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Comprehensive and Communication Skills in English CONTENTS Pages 1. War Minusshooting Text 1-3 George Orwell 2. War Minusshooting 4-9 Comprehension and Notes 3. Synonyms,...

Comprehensive and Communication Skills in English CONTENTS Pages 1. War Minusshooting Text 1-3 George Orwell 2. War Minusshooting 4-9 Comprehension and Notes 3. Synonyms,Antonyms 10 – 15 4. VerbalAbility 16 - 18 Words often confused and misused 5. ADilemma Text 19 - 21 Raymond Fosdick 6. Dilemma 22 - 24 Comprehension and Notes 7. Homonyms 25 8. Homophones 26 - 27 9. You and YourEnglish Text 28 - 30 G.B. Shaw 10. You and YourEnglish 31 - 35 Comprehension and Notes 11. FunctionalGrammar 36 – 38 12. FunctionalGrammarExercises 39 –41 13. BusinessCorrespondence 42 -51 14. Thestyle 52 -54 15. Préciswriting 55 -58 16. Interviews 59 –66 1. WAR MINUSSHOOTING The Sporting Spirit George Orwell George Orwell (1903-1950), who was born in Bengal and educated in England, is well known for his greatest novel, Animal Farm, a masterly political satire on the Russian revolution. His last work. Nineteen Eighty-four, is a grim forecast of the future of totalitarianism, written in the form of a readable novel. The Sporting Spirit first appeared in the Tribune, in December 1945 and is a refreshingly frank expression of Orwell‘s views on competitive games. You may or may notagreewithhisviewsbuttheessayiscertainlyworthreadingandtalkingabout. I am always amazed when I hear people saying that sport creates goodwill between the nations, and that if only the common peoples of the world could meet one another at football or cricket, they would have no inclination to meet one another at football or cricket, they would have no inclination to meet on the battlefield. Even if one didn‘t know from concrete examples (the 1936 Olympic Games, for instance) that international sporting contests lead to orgies of hatred, one could deduce it form general principles. Nearly all the sports practised nowadays are competitive. You play to win, and the game has little meaning unless you do your utmost to win. On the village green, where you pick up sides and no feeling of local patriotism is involved, it is possible to play simply for the fun and exercise: but as soon as the question of prestige arises, as soon as you feel that you and some larger unit will be disgraced if you lose, the most savage combative instincts are aroused. Anyone who has played even in a school football match knows this. At the international level sport is frankly mimic warfare. But the significant thing is not the behavior of the player but the attitude of the spectators: and, behind the spectators, of the nations who work themselves into furies over these absurd contests, and seriously believe-at any rate for short periods-that running, jumping and kicking a ball are tests of nationalvirtue.  Even a leisurely game like cricket, demanding grace rather than strength, can cause much ill-will, as we saw in the controversy over body-line bowling and over the rough tactics of the Australian team that visited England in 1921. Football, a game in which everyone gets hurt and every nation has its own style of play which seems unfair to foreigners, is far worse. Worst of all is boxing. One of the most horrible sights in the world is a flight between white and coloured boxers before a mixed audience. But a boxing audience is always disgusting, and the behavior of the women, in particular, is such that the army, I believe, does not allow them to attend its contests. At any rate, two or three years ago, when Home Guards and regular troops were holding a boxing tournament, I was placed on guard at the door of the hall, w ithorders to keep the women out. In England, the obsession with sport is bad enough, but even fiercer passions are aroused in your countries where games playing and nationalism are both recent developments. In countries like India or Burma, it is necessary at football matches to have strong cordons of police to keep the crowd form invading the filed. In Burma, I have seen the supporters of one side break through the police and disable the goalkeeper of the opposing side at a critical moment. The first big football match that was played in Spain about fifteen years ago led to an uncontrollable riot. As soonas strongfeelingsof rivalry are aroused, that notion of playing the game according to the rules always vanishes. People want to see one side on top and the other side humiliated, and they forget that victory gained through cheating or through the intervention of the crowd is meaningless. Even when the spectators don‘t intervene physically they try to influence the game by cheering their own side and ‗rattling‘; opposing players with boos and insults. Serious sport has nothing to do with fair play. It is bound up with hatred, jealousy, boastfulness, disregard of all rules and sadistic pleasure in witnessing violence: in other words it is war minus theshooting. Instead of blah-blahing about a clean healthy rivalry on the football field and the great part played by the Olympic Games in bringing the nations together, it is more useful to inquire how and why this modern cult of sportarose.Mostof the gameswe now play are of ancient origin, but sport does not seem to have been taken very seriously between Roman times and the nineteenth century. Even in the English public schools the games cult did not start till the later parts of the last century. Dr. Arnold, generally regardedas the founder of the modern public school, looked on games as simply a waste of time. Then, chiefly in England and the United States, games were built up into a heavily- financed activity, capable of attracting vast crowds and rousing savage passions, and the infection spread from country to country. It is the most violently combative sports, football and boxing, that have spread the widest. There cannot be much doubt that thewhole thing is bound up with the rise of nationalism-that is, with the lunatic modern habit of identifying oneself with large power units and seeing everything in terms of competitive prestige. Also, organized games are more likely to flourish in urban communities where the average human being lives a sedentary or at least a confined life, and does not get much opportunity for creative labour. In a rustic community a boy or young man works off a good deal of his surplus energy by walking, swimming, snowballing, climbing trees, riding horses, and by various sports involving cruelty to animals, such as fishing, cook-fighting and ferreting for rats. In a big town one must indulge in group activities if one wants an outlet for one‘s physical strength or for one‘s sadistic impulse. Games are taken seriously in London and New York, and they were taken seriously in Rome and Byzantium: in the Middle Ages they were played, and probably played with much physical brutality, but they were not mixed up with politics nor a cause of grouphastreds. If you wanted to add to the vast found or ill-will existing in the world at this moment, you could hardly do it better than by a series of football matches betweenJewsand Arabs, Germans and Czechs, India ns and British, Russians and Poels, and Italians and Yugoslavs, each match to be watched by a mixed audience of 100,000 spectators. I do not, of course, suggest that sport is one of the main causes of international rivalry; big- scale sport is itself I think, merely another effect of causes that have produced nationalism. Still you do make things worse by sending forth a team of eleven men, labeled as national champions, to do battle against some rival team and allowing it to be felt on all sides that whichever nation is defeated will ‗lose face‘.  2. War minusShooting Comprehension 2.1 Given below are some statements from the essay. If you agree, give reasons; if you don’t, state thereasons.  Nearly all the sports practiced nowadays arecompetitive.  Internationalsportingcontestsleadtoorgiesofhatred.  Even a leisurely game like cricket, demanding grace rather than strength, can cause muchill-will.  In countries like India and Burma, it is necessary at football matches to have strongcordonsofpolicetokeepthecrowdfrominvadingthefield.  Even then the spectators don‘t intervene physically they try to influencethe game bycheeringtheirownsideand‗rattling‘opposingplayerswithboosandinsults.  Playing games is simply a wasteof time.  Games havebeenbuiltupintoaheavilyfinancedactivity.  Big-scale sport is merely another effect of the causes that have produced nationalism. 2.2 Answer thefollowing  What is sport? Try to defineit.  Who is asportsman?  What issportsmanship?  What is meant by ‗the sportingspirit‘?  What is the difference between ‗sporting‘ and‗sportive‘?  Makealistofthesportsmentionedintheessay.(Therearemorethanten.)  Do you regard the following as sports? Give reasons for your answer. Chess, dancing, monopoly, knitting, fishing, cooking, bird-watching, motor -racing, gardening,shooting.  Whatarethedifferencesbetweensportsandhobbies?Whatisyourhobby?  What is body-linebowling?  What is ‗ferreting forrat‘?  What are your favorite outdooractivities?   What are your favoriteweek-end-activities? 2.3 Match the activity/sport with its dominantcriterion. Martialarts gives a great sense ofrhythm Parachuting builds upstamina Dancing gives moderate exercise and helpsmobility Boxing teaches self-discipline and self-defense Ping-pong develops a sense of awe and mental peace Jogging develops muscularstrength  Say whether you like or dislike each one of the activities/sports that you like/dislike. Make use of the list given above and words like relaxing. Boring, disgusting, interesting andexciting. a) playing cards b) digging in the garden c) mountain-climbing d) washing dishes e)weight-lifting f)wrestling g)shopping h) gymnastics i) learning languages j)rowing k) visitingrelatives Now give one reason for each of the activities/sports that you like/dislike. Make use of thelistgivenaboveandwordslikerelaxing,boring,disgusting,interesting,andexciting. Example: I like washing dishes because it is relaxing.  a) Complete with be, camp, do, drive, eat, get, go, lose, make, meet, spend, stay, watch,wear. 2.4 TEST YOURPERSONALITY  Doyouenjoy people?  Doyoudislike late forappointments  Doyoulike expensiveclothes?  Do youeverrisked topartiesto TV at ahome?  Have youeverrisked yourjob?  Doyouenjoy newfriends?  Doyoulike cars?  Doyouprefer at ahotelto in atent?  Doyoulike Chinesefood?  Doyouenjoy money?   Doyouenjoy unusualthings?  Doyoulike upearly? (If you have answered at leas t six questions with YES, proceed further.) 2.5 Fill in the blanks, with for, from, about, in, of, up, by, to, at. (Some are to be used more thanonce.)  Are yougood  organizing?  Are youused  working hard?  Are upfond  solving problems?  Areyouinterested dealing withpeople?  Areyouused makingdecisions?  Areyoutired being one in acrowd?  Areyougood working withnumbers?  Are you willingtogive smoking?  Can youinfluencepeople convincingthem?  Do youtakepleasure bringing peopletogether?  Can youpreventothers cheating yourfriends?  Areyoucapable attractingcrowds blah –blahing?  Can you make use of yourexperiencegained blah-blahing sellingthings?  Areyouexcited goingplaces?  Do youfeelconfident travelingalone? (If you have answered all the questions with yes, call us today! Bell School of Management, Tel. 868084.) 2.6 GRAMMERGUIDE Infinitive Phrases as Direct Objects: Type I Examples: They hope to win the game. He claims to be a sportsman. (In such cases, the ‗subject‘ of the infinitive is the same as the subject of the main verb, e.g. the subject of hope is the same as the ‗subject‘ of win.) Answer the questions, using a an infinitive phrase as the direct object.   What do you hope to do after yougraduation?  Whatdoyousometimesneglecttodo?  What do you sometimes refuse todo?  Whatdoyousometimesoffertodo?  Whatdoyousometimespretendtodo?  What are the thing you can‘t afford todo?  What are the things you fail todo? Infinitive Phrases as Direct Objects: Type II Examples: Thecoachtoldustoanattackinggame.  The spectators encouraged us tomisbehave. In such cases, the ‗subject‘ of the infinitive is not the same as the subject of the main verb; the subject of told is the coach but the ‗subject‘ of play is us which is also the object oftold. 2.7 Answer the following questions, using the verb + object + to =verb.  Who encouraged you to studyEnglish?  Whattodoyourteachersurgeyoutodo?  Who reminds you to do yourwork?  Whatdoyourparentswarnyounottodo?  What do yourfriendspersuadeyou to do?  War Minus Shooting Notes George Orwell expresses his views on competitive sports in the lesson War Minus Shooting, which also appeared as an article in Tribune in December 1945. He says that, in good olden days that is duringRoman Times and in 19thcentury sports were not taken seriously. Some games like fishing, cockfighting and ferrying of rats did exist lo ng ago, but they were unorganized and were meant only for the rustic communities. The posh and the elite never gave any importance to games Dr. Arnold, the founder of the Modern Public School, viewed games as a more waste of time. It was later felt that some type of group activity is essential for the outlet of physical strengthen and sadisticimpulses.It isthis opinion which brought the existence of a more decentword ―Sports‖. Then chiefly in England and in United States games were built up into a heavily financial activity and attracte d the crows by rousing savage passions and this infection spreaded country to country. Games are taken seriously in London and New York. In the middle ages they were played with much physical brutality and were not mixed up with politics nor a cause of group hatreds. Organized sports then started gaining momentum and flourished in the Urban Communities also. The English public schools in the later part of the last century became centers of several important sports. Countries like Rome, Byzantium, London, New York, games were taken seriously. New sports namely walking, swimming, snowballing, climbing and finding houses made inroads in different parts of the world. England and United States w itnessed costly games in savage passionsaroused. Sports then began to be linked with nationalism. At the same time they were also said to be the cause of politics, brutality and group hatred. Rivalry began to develop especially when the games were played between Jews and Arabs, Germans and Czechs, Indians and British, Italians and Yugoslavs, Russians and Poks. Sports have become one of the main reasons of international rivalry. The author suggests that instead of making things worst by sending forth a team of eleven men, labeled as national champions to do battle against some rival team and allowing it to be felt on all sides that which ever nation defeated ―will looseface‖.  The huge crowds in Boxing, Football and Cricket matches started rattling the opposite players with boos and insults. Harsh and fiercer passions began to be aroused in England and also several other countries. Even a gentleman‘s game like cricket, which is also called a leisurely game was under question. The controversy was witnessed over bodyline bowling and over the rough tactics of Australian team that visited England in 1921. A boxing match between white and colored boxers gave a horrible sight. In countries like India or Burma, it is necessary at foot ball matches to have strong cordons of police to keep the crowd from invading the field. The first big foot ball match that was played in Spain about some time ago led to an uncontrollableriot. George Orwell says that with the passage of time International sports became a mimic warfare. Sports began to be equated with war minus shooting. Instead of promoting good will, they were resulted in much hatred and further fostering the rivalry among the nations. Sports have become competitive when they are played to win and the game has little meaning unless it is won. As soon as the question of prestige arises players do every technique to win the game as I think that their countries dignity would be lostif thatare lost. The attitude of the spectators is also important in creating much rivalry they forget that victory gained through cheating is meaningless. Spectators definitely try to influence the game by cheering their own side by insulting opposite players with boos and insults. The authors feels that modern games have abundant hatred, jealousy, boastfulness and ignoring of all the rules and wit nessed of all the violence. The author strongly feels that it is a pressing need to inculcate sports man spirit among all of us to promote peace and goodwill throughsports.  3. SYNONYMS Synonyms are those words, which are very nearly alike in meaning but not quite. We have to choose from a number of synonyms, the particular word that exactly expresses the idea that we wish to convey. Fill in the blanks in the following sentences with the words provided in brackets:  Here is a…………… sword; it is the …………… one used by Guru Gobind Singh (actual,real)  Give me a ……………account of the accident, use …………… language (concise, brief)  A …………… mindgivesand........................... expression (vacant,empty)  Captain Cook ……………the pacific, and …………… a great number of islands (discovered,explored)  The ship …………… and many sailorswere…..................... (sankdrowned)  Inmynew……………Ihavenotthecomfortsofa................................. (househome)  Mountain …………… is enchanting. Whatabeautiful......................... (sight, scenery)  It was …………… to the astronomer that the eclipse would be..................................... at midnight ( obvious, visible)  She met with an …………… This …………… in her lifewas mostmemorable.Itwasan.................................of historical importance (accident, incident,event)  Opium smoking is a bad ……………this …………… existed among the ancient tribes of India (custom,habit)  A……………isboundtotakeplaceinourcountrysoonerorlater.The…………… against the dictator was put down with an iron hand (rebellion, revolution)  Rainis……………butnot……………beforeevening.Frostis.................................. though not....................... even at the end of May. (probable,possible) Choose the correct synonym of the following words  COMPLEMENT a.disapproval b.praise c.complaint d.completion  CONCEPT a.idea b.belief c.deception d.control  DUMB a.clear b.rouge c.mute d.stupid  DUBIOUS a.cunning b.pretending c.resolved d.doubtful  INDUCE a.trap b.influence c.resolved d.inflict  MUTTER a.cry b.weep c.murmur d.blame  SUMMON a.call b.weep c.punish d.order  COMPLIMENT a.disapproval b.praise c.compliant d.completion  RECKON a.withdraw b.calculate c.estimate d.exclude  INCULCATE a.attract b.adapt c.cause d.exclude  SEA-CHANGE a.completechange b.partialchange c.favourable d. unfavourable change change  ANONYMOUS a.generous b.well-known c.reluctant d. Onewhose name is not known.  ASSIDUITY a.diligence b.bitterness c.peace d.intelligence  CENSOR a.deceive b.scold c.delete d.fabricate  NOTHING a.something b. cipher c.suffering d.everything  ANGUISH a.insult b.anger c.suffering d.desire  COMPLACENCY a. self-satisfaction b. negligence c. carelessness d. hesitation  FLAIR a. talent b. anger c. jealousy d. hatred  JEOPARDY a. upset b. confusion c. danger d. demolition  POSTHUMOUSCHILD a. brilliant b. physically weak c. illegitimate d. born after the death of the father  INEFFABLE a. not erasable b. inadequate c. inexpressible d. not effective  ORATOR a. speaker b. singer c. debate d. critic  NOSTALGIC a. indolent b. diseased c. homesick d. soothing  PROCURE a. preserve b. acquired c. recover d. harm  ATHEIST a. bachelor b. disbeliever in God c. heart doctor d. priest  OPHTHALMOLOGIST a. eye doctor b. skin doctor c. heart doctor d. cancer specialist  TERRESTRIAL a. wide spread b. relating to the sky c. windswept d. earthly 3.1 ANTONYMS Words having opposite or contrary meanings are called Antonyms  Attractive X Repulsive  Acknowledge X Disown, deny  Adversity X Prosperity  Acquit X Convict  Affirm X Deny  Frugal,thrifty X Extravagant  Fickle X Constant  Condemn X Approve  Savage X Civilized  Persuade X Dissuade  Prohibit X Permit  Punish X Reward  Retire X Advance, approach  Work X Play  Benefactor X Malefactor  Base X Noble  Frank X Reserved  Complain X Refusal  Ambiguity X Clarity Underline the correct antonym of the following words  DISTANT a. remote b. far c. near d. yonder  INEVITABLE a. certain b. unavoidable c. escapable d. absolute  INCREASE a. augment b. decrease c. improve d. deceive  NARROW a. broad b. thin c. slime d. slender  EXCLUSION a.omission b.elimination c.inclusion d.exemption  DETERIORATE a.dwindle b.decrease c.increase d.diminish  PROGRESS a.develop b.advance c.recede d.prolong  FAITH a.trust b.doubt c.belief d.reliance  FLUCTUATE a.vacillate b.change c.shift d.settle  BIAS a.equity b.impartiality c.prejudice d.unfairness  CELESTIAL a.heavenly b.divine c.supernatural d.earthly  PROTEST a.objection b.disapproval c.assent d.contradiction  LANKY a.lean b.thin c.sturdy d.bony  LAVISH b. miserly a. profuse c. liberal d.bountiful  GREAT a.advance b.big c.large d.little  IMPERFECT a.absolute b.complete c.profound d.consummate  SIGNIFICANT a.important b.insignificant c.vital d.necessary  ISOLATION a.separation b.loneliness c.intimacy d.solitude  UNIQUE a.ordinary b.common c.singular d.unequalled  SURMOUNT a.surpass b.fail c.master d.overcome  JEALOUSY a. tolerance b. aware c. jubilant d. rustic  AMBIGUITY a. clarity b. certainty c. rationality d. perversity  FEASIBILITY a. unsuitability b. cheapness c. impropriety d. impracticability  CIRCUITIOUS a. round about b. aware c. complete d. direct  GORGEOUS a.fashionable b. desperate c. plain d. sumptuous in appearance  4. VERBALABILITY 4.1 WORDS OFTENCONFUSED Words that are similar in form or sound, but different in meaning. A list of such words liable to be confused is given below.  Accept: to receive withfavour  I accept youroffer  Except: to omit orexclude  If you except the last term I shall accept thecontract.  Alter: a place foroffering  The pibus old man bowed before thealtar  Altar: Tochange  Nothing can alter mydecision.  Avocation: a subordinate occupation, usually one pursued for pleasureand  Pastime rather than forgain  His vocation isphotography  Vocation: chiefoccupation  Hisvocationisbankingandhisavocationispainting.  Womanly: befitting awoman  Modesty is a womanlyvirtue  Womanish: like woman (usedcontemptuously)  It was womanish on his part to shedtears.  Verbal: oral; notwritten  I cannot carry out your verbalorders  Verbose : containing more words than arewanted.  He writes in a verbosestyle.  Temporary: that which lasts only for a shortperiod  This post is purelytemporary  Temporal: earthly; opposed tospiritual  I do not care for temporalinterests.  Conscious:aware  She is conscious of herfaults  Conscientious: obedient to conscience,scrupulous  He is a conscientious worker and always does hisduty.  Divers: several;sundry  Divers men tried to solve theproblems  Diverse: Marked different orunlike  Theirviewswerediverse,asdiverseastheEastandWest.  Beneficial:advantageous  Freshairandthegoodfoodarebeneficialtothehealth.  Beneficent: doing good;kind  A beneficent king wins the hearts of hissubjects.  Childish: is used in a bad sense and suggests such as silliness, foolishness and weakness.  Your talk is becomingchildish  Child – like: is used in a good sense and suggests such as innocence, simplicity andtrustfulness  Her child-like innocence appealed toall.  Calender: The calender has gone out oforder  Roller machine for pressing and smoothing cloth orpaper  Calendar: Please consult the calendar and tell me on what day Deepawalifalls:  List of days, week‘s months, of a particularyear.  Eminent: He is an eminent scholar ofSanskrit.  Of greatrepute  Imminent:there is an danger of the war breaking out.  Events, specially dangers, likely to come or happensoon.  Formally: The proposal has not yet beenmade.  In accordance with rules, customsconventions  Formerly: Dr. Bhandari was formely a professor of electricalengineering.  Previously  Honorary: Sri Govind Prasad is working as an Secretary of the Indian Chamber ofCommerce  Holding office withoutremuneration  Honorable: He retired after rendering service to the nation for 30years.  Worthy ofrespect  Loose:Thedgistoodangeroustobeleft  free, notheld  Lose: he like wearing loosetrouser.  Not closingfitting  Momentary:Manydecisionstakeninlifeareofonlyimportance  Lasting for a moment, shortlived  Momentous: The chairman said that at the next meeting some mimentous decisionswouldbetakenandsohewouldlikeallmemberstobepresent  Stationery: The office manager occasionally carries out a physical verification of stationery items instock   Articles use in connection withwriting Stationary: The sun is stationary body and the earth evolves round it Not moving fixed  Verbal: He sent me a verbal message that he will reach the office half an hour before themeeting.  Spoken, notwritten  Verb ose: a verbose style leads to vagueness incommunication.  Using more words thannecessary  Zealous: For rural development we need an army of Zealousworkers.  Full ofenthusiasm  Jealous: He is jealous of his colleague‘spromotion.  Full ofenvy. Underline the correct word out of those in brackets:  His paintings show that he is a great (artist,artisan).  Our teacher does not believe in (corporal, corporeal) punishment.  He disliked his (childish, child like)habits.  Would you mind just (checking, chequing) these figures forme?  I‘d like (complement, compliment ) you onyour excellent taste in clothes.  Theyhavewrittenavery(practical,practicable)grammarandcompositionbook.  Cross -examination failed to (elicit, illicit) any usefulinformation.  Allcivilizednationsnowbelieveinthe(human,humane)treatmentofprisoners.  He is an (eminent, imminent)scientist.  The smog (affects, effects) our lungs and has an unpleasant effect on theskin.  Try to (adopt, adapt) your language to the speech ofcommunity.  The crops have suffered from the long (drought,draught).  A judge must be (uninterested, disinterested) in acase.  He is honest (beside, besides) being hardworking.  Heisvery(conscious,conscientious)workerandalwaysdoeshisduty.  I think it is very (particular, peculiar) for a young man to use perfumed stationery, stationary) for hisletter  5. ADILEMMA A LAYMAN LOOKS AT SCIENCE RAYMOND B. FOSDICK AUGUST 6, 1945 – The day the atomic bomb was dropped on Hiroshima - brought home to all of us in a dramatic fashion the significance of science in humanlife.The impact of that bomb has left us stunned and confused. Certainly we laymen are frightened by science as we never were before. And certainly too, we are bewildered by the power which science has suddenly placed in our laps – bewildered and humbled by our realization of how unequipped we are, in terms of ethics, law, and government, to know how to useit. That, I think, is the firstreactionof a laymanto the stupendousrepercussion ofthat bomb on Hiroshima. And the first question that comes to his mind is this: what use are radio and automobiles and penicillin and all the other gifts of science if at the same time this same science hands us the means by which we can blow ourselves and our civilization into drifting dust? We have always been inclined to think research and technology as being consciously related to human welfare. Now, frankly, we are not so sure, and we are deeply troubled, by the realization that man‘s brain can create things which his will may not be able tocontrol. To the layman it seems as if science were facing a vast dilemma. Science is the search for truth, and it is based on the glorious faith that truth is worth discovering. It springs from the noblest attribute of the human spirit. But it is this same search for truth that has brought our civilization to the brink of destruction; and we are confronted by the tragic irony that when we have been most successful in pushing out the boundaries of knowledge, we have most endangered the possibility of human life on this planet. The pursuit of truth has a at last led us to the tools by which we can ourselves become the destroyers of our own institutions and all the bright hopes of the race. In this situation what do we do – curb our science or cling to the pursuit of truth and run the risk of having our society torn topieces? It is on the basis of this dilemma that serious questions are forming in the public mind. Unless research is linked to a human and constructive purpose, should it not be subject to some kind of restraint? Can our scientists afford to be concerned solely with fact and not at all with value and purpose? Can they legitimately claim that their only aim is the advancement of knowledge regardless of its consequences? Is the layman justified in saying to the scientists: ‗We look to you to distinguish between that truth which furthers thewell-being of mankind and that truth which threatens it? One of the scientists who played a leading role in the development of the atomic bomb said to the newspapermen: ‗A scientist cannot hold back progress because of fears of what the world will do with his discoveries‘. What he apparently implied was the science has no responsibility in the matter, and that it will plunge ahead in the pursuit of truth even if the process leaves the world in dust andashes. Is that the final answer? Is there no other answer? Frankly, as a layman, I do not know. Offhand, this disavowal of concern seems callous and irresponsible. But we may be facing a situation where no other answer is realistic or possible. To ask the scientist to foresee the use – the good or evil of the use – to which his result may be put is doubtless beyond the realm of the attainable. Almost any discovery can be used for either social or anti-social purposes. The German dye industry was not created to deal with either medicine or weapons of war; and yet out of that industry came our sulphur drugs and mustard gas. When Einstein wrote his famous transformation equation in 1905 he was not thinking of the atomic bomb, but out of the equation came one of the principles upon which the bomb wasbased. Willard Gibbs was a gentle spirit whose life was spent in his laboratory at Yale University, and who never dreamed that his work in mathematical physics might have even a remote relationship to war; and yet it is safe to say that his ideas gave added power tothearmamentsofallnationsinbothWorldWarIandWorldWarII. I suspect that the way out of the dilemma is not as simpleas the questionsnowbeing asked seem to imply. The good and the evil that flow from scientific research are more often then not indistinguishable at the point of origin. Generally they are by products, or they represent distortions of original purpose, none of which could have been foreseen when the initial discovery was made. We are driven back to a question of human motives and desires. Science has recently given us radar, jet propulsion and power sources of unprecedented magnitude. What does society want to do with them? It can use them constructively to increases the happiness of mankind or it can employ them to tear the world to pieces. There is scarcely a scientific formula or a process or a commodity which cannot be used for war purposes, if that is what we elect to do with it. In brief, the gifts of science can be used by evil men to do evil even more obviously and dramatically thantheycanbeusedbymenofgoodwilltodogood. I fear there is no easy way out of our dilemma. I would not absolve the scientists from some measure of responsibility, for they are men of superior training and insight and we are entitled to look to them for help and leadership more help and leadership, I venture to add, than have thus far been given. However, I note that a considerable number of scientist who were connected with the atomic bomb project have publicly expressed their apprehension of the consequences of their own creation. ‗All of us who worked on the atomic bomb, said Dr Allison of the University of Chicago, had a momentary feeling of elation when our experiment met with success; but that feeling rapidly changed to a feelingofhorror,andaferventdesirethatnomorebombswouldbedropped. Nevertheless, in the long run I do not believe that we shall be successful in making science the arbiter of its discoveries. Somehow or other society itself must assume that responsibility. The towering enemy of mankind is not science but war. Science merely reflects the social forces by which it is surrounded. When there is peace, science is constructive; when there is war, science is perverted to destructive ends. The weapons which science gives us do not necessarily create war; they make war increasingly more terrible, until now it has brought us to the doorstep ofdoom. Our main problem therefore, is not to curbsciencebut to stopwar to substitute law for force and international government for anarchy in the relations of one nation with another. That is a job in which everybody must par ticipate, including the scientists. But the bomb on Hiroshima suddenly woke us up to the fact that we have very little time. The hourislateandourworkhasscarcelybegun.Nowwearefacetofacewiththisurgent question: ‗Can education and tolerance and understanding and creative intelligence run fastenoughtokeepusabreastwithorownmountingcapacitytodestroy? That is the question which we shall have to answer one way or another in this generation. Science must help us in the answer, but the main decision lies within ourselves.  6. A DILEMMA COMPREHENSION Check your understanding: 1. Whoisalayman?Whattodowecallapersonwhoisnotalayman? 2. In the first two paragraphs the following words are used: stunned, frightened, bewildered, confused, humbled, troubled. What will be the typical behavior of people in each of the followingsituations: a) Atigerisfoundinthegardenorahouse. b) Oneisdefeatedinamatchoradebate. c) In the examination hall all the questions in the question paper are found to be difficult. 3) Can you name a situation inwhich a) You will bestunned? b) You will bebewildered? c) You will betroubled? 4. What was the first reaction of the layman to the effect of the dropping of an atomic bomb onHiroshima? 5. Why are we troubled by the realization that our brain can create things which we may not be able tocontrol? 6. Howcanoursearchfortruthbringourcivilizationtothebrinkofdestruction? 7. Can our scientists afford to be concerned solely with the pursuit of truth unmindful ofitsconsequences?Whatistheauthor‘sopinion?Whatisyouropinion? 8. What, according to the author, is the towering enemy ofman-kind? 9. When did Einstein write his famous equation? What is it about? Why is it so famous? Who isEingstein? Matching words with their meanings Match the words with their meanings as used in the passage. Column II has one ‗extra‘. You may use a dictionary and look back at the essay. ColumnI ColumnII 1. Indistinguishable a. amazing indegree 2. Arbiter b.free 3. Repercussion c.unfeeling 4. Dilemma d. far-reachingeffect 5. Perverted e.denial 6. Absolve f. cannot be differentiated being inspirits 7. Distortions g.Thestateofbeinginhighspirits 8. Stupendous h.passionate 9. Callous i. turned to a wronguse 10. Elation j. having to choose between two equality undesirable courses ofaction. 11. Fervent k. person in completecontrol 12. Disavowal l. falseaccounts m. judge.  Think andanswer. Distinguish between: i. Culture andcivilization ii. Knowledge andwisdom iii. Anarchy adautocracy iv. Education andliteracy.  Under each statement given below two meanings are given. Say which one correctly explains the meaning of the italicizedexpression. 1. Science will plunge ahead in the pursuit of truth even if the process leaves the world in dust andashes. a) in a highly pollutestate. b) in a state ofdestruction 2. Theweaponswhichsciencegivesushavebroughtustothedoor–stepofdoom. a) close toruin b) close toevil 3. Wehavebeenmostsuccessfulinpushingouttheboundariesofknowledge. a) limits of ourknowledge b) divisions ofknowledge 4. Wearebewilderedbythepowerwhichsciencehasplacedinourlaps. a) in ourpower b) at ourdisposal. 5. We are confronted by the tragicirony. a) sad reversal of asituation. b) disastrousoutcome  A DILEMMA A LAYMAN LOOKS AT SCIENCE Notes Raymond B. Fosdick in the lesson ‗A Dilemma‘ says that science should be used only for the constructive purpose and not to be aimed at the degeneration of the society. August 6, 1945, a day of unfortunate, on which the atomic bomb was dropped on Hiroshima brought home to all of us about the significance (or) importance of science in human life. Mankind was frightened by science and bewildered by its enormous power. This instance has realisedthe mankind how unequippedwe are in terms of ethics, law, and government, to know how to use it. The author says that science is based on truth and should spring from the noblest attribute of the humanspirit. There are certain inventions that can evoke both positive and negative responses. Invention of Radio, Automobiles, pencillionRodar and jet propulsions shall be aimed towards the betterment of the society rather than creating ugliness and desolation. The gifts of science, the author vehemently feels, should not blow our civilization into drifting dust. The research and Technology yield right fruits when they are related to human welfare. Science is the search for truth. But it is the same search for truth that has brought our civilization to the brink of destruction. The writer strongly feels that research shall be subjected to some kind of restraint if it is not linked to human constructive purpose; it is really disheartening to read about that leading scientists associated with atom bomb sayingthatoneshouldnotholdbackprogressbecauseoffearofmisuseofscience Fosdick than says that some inventions are purely accidental and the scientists never had any evil intentions while discovering them. For instance Albert Einestein never thought of atom bomb while working for his transformation equation in 1905. Yet, from this come out one of the principles upon atom bomb is based. Similarly sulphur drugs and mustard gas which are offshoots of German dye industry was not created to deal with either medicine or weapons of war; Willard Gibbs was a gentle spirit whose life was spent in his laboratory at yale university had never dreamt that his research in the mathematical physics might have even a remote relationship to would war I & II. These discoveries are classic examples where the gifts of science can be used by evilmento do evil men to do evil even more obviously and dramatically than can be used by men of goodwill to dogood. The author concludes that the towering enemy of mankind is not science but war. Science merely reflect the sowal forces by which if its surrounded. When there is peace, science is constructive and when there is war, science is prevented to destructive ends. Our problem therefore is not to comb science but to stopwar- to substitute law for forceand international government for awarely in the relations of one nation with another. He feels that our education should be based on tolerance understanding and creative intelligence that should run fast enough to put an end to the evil effects of the science formally, Science must help us but the decision lies within ourselves ie., the role responsibility is of humanbeings.  7.HOMONYMS Homonyms are distinct words with quite different meanings that are spelt and pronounced just the same way. Eg: 1. Grave….. serious, tomb 2. Bank ….. shore, place to depositmoney 3. Bear……a)animal b) tocarry 4. bark…....................... a)thetoughoutercoveringoftreetrunksb)theshortsharp sound made by dogs. 5. bat............................. a) a small animal like mouse with wings. b) a piece ofwood 6. fair........................... a) what is just or reasonable b) anexhibition 7. lie............................ a) to give a false impression b) to rest on asurface 8. rest ……………….a) to relax b) an object that is used forsupport c) the remainingpart Use the followin g words in two ways: 1. BANK 2. MATCH 3. CABINET 4. FACE 5. SPRING 6. BOWL 7. CALL 8. POST 9. CELL 10. CORD 11. COLD 12.PALM 13. PART 14. PAST 15.DISPLAY 16.DOUBEL 17.FOLD 18. PEN 19. LIKE 20. LIGHT 21. NAP 22. OVER 23.PASS 24.DON 25. ABOUT 26. ABSENT 27. AWAKE 28. GRATE 29. HOCK 30. QUAIL 31. SCHOOL 32. SCORE 33. SNAP 34. SPELL 35. CLUB 36. THROUGH 37.BOON 38. BOWLER 39.CHANCE40.AFFECT 41.AIR 42.ADDRESS More words at a glance Acts/ax Aisle / I‘ll Ad/add All / awl Adds / ads Allowed / aloud Ade / aid Altar / alter Aerie / airy An / ann Aero /arrow Ant / aunt Affect / effect Ante / auntie Ail /ale Arc /ark Air /are Ascent / assent E‘er / ere Ate / eight Err / heir  8. HOMOPHONES Homophones are words, which sound identical but are spelt differently and have different meanings. A homophone is a word that sounds like another word but has a different meaning. A list of homophones are given hereunder 1. Sew Sow 26. Toe Tow 2. Aisle Isle 27. Pair Pare 3. Profit Prophet 28. Altar Alter 4. Hair Heir 29. Bolder Boulder 5. Colonel Kernel 30. Pain Pane 6. Course Coarse 31. Pray Prey 7. Compliment Complement 32. Bow Bough 8. Sauce Source 33. Caught Court 9. Idol Idle 34. Bare Bear 10. Dough Dove 35. Vale Veil 11. Flower Flour 36. Tied Tide 12. Vein Vain, vane 37. Suite Sweet 13. Disease Decease 38. Paw Poor 14. Flea Flee 39. So Sew 15. Fair Fare 40. To Too 16. Key Quay 41. Made Maid 17. Cereal Serial 42. Saw Soar 18. Boy Buoy 43. Eight Ate 19. Bear Bare 44. Hoarse Horse 20. Air Heir 45. Knight Night 21. Steal Steel 46. Warn Worn 22. Place Plaice 47. Grate Great 23. Tale Tail 48. Isle I‘ll 24. Son Sun 49. Beach Beech 25. Peal Peel 50. Mail Male EXERCISE Fill in the blanks with the suitable words from the blanks: 1. Thereisa big fire burninginthe (grate,great). 2. You caneatthe but give me theknifeto the skin (pare,pear). 3. He was charged with stealinga of cotton and was releasedon (bale,bail). 4. Theartist‘s showed a picture of a politician tryingto votes (canvass,canvas) 5. Heisthe of a plan to make slow pupils understand the difference between a and a multiplier (deviser,divisor) 6. There isthunderand and dark stormy sky shows no sign of (lightening, lightning). 7. The of our college is amanof (principal,principles). 8. Shewrotea on the historyofpeace (treatise,treaties). Underline the correct word: 1. What medicine did the doctor prescribe/ proscribe for her? 2. Gandhi did not like corporeal / coporalpunishment 3. Milton‘s poetry is full of classical allusions /illusions. 4. Do you know the Archimedes principle /principal? 5. I passed the intermediate course /coarse. 6. This is not officious /official. 7. Canvass/Canvasclothisusedfortents. 8. Rameshalwayssitsbeside/besidesher. 9. The minister is appraised / apprised of thesituation. 10. Thisfilmisanadaptation/adaptationofnovel.  9. YOU AND YOUR ENGLISH SPOKENENGLISHANDBROKENENGLISH G.B. SHAW (In every country in the world in which literature holds a place, the name of George Bernard Shaw is well known. No other writer, except, perhaps, Shakespeare, has earned such world-wide fame. The following text, which the literary genius prepared and spoke on a ‗gramphone‘ recording for the Linguaphone Institute, is loaded with characteristic Shavian wit, but with serious purpose behind it all. The provocative ideas are couched in a simple but sparkling rhetoricalstyle) I am now going to suppose that you are a foreign student of the English language; and the that you desire to speak it well enough to be understood when you travel in the British Commonwealth or in America, or when you meet a native of those countries. Or it may be that you are yourself a native but that you speak in a provincial or cockney dialect of which you are a little ashamed, or which perhaps prevents you from obtaining some employment which is open to those only who speak what is called ―correct English‖. Now, whether you are a foreigner or a native, the first thing I must impress on you is that there is no such thing a ideally correct English. No two British subjects speak exactly alike. I am a member of a committee established by the British Broadcasting Corporation for the purpose of deciding how the utterances of speakers employed by the Corporation should be pronounced in order that they should be a model of correct speech for the British Islands. All the members of that Committee are educated persons whose speech would pass as correct and refined in any society or any employment in London. Our chairman is the Poet Laureate, who is not only an artist whose materials are the sounds of spoken English, but a specialist in their pronunciation. One of our members is Sir Johnston Forebes Robertson, famous not only as an actor but for the beauty of his speech. I was selected for service on the ―Committee because, as a writer of plays I am accustomed to superintend their rehearsals and to listen critically to the way in which they are spoken by actors who are by profession trained speakers (being myself a public speaker of long experience). That committee knows as much as anyone knows about English speech; and yet its members do not agree as to the pronunciation of some of the simplest and commonest words in the English language. The two simplest and commonest words in any language are ―yes and ―no‖. But no two members of the committee pronounce them exactly alike. All that can be said is that every member pronounces them in such a way that they would not only be intelligible in every English- speaking country but would stamp the speaker as cultivated person as distinguished from an ignorant and illiterate one. You will say, ―well‘ that is good enough for me‖ that is how I desire to speak. ―But which member of the committee will you take for your model? There are Irish members, Scottish members, Welsh members, Oxford University members, American members; all recognizable as such by their differences of speech. they differ also according to the country in which they were born. Now, as they all speak differently, it is nonsense to say that they all speak correctly. All well can claim is that they all speak presentably, and that if you speak as they do, you will be understood in any English-speaking country and accepted as person of good social standing. I wish I could offer you your choice among them as a mode; but for the moment I am afraid you must put up with me-an Irishman.  I have said enough to you about the fact that no two native speaker s of English speak it alike; but perhaps you are clever enough to ask me whetherI myselfspeakit inthe sameway. I must confess at once that I do not. Nobody does. I am at present speaking to an audience of many thousands of gramophonists, many of whom are trying hard to follow words, syllable by syllable. If I were to speak to you as carelessly as I speak to my wife at home, this record would be useless; and if I were to speak to my wife at home as carefully asIamspeakingtoyou,shewouldthinkthatIwasgoingmad. As a public speaker I have to take care that every word I say is heard distinctly at the far end of large halls s containing thousand of people. But at home, when I have to consider only my wife sitting within six feet of me at breakfast, I take so little pains with my speech that very often instead of giving me the expected answer, she says ―Don‘t mumble; and don‘t turn your head away when you speak I can‘t hear a word you are saying.‖ And she also is a little careless. Sometimes I ha ve to say ―What?‖ two or three times during our meal; and she suspects me of growing deafer and deafer, though she doesnotsayso,because,asIamnowoverseventy,itmightbetrue. No doubt I ought to speak to my wife as carefully as I should speak to a queen, and she to me as carefully as she would speak to a king. We ought to; but we don‘t. (Don‘t,‖ by the way, is short for ―donot‖.) We all have company manners and home manners. If you were to call on a strange family and to listen through the keyhole – not that I would suggest for a moment that you are capable for doing such a very unladylike or ungentleman like thing; but still – if, in you enthusiasm for studying languages you could bring yourself to do it just for a few seconds to hear how a family speak to one another when there is nobody else listening to them, and then walk into the room and hear how very differently they speak in your presence, the change would surprise you. Even when our home manners are as good as our company manners – and of course they ought to be much better – they are always different;andthedifferenceisgreaterisspeechthaninanythingelse. Suppose I forget to wind my watch, and it stops, I have to ask somebody to tell me the time. If I ask a stranger, I say ―What O‘clock is it?‖ the stranger hears every syllable distinctly. But if I ask my wife, all she hears is ‗cloxst.‘ That is good enough for her; but it would not be good enough for you. So I am speaking to you now much more carefully than I speak to her; but please don‘t tellher! I am now going to address myself especially to my foreign hearers. I have to give them another warning of quite a different kind. If you are leaning English because you intend to travel in England and wish to be understood there, do not try to speak English perfectly, because, if you do, no one will understand you. I have already explained that though there is no such thing as perfectly correct English, there is presentable English which we call ―Good English‖; but in London nine hundred and ninety nine out of every thousand people not only speak bad English but speak even that very badly. You may say that even if they do not speak English well themselves they can at least understand it when it is well spoken. They can when the speaker is English; but when the speaker is a foreigner, the better he speaks, the harder it is to understand him. No foreigner can ever stressthesyllablesandmakethevoiceriseandfallinquestionandanswer,assertionand denial, in refusal and consent, in enquiry or information, exactly as a native does. Therefore the first thing you have to do is to speak with a strong foreign accent, and speak broken English: that is, English without any grammar. Then every English person to whom you speak will at once know that you are a foreigner, and try to understand you and be ready to help you. He will not expect you to be polite and to use elaborate grammatical phrases. He will be interested in you because you are a foreigner, and pleased by his cleverness in making out your meaning and being able to tell you what you want toknow. If you say ―Will you have the goodness, Sir, to directme to the railwayterminusat Charing Cross,‖ pronouncing all the vowels and consonants beautifully, he will not understand you, and will suspect you of being a beggar or a confidence trickster. But if you shout, ‗please! Charing Cross! Which way!‖ You will have no difficulty. Half a dozen people will immediately overwhelm you withdirections. Even in private intercourse with cultivated people you must not speak too well: Apply this to your attempts to learn foreign languages, and never try to speak them to well: and do not be afraid to travel. You will be surprised to find how little you needtoknow or how badly you ma y pronounce. Even among English people, to speak too well is a pedantic affectation. In a foreigner it is something worse then an affectation: it is an insult to the native who cannot understand his own language when it is too wellspoken.ThatisallIcantellyou:therecordwillholdnomore.Good-bye!  10. YOUANDYOURENGLISH COMPREHENSION 1. What according to Shaw are the advantages in learning to speakwell? 2. a)Whatismeantbyaprovincialorcockneydialect? b) Can you name some important native dialects of English? 3. a) Is there such a thing as ideally correctEnglish? b) Do all British speakers speak exactlyalike? c) What are the examples cited by Shaw to prove hisstatement? 4. What are the two simplest and commonest words inEnglish? 5. When can we say that somebody‘s speech isacceptable? 6. Does Shaw offer himself as a model? What does he say about his own speech? 7. Does Shaw speak to his wife as carefully as he would speak to a queen? 8. If he were to speak tho his wife at home as carefullyasa public speaker speaking to a large audience, whatwouldshe think? 9. Whenhesays‗What?‘twoorthreetimestohiswifeat breakfast what does shesuspect? 10. Does Shaw advocate listening through the keyhole? Whynot? 11. Why are home manners different from companymanners? 12. ―What o‘ clock is it?‖ – How does his wife hearit? 13. Why should we adjust our speech style to the occasion? Do you do it in your ownlanguage? 14. a) Why does Shaw urge foreigners not to try to speak English perfectly? b) Do you think it is sound advice? Is he speakingwithhis tongue in hischeek? c) CanyoumentionaplaythatShawwrotetoprovehispoint of view? 15. a) ―In London nine hundred and ninety nine out of every thousand people not only speak bad English but speak even that verybadly.‖ - Can you explain what it means? b) ―Even among English people, to speak well is a pedantic affectation. ―_ What does it mean?Why?  Guess the intendedmeaning Write out the sentence under each statement that correctly explains the meaning of the italicized expression or expressions. 1. ―I am afraid you must put up with me.‖ (Paragraph1) Shaw is frightened and he is taking you to stay withhim. Hepolitelysaysthatyoumusttoleratehiswayofspeaking. 2. ―That is good enough of her.‖ (Para7) That is all that is necessary or needed. She deserves onlythat. 3. ―Hewillsuspectyouofbeingabeggaroraconfidencetrickster.‖(para8)  He will think you are trying to cheathim. He will think you are telling him some tricks to be kept secret. 4. In a foreigner it is something worse than anaffection. It is something worse than a kindlyfeeling. It is something worse than being unnatural or pretending to begenuine. The responses in the following conversation are those of a person whose knowledge of English is very elementary. Do you think Shaw will approve of the responses? Rewrite the responses in goodEnglish. A: Where were you born? B: I born on ship. A: What was the name of the ship? B: I notknow. A: What nationality was your mother? B: SheFrench. A: Where is your mother now? B: She die. A: Who is your father? B: I not know him. A: Did your mother tell you about him? B: He English. A seaman I never see. A: When did your motherdie? B: Excuse _ I not know. A: Do you know how old your were when your mother died? B: I six yearold. A: Afterwards, who looked after you? B: I take care myself. A: Can you read and write? B: I write name. (From Arthur Hailey‘s ‗In High Places) In the following sentences the meaning intended is not clear. Can you rewrite the sentences so that the meaning intended is madeclear? (Some clues are given to help you.) 1. He killed the man with a stick. (How?Who?) 2. Iwenttomyvillagetosellandlandalongwithmywife.(Whatwasto be sold?) 3. The committee‘s appointment was not satisfactory. (What was notsatisfactory?) 4. Donotgoothershopstobedisappointed,butcometous.(For What?) 5. Wouldyouliketotryonthatdressinthewindow?(Where?What?) 6. He loves his dog more than his wife. (Who loveswho?)  7. Ihavesmokedoneofyourcigarettes,and shallinfuturesmokeno others. (gave upsmoking) 8. Thecollegemayrefuseadmissiontoanyonetheythinkproper.(Who may be effusedadmission?) 9. Thereportthatthestudentswerereadingannoyedthewarden. (What were theyreading?) 10. Jimcursethedayhewasborn.(When?What?)  The following expressions are used in the Indian variety of English. CanyouputtheminStandardBritishEnglish? 1. The meeting waspre-poned. 2. The matter will be referred to the concernedministry. 3. Why you came late to theclass? 4. They are having threecars. 5. Look at the alphabets ofEnglish. 6. Go andenjoy. 7. In find it difficult to make by both endsmeet. 8. You may be knowing thatofficer. 9. We are living here since1970. 10. Newspaper advertisement: ―Wanted a Non-vegetarian Cooker45years old.‖  Shaw was outraged by the irrational spelling of English. He said, ―My surname has two sounds; but I have to spell it with four letters: another 100 percent loss of time, labour, ink, and paper. The Russians can spell it with tow letters, as they have an alphabet of 35 letters. In the race of civilization, what chance has a powerthatcannotspellsosimpleasoundasShawagainstarivalthatcan?‖ 1. Can you suggest simpler ways of writing the followingwords? a) enough b)queue c)should d) love e)through f)finally g)quality h)photo i) allright 2. Indian English as it is spoken is highly influenced by the spelling. There are people who pronounce the following words as they are written. Can you say how they are to be pronounced? Psychology, summer, plumber, subtle, bottle, bomb, colonel,drought. 3. Think of your first language (i.e your mother tongue). Do you think all those who speak it speak exactly alike? Are there variations among individuals? Are there variations between two speakers of your first language? Are the speech habits identical? Similar? Can you point out some variations in accent, in the use of words, etc., between individuals, regions, and socialclasses? 4. Think of your first language. Do you adjust your speech style to the occasion? Can you give someexamples?  YOU AND YOUR ENGLSIH SPOKEN ENGLISH AND BROKEN ENGLISH Notes This lesson is a Gramphone recording for the Linguaphone Institute given by GeorgeBernardShaw,awellknownpersonalityinthehistoryofworldliterature. Shaw here emphasis the point that there is no such thing as ideally correct English and no two Britishers speak English exactly in the same manner. He says that because of his rich experience as a public speaker and also as a play wright he was appointed by the British Broadcasting Corporation as a member of a committee whose main aim was to develop a model of correct English speech for the British Islands. The Committee was chaired by a poet Laureate who was also an artist and his materials are the sounds of Spoken English, and a specialist in pronunciation Johnston Forebes Robertson, a well known actor known for the beauty of speech was also a member of this committee which was hetrogenous blend of Krish, Scottish, Welsh, Oxford and American members. All theses members could be recognized by their difference in speech and hence we can‘t conclude that they spoke English correctly. They, of course Spoken English presentably which is easy to comprehend. Imitating them would make us persons of good social standing. It is also astonishing to note that this committee sometimes did not agree to the usageandpronunciationofmostofthesimpleandcommonwordsofEnglish. Shaw says that the two commonest words in English are ‗Yes‘ and ‗No‘. But no two members of the committee pronounce them exactly alike. Yet there are some people who find delight in avoiding them. Shaw points out that good effort is needed tocomprehend or to follow words, syllable by syllable. He says that he is speaking carefully to an audience of thousands of gramphonists. But if he speaks carelessly as he speaks to his wife, the audience can‘t make out, and at the same time if he speaks carefullyathome,hiswifethinksthathehasgonemad. The usage of English differs from situation to situation. One would indeed be labeled mad or insane if one talks to his wife in the same manner as he does at a Gramphone recoding and vice - versa. Shaw, in a lighter sense, asks us to be careful even while speaking to wife and the conversation between a husband and wife should be like a conversation between a King and a Queen. Unfortunately that doesn‘t happen with all of us. Shaw classifies manners into two types namely Company Manners and Home Manners which also vary according to the situation. Family members do not speak among themselves in the manner as they do on ordinary occasions when they are in the presence of an outsider. Shaw further adds by citingan exampleof ‗keyholemoral‘the listenergets surprised to note the difference between two situations. The difference is greater in speech than in anythingelse. Foreigners need not speak English perfectly if they want to travel in England and if they are wise to be understood these. Even if they do so, they will not be understood since a vast majority in London speaks bad English. If a foreigner speaks perfect English, he/shewillbesuspectedofbeingabeggaroraconfidencetrickster.SpeakingEnglishtoo well is in fact a pedantic affectation. George Bernard Shaw further mentions that the stranger, hears every syllable distinctly when he asks him what O‘ Clock is it? But hiswifehearsitas―Cloxst‖,becauseitisgoodenoughforherbutnottothelistener. Shaw emphasizes that there is no such thing as perfectly correct English and there is presentable English which we call ―Good English‖. In London, Shaw points out that Nine hundred ninety nine out of every thousand people don‘t only speak bad English but speak even that very badly. They neither speak it correctly nor be understood when it is well spoken. He suggests the foreigners, to speak with a foreign accent, and speak broken English, that is English without grammar. Then, the native understands the foreigner and try to understand and gets ready tohelp. The native never expects the foreigner to be polite and to use elaborate grammatical phrases. Shaw cites an exampleie., ―Will you have the goodness sir, to direct me to the railway terminus at charingcross‖ But if the foreignershouts ―Please! Charing Cross! Which way!‖ the stranger would have no difficulty, responding to it half a dozen people will immediately over whelm to help. If any foreigner requests the native, pronouncing all the vowels and consonants beautifully, how will not understand, and would suspect him to be a beggar or a confidencetrickster. Finally, G.B. Shaw suggests us that one must not speak too well even with cultivated people, during private inter course also. While dispelling the fears of foreigners with regard to the language G.B. Shaw says that little knowledge is adequate to travel England, and adds that to speak too well is a pedantic affectation, even among English people. G.B. Shaw says that is an insult to the native who can‘t understand his own language when it is too wellspoken.  11. FUNCTIONAL GRAMMAR A verb must agree with its subject in number and person i.e., the verb should be of the same number and person as that of thesubject. 1. Two or more singular subjects joined by ‗and‘ take a plural verb. Eg: Mohan and Sohan havepassed. 2. But some times two subjects are regarded as presenting one idea and than the verb is singularas Eg: Bread and butter is a wholesomefood. Slow and steady wins the race. 3. If two singular nouns refer to the same person or thing, the verb must be singular; as Eg: The orator and states man has arrived (here orator and statesman refer to the sameperson). 4. If the article is mentioned twice then two distinct persons are intended and the verb following must be in plural number;as. Eg: The poet and the philosopher aredead. 5. If two singular nouns joined by and preceded by each and every, the verb is singular;as Eg: Eachdayandeveryhourbringsusafreshanxiety. 6. Two or more subjects connected by or, nor, either….or, neither….nor take singular verb;as Eg: Neither Rama nor his brother waspresent. Either Mohan or Sohan is in the wrong. Any boy or girl sees it at once. 7. Whenoneofthenounsorpronounsjoinedbyor,noristhesingularandtheother in plural, the verb should be plural and the plural subject be placednearthe verb;as Eg: John or his brothers are toblame. Neither Afzal nor his friends were present 8. If two subjects joined by or, nor are different persons, the verb agrees in person with the subject nearer to it;as Eg: Either you or he is telling alie. 9. If two nouns are joined with or as well as, the verb, the verb agrees with the first noun, i.e., if the first noun is singular the verb must be singular, even if the second noun is plural;as Eg: Rama as well as his friend has won the prize. Iron as well as gold is found in India. The king with his ministers was killed. The manager as well as the workers is responsible for the accident. 10. Collective noun is a word that refers to a group of collections of persons or things. Collectivenountakesasingularorpluralverbaccordingtothesense.Iftheidea  of oneness is expressed, the verb must be singular; if the individuals of the collection are thought of, the verb must beplural. Eg: The Jury = men of jury were divided in their opinions. The jury (= one body) has elected its president. 11. Indefinite pronouns: Pronouns, which do not refer to a particular person or thing, take a singular verb. Some of the commonly used pronouns are: either, neither, everyone, many must be followed by a verb in singular;as Eg: Either of the two applicants is suitable. Neither of the applicants is suitable. Each one of these men is reliable. Every one of the boat‘s crew was drowned. Many a flower is born to blush unseen. 12. Errors due to proximity should be avoided. Often verb is made to agree in number witha noun near instead of the proper subject. This should be avoided. Eg: The behavior of the children was excellent. Not one of his lectures has ever been printed. The cost of all these items has beenraised. 13. When the plural noun denotes some specific quantity or amount considered as a whole, the verb is generallysingular. Eg: A thousand rupees is a good sum Two thirds of the city is inruins. 14. It is the same with names of books and names of sciences. Eg: Arabian Nights is an interestingbook. Mathematics is his favorite subject. 15. Relative pronouns; a relative pronoun always agrees in number and person with its antecedent;as Eg: I am a woman who seeks my children‘s welfare. Heisoneofthosemenwhoknoweverything. 16. Words that indicate part or portion: most often such words that indicate part or portion occur as part of a phrase, which acts as the subject. The complete subject determinesthenumberoftheverbinsuchcases. Eg: Half of the job was completed within two days.Halfofthejobswerecompletedwithintwodays. Two thirds of the employees are in favour of this proposal. Two thirds of the pole isrotten. All the money is spent. All the students havegone. 17. Compound subjects: When a subject consists of more than one word but refers to a single person, idea, or unit or to the same person, or thing, it takes a singular subject. Eg: Many a student has joined the Sevasamithy to serve the localcommunity. Bread and butter was his sole concern. Every clerk and every assistant is expected to know typing. 18. Words that indicate numbers: When number is preceded by ‗the‘, it takes as singular Verb and by ‗a‘. a plural verb. This is because ‗the‘ number is generally consideredtorefertoaunitand‗a‘numbertoindividualtermsofaunit. Eg: The number of people who reported for the work this morning is small. The number of crimes in Delhi is increasing. A number of meetings were held to discuss the issue. Anumberofbooksaremissingfromthelibrary. 19. Words that indicate amount and people. These words generally take a singular verb Eg: Ten thousand rupees is a lot ofmoney. Three miles a day is a good walk. But when such word is used to convey a general impression, it takes a pluralverb. 20. Introductory ‗there‘ and ‗it‘ : In sentences beginning wit h ‗there‘, the true subject which generally follows the verb, determines the number ofverb. Eg: There are various methods of collectingdata. There is no need for typing this report. ‗It‘ always takes a singular verb, irrespective of whether the subject, which usually follows the verb, is singular or plural. Eg: It is the people who matter in a democracy. It is the same draft which you showed me yesterday, isn‘t it?  12. FUNCTIONAL GRAMMAR EXERCISES 12.1 AGREEMENT OF VERB WITHSUBJECT Identify the correct verb or pronoun that agrees with subject of the following sentences: 1. The orator and statesman has/havearrived 2. The poet and philosopher is/aredead 3. Each day and everyhourbrings/bringa freshanxiety 4. Neither Rama nor his brother was/were present there 5. Neither Afzal nor his friends was/were available for comment on the developments 6. The king with all his ministers was/werekilled 7. The council that met in the town Hall was/weredivided 8. Every one of the boat‘s crew was/weredrowned 9. The behavior of the children was/wereexcellent 10. Notoneofhislectureshas/haveeverbeenprinted 11. A series of lectures has/have been arranged on thesubject 12. Four weeks is/are a goodholiday 13. Heisoneofthosemenwhoknow/knowseverything 14. Four kilometers is/are a gooddistance 15. Nonebutthebravedeservethefair 16. Neither children nor their mother is/areadmitted 17. Manyafloweris/areborntoblushunseen 18. A large number of women was/were present at themeeting 19. Mohan as well as his friend is/areguilty 20. Time and tide wait/waits for noman  21. Aknowledgeofmodernlanguagesis/areessentialthesedays 22. The accountant and treasurer has/haveabsconded 23. Either Rama or his brother is/are afault 24. Notoneofthesefiveboysis/arepresentintheclass 25. Which one of these umbrellas belongs/belongs toyou? Identify the correct verb or pronoun that agrees with the subject of the following sentences: 1. It is these people who instigate/instigates theworkers. 2. Neither Mary nor Joseph has collected his/her admit cardyet. 3. The multitude was/were frightened at the sight of thelion. 4. Any boy or girl sees/see it atonce. 5. Everyman and every woman was/wereterrified. 6. Each faculty member as well as most of those students know/knows the names of themiscreants. 7. More than forty boys was/were present at themeeting. 8. Bread and butter are/is a wholesomediet. 9. Mathematics seem/seems to bedifficult. 10. I like every thing and everybody who/which reminds me of the greatness of God. 11. The man and the woman, the judge said, is/areguilty. 12. The managing director, not his assistants was/were responsible for the omissioin. 13. Advice is/are more easily given thantaken. 14. The furniture your wish to buy is/are veryexpensive. 15. The acoustics of new auditorium is/areexcellent. 16. Theproceedsofthisprogrammego/goestolocalcharities. 17. The people of India have/has firm faith indemocracy. 18. The jury has/have given itsverdict. 19. The jury is/are in complete disagreement on theissue. 20. None wants/want a change in the workinghours 21. Iwhois/amyourfiendwillhelpyou. 22. I am the person who has/have donethis. 23. The number of students who reported to the class this morning is/are small. 24. Anumberofbooksare/ismissingfromthelibrary. 25. Every one is/are entitled to one month‘ssalary.  13. BUSINESS CORRESPONDENCE Business communication may be defined as the use of effective language for conveying a commercial or industrial message to achieve a predetermined purpose. 13.1 PRINCIPLES OF LETTERWRITING Of all forms of written communication letters are the most common and considered as the most personal. With the growth of commerce and industry their usefulness has muchincreased. When you enter a profession, you willhaveto writedozensof letterseverydayas a part of routine work, letters to other firms and companies, customers, suppliers associate organization, government officers, credit agencies, employees etc. sch letters are called business letters. Their aim is to achieve a definite purpose, such a s selling a product, making an enquiry, seeking information or advice, mollifying the feelings of a customer, creating good willetc. 13.2 Courtesy andConsideration Necessary tact and courtesy are important, as it is the basic principle of social relationship. Courtesy is like the oil, which removes friction and makes life smooth and helps to win friends. Especially in business correspondence, discourtesy damages both friendship and business. 13.3 Directness andConciseness Transmission of maximum information by using minimum of words should be the aim in the letter writing. Attention of the reader can be caught with clarity and conciseness. Unnecessary details and redundant expressions are to be avoid. In this mechanical and busy world such expressions may irritate thereader. 13.4 Avoid Verbosity and participialEndings. A study of business correspondence reveals that there is a lot deadwood and verbosity, which is to be avoided. Participial endings such as assuring, rusting, hoping etc., are also to beavoided. 13.5 Clarity andPrecision One of the age -old adages tells us ―one should speak as the common people do and think as wise men do‖. A simple expression and clear thinking are the most important virtues of effective writing. Here Mathew Arnold rightly advised, ―Have something to say ands say it as clearly as you can‖. This is only the secret ofstyle. PRACTICAL HINTS Do’s Don’ts Many thanks for yourletter youstate We are glad to notethat you are wrong insaying We appreciateyourwriting it is difficult tobelieve We regret toinformthat we can‘t accept yourrequest We aresorrythat we are forced torefuse Wearegratefulforthesuggestionsyouhavemade wedemand. 13.6 Negative androundabout 1. You failed totellus 1. Please let usknow 2. We can not help youunless 2. We shall be pleased to help youif.. 3. We can not helpyouwith 3.We suggest thatyou 4. You have not caredtopay 4. Please look into our complaint. Attention to ourcomplaint 13.7 Structure and Layout ofletters Just as the ―apparel of proclaims the man‖, the appearance of a letter often reveals the character of the writer and the organization he belongs to. a) Elements of structures 1. Heading 2. Date 3. Reference 4. Inside Address 5. Attention 6. Salutation 7. Subject 8. Body 9.complimentaryclose 10.Signature 11. Identification Marks 12.Enclosure. b) Heading : Most of the business organizations use printed letterheads for correspondence. The letterhead contains the name, the address, telephone number and e - mailaddress. c) Date:Thedate,monthandyearshouldbeindicatedintheupperrighthandtopcorner. d) Reference: If yours is a reply letter, give the correspondent‘s reference number againstthefirstandyourreferencenumberagainstthesecondline. e) Inside address: The full addressof the person or organization you are addressing shouldbewrittentwospacesbelowthedate. f) Attention line: To ensure prompt attention, sometimes a letter that is addressed to a firmorcompanyismarkedtoaparticularofficerinthatorganization. g) Salutation: Salutation is nothing but greetinga person.It is placedtwo spacebelowthe attentionline. h) Subject: The purpose of the subject line is to let the reader know immediately what the message isabout. i) Body:Themainpurposeofaletteristoconveyamessage.Thisisdonethroughthe body of the letter. j) Complimentary close: This is nothing but – a polite way of ending a letter, the close must agree with thesalutation. k) Signature: The signature is the singed name of the writer it is placed below the complimentaryclose. l) Identification Marks: These marks are put in the left margin to identify the typist of the letter, one or two spaces below thesignature. m) Enclosure: If anything is attached to the letter. It must beindicatedagainstenclosure. Generally the abbreviated from Encl. is typed against which the number of enclosures isindicated. 13.8 Planning aLetter 1. Set aside specific time for handling yourcorrespondence. 2. Ask yourself, what is the main purpose of theletter. 3. Gather relevantinformation 4. Arrangethematerialinalogicalorder 5. Select the righttone. 13.9 Quotations, Orders andTenders Quotations, orders and tenders are some important types of business correspondence. It is customary for a business organization to invite quotations from several sellers before placing anolders. The purpose is to find out eh cheapest and the best source of supply of goods required. The following details are to be furnished in the latter.  Describe your needs clearly and precisely and give the detailed specification such as the shape, size, quality of the goods yourequire.  Mode and terms ofpayment  Place and time ofdelivery  Method oftransport  Packing and forwardingcharges. 13.10 Tenders While quotations are generally sought from a few selected sellers ,notices regarding tenders are advertised in newspapers ,magazines etc. inviting prospective sellers of services and goods to quote their rates for doing a job or supplying good specified in the notice. When a tender is accepted, the successful seller ahs to sign a contract to do what he haspromised. 13. 11 Sales letters: A good sales letter is essentially like a successful advertisement, it catches the attention of the reader, excites his interest and curiosity and induces himtobu6ythegoodsorservicesoffered.Herearefewguidelines.  Catching the readers‘ attention through an attractiveopening  Convincinghimthatyourproductorserviceisthebestinthemarket  Motivating him to actquickly The reader‘s attention is caught by the layout, color, scheme, illustrations, catchy phrases, striking statements, questions, etc. he is motivated by such as ―Just fill in the coupons below and dispatch it today, send no money. ―Only mail the attached card‖. ―Avail this special offer‖etc.  The purpose of every sales letter, as of every advertisement is to convert the reader into acustomer. 13. 12 Claim and Adjustment Letters However efficient an organization may be mistakes are likely to be ma de owing to human frailty or misunderstanding. Important services are sometimes unsatisfactorily rendered, goods are consigned to wrong destinations sometimes late, sometimes in less than the required quantities. Occasionally they reach their destination in damagedconditionbecauseoffaultypackingorimproperhandlingintransit. Letters written to bring these mistakes to the notice of those who must own the responsibility for them are called claim or complaint letters and those written to take action on them are known as adjustment letters. 13.13 Job applicationLetters An application for a job may the first important business letter that one will write after getting graduated from a college or university. There are two types of letters of application. In the first all information about qualification, experience and personal details is given in one letter. In the second there are two parts. Part one is a short covering letter, containing reference to the advertisement in response to which you are applying and featuring your most significant qualifications forthe post. Part two consist of the resume, a sheet that lists details about you and your qualifications. It includes thefollowing.  Personal details, age, fitness and maritalstatus.  Educationalqualifications  Specialized training, ifany  Experience andachievements  Special honors and distinctions, ifany  Special personal qualities, which make you suitable for job references, Names and addresses of persons who can vouch for yourreferences.  13. 14 Social correspondence: Letters to fulfill social obligations or to meet personal needs that may not be directly related to our official or professional activates are called social letters. Some of theselettersarelettersofcongratulation,invitation,condolencesetc. Inviting quotations Write a letter to Mc. Milan Publishers asking to send quotations for the books you require for your college library. Give a comprehensive list of the books also. From The Head Department of English College of Agriculture Rajendranagar,Hyderabad To Mc Milan Publishers PoharGunj New Delhi – 110055 Lr. No. 324/Engl/2010/dated:30/03/2010. Dear Sir, Sub: ANGRAU- College of Agriculture, Rajendranagar, Quotation for certain books requested -Regarding. I shall be obliged if you send the quotations for the books, we require for our college library. A list of books is given hereunder, please quote your lowest rates and discount particulars if any to the undersigned within a fortnight form the receipt of this letter.Amounttobepaidwillbesentintheformofdemanddraft. S. No. Author Title Edition Publisher No. of copies required 1. R.K. Bansal Spoken English 1995 Orient Long 50 J.B. Harrison man 2. N.K. Better English 1983 Arnold 30 Agarwala Grammar and Heinemann Composition New Delhi 3. Allen. W. Living Engl. - Long man 40 Stannard Structure Yours faithfully,   SendingQuotation From Mc. Milan Publishers PoharGunj New Delhi –110055 NewDelhi 26th April 2004 To The Head Dept. of English College of Agriculture Rajendranagar, Hyderabad. Lr. No. Sir, Sub: Mc. Milan Publishers – Sending quotation for the required books - Reg. Ref: Lr.No. – 324/Engl/2010/dated30/03/2010 of the HOD. I feel greatly privileged to send the quotation to your esteemed college. We are pleased to quote the following rates for the books your require. Sl.No. Title Price perbook 1. SpokenEnglish Rs.60/- 2. Better EnglishGrammar andComposition Rs.18/- 3. LivingEnglishStructure Rs.100/- Packing and transportation charges other duties and taxes are included in the price quoted. We also allow 5% discount if No. of copies will be above 50. We hope to receive your order soon. Yoursfaithfully, SalesManager 13.15 JOB APPLICATION LETTER 606, KrishnaNagar, Lucknow –226002 14th January, 2004. To The Personnel Manager, National Petroleum Company, 80 Netaji Marg, New Delhi – 110009. Sir, Sub: Application for the post of Executive Engineer – Reg. Ref: Times of India of 12th January, 2010. Your advertisement for an executive engineer in the Times of India of 12thJanuary, 2010 interests me because I believe that I have the right qualification and requisite experience for thejob. After doing B.E. in Chemica