre to post improvement of the candidates using a
computer test. The test will accurately measure the skills of 5 key parameters
Oral pronunciation by reading, Retention pronunciation by listening, typing skills,
Grammar by multiple choice questions and comprehension questions based on listening to an
audio file.
The test will be give again at the end of the training and therefore measure the
improvement. The metrics are given below. Inform them that they will be tested at the end of
every day to be able to check their daily progress.
10
A. Barriers to communication:
Activity:
Ask the trainees to listen to the audio file from the neurolanguage module, of a Scottish
British accent person describing himself.
Log in to the neurolanguage software and download the following module to play back:
Voice Sample Scotland 1 V2 - UK
Click on the narration button to play the audio.
Do not project it on the screen, ensure the audio plays from the speakers of the trainer PC.
Allow the audio to play for a while and notice when the participants stop taking notes
For the remaining time while the audio is playing continue talking and giving instructions
Elicit when and why they stopped taking notes
o Derive: familiar language, accent, meaning of phrases
o Derive : barriers of noise
o Derive : language structure, sounds, and key familiarity
o Question to Ask:
Were you able to write down all the word?
When did you stop writing the words?
Why were you not able to write the words?
Did you understand what the person was saying? If not then why?
o Write the answers on the board
Discuss the reason for each
Sounds we are not able to understand sounds that we have not
heard before, we need to train out listening to understand the
11
sounds, the more we listen the better it gets. Knowing the meaning
is key to understanding the sound
Phrases this may not be used in our English, so we need to first
understand the meaning of phrases and so the next time we would
be able to understand it better. Most phrases also have a cultural
context
Rate of speech each person speaks at a different rate of speech,,,
only with practice would you be able to understand the other
person
Disturbance When others are talking it becomes even more
difficult to understand the other person, so it is necessary to
concentrate ones attention on the speaker
12
5. Tell them why we deal with sounds and not letters of English as it is not a phonetic
language, the pronunciation and the spelling are not always the same
6. Question to ask: In grammar what are the topics you know about, also what parts of speech
are there in English?
7. Answers you are looking for: the 8 parts of speech, Subject verb agreement, Tenses,
Questions, Sentences construction
8. Place the answers in the following sequence on the same board: Parts of speechSentence
ConstructionSubject Verb AgreementTensesQuestions
9. Inform the batch that to build up the fluency one must be able to master both sounds and
grammar, that in the next few days you will be working on each item of language and build it
up to fluent speech
10. The answers on the board need to be in a diagram form with the smallest items of language
at the bottom of the diagram
13
Learning Objectives:
The participant will be able to create a mind map of points about him self
The participant will be able to structure the sequence of thoughts
The participant will be able to elaborate on each point to at least one
level
The participant will be able to identify each sentence in terms of
sentence construction, grammar and sounds
Key Sections:
A. Describe a Mind Map introduce oneself 15 min
o Define Mind Map 5 min
o Illustrate with Example 5 min
o Make the participants do a mind map 5 min
B. Introduce yourself 45 min
o Each person gets one minute 30-40 min based on the batch
size
o No feedback is given
o Structure must be correct
o Facilitator records feedback
Flipcharts
Colour Markers
White Board
14
At the centre of the board write your name. Then write all your strengths and weaknesses. For
example:
1. Anand Rao
2. Gurgaon
3. Married, wife and two children
4. Professional, Trainer, master trainer
5. Sports running, squash, tennis, swimming etc
6. Weakness sweets & chocolates
Then using the points on the board, write out sentences about yourself. For example:
1. I live in Gurgaon in Haryana.
2. I am married and have two children
3. I am a certified voice and accent trainer and master trainer
4. I love playing sports, my favourite sports are Squash, Swimming and running
5. My weaknesses are sweets and chocolates
Now ask the batch to develop a mind map on a sheet of paper about themselves. Give them not more
than 5 min to develop it. The mind map should not include any details about the persons family. It
should include details of the persons strengths weaknesses.
B. Ask each participant to speak about themselves either by reading the notes or extempore
1 Min per participant
Put up some of the sentences on the board
o Highlight key sounds errors
o Highlight key grammar errors
Discuss the issues in speaking for a min
o Questions to ask
Were you able to speak for a min?
Why did you stop?
Did you feel confident?
Did you make grammatical mistakes? If so what were they?
Did the mind map help in structuring the 60 seconds of speech?
Instructions:
Inform the participants that they would need to speak for 1 minute about themselves in clear and
distinct sentences as demonstrated.
To keep up the energy in the batch you should maintain a stop watch and ask participants to pass on
to the next person after a min if they exceed the time limit. Otherwise they need to pass the turn on
to any other person in the batch by calling their name aloud.
Put up the general feedback for sound errors and grammar errors; do not give feedback to any one
person. Ask the participants for their feedback on how they spoke and any difficulty in speaking
fluently.
Get the batch to agree that speaking in a planned manner is quite difficult. Inform the batch that the
rest of the program will help them in key areas of speaking to enable them to become confident and
fluent.
Get their concurrence on how to deal with the basic elements of speech like sounds, sentence
construction and their own thought process.
15
Guidelines:
1. We cannot give feedback at this stage as we have not covered enough content and the
participant may not comprehend the feedback
2. Ask the participants to speak loudly and clearly for the entire batch to hear
3. Record feedback on each of the participants for your own reference
16
A.
o Refer to the Reference section at the end of the book for more examples
Derive the characteristics of Consonant sounds
o Consonant sounds are articulated and interrupted sounds
Derive the characteristics of Vowel sounds
o Vowel sound are formed and free flowing uninterrupted sounds
Reiterate the terminology for sounds short, long and diphthongs, Voice and unvoiced
consonant sounds
Write down the phonetic symbol for each sound
Instructions:
To show the difference between consonant sounds and vowel sounds ask each team to note down
the differences. Give them not more than 5 min to identify the basic difference consonant sounds
are interrupted by the articulators and are completely articulated only when the articulators are
released. Therefore they are short and sharp in pitch.
For Vowel sounds they need to identify that compared to consonant sounds they are free flowing and
can be stretched.
Refer to the IPA chart in the reference section of this manual for the phonetic symbols. It is important
to start the use of phonetic symbols versus letters to indicate correct pronunciation for a word.
The key reason is that the participants need to be move away from their pre conditioned
pronunciation pattern.
Key Tip: Please log in to the Cambridge online dictionary http://dictionary.cambridge.org/ to refer to
the phonetics tag words that are being used. Encourage the participants to use the online dictionary
to resolve all pronunciation queries.
For an illustration all the sounds use the following website if there is access to the internet
http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html
To illustrate your point articulate the sounds for the batch and ask the questions:
1. What part of your mouth and throat are you using when you make a consonant sound?
2. What part of your mouth and throat are you using when you make a vowel sound?
3. How are you making the sounds? Can you describe it?
4. For the consonant sound, please place on hand on your throat and the other in front of your
mouth and describe what happens.
5. For e.g. the vowel sound - /:/, //, consonant sound - /t/, /d/, //, //
6. Ask all the participants to note down the phonetic symbols for each sound for future
reference
Guideline:
1. This section is only to establish the sounds not for total recall or practise
2. The participants will be able to practise the articulation of each sound in the subsequent
sessions of the day
3. Ensure that everyone has noted down the phonetic symbols as it will be needed in
subsequent topics
18
Instructions:
To ensure that you are able to put up all the sentences that you need to demonstrate, that there are
4 types of sentence, please instruct the participants the following:
1. Please describe your shirt
2. Please tell me how you feel about working at Wipro
3. Please explain how to drive a car
4. Tell me when did you finished your degree
5. When you are really surprised at hearing some news, how do you react? What do you say?
As a backup, in case you cannot get the right sentences from the batch, please keep these sentences
ready.
1. Declarative Sentence A sentence that essentially states a fact .E.g. we have got the
contract for two years.
19
2. Imperative Sentence A sentence that is used a direct command. E.g. vacate the premises
right now for a fire drill.
3. Exclamatory Sentence A sentence that is used to denote a sudden emotion or feeling. E.g. I
got promoted!
4. Interrogative Sentence A sentence that is used to ask a question. E.g. have you finished
making the slides for the presentation?
5. Once the activity is over, give the participants a brief overview of each of the parts of speech
6. You can derive each of the parts of speech from the participants by using the sentences that
they had given to you earlier
7. Do not go into too much of detail as you will be covering most these in detail as they session
progresses
Nouns A word that denotes a name, place, animal or thing. E.g. the man named John lives
in the city of Budapest with his tiger and guitar.
Adjectives A word that describes the quality of a noun. E.g. the intelligent engineer solved
the problem.
Verbs A word that either represents an action tells one the time of an activity or talks
about a state of being. E.g. I am happy because I work at Wipro.
Prepositions A word that shows the connection between a noun or a pronoun and the rest
of the sentence. E.g. the supervisor gave the letter to the employee.
Adverbs A word that qualifies or describes a verb, an adjective or another adverb. E.g.
Amar works really fast on the computer.
Pronouns A word that can be used in the place of a noun. E.g. the client is on the phone. He
sounds thrilled with the results.
Conjunctions A word that connects clauses, phrases and other words with one another.
E.g. we have to work on the documents and the presentation.
Interjections A word that reflects a sudden display of emotion. E.g. Argh! I think I just lost
all the data.
Ask the participants to go back to the passage that they wrote about themselves
Ask them to identify the parts of speech for each sentence
Instructions:
In the previous section the participants were expected to use a mind map technique to create
sentences to describe themselves. Ask them to now go back to the same passage and to highlight all
the parts of speech based on the definitions they have just learnt.
Give the participants 5 minutes to do the task. Take another 5 minutes to see if the batch as a whole
has understood the parts of speech and are able to identify the same in their own writing.
Guideline:
20
1. Feedback Technique: If someone makes mistake do not target just that individual, ensure
that the point is made to the entire batch. You will find that most error correction is good for
the other participants also.
2. Check the all the participants have successfully complete the task. In case they have not,
please ensure they do correct it in their own time.
21
22
In Drill Type 2 it is necessary for each group to stand up and to recite the sounds together and at the
same speed and volume. This can be achieved only when they open their mouths wide and allow a
large volume of air to pass as they enunciate the sound.
In this drill the lip vowel sounds are articulated together in one continuous breath which takes about
2 seconds to complete.
To give accurate feedback, watch their mouths and the jaw movement carefully. Also listen very
carefully to the sound they make. An error in articulation will occur if the participants do not move
the articulators correctly.
Guideline:
1. Feedback Technique: Please give feedback for the group after they have finished. Please
use only visual gestures to make changes to articulation during the practice
2. To be able to meet the time allocated set a time limit of 30 seconds for each group.
23
Phonetic symbols , 24
consonant sounds
o
o
o
Instructions:
As with the session above you must ensure that everyone is clear with expected manner of
enunciation. This must be exaggerated to ensure that muscle memory changes and their pattern of
speech changes.
Unlike vowel sounds it is critical that everyone articulates each sound accurately. Therefore there
must be a high pitch to each consonant sound with volume as the articulation is complete.
It is important for you to demonstrate the articulation method expected.
Please refer to the contrast pairs given in the reference section for the 24 consonant sounds. Given
is a table for each sound. e.g.
The / / sound:
Guideline:
1. Feedback Technique: Please give feedback for the group after they have finished. Please
use only visual gestures to make changes to articulation during the practice
2. To be able to meet the time allocated set a time limit of 30 seconds for each group.
25
Learning Objectives:
The participant will be able to describe the drill for Cicely Berry
The participant will be able to demonstrate the drill with a combination
of key consonant sounds and vowel sounds
The participant will be able to memorise tongue twisters for his /her area
of weakness with sounds
Key Sections:
A. Modified Cecily Berry Exercise 20 min
o The modified Cecily Berry chart
o The method of practise
Flipcharts
Colour Markers
White Board
A. Activity: Modified Cecily Beri Write the phonetics for the lip, tongue and short /I/ and Schwa vowel sounds across the top
of the board, write the MTI consonant pairs in a column, thus creating a table
Ask the batch to enunciate the sounds in the following sequence
o Consonant sound + vowel sounds, going from left to right, then top to bottom
o Vowel sound + consonant sounds, going from left to right, then top to bottom
The exercise must be continued in rhythm to the point of being able to memorise the
sequence
Use all the consonant that impact the participants MTI
Reward the best performer and the person who has improved the most in the day, or is able
to enunciate a row in the table from memory.
26
f, v
s, z
t, d
u:
i:
t:, :t,
t:, :t,
t, t,
tu:, u:t,
t, t,
te, et,
ti:, i:t,
t:, :t,
t, t,
t, t,
d:, :d
d:, :d
d, d
du:, u:d
d, d
de, ed
di:, i:d
d:, :d
d, d
d, d
f:, :f,
f:, :f,
f, f,
fu:, u:f,
f, f,
fe, ef,
fi:, i:f,
f:, :f,
f, f,
f, f,
v:, :v
v:, :v
v, v
vu:, u:v
v, v
ve, ev
vi:, i:v
v:, :v
v, v
v, v
s:, :s,
s:, :s,
s, s,
su:, u:s,
s, s,
se, es,
si:, i:s,
s:, :s,
s, s,
s, s,
z:, :z
z:, :z
z, z
zu:, u:z
z, z
ze, ez
zi:, i:z
z:, :z
z, z
z, z
:, :,
:, :,
, ,
u:, u:,
, ,
e, e,
i:, i:,
:, :,
, ,
, ,
:, :
:, :
u:, u:
e, e
i:, i:
:, :
t:, :t,
t:, :t,
t, t,
tu:, u:t,
t, t,
te, et,
ti:, i:t,
t:, :t,
t, t,
t, t,
:, :
:, :
u:, u:
e, e
i:, i:
:, :
:, :,
:, :,
, ,
u:, u:,
, ,
e, e,
i:, i:,
:, :,
, ,
, ,
:, :
:, :
u:, u:
e, e
i:, i:
:, :
Instructions:
The modified Cicely Berry exercise is important as a method of practise of not just vowel sounds but
also consonant sounds. As it is combination of vowel and consonant sounds it helps with the
articulation of syllables of words that are commonly used.
The method of practise is expected to be exaggerated. Hence feedback is to be given post the
demonstration for each batch. Allow each batch to take up a row in the table.
The table given is not the complete set of consonant sounds and therefore needs to be completed by
the participants. As this exercise is done every day in the morning it is important that the participants
are comfortable with the method of practise.
They are expected to enunciate in groups all the rows. During morning practise you would randomly
choose a set of consonant sounds to allocate to a batch for them to demonstrate.
Guideline:
1. Feedback Technique: Please give feedback for the group after they have finished. Please
use only visual gestures to make changes to articulation during the practice
27
2. To be able to meet the time allocated set a time limit of 60 seconds for each group per
consonant sound pair.
28
Instructions:
The bags of words are specific to Wipro work related situations. This word list will be used in
subsequent days for sentences, topics etc. In this session we are only introducing them to the
words. It is necessary to enunciate each word correctly for the batch and aloud.
If you need some support then please use the online dictionary link given. For several words there is an
audio file that can be played back.
The phonetic symbol check must be done with as many words as time permits. This habit is to build
their over the next few days. It will become their main method of learning on their own for referring to
pronunciations.
To check that the batch as a whole is able to recall the pronunciation of the words, you would select
participants at random.
29
Learning Objectives:
The participant will be able to identify the structure of an email
The participant will be able to correctly punctuate an email
Key Sections:
A. Module on punctuation 10 min
o Define the various punctuation marks
o Complete the Workbook exercise on punctuation
B. Structure of an email 10 min
o Recap the basic structure of an email
Flipcharts
Colour Markers
White Board
e. Task ask each of them to send an appropriately structured email from their email
accounts by the next day.
i. To the trainer
ii. Subject should be related to the training session
iii. Body text should have feedback on the training session
iv. The sign off must have a professional signature, name, designation
Instructions:
Both sessions in this segment are primarily written exercises. The participants would need to have
their workbooks with them to complete the task.
To illustrate the answer it would be necessary to project, from your electronic copy of the workbook,
the corrected exercise.
This session is limited to an introduction to emails and their structure. It is to set the context for
the participants for email etiquette and writing emails that will follow. Ask the participants to log
in to email software like, Gmail or their Wipro email software if it has been activated.
To check for understanding it would be necessary to ask the batch questions on the structure of an
email and questions relating to punctuation marks. Each should be put on the board and participants
need to give answers for each.
31
Topics
Time
Objective
1.10
Daily Assessment
8.45-9.15
1.11
9.15-9.45
1.12
Subject-Verb-Object
9.45-11.00
Tea
11.00-11.15
Syllables
11.15-12.40
Lunch
12.40-13.40
1.14
13.40-14.40
1.15
Nouns
14.40-15.20
Tea
15.20-15.35
1.16
15.35-16.05
1.17
Fluency: My skills
16.05-16.45
1.18
16.45-17.45
1.13
32
Instructions:
The modified Cicely Berry exercise is important as a method of practise of not just vowel sounds but
also consonant sounds. As it is combination of vowel and consonant sounds it helps with the
articulation.
Inform the batches that they will be rewarded for their effort. Reiterate the need to work every day
to make the change in sounds. To keep the session competitive it is necessary to have a reward
system that stretches across this particular activity over the next 7 training days.
Explain that every team will be monitored to be awarded the Master of Pronunciation. The target is
to be able to enunciate the sounds with the least number of errors. The first stage would be on day 4
of training where each team would be able to demonstrate any 3 or 4 rows from the table correctly.
The teams on Day 2 are allowed just 2 mistakes these could be a mispronounced sound or a false
start.
The second stage would be on day 8 when the teams would be able to demonstrate the
pronunciation with given words and sentences.
The reward must appropriate to the effort, recommended for a batch would be chocolates.
Guideline:
3. Feedback Technique: Please give feedback for the group after they have finished. Please
use only visual gestures to make changes to articulation during the practice
4. Facilitation Note: remind them through clues do not pronounce the sounds once that is
exhausted then fill in the knowledge gaps.
5. Check the NeuroLanguage Day Wise Module list. Ask the trainees to log in to the software.
Ask them to check if the modules have already been down loaded. If not they should select
all the days modules and set them to download.
34
Key Sections:
A. Theory: Subject, Verb and Object 15 min
B. Activity: Identifying Subject Verb and Object 30 min
C. Activity: Practise 15 min
D. Grammar Reference: Subject, Object
E. Grammar Reference: Verb Table
F. Grammar Reference: Verb Table Modal Verbs
White Board
Participants use White
board
Each student makes
sentences
verb and ask them to fill out the other two forms. This way you will be able to check
for understanding.
g. Display the table on the projector
h. Finally, share the information on modal verbs with the batch. Take them through all
of them, one at a time. Once you finish explaining one modal verb, ask the batch to
use it in a sentence and a question at least once before moving on to the next modal
verb.
B. Activity: Identifying Subject, Verb and Object -15 min
a. Ask 5-6 participants to come up to the board to write a sentence
b. Ask each to write one sentence from the passage they wrote on Day 1 about
themselves
c. Ask the batch to quickly in their own minds identify the subject, verb and object in
each sentence
d. Ask 5-6 other participants to come up to the board and to underline on the board in
one sentence at a time the subject, verb and object
e. Give the following sentences and ask them to identify the subject verb and object in
each
PRESENT
PAST
PARTICIPLE
Do/Does
Did
Done
Is/Am/Are
Was/Were
Been
Have
Had
Had
36
Achieve/Achieves
Achieved
Achieved
Acquire/Acquires
Acquired
Acquired
Activate/Activates
Activated
Activated
Address/Addresses
Addressed
Addressed
Adhere/Adheres
Adhered
Adhered
Administer/Administers
Administered
Administered
Advance/Advances
Advanced
Advanced
Advise/Advises
Advised
Advised
Analyze/Analyzes
Analyzed
Analyzed
Arrange/Arranges
Arranged
Arranged
Assist/Assists
Assisted
Assisted
Balance/Balances
Balanced
Balanced
Budget/Budgets
Budgeted
Budgeted
Calculate/Calculates
Calculated
Calculated
Change/Changes
Changed
Changed
Check/Checks
Checked
Checked
Circulate/Circulates
Circulated
Circulated
Clarify/Clarifies
Clarified
Clarified
Clear/Clears
Cleared
Cleared
F. Modal verbs are a special category of verbs. They have two main characteristics:
1. These verbs do not take an s in the third person. E.g. Bhaskar can finish the assignment
today.
2. The word not is used to make the modal verbs negative in nature. E.g. Bhaskar cannot
finish the assignment today.
Refer to Content Reference Guide: Modal Verbs
The participants should be able to now be able to identify the subject, verb and object in any
sentence. The questions to ask the batch would be
37
1. Who is doing the action? What is the main topic of the sentence, hence the subject?
2. What is the action? Is it an action or state of being?
3. Who is affected by the action? To who is the action transferred?
4. What parts of speech can you identify in each the subject, action and object?
When discussing their ability to identify the above in the sentence they wrote on Day 1 of training:
1. What were the subjects of your sentences? Please list them
2. What were the objects of your sentences? Please list them
3. What are the verbs that you commonly use? Please make a list of them
Ask the batch to maintain a list of 3 above questions for future reference as you would leverage this
language again.
Guideline:
1. Feedback Technique: Please give feedback for each sentence that is written on the
board
2. Please do not give only individual feedback, if there is an error give the chance to correct
as follows, they must give the reason and follow it up with another example:
a. Participant
b. Other participant
c. Facilitator
38
Learning Objectives:
The participant will be able to identify the syllables in the given words
The participant will be able to enunciate each syllables and the words
Key Sections:
A. Identifying a Syllable 20 min
B. Activity: Identifying syllables in words 25 min
C. Team Activity: Practise NL Module 40 min
Flipcharts
Colour Markers
White Board
White Board
Participants use White
board
Doc file: Practice Word
List_Wipro
5-6 students give words
A. Activity: - 20 min
need to open the mouth. Hence despite not knowing the correct break up we can
broadly break a word into units. However for the correct syllabic break up we need to
refer to the dictionary.
Link this concept to the Cecily Berry exercise
Ask the following question
In the Cecily Berry exercise that you practise which are syllables?
Answer: All are syllables!
Can you combine any two or three syllables from the table to make
a word?
B. Activity: - 25 min
Put up all the practise words on the board Practice Word_list Wipro
Ask the participants to break up into groups
Ask them to take to syllabicate the words applying the methods given 15 mins
In this session it is important to maintain urgency by setting time limits to each part of the activity. In
the group activity the key methodology is to give not more than 10 seconds for each team to try the
syllable break up. At this stage it is ok if they get the syllabic stress wrong. It is not ok if they cannot
get the syllable pronunciation right.
It is also important to note that for each part of the activity the participants are expected to come up
to the board to write and participate. It is the responsibility of the facilitator to choose participants
who are shy or quiet and not to allow participants who are confident to dominate the session.
40
Guideline:
1.
2.
3.
4.
Feedback Technique: Please give feedback for each word that the groups get wrong.
Please encourage the use of the dictionary to refer to the correct pronunciation
Only when all resources are exhausted does the facilitator give the answer.
As part of preparation for the session please ensure that you have check all phonetic
transcription yourself. Mainly for words that you wish to present.
41
NeuroLanguage Software
o
3. Ask them to practise bearing in mind the articulation technique for each
4. For the rest of the group ask them to take the participant guide and make them practise the
words in groups
o They must practise words from each sound
o They must practise sentences for each sound
o They must practise the paragraphs given
42
5. Help them with articulation starting with consonant sounds moving on to vowels sounds,
Please refer to the reference section for each sound
Instructions: The lab session is a step in the overall retention of sounds. It is necessary for participants
to work on their pronunciation on their own to experience the error correction not from a facilitator
but through self learning. Bear in mind that the software is strict and the participants will have
difficulty in correcting themselves.
The colour orange is OK. When the users roll over a word they should see more orange and green
than red in the word level feedback. All of the story module need not read out and made green. It is
important to focus the participants on the examples in each module.
As a facilitator you support the participants by providing feedback on how to use the software and to
stop them and remind them of the manner of articulation of the sound.
Guideline:
1. Feedback Technique: Walk around the session and help participants in case they are
struggling with the software or the enunciation
2. Participants should not be speaking as they normally do, they need to apply their
knowledge of articulation to get the change of color
3. A module should ideally take not more than 20 minutes.
43
Nouns
Session 1.15: Duration- 40 minutes
Overview:
To identify the types of nouns commonly used at work
Learning Objectives:
Key Sections:
A. Activity Noun Types 25 min
B. Grammar Reference for Nouns 15 min
Markers
45
To be able to construct an official email using the correct email etiquette and
formatting
Learning Objectives:
The participant will be able to recognise and identify professional
language in an email
The participant will be able to use professional language an email
response
The participant will be able to respond to an email with the correct
formatting
Key Sections:
A. Formatting Basics 10 min
B. Activity: Format and email 20 min
Flipcharts
Colour Markers
White Board
Markers
The key message is that these features are simple yet need to be used as a habit. These are
simple features that can greatly enhance the look of the email and communicate the right
impression to the receiver.
47
Fluency
Session 1.17: Duration- 40 minutes
Overview:
To be able to create a mind map of the participants skills and speak about it
Learning Objectives:
The participant will be able to repeat a familiar topic about himself
The participant will be able to reduce the fillers and foghorns in the
speech
The participant will be able to reduce the number of errors in the speech
The participant will be able to deliver the speech with confidence
Key Sections:
A. Theory : External Fluency 15 min
B. Activity: Reducing Fillers and Foghorns 25 min
Markers
A.
49
Markers
50
Topics
Time
Objective
1.10
Daily Assessment
8.45-9.45
1.11
9.45-10.15
Tea
10.15-10.30
1.12
10.30-11.30
1.13
Grammar: Adjectives
11.30-12.00
1.14
12.00-12.40
Lunch
12.40-13.40
1.15
Grammar: Pronouns
13.40-14.10
1.16
14.10-15.10
Tea
15.10-15.35
1.17
15.35-16.35
1.18
16.35-17.05
1.19
17.05-17.35
1.20
17.35- 18.00
51
52
The modified Cicely Berry exercise is important as a method of practise of not just vowel sounds but
also consonant sounds. As it is combination of vowel and consonant sounds it helps with the
articulation.
Inform the batches that they will be rewarded for their effort. Reiterate the need to work every day
to make the change in sounds. To keep the session competitive it is necessary to have a reward
system that stretches across this particular activity over the next 7 training days.
Explain that every team will be monitored to be awarded the Master of Pronunciation. The target is
to be able to enunciate the sounds with the least number of errors. The first stage would be on day 4
of training where each team would be able to demonstrate any 3 or 4 rows from the table correctly.
The teams on Day 3 are allowed just 2 mistakes as with Day 2, however they are expected to
demonstrate some confidence in the enunciation and rhythm of the practise. The second stage would
be on day 8 when the teams would be able to demonstrate the pronunciation with given words and
sentences.
The reward must appropriate to the effort, recommended for a batch would be chocolates.
Guideline:
6. Feedback Technique: Please give feedback for the group after they have finished. Please
use only visual gestures to make changes to articulation during the practice
7. Facilitation Note: remind them through clues do not pronounce the sounds once that is
exhausted then fill in the knowledge gaps.
8. Check the NeuroLanguage Day Wise Module list. Ask the trainees to log in to the software.
Ask them to check if the modules have already been down loaded. If not they should select
all the days modules and set them to download.
53
Syllabic Stress
Session 1.12: Duration- 60 minutes
Overview:
To establish the broad modules covered and the methodology.
Learning Objectives:
The participant will be able to enumerate the syllabic stress rules for
o Noun / verb
o Adjectives
The participant will be able to identify the correct syllable to stress in a
word
Key Sections:
A. Theory : Syllabic Stress Rules 30 min
B. Activity: Syllabic break up & Practice of words 30 min
o Break up of all words in the Wipro word List
o Word Practice of each
A.
54
Adjectives
Session 1.13: Duration- 30 minutes
Overview:
Guidelines
The participants need to look at the photo and think of an adjective describing it
55
This is a fast paced activity and the response has to be spontaneous. For instance,
Hard shot
Delicate craft
The participant who is chosen to answer will get about 10 seconds to give the answer, failing
which another participant will be chosen
The participant will also have to suffix a noun after the adjective
Key Section Message
The facilitator will be able to check the participants understanding of adjectives, revise
nouns and correct any errors.
56
Articles
Session 1.14: Duration- 40 minutes
Overview:
Pieces of Paper
Pens
Guidelines
Each group will get 20-25 words. For instance, Group 1 could get the following words:
Apple
Stumble
Light
Water
Jump
Remote
Steal
Sand
Rope
Ink
Like
Leaves
Balcony
Statue
Plaster
Cup
Clean
Spot
Create
Lost
57
The group has to make a story using these words, ensuring that the articles a, an and the are
used.
The groups will get 15 minutes to finish this activity.
58
Pronouns
Session 1.15: Duration- 30 minutes
Overview:
Magazine
Scissors
Each group will get a photograph that it will have to talk about using pronouns, making sure
that at least three different kinds of pronouns are used
Each group will also identify the kinds of pronouns that it has used. For instance,
Group A The picture on the cover of Time magazine is that of Barack Obama. He is the President
of the USA. This is an interesting picture as it is in colour as well as black and white. The cover talks
about the economy. It is something thatI am interested in myself.
Pronouns used personal (he, it), demonstrative (this), reflexive (myself)
Key Section Message - The facilitator will be able to check the participants understanding of
pronouns and will be able to correct any errors.
60
Prepositions
Session 1.16: Duration- 60 minutes
Overview:
Magazine
Scissors
The facilitator will write the prepositions on pieces of paper. S/he will also write different
nouns on pieces of paper as well.
The facilitator will place the prepositions in one pile and put the nouns all around the room
The facilitator can run the activity separately for prepositions of time, place and direction
The facilitator will discuss all the answers once the activity is over
The facilitator will ensure that the activity is conducted in a disciplined manner
Guidelines
The participant needs to pick up a preposition and match it with the appropriate noun. For
instance,
Prepositions at, under, over, inside
Nouns noon, the bridge, my head, the box
61
Once the participant has one pair with himself or herself, s/he can choose another
preposition and repeat the process. This will continue till the time all the prepositions and
nouns are over
The participant who has the maximum number of correct preposition/noun pairs wins the
activity
The participants will get 10 minutes to complete the activity
The facilitator will be able to check the participants understanding of prepositions and will be
able to correct any errors.
62
Verbs
Session 1.17: Duration- 60 minutes
Overview:
Pieces of Paper
Pens
One member of the group will enact the verb while the other would guess it
Each group will get a minute to guess the verb, failing which the other groups will get a
chance to guess it
After the verb has been guessed by a group, it will also make a sentence with it
A group will get 5 points for guessing the verb and 1 point for making a sentence with it. For
instance,
Examples of verbs borrow, promise, damage, grab, zoom, vanish, imagine, escape,
gather, allow, achieve, announce, direct, blush, challenge, examine, heal, frighten, invite,
like, monitor, produce, settle, tremble, wonder
Example of a sentence I borrow money from my parents every week.
Key Section Message
63
The facilitator will be able to check the participants understanding of verbs and correct any
errors.
64
Practise of sentences from the Bag of words and applying the concepts learn
for grammar
Learning Objectives:
The participant will be able to construct simple sentences from a list of
common verbs and nouns
The participant will be able to demonstrate fluent reading of sentences
The participant will be able to reduce the subject verb and object errors
in terms of word order
The participant will be able to enunciate sentences with confidence
The participant will be able to apply verbs in the sentences learnt
previously
Key Sections:
A. Activity: Sentence Drill on NeuroLangauge 15 min
Module: Introduction to Sentences
B. Activity: Sentence Construction - 15 min
A.
1.
2.
3.
4.
5.
6.
B.
7.
8.
9.
10.
11.
12.
13.
14.
Flipcharts
Colour Markers
White Board
Sample Email
A.
Instructions: This session is the next step in making participants aware of email etiquette.
Participants are by now aware of the structure of an email and the features that will help them
create mails that adhere to the simple discipline of formatting and error free.
This session is expected to take the participant to the next level of being able to read and analyse the
language of the email.
Discuss the method of reading emails, identifying the language and trying to understand the
language. Set them the task of writing a simple email about the training session. They are expected
to write responses
66
Markers
67
Topics
Time
1.10
Daily Assessment
8.45-9.15
1.11
9.15-9.45
1.12
9.45-10.30
Tea
10.30-10.45
1.12
10.45-11.30
1.13
11.30-12.30
Lunch
12.30-13.30
1.14
13.30-14.10
1.15
14.10-15.10
Tea
15.10-15.35
1.16
15.35-16.35
1.17
16.35-17.15
1.18
17.15-17.45
68
Objective
69
The modified Cicely Berry exercise is important as a method of practise of not just vowel sounds but
also consonant sounds. As it is combination of vowel and consonant sounds it helps with the
articulation.
Inform the batches that they will be rewarded for their effort. Reiterate the need to work every day
to make the change in sounds. To keep the session competitive it is necessary to have a reward
system that stretches across this particular activity over the next few training days.
Explain that every team will be monitored to be awarded the Master of Pronunciation. The target is
to be able to enunciate the sounds with the least number of errors. The first stage would be on day 4
of training where each team would be able to demonstrate any 3 or 4 rows from the table correctly.
The teams on Day 4 are allowed just no mistakes; they are expected to demonstrate some confidence
in the enunciation and rhythm of the practise. The second stage would be on day 8 when the teams
would be able to demonstrate the pronunciation with given words and sentences.
The reward must appropriate to the effort, recommended for a batch would be chocolates.
Guideline:
1. Feedback Technique: Please give feedback for the group after they have finished. Please
use only visual gestures to make changes to articulation during the practice
2. Facilitation Note: remind them through clues do not pronounce the sounds once that is
exhausted then fill in the knowledge gaps.
3. Check the NeuroLanguage Day Wise Module list. Ask the trainees to log in to the software.
Ask them to check if the modules have already been down loaded. If not they should select
all the days modules and set them to download.
70
A.
B.
71
Instructions: This activity is a group activity which is expected to help the group participants
recognise and identify where the rules of subject verb agreement apply. The rule that needs to be
check is the subject and the verb must agree in number and in person
Please note that SVA applies to the present tense. Also it is technically incorrect to say that a
verb is plural. It is correct to say that the verb form would change for regular and irregular
verbs.
C. Activity: 30 min
Draw two columns on the board one for verbs and the other for subjects
Ask each team to come up to the board and write their unique subjects and verbs in the
respective columns
At random choose a participant
Taking one verb and one subject and ask the participant to give the subject verb agreement
sentence 30 seconds each
During the activity as the same participant to rework the sentence after you have changed
the plurality of the subject or the form of the verb to force the participants to think and
create agreement sentences
Instructions: This activity is a batch activity and is to be done with urgency. Giving the
participants time allows them to think for longer than is necessary. They are expected to become
comfortable with matching the plurality and the verb form.
A variation to challenge the participants is to ask them to substitute the subject which is a noun
or a noun phrase with an appropriate pronoun.
This activity must continue until everyone in the batch has been able to give at least 2 sentences.
Guideline
1. Feedback The participants are expected at this stage to be able to correct themselves.
Hence please ask one of the other participants to correct an incorrect sentence. With each
they must state the rule also.
72
Learning Objectives:
The participant will be able to create a mind map of points about his
work
The participant will be able to structure the sequence of thoughts
The participant will be able to elaborate on each point to at least one
level
The participant will be able to identify each sentence in terms of
sentence construction, grammar and sounds
The participant will be able to correct the grammar of the passage
Key Sections:
A. Activity: Mind Map to describe My work 15 min
B. Team Practise 35 min
C. Deconstruct the Passage 10 min
7.
8.
9.
10.
11.
Then using the points on the board write out sentences about your work for example:
6. I am English language trainer.
7. I am also a certified master trainer.
8. I have 10 years of training experience
9. I have a keen interest in research on voice and accent
10. My main area of research would be language acquisition, methodology of training and
grammar instruction
Now ask the batch to develop a mind on a sheet of paper about their work. For new hires who have
no work experience ask them to talk about their last year of college and the work they did and their
specific areas of interest. Give them not more than 5 mins to develop it. It should include details of
the persons strengths weaknesses.
Question that will help the participants develop the speech:
o What is my role
o What are my skills to perform the role
o Describe my work environment, if no knowledge then what is expected
o What do I expect will be the hierarchy at work
B. Ask each participant to speak about their work either by reading the notes or extempore
1 Min per participant
Put up some of the sentences on the board
o Highlight key sounds errors
o Highlight key grammar errors
Discuss the issues in speaking for a min
o Questions to ask
Were you able to speak for a min?
Why did you stop?
Did you feel confident?
Did you make grammatical mistakes? If so what were they?
Did the mind map help in structuring the 60 seconds of speech?
Instructions:
Inform the participants that they would need to speak for 1 minute about their work in clear and
distinct sentences as demonstrated.
To keep up the energy in the batch you should maintain a stop watch and ask participants to pass on
to the next person after a min if they exceed the time limit. Otherwise they need to pass the turn on
to any other person in the batch by calling their name aloud.
Put up the general feedback for sound errors and grammar errors; do not give feedback to any one
person. Ask the participants for their feedback on how they spoke and any difficulty in speaking
fluently.
74
Get the batch to agree that speaking in a planned manner is quite difficult. Inform the batch that the
rest of the program will help them in key areas of speaking to enable them to become confident and
fluent.
Get their concurrence on how to deal with the basic elements of speech like sounds, sentence
construction and their own thought process.
Guidelines:
4. We can give feedback based on grammar and sounds
5. Ask the participants to speak loudly and clearly for the entire batch to hear
6. Record feedback on each of the participants for your own reference
C. Deconstruct the Passage 10 min
a. Put up some of the sentences on the board
b. Highlight key sounds errors
c. Discuss the structure of what participants said in terms of flow.
i. Introduction sentence
ii. Points about the type of work
iii. Points on what they like about the work
iv. Conclusion points about work
d. Highlight the how the sentences are an extension of the point of the mind map
e. Highlight that as part of the mind map they need to create a logical sequence of the
sentences to sound coherent
75
Consonant Vowel Sound Practice with words & sentences (ILT& NL)
Session 1.14: Duration- 40 minutes
Overview:
To practice the articulation of consonant and vowel sounds with their manner of
articulation
Learning Objectives:
The participant will be able to apply enunciation skill to sentences about
his work
The participant will be able to reduce his errors on key words in work
related verbiage
Key Sections:
A. Vowel Sounds Word Practise with sentences 40 min
NeuroLanguage Software
17. Ask them to practise bearing in mind the articulation technique for each
18. For the rest of the group ask them to take the participant guide and make them practise the
words in groups
o They must practise words from each sound
o They must practise sentences for each sound
o They must practise the paragraphs given
19. Help them with articulation starting with consonant sounds moving on to vowels sounds,
Please refer to the reference section for each sound
Instructions: The lab session is a step in the overall retention of sounds. It is necessary for participants
to work on their pronunciation on their own to experience the error correction not from a facilitator
76
but through self learning. Bear in mind that the software is strict and the participants will have
difficulty in correcting themselves.
The color orange is OK. When the users roll over a word they should see more orange and green than
red in the word level feedback. All of the story module need not read out and made green. It is
important to focus the participants on the examples in each module.
As a facilitator you support the participants by providing feedback on how to use the software and to
stop them and remind them of the manner of articulation of the sound.
Guideline:
4. Feedback Technique: Walk around the session and help participants in case they are
struggling with the software or the enunciation
5. Participants should not be speaking as they normally do, they need to apply their
knowledge of articulation to get the change of color
6. A module should ideally take not more than 20 minutes.
77
Pen
Paper
The batch is now familiar with verbs. Give them three different examples of actions in the
three periods of time. Ask the batch to identify the word that tells them the time period
when the action happened. Youll be able to elicit the concept of tenses from the batch
Cover the concept of regular and irregular verbs again. Ask the batch to give an example
each and construct all the three forms from those examples. Take them through the lost
given below after.
Explain the different tenses to the batch. Only the more important tenses have been
mentioned. Try to elicit as many examples from the batch as possible
o Simple Past, Present, Future
o Prefect- Present and Past
o Continuous Present, Past
Give the activity in the participants workbook to the batch. The exercises are fairly simple
and self explanatory. Practice at least one of them during the session and ask the batch to
complete the rest of them outside of the session. Please discuss them in the session and
correct any errors that the participants make. The answers to the activities are given in this
guide.
Instructions
The facilitator will divide the batch into three groups
The facilitator will give each group a list of verbs on a sheet of member. The number of verbs
needs to be the same as the number of members in each group
The facilitator will give verbs that will make it easy for the members of the group to make
sentences that are related to one another
The three groups will represent the Present, Past and Future tenses
The facilitator will ask one of the groups to start. The first member will make a sentence with
one of the verbs allotted to his group in the tense that the group is supposed to represent.
Once a verb is used, it cannot be used again
The second member will then make a sentence that has to be connected to the previous
sentence, using one of the other verbs allotted to his group
The facilitator will continue the activity till all the verbs allotted to a group get exhausted
The facilitator will take care to correct the sentence if they have been formed in the wrong
tense and are incorrect
Guidelines
The participant will make a sentence using one of the verbs allotted to the group in the
tense that the group is representing. For instance,
o List of verbs for the Present Tense group eat, go, sit, order, place, talk, laugh,
drink, look, slip, wash, walk, shout, give, drive.
o First Sentence - We drive to the restaurant daily
o Second Sentence We go there in the evenings
o Third Sentence We usually sit in the corner of the restaurant
o Fourth Sentence Once we sit, we order our favourite dish
A verb used once, may be used to set the context as has been done in the fourth sentence
above. But a new verb has to be used in each sentence
The group will get 10 minutes to complete the activity
Key Section Message
The facilitator will be able to check the participants understanding of tenses and will be able
to correct any errors.
79
Grammar: Sentence Drills with Tenses Simple and Perfect (ILT & NL)
Session 1.16: Duration- 60 minutes
Overview:
Drill practise of tenses using sentences for each tense and retention using the
NeuroLanguage software
Learning Objectives:
The participant will be able to enunciate sentences in the simple and
perfect tenses
The participant will be able to accurately retain spoken in sentences in
the perfect and simple tenses
Key Sections:
A. Practise Tenses with sentences 60 min
NeuroLanguage Software
3. Ask them to practise bearing in mind the articulation technique for each
4. For the rest of the group ask them to take the participant guide and make them practise the
words in groups
o They must practise words from each sound
o They must practise sentences for each sound
5. Help them with articulation starting with consonant sounds moving on to vowels sounds,
Please refer to the reference section for each sound
6. As this is focused on tenses they need to practise the sentences with focus on the verbs .
Instructions: The lab session is a step in the overall retention of sounds. It is necessary for participants
to work on their pronunciation on their own to experience the error correction not from a facilitator
but through self learning. Bear in mind that the software is strict and the participants will have
difficulty in correcting themselves.
The color orange is OK. When the users roll over a word they should see more orange and green than
red in the word level feedback. All of the story module need not read out and made green. It is
important to focus the participants on the examples in each module.
80
As a facilitator you support the participants by providing feedback on how to use the software and to
stop them and remind them of the manner of articulation of the sound.
Please note that for tenses the software enables the participant to work on enunciating the
sentence form correctly. While they know the syntax they are not familiar to with the sequence of
words necessary to create a grammatically correct tense sentence.
Guideline:
1. Feedback Technique: Walk around the session and help participants in case they are
struggling with the software or the enunciation
2. Participants should not be speaking as they normally do, they need to apply their
knowledge of articulation to get the change of color
3. A module should ideally take not more than 20 minutes.
81
A.
Ask the participants to formulate an appropriate response to the email that was projected
The response should be structured based on
o Acknowledgement of key issue
o Statement of facts to update the client/manager
o Appropriate apology statement
o Action plan to ensure that the key issue is address for the present and the future
82
Instructions: As we have now made the participant aware of the basics of email etiquette and
formatting, this session is aimed two key points
1. Ensuring the participants get another opportunity to demonstrate their skill in structuring
and email
2. Ensuring the participants are now gearing themselves to read emails carefully and analyse
them before writing a response. To also develop this skill to become a habit.
Participants are expected to read the email in the manner instructed. Question to ask the
participants are:
1.
2.
3.
4.
5.
6.
The key message is that this process is simple yet need to be used as a habit. Following a
structured approach will guarantee that email you communicate the right impression to the
receiver.
83
Activity: All Skills Practice: Topic: My Experience: Tenses Simple, Perfect Group Discussion
Acknowledgement
Session 1.18: Duration- 55 minutes
Overview:
To allow participants to speak freely and increase fluency on a topic that
challenges their learning of tenses and is a familiar topic.
Learning Objectives:
The participant will be able to apply the understanding of tenses to
describe his work and related tasks
The participant will be able to sustain the conversation for 3-4 minutes
The participant will be able to sustain the conversation without fillers
and foghorns
The participant will be able to apply the concept of acknowledging the
speaker
The participant will be able to paraphrase the last speakers statement
Key Sections:
A. Group Discussion 55 min
Markers
Please expect that participants will not follow the rules established. This is because they are still
learning how to communicate and to maintain conversational etiquette. It is the responsibility of
the moderator to
1. guide the discussion
2. ensure that everyone gets to speak
3. points are made and established
4. other participants are able to rephrase points are more effectively communicated
Guidelines
5. If possible arrange the participants to face each other in a large circle.
6. You must position yourself on the outside of the group.
7. Your feedback is to be restricted to the rules of the discussion and only as a reminder
8. No feedback is to be provided as this session is to encourage fluency without fear of
feedback.
85
Topics
Time
1.10
Daily Assessment
8.45-9.15
1.11
9.15-9.45
1.12
9.45-10.30
Tea
10.30-10.45
1.12
10.45-11.30
1.13
11.30-12.30
Lunch
12.30-13.30
1.14
13.30-14.10
1.15
14.10-14.50
1.16
14.50-15.50
Tea
15.50-16.05
Group Discussion
16.05-17.05
1.17
86
Objective
87
Instructions:
Kev Nairs speech initiators are aimed at grammar drills. Please note that these are the most
common groups. As a facilitator you have the freedom to modify the drill with the relevant pronouns
and add verbs that the batch has difficulty with e.g. the key helping verbs
1. To be
2. To have
3. To do
The key message is that when we begin speech we do not necessarily think about the grammar. If we
do then it will break our fluency.
Inform the batches that the best batch will be rewarded for their effort. Reiterate the need to work
every day to make the change in sounds. To keep the session competitive it is necessary to have a
reward system that stretches across this particular activity over the next 4 training days.
Explain that every team will be monitored to be awarded the Master of Pronunciation. The target is
to be able to enunciate the sounds with the least number of errors.
The teams are allowed just 2 mistakes these could be a mispronounced sound or a false start.
The second stage would be on day 8 when the teams would be able to demonstrate the
pronunciation with given words and sentences.
The reward must appropriate to the effort, recommended for a batch would be chocolates.
Guideline:
4. Feedback Technique: Please give feedback for the group after they have finished. Please
use only visual gestures to make changes to articulation during the practice
5. Facilitation Note: remind them through clues do not pronounce the sounds once that is
exhausted then fill in the knowledge gaps.
6. Check the NeuroLanguage Day Wise Module list. Ask the trainees to log in to the software.
Ask them to check if the modules have already been down loaded. If not they should select
all the days modules and set them to download.
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This is a simple short exercise but a drill down of the last activity on Work Tasks
Ask them to recall the all the points made on the work tasks
o As the engineers maybe new hires they may need to develop their mind map around
projects they executed in groups at college
Based on the training that they received in the last 10 days ask them to elaborate on the
work tasks and explain in more detail
They are expected to speak for about 3-4 mintues, attention to details is important
Use concept of a mind map as executed in the last 4 days of training 5 min
o Basis the learner type they can either draw it , or just use words
Ask the participants to create a mind map
Ask them to sequence the points they would like to say about their skills in logical format
Ask them then to write sentences that adhere to the SVO format and are simple
Ask them to pair up with a colleague and speak the sentences 5 min
o Ask them to correct their own sentences
o Ask them to practise their sentences in small groups
B. Activity: Just a min Free speech on the mind map developed on Work Tasks
Instructions:
Ask the batch if anyone is familiar with the concept of a mind map. Take all the responses from the
batch and summarise. Then define a mind map as a diagram or visual representation of points you
89
would like to talk about or describe on a topic. Demonstrate the same with an example, in this case
about yourself.
At the centre of the board write your work. Then write all the work related words that describe it. For
example:
1. Programmer
2. Java / Databases
3. Program comments
4. Program designing
5. Coding & testing
Then, using the points on the board, write out sentences about your work. For example:
1. I am a Java programmer with Wipro
2. I work on programs with a 3 tier architecture
3. My main tasks are to comment program and develop code
4. It is my responsibility to also test the code that I write
Now ask the batch to develop a mind on a sheet of paper about their work. For new hires who have
no work experience ask them to talk about their last year of college and the work they did and their
specific areas of interest. Give them not more than 5 min to develop it. It should include details of the
persons strengths weaknesses with respect to the work task expected.
Question that will help the participants develop the speech:
o What is my role
o What are my skills to perform the role
o Describe my work in detail
o What do I expect will be the project structure and who will I need to work with?
C. Ask each participant to speak about their work tasks extempore 1 Min per participant
Make them in rounds repeat their speech with no hesitation
o Once they have spoken provide feedback on the common errors and ask everyone
to correct their sentences
o Give individual feedback if necessary
Discuss the issues in speaking for a min
o Questions to ask
Were you able to speak for a min?
Why did you stop?
Did you feel confident?
Did you make grammatical mistakes? If so what were they?
Did the mind map help in structuring the 60 seconds of speech?
Instructions:
Inform the participants that they would need to speak for 1 minute about their work in clear and
distinct sentences as demonstrated.
To keep up the energy in the batch you should maintain a stop watch and ask participants to pass on
to the next person after a min if they exceed the time limit. Otherwise they need to pass the turn on
to any other person in the batch by calling their name aloud.
90
Put up the general feedback for sound errors and grammar errors; do not give feedback to any one
person. Ask the participants for their feedback on how they spoke and any difficulty in speaking
fluently.
Get the batch to agree that speaking in a planned manner is quite difficult. Inform the batch that the
rest of the program will help them in key areas of speaking to enable them to become confident and
fluent.
Get their concurrence on how to deal with the basic elements of speech like sounds, sentence
construction and their own thought process.
Guidelines:
7. We can give feedback based on grammar and sounds
8. Ask the participants to speak loudly and clearly for the entire batch to hear
9. Record feedback on each of the participants for your own reference
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NeuroLanguage Software
3. Ask them to practise bearing in mind the articulation technique for each
4. As this session is for syllabic stress and sentence stress it is important to bear in mind the
syllabic stress rules
5. For the rest of the group ask them to take the participant guide and make them practise the
words in groups
o They must practise words from each sound
o They must practise sentences for each sound
o They must practise the paragraphs given
6. Help them with articulation starting with consonant sounds moving on to vowels sounds,
Please refer to the reference section for each sound
Instructions: The lab session is a step in the overall retention of sounds. It is necessary for participants
to work on their pronunciation on their own to experience the error correction not from a facilitator
92
but through self learning. Bear in mind that the software is strict and the participants will have
difficulty in correcting themselves.
The color orange is OK. When the users roll over a word they should see more orange and green than
red in the word level feedback. All of the story module need not read out and made green. It is
important to focus the participants on the examples in each module.
As a facilitator you support the participants by providing feedback on how to use the software and to
stop them and remind them of the manner of articulation of the sound.
Guideline:
1. Feedback Technique: Walk around the session and help participants in case they are
struggling with the software or the enunciation
2. Participants should not be speaking as they normally do, they need to apply their
knowledge of articulation to get the change of colour
3. A module should ideally take not more than 20 minutes.
93
PPT
o
o
o
o
o
o
Ask the batch to choose an event from the future that is personal
Ask the participants to quickly prepare a mind map for the event 2 min
Ask each participant to speak about the event for 30 seconds
Ask the participants to choose an event from their future professional life
Ask the participants to quickly prepare a mind map for the event 2 min
Ask each to participant to speak about the event for 30 seconds
Instructions: The session is a fast paced session for the participant to identify an event as
being in the future. Further to be able to structure their thought in their mind using the mind
map technique. This is a progression from the session before where they would write their
mind map. Now they are expected to do this in their mind.
Giving each participant only 30 seconds to speak creates the requisite urgency in each
participant to be able to apply knowledge and skills gained under pressure.
It is important at this stage that participants are able to self correct. Hence it is necessary to
ask the following:
94
1.
2.
3.
4.
95
NeuroLanguage Software
PPT
A. Activity: NL Lab Session: Sentence and Word Practise: Future Tense 40 min
1. Ask the group to log in to the NL software
2. Ask them to down load the following modules
Syllabic Stress (Words and Sentences)
The Simple Future Tense (Sentences)
The Future Continuous Tense (Sentences)
3. Ask them to practise bearing in mind the articulation technique for each
4. As this session is for tenses the participants need to focus on the verbs in the sentences.
The verbs must not be red they must be at least orange in feedback
5. For the rest of the group ask them to take the participant guide and make them practise the
words in groups
o They must practise words from each sound
o They must practise sentences for each sound
o They must practise the paragraphs given
6. Help them with articulation starting with consonant sounds moving on to vowels sounds,
Please refer to the reference section for each sound
Instructions: The lab session is a step in the overall retention of sounds. It is necessary for participants
to work on their pronunciation on their own to experience the error correction not from a facilitator
but through self learning. Bear in mind that the software is strict and the participants will have
difficulty in correcting themselves.
The color orange is OK. When the users roll over a word they should see more orange and green than
red in the word level feedback. All of the story module need not read out and made green. It is
important to focus the participants on the examples in each module.
As a facilitator you support the participants by providing feedback on how to use the software and to
stop them and remind them of the manner of articulation of the sound.
96
Guideline:
4. Feedback Technique: Walk around the session and help participants in case they are
struggling with the software or the enunciation
5. Participants should not be speaking as they normally do, they need to apply their
knowledge of articulation to get the change of colour
6. A module should ideally take not more than 20 minutes.
B. Activity: Sentence Practise : Future Tense At the same time for the remaining half of the
batch
While half the batch is logged in to the software the other half is expected to
practise the sentence for future tense as given in the PPT
Get the students to note down the sentences in case they do not have their
participants guide
First they would need to practise the sentences in groups
Second they would practise the same as a batch
97
Activity: All Skills Practice: Topic: MyWork: Tense Future / Career Path of a Programmer
Session 1.16: Duration- 60 minutes
Overview:
To build fluency around a familiar professional topic in a structured format of a
group discussion
Learning Objectives:
The participant will be able to apply the understanding of the future
tense to describe his work and related tasks
The participant will be able to sustain the speech for 3-4 minutes
The participant will be able to structure the sequence of sentences
Key Sections:
A. Future tense sentences 10 min
B. Recap of rules 5 min
C. Memory Map 5 min
D. Group Discussion 40 min
Instructions:
o
o
o
o
o
Tell them that everyone is expected to say one relevant point, if someone has
mentioned it then please refer to the person with an introductory sentence
As Mahesh said however/but I think.
Keep the session lively in terms of points by moving quickly and randomly to all
participants
At key points in the flow ask one participant to recap all the points mentioned
Ask them for their views on it too
The facilitators can ask anyone to make a point or to answer a questions from any
other participant
Questions: So what do you think about the last point?
What point would you like to make on this topic?
Please tell the group what your thoughts are on this issue.
98
Unlike a group discussion where there is a free flow of conversation this more of a structured
discussion where everyone is expected to participate with relevant inputs. The key message for the
participants is that in client meetings one must be prepared with what to say and to say it in a
relevant manner at the relevant time.
The etiquette to interrupt someone and to acknowledge someone is very important.
Guidelines:
1. As the facilitators if a person makes a mistake please ask them to correct themselves on the
spot , if they cant ask another participant to correct it
2. You will encourage the ideas if the group seems like they are running out of points by
providing clues / asking questions
3. Responses to probes must be structured correctly, in case it is not then recall the rules of
question formats
99
Please expect that participants will not follow the rules established. This is because they are still
learning how to communicate and to maintain conversational etiquette. It is the responsibility of
the moderator to
1. guide the discussion
2. ensure that everyone gets to speak
3. points are made and established
4. other participants are able to rephrase points are more effectively communicated
Guidelines
1. If possible arrange the participants to face each other in a large circle.
2. You must position yourself on the outside of the group.
3. Your feedback is to be restricted to the rules of the discussion and only as a reminder
4. No feedback is to be provided as this session is to encourage fluency without fear of
feedback.
101
Topics
Time
Objective
1.10
Daily Assessment
8.45-9.15
1.11
9.15-9.45
1.12
9.45-10.15
Tea
10.15-10.30
1.13
10.30-11.15
1.14
11.15-12.00
1.15
12.00-13.00
Lunch
13.00-14.00
1.16
14.00-14.40
1.17
15.00-15.30
Tea
15.30-15.45
1.17
15.45-16.15
1.18
Group Discussion
16.15-17.15
102
103
Instructions:
Kev Nairs speech initiators are aimed at grammar drills. Please note that these are the most
common groups. As a facilitator you have the freedom to modify the drill with the relevant pronouns
and add verbs that the batch has difficulty with e.g. the key helping verbs
1. To be
2. To have
3. To do
The key message is that when we begin speech we do not necessarily think about the grammar. If we
do then it will break our fluency.
Inform the batches that the best batch will be rewarded for their effort. Reiterate the need to work
every day to make the change in sounds. To keep the session competitive it is necessary to have a
reward system that stretches across this particular activity over the next 4 training days.
Explain that every team will be monitored to be awarded the Master of Pronunciation. The target is
to be able to enunciate the sounds with the least number of errors.
The teams are allowed just 2 mistakes these could be a mispronounced sound or a false start.
The second stage would be on day 8 when the teams would be able to demonstrate the
pronunciation with given words and sentences.
The reward must appropriate to the effort, recommended for a batch would be chocolates.
Guideline:
1. Feedback Technique: Please give feedback for the group after they have finished. Please
use only visual gestures to make changes to articulation during the practice
2. Facilitation Note: remind them through clues do not pronounce the sounds once that is
exhausted then fill in the knowledge gaps.
3. Check the NeuroLanguage Day Wise Module list. Ask the trainees to log in to the software.
Ask them to check if the modules have already been down loaded. If not they should select
all the days modules and set them to download.
104
Instructions: The key message is that the participants need to build up their understanding of
sentence creation using a specific list of words, in this case the Wipro list of words. You need to
explain that when we speak it is usually with a limited set of words which forms our vocabulary. We
need to use our sentence construction skills to create language and speech
Questions to ask:
1. How many sentence were you able to make?
105
2. What situations were you able to think of that had specific tenses in them for example the
simple tense and the perfect tense.
3. Do the sentences you have made sound logical for the situation you have described?
106
Grammar: Question Format (ILT & NL) & Answering Questions (ILT & NL)
Session 1.13: Duration- 45 minutes
Overview:
To demonstrate understanding of question formats and to practice the same.
Learning Objectives:
The participant will be able to identify two formats to ask a question
The participant will be able to form questions in the correct format for
both closed ended questions and open ended questions
The participant will be able to identify the structure of an appropriate
answer to a question
The participant will be able to enunciate answers to questions in the
correct structure
The participant will be able to write grammatically correct answers
Key Sections:
A. Activity: Asking Questions: Get to know your colleague 5 min
Question Formation
A. Activity: Asking Questions: Get to know your colleague.
Divide the group into teams of two. Give them only 5 minutes to understand the psychological
makeup of the other person. The person being questioned should write the questions. Then
discuss it.
Ask them now to swap and collects as many facts about the person in five minutes as possible.
The person being questioned should write the questions. Then discuss it.
Derive the need to ask questions to get to know a person completely from open ended and
closed ended questions.
B.
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Activity: NL Lab Session Question Format (ILT & NL) & Answering Questions (ILT & NL)
Session 1.14: Duration- 45 minutes
Overview:
To demonstrate understanding of question formats and to practice the same.
Learning Objectives:
The participant will be able to identify two formats to ask a question
The participant will be able to form questions in the correct format for
both closed ended questions and open ended questions
The participant will be able to identify the structure of an appropriate
answer to a question
The participant will be able to enunciate answers to questions in the
correct structure
The participant will be able to write grammatically correct answers
Key Sections:
3. Ask them to practise bearing in mind the articulation technique for each
4. As this session is to perfect the manner of asking a question it is important that the word
order is correct in the story section and that in the Listen and Repeat there must be green
only
5. Help them with articulation starting with consonant sounds moving on to vowels sounds,
Please refer to the reference section for each sound
6. The rest of the group would at the same time go through activity B given below
Instructions: The lab session is a step in the overall retention of sounds. It is necessary for participants
to work on their pronunciation on their own to experience the error correction not from a facilitator
but through self learning. Bear in mind that the software is strict and the participants will have
difficulty in correcting themselves.
The color orange is OK. When the users roll over a word they should see more orange and green than
red in the word level feedback. All of the story module need not read out and made green. It is
important to focus the participants on the examples in each module.
109
As a facilitator you support the participants by providing feedback on how to use the software and to
stop them and remind them of the manner of articulation of the sound.
Guideline:
1. Feedback Technique: Walk around the session and help participants in case they are
struggling with the software or the enunciation
2. Participants should not be speaking as they normally do, they need to apply their
knowledge of articulation to get the change of color
3. A module should ideally take not more than 20 minutes.
B. Examples: Group While the other group is on the software
Put up the a set of words on the board
Ask each learner for a question that would be process specific using the process bag of words
The instructor to give the verb and the interrogative pronoun to be used
Repeat this for 5 to six rounds
Examples: Group
The instructor to give examples for different scenarios for example:
I have not received your data update
I cant understand why we are not meeting out milestones
There are errors in the program and it is crashing
The participants are required to probe to elicit enough information to try and provide a solution
The instructor responds as the client or manager would.
At the end of each problem two learners would be selected to do a mock scenario of a client situation.
Highlight then need to ask questions appropriate politely and professional
Instructions: The lab session is aimed at giving the participants time to practise the actual syntax of a
question that most participants get wrong. The common errors are the e.g.
you are martin where the intonation is tries to establish that it is a question
what you did where the verb is missing
It would help for participants to catalogue their own mistakes and be able to recall the same when
they speak.
While half of the batch logs in to the software to perfect their question asking capability they other
half should be going through the activities to practise the sentences.
In most situations where a participant does not understand something they ask questions, this is
to become a habit as it becomes critical in their work scenarios. The key purpose of the activity is
to make participants comfortable asking questions in a group.
110
Learning Objectives:
The participant will be able to understand the key message in a audio
passage
The participant will be able to write answers to closed and open ended
questions on the passage
The participant will be able to speak the answers to closed and open
ended questions on the passage
Key Sections:
Audio Learning File
A. Activity: Listening Comprehension 20 min
B. Activity: Activity: Listening Comprehension for accent familiarization 2
passages for 20 min each
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NeuroLanguage Software
PPT
3. Ask them to practise bearing in mind the articulation technique for each
4. As this session is for syllabic stress and sentence stress it is important to bear in mind the
syllabic stress rules
5. For the rest of the group ask them to take the participant guide and make them practise the
words in groups
o They must practise words from each sound
o They must practise sentences for each sound
o They must practise the paragraphs given
6. Help them with articulation starting with consonant sounds moving on to vowels sounds,
Please refer to the reference section for each sound
Instructions: The lab session is a step in the overall retention of sounds. It is necessary for participants
to work on their pronunciation on their own to experience the error correction not from a facilitator
112
but through self learning. Bear in mind that the software is strict and the participants will have
difficulty in correcting themselves.
The color orange is OK. When the users roll over a word they should see more orange and green than
red in the word level feedback. All of the story module need not read out and made green. It is
important to focus the participants on the examples in each module.
As a facilitator you support the participants by providing feedback on how to use the software and to
stop them and remind them of the manner of articulation of the sound.
Guideline:
1. Feedback Technique: Walk around the session and help participants in case they are
struggling with the software or the enunciation
2. Participants should not be speaking as they normally do, they need to apply their
knowledge of articulation to get the change of color
3. A module should ideally take not more than 20 minutes.
B. Activity: PPT drill of sentence same time as the others
While half the batch is logged in to the software the other half is expected to
practise the sentence for future tense as given in the PPT
Get the students to note down the sentences in case they do not have their
participants guide
First they would need to practise the sentences in groups
Second they would practise the same as a batch
Ask them to start practising past and past perfect sentences
The While half of the batch is practising on the software the remaining batch needs to practice the
sentence for past and past perfect. The key message is practise again however in groups and to
optimise on the time that is given for practise. Here the focus is on the form of speech. Please note
that the participants would not be comfortable with speaking sentences in the past perfect form and
therefore need sufficient opportunity to practise.
Guideline: Feedback is to be given in addition to the normal the extra feedback is to concentrate on
the time reference in each sentence where the preposition and the time reference phrase needs to
be understood.
113
Learning Objectives:
The participant will be able to respond to queries in a role play about
work
The participant will be able to frame comprehensive responses
The participant will be able to understand the context and respond with
facts
The participant will be able to respond under pressure situations
Key Sections:
A. : Group Discussion Topic: Client Mock Scenarios B. Sentence Drills , Past and Past Perfect same time as the rest of the
batch
Flipcharts
Colour Markers
White Board
NeuroLanguage Software
PPT
As the facilitators if a person makes a mistake please ask them to correct themselves on the
spot , if they cant ask another participant to correct it
You will encourage the ideas if the group seems like they are running out of points by
asking difficult questions as the client
Responses to probes must be structured correctly, in case it is not then recall the rules of
question formats
B. Activity: Group Discussion Topic: Client Mock Scenarios demonstration 5-10 min per
group
114
Instructions: At this stage of the training it is expected that participants are conscious of their errors
and are able to monitor themselves. The expected behaviour is a certain confidence in the delivery of
sentences that are prepared. Their rate of speech must be slow and comprehensible.
They must try to speak sentences clearly and loudly to ensure that everyone can understand them.
As this is a role play it is possible they are not comfortable enacting their roles. This is to be
discounted. The direction to be given is to be as natural as possible.
The feedback to be provided is on each parameter that they are now familiar with such as grammar,
pronunciation, intonation, syllabic stress and rate of speech.
Ask the team to correct the errors that they made in real time, if they are not able to correct
themselves as the other participants to correct the sentences.
115
Please expect that participants will not follow the rules established. This is because they are still
learning how to communicate and to maintain conversational etiquette. It is the responsibility of
the moderator to
1. guide the discussion
2. ensure that everyone gets to speak
3. points are made and established
4. other participants are able to rephrase points are more effectively communicated
Guidelines
1. If possible arrange the participants to face each other in a large circle.
2. You must position yourself on the outside of the group.
3. Your feedback is to be restricted to the rules of the discussion and only as a reminder
4. No feedback is to be provided as this session is to encourage fluency without fear of
feedback.
117
Topics
Time
1.10
Daily Assessment
8.45-9.15
1.11
9.15-9.45
1.12
9.45-10.15
Tea
10.15-10.30
1.13
10.30-11.30
1.14
11.30-12.30
Lunch
12.30-13.30
1.15
13.30-14.30
1.16
14.30-15.00
1.17
15.00-15.40
Tea
15.40-15.55
1.18
15.55-16.55
1.19
Group discussion
16.55-17.55
118
Objective
119
Instructions:
Kev Nairs speech initiators are aimed at grammar drills. Please note that these are the most
common groups. As a facilitator you have the freedom to modify the drill with the relevant pronouns
and add verbs that the batch has difficulty with e.g. the key helping verbs
1. To be
2. To have
3. To do
The key message is that when we begin speech we do not necessarily think about the grammar. If we
do then it will break our fluency.
Inform the batches that the best batch will be rewarded for their effort. Reiterate the need to work
every day to make the change in sounds. To keep the session competitive it is necessary to have a
reward system that stretches across this particular activity over the next 4 training days.
Explain that every team will be monitored to be awarded the Master of Pronunciation. The target is
to be able to enunciate the sounds with the least number of errors.
The teams are allowed just 2 mistakes these could be a mispronounced sound or a false start.
The second stage would be on day 8 when the teams would be able to demonstrate the
pronunciation with given words and sentences.
The reward must appropriate to the effort, recommended for a batch would be chocolates.
Guideline:
4. Feedback Technique: Please give feedback for the group after they have finished. Please
use only visual gestures to make changes to articulation during the practice
5. Facilitation Note: remind them through clues do not pronounce the sounds once that is
exhausted then fill in the knowledge gaps.
6. Check the NeuroLanguage Day Wise Module list. Ask the trainees to log in to the software.
Ask them to check if the modules have already been down loaded. If not they should select
all the days modules and set them to download.
120
1.
Instructions: The key message is that the participants need to build on the activity of Day 6 where
they created sentences from the bag of words and to use all the language they have learnt. The main
purpose of the activity is to be able to build comprehensive speech around words that are frequently
used. Each participants of a team needs to be comfortable with the passage to be able to stand up
and speak it. Hence the challenge for the team is team work, and team learning.
You need to explain that when we speak it is usually with a limited set of words which forms our
vocabulary. We need to use our sentence construction skills to create language and speech
Questions to ask:
121
122
Reading Comprehension
passage PPT
of taking notes in every situation. This needs to become a habit as it is critical for all engineers to
document meeting notes and demonstrate a clear understanding of client requirements.
124
NeuroLanguage Software
White Board
3. Ask them to practise bearing in mind the articulation technique for each
4. As this session is for syllabic stress and sentence stress it is important to bear in mind the
syllabic stress rules
5. For the rest of the group ask them to take the participant guide and make them practise the
words in groups
o They must practise words from each sound
o They must practise sentences for each sound
o They must practise the paragraphs given
6. Help them with articulation starting with consonant sounds moving on to vowels sounds,
Please refer to the reference section for each sound
Instructions: The module highlights the most common errors in English with the ability to practise key
sentences and examples. The lab session is a step in the overall retention of sounds. It is necessary for
participants to work on their pronunciation on their own to experience the error correction not from
a facilitator but through self learning. Bear in mind that the software is strict and the participants will
have difficulty in correcting themselves.
The color orange is OK. When the users roll over a word they should see more orange and green than
red in the word level feedback. All of the story module need not read out and made green. It is
important to focus the participants on the examples in each module.
125
As a facilitator you support the participants by providing feedback on how to use the software and to
stop them and remind them of the manner of articulation of the sound.
Guideline:
1. Feedback Technique: Walk around the session and help participants in case they are
struggling with the software or the enunciation
2. Participants should not be speaking as they normally do, they need to apply their
knowledge of articulation to get the change of color
3. A module should ideally take not more than 20 minutes.
1.
2.
3.
4.
5.
6.
7.
8.
Instructions: The exercise is timed for 30 min and the participants are expected to complete all the
exercises. The knowledge check is for their ability to correctly identify and correct sentences under
pressure
It is advisable that the facilitators take the exercise themselves to anticipate the errors and the
queries that arise from the task.
The answers shall be provided to the facilitators who can project them on the board once the
participants are done with the exercises
Feedback Guidelines
1. At the end of each exercise please check with the batch on concept
2. Clarify any concepts that are common to all e.g. tenses, sentence structure etc
126
Learning Objectives:
The participant will be able to understand the meeting skills like
o Agenda Setting
o Interruption
o Agreeing and Disagreeing
Key Sections:
A. Business English: Meetings 20 min
B. Business English: Project Discussions 20 min
C. Business English: Negotiations 20 min
A.
1.
2.
3.
4.
5.
6.
7.
8.
B.
Flipcharts
Colour Markers
White Board
Reading Comprehension
White Board
Instructions: These exercises will help the participants with the verbiage for client meetings on
three distinct areas general meetings, project discussions and negotiations
These are key areas of skill that the participants need in their professional work. These phrases
will help in future sessions as a point of reference.
Guidelines
1. It is expected that the session is monitored
2. This is a self learning activity followed by a group sharing of learning
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Grammar exercises
Instructions: This activity is to be conducted as a proper Quiz. Hence the facilitator needs to create
urgency with the manner of asking questions. Each team must be alert to the sentences being spoken
as it will be spoken only once.
The rate of speech must be sufficiently slow to enable the teams to hear the sentence. As with the
last quiz activity each team will have its own buzzer sound. Each team will use its buzzer sound for
each sentence.
The answers to the sentences should be shared with a clear reason for the correct answer by the
facilitator.
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Learning Objectives:
The participant will be able to format an email
The participant will be able to use the appropriate professional language
The participant will be able to identify the key facts in the senders email
The participant will be able to identify words and phrases in terms of
meaning that should not be used
The participant will be able to identify & frame the subject of the client
email
The participant will be able to describe key client requirements based on
history
The participant will be able to structure and frame a response
Key Sections:
A. Framing a Response 15 min
B. Sample Email: Client email response 25 min
A.
Flipcharts
Colour Markers
White Board
Ask the participants to formulate an appropriate response to the email that was projected
The response should be structured based on
o Acknowledgement of key issue
o Statement of facts to update the client/manager
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o
o
Instructions: As we have now made the participant aware of the basics of email etiquette and
formatting, this session is aimed two key points
1. Ensuring the participants get another opportunity to demonstrate their skill in structuring
and email
2. Ensuring the participants are now gearing themselves to read emails carefully and analyse
them before writing a response. To also develop this skill to become a habit.
Participants are expected to read the email in the manner instructed. Question to ask the
participants are:
1.
2.
3.
4.
5.
6.
The key message is that this process is simple yet need to be used as a habit. Following a
structured approach will guarantee that email you communicate the right impression to the
receiver.
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Learning Objectives:
The participant will be able identify the problem
The participant will be able describe in detail the problem with facts
The participant will be able follow a methodology to solving the problem
The participant will be able to form language to communicate the
process and steps to solve the problem
The participant will be able hold a conversation to answer queries
around the problem
Key Sections:
A. Activity: Topic: Problem Solving & Conversation 60 min
Ask each person to state the problem in their city civic amenities that needs to be addressed
Ask them to create a mind map of the same with a solution
Ask them to create as teams, some language around the same applying all the learning from
the past days of training
Ask each team to explain their solution with the example in front of them in a presentation
10 minutes for each team
Establish the rules of the presentation question and Answer session 5 minutes for each
team
o Anyone who wishes to speak must raise their hand and say,
I have a point to make on this topic
I would like to say something
May I say something
o They must start by acknowledging the last speaker
I understand that
What I have understood is that
I can see that
I appreciate that
It is great that
o There teams presenting will invite questions
Does anyone else have any questions?
Please one question at a time, thank you
Yes, do you have a question?
Instructions: The session for is to be run in presentation where questions are asked at the end of the
presentation. The teams are expected to take questions from the participants
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A. Activity: Group Discussion Topic: Communication Skill Strengths and weaknesses improved
in training
Establish the rules of the discussion
o Anyone who wishes to speak must raise their hand and say,
I have a point to make on this topic
I would like to say something
May I say something
o They must start by acknowledging the last speaker
I understand that
What I have understood is that
I can see that
I appreciate that
It is great that
o There can be no interruptions
o Each person is expected to express his view about good communication skills at
work / outside work
Good grammar helps us communicate..
It is important to be
Pronunciation is important .
I think at work
We can expect
As the moderator you will not give any feedback on language at all
You will encourage the discussion by ensuring that people come forward and speak
Instructions: The session for group discussion is really to build a relationship of trust with the
participants. It ensures that they feel free and that they can express their views without being
corrected.
It takes time for them to understand and accept that they will not be corrected. To gain this
acceptance it is the facilitators responsibility to create an atmosphere conducive to speak
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openly. Here the emphasis is on thoughts and process. There is also the emphasis on the
language we use while interacting in terms of politeness and conversation etiquette.
Please expect that participants will not follow the rules established. This is because they are still
learning how to communicate and to maintain conversational etiquette. It is the responsibility of
the moderator to
1. guide the discussion
2. ensure that everyone gets to speak
3. points are made and established
4. other participants are able to rephrase points are more effectively communicated
Guidelines
1. If possible arrange the participants to face each other in a large circle.
2. You must position yourself on the outside of the group.
3. Your feedback is to be restricted to the rules of the discussion and only as a reminder
4. No feedback is to be provided as this session is to encourage fluency without fear of
feedback.
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Topics
Time
1.10
Post Assessment
8.45-10.15
Tea
Objective
10.15-10.30
1.11
10.30-11.00
1.12
11.00-11.45
1.13
11.45-12.30
Lunch
12.30-13.30
1.14
13.30-14.30
1.15
14.30-15.30
Tea
15.30-15.45
1.16
15.45-16.45
1.17
16.45-17.45
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Learning Objectives:
The participant will be able to assess his assess his areas of strengths and
weaknesses with language
The participant will be able to assess his improvement in numerical terms
Key Sections:
A. Post Assessment - 40
o Modules: Ascentify Language Post Assessment 2012
Login to Neurolanguage
Practise Player
Download Post Assessment
module
Post Assessment
A. Take the Post Assessment Test 40 min
a. Login the batch to the software
b. Help trouble shoot any problems
c. Ask them to download the Post Assessment : Ascentify Language Post Assessment
2012 and take the test
d. The assessment has 4 sections to complete
e. After the last assessment the user must wait for the uploading of scores and the
message confirming the same.
Inform them of the scores that are recorded on the central server and the reports that will be
generating to show the final score and the improvement.
Instructions:
The Post assessment is important to measure the needle movement in their improvement. There are
4 sections in the assessment and all 4 need to be completed.
All modules that need to be covered in training appear in a folder WiproCorp. In this folder are day
wise folders. The participants are expected to take each module in the folders as part of their daily
practice. The post assessment is in folder Day 8.
Please make participants aware that the post assessment is an important toll gate in their training
and hence must be taken with care.
Guideline:
1. Check the lab in the morning with the local IT spoc
2. Download the assessment module in advance. It will take at least 15-20 min to download the
module
3. Get batch to check the headsets, software login in the morning all together.
4. Accommodate for 40 min for the assessment
5. As the ratio of participant to computer is 2:1 you will need to coordinate ask the remaining
participants to sit outside.
6. For this assessment you will be the invigilator
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7. The assessment questions are not to be discussed in the session after the test
8. All 4 sections of the assessment are to be completed. Each comes one after the other. Ask
the participants to be patient through the process.
9. Ensure that the IT spoc is present to assist during the assessment.
10. Ensure that the participants have practised on the software before taking the assessment;
else the results will not accurately reflect their skill level.
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Instructions:
Kev Nairs speech initiators are aimed at grammar drills. Please note that these are the most
common groups. As a facilitator you have the freedom to modify the drill with the relevant pronouns
and add verbs that the batch has difficulty with e.g. the key helping verbs
1. To be
2. To have
3. To do
The key message is that when we begin speech we do not necessarily think about the grammar. If we
do then it will break our fluency.
Inform the batches that the best batch will be rewarded for their effort. Reiterate the need to work
every day to make the change in sounds. To keep the session competitive it is necessary to have a
reward system that stretches across this particular activity over the next 4 training days.
Explain that every team will be monitored to be awarded the Master of Pronunciation. The target is
to be able to enunciate the sounds with the least number of errors.
The teams are allowed just 2 mistakes these could be a mispronounced sound or a false start.
The second stage would be on day 8 when the teams would be able to demonstrate the
pronunciation with given words and sentences.
The reward must appropriate to the effort, recommended for a batch would be chocolates.
Guideline:
1. Feedback Technique: Please give feedback for the group after they have finished. Please
use only visual gestures to make changes to articulation during the practice
2. Facilitation Note: remind them through clues do not pronounce the sounds once that is
exhausted then fill in the knowledge gaps.
3. Check the NeuroLanguage Day Wise Module list. Ask the trainees to log in to the software.
Ask them to check if the modules have already been down loaded. If not they should select
all the days modules and set them to download.
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Learning Objectives:
The participant will be able to apply the concept of sentence structure
The participant will be able to apply grammatical cohesion in passages
The participant will be able to speak the passage that has been written
Key Sections:
A. Activity : Paragraph writing 30 min
A.
Flipcharts
Colour Markers
White Board
Instructions: The key message is that the participants need to build on the activity of Day 6 where
they created sentences from the bag of words. The main purpose of the activity is to be able to build
comprehensive speech around words that are frequently used. Each participants of a team needs to
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be comfortable with the passage to be able to stand up and speak it. Hence the challenge for the
team is team work, and team learning.
You need to explain that when we speak it is usually with a limited set of words which forms our
vocabulary. We need to use our sentence construction skills to create language and speech
Questions to ask:
1. What was the key message in the passage?
2. What was the challenge to be able to speak the passage?
3. Was the team able to come up with a passage which was cohesive and logical?
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Reading Comprehension
passage PPT
142
White Board
Instructions: The key message is that the participants need to build their reading ability with the
focus on the key message in the passage. However, as this session is focused on paraphrasing they
need to use other skills to achieve the result. They need to be able to understand the key messages,
record facts and to construct sentences that will explain to a third party their understanding of the
same. The facilitator needs to highlight that paraphrasing it NOT just repeating what the client has
said.
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Guidelines:
1. Participants must be given feedback on the number of sentences they have used to
paraphrase
2. They are expected to use more vocabulary to be precise in their paraphrasing
3. The structure of the paraphrasing needs to be highlighted
4. The remaining teams need to confirm understanding of the paraphrased paragraphs
5. They should be allowed to ask questions and the speaker must be able to answer the
questions to demonstrate clear understanding of the passage
6. Grammar and pronunciation errors need to be corrected however only by clues
7. The facilitator must refrain from giving the corrected response
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Learning Objectives:
The participant will be able to understand the key message in a audio
passage
The participant will be able to write answers to closed and open ended
questions on the passage
The participant will be able to speak the answers to closed and open
ended questions on the passage
Key Sections:
Audio Learning File
A. Activity: Listening Comprehension on Gangnam Style 20 min
B. Activity: Activity: Listening Comprehension for accent familiarization on the
Golden Globe Awards and Formula 1 Racing 20 min each
A.
B.
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Learning Objectives:
The participant will be able to format an email
The participant will be able to use the appropriate professional language
The participant will be able to identify the key facts in the senders email
The participant will be able to identify words and phrases in terms of
meaning that should not be used
The participant will be able to identify & frame the subject of the client
email
The participant will be able to describe key client requirements based on
history
The participant will be able to structure and frame a response
Key Sections:
A. Framing a Response 20 min
B. Sample Email: Client email response 40 min
A.
Flipcharts
Colour Markers
White Board
Ask the participants to formulate an appropriate response to the email that was projected
The response should be structured based on
o Acknowledgement of key issue
o Statement of facts to update the client/manager
o Appropriate apology statement
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Action plan to ensure that the key issue is address for the present and the future
Instructions: As we have now made the participant aware of the basics of email etiquette and
formatting, this session is aimed two key points
1. Ensuring the participants get another opportunity to demonstrate their skill in structuring
and email
2. Ensuring the participants prepare themselves to read emails carefully and analyse them
before writing a response. To also develop this skill to become a habit.
Participants are expected to read the email in the manner instructed. Question to ask the
participants are:
1.
2.
3.
4.
5.
6.
The key message is that this process is simple yet need to be used as a habit. Following a
structured approach will guarantee that email you communicate the right impression to the
receiver.
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NeuroLanguage Software
3. Ask them to practise bearing in mind the articulation technique for each
4. As this session is for syllabic stress and sentence stress it is important to bear in mind the
syllabic stress rules
5. For the rest of the group ask them to take the participant guide and make them practise the
words in groups
o They must practise words from each sound
o They must practise sentences for each sound
o They must practise the paragraphs given
6. Help them with articulation starting with consonant sounds moving on to vowels sounds,
Please refer to the reference section for each sound
Instructions: The module highlights the most common errors in English with the ability to practise key
sentences and examples. The lab session is a step in the overall retention of sounds. It is necessary for
participants to work on their pronunciation on their own to experience the error correction not from
a facilitator but through self learning. Bear in mind that the software is strict and the participants will
have difficulty in correcting themselves.
The color orange is OK. When the users roll over a word they should see more orange and green than
red in the word level feedback. All of the story module need not read out and made green. It is
important to focus the participants on the examples in each module.
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As a facilitator you support the participants by providing feedback on how to use the software and to
stop them and remind them of the manner of articulation of the sound.
Guideline:
1. Feedback Technique: Walk around the session and help participants in case they are
struggling with the software or the enunciation
2. Participants should not be speaking as they normally do, they need to apply their
knowledge of articulation to get the change of color
3. A module should ideally take not more than 20 minutes.
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