Situational Dialogues

Most educated people can write very well, but are unable to speak good English. It is because they do not have the opportunity to practice speaking the language. We very often find educated men and women, who can write reasonably correct English, fumbling for words when they attempt to talk to someone in English. They tend to use wrong or inappropriate expressions; It is essential that we learn and use the expressions appropriate to each situation.

They only way to learn Spoken English is to speak English. The practice dialogues given in this material are meant to be spoken and not just read.

Since you are learning to speak English, how you speak the language is very important. Speaking involves a lot more than producing the sounds of words. Your expressions, your gestures and your tone + your pronunciation convey a lot of meaning that mere words cannot convey. The practice dialogues given in this material will give the reader an idea of how to use the expressions in different context.

Finally, remember you are not learning to read. So, look up and speak what you are reading.

Situational Dialogues for Various occasions

Greeting:

Hello, How are you?  

Hello Tom, Nice to see you again

Good to see you again

How do you do?

Very nice to see you again

How are things with you?

How is life?

I trust you’re keeping well

I hope all goes well with you

I am so glad to see you again after a long time

Hey, Rahul where have you been all these days? (Informal)

Introducing oneself:

Good morning. I am Rahul from Tirupati

Excuse me. My name is Rahul

Let me introduce myself….

Introducing others:

This is Mr/Miss…

Do you know……?

Have you met….?

Please meet Mr….

I’m sure you would like to meet…..

Let me introduce you all Prof. Balaji Reddy

May I introduce…..?

Inviting someone:

Would you like to……..

I would like you to…….

I would like to invite you to…….

Would you be interested in……

We should be very pleased if you could…….

We should be grateful if you could be our Chief guest

Would you mind joining us on the occasion?

Making requests:

Can/Could you please your pen for a minute?

Can you do me a small favour?

Please do me a favour by…..

Do you think it would be possible…..?

I am sorry to trouble you, but……

I hope you don’t mind my asking, but…..

Could I have your pen for a moment please?

Offering help:

Can I assist you?

Would you like some help?

Would you like me to help you?

May I help you?

May I be of assistance?

What can I do for you?

Is there anything I can do?

Asking for advice:

Would you advise me to……?

Can you advise me about…….?

I would appreciate your advice

What would you advise me to do?

What would your advice be?

Could I ask for your advice on……?

What would you do if you were me in my position?

Expressing gratitude:

Thank you/Thanks/Thanks a lot/Thank you very much

I am really grateful to you for your timely help

It was kind of you to help me

A million thanks

That is very kind of you sir

I am really very grateful to you madam

I can’t express how grateful I am to you

Expressing sympathy:

I am sorry/ I am sorry to learn that…….

It’s really upsetting

You must be terribly upset

I know how you feel

Please accept my/our condolences

Hard luck. But don’t lose heart

You must be really upset about it. Please don’t worry about……

Complaining:

I am sorry to say, but…….

I am afraid I have got a complaint about…..

I am afraid I have got something to tell…

I am sorry to bring this up, but…..

I am sorry I have got a complaint to make…….

Apologizing:

I am sorry/ I am very sorry/ I am terribly sorry for……

I am sorry, that was entirely my fault

I feel bad about……

Please accept my apologies for……

Please forgive me for……

I am extremely sorry for…..

I can’t tell you how much sorry I am

Leaving someone for a short time:

Excuse me/ Excuse me for a moment

Excuse me, I’ll be back in a moment

Hold on/ hang on for a moment

Will you excuse me a moment, please?

Would you mind my leaving you for a moment?

Ending a conversation:

I am afraid I must go now

I hope you don’t mind my leaving

Excuse me. I have to catch a train, so I am leaving

I must leave now, sorry

It’s getting late, I have to leave now

See you later/tomorrow/next Sunday o.k.

Asking for someone’s opinion:

What do you think/feel about…….?

What is your opinion/reaction?

What is your view/opinion about….?

What are your feelings/ideas about……?

Have you got any comments on…….?

Asking someone to say something again:

Pardon/I am sorry

I am sorry I didn’t catch/hear…..

I am sorry, what did you say

Could you repeat what you said?

I beg your pardon

Sorry, what did you say?

Asking whether someone knows:

Excuse me. Do you know……?

Did you know……?

Did you hear about…….?

Have you heard about……..?

Are you aware of…….?

Can you help me? Do you happen to know anything about….?

Could you give me any information about……?

Do you know anything about that?

Giving advice or suggestions:

You had better go by auto

You had better consult a doctor

You had better start at one

You’d better hurry up

Polite requests:

Do you mind waiting for ten minutes?

Do you mind moving a little?

Do you mind switching on a fan?

Do you mind coming again tomorrow?

Do you mind if I sit here?

Points related to journey/trip etc:

Have a comfortable flight and a nice trip

Have a comfortable journey

Happy journey

Have an enjoyable trip

Have a good time. Enjoy yourself

Have a wonderful dharshan of Lord Balaji

Asking if someone agrees:

Is that all right with you/o.k. with you?

Do you agree?

I hope you will agree with me

You would agree with………. wouldn’t you?

Would you agree with………..?

Note: Read these points as many times as possible every day. Then try use them in day to day conversations with all. I wish you all the very best.

Reference:- http://bbrenglishforall.blogspot.in/search?updated-min=2012-01-01T00:00:00-08:00&updated-max=2012-10-05T03:21:00-07:00&max-results=20&start=3&by-date=false

Do u know the difference between Resume & CV?

What is the difference between Curriculum vitae (CV) and a Resume?

A curriculum vitae, or CV for short, is not the same as a resume. Many people use the two terms interchangeably, but there are some important differences you should be aware of.

The primary differences between a Resume and CV are the length, what is included and what each is used for. 

A Resume is a one or two page summary of your skills, experience and education. While a resume is brief and concise - no more than a page or two, curriculum vitae is a longer and more detailed synopsis.

Curriculum vitae includes a summary of your educational and academic backgrounds as well as teaching and research experience, publications, presentations, awards, honors, affiliations and other details. A CV gives the employer a bigger picture of you as a person as well as you as a worker.

Learn Writing Career Objectives for Resumes

Points to keep in mind when writing the Career Objectives in your CV:

• Keep the English simple
• Keep the sentences short, precise and concise. Cut the verbiage.
• The tone of your Career Objective should be formal.
• The Grammar should be correct.
• Check your spelling more than a few times.
• Do not copy and paste other peoples Career Objectives
• It is best to keep your Career Objectives 3-4 lines.
• Make sure your Career Objectives match the job you are applying for.
• Always write the resume objective keeping the need of the employer in mind.

• Use keywords and language found in job advertisement to demonstrate that you’ve paid attention to what the employer needs. 
•  Never use the same resume objective for a number of different jobs.

• Tailor each resume objective to fit the position.

Some Sample Career Objectives:

→Writing an objective in resume as a fresher or new grad is a tricky task. Following are some sample Objectives in Resume for Freshers which will enable you making your own objective.

→“Seeking a challenging carrier by giving all my skills to my profession and waiting for a initiative role.”

→ “To be a part of the challenging team which strives for the better growth of the organization and which explores my potential and provides me with the opportunity to enhance my talent with an intention to be an asset to the company.”

→“To associate with an organization which progresses dynamically and gives me a chance to update my knowledge and enhance my skills, in the state of art technologies and be a part of the team that excels in work to words, the growth of organization and my satisfaction thereof.”

→“Seeking an electrical engineer position with a company which will require me to utilize my skills, abilities and experience in the electrical engineering field to ensure the company’s success.”

→“A highly motivated software engineer with comprehensive knowledge of software techniques, and good experience of existing software applications. I am seeking to work with a reputed software company to achieve new levels of competence.”

→“To add value to your organization with the help of my adaptability and my grasping power, and to enhance my professional skill set in accordance with your organizational objectives.”

→“To build upon and enhance my professional skills in a reputed and dynamic organization that gives me the opportunity to evolve in a professional manner.”

→“Looking for a position where I will have the opportunity of being allowed to learn about new technologies that are arriving in the software world as well as utilize my experience of developing and working with computer applications in your esteemed organization.”

→“I am seeking a position as an entry position as a software developer where I can work in a challenging environment and gain experience in working as part of a team to research and develop new software products.”

→“Seeking a job as a Mechanical Engineer in a firm, who can develop, create and modify machinery that creates and uses power.”

→“Looking for a job as a Civil Engineer, who can perform engineering duties in planning, designing and overseeing construction and maintenance of building structures and facilities.”

Reference:- http://bbrenglishforall.blogspot.in/search?updated-min=2012-01-01T00:00:00-08:00&updated-max=2012-10-05T03:21:00-07:00&max-results=20&start=3&by-date=false

Homi Jehangir Bhabha’s life and contributions

Answer the following questions in 150 words:

1. Describe the beginning of the age of nuclear energy and India’s approach to it.

A: - Homi Jehangir Bhabha is one of India’s greatest personalities in the field of Physics and atomic energy. Atomic energy, so far, is a recent phenomenon not only to India but even to the most advanced countries of the world. Scientists in Europe discovered a fact that the nuclei of certain elements contain a vast amount of energy. They also discovered that some unknown force working inside the nucleus of an atom.

             While the scientists of Europe were unable to detect what that force was and how it could be unleashed, Bhabha could foresee the tremendous benefits of nuclear energy. On the advice of Bhabha, the Atomic Energy Commission of India was founded in 1948. After six years it became the Atomic Energy Department. A site was chosen to house (place) the reactors and laboratories. In this station, sincere effort was made to lay down the basics of atomic research in terms of training man power and providing the infrastructure ultimately leading to the production of atomic power. This progress in field of atomic energy is brilliant success in India. Within the span of thirty years’ time, India could become a nuclear power as the foundation of nuclear energy had already laid in India. It was only because of Bhabha’s efforts that India was able to entry into the selective nuclear club.

2. Why does the author say that Bhabha was a modern man in every sense of the term?

A: - Homi J. Bhabha was an extraordinary person. He was not a traditional being in understanding the issues of the world. He, in fact, did not have emotional attachment with India. It might have happened in his case as he spent many of his academic years in England. While, after returning from India, a sense of deep feeling of identity as an Indian grew within him. However, this feeling was not a cultural factor which rooted him in India but a sense of responsibility. As a modern intellectual man, he just thought what he as a scientist could do to shape India's future. 

              Bhabha wanted to see the progress of India in the fields of science and research. His ideas and perception are beyond the imagination of common people. When the scientists of Europe were unable to foresee the possibilities of Nuclear energy, Bhabha's brilliant mind could foresee the tremendous possibilities of it. He put all his efforts to make India a nuclear power in the world. He made it clear to all the experts of the world how nuclear energy could compete with traditional thermal power.

Hence, it is apt to say that Bhabha was a modern man in every sense of the term.

3. What changes did Bhabha bring about in the scientific field of India?

A: - When Bhabha came from Cambridge, England, he noticed that there were skilled people working in isolation. He then decided to make use of their skills by bringing them together. The idea of a school of research came to him and it resulted in the establishment of Centre for Advanced Research in fundamental Physics, which was later renamed as the Tata Institute of Fundamental Research in Bombay. Bhabha tried his level best for the development of this research institution.

                When atomic energy was a new concept to India, Bhabha laid foundations of it. He was responsible for the establishment of Atomic Energy Commission in India, which enabled India to become a nuclear power in the world over a span of just 30 years.

             When the then laboratories of India were surrounded by drab (dirty) buildings, Bhabha did not hesitate to afford large sums of money in beautifying the environment. Besides nuclear energy, he encouraged Indian government to establish other kinds of energy plants. Hence, a heavy water plant was set up in Nangal, a monazite plant at Alwaye. The Atomic Minerals Division was set up in the area where Uranium and other useful elements were available. 

                   In India, the conventional kind of research had been confined only to universities and even the facilities in them are inadequate. This research institute can be obviously compared with world's best research institutes. As India possesses a large amount of thorium resources, Bhabha had a dream to utilize it for the creation of nuclear fuel. Bhabha had also given thought to India to work on production of fast breeder reactors which are crucial for producing nuclear fuel. It was resulted in the set-up of an experimental fast reactor at Kalpakkam, near Madras.

4. What were Bhabha's efforts to set up research institute in India?

A: - Homi Jehangir Bhabha is one of India’s greatest personalities in the field of Physics and atomic energy.

                 Homi Jehangir Bhabha’s return to India from Cambridge University, was one of the happiest incidents in the history of India as he put a lot of effort for the establishment of a research institute in India. When he noticed some competent people in India, who were working in isolation, he wanted to make use of their skills by bringing them together. The idea of a school of research came to him, and it resulted in the establishment of Center for Advanced Research in Fundamental Physics. Somehow or other how, Bhabha wanted to see the establishment of it, he managed to convince the then India's great industrialists, the Tatas of the need for such a research centre. His requests bore (were accepted) fruit, in 1945 the Tata Institute of Fundamental Research (TIFR) was set up in Bombay. He gathered young and talented scientists from all over India to work at the institute. A good school of mathematics was also started in the institute under D.D. Kosambi, a teacher from a Bombay college. A bright Indian mathematician, K. Chandrasekharan was requested to join the staff. Bhabha invited noted scholars from all over the world to give lectures in his institute. Cosmic ray studies were the major subject of research in it. Due to his connections with the world of business, Bhabha never lacked funds. If there was a shortage of men in Bombay, he recruited men from all over the country. From the start, because of Bhabha's extreme cooperation, the institute had a healthy cosmopolitan character.

               Hence it is obviously apt to say that without Bhabha's efforts, we would not have seen the TIFR in India. He was a rare gift to India.

        

 

Climatic Change and Human Strategy

Write brief answers for the following questions:

1)  What do human beings often tend to forget when engaging in large-scale developmental activities?

A: - E.K. Federov (1910-1981) was a Russian Citizen. He wrote number of books and articles on Environmental protection and ecology and Meteorology etc.

           In this lesson, Federov says that Human beings often tend to forget the damage they cause to nature. The current scientific and technological progress seems to be making mankind less controlled by natural environment. The construction industry, which was highly seasonal in the past, now, we make it active all the year round. We, with this large-scale construction, only bother the development and we tend to forget huge burden we impose on earth. We often make holes on the earth to extract huge amount of mineral resources (e.g.:- petroleum, coal, natural gas, stone etc.). While we do so, we often forget the consequences of these actions. We, for the sake of power generation, use all types of energy resources like water, coal etc. to the maximum extent. People don't bother the direct release of huge amount of heat that prevails (spread) in the atmosphere.

          It is possible that with the advancement of technology we can even transform desert areas into vast agriculture fields. In this way we tend to do anything for our development. While, we don't consider our dangerous activities that effect on the composition of atmosphere and hydrosphere. The present humanity as measured both by its size and by the duration over which it has taken place, has increased so much that it can almost be compared with the natural phenomena of nature. Now-a-days we cannot consider nature self-balanced, self-controlled. We cannot also consider nature's resources inexhaustible

     Moreover, many of our actions, such as construction, or land reclamation are deliberately intended to continue for long periods of time.

2. What are the parameters responsible for the overall stability of climate in different parts of the world?

A: - Climate is a consequence of the workings of complex processes in the atmosphere, in the oceans and on land. In other words, the sum of stable characteristics of mean and extreme temperatures, precipitation amount, and seasonal river discharge is called climate.

                  As a result of unequal heating of the Earth's surface by the sun, an atmospheric circulation pattern is developed and maintained. Theoretically, this circulation is very straightforward. It is a system in which air is warmed at low levels in the equatorial region, ascends, and flows to pole ward. It is then cooled, descends and flows back towards the equator. The main features of this general atmospheric circulation in the average time span of some years or decades, do exhibit some continuity and permanence. This relative stability of overall pattern is due to the general constancy of several atmospheric and oceanic parameters, even though the values of these parameters differ from one part of the planet to another. These parameters include, less and extreme temperatures, balanced precipitation amount and seasonal discharges etc.

3. Have there always been noticeable differences in climate in the history of the earth?

A: - No. There haven't always been noticeable differences in climate in the history of the earth. There is a good reason to believe that during the last several hundreds of million years, the normal climate of the earth as a whole was almost similar than it is at present. There were very less pronounced differences in climate between different latitudes, which we experience today.

               However, several tens of millions years ago, this situation began to change, and the temperatures of high latitudes fell gradually. About two million years ago this process accelerated and Arctic region temperatures dropped sharply. A glacial period resulted, in which repeated advances of ice sometimes reached mid latitudes with intervening periods when the ice moved back.

           From the recent one thousand years, less marked climatic changes have taken place. The temperature of North Polar Region was higher than it is today and the limit of sea ice was further less than it is at present.

4. What are the two kinds of factors that cause the climate to change over long periods of time? Give two examples of each kind.

A: - There are two kinds of factors that cause the climate to change over long periods of time. They are: external factors and internal factors.

              External factors include variations in the quantity of radiation emitted by the sun and the changes in the earth's orbit around the sun. The average temperature of a region varies by depending on the amount of radiation it receives from the sun. When an area receives huge amount of radiation, its temperature levels will increase. If a region receives less amount of radiation, its temperature levels will decrease. Likewise, the variations in the average distance between the sun and earth may result in the variations in temperature of a region.

            Internal factors include the formation and movement of continental areas, the growth of mountain ranges and the volcanic activity of various kinds that produces dust and gases which may change the visibility and other characteristics of the Earth's atmosphere.

5. What are the main ways in which human development has affected climate patterns on the earth?

A: - Human beings are mainly responsible for climatic changes. Human existence necessarily has its effects on nature. Human development could not have taken place as it transformed various elements of the natural environment. Some of the impacts that are of the most relevance to the subject of climatic changes are;

→ Transformation of land surface of the planet by deforestation, by ploughing up of the Steppes (grasslands) and the Great Plains, the construction of huge man-made lakes and reservoirs, the conversion of large areas to a built-up environment etc. These transformations alter the reflectivity of earth's surface and this, in turn causes changes in the energy balance and in local atmosphere circulation patterns.

→ Changes in the water balance i.e. a great quantity of river discharge is used for irrigation or to meet industrial needs. Evaporation over land areas consequently tends to increase, and run off into oceans decreases. It is probable that the entire discharge may ultimately be utilized in this way. This will not change the general hydrological cycle on the planet, but it will lead to a different relationship between the various elements of the cycle in different geographical regions.

→ Changes in the energy balance. The earth-atmosphere heat balance can be changed both by alterations in the transparency(visibility) of the atmosphere (due mainly to carbon dioxide released by combustion of fossil fuels) and by direct release of huge amount of heat as a result of power generation and the use of all types of energy.

        The problem, now, with this kind of human activity is, if energy production were to increase repeatedly (which is quite possible during the next 100 to 200 years), the climate would begin to change on a regional and possibly on a global scale as well.

6. Two elements of the strategy mentioned in the essay are the assessments of the meteorological parameters of climate change and its relation to socioeconomic development. What is the third part of the strategy the writer recommends?

A: - E.K. Federov recommended three strategies to stop irreversible climatic changes.

              The first one is the appropriate assessments (understanding) of the meteorological parameters of climate change. The second one is the impacts of climatic change on socioeconomic development and vice versa.

                The third element of the strategy is to make recommendations to all the people on how to avoid the adverse results of climatic change, or if possible to avoid such change altogether. It is, for example, often suggested that fuel and energy use should be reduced to prevent the percentage of Co2 content of the atmosphere. Restriction of energy use is also recommended in order to preserve the planetary balance.

            The majority of these kinds of recommendations are aimed at the preservation of present climate. While international cooperation, peace and disarmament are also very essential to achieve these strategies.

 

SOME CONFUSED WORDS

canvas	a rough cloth
canvass	to ask for votes
centenarian	someone who is at least 100 years old
centurion	the commander of a company of 100 men in the ancient Roman army
cereal	food processed from grain
serial	a book or radio or television performance delivered in instalments
ceremonial	describes the ritual used for a formal religious or public event
ceremonious	describes the type of person who likes to behave over-formally on social occasions
childish	of, like, or appropriate to a child
childlike	having the good qualities, such as innocence, associated with a child
clothes	garments
cloths	the material out of which clothEs are made
canon	is a cleric
cannon	is a large gun
cast	a group of actors in a play a plaster CAST throw (something) forcefully in a specified direction
caste	a social group
cite	to refer to
sight	vision
site	land for a particular purpose
complement	that which completes
compliment	praise
alley	a little lane
ally	a friend
contemptible	worthy of contempt
contemptuous	a person who shows contempt is contemptuous
council	a board of elected representatives
counsel	advice
councillor	an electedrepresentative
counsellor	one who gives professional guidance
credible	believable
credulous	gullible
currant	a small dried grape used in cooking
current	a steady flow of water, air or electricity happening at the present time
allude	to refer to indirectly
elude	to evade capture or recall
allusion	an indirect reference
delusion	a false belief
illusion	a deceptive appearance
alternate	alternate Mondays (every other) alternate between two moods
alternative	another possibility two choices
amoral	not being governed by moral laws
immoral	means breaking the moral laws
astronomy	the scientific study of the stars and planets
astrology	the study of theinfluence of the stars and planets on human life and fortune
beside	next to by the side of
besides	Also as well as
blond	to describe men’s hair
blonde	to describe women’s hair
boarder	a person who pays to live in someone’s house
border	the edge or boundary of something
born	eg. He was born in 1989.
borne	bear-bore-borne (past participle)
dairy	a building or room for the processing, storage, and distribution of milk and milk products
diary	a book in which one keeps a daily record of events and experiences
decent	conforming with generally accepted standards of respectable or moral behaviour
descent	act of coming down ancestry
desert	abandon in a way considered disloyal or treacherous  sandy
dessert	a pudding
disinterested	impartial, unselfish, acting for the good of others and not for yourself
uninterested	bored
economic	related to the economy
economical	Thrifty avoiding extravagance
effective	able to produce a result
efficient	working well without wasting time, money or effort
eligible	suitably qualified
legible	able to be read
emigrant	leaves his or her country to live in another
immigrant	moves into a country to live permanently
eminent	famous
imminent	about to happen
epigram	a short witty saying
epitaph	an inscription on a tombstone
exceptionable	open to objection
exceptional	unusual
exhausting	tiring
exhaustive	Thorough fully comprehensive
explicit	stated clearly and openly
implicit	implied but not actually stated
fewer	the comparative form of ‘few’ used with plural nouns eg. fewer children
less	the comparative form of ‘little’ ‘a small amount’ eg. less enthusiasm less than is used with number alone; eg. Less than ten
fiance´	masculine
fiance´e	feminine
heroin	a drug
heroine	a female hero
historic	famous in history memorable likely to go down in recorded history
historical	existing in the past
imaginary	existing only in theimagination
imaginative	showing or having a vivid imagination
impractical	could be done but not    worth doing
impracticable	incapable of being done
industrial	associated withmanufacturing
industrious	hard-working
its	a possessive adjective  eg. its colour
it's	It is  it has
judicial	pertaining to courts of law and judges
judicious	showing good judgment
later	the comparative of ‘late’ shows time
latter	the opposite of ‘former’ shows position
lay	Lay-laid-laid lay down the weapon she laid an egg yesterday she has laid an egg already
lie	Lie-lay-lain I lie down for rest. I lay down for rest yesterday i have lain down in the shadow of this tree many a time.
luxuriant	growing abundantly
luxurious	rich and costly
masterful	dominating
masterly	very skilful
medal	a small metal disc given as an honour
meddle	to interfere
momentary	Lasting only for moments
momentous	of great significance
official	Authorised formal
officious	Self-important interfering
partake	to share with others (especially food and drink)
participate	to join in an activity to play a part in
personal	Of or pertaining to a particular person
personnel	Employees office staff
principal	chief teacher important
principle	moral rule
quiet	silent
quite	very
sceptic	One who doubts
septic	Infected by bacteria
sew	stitch
sow	Plant scatter
social	related to society
sociable	friendly
stationary	Not moving still
stationery	Writing materials envelops office materials
veracity	truthfulness
voracity	greed

Reference:- http://literarycriticismjohn.blogspot.in/2013/11/00262-confusables-english-grammar.html

SOME CONFUSED WORDS 2

Are you uncertain which one is right? There are a lot of words in English that look or sound alike but have very different meanings, such as pore and pour or flaunt and flout. It’s easy to get them confused and most electronic spellcheckers won’t be much help in this type of situation: they can tell you if a word has been spelled wrongly but they can’t generally flag up the misuse of a correctly spelled word.

Here’s a quick-reference list of pairs of words that regularly cause people problems. The words follow the accepted British English spelling. Some of them do have alternative American spellings and you will find these at the main dictionary entry on this website.

Word 1	Meaning	Word 2	Meaning
accept	to agree to receive or do	except	not including
adverse	unfavourable, harmful	averse	strongly disliking; opposed
advice	recommendations about what to do	advise	to recommend something
affect	to change or make a difference to	effect	a result; to bring about a result
aisle	a passage between rows of seats	isle	an island
all together	all in one place, all at once	altogether	completely; on the whole
along	moving or extending horizontally on	a long	referring to something of great length
aloud	out loud	allowed	permitted
altar	a sacred table in a church	alter	to change
amoral	not concerned with right or wrong	immoral	not following accepted moral standards
appraise	to assess	apprise	to inform someone
assent	agreement, approval	ascent	the action of rising or climbing up
aural	relating to the ears or hearing	oral	relating to the mouth; spoken
balmy	pleasantly warm	barmy	foolish, crazy
bare	naked; to uncover	bear	to carry; to put up with
bated	in phrase 'with bated breath', i.e. in great suspense	baited	with bait attached or inserted
bazaar	a Middle Eastern market	bizarre	strange
berth	a bunk in a ship, train, etc.	birth	the emergence of a baby from the womb
born	having started life	borne	carried
bough	a branch of a tree	bow	to bend the head; the front of a ship
brake	a device for stopping a vehicle; to stop a vehicle	break	to separate into pieces; a pause
breach	to break through, or break a rule; a gap	breech	the back part of a gun barrel
broach	to raise a subject for discussion	brooch	a piece of jewellery
canvas	a type of strong cloth	canvass	to seek people’s votes
censure	to criticize strongly	censor	to ban parts of a book or film; a person who does this
cereal	a grass producing an edible grain; a breakfast food made from grains	serial	happening in a series
chord	a group of musical notes	cord	a length of string; a cord-like body part
climactic	forming a climax	climatic	relating to climate
coarse	rough	course	a direction; a school subject; part of a meal
complacent	smug and self-satisfied	complaisant	willing to please
complement	to add to so as to improve; an addition that improves something	compliment	to praise or express approval; an admiring remark
council	a group of people who manage or advise	counsel	advice; to advise
cue	a signal for action; a wooden rod	queue	a line of people or vehicles
curb	to keep something in check; a control or limit	kerb	(in British English) the stone edge of a pavement
currant	a dried grape	current	happening now; a flow of water, air, or electricity
defuse	to make a situation less tense	diffuse	to spread over a wide area
desert	a waterless, empty area; to abandon someone	dessert	the sweet course of a meal
discreet	careful not to attract attention	discrete	separate and distinct
disinterested	impartial	uninterested	not interested
draught	a current of air	draft	a first version of a piece of writing
draw	an even score at the end of a game	drawer	a sliding storage compartment
dual	having two parts	duel	a fight or contest between two people
elicit	to draw out a reply or reaction	illicit	not allowed by law or rules
ensure	to make certain that something will happen	insure	to provide compensation if a person dies or property is damaged
envelop	to cover or surround	envelope	a paper container for a letter
exercise	physical activity; to do physical activity	exorcise	to drive out an evil spirit
fawn	a young deer; light brown	faun	a mythical being, part man, part goat
flaunt	to display ostentatiously	flout	to disregard a rule
flounder	to move clumsily; to have difficulty doing something	founder	to fail
forbear	to refrain	forebear	an ancestor
foreword	an introduction to a book	forward	onwards, ahead
freeze	to turn to ice	frieze	a decoration along a wall
grisly	gruesome, revolting	grizzly	a type of bear
hoard	a store	horde	a large crowd of people
imply	to suggest indirectly	infer	to draw a conclusion
loath	reluctant, unwilling	loathe	to hate
loose	to unfasten; to set free	lose	to be deprived of; to be unable to find
meter	a measuring device	metre	a metric unit; rhythm in verse
militate	to be a powerful factor against	mitigate	to make less severe
palate	the roof of the mouth	palette	a board for mixing colours
pedal	a foot-operated lever	peddle	to sell goods
pole	a long, slender piece of wood	poll	voting in an election
pour	to flow or cause to flow	pore	a tiny opening; to study something closely
practice	the use of an idea or method; the work or business of a doctor, dentist, etc.	practise	to do something repeatedly to gain skill; to do something regularly
prescribe	to authorize use of medicine; to order authoritatively	proscribe	to officially forbid something
principal	most important; the head of a school	principle	a fundamental rule or belief
sceptic	a person inclined to doubt	septic	infected with bacteria
sight	the ability to see	site	a location
stationary	not moving	stationery	writing materials
storey	a level of a building	story	a tale or account
titillate	to arouse interest	titivate	to make more attractive
tortuous	full of twists; complex	torturous	full of pain or suffering
wreath	a ring-shaped arrangement of flowers etc.	wreathe	to surround or encircle

Reference:- http://www.oxforddictionaries.com/words/commonly-confused-words