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Communicative English Module 1
Communicative English Module 1
● The word ‘communication’ has been derived from the Latin words:
“communis” (means common) and “communicare” (to share)
Intrapersonal communication can be defined as communication with one's self, and that may include self-
talk, acts of imagination and visualisation, and even recall and memory.
Non-verbal communication involves the use of visual or non-verbal cues such as facial expressions, eye or
body movements, gestures, and many more without speaking.
3) Written and Oral Communication:
Oral Communication- Exchange of ideas, information and message through spoken words is Oral
Communication.
Written Communication- Interchange of message, opinions and information in written or printed form is
Written Communication.
Formal communication- Formal communication is one that passes through predefined channels of
communication throughout the organization.
Informal communication- On the contrary, Informal communication refers to the form of communication
which flows in every direction, i.e. it moves freely in the organization.
Barriers to Communication
1. Perceptual Barriers: The problem with communicating with others is that we all see the world
differently.
2. Gender Barriers: Gender barriers to communication can incite problems at home and in the workplace.
Societal stereotypes, assumed gender roles, and interpersonal differences can contribute to a
communication gap between the sexes.
3. Language Barriers: Our language may present barriers to others who are not familiar with our
expressions, buzz-words and jargon.
4. Cultural Barriers: the difference in upbringing and culture adds to lack of proper understanding
5. Physical Barriers: Closed office doors, barrier screens, and separate areas for people of different status
6. Psychological/ Emotional Barriers: comprised mainly of fear, mistrust and suspicion.As a result, many
people hold back from communicating their thoughts and feelings to others.
7. Physiological Barriers: related to the limitations of human body (eyesight, ear impediments, lisps and
stammers) and human mind (memory and attention)
Communicative English
Communicative English is an approach to language teaching in which a student learns from real life
interaction, which can help to reinforce the value of their studies.Knowing how to speak fluently, one on
one, with another English speaker is vitally important for various reasons! But, you need to have the
necessary communication skills in order to reach this level. When it comes to communicative English, there
are many different techniques that can help to give you the edge over other learners and native speakers in
your conversations; ensuring a great first impression every time
As decolonisation proceeded throughout the British Empire in the 1950s and 1960s, former colonies often did
not reject English but rather continued to use it as independent countries setting their own language policies.For
example, the view of the English language among many Indians has gone from associating it with colonialism to
associating it with economic progress, and English continues to be an official language of India.
English is also widely used in media and literature, and the number of English language books published
annually in India is the third largest in the world after the US and UK.However English is rarely spoken as a first
language, numbering only around a couple hundred-thousand people, and less than 5% of the population speak
fluent English in India. Combining native and non-native speakers, India now has more people who speak or
understand English than any other country in the world.
Global English
Modern English, sometimes described as the first global lingua franca (common language for
communication) , is also regarded as the first world language English is the world's most widely used language
in newspaper publishing, book publishing, international telecommunications, scientific publishing,
international trade, mass entertainment, and diplomacy.
English is, by international treaty, the basis for the required controlled natural languages, used as
international languages of seafaring and aviation.
By the time of the foundation of the United Nations at the end of World War II, English had become pre-
eminent and is now the main worldwide language of diplomacy and international relations.Although in most
countries English is not an official language, it is currently the language most often taught as a
foreign language
A working knowledge of English has become a requirement in a number of occupations and professions such
as medicine and computing. English has become so important in scientific publishing. The increased use of the
English language globally has had an effect on other languages, leading to some English words being
assimilated into the vocabularies of other languages.
Three Circles of English Speaking Countries
Braj Kachru (Indian linguist) distinguishes countries where English is spoken with a three circles model. In his
model,
● "inner circle" countries have large communities of native speakers of English, include Britain, the
United States, Australia, Canada, Ireland, and New Zealand. English here is ENL (native language) or
EMT (mother tongue).
● "outer circle" countries have small communities of native speakers of English but widespread use of
English as a second language in education or broadcasting or for local official purposes, Philippines,
Jamaica,India, Pakistan, Singapore, Malaysia and Nigeria with a much smaller proportion of native
speakers of English but much use of English as a second language for education, government, or
domestic business, and its routine use for school instruction and official interactions with the
government. This is now a much larger circle than the inner circle. English here is ESL (Second
language)
● "expanding circle" countries are countries where many people learn English as a foreign
language.Poland, China, Brazil, Germany, Japan, Indonesia, Egypt etc. English here is EFL (forgein
language).
What is Standard English?
Standard English (S.E.) refers to whatever form of the English language is accepted as a national norm in an
Anglophone country. It encompasses grammar, vocabulary, and spelling. There is no official or central
regulating body defining S.E and Standard English is recognized as not being a class or regional dialect. It is
an educated form of English used for official purposes such as administration, education and information.
In the British Isles, particularly in England and Wales, S.E. is often associated with: the "Received
Pronunciation" accent (there are several variants of the accent) and UKSE (United Kingdom Standard
English), which refers to grammar and vocabulary.
In the United States it is generally associated with the "General American" accent.
In Australia with General Australian. In India, the standard English variety is called Indian English (IE).
We distinguish the British standard (R.P) and the American standard or (G.A). There are differences between
these two standards mainly in the field of lexis (vocabulary) and to a limited extent also in grammar and
spelling.
Pronunciation
"Pronunciation" refers to the way in which we make the sound of words.
To pronounce words, we push air from our lungs up through our throat and vocal chords, through our mouth,
past our tongue and out between our teeth and lips. (Sometimes air also travels through our nose.) To change
the sound that we are making, we mainly use the muscles of our mouth, tongue and lips to control the shape
of our mouth and the flow of air. If we can control the shape of our mouth and the flow of air correctly, then
our pronunciation is clearer and other people understand us more easily.
Speakers of different languages tend to develop different muscles of the mouth for pronunciation. When we
speak a foreign language, our muscles may not be well developed for that language, and we will find
pronunciation more difficult. By practising the foreign language pronunciation, our muscles develop and
pronunciation improves.
As well as creating correct vowel and consonant sounds using the muscles of our mouth, tongue and lips,
there are other important aspects of pronunciation, including:
The introduction of the term Received Pronunciation is usually credited to the British phonetician Daniel
Jones (English Pronouncing Dictionary, 1917 )
RP or any other accent variation of a language becomes part of the Standard English variety when it is
supported institutions such as
➢ government recognition or designation
➢ formal presentation in schooling as the "correct" form of a language
➢ informal monitoring and policing of everyday usage
➢ published grammars, dictionaries, and textbooks that set forth a normative spoken and written form
➢ an extensive formal literature that employs that variety (prose, poetry, non-fiction, etc.).
There are also nonstandard accents of languages that also has a complete grammar and vocabulary, but is
usually not the beneficiary of institutional support.
Few examples of a nonstandard English are : Southern American English, Western Australian English,
New York English, New England English, Mid-Atlantic American or Philadelphia / Baltimore English,
Scouse, Brummie, Cockney, and Tyke.
Inconsistencies in the English Alphabet
Spelling, or orthography, does not consistently represent the sounds of language • Some problems with
ordinary spelling: –
1. The same sound may be represented by many letters or combination of letters:
he people key believe seize machine Caesar seas see amoeba
2. The same letter may represent a variety of sounds:
father village badly made many
3. A combination of letters may represent a single sound
shoot character either physics rough coat deal
4. A single letter may represent a combination of sounds
xerox
In 1888 the International Phonetic Alphabet (IPA) was invented in order to have a system in which there was
a one to-one correspondence between each sound in language and each phonetic symbol
International Phonetic Association in the late 19th century standardized a representation of the sounds of
spoken language.
The IPA is designed to represent only those qualities of speech that are part of oral language which cannot be
discerned easily by a non native speaker. Someone who knows the IPA knows how to pronounce any word in
any language.The symbols are based largely on the Roman alphabet.
The English language uses 44 symbols (or phonemes) from the IPA (12 pure vowels, 8 diphthongs and 24
consonants) to represent all the sounds produced in the english language in place of the 26 symbols ( 5 vowels
and 21 consonants) in the English Alphabet. This system of 44 phonetic alphabets is called the English
Phonetic Alphabet.
Pure Vowels
Or
Monophthongs
Diphthongs
Consonants
English IPA Chart
Sample Phonetic Transcriptions
Read the following
1. Option
Option /ˈɒpʃ(ə)n/ 9. Ultimate /ʌltɪmət/
2. Apple
Apple /ˈæp(ə)l/ 10. Deviation /diːviˈeɪʃ(ə)n/
3.
3. Watch
Watch /wɒtʃ/ 11. Yesterday /ˈjestə(r)deɪ/
4.
4. Metropolitan
Metropolitan /metrəˈpɒlɪt(ə)n/ 12. Toy /tɔɪ/
5.
5. Mango
Mango /ˈmæŋɡəʊ/ 13. Shoebox /ˈʃuːˌbɒks/
6.
6. Strength
Strength /streŋθ/ 14. Juice /dʒuːs/
7. Ring
7. Ring /rɪŋ/ 15. Beautiful /ˈbjuːtəf(ə)l/
8. Measurement
8. Measurement /ˈmeʒə(r)mənt/ 16. Realization /rɪəlaɪˈzeɪʃ(ə)n/
17. Also /ˈɔːlsəʊ/ 25. Between /bɪˈtwiːn/
18. Business /ˈbɪznəs/ 26. Wonderful /ˈwʌndə(r)f(ə)l/
19. About /əˈbaʊt/ 27. Once /wʌns/
20. Different /ˈdɪfrənt/ 28. Revolution /revəˈluːʃ(ə)n/
21. Communication /kəmjuːnɪˈkeɪʃ(ə)n/ /səkˈses/
29. Success
22. Their /ðeə(r)/ /ˈfəʊtəɡrɑːf/
30. Photograph
23. Writing /ˈraɪtɪŋ/ /kənˈdɪʃ(ə)n/
31. Condition
/ˈfɔː(r)wə(r)d/ /juːˈtens(ə)l/
24. Forward 32. Utensil
Identify the words from their Phonetic Script
1. /ˈtaɪə(r)/ 11. /beə(r)/ 21. /kætʃ/
2. /teə(r)/ 12. /ˈdʒʌɡ(ə)l/ 22. /prɪˈpeə(r)/
3. /tɪə(r)/ 13. /ˈɔː(r)ɡənaɪz/ 23. /ˈveɪkənsi/
4. /ˈdʒʌstɪs/ 14. /ˈbʌb(ə)l/ 24. /ʌndə(r)ˈstænd/
5. /bluː/ 15. /əˈbʌv/ 25. /bɔː(r)n/
6. /ˈberi/ 16. /ˈwʌndə(r)/ 26. /rɪəˈlɪstɪk/
7. /bɜː(r)st/ 17. /rɪst/ 27. /ˈtelɪfəʊn/
8. /buːst/ 18. /ˈθʌndə(r)/ 28. /jel/
9. /biːst/ 19. /ˈðeə(r)fɔː(r)/ 29. /jæm/
10. /bɪə(r)d/ 20. /haʊˈevə(r)/ 30. /ˈpærəʃuːt/
Answers
It. Sounds. Like. This. Or it. Sounds like. This it. Is. Of Course. Not
very clear.
(Correctly spoken, that would be, "It sounds like this. Or, it sounds like this. It is, of
course, not very clear.")
The second mistake is pausing too little. If you speak too quickly, it means you are not
thinking about the listener. It's very hard to understand when people speak like that.
Not pausing enough so you keep speaking and sounding as if you
are going to continue and you never stop is not easy to understand
and the sentence gets harder and harder to understand like this
one.
(Correctly spoken, that might be, "Not pausing enough—if you keep speaking as if you
are going to continue—is not easy to understand. The sentence gets harder and harder
to understand, like this one.")
Question: Try reading it out loud. Where would you pause?
/ There was a small, square table/ bolted to the floor / and two metal
chairs, / one on either side. //
The first chunk is a little longer, and the next three are relatively short. This makes a
pleasing rhythm. Also there was no pause after every comma. In fact, commas do not
always mean you have to pause, and conversely, when you read aloud you will need to
pause even in places where there is no comma. So limit your speaking to short chunks
and use suitable pauses to increase clarity of speech.
Word Stress, Connected
Speech, Intonation
Syllable
A syllable is a unit of organization for a sequence of speech sounds. They are often considered the
phonological "building blocks" of words.
Syllables are one of the smallest convenient unit of speech. In other words it is a single unit of speech,
either a whole word or one of the parts into which a word can be separated, usually containing a vowel.
Examples
● I - /ai/ - V (Only a vowel)
● oh! - /əʊ/ - V (Only a vowel)
● all - /ɔːl/ - VC (Vowel and Consonant)
● bee - /bi:/ - CV (Consonant and Vowel)
● go - /ɡəʊ/ - CV (Consonant and Vowel)
● cat - / kæt/ - CVC (Consonant+Vowel+Consonant)
● room- /ru:m/ - CVC
● seat- /si:t/ - CVC
Identify the Syllable structure for the following:
c ➔ CCVCVCV
➔ CVCVCCV
➔ CVCVCV
➔ CVCCVCV
➔ CVCCCVC
➔ CCVCVCCVCC
➔ CVCCVCC
➔ CVCCVCVCC
➔ CVCVCVCV
Identify the number of syllables for the following
and workout the syllabic structure:
➔ 1 CVCC
➔ 2 CVCVCCC
➔ 2 CVCCV
➔ 3 VCCVCVC
Structure of CVC
A syllable CVC has three parts: onset, nucleus, and coda.
The onset and the coda are consonants or consonant clusters (a group of consonants), that
appear at the beginning and the end of a (single) syllable respectively.
The nucleus forms the core of the syllable; it is either a pure vowel, or a combination of vowel
sounds (diphthong).
A syllable does not necessarily need to have an onset or a coda - depending on the structure -
but a nucleus is always present.
Example:
1. In the monosyllabic word bet, the phoneme /b/ is onset, /e/ is nucleus, and /t/ is coda.
2. In the monosyllabic word sudden, /s/ is onset, /ʌ/ is nucleus and /dn/ is the coda cluster.
3. In the monosyllabic word stir, /st/ is onset cluster, /3:/ is nucleus and the coda is absent.
4. In the monosyllabic word oh, /əʊ/ is the nucleus but both onset and coda are absent.
Word Stress
In spoken English, not all words are pronounced with equal force. Depending on the context and
importance, some words are given more importance than others in speech. This feature of speech
superimposed on words for effective communication are called suprasegmental features of prosodic
features.
They include :
1. Stress
2. Intonation
3. Tone
4. Length
When words are pronounced a kind of force or strength may given to a part of a word. This special
attention or force given to a part of a word is called Word Stress. In other words Word stress, also
known as Word Accent is the emphasis we place in a specific syllable of a word when pronouncing it.
When we stress on part of a word we speak that part,
• Louder
• Longer
• At a higher pitch
How do you speak these words?
This means that one part of a certain word is said louder and longer than other parts of the same word.
In one words, we accentuate ONE syllable.
The syllable which is pronounced with greater force is called the stressed syllable. It is also known
as the accented syllable.
1. Because /bɪ’kɒz/
2. Beware /bɪ’weə(r)/
3. Fellow /’feləʊ/
4. Manager /’mænɪdʒə(r)/
5. Carpenter /’kɑː(r)pɪntə(r)/
6. Doctor /’dɒktə(r)/
7. Keyboard /’kiːˌbɔː(r)d/
8. Honest /’ɒnɪst/
9. Market /’mɑː(r)kɪt/
10. Highway /’haɪweɪ/
Rules of Stress
For English native speakers stress is completely natural. As a student of English as a second language it
should be learned through constant practice by learning the rules.
Examples :
Nouns : SAMples PRESent PASSport CHIna TAble
Adjectives : SLENder CLEVer HAPpy LONely RAIny
Examples:
Verbs : re-LAX re-CEIVE di-RECT deCIDE beGIN
Prepositions : aMONG beHIND aRound wiTHIN uPON
3) Stress shift according to function.
There are some disyllabic words in English which are stressed on the first syllable when they are
nouns or adjectives. But the accent is shifted to the second syllable when these are verbs.
Examples:
● subject
Noun: SUBject “What subjects do you study?”
Verb: subJECT “She was subjected to harsh criticism.”
● project
Noun: PROject “They’re working on a project.”
Verb: proJECT “He projects himself well.”
● refuse
Noun: REfuse “The refuse collectors are on strike.”
Verb: reFUSE “He refused permission.”
● object
Noun: OBject “He treats her like an object.”
Verb: obJECT “She objected to the proposals.”
● increase
Noun: INcrease “There’s been an increase in the number of students.”
Verb: inCREASE “Numbers are increasing.”
● import
Noun: IMport “This is a cheap import.”
Verb: imPORT “They import their oil from the UK.”
● discount
Noun: DIScount “Is there a discount on this?”
Verb: disCOUNT “They discounted the theories.”
● permit
Noun: PERmit “Do you need a permit to fish here?”
Verb: perMIT “They won’t permit her to leave the country.”
● update
Noun: UPdate “We’ve got some updates for you.”
Verb: upDATE “We’re updating our files.”
● conduct
Noun: CONduct “The conduct of the student was unacceptable.”
Verb: conDUCT “They’re conducting an enquiry.”
4) Compound Words
d. Compound words with -ever, -self, -selves are stressed at the second part:
howEVER whatEVER herSELF themSELVES
Connected Speech
Connected speech is spoken language in a continuous sequence, as in normal conversation. It
is also called connected discourse. There is often a significant difference between the way
words are pronounced in isolation and the way they are pronounced in the context of
connected speech. In connected speech, words or syllables are clipped, phrases are run
together, and words are stressed differently than they would be in writing.
Linking /r/
Some native English speakers who don’t pronounce the final ‘r’ will add it when the next word begins
with a vowel.
• Four eggs - /fɒ:regz/
• Your eyes - /jɒ:raɪz/
• For ever - /fɒ:revə/
3. Weak Forms
In the spoken English language, where stress and rhythm patterns play a major role in effective
communication, the vowel quality of certain words get reduced, ie the vowel sounds in these words turn weak
or get swallowed in connected speech in contrast to their strong form spoken in isolation.
The word classes that regularly undergo this change from strong to weak forms in connected speech are
● Articles
● Auxiliary Verbs
● Prepositions
● Conjunctions
● Pronouns
Intonation
Intonation is the variation in spoken pitch used for a range of functions such as
● indicating the attitudes and emotions of the speaker(surprise, anger, sadness etc)
● signalling the difference between statements and questions, and between different types of questions.
● focusing attention on important elements of the spoken message.
● helping to regulate conversational interaction.
● Rising Intonation means the pitch of the voice rises over time.
Falling intonation is the most common intonation pattern in English. It is commonly found in statements,
commands, wh-questions (information questions), confirmatory question tags and exclamations.
● Statements ● Commands
● Exclamations
○ How nice of ↘ you!
○ That's just what I ↘need!
○ You don't ↘ say!
○ What a beautiful ↘ voice!
○ That's a ↘surprise!
Rising intonation invites the speaker to continue talking. It is normally used with yes/no questions, and question
tags that are real questions.
We sometimes use a combination of rising and falling intonation in the same sentence.
The combination is called Rise-Fall or Fall-Rise intonation.
Rise-Fall Intonation (➚➘)
(The intonation rises and then falls.)
We use rise-fall or Peaking intonation for choices, lists, unfinished thoughts and conditional sentences.
○ Do you like my new handbag? Well the ➚leather is ➘nice... ( but I don't like it.)
○ What was the meal like? Hmm, the ➚fish was ➘good... (but the rest wasn't great).
○ So you both live in Los Angeles? Well ➚Alex ➘does ... (but I don't).
● Conditional sentences
(The tone rises in the first clause and falls gradually in the second clause.)
The main function of fall-rise or Dipping intonation is to show that the speaker is not certain of the answer they are
giving to a question, or is reluctant to reply (as opposed to a falling tone used when there is no hesitation). It is also
used in polite requests or suggestions.
● Hesitation/reluctance:
○ So you'd be willing to confirm that? ...Well ... I ➘sup➚pose so ...
○ You didn't see him on Monday? I don't quite ➘re➚member …
● Politeness-Doubt-Uncertainty: (You are not sure what the answer might be.)
- Imaginary people
- Imaginary situation
- Error correction
- Self- correction
- Peer- correction
- “Where is the canteen?”
- Making Suggestions
- Appreciate or Complement
- Could I borrow your laptop? We can use certain modal verbs, especially the past
- Could you repeat that, please? forms of the modal verbs can, may, shall and will (could,
- I think you might be mistaken. might, should and would), to be more polite or less direct.
- Could you send me the picture? We can also use other modal expressions (certainly,
possibility, be likely to, be supposed to be). We often do
- It would be great if you could do this today.
this when we ask for something or ask someone to do
- I would like another text. something.
- It would be great if you could do this today. (Source:cambridge.org)
- I’m afraid not.
Politeness is about keeping good relations with your listener or reader. There are two types of politeness
1. – showing the listener or reader that you value and respect them.
2. – changing or softening what you say so as not to be too direct or forceful.
Modals (also called modal verbs or modal auxiliaries) in English are : can, could,
may, might, will, shall, would, should, must.
Can to request permission Can I open the window?
Can to express ability I can climb trees.
May to express possibility I may be home late.
May to request permission May I sit down, please?
Must to express obligation I must go now.
Must to express strong belief She must be over 90 years old.
Should to give advice You should stop smoking.
Would to request or offer Would you like a cup of tea?
Would in if-sentences If I were you, I would say sorry.
(Source: esl.fis.edu)
I’m fine - This expression is common in the sense of “I can do it myself” (when a colleague asks you “do
you need any help?, you say, “No, I’m fine”)
I’m afraid - The colloquial form of “I’m afraid” means I admit with regret, and is used to express polite or
formal apology or regret. (I’m afraid I don’t understand).
With pleasure - It means gladly and is used in conversational English to express polite agreement or
acceptance. ("Would you deliver a message for me?" "Yes, with pleasure.")
My pleasure - This expression is used as a polite reply to receiving thanks. It is similar but more polite
than You are welcome. ("Thanks for your help." "(It was) My pleasure.")
- You stand as good as anyone
- Give it a try
- Keep going
Situations for practice
Making Suggestions means expressing your opinion about what should be done. We
often make suggestions and give advice in our day-to-day interactions.
Here the simple form of a verb follows both would rather and
than.
Here the verb is same, therefor the verb is not usually repeat
Examples: after than
Just like “would rather,” we can use “would prefer” to talk about specific preferences.
(Source: Voanews)
ROLE PLAY- Exercises
-Using language in different situations for desired effect.
EXERCISE 1.
Fill in the following conversation with suitable phrases from the options.
_____________ you were in my class right? _________ this is very last minute but,
___________ I borrow the notes you made last year? I have this strong feeling that if I work
hard enough, I __________ just crack this exam. I think I had taken the subject too lightly
last time but I am ____________ more serious this time over. Then again, there is a
possibility that I __________ need more than self preparation, and with the help of your
notes, I ____________ definitely be able to structure my studies better. I’ll be really grateful
for your help and it will be _____________to help you out with my notes on any other
subject you require.
( I’m fine, may , excuse me, thank you , could, would, might, my pleasure, rather,
certainly ,unexpectedly, should, can, will, must, shall, with pleasure, I’m afraid )
EXERCISE 2.
Fill in the following conversation with suitable phrases from the options.
Good Evening! It has been a while since I’ve looked at those notes. They ___________ be here
somewhere. I ____________ share my notes to you if I ________ find them. I am sure you are
_____________ with your preparations. I hope my notes are understandable as _____________ I
have quite a way with my acronyms and symbols when I write. You____________ compare my
notes with maybe one or two others as well, as I _____________ and probably ____________
have made mistakes of my own. I _________________ on your mode of repayment for my
notes. Though ___________ with seeking your help in the time of need, I ______________ if
you ___________ consider spending some time together. If you _______________study than
catch up I _____________ understand but if not, you _____________ consider this as my
invitation to coffee.
( would, should, could, might, I’m afraid, I’m fine, would rather, absolutely, may, can, shall, must, I would prefer,
right on track, a good effort, beg to differ, couldn’t agree with you more )
EXERCISE 3.
Fill in the following conversation with suitable phrases from the options.
Hey there! Sorry I got a call. I ___________________ . I _________have forgotten to have fun
because of all this pressure. How silly of me to offer my notes in return when I __________
have easily offered just about anything to show my appreciation. _____________________ !
We _____________ go for coffee and ________________ catch up. ______________ we have to
keep it on a weekday though, as _______________be engrossed in my work during the
weekend. I have to ______________ at it until I feel ready for the exams. So let me know of
a day you _____________. Once again_______________ for agreeing to help me out.
(would, could, should, must, might, can, may, I’m afraid, I would rather, thank you, my pleasure, with
pleasure, You’re absolutely right, would prefer, should prefer, couldn’t agree with you more, keep going,
exactly, certainly,)
EXERCISE 4.
Fill in the following conversation with suitable phrases from the options.
Haha! ___________________________. Don’t worry so much. With your effort and our
combined notes ______________________. Just keep at it and don’t lose heart. I know it
__________be stressful at times, but I suggest take breaks once in a while. I do yoga
sometimes and maybe you ___________ give it a try. Whatever happens stay strong and
just ______________. I’m _______________________ your fears in no time and when we meet
next week I _________ give you a few tips and tricks and help you understand my notes
better. I’ll confirm the date and time tonight as ________________ I have some urgent work
to attend to right now and _________________ we continue after work hours. So until we
meet,____________________ . Ciao!
(I’m sure you are right on track, I agree with you, I completely disagree, you stand as good as anyone,
could, can, should, might, must, keep going, sure you would overcome, I’m afraid, I would rather, keep
up the good work, I couldn’t agree more )