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SATHYABAMA UNIVERSITY

FACULTY OF SCIENCE AND HUMANITIES

DEPARTMENT OF ENGLISH

SYLLABUS PLAN & STUDY MATERIALS - B.Com (2015–16)

FUNCTIONAL ENGLISH- SHSX7002

UNIT 1

CONTENTS

UNIT ACTIVITY TOPIC PAGE NO

I

Speaking Oral Communication- Role Play 2-12

Reading

Comprehension Passages 13-18

Contextual Guessing 19-20

Writing

E-mail Messages 21-29

Text Messaging 30-31

Grammar Preposition & Prepositional Phrases 32-35

Vocabulary Phrasal Verbs 36-38

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UNIT 1

ORAL COMMUNICATION: ROLE PLAY

Task 1

Do a play based on the prompts given by your teacher

1. Problem solving role play - the situation: No money to pay the bill as the credit card fails to

work at a restaurant.

You Rama, went out to eat with your friend. While paying the bill the credit card does not work

and none of you have enough money to pay the bill. One of your friends Rajan, says that he can

go and get money from home. Hotel manager wants at least one of you to stay in the hotel till

the bill is paid.

Rama: what is the problem

Rajan: What is the problem?

Manager: What is the problem?

Solution

for Rama

For Rajan

Manager

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Task 2

Role play:

Can you come to my party?

Each student needs a pen and a piece of paper. Ask them to write down all the seven

weekdays.

Tell them that each student will throw a party and has to invite as many class mates as

possible. But before the activity starts each student has to choose:

- the day of the party

- another day where he/she must go to bed early and cannot go out

- a third day where he/she goes to the gym and therefore cannot go to any party.

Now all the students walk around in class and try to invite each other.

Dialogues should go like this:

"Can you come to my party on Wednesday?"

"Sorry, I cannot. On Wednesday I must go to bed early/ to the gym/ to another party."

OR "Yes, of course!"

Each students writes down the names of the class-mates who will come to his/her party. The

one who can throw the biggest party wins

Source: http://www.eslcafe.com/idea/index.cgi?display:1087848658-17928.txt

Task 3

Dining at an Indian household

A foreigner is invited by a South Indian for dinner. Do a role play showing the foreigners dilemma,

amusement, surprise at having dinner in a South Indian household. You may include some

problems that s/he may have and how they are overcome while having dinner.

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II. Food and Etiquette

Objectives:

To activate learners schema about topic of the unit

To facilitate learner in active participation through guided speaking activity

Task 1

Oral Communication: Interviewing

Use the following worksheet to interview your classmates. Ensure that you interview different

people to note their same and responses in the place provided:

1. Eats plenty of fruit every day:

1. Which is your favorite fruit?

2. What would you do if your stomach is full but have an option to have fruit salad?

3. If you have a big garden which fruit tree you wish to grow?

Name:

2. Didn't get enough sleep last night:

1. Why couldn’t you sleep?

2. If are asked to sleep in class would you sleep?

3. Would you prefer to sleep or watch a late night film?

Name:

3. Eats some fast food every week:

1. What is your favorite fast food dish?

2. How much money you approximately spend on buying it?

3. If I wish to eat your favorite fast food, where would you wish me to go?

Name:

4. Eats a great deal of fish:

1. Which state are you from?

2. Is your favorite dish is made at your home quite often?

3. If you go to a restaurant which dishes you wish to order?

Name:

5. Eats too much rice at dinner:

1. Why do you prefer to eat rice?

2. What are your other favorite dishes?

3. What would you like to eat with rice?

Name:

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6. Does very little exercise:

1. If are given a choice to go to a gym free of cost would you go for it?

2. What are your free time activities?

3. If you go to a picnic how you would spend your time?

Name:

7. Has been to quite a few countries:

1. What are the countries that you have visited?

2. What was the food that you liked best there?

3. Is their food different from ours. Mention a major difference.

Name:

8. Didn't have enough for breakfast today:

1. Why didn’t you eat much?

2. If you are given a choice to order food for lunch what would you prefer?

3. Would you prefer to have fast food or meal for lunch?

Name:

Task 2

Make a presentation to the class about the people you interviewed:

Dialogue: Coming for Tea

It's Friday afternoon and Jaya’s friend Mani is coming for tea tomorrow.

Mrs S: Jaya, is Mani coming for tea tomorrow?

Jaya: Yes mum, I told you yesterday!

Mrs S: Oh did you? Sorry, I must have forgotten.

Jaya: What are we having?

Mrs S: I don't know yet, I was just writing out the shopping list. What sort of things does she

like?

Jaya: Anything, just about. I knows she hates pasta though, she never eats school dinner if it's

pasta.

Mrs S: OK, what about pizza.

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Jaya: Yeah, pizza would be great, not too much salad though please mum.

Mrs S: How about a fruit salad for pudding instead?

Jaya: With ice cream?

Mrs S: Yes, ok.

Jaya: Great, I can't wait!

Entertaining at Home - It's Saturday and Jaya's friend Mani has just arrived.

Jaya: Hi Mani!

Mani: Hi Jaya, how's it going?

Jaya: Fine, and you?

Mani: Oh you know.

Jaya: Yeah, tell me about it.

Mrs S: Hello Mani, how are you?

Mani: Very well thank you aunty.

Jaya: Mum, can we go and play music in my room?

Mrs S: Yes, after tea. We're having pizza tonight Mani, is that alright?

Mark: Yes aunty that should be fine, but I am a vegetarian.

Mrs S: Oh Jaya, you didn't tell me!

Jaya: Sorry mum, I didn't know.

Mrs S: Well it's just as well I bought mushroom pizza as well then, isn't it?

Mani: I'm sorry if it's any trouble aunty.

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Mrs S: Don't worry Mani, it's not your fault, we can eat the salami pizza and you can have the

mushroom one. Why don't you both go and play music upstairs, tea will be a little bit longer

than expected!

Jaya: This way Mani.

Exercise: Mark the following statements “TRUE”, “FALSE”, “DON’T KNOW’

1. Mani comes for tea on Friday.

2. Jaya hasn't told her mum that Mani is coming for tea

3. Mani never eats pasta

4. Jaya loves salami.

5. Jaya tells her mum that Mark is a fussy eater.

6. Mani will eat anything.

7. Jaya's mum only has pizza with meat

8. Vegetarians don't eat meat.

9. Jaya and Mani eat after playing.

10. Mani enjoys her meal

Task 3

Activity: Think, pair, share

Have a team discussion based on the roles given and make a presentation to the class.

1. Do you consider the roles given to men and women are apt? Why or Why not?

2. What do you think is the reason for the stereotyped roles?

3. Do you think the roles are changing these days? Why or Why not?

4. Why do you think so? Give a reason?

5. Reflect about your assumption about the roles. What made you go against or accept the

roles of men and women in society?

6. Do you think your thinking is based on reason?

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7. What are the assumptions of people about the role of men and women? How do you know

that your assumptions are true?

Post discussion:

Students in groups make a presentation on the final outcome of the team discussion

And also the group evaluator uses the evaluation rubric to inform about group performance.

Team Roles and Tasks:

Facilitator

Relates the task, verifies roles, and facilitates colleagues participation in

doing the tasks

Manager Keeps track of time and materials

Researcher

Checks in with the teacher and / or checks resources on team’s questions

Recorder Records team’s responses

Editor**

Checks team’s work for accuracy( use of phrases in writing and presenting

Presenter Makes an oral presentation of the team’s ideas to the whole group

Designer/

illustrator

Plans and designs ( or manages the designing of any visual elements for

the team’s presentation)

Evaluator**

Evaluates group performance by using the rubric and involves others in

the group evaluating

Acknowledge: based on activity originally used in RELO workshop in ELTAI conference

Team work

assessment

Exceeds

expectations

Meets expectation Does not meet

expectation

Roles and

responsibilities

All team members

carried out roles

without reminder

Most team members carried

out roles with

few reminders

Most team members

not carry out their

roles or needed to be

reminded several

times

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Participation

Most team members

offered more than

one idea and

encouraged

participation

All team members offered at

least one idea

Most team members

did not offer any

ideas

Accuracy

The group report /

presentation was

Complete, accurate

and eloquent

use of phrases at

least one or two

Complete and

grammatically accurate

incomplete, or

inaccurate or both

Work on Task:

Steps

Lead Notes Completed

1.Pick up material

2.Read task instructions

3. Confirm understanding

4. Assign roles/ delegate work

5. Set a time limit for group

6. Work on task

7. Check group’s work

8. Turn in completed worksheet

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III. VOCABULARY- FOOD IDIOMS

Task 1: Read the following passage to arrive at meanings and also to find the clues for contextual

guessing based on the examples provided:

Bringing Home the Bacon on the Gravy Train

Activity I) What do you think these expressions mean?

Babji works hard to bring home the bacon1, and put bread and butter2 on his family's table.

Every morning, he drags himself to his desk at the bank and faces his tedious 10-hour-a-day

job. His boss, Maniraj, is a bad egg3 but has somehow taken a liking to Babji so he always

speaks well of Babji in front of Mr. Davies, the owner and big cheese4 of the company. Maniraj

tells Mr. Davies that Babji 's the cream of the crop5 and is one smart cookie6 who uses his

noodles7. Mark likes to chew the fat8 with Bob during coffee break and discusses half-baked9

company plans with him because he trusts Babji and knows that Babji won't spill the beans10

behind his back. On these occasions, Babji tries to avoid any hot potatoes11 and, even if Mark

isn't his cup of tea12, Bob makes an effort to butter him up13 by leading Maniraj into

discussions about electronic gadgets which Mark is nuts about14. Babji really thinks that

Maniraj is out to lunch15 and nutty as a fruitcake16, but in a nutshell17, if he polishes the

apple18, his job could become a piece of cake19 and maybe one day he will find his gravy

train20.

This is definitely an exaggerated use of idiomatic expressions. But you can see how these

expressions make spoken informal language much more colourful and jovial.

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Task 2:

How good is your food-idiom intuition?

Here are some non-food idiom expressions which you can use to substitute the food idioms. Choose

the idioms from Task 1:

Non-Food Expressions Food Idioms Clues that made you choose the

Answer

A Boss 4 - big cheese

B Food

C very easy

D on the table but still unofficial

E the best

F continues to be servile and brown-nose

his boss

G Scoundrel

H make a living

I is an intelligent person

J show admiration

K Basically

L share confidential information

M means to a big income with little effort

N Chat

O Thinks

P a little out of touch with reality

Q problematic issues

R a little crazy

S really likes

T the type of person he likes

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Answers:

A 4 E 5 I 6 M 20 Q 11

B 2 F 18 J 13 N 8 R 16

C 19 G 3 K 17 O 7 S 14

D 9 H 1 L 10 P 15 T 12

Task 3

Individual work: Choose any three idioms to draw on a flash card to be displayed in the class

Vocabulary revision: Play the game quiz, quiz trade with shuffled cards distributed to all students

(in food corners)

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READING COMPREHENSION

Reading - Cognitive Objective

After reading about food and etiquette in three South African countries in a paired reading activity

students will be able to differentiate the information in a graphic organizer within 25 minutes.

Paired Reading:

Looking at Ourselves and Others:

Form group of six students. Each pair reads about a country to share information with other two

pairs to fill the graphic organizer finally.

Looking at Ourselves and Others: An article on countries and their food culture and etiquette.

Task 1. Read information about each country in paired reading activity and fill the graphic

organiser in groups of six.

Reading to pair A:

Sierra Leone

In Sierra Leone, the staple food is rice. "If I haven't had my

rice, I haven't eaten today," is a popular saying. Sierra

Leoneans eat rice at least twice a day. Only women and girls

prepare the food. They usually cook in big pots on a three-

stone stove (three big rocks that supprt the pots). Firewood or

charcoal is the main fuel, except among some city dwellers,

who use gas or electricity.

If you visit a Sierra Leonean friend, he or she will almost always invite you to stay and eat.

Usually the men and boys eat separately from the women and girls. Everyone washes their hands

before they eat, and then they gather around in a circle with a huge dish of food placed in the

middle. Sharing is an important part of life in Sierra Leone, and each person eats from the part

of the big dish that is right in front of him or her. It is very bad manners to reach across the dish!

Only the right hand is used for eating; the left hand is considered unclean.

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When you are eating, you usually don't talk. Talking shows a lack of respect for the food. It is

rude to lean on your left hand while you are eating. People usually drink water only after a meal

is over.

The oldest males get the choicest food, the best pieces of meat or fish. Then the young males

take the next best pieces, and then finally the women and girls get any meat or fish that is left.

Sometimes the women and girls wait until the men and boys have had all they want before they

eat.

Many ingredients go into sauces or stews to go with rice. The most popular sauces are made of

greens, especially cassava or potato leaves. Other common ingredients include palm oil, onions,

tomatoes, yams, and red peppers. Sometimes groundnut (peanut) oil or coconut oil are used.

Other sources of protein that go into the sauces include groundnuts and beans, as well as fish,

chicken, goat meat, or pork. Seafood, such as oysters, lobster, and crab, may also be used. Most

of the calories, however, come from rice, which is eaten in large quantities. Fruits in Sierra

Leone include oranges, bananas, pawpaws (papayas), lemons, avocados, guava, watermelons,

mangoes, and pineapples. Fruit is usually eaten as a snack. Plantains are often sliced and fried

as chips for a snack. Tea and coffee are drunk in some parts of the country for breakfast. Cokes

and beer are popular with many people who can afford them.

Reading to pair B:

Uganda

In Uganda, the staple food is matoke (cooking bananas).

Other food crops include cassava (manioc), sweet potatoes,

white potatoes, yams, beans, peas, groundnuts (peanuts),

cabbage, onions, pumpkins, and tomatoes. Some fruits, such

as oranges, paw paws (papayas), lemons, and pineapples,

are also grown.

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Most people, except for a few who live in the city centers, produce their own food. The

responsibility for preparing the family's meals belongs solely to women and girls in the home.

Men and boys of age 12 and above are not even expected to sit in the kitchen, which is separate

from the main house. Cooking is done on an open fire using wood for fuel.

Most families eat two meals a day. The two meals are lunch and supper. Breakfast is just

a cup of tea or a bowl of porridge. When a meal is ready, all members of the household wash

their hands and sit down on [floor] mats. Hands have to be washed before and after the meal

because most Ugandans eat with their hands. At mealtime everybody is welcome; visitors and

neighbors who drop in are expected to join the family at a meal. Food is served by women. They

cut it up into small pieces for each member of the family. Sauce, which is usually a stew with

vegetables, beans, butter, salt, and curry powder, is served to each person on a plate. Sometimes

fish or beef stew is served.

Normally a short prayer is said before the family starts eating. During the meal, children

talk only when asked a question. It is bad manners to reach for salt or a spoon. It is better to ask

someone sitting close to it to pass it. It is also bad manners to leave the room while others are

still eating. Everyone respects the meal by staying seated until the meal is over. Leaning on the

left hand or stretching ones legs while at a meal is a sign of disrespect and is not tolerated.

People usually drink water at the end of the meal. It is considered odd to drink water while

eating. When the meal is finished, everyone in turn gives a compliment to the mother by saying,

"Thank you for preparing the meal, madam." No dessert is served after the meal. Fruits like

papaw, pineapple, or sweet bananas are normally eaten as a snack between meals.

Reference: http://www.peacecorps.gov/wws/stories/stories.cfm?psid

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Reading to pair C:

Zambia

Zambia's staple food is maize (corn), and Zambians eat maize

in several ways. When the corn is ripe but still green, it can be

roasted or boiled. When it is dry and hard, it can be fried or

boiled. It can also be p ounded slightly to remove the outside

layer and boiled either by itself or mixed with beans or

groundnuts (peanuts). At times the maize is ground to a size a

little bigger than rice and is cooked like rice. Finally, we have

the fine cornmeal, which is called mealie-meal in Zambia. This is used for making Nsima, the

most popular meal. Nsima is steamed cornmeal.

Meat from cows, goats, sheep, and fish is used in sauces over nsima. There are also a lot of

vegetables put in sauces, such as leaves from beans, okra, cow peas, pumpkins, and cassava.

Other vegetables eaten almost daily include onions and tomatoes.

All the cooking is done by the wife. Nsima is usually prepared for lunch and dinner and not for

breakfast. In a traditional setting, boys from the age of seven eat with the man of the house.

The mother eats with the girls and the younger boys. This is because all of the children below

the age of seven are under the guidance of their mother. Almost all learning takes place through

daily activities in the home. The mother, who is in charge of the kids' learning, has to take care

of their learning at meal time. This is changing, especially in towns and cities. The trend now is

that members of the family all eat together.

Before eating, everybody washes hands in order of the status of the members of the family:

father first, then mother, and others follow according to their ages. One of the younger children,

boy or girl, passes a water dish around for others to wash their hands. If a visitor happens to

have a meal with the family, he or she is given the honor of washing first.

It is rude to talk very much or loudly while eating. After eating, the family members wash their

hands again in the same order. The wife and the young ones clear the table. Belching after a

meal used to be a compliment, but it is not nowadays.

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Graphic organizer: CUISINE AND ETIQUETTE IN …..

Sierra Leone Uganda Zambia India

Staple food

Other foods

Men’s roles

Women’s role

Kid’s role

Before a meal you should

During a meal you should

After a meal you should

You should not

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Individual work: Listen to the presentation by the groups to fill the graphic organizer on the roles

–similarities and differences:

Role of Women

How Alike

Role of Women, children and the Men

How Different

Follow up: Write a list of do’s and don’ts while eating in South Africa.

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CONTEXTUAL GUESSING

Task 1: Read the following passage on some amusing International dining etiquette. Then guess

the meaning of words in bold and write a reason on how you arrived at the suggested answer.

Dining while abroad can feel as though you are tiptoeing (1) around a minefield of unfamiliar

rules. Table manners are the ultimate way to show respect (or some accidental disrespect) to

your gracious host.

Here are some of the very specific dining dos and don'ts from around the world.

In France, splitting the bill is considered the height of unsophistication (2) as French people

consider themselves highly sophisticated and think that they are aware of worldly behavior.

Offer to pay the bill in its entirety or someone else will.

In Japan, most commonly when eating noodles and soups, slurping (3) shows your appreciation

of the food to the chef. The louder the better! You may also drink directly SSSSSSSSSSS the

soup bowl -- spoons are uncommon. Furthermore, never cross your chopsticks (4), lick your

chopsticks, or stick your chopsticks vertically into a bowl of rice. It's considered very rude in

Japan and many other Asia

In France, you are supposed to use two hands to eat -- either fork and knife or fork and

bread. Bread isn't meant to be an appetizer (5) and not be taken in small bites, instead it serves

to assist the food to the fork. When you eat the bread, tear off a piece of it to eat instead of biting

directly into the bread. When not in use, the bread belongs on the table or tablecloth instead of

the plate.

In Chile, touching food with your hands is considered ill-mannered (6). Yep, even fries! In

Brazil, too, pizza and burgers are normally eaten with a fork and knife.

In Italy, never ask for cheese if it's not explicitly offered to you. It's considered a sin ( 7) to put

extra cheese on top of your pizza -- and it's even worse to put it on seafood

In Portugal, if salt and pepper aren't already on the table, don't ask for them. It's considered an

offense (8) to the chef's seasoning skills. In China, belches (9) are considered an indication of

your satisfaction and a compliment to the chef on a job well done. Making a mess around the

table (10)serves a similar purpose, and leaving a bit of food leftover shows your host that he or

she has provided you with more than enough food.

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In Bulgaria, yellow flowers symbolize (11) hatred. Not the message (we hope) you're trying to

send.

In Russia, it is considered polite to rest your wrists on the edge of the table -- not on your lap.

Also, keep your fork in your left hand and knife in your right. In Ethiopia, individual plates

are considered wasteful (12) .Food is always shared from a single plate without the use of

cutlery -- just hands.

Source: Http://www.Huffingtonpost.Com for Dining etiquette

Task 2

Example: Guessed Meaning 1:

Walk quietly and carefully with one's heels raised and one's weight on the balls of the feet.

Q. How you arrived at the meaning?

Ans: Usually people need to be careful while walking in mines ie as stepping on hidden bombs

lead to blast.

Guessed Meaning 2: lacking refined worldly knowledge or tastes

Q. How you arrived at the meaning?

The French think they are sophisticated and aware of worldly knowledge made me guess

unsophisticated is the opposite of sophisticated

Choose any five words to complete the task in the space provided below

Then share your responses with your partner

Word Word meaning

Clue

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E-MAIL WRITING

Greetings and Sign-offs

The following are examples of greetings and sign off:

Dear Professor S…. (Formal), Hello Ms. M…. (semi-formal), Hi Mani ( informal). To whom it may

concern (formal). Dear members of the selection committee (semi formal), Hello everyone

(informal)

For your closing, something brief but friendly, or perhaps just your name, will do for most

correspondence:

Thank you, Best wishes, See you tomorrow, Regards.

For a very formal message, such as a job application, use the kind of closing that you might see in

a business letter:

Sincerely, Respectfully yours.

Cc: and Bcc: (‘carbon copy’ and ‘blind carbon copy’)

1. Cc: Both the original recipient and all the recipients of the carbon copies can see all the e-mail

addresses in the To: and Cc: fields.

Each person who receives the message will be able to see the addresses of everyone else who

received it.

2. Blind copying e-mails to a group of people can be useful when you don’t want everyone on the

list to have each other’s e-mail addresses.

Sample Email writing:

A sample e-mail for composing is given for reference:

From: krishch@chenai.org

To: pyramids@vsnl.net

Subject: Proposal for German language course

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Date: Wednesday, July 12, 2006 7:01 pm

Attachments: Proposal for German language course.doc(26K)

Choose any of the following topics to write an email:

1. Read the following Do’s and Don’ts of email writing to identify 3 important ideas you

agree with:

DO’S DON’TS

Use an informative subject line, which says

what the email is about

Write ‘hello’ as your subject line.

Write the most important information first. Give personal information that you don’t want

anyone else to know.

Use numbers and bullet points to make the

message clearer.

Use capital letters to write whole words as in

emails, this is considered shouting.

Use simple grammar. Avoid things like the

passive. (As emails are a fast means of

communication, they tend to be less wordy and

complex than formal letters).

Use abbreviations like coz and uni, as the

recipient may not understand them.

Write short sentences. Use paragraphs to keep

the email. clear and easy to understand

Use acronyms like BTW or

Smileys. They may be misunderstood and

come across as unprofessional.

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Task 1

The following is part of an email. Complete by using the format given above for senders, recipient,

date, subject etc.

Dear Mr. Jones,

I’m a university student from Finland and I’m writing to get some information about your language

courses this summer. I’ve got a few questions:

1. Do you do a course for university students, which helps them with their essay writing skills?

2. How many hours a week are the courses?

3. What sort of accommodation do you offer?

4. What after-school activities are there?

5. Do you do any trips to other towns in the UK?

I’m hoping to come over in June, so if you can get back to me as soon as possible, it would be great.

Thanks for your help.

Best regards,

Jaana Nikkinen

Task 2

1. Write an email to your friend visiting South Africa for a vacation on etiquette to be followed

when invited for dinner by a host from Uganda.

2. Write an email to a friend travelling abroad on dos and don’ts while meeting people from different

nations from various countries.

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Task 3: Pair work

Read the list to identify when you can use email and when you should not use email. When is e-mail

the appropriate or inappropriate form of communication to use?

1. To get in touch with a person who is hard to reach via telephone.

2. To send confidential and private message that can be used against you.

3. To share the information that is not time-sensitive.

4. To contact a person moving in different parts the country or world (for instance, someone

who lives in a different time zone).

5. To send a message which you may want no record of.

6. To distribute information to a large number of people quickly.

7. To send electronic file, a spreadsheet full of data, or a rough draft of your paper.

8. To send mail that you do not want a person to not to share with anyone.

9. To send long and complicated message or that requires additional discussion.

Task 4

Pair work: Read the following subjects and match with the information in the table:

1. Sub: Placing orders

2. Sub: Seeking clarification on the quotation.

3. Sub: Calling for quotation.

4. Sub: Manufacturing defects in the goods received.

5. Sub: Replying for quotation.

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Dear Sir:

Ref: Your quotation No. …. dated ……

We are pleased to place an order for the following items on the terms and conditions

agreed upon. Please send the equipment duly insured and include the extra charges in your

bill.

S.No Item Description Quantity

1 Tutor headsets 1

2 Student headsets 25

3 Student recorder knobs 25

4 Capstan motors 6

5 Rewind motors 6

6 Oscillating erase heads 25

7 Stop key buttons 25

We note that the equipment will be sent by TVS services and reach us within one week of

the receipt of this order. As mentioned by you, we are herewith enclosing an official order

form along with a crossed cheque for Rs. 75, 000/- towards advance payment, and we shall

make the balance payment as desired by you soon after the arrival and inspection of

equipment.

We look forward to doing business with you in future.

Thank you.

Yours sincerely,

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Dear Sir:

Ref: Order No. …. dated …..

With reference to the details cited above, we acknowledge the receipt of the ordered

items. We are, however, sad to inform that five of the student headsets are having

manufacturing defects. Only one side of the headphone is hearing because of some loose

contact and the mike is also not working properly. As per the terms and conditions of our

agreement, you are expected to replace the defective products.

Kindly do the needful at the earliest as any further delay in the replacement of the headset

will greatly affect the smooth functioning of our language laboratory.

I appreciate your cooperation in this matter.

Thank you.

Yours sincerely

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Dear Sir or Madam:

Our college is planning to set up a language laboratory and so we would like to make a bulk

purchase of a few electronic equipment. So please send us a detailed quotation for the

following items. Please include the details regarding the discount offer for bulk purchase,

mode of transport, duration of guarantee, place and time of delivery, charges on account of

sales tax, insurance, packing and forwarding, etc.

S. No Item Description Quantity

1. Tutor headsets 1

2. Student headsets 25

3. Student recorder knobs 25

4. Capstan motors 66

5. Rewind motors 25

6. Oscillating erase heads 25

7. Stop key buttons 25

We want to set up the lab by the end of the August, therefore we would like the equipment to

be delivered to us latest by the first week of August. Please let us know the guarantee period,

mode of transport, discount offer, and any after-sales facility offered by you.

We look forward to hearing from you soon. Thank you.

Yours faithfully

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Dear Sir

Ref: Your letter dated ……

Thank you for the interest you have displayed on our products and we are happy to quote

our prices for the goods required by you. We wish to inform you that all our goods are of

superior quality and they carry a guarantee or 2 years. We generally offer 15% discount and

these are current prices which are subject to change. Prices quoted are as follows:

S. No Item Description Rate per unit

1. Tutor headsets Rs. 350

2. Student headsets Rs.225

3. Student recorder knobs Rs. 75

4. Capstan motors Rs.150

5. Rewind motors Rs. 180

6. Oscillating erase heads Rs. 50

7. Stop key buttons Rs. 90

We can promise delivery of all the items within one week from receiving your order. We trust

you will find our quotation satisfactory and please e-mail if you need any more information.

Look forward to receiving a purchase order from you. Thank you.

Yours sincerely,

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Dear Sir:

Ref: Your quotation no. …. dated …..

We are in receipt of your quotation wherein you have given a complete list of the price

details. But you have not mentioned anything about the discount offer, mode of transport,

and insurance. So please send us these details at the earliest so that we can place orders

accordingly.

Looking forward to your reply at the earliest.

Thank you.

Yours sincerely,

Task 5

Match the emails with the summaries given below:

1. The items purchased are faulty and replace them as per the agreement

2. We place an order for items, send them after insuring and the payment will be made after

receiving them

3. We have your product brochure but it is incomplete.

4. Please send the price list as we wish to buy items.

5. We send you cost of items you asked for at a discount.

Follow up work:

1. Send an e-mail to your friend giving a detailed description about your recent trip

Goa.

2. Imagine that you are the Wholesale Dealer of electronic gadgets. Send an e-mail to a customer

who has asked for details on an electronic product.

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TEXT MESSAGES

Task 1: Think, pair, share

Make a record of text messages that you sent recently. Prepare 5 sentences with text SMS and full

sentence:

Try writing text messages for the following:

1. See you later.

2. I’ll be there before eight.

3. You forgot your coat.

4. Where are you?

5. I’m waiting for you outside.

6. I’m going to meet Davi at ten o’clock. I’ll see you there.

7. Can you pick me up at eight o’clock? Is that OK?

8. Don’t forget to call me.

9. Call me as soon as possible.

10. What are you doing tonight mate?

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Task 2

Use the clues in B to write text SMS for full sentences given in column A:

S. No A -Full Sentence

B Text Message

1. I had a fabulous time. I’ll see you later. Call me.

ill be there b4 8

wot u doing today m8?

were r u?

im w8ing for u outside

can u pick me up? ok?

going to meet dave at

c u there.

you forgot ur coat

dont forget to call me

call me ASAP

c u l8r

2. What are you doing tonight? Come to my house and

we’ll get some pizza.

3. Can you send me Davi’s number as soon as possible?

Cheers mate.

4. It’s now half past eight and I’m still waiting. If you’re

not here in ten minutes I’m going home. I’m stood in

front of the cinema.

5. You have won Rs2000. To claim your free prize call

08909 43434343. All calls cost Rs1.50 per minute.

6. That sounds good. I’ll meet you at the gym at 5.00.

7. How are you Ahmed? Did you get home okay last

night?

8. I really enjoyed your company at the weekend. We

have to do it again soon.

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PREPOSITION AND PREPOSITIONAL PHRASES

Phrases

Prepositions are short words (on, in, to) that usually stand in front of nouns (sometimes also in

front of gerund verbs). Even advanced learners of English find prepositions difficult, as a

translation is usually not possible. One preposition in your native language might have several

translations depending on the situation. There are hardly any rules as to when to use which

preposition. The only way to learn prepositions is looking them up in a dictionary, reading a lot

in English (literature) and learning useful phrases off by heart.

Task 1

Understanding Directions:

1. Write a dialogue between two friends asking directions in your campus. Use the following

expressions to describe location of various places in the campus.

(across from/behind/between/in front of/near/next to/opposite)

Task 2

Role play:

Where is …….? Do a role play based on the image given, think of a situation you ask for

direction

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PREPOSITIONAL PHRASES

A prepositional phrase begins with a preposition and ends with a noun or pronoun. Other words

may be in between the preposition and the noun or pronoun, which is also known as the object of

the preposition. Some prepositional phrases are used as adjectives. They describe nouns. Other

prepositional phrases are used as adverbs. They describe a verb and answer the questions how,

why, or when.

Example 1:

I bought a book about fairy tales.

About fairy tales is a prepositional phrase that describes the noun, book.

The phrase is used as an adjective.

Example 2:

I read the book after dinner.

After dinner is a prepositional phrase telling when I read.

Since it describes the verb, read, the phrase is used as an adverb.

A preposition usually begins the prepositional phrase, is linked by an article (a, an, the) to a noun

or pronoun, which usually ends the prepositional phrase.

Example: To me (preposition + pronoun)

Under an arch (preposition + article + noun)

Through the door (preposition + article + noun)

With pleasure (preposition + noun)

If the conjunction AND follows the noun or pronoun, the prepositional phrase usually continues

to the next noun or pronoun.

Example: Between Harry and me (preposition + noun + conjunction + pronoun)

To the barn and the house (preposition + article + noun + conjunction + a article + noun)

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Task 3

In the line provided beneath each word, underline each prepositional phrase.

1. Jason rode his bicycle to the store.

2. At the end of recess, the children ran into the school.

3. I found my baseball lying by the side of the road.

4. When the beater spins around the bowl, the batter raises above the edge.

5. Our dog and cat sleep together in the corner of the hall.

6. Beneath the bridge is an old boat anchored to a tree along the banks.

7. Your books are on the top of the counter.

8. Jane went to the dance with Mark.

9. From the top of the hill, you can see into the valley.

10. In the end of the movie, Homer asks his lawyer for advice

Task 4

Collect an article from a newspaper or a journal and collect five examples of prepositional phrases

for each of the above structures

Task 5

Each sentence contains words in CAPITAL letters. Decide whether these words are a prepositional

phrase or not:

1. In certain places in the desert, water CANNOT BE FOUND for miles around.

2. When students have a holiday, they sometimes leave class early so they can stay AT HOME

longer.

3. AS IT HAPPENS, I will not be joining a health club.

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4. After we eat, I WILL EXERCISE.

5. My backyard, WHICH INCLUDES A GRILL, a table, and several chairs is behind the

little shed that my landlord built recently.

6. Recently I haven't found any time to cook big meals; INSTEAD I COOK instant food in

the microwave.

7. I need to save enough money FOR COLLEGE so I can pay my tuition

8. Even in our century, there are still a lot of people who don't know anything ABOUT THE

ENVIRONMENT

9. Daniel attempted to quit smoking A FEW MONTHS AGO; however, he was unable to do

so

10. DURING THE VACATION, I was able to rest a lot

Source: https://depts.dyc.edu/learningcenter/owl/exercises/prepositions_ex2.htm

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VERBAL PHRASES

Focus on Vocabulary

I LOVE FOOD

Task 1

List the foods you enjoy most. Write why like the food items and add words to describe them

My Favourite food

Example: Ice cream

Why it is liked?

Delicious, creamy, heavenly

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Task 2

Use the adjectives given below for describing food, you can even add the descriptive word/ word

that can be used for each food item mentioned:

(sour salty hot spicy juicy tasty fresh delicious acidic bitter burnt creamy

crispy greasy juicy sweet salty sour ripe/unripe)

A B C

Item Countable Phrase Food descriptive word/ s

Beef A slice of beef. Example: Fresh/ spicy/ greasy

Bread A slice of bread.

Broccoli A piece of broccoli.

Butter A pat of butter.

Corn An ear of corn.

Fruit A piece of fruit.

Garlic A bulb of garlic.

Honey A pot of honey.

Jam A jar of jam.

Lamb A leg of lamb.

Pepper A pot of pepper.

Rice A grain of rice.

Salt A pinch of salt.

Spaghetti A strand of spaghetti.

Sugar A cube of sugar

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Task 3

Make a list of food that an Indian takes for breakfast, lunch and dinner

Food for Breakfast-

Food for Lunch-

Food for Dinner-