Commissionerate of Collegiate Education JKC Monitoring Cell

Students Workbook (Communication Skills)

Name of the student: Place:

Best Wishes from Commissioner

120 Hour Curriculum for Communication Skills

A.Grammar a b Unit-1 c d e f a Sentence Arrangement; Subject - verb Agreement Simple Present - Negatives & Questions Present Continuous - Negatives & Questions; Questions with be (Is,am,are) is/are; isn't/aren't, question tags Sentence Corrections Present Perfect-Present Perfect - Continuous Present Perfect - Simple Past- Past Perfect Regular Irregular Verbs; Yes-No Questions; Short Answers Past Continuous Perfect Statements and Questions with past form of 'be'; Wh Questions with did/was/were Future Time Sentence Corrections Modals Adjectives Articles Prepositions (Place & Time) Adverbs Sentence Corrections Synonyms Antonyms Homophones, Homonyms, One-Word Substitutes Idioms& Phrases Voice Speech Comparison of Adjectives
5

b Unit-2 c d e f a b Unit-3 c d e f a b Unit-4 c d e f a Unit-5 b c

d e f a b Unit-6 c d e f a Unit-7 b c

Simple-Compound- Complex Conditionals Sentence Corrections B.Phonetics Vowels Consonants Intonation Stress -Word, Sentence Accent-American &British Neutralisation C.Listening Skills Listening Skills- General Listening Skills- Specific Telephone Skills D.Reading Skills

Unit-8

Reading Skills - Skimming, Scanning, Comprehension E.Writing Skills

Unit-9

a b a

Paragraph Writing Essay Writing Note-Making Precis Writing E-mail &SMS Resume Writing CV Cover letter

Unit-10

b c a b c

Unit-11

F.Life Skills a b c d e f Why Soft Skills? Positive Attitude Body Language Social & Business Etiquette SWOT Analysis Self-Introduction
6

Unit-12

G. Job Skills Unit 13 Unit- 14 JAMs

Management Skills - Time, Stress, Team Work- Negotiation Skills, Inter - Personal Skills& Presentation Skills

Unit -15 Unit 16 Unit -17

GDs

Interview Skills

Index S.No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Work Sheet No. Topic Page No 14 17 24 29 34 38 42 45 48 52 56 62 66 70 72 76 80 86 91 94 98 104 109 114 119

1 2 3 4 5 6 7 8 9 10 11 12 13 14 A 14 B

Basic & Self Intro Reading Skills-1 Reading Skills-2 Concord Simple Present Present Continuous Sounds- Consonants Sounds- Vowels Present Perfect and Present Perfect Continuous Tense Simple Past & Present Perfect Prepositions Simple Past & Past Cont Simple Past Questions & Negatives Adjectives Articles Future Time be and do forms Modals-1 Modals-2 Question Tags Speech Comparison of Adjectives Use of Conjunctions Voice Conditionals

15 16 17 18 19 20 21 22 23 24

15 16 17 18 19 20 21 22 23 24

25 26 27 28

25 26 27

Reading Skills-3 Note-Making Precis Writing

Passages for Comprehension

124 130 136 141-151

Vocabulary
29 30 31 32

List of Synonyms List of Antonyms Homonyms One-Word Substitutes

155 159 164 169

Soft Skills
33 34 35 36 37 38 39 40 41 42 43

Why Soft Skills? Body Language Interpersonal Skills Positive Attitude Presentation Skills SWOT Analysis JAM Group Discussion Interview Skills Electronic Mail Resume Writing

175 177 180 184 186 189 191 194 197 201 204

Students Daily Record

S.No Topic Date

10

S.No

Topic

Date

11

12

Grammar & Composition

(Reading, Speaking & Writing)

13

1. Basic & Self-Intro

Activity-1 (Reading & Writing) (PAIR WORK)

Work in Pairs and rearrange the scrambled words to form meaningful sentences: 1. to buy /went / vegetables/ Rajesh/ to market 2. Independence Day /announced/ special awards/ The Chief Minister/ on the 3. the students /JKC/ in /and life skills/ trains/ job related skills 4. attends /Kumar/ regularly /college 5. Mother Earth /avoid /to preserve /should /using /plastic /We 6. health / is /to /Smoking / injurious 7. favourite /Sachin /cricketer/ is /my 8. is a to /of life/ Global Warming/ very serious/ threat/ our way 9. are you / When/to get / going /the medical reports? 10. is/ of/ communication/ one of the/ key ingredients / Identification/ effective

Activity-2

(Reading & Speaking) (GROUP WORK)

Work in groups, read the following paragraph and summarise in your own words: BENEFITS OF READING It is a well-known fact that when there were no televisions or computers, reading was a primary leisure activity. People would spend hours reading books and travel to lands far away-in their minds. The only tragedy is that, with time, people have lost their skill and passion to read. There are many other exciting and thrilling options available, aside from books. And that is a shame because reading offers a productive approach to improving vocabulary and word power. It is advisable to indulge in at least half an hour of reading a day to keep abreast of the various styles of writing and new vocabulary. It is observed that children and teenagers who love reading have comparatively higher IQs. They are more creative and do better in school and college. It is recommended that parents should inculcate the importance of reading to their children in the early years. Reading is said to significantly help in developing vocabulary, and loud reading helps to build a strong emotional bond between parents and children. The children who start reading from an early age are observed to have good language skills, and they grasp the variances in phonics much better. Reading helps in mental development and is known to stimulate the muscles of the eyes. Reading is an activity that involves greater levels of concentration and adds to the conversational skills of the reader. It is an indulgence that enhances the knowledge acquired, consistently. The habit of reading also helps readers to decipher new words and phrases that they come across in everyday conversations. The habit can become a healthy addiction and adds to the information available on various topics. It helps us
14

to stay in-touch with contemporary writers as well as those from the days of yore and makes us sensitive to global issues. (Article Source: http://EzineArticles.com/354498) Activity-3 (Reading, Writing & Speaking) (PAIR WORK)

Work in pairs, read the following paragraph, discuss and prepare a note about yourself and introduce yourself to the class: Once you get prepared to attend an interview you must be ready with a note about yourself to create the image of someone they will surely want to hire above all other job applicants. Self-introduction is your key to interview success because you are starting from a baseline position where they have no experience of who you are or what you are like.

Look at the sample self introduction speech topics given in the form of questions and pick out the aspects of your personal life you want to share with your friends. Approach the list below with the who, what, where, why, how and when questions. That's an effective way to outline your first thoughts. 1. Who are you? 2. Where you are from? 3. What is your education? 4. What is your main goal? 5. What do you like very much? 6. What do you hate or dislike? 7. Have developed a very special skill? 8. What activity has played or plays an important part in your life? 9. What is your hobby or interest in your spare time? 10. What are your strengths and weaknesses? 11. How are you different in attitude from others? (Start your introduction like this: Good morning. I am )

************

15

16

2.Reading Skills
Activity 1: (Reading & Writing) (Pair Work)

Read the following excerpt by Kelci Lynn on Time Management and complete the grid given below. The first one in the grid is done for you. Within the first few days of starting college, many students quickly learn that managing their time is one of the most challenging aspects of being in college. With so much to do and keep track of, strong time management skills can make all the difference. Get -- and use -- a calendar. It can be a paper calendar. It can be your cell phone. No matter what kind it is, though, make sure you have one. Write down everything in one place. Schedule when you plan to sleep, watch TV, spend time with friends, to study. Don't forget to schedule in time to relax. Just because your calendar goes from 5:30 a.m. to 11:00 p.m. doesn't mean you can. Allow for flexibility. Things inevitably come up that you weren't expecting. Leave room in your calendar so that you can move things around a little when needed. Plan ahead. Do you have an exam/ paper presentation/ record work to be submitted and the dead line is approaching? Work backward in your calendar and figure out how much time you need to write it, to prepare for it, to present/submit it. If you think you'll need 2 weeks for the entire project, work backward from the due date and schedule the time into your calendar before it's too late. Schedule rewards in. Your pre-finals and practical exam week is a nightmare, but it will all be over on Friday by 2:30. Schedule a fun afternoon and a nice evening out with some friends; and you can relax knowing that you're not supposed to be doing anything else. (Strong Time Management Steps for College Students : Learning How to Manage Your Time in College Can Be Critical for Your Success by Kelci Lynn (( About.com Guide)) Steps on Time Management: Step 1 Get and use a calendar. Step 2 Step 3 Step 4 Step 5 Step 6

17

Activity 2:

(Reading, Speaking & Writing)

Read the following excerpt on Negotiation Skills and state whether the statements given below are TRUE or FALSE Negotiation is a technique that enables us to persuade and convince others to accept our way of thinking and do things our way, without their feeling short-changed in the process. It is widely practiced in the business arena by clients, partners, co-workers and customers. We negotiate at home too, either with a spouse, parent or children on matters that require collective decision making. The need for negotiation arises because human beings are highly distinctive creatures with strong convictions and tend to believe that their way of doing things is infallible and ought to be adopted by everyone else. Understanding what you are negotiating for is of the first importance. Its very important to prepare well before a negotiation. Doing ones homework is an integral part of success. When preparing for a negotiation or even after it has begun, it is not enough to ask, What does he/she want? Your research must also include, Why does he/she want it? Often if why does he/she want it is answered then the negotiation becomes very focused and relatively simple. Now for a few tips- Committing to something is a big responsibility. You shouldnt make a commitment unless you can fulfill it. A person willing to commit to a deal/project evokes a lot of confidence in the other team. Dont be too generous. Generosity is indeed a virtue but here it can be construed/ as a sign of weakness or worse, cowardice. Your main objective here is after all to gain as much as possible from the other side. Dont be angry. Always keep in mind that anger is a destructive force. Displaying your anger at the negotiation table will not serve any purpose. Even during the bargaining stage when it is open house for both parties you must be careful how you put your arguments across. It is often said that a war is usually won before it is even fought! So is a negotiation! Content courtesy- MANA TV lesson on Negotiation Skills. Statements: 1. Negotiation means to persuade and convince others to accept our way of thinking and do things our way even if we hurt other peoples feelings in the process ( ) 2. The need for negotiation arises because human beings are highly individualistic and tend to believe that they are always right. ( ) 3. One should prepare well before and during the negotiation ( ) 4. One should never commit to anything and always be defensive during negotiation ( ) 5. The main objective of negotiation is to gain as much as possible from the other side ( )
18

Activity 3:

(Reading, Speaking & Writing) (Group Work)

Read the article by Remez Sasson given in the box on positive thinking and complete the statements 1-5. Srinivas applied for a new job, but as his self-esteem was low, and he considered himself as a failure and unworthy of success, he was sure that he was not going to get the job. He had a negative attitude and his mind was filled with negative thoughts and fears for the whole week before the job interview. He was sure that he would be rejected. On the day of the interview he got up late, and to his horror he discovered that the shirt he had planned to wear was dirty, and the other one needed ironing. As it was already too late, he went out wearing a shirt full of wrinkles. During the interview he was tense, displayed a negative attitude, worried about his shirt, and felt hungry because he did not have enough time to eat breakfast. All this distracted his mind and made it difficult for him to focus on the interview. His overall behaviour made a bad impression, and consequently he did not get the job. Lakshmi applied for the same job too, but approached the matter in a different way. She was sure that she was going to get the job. During the week preceding the interview she often visualized herself making a good impression and getting the job. In the evening before the interview she prepared the clothes she was going to wear, and went to sleep a little earlier. On day of the interview she woke up earlier than usual, and had ample time to eat breakfast, and then to arrive to the interview before the scheduled time. She got the job because she made a good impression. She had also of course, the proper qualifications for the job, but so had Srinivas. What do we learn from these two stories? When the attitude is positive we entertain pleasant feelings and constructive images, and see in our mind's eye what we really want to happen. The whole being broadcasts good will, happiness and success. Even
19

1. Srinivas applied for a new job and he was sure that_________

2. During the job interview Srinivas _______________________

3. During the week preceding the interview Lakshmi .

4. Lakshmi got the job because _______________________

5. We learn from these two stories that

the health is affected in a beneficial way. We walk tall and the voice is more powerful. Our body language shows the way you feel inside. Positive and negative thinking are both contagious. From The Power of Positive Thinking by By Remez Sasson http://www.successconsciousness.com/index_00000 9.htm

Activity 4: (Reading, Speaking and Writing)

(Pair Work)

Read the two resumes received for a sales position in a Textile park. Compare and choose the better resume and give reasons based on the hints provided. Sample 1:

Srinivas Vangara 102 Nasser Street, Apartment 6 Ph# 99412-42222 Shakti towers, Ameerpet sreinivasv@yahoo.com ObjectiveTo obtain knowledge of the day-to-day operations of communications, public relations, or advertising firm or department through a part-time job or summer internship. EducationMadurai Kamaraj Open University, 2010-2011. Emphasis on English and Telugu language. Thesis: Indian Colloquial Expressions in R. K. Narayans Guide Graduated June 2007, Hyd, in top 5% of class Post Graduation from St Alphonsos, in M.A English Literature Experience

College Magazine- February 2007 - May 2007. Student editor, contributed photographs, designed layout, and composed captions and sidebars. Knowledge of word processing, desktop publishing, and Web software.

20

Awards and Memberships

Merit student Scholarship based on academic achievement, community service, and campus participation and leadership in high school communications projects and studies. 2011 Best University Newspaper Design. Tamil Nadu district. Contest sponsored by the local newspaper- Times of India.

Shabana Begum 2- 4- 445, Nallakunta, Near Spensers, Hyderabad. Ph# 99490- 52555 Shabana25@hotmail.com OBJECTIVE: EDUCATION: - June 2011 Certificate course in Ethnic fabric from NIFT, Hyd- 2008 EXPERIENCE: Assistant Designer, FAB India, Hyderabad Responsibilities: To provide customized designs for womens summer wear, assist in designing catalogues 2010. AWARDS: Best Catalogue in Ethnic line for working women, 2010 Won Runner up Award in NIFTs Young talent show 2008 NSS- Village camps on AIDS awareness- 2009-11 To obtain a sales position in the retail fashion industry. Giriraj GDC, Nizamabad, Osmania University, B.Sc (M.P.Cs) Expected Graduation Date

VOLUNTEER

OTHER ACTIVITIES student representative of college and won many literary and cultural competitions at both district and state level HOBBIES Composing folk songs on social issues, Painting,

21

Trained Classical dancer REFERENCES Will be provided on request

Answers: Sample ___________________________________ is the better resume

Reasons: (Hints: Organisation of content, language, format, clarity, font, customising for the job, complete information, etc) 1. _____________________________________________________ 2. _____________________________________________________ 3. _____________________________________________________ 4. _____________________________________________________ 5. _____________________________________________________

************
22

23

3.Reading Skills
Activity 1: (Reading-Speaking Writing) (Individual Work)

Read the following passage by Remez Sasson for its central idea and write it in the space provided below. Positive attitude helps to cope more easily with the daily affairs of life. It brings optimism into your life, and makes it easier to avoid worry and negative thinking. If you adopt it as a way of life, it will bring constructive changes into your life, and makes them happier, brighter and more successful. With a positive attitude you see the bright side of life, become optimistic and expect the best to happen. It is certainly a state of mind that is well worth developing and strengthening. From The Power of Positive Thinking By Remez Sasson http://www.successconsciousness.com/index_000009.htm

Central idea_____________________________________________________________

24

Activity 2:

(Reading-Speaking Writing) (Pair Work)

Read questions 1 to 5 and answer them with the help of the passage (Tips to Develop Positive Thinking by Remez Sasson) given alongside the questions. Wh 1. What kind of words do you use while thinking and talking? Give Examples. Here are a few tips to help you develop the power of positive thinking: Always use only positive words while A. ______________________________ thinking and while talking. Use words such as, 'I can', 'I am able', 'it is possible', 'it can be done', etc. 2. What do you do with negative thoughts? Try to disregard and ignore negative thoughts. Refuse to think such thoughts, A_________________ and and substitute them with constructive happy thoughts. 3. What should you read every day? In your conversation use words that evoke feelings and mental images of A 4. Whom should you associate with? strength, happiness and success. Read at least one page of inspiring book every day. A. Watch movies that make you feel happy. 5. List activities that help you develop positive thinking? A. ____________________________________ Associate yourself with people who think positively. Always sit and walk with your back straight. This will strengthen your confidence and inner strength. Walk, swim or engage in some other physical activity. This helps to develop a more positive attitude. From The Power of Positive Thinking by Remez Sasson http://www.successconsciousness.co m/index_000009.htm

25

Activity 3:

(Reading-Speaking Writing) (Group Work)

Read and arrange the following sentences in logical sequence by numbering them 1 to 5. An example (1) has been done for you. In just 0.4 hectares of rain forest there some 1500 plant species and 750 tree speces. ( ) The rainforest has also provided us with many products such as chocolate,vanilla, chicle, bananas and various medicinal cures. ( ) Rainforests play a vital role in regulating the Earths climate, preventing soil erosion and storing and purifying water. ( 1 ) The deforestation of the worlds rainforests has massive environmental implications, threatens the homes of many indigenous people and endangers the habitat of many creatures. ( ) Furthermore they are home to over half the worlds species. [Source: Guardian Education, 23/04/02, Forest pyre, adapted] ( )

Activity 4:

(Reading-Speaking Writing) (Group Work)

Read the excerpt from a group discussion on the topic Managers are Born, not Trained given below. Identify the viewpoints of the speakers and write in one or two sentences in the space provided. Ramesh: Well friends, a very good morning to all of you. The topic of todays discussion is Managers are born, not trained and I completely agree with the topic. All of us sitting here are pursuing managerial education. We are learning traits to become successful managers. However, inspite of getting the same education will we all get the same success and position at various managerial levels? Saritha: This is how I look at it. If managers are born why is he studying in a management institute? Management is both a science and an art. To be a good manager one has to undergo some training. Thank you. Azher: Friends I also feel that managers are born and these attributes are in a persons genes. Managing means getting things done in the right manner, at the right time and in the right direction. Tatas, Birlas, Ambanis and Singhanias did not possess any professional

26

management degree and we all know their success stories. Similarly, General Electric and Fords Motors did not have a management cadre to begin with. All these examples validate that managers are born not made. Excerpt from Student Training Material designed by Mrs. J. Jayashree Murthy, Sr Trainer based in Hyderabad.

Rameshs view point_____________________________________________________________________ _____________________________________________________________________ Sarithas view point_____________________________________________________________________ _____________________________________________________________________ Azhers view point_____________________________________________________________________

************

27

28

4. CONCORD Lets Recall: Observe the following : I is studying I B.Com. I has a brother and a sister. My father are a farmer. Mother help him in work. Both loves us very much. After reading the above passage, you feel that it is grammatically incorrect. The passage should be like: I am studying I B.Com. I have a brother and a sister. My father is a farmer. Mother helps him in work. Both love us very much. This type of grammatical error can be avoided in speech or in writing if we are aware of some of concord principles. What is Concord? Concord is the agreement of the verb with its subject in person and number.

Person I We/you/they/

Is/am/are am are

Was/were Was Were Was

Has/have have have has

V1/V1+s V1 V1 V1+s/es

plurals He/she/it/name is

Eg: I have a lot of work to do. Murali (he) has a lot of work to do. Radha (she) gets up early every morning. The boys (they) get up early every morning. Points to Remember: 1. Scissors, tongs, trousers, forceps, pants, shorts, police, spectacles etc are always plural. Eg. These spectacles look very attractive. 2. Fields of study like Physics, Maths, Economics, Politics, and Statistics; games like Billiards, Carroms and diseases like Mumps, Measles are always singular.
29

Eg. Billiards is a popular game. 3. Some unique pairs like cup and saucer, cow and calf (as an emblem), time and tide, bread and butter, idli and sambar, rice and curry, two and two etc. are treated as singulars. Eg: Time and tide waits for none. 4. Same person functioning in two capacities is treated as singular. Eg. The Secretary and Correspondent is coming. (one person) The Producer and director has received an award. (one person) Note: However, the producer and the director of the movie have received the award. (two persons) 5. Words like each, every one, none, much, a little, neither, either take singular verbs. Eg: Every one is expected to leave the shoes outside the room. Neither of the two boys has a doubt about the lesson. 6. Collective nouns like herd, flock, band, fleet, army, team are singulars. Eg. The flock has 60 sheep in it. 7. One of/either of/neither of/none of/a pair of/many a take singular verbs. Eg: One of my cousins is leaving for the States. 8. With either-or, neither-nor in the subject, the verb always agrees with the nearest person. Eg: Either my wife or my children have broken the mirror. 9. With as well as, along with, together with etc the verb agrees with the number of first individual of the subject. Eg: The Chief Minister along with his ministers is attending the function. 10. Uncountable nouns like bread, furniture, news, work, luggage, advice, information, paper, soap etc. are treated as singulars. Eg: The news is interesting. The furniture in this house is very costly.

30

Activity 1:

(Reading Writing Speaking)

(Pair Work)

Fill in the following blanks with one of the options provided after each sentence. Eg: Raja is a gentleman. (is/are) 1. I________ a teacher. (is/am) 2. One of our teachers _____ very resourceful.(are/is) 3. There ______ many students working on the project. (was/were) 4. Saritha ______ a fine dancer before her marriage. (was/were) 5. We ______ a lot to discuss on this matter. (have/has) 6. The couple _______ a wonderful dinner. (has/have) 7. Neither of them ______ the defeat. (accept/accepts) 8. You ______ a great variety in these books. (find/finds) 9. Two and two ______ (makes/make) four.

10. The selection of lecturers _______ (take/takes) place tomorrow. 11. These pliers ______ (holds/hold) things firmly. 12. Either of the two brothers _______ (attend/attends) the wedding. 13. Raja and Sita _______ (works/work) in the same office. 14. Bread and butter _______ (make/makes) a wholesome food. 15. Where-------------------(is/are) my spectacles? Activity 2: (Reading Writing Speaking) (Pair Work)

Correct the following sentences if necessary: Eg: Measles are infectious. (wrong) Measles is infectious. (correct). 1. A lot of students is participated in the hunger strike. 2. Most milk are wasted away. 3. Neither of us know what the story is about. 4. The Principal as well as the teachers lives in the quarters. 5. One of the books are very interesting. 6. My uncle and guide correct my thesis. 7. There have been much interruption during the lecture. 8. Neither the chairman nor committee members was present in the hall. 9. Each student have answered three questions. 10. The captain along with the team members are returning home. 11. Either he or I is expected to meet the Principal.
31

Activity 3:

(Reading Writing Speaking)

(Group Work)

Given below are sentences which are divided into four parts (a, b, c, d). Identify the error if any and mark it. If no error is found, mark it as e.

1. Though there was a heavy rain (a)/a number of students (b)/were (c)/present in the class (d)/, no error (e) 2. Advertisements (a)/on television (b)/ has become (c)/ very popular these days (d), no error (e). 3. The effects of cigarette smoking(a) proves (b)/ to be hazardous (c)/ beyond any doubt (d), no error (e) 4. Either my wife (a)/ or my mother (b) prepare breakfast (c)/ in the morning every day (d), no error. (e) 5. The use of credit cards (a)/ are (b)/ in practice (c)/ among affluent people, (d)/ no error. (e) 6. The chairman (a)/accompanied by (b)/ several members of the committee (c)/ have visited the college (d)/, no error (e). 7. The scientific study (a)/ of a language (b)/is called (c)/ linguistics (d)/, no error (e). 8. The majority of students (a)/ in the college (b)/believe him (c)/ to be innocent (d)/, no error (e) 9. The scheme and plan of our college (a)/designed by the expert committee (b)/ for future development (c)/ is highly commendable (d)/, no error (e). 10. Neither the team mates (a)/nor their captain (b)/ were (c)/ available for comments (d)/, no error (e). 11. These trousers (a)/ that I have bought (b)/ are (c)/ too loose for me (d), no error (e). 12. Carroms (a)/ are (b)/ such a wonderful game (c)/ that many like to play it (d), no error (e).

************
32

33

5. SIMPLE PRESENT TENSE Observe the action words in the following sentences: 1. Raju wakes up at 6:00 AM. He brushes teeth and drinks milk. He does not want to eat breakfast before going to school. 2. I like mangoes but I do not like oranges.

Structure: Subject +V(1)+(s/es) Example: 1. I/We/You/They + write (positive) I/We/You/They + dont write (negative) 2. He/She/It + writes (positive) He/She/It + doesnt write (negative) Dont = do not Doesnt = does not Simple Present is used to indicate: a. Regular/ repeated/daily/habitual actions 1. I wake up early in the morning. 2. Raju reads The Hindu everyday. b. Universal truths/permanent truths: 1. Water flows downwards. 2. India is our country. c. Verbs of senses/Verbs of feelings and emotions/possession: 1. I smell something burning 2. I like English. 3. I own a house. d. Planned Future Actions 1. The CM visits Rajahmundry on 15th of this month. 2. He opens the stadium at 11.00 a.m. e. Narrations like jokes, stories and commentaries: 1. In this film NTR plays the role of a cowboy. 2. Sachin hits a sixer and rounds off a century.

34

ACTIVITY 1

(Reading Speaking-Writing)

(Pair Work)

Read the following sentences and specify the purpose (habitual/ universal/ statement/ feelings) 1. Raju never forgets to do his homework. 2. My teacher speaks two languages. 3. Water boils at 100 degrees Celsius. 4. I dont understand Greek. 5. He believes in God. Activity 2 (Reading-Writing) (Individual Work)

The following is Lalithas daily routine. Fill in the blanks with Simple Present Tense. First one is done for you. I wake (wake) up at 5:00 AM daily. I _____ (not, drink) coffee in the morning. I _____ (leave) for college by 9:00 AM. My mother tells me, If you _____ (not, eat) breakfast you will grow weak. I _____ (not, have) time for breakfast as I _____ (take) three buses to reach college. My teacher _____ (not, like) to see me late in the class. She _____ (want) her students to be in time. Activity 3 (Reading Speaking-Writing) (Pair Work)

Questions and Negatives game* Write questions and negatives to the following sentences: Eg: Vijay likes mangoes. Answer: Does Vijay like mangoes? (Q) Vijay doesnt like mangoes. (N) 1. I read novels. 2. We watch movies on week ends. 3. You always sing songs. 4. Raghu writes letters to his friends. 5. Boys play cricket on Sundays.

35

Activity 4:

(Reading Speaking-Writing)

(Group Work)

Correct the following sentences: 1. We watches TV programs on holidays. 2. Girls doesnt plays foot ball. 3. Saritha dont drink coffee every day. 4. I am tasting the honey. 5. Ravi is going for morning walk every day. 6. He is possessing a movie camera. 7. Sugar was sweet. 8. We are knowing the facts. 9. Do Sita love movies? 10. The teacher is wanting her students to excel. Activity 5 (Reading Speaking-Writing) (Group Work)

The District Collector is visiting your college next week for college day celebrations. Plan the days schedule right from the Collectors arrival till his/her departure. Hints: District Collector arrives- reception- parade- college tour- Auditoriumwelcome guests- lighting of lamp- prayer song- speech- college day report- gold medals- prize distribution- collectors speech- cultural programs- vote of thanks

Activity 6 Summarize/narrate briefly a movie you have seen recently using simple present:

Key Words: Time expressions: always, frequently, regularly, daily, on Sundays etc., sometimes, once a year, month, everyday, every morning, every evening, every hour, occasionally, often, ever, rarely, hardly, seldom, never ************
36

37

6. PRESENT CONTINUOUS Read the following sentences and observe the action words and their structure: 1. It is raining. 2. Is she talking on phone? 3. You arent coming to school. Action Words: is raining, is talking, arent coming The structure of action words in Present Continuous Tense is: Statement: be (is/am/are) + V(1) + ing Eg: I am + work + ing Question: be (is/am/are) +Subject + V(1) + ing Eg: Am + I + work + ing? Negative: be (is/am/are) + NOT+ V(1) + ing Eg: I am +NOT+ work + ing (negative) Present Continuous is used to talk about : An action taking place at the moment of speaking Eg. The students are playing cricket now. An action happening about this time but not necessarily at the moment of speaking. Eg. I am translating some Telugu stories into English. An action taking place at some time in future Eg. Im going to buy an apartment next year. Repeated actions that seem unreasonable. Eg. You are always making a noise when I pray. (Expressing Annoyance /Irritation) Note: 1. Stative verbs like see, smell, taste, feel, know, have, like, love, believe etc., do not take progressive generally. 2. But these verbs are used in progressive when they convey a special meaning: Eg: 1.They are having a party in the evening. 2. Ravi is feeling for the matchbox in the dark. Present Continuous is NOT used to talk about: Emotions in general sense Eg. My father is loving me so much. My father loves me so much. Senses in general use Eg. I am smelling the aroma of flowers I smell the aroma of flowers
38

ACTIVITY 1

(Reading, Writing & Speaking)

(PAIR WORK)

Write questions and negatives to the following sentences: Eg. Statement: We are playing cricket. Question: Are we playing cricket? Negative: We are not playing cricket. (Questions and Negatives Game) 1. They are preparing for the bank examination. 2. Sujitha is making tea. 3. Kumar and Ravi are going to market. 4. I am sending an e-mail. 5. You are coming to my house.

ACTIVITY 2

(Reading, Writing & Speaking)

(PAIR WORK)

Raghu has a fixed daily routine before he leaves for college. But today his routine appears to be different. Read the paragraph and choose Simple Present or Present Continuous verb forms: Raghu _________ (gets/is getting) up early every day to study. But today he -

_________ (gets/ is getting) up very early to attend the chores as he wants to participate in a competition. He generally _________ (has/is having) idly or puri for breakfast. But now he _________ (has/is having) instant noodles as he _________ (runs/is running) out of time. When his friend asks him how he _________ (goes/is going) to college today, he replies, I always _________ (travel, am travelling) by bus, but today as I am late, I _________ (go, am going) by auto. ACTIVITY 3 (Reading, Writing & Speaking) (PAIR WORK)

Fill in the blanks with Simple Present or Present Continuous. 1. 2. 3. 4. 5. Girls _________ (hear) a loud noise outside the class. _________ you _________ (see) a black spot on the screen? It _________ (smell) terrible. I cant bear it. Radha _________ (not, think) about the consequences of her action. These days he _________ (see) his friends a lot.

39

ACTIVITY 4

(Reading, Writing & Speaking)

(GROUP WORK)

Read the following dialogue between Ramu and Somu and fill in the blanks with appropriate tense form: Ramu: I ---------------- (plan) to go to the exhibition this evening. _______you ------------- (want) to join me? Somu: Sure. Where can I meet you? Ramu: Right now I -------------------- (leave) for my village. I -----------(want) to bring my brother. He --------------- (like) joyrides. Somu: --------(Be) he -------------------(go) to stay with you for some time? Ramu: No, he -------------(have) some work in the bank. He ----------- ( want) to open an account. ----------(do) you ----------------(have) an account with Andhra Bank? Somu: No, I ------------(not). I ----------------- (be) also-------------(plan) to open an account. Ramu: Ok. Lets meet at the railway station. ACTIVITY 5 (Reading, Writing & Speaking) (GROUP WORK)

You have a farewell party in your college this evening. Tell your friend how you are going to make the day a special one by comparing with your normal routine. Frame five sentences: Eg: I normally do not come to college in the evening but today I am coming. 1. 2. 3. 4. 5.
Time Expressions: Now, at the moment, at present, right now, these days, still, nowadays, etc.

************

40

41

7.Sounds Consonants
Lets Recall: "There are 21 consonant letters in the written alphabet (B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, V, W, X, Y, Z), and there are 24 consonant sounds in most English accents. . . . Because of the erratic history of English spelling, there is no neat one-to-one correlation between letters and sounds." (David Crystal, The Cambridge Encyclopedia of the English Language, Cambridge University Press, 2003) Lets observe the consonant sounds of IPA

"In a phonetic description, we distinguish vowels from consonants in terms of how they are articulated in the vocal tract, and the associated patterns of acoustic energy." (David Crystal, How Language Works, Overlook Press, 2006) The consonants are grouped in the following manner: 1. Friction Consonants : /f/,/v/,//,//,/s/,/z/,//,/3/ 2. Stop Consonants: /p/,/b/,/t/,/d/,/k/,/g/,/t/, /d3/ 3. Nasal Consonants: /m/,/n/,// 4. Lateral Consonants: /l/ 5. Gliding Consonants: /j/,/w/,/r/

42

ACTIVITY 1 Pronounce the following words loudly in pairs and underline the consonant sounds: chain, feel, calf, sting, crack, good, bread, your, bell, plan, tooth, wife, van, jam, tram, buzz, pleasure, whose, nose, young, move, prompt, fresh, jumped. ACTIVITY 2 Write the consonant sounds which you have in your mother tongue and mention how many sounds are missing in English or in your mother tongue: ACTIVITY 3 Pronounce the following words and write down the aspirated sounds; and ask your teacher whether these sounds are aspirated in your mother tongue also! Aspiration: Short period after the explosion of /p,t,k/ when air leaves the mouth without voice. go, know, paper, find, call, please, book, tractor, show, see, think, zinc, develop, tuck, these, play, nation, sofa, numb, treasure, hail, shoot, dim, friend, cook, breeze. ACTIVITY 4 Pronounce and learn the difference between the sounds in the following words: feel - peel shoot - suit chin - sin ACTIVITY 5 Listen to your teacher and fill in the blanks with appropriate words from the brackets: (observe how sounds will help in identifying words and differentiating meaning) 1. I am wearing a ---------------- (lose/loose) shirt. 2. It was a --------------- (vain/wane) attempt. 3. She dropped a ---------------- (wail/veil) on her face. 4. He loves reading the --------------- (plays/place) of Shakespeare. 5. Raju bought a ------------------( rice/rise) bag. pleasure pressure vain - wane hiss - his harm - arm found - pound rice - rise

************

43

44

8. ENGLISH SOUNDS: VOWELS Read the following words, observe the sounds of the italicized letters: beach, busy, dead, plait, aunt, heart, wool, bird, say, boat, brown Now observe the sounds of the above words as represented in their phonetic transcription: /bit /, /b z.i/, /ded/ , /pl e t/, / nt/, /h t/, , /w l/, /b d/, /se /, /b t/, /bra n/ Lets Recall English Vowel Alphabet: a e i o u Vowel Sounds produced by these letters: 24 English letters are not English sounds There is no one-to-one correspondence between the letter and the sound. The English vowel sounds are more in number than the vowel letters. So it is easy to represent these different sounds by using International Phonetic Alphabet. VOWELS
: e :

DIPTHONGS hit, sitting see, heat hot, rock call, four put, could blue, food
a a e e

cup, luck arm, father cat, black met, bed away, cinema turn, learn

i: : u:

five, eye now, out say, eight go, home boy, join where, air near, here poor,tour

45

ACTIVITY I

(PAIR WORK)

Two alternate words of similar sound are given in the following sentence. Use the appropriate word of the two: 1. 2. 3. 4. 5. Raju wants to boy/buy a car. Sita cuts/cats vegetables. Mohan leaves/lives in Vizag. The children are plying/playing in the park. The servant cleans the floor/flour. (PAIR WORK)

ACTIVITY II

Read the following sentences and identify the short vowel sounds, long vowel sounds and diphthongs in the underlined words and write it in the brackets: Eg: Rajadhani express trains run at very high speed. 1. I strongly believe that India will win the world cup. 2. Everyday I would like to watch English news on the TV 3. Students should read English News Paper everyday. 4. Wake up every day at five in the morning. 5. Slow and steady wins the race ACTIVITY III (long) ( ( ( ( ( (PAIR WORK) ) ) ) ) )

Identify and list out the short and long vowels in your Mother Tongue and compare with the Vowel sounds of English:
ACTIVITY IV (PAIR WORK)

Refer to a dictionary and observe the pronunciation of these words: 1. father 6. old 10.audience 2.doctor 7.bat 3.Upon 8.captain 4.magician 9.field 5.make

************

46

47

9. Present Perfect and Present Perfect Continuous Tense

Read the following passage and observe the tense of the verbs: I have been residing in this area for the last ten years. Let me tell you the exact year. It has been since 2001. My landlord has been a perfect gentleman, very understanding and friendly. We have been requesting him for minor repairs from time to time and he has always been very obliging and prompt. Now we have a new problem. The tap in the backyard has started leaking and the main door has developed cracks. I have not bothered about them, but my children have been reminding me about them. I have called our landlord just now. Lets recall : 1. Present Perfect Tense: Structure: I/we/you/plurals +have +V3 He/she/it/names + has +V3 Eg: We have seen the movie. Eg: She has gone to the theatre. Negatives: have/has + not Eg: I havent had breakfast Questions: have/has + subject+.? Eg: Have you finished the work? Present Perfect Tense is used: To denote any completed action that is linked to the present time Normally used with words like already, ever, never, yet, so far, just now, till now, now etc. Eg: I have never asked for his help. (till now) The boy has already met me twice. (so far) 2. Present Perfect Continuous: Structure: I/we/you/plurals + have + been + ing He/she/it/names + has + been + ing Eg: I have been working on this project since last year. She has been sleeping for the last 3 hours.

48

Present Perfect Continuous is used: To denote a past action progressing till the present moment Normally used with since and for. Eg: Sita has been learning music for a year. (Period of time) I have been writing poetry since 2000. (Point of time)

Activity -1:

(Reading-Speaking Writing)

(PAIR WORK)

Match the following with correct time expressions: 1. 2. 3. 4. The milkman has come Sarat has bought a house They havent met me She has been talking on the phone yet. since morning. just now. Recently.

Activity 2: (Reading-Speaking Writing)

(PAIR WORK)

Fill in the following blanks with Present Perfect using the verbs given in the brackets: a. b. c. d. e. They ______ not______ my books. (return) Mohan _______ off the lights yet. (not,switch) _____ you ever ______to Agra? (go) So far we _____ six lessons. (complete) Sarala ______ already _____ this movie twice. (watch) (Reading-Speaking Writing)

Activity-3:

(PAIR WORK)

Fill in the following blanks with Present Perfect Continuous using the verbs given in brackets: a. I _______ for it since morning. (search) b. They ______ the mountain since yesterday. (climb) c. How long _____you_______ on this project? (work)

49

d.

______Smitha _____ breakfast? (have)

e. Lakshman _______ for me since the afternoon. (wait)

Activity 4: (Reading-Speaking Writing)

(GROUP WORK)

Complete the dialogue with Present Perfect/ Present Perfect Continuous tense using words given in brackets. Raghu: ______ you ______ the circus? [Go] Smitha: No. I havent. How long ______?[ Run] Raghu: For the last two weeks. But I_____ already ____ it twice.[see] Smitha: Is it? Who ______ you?[accompany] Smitha: My cousin.

Activity -5:

(Reading-Speaking Writing)

(GROUP WORK)

Correct the following sentences: 1. I have visited Delhi in 1980. 2. He has been learning French for 2 months. 3. We studied in this college since 2007. 4. How long are you waiting for me? 5. The postman had not come yet.

************

50

51

10. SIMPLE PAST & PRESENT PERFECT TENSE

Observe the following sentences and identify the tense of the verb:

Dear Rajesh, I went to Hyderabad last week. I did not visit any places. What about you? Did you see the Charminar?

Structure: Statement: Subject + V2 : Eg: I/We/He/She/It/They/Names + went

Negative: Subject + did not + V1 Eg: I/We/He/She/It/They/Names + did not + go. Question: Did + Sub+V1 Eg: Did + I/We/He/She/It/They/Names + go?

Simple Past Tense is used to indicate : 1. To express a completed action usually with a past adverbial E.g. I went to Hyderabad last week. I did not visit the Zoo. 2. To question an unknown past time. When did you buy this shirt? Present Perfect Tense: Structure: Subject + Has / Have + Past Participle E.g. I / we / you / they have passed the exam. He/ she/ it/ has passed the exam. Present Perfect Tense is used to indicate : 1. a past action with impact till the present Eg. I have seen the girl several times [ I still remember] I have just had tea. [ the impact still felt on tongue] 2. one present action preceding another E.g. He claims that he has solved the problem. 3. actions which occur occurs with just now, recently, so far, upto now, yet, still, for the last 2 yrs etc. E.g. We have completed 3 chapters so far.

52

Activity 1 Identify and write negative form of the tense used in the following sentences. Eg: He saw me in the market. Answer: saw: simple past. Negative: He did not see me in the market. 1. He completed law last year. 2. My brother left for Delhi yesterday. 3. I have known him for a long time. 4. My servant refused to work. 5. She has gone to the Market. 6. Have you seen the exhibition? 7. I have just read an article about trees and pollution. 8. They decided to introduce a new course book. 9. I saw her last night. 10.He has sent the mail. Activity 2 Fill in the blanks with suitable verb forms ( Simple Past/ Present Perfect) 1. I ---------- [ see] Dal Lake. I ____________[see] it in 2005. 2. He ----------- [not eat] since morning but he --------- [eat] yesterday. 3. It --------------- [rain] for 2 hours. it ----------- [not rain] the entire last year. 4. ---------- you -------------- [visit] the Taj? 5. We ------------ [not get] the result so far. Activity 3 Correct the errors in the following sentences wherever necessary: 1. When I go out, it was raining. 2. You grow since I saw you last. 3. My English really improved since I joined JKC. 4. She has slept for 9 hours last night. 5. I have had my dinner long ago. 6. I has learn how to read. 7. I ate nothing since morning. 8. She had worked for three different companies so far. 9. We are not planted many trees yet. 10. Where do you buy this shirt yesterday?
53

Activity 4 What did you do yesterday? Use the following hints and describe:. brush, bath, college, breakfast, classes, library, exercise, cinema.

************

54

55

11. PREPOSITIONS Observe the bolded words in the following passage.

Last year I went to Kolkata by train with my uncle on a holiday trip. We started at 7.30 in the morning. We reached there around 8pm. We waited for our brother near the hotel. He was expected from New Delhi. He arrived only after 10pm. Lets recall:

The bolded words above are prepositions. A preposition occurs usually before a noun or noun equivalent. It gives information about time, place, cause, purpose, direction etc. A preposition shows relationship of a noun with another noun, verb or adjective. Eg: She is angry with me. (with adjective) I agree with you. (with verb) He has a great love for English. (with noun)

Frequently used Prepositions: on, in, at, for, by, with, to, since, for, before, after, across, along, between, from, of, off, till, below, under, above, beside, besides etc. Some Phrasal Prepositions: according to, because of, incase of, with reference to, in favour of, in front of, in accordance with, on behalf of, in addition to, in spite of, with regard to, by means of, for the sake of, out of, due to, owing to, instead of etc 1. Use of important Prepositions: On: 1. The book is on the table. (on the top of) 2. Lets meet on Monday. (before weeks) 3. We got independence on 15th of August. (before dates) 4. We wear new clothes on Diwali. (before festivals) 5. He is on duty. (involved)

56

In: 1. 2. 3. 4. At: 1. 2. 3. 4. Of: 1. He is the son of a farmer. (belonging to) 2. He died of cancer. (reason) From: 1. It is two kilo meters from office to home. (place) 1. The office is open from 7.00 am. (time) By with: 1. He was killed by a hunter with an arrow (by-agent, with-instrument) 2. He lives by the river. (beside) 3. Complete the work by 15th of this month. (not later than) Between Among: 1. There are no differences between you and me. (clear number) 2. Vijayawada lies between Guntur, Eluru and Gudivada. (clear number) 3. There were differences among the soldiers. (vague number) Beside Besides: 1. She sat beside me. (by the side of) 2. I have a cycle besides a scooter. (in addition to) Since for: 1. He has been limping since the accident. (with exact time/incident) 2. I have been waiting here for the last 2 hours. (period of time) Along across: 1. People stood along the road to welcome the CM. (direction-vertical) 2. People stood across the road to stop the CM. (direction-horizontal) opposite in front of: 1. We live opposite the municipal office. (face to face) 2. He stood in front of me in the queue. (one before the other)
57

Fish live in water (inside) We started early in the morning (part of day) You look fine in a sari (clothes) He was born in 1962 (years/months) She is waiting at the main gate. (near) Meet me at 8.00 am. (exact time) Dont disturb us. We are at work. (busy with) Wild animals hunt at night. (night and noon)

2. Use of some Phrasal Prepositions: 1. Because of: (reason) Eg: Because of heavy rain the play stopped. 2. In accordance with: (comply with) Eg: He performs his duties in accordance with the Government service rules. 3. On behalf of: (represent) Eg: The leader is speaking to the Minister on behalf of the common man 4. In addition to: (adding to) Eg: In addition to routine duties the senior teacher is acting as the Principal. 5. Contrary to: (against) Eg: His words are contrary to his actions.

Activity -1:

( Reading Speaking Writing)

(PAIR WORK)

Fill in the blanks with appropriate preposition from the options given in brackets: Eg: 1. This is a cheque _______ Rs. 5000. (of/for) 2. I wrote a quick note ______ pencil. (with/in) 3. She goes home _______ her own car. (in/by) 4. She has been waiting ________ a week. (since/for) 5. It is 7pm ______ my watch. (in/by) 6. He has a strong passion ______ (of/for) 7. I prefer fish _____ chicken. (than/to) 8. I always sit _______ my close friend Ravi. (beside/besides) 9. She always boasts _______ her wealth. (of/about) 10. She is senior ________ me. (to/than)

58

Activity -2:

( Reading Speaking Writing)

(PAIR WORK)

Fill in the blanks with prepositions that can follow the verbs in bolded form: 1. I belong ______ Rajamundry. 2. He left _______ London last week. 3. Mumbai is famous _______ textile industry. 4. His father is known _______me. 5. He is good _____ English. 6. She is tired _______ hard work. 7. The Police Inspector is looking ______ the murder case. 8. I am sure ________ your success. 9. Lets congratulate him ______ his success. 10. We pray _______ god every day.

Activity -3:

( Reading Speaking Writing)

(PAIR WORK)

Discuss with your partner and fill in the blanks with appropriate phrasal preposition from the list provided: 1. _________ poverty he came out successfully. 2. _______ your letter dated 15th September I have the following to say. 3. He went to town ________ buy new clothes. 4. The match has been cancelled ______ heavy rain. 5. _________ the staff and the Principal, I offer my vote of thanks. 6. ______ curiosity I opened the box and searched inside. 7. He is fighting with the government ________ the poor people. 8. The college remains closed tomorrow _________ Diwali.

(on behalf of, on account of, with reference to, for the sake of, out of, in spite of, owing to, in order to)

59

Activity -4:

(Reading Speaking Writing)

(GROUP WORK)

Identify the error in the following sentences and correct it: Eg: Answer: This is called as Periodic Table. This is called Periodic Table.

1. The boys (a)/entered into (b)/ my room without asking for permission (c)/. No error (d). 2. We discussed seriously (a)/ about (b)/ the recent trends in films (c). No error (d) 3. He (a)/ has (b)/ no house to live (c)/. No error (d) 4. We did not listen (a)/ what the teacher was saying (b)/ because of the noise outside the class room (c)/. No error (d) 5. Uncle wont agree (a)/ with (b)/ my suggestion (c)/. No error (d) 6. These chairs (a)/ are made (b)/ with wood and steel (c)/. No error (d) 7. I am not happy (a)/ on (b)/ what is going around me (c)/. No error (d) 8. I have been paying (a)/ income tax (b)/ since ten years (c)/. No error (d) 9. There are (a)/ many differences of opinion (b)/among wife and husband (c)/. No error (d) 10. The old man (a)/ was killed (b)/ with a highway man by a dagger(c)/. ************ No error (d)

60

61

12. Simple Past & Past Continuous Observe the italicized words in the following sentences and identify the tense: 1. We were preparing for the exam last night 2. I was walking home when I met my friend Structure Affirmative Interrogative
I/He/She/It +was + V +ing Was+I/He/She/It+V+ing We/You/ They + were+V+ing Were + We/You/They +V+ ing I was playing He was working Was I playing? Was he working?

Negative
I/He/She/It + was not +v+ing We/You/They + were not+V+ing I was not playing He was not working

Both the past simple and the past continuous refer to completed actions in the past. Most of the time when we are talking about such actions, we use the past simple. This is by far the most common way of talking about the past. I lived there for 6 years. I only found out a few moments ago. I asked her but she didn't know anything. The company made 100 people redundant last year. Only use the past continuous when you want to emphasize the continuity of the action. Everybody was talking about it all evening. They were really trying hard but couldn't do it. I was thinking about you the other day. Were you expecting that to happen? When we use these two forms in the same sentence, we use the past continuous to talk about the "background action" and the past simple to talk about the shorter completed action. It was raining hard when we left the building. I was reading the report when you rang. He was going out to lunch when I saw him. The company was doing well when I last visited it. (source:http://www.englishgrammarsecrets.com/pastsimpleorcontinuous/menu.php)

62

Activity 1 ( Reading Speaking Writing) ( Pair Work) Choose the appropriate verb to fill the blank. 1. I ________ to meet you twice, but you werent home.(was coming/ came) 2. I ________ and I didn't hear you call me. (was studying/ study) 3. Hey, did you see the film? Yes, I ________ it last night.(was seeing/saw) 4. We ________ the match when he walked into the room. (had/were watching) 5. I ________ when the invigilator took my exam paper.(still wrote/was still writing) 6. At 8.30am yesterday I---------- at the bus stop. (waited/was waiting) 7. What ---------you -------- at this time yesterday? (did/were doing) 8. He -------- TV at 10pm and didnt hear the knock on the door. (watched/watching) 9.------------- you still -------at 10pm last night? (worked/ was working) 10. Why_________ she ___________ at 4pm in the office? (slept/ was sleeping)

Activity 2

(Reading Speaking Writing) ( Pair Work)

Use Simple Past or Past Continuous: 1 2 They --------------- (note) the important points while the coach ------------------(explain) the rules. While we ------------------- (discuss) a project, my friend ------------------(chat) on the phone .

3. While they ---------------- (sleep), the burglar --------- (break) into the house. 4. It------------------(get) dark and so Ramya ------ (stop) her work and ----- (go) home 5. Raju --------------- (paint) a picture while Amala -------------- (watch) a documentary on TV. Activitty 3 (Reading Speaking Writing) (Group Work)

Use Past Continuous and prepare meaningful sentences: Example: I saw a snake while I was coming from college. 1. The music system was on but nobody -----------------------2. While I . Mahesh took my photograph. 3. The police caught the driver while he -------------------------4. Sekhar called me while I -------------------------------5. The child fell asleep while it --------------------------63

Activity 4 (Reading Speaking Writing) (Group Work) Write an outline of a news report about a robbery that took place in your street yesterday using Simple Past and Past Continuous Tenses. (Hints: place of the robbery time number of robbers-description how they entered loot how were they attacked police trapped caught) ************

64

65

13. SIMPLE PAST QUESTIONS & NEGATIVES What did Rajesh do on Sunday? Read the following and pick up the negative and question forms: On Sunday Rajesh didn't wake up at 6.00 am. When did he wake up? He woke up at 9.00 am. He didn't get up at 6.15 am. When did he get up? He got up at 9.30 am. He didn't go to the office. Where did he go? He went to the bathroom. He didn't have a shower. Then what did he have? He had a bath. After his shower he didn't have a cup of coffee. What did he do? He had a shave and brushed his teeth. He didn't eat breakfast at about 7.00 am. When did he eat? He ate breakfast at about 10.00 am. After breakfast he didn't read the newspaper. Where did he go? He went for a run. After his run he didn't go to work. Where did he go? He went to meet his friends. Lets Recall: To form the negative of a sentence in the Simple Past we need to use the past form of the auxiliary verb do - that is did + not + the infinitive of the verb we want to use. For example - I did not play. We often contract did and not into one word - didnt for example: I didnt play They didnt play She didnt play For the negative and interrogative form of all verbs in the simple past, always use the auxiliary did. Observe the following table for better clarity: Positive Statement I worked. You worked. Interrogative Statement Did I work? Did you work? Negative Statement I didn't work. You didn't work.

66

He/She worked. It worked. We worked. They worked.

Did she work? Did it work? Did we work? Did they work?

He/She didn't work. It didn't work We didn't work. They didn't work.

Activity: 1 Negatives and Questions game* Listen to the past verbs given by your teacher and respond according to his instructions: Activity 2 Write the negative and question forms to the following as shown in the example: Eg: I posted the letters. I did not post the letters. (N) Did I post the letters? (Q) 1. Prakash woke up at seven. N: Q: 2. The Children ran home. N: Q: 3. I forgot to take the book with me. N: Q: 4. We turned off the computer. N: Q: 5. My friend played cricket. N: Q:

67

Activity: 3 Create a dialogue between Rakesh and Sridhar using the hints given below:

Rakesh: Hello Sridhar, how are you? Sridhar: Hi Rakesh, I am fine. What about you? R: Fine Sridhar, thank you. (do/not) come to college yesterday?

S: No. I ( attend) a marriage. .(do) you (attend)? R: Yes. But I .(leave) the college at 3pm. S:Why..(do/leave) at 3pm? R:I( attend) a lecture in General Library building? S:Fine, what was it about? R: It was very interesting. It was about Society and Films.

Activity: 4 Complete the following story using Simple Past. Use as many questions and negatives as possible: One hot day, a thirsty crow flew all over the fields looking for water.

Activity: 5 Correct the following sentences: 1. He didnt worked hard. 2. Did they went to college? 3. Rajesh didnt comes to class. 4. He prepares food yesterday. 5. Where did you kept the book last night?

************
68

69

14. Adjectives and Articles Observe the following sentences 1. Latha is a beautiful girl. 2. I ate some rice. 3. They are honest people. The words in italics describe people and things. They are called adjectives. Types of Adjectives: 1. Adjectives of quality describe the kind or quality of a person or thing. Eg. Hyderabad is a large city. Rajesh is an intelligent student. 2. Adjectives of quantity answer the question how much? Eg. He lost all his wealth I did not eat any ice cream 3. Adjectives of number answer the question how many? Eg. The are no mistakes in this note Sunday is the first day of the week. 4. Demonstrative adjectives answer the question which? Eg. That boy is hard working These mangoes are ripe 5. Possessive Adjectives modify nouns by showing possession or ownership Eg: my , your , his , her , its , our , their ( e.g. my dog , their party , your house ) 6. Interrogative adjectives are used with nouns to ask questions. The questions words what, which and whose are called interrogative adjectives Eg. Which way shall we go? Whose pen is this?

70

Activity 1: Read the following passage from Somerset Maughams Liza of Lambeth and underline the adjectives: It was the first Saturday afternoon in August; it had been broiling hot all day, with a cloudless sky, and the sun had been beating down on the houses, so that the top rooms were like ovens; but now with the approach of evening it was cooler, and everyone in Vere Street was out of doors. Vere street, Lambeth, is a short, straight street leading out of the Westminster Bridge Road; it has forty houses on one side and forty houses on the other, and these eighty houses are very much more like one another than ever peas are like peas, or young ladies like young ladies. They are newish, three-storied buildings of dingy grey brick with slate roofs, and they are perfectly flat, without a bow-window or even a projecting cornice or window-sill to break the straightness of the line from one end of the street to the other. Activity 2: Use each of the following adjectives in a sentence. Strong, polite, clever, dull, hard, gentle, happy, fast, sincere, blue, few, long, lazy, slow, Example: Her polite manners got her the job Activity 3: Describe yourself using ten adjectives:

************

71

b. Articles There are two types of articles in the English language: the definite article (the) and the indefinite article (a, an). You usually use a/an with a count noun the first time you say or write that noun You use an (not a) when the next word (adverb, adjective, noun) starts with a vowel sound. He is wearing a suit and a tie. He is eating an apple. They have a cat. We use the with: Rivers, mountain ranges, seas, oceans and geographic areas all use 'the'. For example, The Himalayas,"The Thames", "The Alps", "The Atlantic Ocean", "The Middle East". Unique things have 'the'. For example, "the sun", "the moon". Musical instruments use 'the'. "She plays the piano." Jobs use 'a'. "I'm a teacher." Countries We don't use 'a' if the country is singular. "He lives in India." But if the country's name has a "plural" meaning, we use 'the'. "The People's Republic of China", "The Netherlands", "The United States of America". Continents, towns and streets don't have an article. "Africa", "New York", "Church Street". Theatres, cinemas and hotels have 'the'. "The Odeon", "The Imax", "The Liberty". Abbreviations use 'the'. "the UN", "the USA", "the IMF". We use 'the' before classes of people. "the rich", "the poor", "the British". Articles are not used: 1. Before the name of a person Example: I am a fan of Sachin Tendulkar. (not A or The Sachin Tendulkar) 2. Before the name of a place, town, country, street, or road. Example: Mumbai is a clean city. (not A or The Mumbai) 3. Before names of materials Example: The table is made of wood. (not A or The wood)
72

4. Before abstract nouns used in a general sense. Example: Truth is beauty. (not a beauty or the beauty) 5. Some institutional buildings don't have an article if you visit them for the reason these buildings exist. But if you go to the building for another reason, you must use 'the'. "Her husband is in prison." (He's a prisoner.) "She goes to the prison to see him once a month." "My son is in school." (He's a student.) "I'm going to the school to see the head master." "She's in hospital at the moment." (She's ill.) "Her husband goes to the hospital to see her every afternoon." 6. Sports don't have an article. "He plays football." 7. Illnesses don't have an article. "He's got appendicitis." But we say "a cold" and "a headache". Activity-4: Read the following passage from Mahatma Gandhis My Experiments with Truth and fill in the blanks with correct articles wherever necessary: I should clearly not attempt .. autobiography. But my purpose being to give . account of various practical applications of these principles, I have given .. chapters I propose to write . title of . Story of My Experiments with Truth. These will of course include experiments with. non-violence, .. celibacy and other principles of conduct believed to be distinct from truth. But for me , truth is sovereign principle, which includes numerous other principles. This truth is not only truthfulness in word, but truthfulness in thought also, and not only . relative truth of our conception, but Absolute Truth, Eternal Principle, that is God. There are innumerable definitions of God, because His manifestations are innumerable. They overwhelm me with wonder and awe and for a moment stun me. But I worship .. God as Truth only. I have not yet found Him, but I am seeking

73

after Him. I am prepared to sacrifice .. things dearest to me in pursuit of this quest. Activity 5: Identify and correct the following sentences wherever necessary: 1. I saw snake in park beside my house 2. Rajesh always tells the truth. 3. Ganges is longest river in the India. 4. I came to the school to attend Maths class. 5. A Raju is good boy. 6. Sachin is great cricketer. 7. Though Government is working hard, poor cannot live like rich. 8. He is suffering from headache. 9. Shakespeare is Kalidasa of England. 10. Kiran plays the football very well.

************

74

75

15. FUTURE TIME Study the verbs in the following sentences: 1. Raju will finish the work tomorrow. 2. Kumar will come next Sunday.
Lets recall: Simple Future The Simple Future of any verb is formed from the auxiliary will or shall, followed by the bare infinitive of the verb.

In informal English, particularly in American English, the Simple Future is usually conjugated entirely with the auxiliary will. The auxiliary will is a modal auxiliary. Modal auxiliaries do not modify, but have the same form, regardless of the subject. The auxiliary will is often contracted toll. Thus, in informal English, the Simple Future of the verb to work is usually conjugated as follows: Without Contractions I will sing you will sing he will sing she will sing it will sing we will sing they will sing Purpose: It expresses the speakers opinions, speculations. Eg: He will win the race Future habitual actions Eg: He will go for morning walk regularly. For formal announcements of forthcoming plans in media Eg: The president will inaugurate the seminar tomorrow. It is used in conditional sentences when the verb in the if clause is in the present tense Eg: He will get the first rank if he works hard With Contractions I'll sing you'll sing he'll sing she'll sing it'll sing we'll sing they'll sing

76

Activity 1 Write the correct form of the simple future tense using will/shall. 1) He _____________________ (to eat) noodles for lunch. 2) I think they _____________________ (to watch) the match tonight. 3). I _____________________ (to submit) my assignment tomorrow. 4) Santhi _______ not ___________________ (to attend) college on Monday. 5) We _____________________ (to travel) by bus to work next week. Activity 2: Complete the following sentences using will or going to (future action). 1. A. Why are you buying potatoes? B. I _________(go) to make chips. 2. A. I dont know how to use the washing machine. B. It is easy, I ______________(show) you now how to use it. 3. A. Why are you carrying an umbrella? B. It is cloudy. It ____________(go)rain. 4. A. Have you had your lunch? B. No. I_________(have) now. 5. A. I dont like my car. It is outdated. B. Are you_________(go, sell) it? Activity 3: Use will/wont+Verb to complete the sentences below. Example. I will become a doctor when I grow up. 1. I _______________ tomorrow morning. 2. I _______________ next week. 3. I _______________ the day after tomorrow. 4. I _______________ after I finish my homework. 5 I _______________ if I get a high score on my test

77

Activity 4: Choose the correct option and fill the blanks 1. If my friend ---------------pick me up, I'll take the bus home (doesnt / didnt) 2. If she -------------------- us, we will go to the party. (invite/ invites) 3. If you speak English well you --------------- successful. ( were / will be) 4. My friend ----------- meet me at the airport if he gets the afternoon off. (will / would) 5. If they play as a team they --------------------- win the match. ( will / will have)

Activity 5: Work in pairs and discuss: What will your village/ town/city be like in 10 years? ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Other forms to express the future: Study the following sentences: 1. The PM visits AP on the 5th of April.( To express a definite future action) 2. I am planning a tour abroad next summer.( An arranged action in future) 3. It is too hot. Ill turn on the air conditioner.( Instant decision) 4. I am going to make tea for the guests.( Intention to perform an action in immediate future) 5. Its going to rain again I believe.( Prediction, immediate future)

************

78

79

16.Questions with be and do

Ravi attended an interview at Hyderabad and the interviewer asked the following questions: What is your name? What are your hobbies? What is your father? Are you a workaholic? Were you brought up in a village? Did you study in a Telugu medium school? Do you have a professional qualification? We can also frame questions using be and do forms: Lets Recall:

Points to note:

be and do are also verbs. They have different forms in the same tense: Look at the use of be and do forms with different persons in
Present and past tenses.

Verb Be

Present tense (V1) Is/am/are Eg: I + am We/you/they + are He/she/it + is

Past tense (V2) Was/were Eg: I/he/she/it + was We/you/they + were

Past Participle (V3) Been

Do

Do/does

Did

Done

Eg: I/we/you/they + do Eg: Subject (any person) + + did He/she/it + does

Be and Do forms are used to make

1. Yes/No type Questions (confirmation) 2. Wh- type Questions (information)

80

Use of be form: 1. as main verb it denotes the state of the subject : Eg: Are you in 1st degree now? (present state) Was your sister in Intermediate last year?(past state)

2. as helping verb , it (a) forms the continuous tense with ing form. Eg: What are you doing there?

(b) forms the passive voice with V3 form. Eg: How was the window broken?

Use of do form:

As helping verb do takes V1 to form questions and negatives:

Eg: Do you wake up early? (generally/every day) When do you get up? Does he speak English? (generally) How does he speak English? Did you attend the classes yesterday? (past) When did you return home?

81

Activity-1 Work in Pairs and frame Yes/No questions using the following hints? 1. I / late? Eg: Am I Late ? Yes, youre. No, youre not. _____________________________________________________________ 2. he / tired? _______________________________________________________________ 3. He / know French? _______________________________________________________________ 4. She / a teacher? _______________________________________________________________ 5. Raju / from Nellore? _______________________________________________________________ 6. I / early? _______________________________________________________________ 7. You / thirsty? _______________________________________________________________ 8. She / on the bus? _______________________________________________________________ 9. you/college/yesterday? ________________________________________________________________ 10. Lalitha/ sing well?

82

Activity -2: Fill in the blanks with appropriate be forms 1. Where ______ you going now? 2. I ____ not watching TV yesterday. 3. Why _____ you so busy today? 4. Where _____ my lap top? 5. Where _____ you last night?

Activity -3: Fill in the blanks with appropriate do forms: 1. _____ you eat non vegetarian food? 2. Where _____ you go yesterday? 3. What ______ your father say about me? 4. ______ Sita meet the Principal last Saturday? 5. ______ money matter?

Activity -4: Frame questions with be/do forms to get the following answers: 1. We live in Hyderabad. 2. They went home early. 3. Raghu is leaving for the states. 4. The boys were playing tennis. 5. They are walking slowly.

83

Activity -5: Work in pairs and complete the following dialogue using be or do forms:

A: Hello! How are you? B: __________________. A: Are you busy with any work right now? B: Yes, ________. What do you want? A: Nothing in particular. ________ your father at home? B. No, he isnt. He has gone out just now. A: Ok. When _______________for Chennai? B: I am leaving for Chennai next Tuesday. A: ________visit Chennai earlier. B: No, I ______. Thats why this visit. ************

84

85

17. MODAL AUXILIARIES-1 Recall : Can Could May Might will would shall should must ought to have to need dare used to

The verbs listed in the box above are called modal auxiliaries. Together with the main verbs that follow, they express the mode or manner of actions denoted by the verbs. In other words, they express such ideas as ability, probability, possibility, permission, obligation or duty, advisability etc. These modal auxiliaries do not change according to the number or person of the subject They do not stand alone; always followed by a main verb. After these modals the base form of the verb ( should be used. Eg: You/ He/ They may go and play. I / You / He/ They can drive. He/ You should see a doctor.

a. can/could: Uses of Modal Auxiliaries: CAN and COULD CAN Can is used to express ability , request and possibility Eg: 1. My friend can speak fourteen languages. (ability) 2. Can I speak to Raju, please? (request) 3. The news can be true. (possibility) 4. Accidents can happen to anyone. (impossibility). COULD Could is the past tense of can and is used to indicate ability that existed in the past and to ask polite questions Eg:1. When he went to Mumbai a year ago he couldnt understand much Marathi but now he can understand everything. (past ability) 2. Till last year I could read without glasses. 3. Could you please, take me to the director? (polite questions) 4. Could you lend me your mobile?

86

Activity :1 Fill in the blank in the following sentences using Can/ could/may/might 1. __________ you perform this trick?

2. When the fog lifts we ________ see where we are. 3. When I first went to Delhi, I _________ not speak Hindi but now I _________ speak it fluently. 4. I knew the city so I ___________ guide him where to go. 5. At the age of 13 Sarojini ____________ write poems. 6. When the police inspected the driver, he __________ convince them that he was innocent. 7. _____________ I speak to Mr. Pramod, please? 8. If any letter comes to your address __________ you please re-direct it to my new address? 9. It ____________ rain, youd rather take an umbrella. 10. I am leaving for Calcutta, I ____________ not see you again.

b. may/might/ will/would/shall/should: MAY May is used to express permission, possibility and wish Eg: May I come in, sir? (permission) I may visit your place tomorrow.(possibility) May God bless you! (wish) MIGHT Might is the past tense of may and is used in indirect speech Eg: She said she might spend an hour in her cousins house. WILL Will expresses future time, willingness, intention, promise, determination and polite request I will leave for Hyderabad tomorrow.(future time) I will help you by all means. (willingness) Will you come with me? Intention) I will do whatever I can? (promise)

87

We will fight to the finish.( determination) Will you please solve this puzzle?(polite request) WOULD Would is the past tense of will and is used as such in Indirect speech. It expresses a wish/ choice or preference and polite questions:

Eg: The Director said that the office would work on Sunday. (past form) I would like to know what my duty is.( wish/choice ) Would you like to have a cup if tea? (polite request) Would you mind sending me the mail? SHALL Shall is used to express the future with I/We I shall buy a new camera tomorrow. We shall go on a picnic next Sunday. Shall expresses a command or threat when used with You/ He/She/It/ They You shall pay the fee before 15th He shall be punished for his negligence. Shall expresses an offer or suggestion when used with I/We Shall I do this favour for you? Shall I drop you at the station? SHOULD Should expresses duty / obligation/ necessity. You should work hard to succeed. You should submit the income tax returns by March 20th.

Activity:2 Fill in the blanks in the following sentences using will/ shall/would/ should 1. My uncle __________ deliver a speech on Friday. 2. I ___________ meet my brother at the station at 5:00 P.M. 3. The selection panel _____________ meet next Monday. 4. I ______________ go to the dentist tomorrow. 5. I ______________ remember this day all my life. 6. It they win the world cup, each player __________ be paid Rs.1.00 Crore.
88

7. If you learn another language you ________________ get a better job. 8. _______ you cook the fish for us? 9. My mother ___________ be delighted when she hears this news. 10. _____________ you mind opening the door?

Activity: 3 Correct the following sentences 1. He can walked 5 Kms, a day. 2. When he was young he can swim across the channel. 3. May you please tell me how to solve this puzzle? 4. I wished I am a millionaire. 5. He would be glad if you help him. 6. If you had helped her she should solve the problem. 7. You will provide proper identification to cash the check. 8. May you lend me a thousand rupees? 9. I ring you as soon as she comes. 10. If I will go to Bangalore I will see my uncle.

************

89

90

18. MODAL AUXILIARIES-2 Recall : Can Could May Might will would shall should must ought to have to need dare used to

The verbs listed in the box above are called modal auxiliaries. Together with the main verbs that follow, they express the mode or manner of actions denoted by the verbs. In other words, they express such ideas as ability, probability, possibility, permission, obligation or duty, advisability etc. These modal auxiliaries do not change according to the number or person of the subject They do not stand alone; always followed by a main verb. After these modals the base form of the verb ( should be used. Eg: You/ He/ They may go and play. I / You / He/ They can drive. He/ You should see a doctor.

c. MUST/ HAVE TO/ OUGHT TO/ NEED/ USED TO Must/ have to /ought to /need are used to express obligation/ duty. I must go there in time. We must finish the assignment by 2:00 P.M. You have to go there at 9:00 A.M. Ought to is used to express moral obligation. We ought to help the poor. You ought to be punctual. He ought to look after his parents. We ought not to speak ill of others. Need is commonly used with not in statements. It is used without not in questions. Need not expresses the idea that there is no compulsion. You neednt bring the calculator. We will supply one. You neednt pay in single installment. Used to Used to + ( expresses a habit in the past. I used to play cricket every Sunday in my student days. He used to visit his native place every month Used to expresses the existence of something in the past There used to be a school building in this place. Now an apartment is being constructed.

91

Activity: 1 Fill in the blanks in the following sentences using must/have to/had to/ought to/ need (nt) 1. You________ read this book. its really interesting.

2. All cell phones__________ be switched off. 3. You_________ do what your father says. 4. You_________ come to work in time. 5. The bus was full. I ___________ take a taxi. 6. I was ill, so I ____________ cancel my trip. 7. You_________ not smoke in the hall. 8. You ___________ not do it. The maid will do all the work. 9. You ___________ not pay the bill till Friday. 10. You ____________ not forget to post the letters. Activity: 2 Complete the following sentences with one of the following modal auxiliaries: can/could/may/might/should/ought to/ shall/will 1. The film __________ not be viewed by those under 18. 2. You _________take an umbrella. It ____________ rain. 3. Srinu __________ be 21 next month. 4. Due to heavy traffic we ____________ be late by half an hour. 5. You look a bit confused. _________ I help you? 6. For your misconduct you ___________ be ashamed of yourself. 7. I dont know the way to the post office. _________ I seek your help? 8. She is sick. She _______ go to a doctor. 9. You have worked all the day. You___________ be tired. 10. You ___________ not eat too much. Its bad for health. ************

92

93

19. QUESTION TAGS Read the following passage and underline the question tags: Hari, just look at the painting. It is beautiful, isnt it? Last year we visted the Ajantha caves, didnt we? The paintings there were fabulous, werent they? Unfortunately they werent well preserved, were they? Why Ravi, you are not at all speaking, are you? It looks I am a conversationalist, arent I? Lets Recall the structure of a question tag: A Question Tag is a short question form added to a statement. It asks for agreement or confirmation. The statement expresses an assumption and a question tag expects confirmation. A Question Tag is both positive and negative Eg: He can run fast. (assumption) He can run fast, cant he? (confirmation) Structure: Positive QT: helping verb + pronoun form of subject? Is/am/are/was/were/do/does/did/has/have/had + Sub Negative QT: helping verb + not + pronoun form of subject? Is/am/are/was/were/do/does/did/ has/have/had +Negative+Sub Points to Remember: A Positive QT is added to a negative statement: Eg: The boys cant find it easy to do the sum, can they? A Negative QT is added to a positive statement: Eg: Sita has answered my call, hasnt she? Hari speaks English, doesnt he? They won the match, didnt they? Note:

There is a possibility of tagging a question form to a request and a suggestion

also: Eg: Get me a glass of water, can you? (formal)

94

Dont waste your time, will you? (formal) Dont waste your time, would you? (polite) Lets play in the garden, shall we? (suggestion)

With I am the QT is arent I?

Eg: I am innocent, arent I? (Not amnt I?)

With used to the QT is didnt

Eg: She used to go for a swim, didnt she?

With had better/had rather the QT is hadnt?

Eg: You had rather wait, hadnt you?

When offer/invitation is expressed the QT is wont you?

Eg: Come in, wont you?

With I, We + will the QT is

shall/can Eg: We will start the game now, shant we? (not wont we?)

Activity 1: Match statements given under Column A with appropriate tags under Column B:

Column A 1. He is not doing homework. 2. Gopal broke this chair. 3. She likes pop music. 4. We are doing home work. 5. I am watching the movie. arent we? arent I? didnt he? Is he? doesnt she?

Column B

95

Activity -2: Supply question tags to the following statements: 1. I did not accept his gift, _____________? 2. Lakshmi can not do this sum, ____________? 3. They will not go home early, _____________? 4. Hari has never played the violin, __________? 5. Both of them are not in the same classs, _________?

Activity -3: Correct the following tags: 1. He hardly moved an inch from his seat, didnt they? Ans: 2. You had better apply for the job, dont you? Ans: 3. Raghu used to smoke too much, did he? Ans: 4. Mohan can help us in this case, wont he? Ans: 5. I play tennis every evening, am I? Ans: 6. Saritha will buy both milk and sugar, will he? Ans: 7. You must go home today, must you? Ans: 8. Hareesh writes poetry, isnt it? Ans: 9. This work will take two hours for us to complete, arent they? Ans: 10. I will speak to you very soon, will I? Ans:

************
96

97

20. DIRECT SPEECH AND INDIRECT SPEECH Read the following: 1. Ravi: Raju, Where are you going? (Ravi - Raju) Raju: I am going to college. 2. Raju to Srikant: Ravi asked me where I was going and I replied him that I was going to college. (Ravi) Raju Srikant) Sentence 1 shows conversation between Ravi and Raju. It is in the present tense. It is quoted. It is called Direct Speech. Sentence 2 shows Rajus report to Srikant over what has happened. It is in the past tense. It is not quoted. It is called Indirect Speech. DIRECT SPEECH 1. Live conversation between two persons. Usually quoted. 2. The verb in side quotations can be in any tense. E.g. He said to Ramu, I go/went/shall go to movies INDIRECT SPEECH Conversation is reported after some time. It has no quotations. The tense of the introductory verb runs throughout the sentence.

E.g. He told Ramu that he went/had gone/would go to movies.

Tips for Transformation: Direct speech can be in the mood of a statement/ request/ order/ question/ exclamation. The mood of the speech part decides the introductory verb and Conjunction in the indirect speech. Tense changes, pronoun changes and space changes also occur in indirect speech. Note: 1. If the reporting verb in the direct speech is in the present/future the tense in the reported speech continues to be present. 2. Universal truths and proverbs also continue to be in the present in the reported speech. Eg. The teacher says, Water is essential for life. The teacher says that water is essential for life.
98

Activity: 1 Observe the following examples and fill in the blanks with appropriate words: Eg: Direct Speech He says, I am fine. He says to me, I like you. Gopi will say, I dont know anything about it. Indirect speech [ Reported Speech] He says that he is fine. He tells me that he likes me. Gopi will say that he does not know anything about it.

1. Raju says that he _________( like) mangoes. 2. Kiran tells Madhu that he _____________ (have/ see)in the market. 3. Rajesh says that his father ____________ (going) to Kolkata. 4. He will say that he __________ (cannot/do) that. 5. We say that we _____________ (will win) the match. Activity-2 Direct Speech Statements She said to Ramu, I like movies. Indirect speech [ Reported Speech] Said/told + that She told Ramu that she liked movies.

1. Raju told me that he -------------- (dont/go) to college the previous day. 2. Heera said that she ___________ (want) an application form. 3. You told me that _____________ (will/come) to my house. 4. The teacher said that I ____________ ( cannot/get) good marks. 5. Sachin said that he _______________ ( will play) well in the next match.

99

Activity -3 Direct Speech Requests: She said to Ramu,Please get me a ticket. Orders: She said to Ramu Get me 2 tickets. Indirect speech [ Reported Speech] Requested + Obj+to+V1 She requested Ramu to get her a ticket.

Ordered + Obj + to+V1 She ordered Ramu to get her 2 tickets.

Eg. The boss said to the clerk, Submit all the accounts today. The boss ordered the clerk to submit all the accounts that day.

1. Ravi said to his wife, I am not going to office today. Ravi ----------- his wife ------------- he was not going to office that day. 2. Ravi said to his wife, Please get my shirt ironed. Ravi -------------- his wife --------------------- his shirt ironed. 3. Ravi said to his wife, Get my shirt ironed. Ravi -------------- his wife ------------------ his shift ironed. 4. Ravi said to his wife, Will you get my shirt ironed? Ravi ------------- his wife ----------- she would get his shirt ironed. 5. Ravi said to his wife, When will you get my shirt ironed? Ravi --------------- his wife ----------- she would get his shirt ironed.

100

Activity 4 Questions: She said to Ramu, Will you bring the tickets? She said to Ramu, When will you bring the tickets? Asked + Obj+whether/wh word +Sub+helping verb. She asked Ramu whether he would bring the tickets. She asked Ramu when he would bring the tickets.

1. He says to me, Can you come to pick me up at 10 am? 2. They asked him, How is your father? 3. Sujitha said to Pavan, When are you planning for picnic? 4. Kumar said to Mahesh, Is this your best film? 5. Charan says to his father, Where are you going?

Activity: 5 Identify whether the sentence is in Direct speech or Indirect Speech and convert them into the other speech. Eg. She said that he was a gentleman. He said, I am a gentleman. 1. Vani told Gita that she was very busy. 2. The Commander ordered the soldiers to open fire at once. 3. The boy said to the teacher, Please permit me to go out. 4. What a nice idea it is! my friend said to me. 5. She said to him, When will you visit me?

101

Activity: 6 Read the conversation between Gopi and Sunil and write a brief report on the conversation using indirect speech. E.g. Bhishma: Please teach the tricks of archery to my grand children. Drona: It is an honour for me to teach archery to your grand children. Ans. Bhishma requested Drona to teach archery to his grandchildren. Drona replied that it was an honour for him to teach archery to his (Bhishmas) grand children. Gopi: Religion should not be included in application forms Sunil: But how can the govt. know the data on religions. Gopal: there are several ways of collecting the data. Sunil: This is one of those ways. Gopal: But it makes students conscious of their religious identity. Sunil: I dont think so because we all enjoy our identities. Gopal: if identity will develop into ego and create a rift among students. Sunil: O God! How foolish you are! Activity: 7 Correct the following sentences. Eg. He proved that he is right. (was) 1. He said that he will look into the matter. 2. She told me that she saw me somewhere. 3. He says that it was not true. 4. The teacher said that the earth revolved round the sun. 5. My friend asked me that where I was going. 6. Sita asked Raju when he would visit her house. 7. Gopi told to me that to leave for my native place. 8. The quotation reads that money made many things. 9. His boss grants him permission that he might go. 10. She promised him that she will marry him. ************
102

103

21. COMPARISON OF ADJECTIVES Observe the changes in adjectives of the following sentences: 1. Kumar is a clever boy. 2. Ramana is cleverer than Kumar. 3. Sanjay is the cleverest boy in the class. Lets Recall: The Adjective: The Adjective modifies the noun. E.g. Hari is intelligent. This is a useful dictionary.

Degrees of comparison determines the degree of an adjective with the help of

comparison.

The adjective has 3 degrees The positive degree: e.g. young, beautiful, good etc. The comparative: e.g. younger, more beautiful, better etc. The superlative: e.g. youngest, most beautiful, best etc.
The three degrees of comparison of adjectives: a. positive degree describes only one person, place, or thing b. comparative degree is used to compare two persons, places, or things c. superlative degree is used to compare three or more persons, places ,or things Observe the following table to find how comparison is made: POSITIVE DEGREE Gopal is not so tall as Raja. Very few/many other boys are as tall as Raja. No other boy is so tall as Raja. COMPARATIVE DEGREE Raja is taller than Gopal. Raja is taller than most other boys. Raja is taller than any other boy. SUPERLATIVE DEGREE Nil Raja is one of the tallest boys.

Raja is the tallest boy.

104

Positive Good Little Bad Much/many Far Old

Comparative better less worse more Farther/further elder/older

Superlative best least worst most Farthest/furthest eldest/oldest

Activity 1 Identify the degree of the following sentences and write in the space provided: Eg. Sita is wiser than Gita (Comp. Degree) 1. This room is more spacious than that. 2. I am not so tall as you. 3. This is the most interesting case. ( ( ( ) ) ) ) )

4. Akbar is one of the most powerful mughal kings. ( 5. No other student is so brilliant as Suresh. Activity 2 Fill in the blank choosing the right word supplied in brackets: 1. 2. 3. 4. 5. Tom is -------------------- than John [older/elder] There are ---------------- girls than boys here. [less/fewer] This is ----------------- tree in the forest. [oldest/eldest] Which is the -------------- of the three sisters [wisest/wiser] Honour is ------------------- to wealth. [preferable/ more preferable] (

105

Activity 3 Eg. The Nile is the longest river in the world. [Sup. Degree] The Nile is longer than any other river in the world. [Comp. Degree] No other river in the world is so long as the Nile [Pos. Degree] Change the following sentences into other possible degrees using the table above. 1. A: 2. A: 3. A: 4. A: 5. A: 6. A: 7: A: 8. A: 9. Copper is more useful than any other metal. A: 10. Kolkata is farther than Mumbai. A: Kalidasa is the most popular Sanskrit dramatist. Gitanjali is one of the most poetic of all Tagores works. Sita is taller than any other girl. Some fruits are not sweeter than an apple. Very few students in this class are as intelligent as Gopal. Shakespeare is the greatest dramatist in English. Lead is heavier than iron. The Tajmahal is more wonderful than many other monuments in the world.

106

Activity 4 Correct the following sentences, if necessary: 1. 2. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Sarala is wiser than anybody in our office. Milk is preferable to fish. Somu is tallest of the two brothers. There are less tables than chairs. Hari is duller of the two boys. This is the most largest room in our college. The car is much more cheaper than the truck. Rajesh is the most unique person I have ever met. Lakshmi is one of the most intelligent girls in the class. This is a more perfect example. The climate of Hyderabad is better than Guntur. She is the tallest of the two sisters. The Hindu is more popular than any newspaper. This book is better.

13. The plays of Shakespeare are more interesting than Shaw

Points to Remember: 1. The positive degree usually takes as + positive +as/ so + positive + as. 2. The comparative degree is usually followed by than. 3. The superlative degree is usually preceded by the. 4. Superlative is not possible when two/less than two nouns are involved. 5. Avoid doubling of comparatives or superlatives. E.g. more taller, most tallest.

************

107

108

22. USE OF CONJUNCTIONS (SIMPLE, COMPOUND & COMPLEX SENTENCES) Observe the following sentences and find out the differences: 1. Ramu went to station. 2. Ramu went to station and boarded a train. 3. Ramu, who went to station, boarded a train. The first sentence has only one subject and one verb. ( Ramu, went) The second sentence is a combination of two sentences connected by and ( coordinating conjunction) The third sentence has two parts one with complete meaning (Ramu boarded a train) and one with incomplete meaning (who went to station). The part with complete meaning is called the main or independent clause and the part with incomplete meaning is called the dependent or sub-clause. Lets Recall: According to the clause structure, sentences can be divided iinto four kinds - Simple, Compound, Complex and Compound Complex. Dont get perturbed to know about these. If you are able to concentrate , you will be able to understand and use them in your speech. We need to use both simple and long sentences in our speech and writing.

A simple sentence, (also called an independent clause) contains a subject and a verb, and it expresses a complete thought. Eg: 1.The cow gives milk. 2. A dog barked. 3. He built a house A compound sentence contains two independent clauses joined by a coordinator. The coordinators are as follows: for, and, nor, but, or, yet, so, and, both . and, not only---- but also, either or, neither nor, as well as, but, wherever, nevertheless, etc.,) Eg: I tried to speak English, and my friend tried to speak Hindi.

109

A complex sentence has an independent clause joined by one or more dependent clauses. A complex sentence always has a subordinator such as because, since, after, although, or when or a relative pronoun such as that, who, or which. Eg. You can use it if you like. I was absent because I missed the bus. (some other subordinating conjunctions: whose, whom, that, why, where, when, as, while, till/until, before, after, as soon as, whenever, since, as long as, where, wherever, now that , so that, if, unless, etc.)

Activity -1: Work in pairs and find out whether the following sentences are Simple, Compound or Complex: 1. Owing to drought, the crop failed. 2. He took bribe and he was dismissed. 3. To avoid arrest, he ran away. 4. We woke up when the day dawned. 5. As the wind is favourable, the ship set sail. 6. The sage took pity on the mouse so he changed it into a rat. 7. In spite of being ill, he continued to work 8. As we are planning to leave the village, we shall sell the land. 9. Although he is lazy, he ran well. 10. By his pleasing manners, he won the love of all. Activity -2: (Group Work)

Underline the conjunction and state whether the sentence is Compound/Complex. 1. Keep quiet or you will be taken to task. 2. Unless you work hard you will not get the reward. 3. He is poor, but happy. 4. The beggar is not only blind but also deaf. 5. As she is my wife, I love her.

110

Activity-3:

[Pair work]

Convert the following sentences into simple sentences with the help of the clues provided. 1. You must not be late or you will be punished. [in the event of] 2. He is rich, yet he is not happy. 3. We must work or we must starve. [in spite of] [ to + V1]

4. He not only robbed the old man, but also killed him. [besides] 5. The piper advanced and the children followed. [having] Activity 4 [Pair work] Fill in the blanks with suitable conjunctions from the list given below: 1. He must be __________ a fool ________ a mad man. 2. You must do this _____________ you will have trouble. 3. You should ______________ borrow ______ lend. 4. He is________ a scientist ___________ a philosopher. 5. He ran well _________ could not catch the train.

(neither-nor, either-or, but, both-and, otherwise, because) Activity 5 Combine the following sentences using suitable clauses from the list given under: (who, which, that, when, since, where, if, though, unless, whether, where as ) 1. The boy was caught. He had stolen the watch. 2. It may rain. Then the match will be cancelled. 3. You must work hard. Otherwise you wont pass. 4. This is an old fort. This was built by Akbar. 5. This is Rajus house. The theft had occurred here.

111

Activity -6:

( Group Work)

Correct the following sentences if necessary, and mark the part of the sentence (a, b, c, d) where the error lies, if there is no error mark it (e) 1. Although (a)/ Madhu was a huge success in job (b)/ but he failed miserably (c)/ in his family matters (d)/ no error (e) 2. While lying in the park (a)/ a scorpion bit (b)/him suddenly (c)/and slipped off (d)/ no error (e) 3. No sooner did the teacher (a)/ enter the class (b)/ when (c)/ the students stood up (d)/ no error (e) 4. In addition to (a)/ being poverty (b)/ he was cunning (c)/ and dishonest (d)/ no error (e) 5. I asked him (a)/ whom he was (b)/ where he was from (c)/and why he came (d)/ no error (e) 6. As this beautiful [a]/ lady beside me is [b]/ my better half [c]/ so I love her[d]/utmost in the world. [e] 7. Hardly did he/[a] hear the knock on the door,[b] than he began [c]to shiver all over [d]like a piece of dry leaf.[e] 8. Either his wife/ [a] in the house/ [b] nor the children from outside/[c] should have broken / [d]the window pane yesterday. 9. When she opened the door/a] then she was shocked/[b] to find a stranger/[c] peeping his head inside/[d] to know who the insider was.[e] 10. Scarcely had she/[a] come out of the house/[b] than a car came/[c] to pick her up/[d] to the railway station./[e]

************

112

113

23. VOICE Read the following examples and observe the structure: The people complained to the King of Hamelyn; Your Majesty! Our children were injured. Our food grains were eaten. Our clothes were torn. Our furniture was damaged. And our houses were spoiled. The King asked, Who did all this? The people replied; We dont know. Lets Recall: Passive Voice is used when the focus is on the action. In the example above, the focus is on the fact about a great loss. People do not know, however, who did it. Only Transitive Verbs, with objects after them can be changed into passive voice. Intransitive Verbs, with no objects after them cannot be changed into passive voice. In active voice, the verb is independent. In passive voice, the verb is dependent. It comes after the be form. Observe the following example: Rani drinks water. Water is drunk by Rani. ( be form + Past Participle (V3) While rewriting active sentences in passive voice, we need to observe the following:

the object of the active sentence becomes the subject of the passive sentence the finite form of the verb( be form) is changed (to be + past participle) the subject of the active sentence becomes the object of the passive sentence (or is dropped)

Activity-1 State whether the verbs of the following sentences are in active voice or passive voice. 1. The mouse was killed. 2. My Mother was making tea 3. The loud music woke up the baby. active/passive active/passive active/passive
114

4. The assignment was submitted yesterday. 5. Rajani has been writing for a long time.

active/passive active/passive

Activity-2 a. Observe the following table with different passive forms and fill in the blanks given below: Simple Present Active: Passive: Simple Past Active: Passive: Present Perfect Active: Passive: Active: Future Modals Passive: Active: Passive: Rajitha A letter Rajitha A letter Rajitha A letter Rajitha A letter Rajitha A letter Writes is written Wrote was written has written has been written will write will be written can write can be written a letter. by Rajitha. a letter. by Rajitha a letter. by Rajitha a letter. by Rajitha. a letter. by Rajitha

Eg: .Many fatal accidents are caused by reckless driving. 1. Cheese ------------ from milk (make) 2. Two thousand people --------------------- for the Royal wedding in London (invite) last month. 3. A theatre is a place where movies --------------------- (screen) 4. The college gates -------------- at 6.30 pm every evening (lock) 5. A new vaccination ---------------- for cancer (discover) recently. b. Change the voice of the verbs of the following sentences: 1. They will read books. 2. He is painting a picture.

115

3. Rajan played cricket. 4. I have sent the mail. 5. You can complete the work. Activity-3 Observe the following table with different passive forms and complete the task given below: (Group Work) is writing is being written was writing was being written had written had been written will have written will have been written would write would be written would have written would have been written a letter. by Rajitha a letter. by Rajitha a letter. by Rajitha. a letter. by Rajitha a letter. by Rajitha a letter. by Rajitha

Present Progressive

Active: Passive:

Rajitha A letter Rajitha A letter Rajitha A letter Rajitha A letter Rajitha A letter Rajitha A letter

Past Progressive

Active: Passive:

Past Perfect

Active: Passive:

Future II

Active: Passive:

Conditional I

Active: Passive:

Conditional II

Active: Passive:

Write the active/passive forms of the following sentences: 1. A letter was being written by Mahesh. A.______________________________________
116

2. Kumar is playing cricket. A. _________________________________ 3. The film will have been made by Kishan. A. __________________________________ 4. She would have locked the door. A.__________________________________ 5. The teacher had completed that chapter. A.___________________________________ Activity-4 You attended an interview with your friend. Work in pairs and speak about the interview using active and passive voice. A clue is also given. You: I was asked ten questions by the board.

Your Friend: _______________________________________ You: Your Friend: You: Your Friend:

117

118

24. CONDITIONALS Observe the following sentences: 1. If Raju runs fast, he will catch the bus. We have a condition in the above sentence. Raju will be able to catch the bus, only when he runs fast. The conditional is used to talk about possible or imaginary situations. Lets Recall: Conditional Sentences are also known as Conditional Clauses or if Clauses. They are used to express that the action in the main clause (without if) can only take place if a certain condition (in the clause with if) is fulfilled. Now observe the following examples for Conditional Sentences: Eg: 1. If you work hard, you will get good marks. (Type-1 conditional)

This structure (If + Present + future) is used to talk about possibilities in the present or in the future. Eg: 2. If you worked hard, you would get good marks. (Type-2 conditional)

This structure (If + Past + future) is used to talk about unreal situations in the present or in the future Eg: conditional) 3. If you had worked hard, you would have got good marks.(Type-3

This structure (If + past perfect + perfect conditional) is used to talk about unfulfilled conditions. This condition cannot be fulfilled because the action in the if-clause did not happen. . Such condition is called unfulfilled condition or condition type -3

Activity -1: Match the clauses of column A with those of B and write down the complete sentences:

Column A 1. If she works hard

Column B a. If you permit me

119

2. They can have a good result 3. I will do this sum for you 4. If she had worked for more time 5. the teacher could stop him

b. she can pass all the exams c. if they work sincerely d. if he came late e. she would have received better wages

Activity -2: (Pair work) Observe the bolded tense forms and use appropriate answers to complete the sense of the conditional sentences given below:

1. If they ________ (speak/spoke), the judge would certainly be pleased. 2. The play can be stopped if it ___________ (rain/rains). 3. If he had come early, the teacher ___________ (would punish/would have punished) him at all. 4. If she were in Hyderabad, she ________ (will meet/would meet) me. 5. If the cat is blind, the mice ___________ (would have played/will play) 6. If a police patrolling party is arranged at night in our area, thefts __________ (will be/would be) less. Activity -3: Complete the sentences given below:

Eg: I would have certainly attended his marriage. Unfortunately he did not invite me. If he had invited me I would have attended his marriage. 1. Ramesh wants to lose weight. He decides to eat less. If Ramesh ___________________________________________________. 2. I went to the class early. The teacher allowed me in.

120

If I had gone ___________________________________________. 3. Follow your father. You will get the benefit. If you dont follow _____________________________________. 4. Gopi had a stomach upset. He decided not to go to school. Gopi would go to school if he ______________________________. 5. I cannot be in your position. I cannot help him. If I were in ________________________________________________.

(Note: Use were with a singular subject if the sentence expresses a wish.) Activity -4: Given below are sentences which are divided into parts a, b, c, d. Identify the error in the part where it lies. If you dont find a mistake mark it d. 1. If you will pull the chain (a)/ in a running a train (b)/ you will be prosecuted (c)/. No error (d) 2. Unless you dont find him (a)/ in the Principals room (b)/you can see him in the staff room (c)/. No error (d) 3. If this is (a)/ what you spoken (b)/ there would be no problem at all (c)/. No error (d) 4. Had they not met me (a)/ at the bus station (b) I would catch the first bus to Tirupathi (C)/. No error (d) 5. Suppose if (a)/he comes late (b)/the teacher will not allow him in (c)/. No error (d) 6. Unless (a)/he takes my help (b)/ he can not complete it (c)/. No error (d) 7. If you have (a)/ any doubt in physics (b)/ you could contact me (c)/. No error (d) 8. You can not complete this task (a)/ unless some body (b) guides you (c)/. No error (d)

121

9. The cat would have scratched you (a)/ if (b)/ you pulled her tail (c)/. No error (d) 10. If you have finished your dinner (a)/ I will ask the waiter (b) for the bill (c)/. No error (d) Key points: 1. You can use Unless also in the place of If to make a condition. But Unless means if + not. 2. 2. Dont use suppose and if together, because they mean the same.

************

122

123

25.Reading Skills-3
Activity 1: Read statements 1 to 5 based on the passage by Dr. Alan Zimmerman given in the box below and tick the correct option Eg:- It takes about 1/1000th /1/100th of a second for Olympians to run that distance in the 100-meter race 1. At the 1992 Barcelona Olympic Games, the gold medal for women's 100-meter dash was won by an American/ Australian 2. The winning athlete crossed the line only 2-1/2 centimetres/ inches in front of her closest opponent 3. Fifth place went to a Jamaican/ German who finished a mere 6/100th of a second behind the American 4. Research says that positive attitude is the little bit of difference that makes no/all the difference in success in both your personal and professional lives 5. Attitude/ Speed is more important than any other element when it comes to ensuring success.

Hold up your thumb and forefinger about 2-1/2 inches apart. It takes about 1/100th of a second for Olympians to run that distance in the 100-meter race. But thats the difference between winning and losing.In the women's 100-meter dash at the 1992 Barcelona Olympic Games, for example, the gold medal was won by an American who crossed the line only 21/2 inches in front of her closest opponent. Fifth place went to a Jamaican who finished a mere 6/100th of a second behind her. And yet that little bit of difference made all the difference in the world. The same goes for attitude. When you compare age, gender, upbringing, education, IQ, and just about any other factor you can think of, research says that positive attitude is the little bit of difference that makes all the difference in success in both your personal and professional lives. In fact, the research makes it clear that attitude is more important than any other element when it comes to ensuring success.From A Positive Attitude Increases Success by Dr. Alan Zimmerman http://sbinfocanada.about.com/od/motivation/a/posattitudeaz.htm

124

Activity: 2 Read the text given below and the statements that follow. Write: True False Water the issue of this century The world is running short of fresh water. Populations are growing bigger and thirstier, with the result that fresh water is becoming increasingly scarce. Half the worlds wetlands, have disappeared during the last century, while estimates suggest that water use will rise by 50% in the next 30 years. The World Bank report estimates that as much as half of the worlds population, concentrated in Africa, the Middle East and south Asia, will face severe water shortages by 2025. Local water conflicts and the loss of freshwater ecosystems loom in some regions. Fresh water consumption is rising quickly, and the availability of water in some regions is likely to become one of the most pressing issues of the 21st century. A third of the worlds population around two billion people live in countries that are experiencing moderate to high water shortages. That proportion could [at current population forecasts] rise to half or more in the next 30 years unless institutions change to ensure better conservation and allocation of water. China is one country where the portents are gloomy. The most water-stressed country in East Asia, China is exploiting 44% of its usable water, a figure projected to rise to 60% by 2020. A similar picture emerges from the globes salt water regions. Three quarters of the worlds people may live within 100km of the sea in 2025, putting even more pressure on stretched coastal Ecosystems. Two-thirds of fisheries are exploited at or beyond their sustainable limits, and half the worlds coral reefs may perish in 100 years. Almost 60% of coral reefs and 34% of fish species are at risk from human activities,the Bank says. The report concludes that there is ample evidence to justify immediate and coordinated action to safeguard supplies and use water more efficiently. Primary withdrawal of water of more than 60% is widely considered by water experts to exceed the environmental carrying capacity of a river basin system. Although Chinas aggregate use appears still to be reasonable, it has several basins that are severely stressed environmentally. if the statement is true according to the text. if the statement is false according to the text.

Does not say if the information is not given in the text.

125

Withdrawals exceed environmental limits in Afghanistan and Pakistan, and will exceed them in India by 2020. In the Middle East and North Africa, only Morocco has unexploited water resources. The rest have exceeded environmental limits and many are mining aquifers bodies of water-bearing rock the report says. [Source: Elliot, L., Guardian, 22 August 2002, p 26.] Statements:

1 2 3 4 5 6 7 8 9

Fresh water is becoming increasingly scarce in the world Half the worlds wetlands were lost in the twentieth century. It is estimated that water use will rise by 50% in the next 30 years.

( ( (

) ) ) ) ) ) ) )

Some Mediterranean countries will face severe water shortages by 2025. ( Most of the worlds population may live within 100km of the sea in 2025. ( China is the most water stressed country Almost 60% of coral reefs may perish in 100 years. Some species of fish in the Atlantic are at dangerously low levels. ( ( (

In the next 30 years, around three billion people could experience moderate to high water shortages. ( ) ( )

10 India exceeds environmental limits of water use. Activity:3

This summary of the text Water The issue of this Century (Activity 2) has words removed. Select the missing word for each gap from the box that follows. (Use each word only once.) According to the World Bank ........1.............., as the worlds population grows, the demand for fresh water is ...2..................... rapidly but supplies are falling and wetlands are disappearing. Up to half the worlds population will have ...3............. water problems by 2025. This may lead to ...4............. . Coastal regions will ...5............ similar problems. Overfishing will damage fish stocks and coral reefs may be ...6................ . Immediate action is needed to ...7............ water supplies and encourage more efficient use. If this is not done, the numbers suffering 8.......... will rise by 50% in the next 30 years. China has the most serious problem in East Asia with freshwater withdrawal set to ...9............
126

environmental limits by 2020. Other countries with severe problems include most of the Middle East, North Africa, and the Indian sub-continent.

Exceed Destroyed Report Availability Shortages Consumption

Increasing Serious Projected Safeguard Face Conflict

Activity:4 Read the advice below on writing a CV. Choose the best word to fill each gap, from A, B, C or D given in the box below. An example (0) has been done for you.

Guidelines for Writing Your CV A well-produced CV can make all the difference when applying for a job.

It can take a reader just 30 seconds to (0) ........B....... a decision about a CV. So when writing a CV, you should remember you have just half a minute to (1) ................ the readers interest, leave a clear (2) ....................... of professionalism and indicate the likely (3) .................... to an employer of hiring you. To prepare a CV which is (4) .......................... will take time and possibly several drafts. Layout, presentation and a choice of words which demonstrate
127

both responsibility and achievement are vital (5) .................... of any CV. No matter how well your career background and skills (6) ....................... the needs of an employer, your efforts could (7) ..................... if you make it difficult for the reader to take in the relevant information. As your message must register quickly, make the readers task an easy one. (8)........................... that the print is well spaced and that the key information is displayed clearly. The (9) ..................... of the CV is to generate interviews. Visually, you want your CV to have a positive effect, but it is also necessary for it to (10) ........... ............ the reader that you are worth meeting. The style in which you present your CV is a (11) .......................... of personal choice, but it is important that you use words which (12) ......................... an active and successful career.

Example:

A meet

B reach

C arrive

D contact

1 2 3 4 5 6 7 8 9

A take A influence A resource A certain A components A correspond A decline A Ensure A incentive

B realise B impression B credit B efficient B sections B match B fold B Allow B purpose B prompt B condition B suggest

C gain C meaning C benefit C capable C pieces C coordinate C collapse C Confirm C result C convince C situation C appear

D collect D symbol D asset D effective D sectors D agree D fail D Guarantee D motive D determine D matter D instruct
128

10 A decide 11 A subject 12 A inform

129

26. Note - Making

What do you do when you read an interesting essay or article? You try to make notes for future use. Note - making is a skill to organise ideas. It helps us to concentrate on important points; to handle large quantities of reading material; to remember and recollect main points and helps for better understanding and retention. How to go about it: Skim the text and know what it is about Read again to identify the main points. Underline key words, phrases, headings etc. Be selective. Choose one or two learning points. Remember we are only summarising key points! While making notes use short forms, abbreviations, symbols etc. Use diagrams, tables wherever necessary Focus on information giving words mostly nouns, verbs, adverbials. Leave out functional words like prepositions, articles etc. Use your own words to make notes. Have full bibliographic details (author, date, name of article/book website, publisher, where published etc) of the reading in your notes. Some ways of note making: flow chart, matrix/ table, concept map, patterned notes/ mind mapping, sequential/ linear

130

Activity 1: Sequential/ Linear Note Making Include key-words, headings and sub-headings to connect key-concepts Underline and highlight important aspects Observe the following outline: Use spaces, bullets, numbers, etc. Eg: A------------------------------(Heading) 1 -------------------------(Sub-heading) a---------------(key topic) b--------------(key topic) 2 ---------------------------(Sub-heading) a-------------------(key topic) b------------------(key topic) ------(key topic) ------(key topic) B----------------------------- ( Heading) 1 -------------------------(Sub-heading)

Read the following paragraph and supply missing points in the notes made below Minerals are mainly classified as metallic and non metallic minerals. The metallic minerals contain metal in raw form. Metals are hard substances that conduct heat and electricity and have a characteristic luster and shine. Iron ore, bauxite, manganese ore are some examples. Metallic minerals may be ferrous or non ferrous. Ferrous minerals like iron ore, manganese and chromites contain iron. A non ferrous mineral does not contain iron but may contain some other metal such as gold, silver, copper or lead. The non metallic minerals do not contain metals. Lime stone, mica, and gypsum are examples of such minerals. The mineral fuels like coal and petroleum are also non metallic minerals. Minerals can be extracted by mining, drilling, or quarrying. The process of taking out minerals from
131

rocks buried under the earths surface is mining. Minerals that lie at shallow depths are taken out by removing the surface layer: this is known as open cast mining. Deep bores, called shafts, have to be made to reach mineral deposits that lie at great depths. This is called shaft mining. Petroleum and natural gas occur far below the earths surface. Deep wells are bored to take them out, this is called drilling. Minerals that lie near the surface are simply dug out, by the process known as quarrying. (Source: based on VIII NCERT Geography text book) Layout for notes: 1. Metallic mineral has metal in raw form. Ex. Iron ore,-------------, --------------- ferrous mineral contains iron ex: iron ore manganese -------------------------------------has Ex: gold, silver, copper, lead. 2. Non metallic mineral has no metal Ex: --------------------------------Extraction of minerals a. Mining- taking out from rocks under the earth. 1. Opencast mining- -------------------------------------2. Shaft mining- ------------------------------------------------. b. ----------------- - to bore deep wells far deep into earth c. ------------------- - to dig out near the earths surface.

Activity 2: Read the following text and make notes. Use your own lay out. Soil is grouped into different varieties based on colour, origin, composition, texture and location. Alluvial soil is rich and fertile formed by the depositional action of rivers. Rivers transport eroded material from their higher reaches and deposit this material on their banks as they reach the plains. This fertile alluvial soil supports cultivation of crops. In India we can find rich deposits of alluvial soil
132

in the vast Indo- Gangetic Plains and the deltaic regions of the peninsular belt. It covers almost 24% of Indias land area. Black soil or cotton soil is found in and around lava plateaus. This deep and clayey soil swells when it is wet and contracts when it is dry. It is ideal for the growth of cotton. It is considered good for the cultivation of cereals, pulses, oil seeds, citrus fruits, vegetables etc. Red soil is red and sand because of the presence of iron oxides. In the low lands they are normally fertile but in the dry uplands they are less fertile. It is suitable for the growth of millets, cotton, wheat, onions, potatoes etc. In India it is found in the periphery of the black soil regions in the states of Orissa, M.P, Tamil Nadu, A.P, and Kerala. Laterite soil is formed due to intense leaching in regions with heavy rainfall. This soil is not naturally fertile as the top soil along with humus is washed away by heavy rainfall. To make the soil cultivable it has to be treated with fertilizers. It is used for growing jute, millets, fodder crop etc. It is found in Maharashtra and West Bengal. Arid and sandy soil is found in the dry regions. The colour of the soil varies from dark shades of reddish brown to pastel brown. It has very low moisture and humus content as it is found in the dry deserts. It is found in western Rajasthan. In the regions where there is dense vegetation we can find peaty and forest soil. This soil is rich in humus as the organic matter that accumulates in the forests decomposes to provide the same. This type of soil can be found in the forests of Bihar, Uttaranchal. (Source: based on VIII NCERT Geography text book) PATTERN NOTE-MAKING / MIND-MAPPING Start with a central heading in the centre of the page Note key words, ideas that surround the central idea / concept Highlight heading and subheadings with boxes / circles Arrows / lines ('branches') to link key words, ideas These branches should radiate from the central topic / idea You can use flowchart/series of events chain, compare and contrast matrix, fishbone map

133

Activity 3 Observe the following mind-map and make notes. Mind Map example Note Making

Types of Note Making

Tips for NOTE MAKING Tables

MindMapping

diagrams

linear
ara

flow chart table

Underline key words

Short forms, abbrevi ations

Own words

Land can be classified on the basis of relief as plateau and mountains. It is termed as fertile and barren land on the basis of soil fertility. It is differentiated as rural and urban land on the basis of development of that area. It is defined as private and community owned or government land on the basis of ownership of the land. Private land belongs to an individual. Community land is owned by a group of people in a community for common uses like collection of fodder, fruits, nuts or medicinal herbs. These lands are also referred to as common land or common property resources. The use that we put a land terms it as arable land (land which is suitable for crop production), pasture land (land used for grazing animals) forests, fallow (land which can be cultivated, but has been left unused for the season), cultivable waste (land which can be cultivated but which has been lying fallow for more than five years) and non agricultural land. (Source: based on VIII NCERT Geography text book.)

134

135

27. Prcis - Writing

Lets Recall: (Group Work) A prcis is a condensed restatement of a passage, roughly 1/3 rd the length of the original and it highlights the key information provided in the passage.

Points to remember; A prcis is a short summary of the original; it is not a word-to-word paraphrase. A prcis gives the heart of the passage. The prcis should be written from the original authors point of view, without distorting the meaning A prcis should be written in reported or indirect speech. Guidelines : Read the given passage sentence by sentence and make sure that you understand it. Select and underline the most important points contained in the passage. Refer to the dictionary, clarify and make brief notes. Avoid repetitions, unimportant points, examples and anecdotes. Go through the passage again, jotting down the main points. Organize your ideas into sentences to make a rough draft Revise the rough draft with focus on unity, coherence and logical sequence of ideas. Give a suitable title to your final draft. I. Read the following passage and write down the main points: Read the following passage and make a prcis giving a suitable title "A precis is not an outline, but a summary or digest. It is useful as an exercise in grasping the essential ideas of an already completed composition and in stating these ideas in concentrated form. The precis shears away all elaborations of the thought and gives only what is left, in such a way as to make the
136

(PAIR WORK)

summary a complete composition. It does not, therefore, skeletonize the original composition so much as it reduces its scale. Many of the articles in The Reader's Digest are only precis, so skillfully done that the average reader does not know that he is reading a summary. Since the precis says a great deal within a brief space, it is of great service in taking notes on library assignments and general reading." (Donald Davidson, American Composition and Rhetoric. Scribner's, 1968)

II. Read the short story and condense it 1/3 of its length. Also give it a suitable title: (Group Work) Once upon a time, there was a Selfish Man. He liked everything to be his own. He could not share his belongings with anyone, not even his friends or the poor. One day, the man lost thirty gold coins. He went to his friend's house and told him how he lost his gold coins. His friend was a kind man. As his friend's daughter was coming from an errand she found thirty gold coins. When she arrived home, she told her father what she had found. The girl's father told her that the gold coins belong to his friend and he sent for him. When the selfish man arrived, he told him how his daughter had found his thirty gold coins and handed them to him. After counting the gold coins the man said that ten of them were missing and had been taken by the girl as he had forty gold coins. He further commented that he will recover the remaining amount from him (the girl's father).But the father refused. The man left the gold coins and went to the court and informed the judge about what had taken place between him and the girl's father. The judge sent for the girl and her father, and when they arrived asked the girl how many gold coins she found. She replied thirty gold coins. The Judge then asked the selfish man how many gold coins he lost and he answered forty gold coins. The judge then told the man that the gold coins did not belong to him because the girl found thirty and not forty as he claimed to have lost. (272 words) Courtesy: sureshkumar.net Main points: 1. A selfish man lost thirty gold coins 2. ----------------------------------------------------------------------------3. -----------------------------------------------------------------------------4. -----------------------------------------------------------------------------5. ------------------------------------------------------------------------------Rough Draft:

137

Fair Draft:

Title: -----------------------------------------------------------------------------------------

138

139

Passages for Comprehension

(Reading and Writing)

140

Work in groups, read the following passages and answer the questions given below each of the passage: Passage 1: There is a Persian story that a great king being out of spirits consulted his astrologers, and was told that happiness could be ensured by wearing the shirt of a perfectly happy man. The court and all the prosperous classes in the country were searched for, but in vain. No such man could be discovered. At last a laborer coming from his work was found to fulfill the condition. He was absolutely happy. But alas! The remedy was as far off as ever. The man had no shirt. a. Why did the king consult the astrologers? b. What was the advice of the astrologers? c. Where did they search to find the remedy? d. Why could not the laborer fulfill the condition? e. What is the message of this story? Passage2: Aurobindo Ghosh (1872-1950) was born in Calcutta on the 15th of August 1872. His father was a doctor and his mother came from a family known for high literary tastes and cultural associations. At the age of seven, Aurobindo was sent for higher studies to England. At school he proved his academic intelligence by topping in every class. He passed the ICS examination but deliberately did not appear for the horse riding test, thus disqualifying himself. Returning to India in 1893, he joined the service of the Maharaja of Baroda. For thirteen years he served in various capacities and also as Vice Principal of Baroda College. From Baroda he moved to Calcutta, and assumed the Principal ship of the National College (now Jadavpur University). In August 1906, he assumed charge of Editor of the Bandemataram, a new English daily. In 1910 Aurobindo left for Pondichery. He founded an ashram there, and wrote several books. a. b. c. d. e. f. When was Aurobindo born? What were his parents? Why was he sent for England? Why was he disqualified for the ICS exam? When was he returned to India? What did he do there? When did he leave for Pondichery? What did he do there?

141

Passage 3: Pollution is a child of industrialism. It is polluting the atmosphere and gradually leading mankind to extinction. Smoke from chimneys of big factories and vehicles and harmful gases produced by some chemical works are gradually polluting the atmosphere. The level of carbon dioxide in the air is increasing. This is heating up the earth. Sewage water and industrial waste flow into streams and pollute the water that we drink. Water-borne diseases are a threat to life. Noise produced by vehicles, oil engines and generators does not let the people in big cities sleep in peace. The population explosion is another source of pollution. Very poor people are perhaps the greatest polluters. They live in unhygienic slums. They throw garbage every where. We must take steps to check pollution. The most important remedy is planting of trees and development of forests. 1. How is the pollution disturbing atmosphere? 2. What are the different causes of pollution? 3. How can we prevent pollution? 4. What is the meaning of the word, gradually? 5. What is the antonym of the word, extinction? Passage 4: Young Gandhi had his primary education up to the seventh year at Porbandar. Then his education continued at Rajkot. Gandhi was a very shy boy. He never found fault with elders. He was very obedient. Once an Inspector of Schools visited the school. The teacher dictated some English words. Gandhi had miss-spelt the word 'Kettle'. The teacher noticed this, and made signs to the boy to correct it by copying from his neighbor. But Gandhi did not do so. He also felt that the same teacher, who had taught him that copying was bad, was not right in prompting him to do so. Still, the respect he had for his teacher did not grow less. At that time, Gandhi had occasion to see two plays. They were 'Shravana Pitribhakti' and 'Harishchandra'. These two plays left a deep impression on his mind. The devotion of Shravana to his aged parents was a model in itself. Harishchandra suffered great misery for the sake of truth. Gandhi began to consider if he could not also live like them. On the plastic mind of the young, example and company act as powerful forces. When Gandhi joined the High school in his thirteenth year, he fell into evil company. But he soon realized his folly and returned to the right path. Sheik Mehtab, a classmate of Gandhi, was a strong boy. He always excelled all the boys in games and sports. Gandhi came to believe that, in order to expel the English rulers from our country, it
142

was necessary that one should become strong like Sheik by eating meat. This false belief took deep root in his mind. He tried to eat meat in secret. He found it distasteful. In the same way, he smoked cigarettes. He also stole a piece of gold to pay his brother's debts. He felt sad because he had not the freedom to act as he wished. In a moment of despair, he tried to kill himself, by swallowing Matura seeds (an effective poison). But he lost courage and could not do so. At last he felt sorry for his conduct. He confessed his guilt in a letter and, with trembling hands, handed it to his father. The father did not say even a word, and simply shed tears of sorrow. This melted Gandhi's heart. He touchingly refers to this incident in his autobiography: 'Those pearl-drops of love cleansed my heart, and washed my sin away.' (source:http://www.freeindia.org/biographies/freedomfighters/gandhiji/page2.htm) 1. Why did the teacher try to help Gandhi? 2. Describe young Gandhi? 3. What was the impact of the two plays on Gandhis mind? 4. What was the folly and how did Gandhi correct himself? 5. Write the antonym of the word, confess 6. Summarise the passage in your own words. Passage 5: Vallabhbhai was born on the 31st of October 1875. (This is the date generally accepted.) The elders were filled with pride and joy at the fearlessness of the little boy; the younger ones loved and admired him. No companion of his ever disobeyed him. By nature he rebelled against injustice. He showed a genuine interest in the welfare of his companions, constantly enquired about their needs and problems helped them as best he could, and promoted friendship and unity. Vallabhbhai's early education was in Karamsad. Then he joined a school in Petlad. After two years he joined a high school in a town called Nadiad. A teacher of this school used to sell the books, which the pupils needed. He used to force all the pupils to buy books only from him. If any boy bought books from others, the teacher used to tease him. Vallabhbhai thought that this was wrong. He spoke to his companions, and saw to it that not a single pupil attended the classes. For a whole week the school could not work. The teacher had to correct himself. When he was in Petlad he used to cook for himself. Every week he used to carry provisions from home, walking the entire distance. He could have gone by train, but he did not have the money to buy a ticket. During his school days, one day a teacher made a mistake in working a sum. Vallabh- bhai pointed out the error. The teacher was very angry and said, "All right, you be the teacher." The boy replied, "Very well, sir." He worked the sum correctly, and sat down in the teacher's chair!
143

Vallabhbhai first chose Sanskrit. Then he changed to Gujarati. Sanskrit was dearer to the teacher who taught Gujarati than his own subject. When Vallabhbhai entered his class, the teacher wanted to taunt him, and said, "Welcome, great man!" Poor man, he did not know that the boy would one day become a very great man. He asked the boy, in anger, "Why did you give up Sanskrit and choose Gujarati?" Vallabhbhai answered, "If every one chooses Sanskrit, you will have no work." The teacher was in a rage. He complained to the headmaster. Vallabhbhai narrated to the headmaster all that had happened. The headmaster said, "I have not seen such a bold pupil." This made the teacher even more bitter. Vallabhbhai, too, did not wish to remain in that school. He went back. He studied at home and passed the examination. (source:http://www.freeindia.org/biographies/freedomfighters/gandhiji/page2.htm) 1. Write about Vallabhbhais childhood? 2. How did Vallabhbhai correct his teacher? 3. What happened in the maths class? 4. What do you understand from these incidents about Vallabhbhai? 5. What ideals can be learnt from this great leader? 6. List out the prepositions and write down their function.

Passage 6: Kalam's father was a devout Muslim, who owned boats which he rented out to local fishermen and was a good friend of Hindu religious leaders and the school teachers at Rameshwaram. A.P.J. Abdul Kalam mentions in his biography that to support his studies, he started his career as a newspaper vendor. This was also told in the book, A Boy and His Dream: Three Stories from the Childhood of Abdul Kalam by Vinita Krishna. The house Kalam was born in can still be found on the Mosque street in Rameshwaram, and his brother's curio shop abuts it. This has become a point-of-call for tourists who seek out the place. Kalam grew up in an intimate relationship with nature, and he says in Wings of Fire that he never could imagine that water could be so powerful a destroying force as that he witnessed when he was thirty three. That was in 1964 when a cyclonic storm swept away the Pamban bridge and a trainload of passengers with it and also Kalam's native village, Dhanushkodi. Kalam is a scholar of Thirukkural; in most of his speeches, he quotes at least one kural. Kalam has written several inspirational books, most notably his autobiography Wings of Fire, aimed at motivating Indian youth. Another of his books, Guiding Souls: Dialogues on the Purpose of Life reveals his spiritual side. He has written poems in Tamil as well. It has been reported that there is considerable
144

demand in South Korea for translated versions of books authored by him. Kalam has also patronised grassroots innovations. He is closely associated with the Honey Bee Network and The National innovation Foundation. The NIF is a body of Government of India and operates from Ahmadabad, Gujrat. (http://www.technicalsymposium.com/abdulkalam-biography.html) 1. What is the name of the book written by Vinita Krishna? 2. Write about Kalams father? 3. What is the name of his biography and why it is written? 4. What are the organizations Kalam is associated with? 5. Write about Kalam as a writer. 6. List out the adjectives mentioned in the passage. Passage 7: I have three visions for India. In 3000 years of our history people from all over the world have come and invaded us, captured our lands, conquered our minds. From Alexander onwards. The Greeks, the Turks, the Moguls, the Portuguese, the British, the French, the Dutch, all of them came and looted us, took over what was ours. Yet we have not done this to any other nation. We have not conquered anyone. We have not grabbed their land, their culture, their history and tried to enforce our way of life on them. Why? Because we respect the freedom of others. That is why my first vision is that of FREEDOM. I believe that India got its first vision of this in 1857, when we started the war of independence. It is this freedom that we must protect and nurture and build on. If we are not free, no one will respect us. My second vision for India is DEVELOPMENT. For fifty years we have been a developing nation. It is time we see ourselves as a developed nation. We are among top 5 nations of the world in terms of GDP. We have 10 percent growth rate in most areas. Our poverty levels are falling. Our achievements are being globally recognized today. Yet we lack the self-confidence to see ourselves as a developed nation, self-reliant and self-assured. Isn't this incorrect? I have a THIRD vision. India must stand up to the world. Because I believe that unless India stands up to the world, no one will respect us. Only strength respects strength. We must be strong not only as a military power but also as an economic power. Both must go hand-in-hand. My good fortune was to have worked with three great minds. Dr. Vikram Sarabhai of the Dept. of space, Professor Satish Dhawan, who succeeded him and Dr. Brahm Prakash, father of nuclear material. I was lucky to have worked with all three of them closely and consider this the great opportunity of my life. (Excerpt from Abdul Kalam's speech) 1. List out the nouns from the first paragraph?
145

2. Who invaded India during her 3000 years of her history? 3. What is the greatness of Indians? 4. List out the prepositions from the second paragraph? 5. Why are we unable to see ourselves as a developed nation? 6. Who are the three great minds Dr.Kalaam worked with? 7. What are the three visions of the author? 8. Write question tags to the following sentences: a. I have three visions for India. b. Our poverty levels are falling. 9. Rewrite the following into indirect speech: a. Kalam says, I have a THIRD vision. b. Kalam says, My second vision for India is DEVELOPMENT. 10. Summarise the whole passage in your own words.

Passage 8: Leadership does not exist without follower ship. A leader has to be accepted by the group which the former is supposed to lead. To gain acceptability the leader should cause an emotive impact on the group members. The characters exhibited by leaders make them dear to their followers. A leader is one who effectively inspires employees to achieve worth while things. What character of the leader motivates the followers? It is not pomp and show nor flattery nor sanctioning more incentives. Pomp and show creates sense of awe and the leader is defined rather emulated. Flattery is unrealistic, and cannot serve as a long- term motivational tool. A leaders style should be one that can be emulated by all irrespective of cadre, class and caliber. Simplicity in ones day-to-day conduct is the only thing that can be adopted by all. When the leader is simple, he is counted as one belonging to the group of which he is the leader. That is enough to motivate the people. 1. List out the new and unfamiliar words and note down the meanings with the help of a dictionary: 2. Who is an effective leader? 3. What is exhibited by the leaders generally?
146

4. What happens when the leader is simple? 5. How are the people motivated? 6. What does the writer want to convey? 7. Write the antonyms of the following words: a. motivate b. simple c. accept

d. pomp

Passage 9: How can you best improve your English depends on where you live and particularly on whether or not you live in an English speaking community. If you hear English spoken every day and mix freely with English speaking people, that is on the whole, an advantage. On the other hand, it is often confusing to have the whole language, poured over you at once. Ideally, a step-by-step course should accompany or lead up to this experience. It will help a great deal if you can easily get the sort of English books in which you are interested. To read a lot is essential. It is stupid not to venture out side the examination set books or the text books you have chosen for intensive study. Read as many books in English as you can, not as a duty but for pleasure. Do not choose the most difficult books you find, with the idea of listening and learning as many new words as possible. Choose what is likely to interest you and be sure in advance that it is not too hard. 1. How can you improve your English? 2. What will happen, if you hear English every day? 3. What happens if we try to learn the whole language at once? 4. What is essential for spoken English? 5. What sort of books should we read to develop language? Passage 10: The desire for English in the country is underestimated. English is not a trend, fad or an upmarket pursuit. English helps me face an interview, read the best academic books available and access the world offered by the Internet. Without English, progress for a middle class youth is heavily stunted. However, the state of English education and the attitude towards it leaves much to be desired. Let me talk about the state first. There is a tiny minority of English speakers who are extraordinarily fluent in the language, probably more than most Britons. That tiny minority is also millions of people in a country as large as India, and is what will be visible to this group most of the time. These people had parents who spoke English, had access to good English medium schools typically in big cities, and gained early proficiency, which enabled them to consume English products such as newspapers, books and films, thus increasing command over the language even further. I would say English is so instinctive to them that even some of their thought patterns are in English.
147

These people, the E1s if I may call them, are much in demand. Irrespective of their graduation specialization, they can get a frontline job across various industries hospitality, airlines, media, banking and marketing companies. However, apart from the E1s, there are a large number of E2s, probably ten times the E1s, who are technically familiar with the language and even understand it. However, their skill in English communication is not at a professional level. If they sit in an interview conducted by E1s, they will come across as incompetent, even though they may be equally intelligent, creative or hardworking. They cannot comfortably read English newspapers, thus denied of a chance to keep upgrading their command of the language. English films and TV are not enjoyed by them and hence not consumed by them. English books are a non-starter. They know English but they have not been taught in a manner or are not in an environment that facilitates this virtuous cycle of continuous improvement through consumption of English products. Thus, while the difference in English level of an E1 and E2 may not be too different at age 10, by age 20 it is so stark that an E1 can get many jobs while an E2 wont even be shortlisted. For lack of proper teaching, an entire world is closed to the E2s. After E2s, there are people who dont have access to English at all. These people need to begin with basic learning. However, today I want you to focus on the E2s, as they are truly an amazing number of youth across the country that just need that extra push to take them to the next level and open opportunities for them. (extracted from Chetan Bhagat's speech) 1. Mention the tense used in the paragraphs: 2. List out the verbs used in passive form: 3. How does English help the author? 4. How is progress possible for middle class youth? 5. List out the adjectives from the second paragraph: 6. What does the author say about the minority of English speakers? 7. Why minority of speakers are extraordinarily fluent in English? 8. Why E2s are denied the jobs in spite of their intelligence, creativity and hard work? 9. Why does the author want to focus on E2s? 10. Summarise the whole passage in your own words. Passage 11: In the long history of the world, only a few generations have been granted the role of defending freedom in its hour of maximum danger. I do not shrink from this responsibility; I welcome it. I do not
148

believe that any of us would exchange places with any other people or any other generation. The energy, the faith, the devotion which we bring to this endeavor will light our country and all who serve it, and the glow from that fire can truly light the world. And so, my fellow Americans, ask not what your country can do for you; ask what you can do for your country. My fellow citizens of the world ask not what America will do for you, but what together we can do for the freedom of man. Finally, whether you are citizens of America or citizens of the world ask of us here the same high standards of strength and sacrifice which we ask of you. With a good conscience our only sure reward, with history the final judge of our deeds, let us go forth to lead the land we love, asking His blessing and His help, but knowing that here on earth Gods work must truly be our own. 1. 2. 3. 4. 5. a) What is essentially needed in times of danger? What are the qualities which will light the country? What should Americans ask themselves, according to the author? What sure reward do people get if they lead the land they love? Choose the correct synonym for glow; Reward b) Glance c) Radiance d) Vision John F. Kennedy

Passage 12: Fourscore and seven years ago, our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we cannot dedicate-we cannot consecrate we cannot hallow- this ground. The brave men, living and dead, who struggled here have consecrated it far above our poor power to add or to detract. The world will little note nor long remember what we say here, but it can never forget what they did here. It is for us, the living rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us-that from these honoured dead we take increased devotion to that cause for which they gave the last full measure of devotion; that we here highly resolve that these dead shall not have died in vain; that this nation, under God, shall have a new birth of freedom; and that government of the people, by the people, for the people shall not perish
149

from the earth. 1. 2. 3. 4. 5. a) What was the fundamental belief for the creation of new nation? What was the reason mentioned in the passage for the civil war? What should the living do to take up the unfinished work? How does the author visualize the birth of the new government? Choose the correct synonym for perish; Vanish b) Disappear c) Destroy d) Die Abraham Lincoln

Passage 13: The youth are the back bone of India. The strength of the nation depends on their strength. They will have to face many difficulties and challenges.They have either to climb the mountain of difficulties or cut through it. There is no other way. Our hopes are pinned on the youth of India. They can impart strength to the nation in many fields. I have every hope that they will engage in the mighty endeavor of building a great nation. Their energy and their enthusiasm will be a source of inspiration and encouragement to the entire nation. Whenever you take a step forward,you are bound to disturb something.The young people must have the courage to face this. When Winston Churchill was asked which was the most important virtue, he thought a great deal and finally said , Courage, because without courage you cannot practice any other virtue. You have to have courage of different kinds. You must have intellectual courage to sort out different values and make up your mind on what you think is right for you. You must have moral courage to stick to what you think is right no matter what comes in your way, no matter what the opposition-not only from your enemies but also from your friends, which is much more difficult to face. You must also have physical courage because doing what you think is right is sometimes full of hardships. 1. 2. 3. 4. Why are the youth considered the backbone of India? What qualities of the youth can inspire the nation? Why did Churchill rate courage as the most important virtue? What are the kinds of courage mentioned in the passage?
150

Indira Gandhi

5. a) b) c) d)

Moral courage enables you __________________________ To sort out different values To do things full of hardships To stick to what you think is right To take risks and make mistakes

Passage 14: As soon as India accepts the doctrine of the sword, my life as an Indian is finished. It is because I believe in a mission special to India and it is because I believe that the ancients of India after centuries of experience have found out that the true thing for any human on earth is not justice based on violence but justice based on sacrifice of self, justice based on yagna and kurbani- I cling to that doctrine and I shall cling to it forever- it is for that reason I tell you that whilst my friend believes also in the doctrine of violence and has adopted the doctrine of non-violence as a weapon of the weak, I believe in the doctrine of non-violence as a weapon of the strongest. I believe that a man is the strongest soldier for daring to die unarmed with his breast bare before the enemy. So much for the non-violent part of non-co-operation. I therefore venture to suggest to my learned countrymen that so long as the doctrine of non-co-operation remains non-violent, so long there is nothing unconstitutional in that doctrine. 1. 2. 3. 4. 5. a) When does the author feel that his life as an Indian is finished? What kind of justice did the ancients of India believe in? Who is the strongest soldier, according to the author? When does the doctrine of no-co-operation become unconstitutional? Choose the correct synonym for sacrifice Justice b) Violence c) Liberty d) Renunciation Mahatma Gandhi

151

152

153

Vocabulary

154

List of Synonyms Word Abandon Adversity Affluent Aggravate Alleviate Amenable Anguish Arrogant Astonish Atrocious Avoid Baffle Barren Betray Bias Bitter Bliss Bold bother brief brilliant candid casual category cease chaotic compensate competent conceive confirmation contradict courteous credulous dare decay decent dense designate detain Synonym discard difficulty plentiful annoy lighten agreeable distress disdainful confound appalling ignore confuse desolate deceive inclination acrid happiness daring annoy concise clever honest informal classification desist disordered balance able design acknowledgement deny polite confident challenge decline honorable filled name hold Synonym vacate misfortune rich infuriate mitigate favorable sorrow imperious overwhelm detestable shun deceive sterile fool predisposition sour joy fearless irritate short intelligent truthful natural division stop messy recompense capable plan proof oppose well-mannered trustful defy rot pure packed select keep
155

disclose durable dwindle eager eccentric elaborate emanate eminent encourage essential essential estimate evaluate feeble fervor feud filth flatter frugal furious generous genuine gloomy goad grasp greed guarantee gullible habitual handicap harsh hasty haughty humiliate hygiene hypocrisy ideal idle ignorant illustrious imitate immense impartial

announce constant abate earnest abnormal embellish arise distinguished foster cultured basic guess appraise helpless intensity argument dirt compliment prudent angry benevolent actual cheerless provoke grab avarice assure credulous accustomed disability hard abrupt arrogant humble cleanliness duplicity goal lazy stupid eminent copy huge candid

Reveal Lasting Diminish Keen Idiosyncratic Enhance Radiate Prominent Induce Learned Necessary Predict Judge Infirm Passion Dispute Squalor Praise Saving Outraged Unselfish Real Dim Badger Hold Longing Pledge Unsuspicious Regular Disadvantage Coarse Hurried Pretentious Shame Sanitation Falseness Perfection Unoccupied Unintelligent Famous Reflect Mammoth Impersonal
156

impatient inadvertent indifferent isolate jovial judge justification juvenile keen label labor lead lean leave liberal limitation lucid lucky mad manage manipulate marginal match maze meditate memorial merge narrow nature necessary negotiate nice noble obedient objection obligatory observe obvious offend offer omen omit Pacify

anxious accidental apathetic detach genial estimate excuse adolescent clever brand toil direct slim abandon lenient boundary clear auspicious furious administer control borderline agree complexity ponder commemoration blend confined aspect mandatory bargain affable aristocratic faithful disapproval compulsory notice conspicuous anger bid premonition exclude appease

eager unintentional disinterested quarantine merry referee reason immature observant classify work proceed thin desert open-minded constraint understandable fortunate irate control shape limited correspond labyrinth think monument fuse restricted character requisite deal benign distinguished loyal protest required watch definite irritate proposal sign remove placate
157

pain paramount partisan passive pause perpetuate perplex radiate radical range rank realize receptacle reconcile regret reliable sanction scope section settle shallow shrewd significant slight spontaneous spread stabilize Tame Tangle temper tendency Term Thrift Tough transfer tumult Vain Valid variety Verify

ache chief biased inactive break endure astonish effuse basic anger arrange accomplish container atone deplore dependable approval aim division adjust superficial careful distinctive delicate impromptu announce balance domesticate intertwine mood inclination cycle conservation aggressive convey agitation boastful authorized assortment authenticate

Discomfort Leading Dogmatic Lethargic Cease Preserve Baffle Emanate Fundamental Furor Classify Fulfil Repository Conciliate Grieve Trustworthy Permit Extent Portion Compromise Trivial Calculating Important Slender Unplanned Broadcast Steady Subdue Twist Nature Trend Duration Prudence Unyielding Exchange Commotion Inflated Legitimate Diversify Substantiate

158

ANTONYMS absence accept accurate advantage alive always ancient answer approval approached abundant admit advance artificial arrival Ascend(t) attack attractive asleep ally agree bad backward presence refuse inaccurate disadvantage dead never modern question, query disapproval receded, departed scarce deny retreat, retire natural departure Descend(t) defense repulsive awake enemy disagree good forward, onward beautiful beginning below big blunt better best blame bless bitter borrow bravery build bold bright broad clear careful calm capable cheap close clever ugly ending above small, little sharp worse worst praise curse sweet lend cowardice destroy, demolish timid, meek dull narrow vague, cloudy rush, careless troubled incapable dear, expensive distant stupid
159

cold combine correct conceal come common comfort courage cruel courteous cunning danger dark deep decrease definite demand despair disappear disease discourage dismal doctor dry

hot separate incorrect reveal go rare discomfort cowardice kind discourteous, rude simple safety light shallow increase indefinite supply hope appear health encourage cheerful patient wet

dull dusk early easy ebb East economise encourage entrance employer empty excited end expand expensive export exterior external fail false feeble foolish fast few

clear, bright dawn late difficult flow West waste discourage exit employee full calm beginning contract inexpensive, cheap import interior internal succeed true sturdy, strong, powerful wise slow many
160

famous forelegs fat find first freedom fold frequent forget found fresh friend fortunate frank full generous gentle gather glad gloomy giant granted great guardian

unknown hind legs thin lose last captivity unfold seldom remember lost stale enemy unfortunate secretive empty mean rough distribute sorry cheerful dwarf, pygmy refused minute, small, little ward

guest guilty happy hard harmful hasten hate healthy here heavy height hero hill horizontal hinder honest humble hunger imitation immense imprison include increase inhabited

host innocent sad, miserable soft harmless dawdle love unhealthy, ill, diseased there light depth coward valley vertical aid, help dishonest proud thirst genuine tiny, minute free exclude decrease uninhabited
161

inferior inside intelligent inhale interior interesting internal intentional join junior justice king knowledge laugh lawful lazy land landlord large last lawyer lecturer lender lengthen

superior outside unintelligent, stupid exhale exterior, outside uninteresting, dull external accidental separate senior injustice subject ignorance cry unlawful industrious, energetic sea tenant little, small first client student borrower shorten

left less light like likely leader little lofty long loud loss low loyal mad master mature maximum me merry minority miser misunderstand narrow near

right more dark, heavy dislike, unlike unlikely follower large, much, big lowly short soft find, win high disloyal sane servant immature minimum you mirthless, sad majority spendthrift understand wide far, distant
162

neat new night noisy North obedient odd offer open optimist oral parent past patient peace permanent please plentiful poetry possible poverty powerful polite private

untidy old day quiet South disobedient even refuse shut pessimist written child present impatient war temporary displease scarce prose impossible wealth feeble, weak impolite, rude public

prudent pretty pure qualified rapid regularly rich right rigid rough satisfactory security scatter serious sense shopkeeper singular simple slim solid sober speaker sour sorrow

imprudent unsightly, ugly impure unqualified slow irregularly poor wrong, left pliable, soft smooth unsatisfactory insecurity collect trivial nonsense customer plural complicated thick, stout liquid drunk listener sweet joy
163

sow stand straight strong success sunny take tall tame thick tight top

reap lie crooked weak failure cloudy give short wild thin slack, loose bottom

transparent truth up vacant valuable victory virtue visible voluntary wax wisdom

opaque untruth, lie down occupied valueless defeat vice invisible compulsory wane folly

(Source: http://www.michigan-proficiency-exams.com/antonym-list.html) Homonyms Homonyms generally include two categories of word types: homophones and homographs. Homographs are words that are spelled the same but have different meanings. Eg: boar - pig bore not interesting bore - to drill Homophones are words that sound the same when you pronounce them, but have different meanings. This list contains both homophones and homographs. ade drink type, as in lemonade aid to help or assist aide - assistant affect - change effect result or consequence

164

air atmosphere (the stuff we breathe) err to make a mistake aisle - walkway Ill I will isle - island allowed - permitted aloud out loud ant picnic pest aunt relative, as in your moms sister arc - curve ark Noahs boat ate chewed up and swallowed eight number after seven berry fruit from a bush bury to put underground base bottom part bass deep or low be to exist bee buzzing insect beach sandy shore beech type of tree beat - to pound beet type of edible plant berth tie up birth to be born bite - nibble byte 8 bits (computer data) blew past of blow blue color of ocean borough area or district burrow dig through burro small donkey

bough - branch bow bend or curtsy buoy - floater boy young man brake stop pedal break smash bread bakery food bred form of breed broach - mention brooch - pin brows - eyebrows browse look around buy - purchase by - beside by - originating from,BR. bye short for goodbye cell compartment sell - vend cent penny coin sent did send cereal breakfast food serial - sequential chord musical tone cord - rope cite - quote site - location sight - view complement enhance; go together compliment - praise council - committee counsel - guidance

165

creak - squeak creek stream of water crews - gangs cruise ride on a boat dear - darling deer woodland animal dew morning mist do - operate due - payable die cease to exist dye - color doe female dear dough uncooked bread dual - double duel - battle ewe female sheep you - second-person personal pronoun eye sight organ I - me fair - equal fare - price fairy elflike creature with wings ferry - boat faze - impact phase - stage feat achievement feet plural of foot fir type of tree fur animal hair flea small biting insect flee - run

flew did fly flu illness flour powdery, ground up grain flower blooming plant for on behalf of fore - front four one more than three forth - onward fourth number four knew did know new not old gorilla big ape guerrilla - warrior grease - fat Greece country in Europe groan - moan grown form of grow hair head covering hare rabbit-like animal hall - passageway haul - tow halve cut in two parts have - possess hay animal food hey interjection to get attention heal - mend heel back of foot hi - hello high up far hoarse - croaky horse riding animal

166

hole - opening whole - entire holey full of holes holy - divine wholly - entirely hour sixty minutes our belonging to us knead - massage need - desire knight feudal horseman night - evening knot tied rope not - negative know have knowledge no opposite of yes lead metal led - was the leader lessen make smaller lesson - class loan - lend lone - solitary made did make maid - servant mail - postage male opposite of female marry to wed merry very happy meat animal protein meet - encounter none not any nun woman who takes special vows

oar boat paddle or - otherwise ore - mineral oh expression of surprise or awe owe be obligated one - single won did win overdo do too much overdue past due date pail - bucket pale not bright pain - hurt pane window glass peace - calm piece - segment peak highest point peek - glance plain - ordinary plane flight machine plane - flat surface pole - post poll - survey poor not rich pour make flow pray implore God prey - quarry principal most important principle - belief rain water from sky rein - bridle rap - tap wrap drape around

167

real - factual reel - roll right correct; not left write - scribble ring - encircle wring - squeeze role - function roll - rotate rose - flower rows - lines sail move by wind power sale bargain price scene - landscape seen - viewed sea ocean segment see observe with eyes seam joining edge seem - appear sew connect with thread so as a result sow - plant soar - ascend sore hurt place sole - single soul - essence some a few sum - amount steal - swipe steel - alloy tail animals appendage tale - story

their belonging to them there at that place theyre they are to - toward too - also toe foot appendage tow pull along vary - differ very - much wail - howl whale huge swimming mammal waist area below ribs waste - squander wait kill time weight measurable load war - battle wore did wear warn - caution worn - used way - path weigh measure mass we - us wee - tiny weak not strong week period of seven days weather - climate whether - if which - that witch sorcerer your belonging to you youre you are

168

One-Word Substitutes Abdicate To give up a throne voluntarily Autobiography Life story of a man written by himself. Aggressor A person who attacks first Amateur One who pursues some art or sport as hobby Arbitrator A person appointed by parties to settle the disputes between them Adolescence The period between childhood and adulthood Bibliophile A great lover of books Botany The branch of biology dealing with plant life Bilingual A person who speaks two languages Catalogue A list of books Centenary Celebration of a hundredth year, once a-century Colleague A co-worker or a fellow-worker in the same institution Contemporaries Persons living in the same age Credulous A person who readily believes whatever is told to him/her. Callous A man devoid of kind feeling and sympathy Cosmopolitan A man with a broad and international outlook Celibacy Abstinence from sex Deteriorate To go from bad to worse Democracy Government of the people, for the people, by the people Monarchy A political system in which a state is ruled by one person Draw A game in which neither party wins Egotist A person who always thinks of himself; somebody who is selfish or self-centered Epidemic A contagious disease which spreads over a huge area Extempore A speech or a presentation made without previous preparation
169

Etiquette Established rules of conduct; rules of acceptable behavior Epicure Somebody who has refined taste for food; somebody who loves sensual pleasure and luxury Exonerate Free somebody from blame or guilt; free somebody from an obligation Eradicate Destroy or get rid of something completely; root out an evil or bad practice Fastidious A person difficult to please Fatalist A person who believes that all events are pre-determined Honorary A post which doesnt carry any salary Illegal That which is against law Illiterate A person who cannot read or write Hostility Intense aggression or anger; state of antagonism Incorrigible Impossible to change Irritable A man who is easily irritated Irrelevant Not applicable Invisible That which cannot be seen Inaudible That which cannot be heard Incredible That which cannot be believed Impracticable That which cannot be practiced Invincible That which cannot be conquered Indispensable Something that is essential and cannot be dispensed with Inevitable That which cannot be avoided Irrevocable That which cannot be changed Illicit That which is considered wrong or unacceptable by prevailing social standards Insoluble Incapable of being dissolved in a liquid Inflammable Something that quickly catches fire Infanticide The act of killing an infant
170

Matricide Killing of ones own mother; killer of ones own mother Patricide Killing of ones own father; killer of ones own father Kidnap - To take somebody away by force and hold him or her prisoner, usually for ransom Medieval Belonging to the Middle Ages Matinee A cinema show which is held in the afternoon Notorious A person with an evil reputation Manuscript Handwritten book Namesake Somebody or something with the same name as somebody or something else Novice One who is new to a trade or profession Omnipotent All-powerful; possessing complete power and authority Omnipresent One who is present everywhere Optimist One who looks at the bright side of things; somebody positive Panacea A supposed cure for all diseases or problems Polyandry The custom of having more than one husband at a time Polygamy The custom of having more than one wife at a time Postmortem Medical examination of a dead body Pessimist Very negative person; somebody who always expects the worst to happen Postscript A short message added on to the end of a letter after the signature Synonyms Words which have the same meaning Smuggler A person who imports or exports goods into or from a country secretly because they are illegal or in order to avoid paying duty on them Vegetarian Somebody who doesnt eat meat or fish Venial A pardonable offense Veteran Somebody who is considerably experienced in something Zoology The branch of biology dealing with the study of animals

171

Space for Additional Points

172

173

Soft Skills

174

Why Soft Skills?

An old Cherokee was teaching his grandson about life. He said to the boy: -A fight is going on inside me. It is a terrible fight and it is between two wolves. One is evil he is anger, envy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority and ego. The other he continued is good, he is joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion and faith. The same fight is going on inside you and inside every other person, too. said the old man. The grandson then asked his grandfather: And, which wolf will win grandpa? The one you feed, my son! simply replied the old Cherokee. ((Adapted from :softskill.blogspot.com/2008/02/definition-of-soft-skills.html) Well, I think that this is just what the soft skills are about. It is about feeding and training the good wolf, showing kindness and being gentle towards the others, being patient and listening to them, giving pleasure to them while they communicate with you, smiling with everyone around you and radiating respect, understanding and pleasure. In todays world, we need soft skills more than our technical skills and academic qualifications, to make our lives peaceful, successful and productive , both in the private and public spheres.

Why Soft Skills? You cant manage your life until you manage your emotions. Lynn Clark (2002). We strongly desire to live happily and successfully. So we go for higher education and seek employment in good companies.

We cannot get trained in all the skills in our academic education, so finishing schools have come up in America, Europe and India to bridge the gap between education and industry.

We need two kinds of skills to lead a happy and successful life: hard skills and soft skills. Soft skills are more difficult to acquire than hard skills. Most of the students are very good at hard skills but they are not very good at soft skills.

175

We acquire hard skills (technical) through our education. Soft skills determine how happy and successful we are in our life. So soft skills are also called life skills though they are a little different.

Soft skills are classified and divided in various ways. We can divide them into three major categories: 1. Communication skills: verbal and non-verbal. 2. Emotional skills: personal and inter-personal 3. Thinking skills: critical and creative.

Soft skills are necessary for all kinds of people in all kinds of professions. We are going to learn about them and start practicing them from this class itself!.

All the Best!

176

BODY LANGUAGE
Communication is the foundation of successful relationships, both personally and professionally. Nonverbal communication, or body language, includes our facial expressions, gestures, eye contact, posture, and even the tone of our voice. We use body language all the time, for instance looking someone in the eyes means something different than not looking someone in the eyes. In contact with others it is just not possible to be not communicating something. As the BBC indicates: Almost every facet of our personality is evident from our appearance, posture and the way we move. If you wish to communicate well, it makes sense to understand how you can (and cannot) use your body to say what you mean. How you walk, how you position yourself when talking and how you use your facial expression are all cues that other people rely on when making assessments about your abilities and current state of mind. The more you understand body language and its affect on others, the better you will be to communicate with co-workers, bosses, clients, vendors and others you encounter during the day. By making simple adjustments to your posture, facial expressions and mannerisms, you can improve the way others view you. Assessing how people view you is necessary in order to make changes.

Maintaining a relaxed posture while walking or in a meeting. Relaxed posture indicates you're comfortable in your surroundings and not under stress. Even if you experience stress while working on a project, when you appear relaxed, it will make people around you feel more comfortable and they will have more faith in your abilities to lead, delegate responsibility and manage the project. * Mannerisms such as fidgeting, moving around a room while talking, breaking eye contact with others frequently and other bodily quirks can be seen as a distraction to those around you. These mannerisms can make you appear anxious, unprepared, unorganized, and stressed even if you're not. Learn how to control these mannerisms by taking note of when they occur, how often they occur, and consider ways to alter them. Many times, mannerisms are just old habits that need to be broken. * Learning how to control your facial expressions can help you become more successful in the workplace. Find an expression that is relaxed and calm and make an attempt to wear it as often as possible around others. Once you're learned how to use your body language to communicate more effectively in the workplace, you will notice a change in how others react to you.
177

The way you listen, look, move, and react tell the other person whether or not you care and how well youre listening. The nonverbal signals you send either produce a sense of interest, trust, and desire for connectionor they generate disinterest, distrust, and confusion. Dos & Donts of Body Language People decide within seconds of meeting whether you are confident, friendly, or nervous. And they make a subconscious decision whether to trust you and believe you within minutes of meeting you, mostly on the basis of your body language and tone of voice. Studies in the College Journal reports that Body language comprises 55% of the (impact) of any response, whereas the verbal content only provides 7% the rest is determined by the tone of voice. Basically what you DONT say is more important than what you do say. Proof: Lets say you give a friend a present and they say that they loved it. Yet, you notice that their facial expressions twist and their body contort and their tone of voice quiver. Would you believe them? Of course no. Just like you can pick up on the body language of others, others can pick up on yours. The good news: Body language is learnable just like any regular language; In fact the easier language to learn is body language than any other language. Here are some simple steps to fine-tune your body language. To come across as open and warm: Smile with an open lip Open hands with palms visible when you speak Unbuttoning coat upon being seated To come across as confident: Maintain eye contact Have your head up Use hand gestures while talking Walk with a purpose and have an upright posture Have a firm handshake To avoid coming across as nervous: Move away from Fidgeting Waffling with your answers Using the same phrases Coughing Yawning (believe it or not)
178

 Touching your face/hair Moving feet or twiddling thumbs To avoid coming across as defensive: Move away from Folding your arms Head looking down Closed body language Rolling of the eyes Touching your face while talking Frowning Tight-lipped grins

These hints should get you started and put you ahead of most people when it comes to having an effective body language. Peter Khoury

179

Interpersonal Skills
Interpersonal Skills are the skills that a person uses to interact with other people. Interpersonal skills are sometimes also referred to as people skills or communication skills, involve skills such as active listening, tone of voice, they include delegation and leadership. It is all about how well you communicate with someone and how well you behave or carry yourself. The term "interpersonal skills" is often is often used in business contexts refer to the measure of a person's ability to operate within business organizations through social communication and interaction. They show how people relate to one another. For instance, to interrupt someone who is currently preoccupied with the task of obtaining information needed immediately, it is recommended that a professional use a deferential approach with language such as, "Excuse me, are you busy? I have an urgent matter to discuss with you if you have the time at the moment." This allows the receiving professional to make their own judgment regarding the importance of their current task versus entering into a discussion with their colleague. While it is generally understood that interrupting someone with an "urgent" request will often take priority, allowing the receiver of the message to judge independently the request and agree to further interaction will likely result in a higher quality interaction. Often these evaluations occur in formal and informal settings. Having positive interpersonal skills increases the productivity in the organization as they reduce conflicts. In informal situations, it allows communication to be easy and comfortable. People with good interpersonal skills can generally control the feelings that emerge in difficult situations and respond appropriately, instead of being overwhelmed by emotion. LEADER and PERSONALITY In any work environment, it is the responsibility of the leader to bring up a uniform value to the group and motivate the individuals and the group as a whole to accomplish the given task. LEADERS are made (not born). What makes an individual as a LEADER is his or her PERSONALITY which is not mere physical appearance but the ability to radiate an exemplary personality which influences, motivates and encourages others to emulate. Personality is a comprehensive expression of values; the individual inherits, adopts, advocates, practices and stands by. A good LEADER should understand the dynamics of the group and ascertain the individual strengths, weaknesses, inadequacies, training needs and motivational factors. Maslow, a social scientist, analysed human motivational factors basing on the needs wants-desires. In addition to all other Leadership qualities you should nurture, maintain and constantly improve the inter personal relations.

180

INTER PERSONAL RELATIONS All of us are living in a society of persons from different cultural, social, educational, ethnic and economic backgrounds. In nutshell, inter personal relations will create an inseparable, positive, cohesive and healthy bond between the individuals and bring them together for a common activity irrespective of their backgrounds. A TEAM is built, a strong one, an objective oriented, task related and achieving one. LEADERs role in Inter Personal Relations for Team Building. Leader should develop certain qualities and skills to strengthen the inter personal relations for an achieving team building. Qualities and Skills like Enthusiasm, Courage, Confidence, Integrity, Sincerity, Knowledge, Task, Clarity, Vision, Ability to Plan Organise Delegate Direct Achieve will make one a good leader. A leader should be L E A D E R : Loving : Encouraging : Achieving : Devoted : Educating : Rejuvenating

Building of the team is a continuous process and the leader should continuously and skillfully endeavour to build a performing team with 4 Ps. P P P P : Purity : Patience : Perseverance : Perfection

Let us look at the aspects that make a leader into a good leader.

TEN COMMANDMENTS 1. EGO is your enemy 2. Be with the team members. 3. Gain knowledge before you delegate the task.
181

4. Encourage the members to achieve higher tasks. 5. Guide them continuously 6. Be fair and equal to all. 7. Be objective in your evaluation. 8. Be positive in thinking and approach. 9. Be a guide than a boss. 10. Be a human.

SEVEN STEPS 1. Understand the individual - his /her abilities, weaknesses, strengths, difficulties and attitudes. 2. Assess the individual commitment, sincerity, dedication and devotion and duty mindedness levels. 3. Train them to remove inabilities. 4. Evaluate constantly, consistently, continuously and objectively. 5. Encourage the members to innovate and develop knowledge and skills. 6. Enthuse them to act with freedom and improve continuously. 7. Motivate them to perform by being with them.

DONT s 1. Never show favoritism to few. 2. Never criticize subjectively. 3. Dont reprimand in public. 4. Never insult. 5. Never disown. 6. Never be nosy. 7. Never show carrot 8. Dont over supervise.
182

9. Never hurt the ego. 10. Never confuse. 11. Never be indirect. 12. Never interfere in too personal matters irrelevant to you. 13. Never gossip. 14. Dont turn on the generator of rumours. 15. Never exhibit distrust. 16. Dont postpone decisions. 17. Never treat subordinate in inhuman fashion. 18. Never fail to admit your mistakes. 19. Never blame others for your failure or the failure of the group. 20. NEVER TAKE OTHERS FOR GRANTED.

So.always WATCH yourself.

W
A T C H

: WORDS : ACTIONS : THOUGHTS : CHARACTER : HEART

183

POSITIVE ATTITUDE.
Human beings can alter their lives by altering their attitudes N. Vincent Peale.

We can be positive or negative, enthusiastic or dull, active or passive, it all depends on our attitude. Mostly our attitudes are our habits, built from the feedback of parents, friends, society and self, that forms our self-image and our world-image. These attitudes are maintained by the inner conversations we constantly have with ourselves, both consciously and subconsciously.

What is Positive Attitude? A positive attitude is, therefore, the inclination to generally be in an optimistic, hopeful state of mind. Attitudes which give us happiness are POSITIVE. Seven Suggestions for Building Positive Attitudes * In every class, look for positive people to associate with. * In every lecture, look for one more interesting idea. * In every chapter, find one more concept important to you. * With every friend, explain a new idea you've just learned. * With every teacher, ask a question. * With yourself, keep a list of your goals, positive thoughts and actions. * Remember, you are what you think, you feel what you want. The Power and benefits of Positive Attitude Positive psychology studies indicate a positive attitude, along with an optimistic outlook and positive thinking, can bring better health and greater happiness. Positive attitude, positive thinking, and optimism are now known to be the root cause of many positive life benefits-the good life and well being. You'll live longer and be healthier and happier with a positive attitude toward life. In addition, you're more likely to be successful. Learn to use the power of thinking positive, adopting positive attitudes, and affirmations to gain important life benefits. Characteristics of a Positive Attitude and Optimism: Optimists believe they are accountable for good things and that good things will generally come their way. If something bad comes instead, optimists tend to write it off as an isolated incident, an anomaly, or something out of their control; optimists believe things will be better in the future.
184

It is possible to control our thoughts, regardless of what we've been led to believe. As soon as a negative thought comes into your mind, purposefully make it a point to replace it with a positive one. Stop letting other people's negative attitudes influence yours. This may mean that we need to stop hanging around with people who do nothing but spout negative stuff. We can't afford to do this when our goal is to become more positive. Will Power is the Key.

185

Presentation Skills
Effective presentations are a mixture of different elements. You have to know what your audience wants. You need to choose good, interesting and engaging content for presentation. You must be confident in presenting the material. You need to know how to manage your environment successfully and you need to make sure that your message has maximum impact. Its no wonder that many people struggle to present effectively. In fact, the fear of public speaking is extremely common. However, you don't have to remain fearful and stressed by the thought of giving a presentation. With the right tools and material, along with good planning and preparation, you can present with energy and confidence. Let's now look in detail at four key elements of effective presentations: 1. Understanding your audience. 2. Preparing your content. 3. Delivering confidently. 4. Controlling the environment. Understanding Your Audience The success of most presentations is generally judged on how the audience responds. One may think that one did a great job, but unless the audience gets convinced, that may not be a good presentation. Before you even begin putting your PowerPoint slides together, the first thing you need to do is understand what your audience wants. Try following these steps: Determine who the members of the audience are. Find out what they want and expect from your presentation. What do they need to learn? Do they have entrenched attitudes or interests that you need to respect? And what do they already know that you don't have to repeat? Create an outline for your presentation, and ask for advance feedback on your proposed content. When your audience is satisfied, it doesn't matter if your delivery wasn't absolutely perfect. The primary goal of the people listening to your presentation is to get the information they need. When that happens, you've done a good job. Preparing Your Content The only way to satisfy your audience's needs and expectations is to deliver the content they want. That means understanding what to present, and how to present it. Bear in mind
186

that if you give the right information in the wrong sequence, this may leave the audience confused, frustrated, or bored. There are a variety of ways to structure your content, depending on the type of presentation you'll give. Here are some principles that you can apply: Identify a few key points Don't include every detail Use an outline Start and end strongly Use examples

Delivering Confidently

Even the best content can be ineffective if your presentation style detracts from your message. Many people are nervous when they present - so this will probably affect your delivery - but it's the major distraction that you want to avoid. As you build confidence, you can gradually eliminate the small and unconstructive habits you may have. These tips may help you: Practice to build confidence Be flexible Welcome statements from the audience Use slides and other visual aids Keep your visuals simple and brief Manage your stress Controlling the Environment

While much of the outside environment is beyond your control, there are still some things you can do to reduce potential risks to your presentation. Practice in the presentation room: This forces you to become familiar with the room and the equipment. It will not only build your confidence, but also help you identify sources of risk.

187

Do your own setup: Don't leave this to other people. Even though you probably want to focus on numerous other details, it's a good idea not to delegate too much of the preparation to others. You need the hands-on experience to make sure nothing disastrous happens at the real event. Test your timing: When you practice, you also improve your chances of keeping to time. You get a good idea how long each part of the presentation will actually take, and this helps you plan how much time you'll have for statements and other audience interactions. Key Points Presenting doesn't have to be scary, or something you seek to avoid. Find opportunities to practice the tips and techniques discussed above, and become more confident in your ability to present your ideas to an audience. After all, we all have something important to say, and sometimes it takes more than a memo or report to communicate it. You owe it to yourself, and your organization, to develop the skills you need to present your ideas clearly, purposefully, engagingly, and confidently. For Excellent Presentation follow the 5 Ps and achieve success. Prepare Practice Perfect Perform Prosper All the Best!

188

SWOT ANALYSIS

The SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis can be applied in various areas needing performance evaluation. For example, it is used to plan and assess the possible behavior of a business venture. It is basically a tool in determining, analyzing, and interpreting the strengths, weaknesses, opportunities, and threats relevant to a project. Similarly, this method can be used to assess your status in school, college to help you find the right academic career to pursue. Here are a few ideas when it comes to constructing your SWOT. Internal Factors Strengths - Internal positive aspects that are under control and upon which you may capitalize in planning for a new career. These would include: Work Experience Education, including value-added features Strong technical knowledge within your field (e.g. hardware, software, programming languages) Specific transferable skills (e.g., communication, teamwork, leadership skills) Personal characteristics To conduct a personal SWOT analysis effectively, know by heart how it is done, why is it done and the manner in which the findings are interpreted. The process requires answering to a set of questions that are relevant to your strengths, weaknesses, opportunities, and threats. For your SWOT analysis process to suit your situation, the questions need to be designed to your academic objectives. Formulate your questions in such a way that it focuses on your personal traits, experiences, training and education. Enumerated below are some helpful questions: 1.Strength Which are my most exceptional skills? 2.Weakness I am having difficulties in writing which part of an essay or a paper? 3.Opportunity I am interested in the programs offered by which college or university? 4.Threat To get my college degree, what factors stand in the way? Knowing yourself better The best way to answer and get an efficient result is to answer the questions as honestly as you know yourself. It is significant that, as you reply to the questions, you also find out what other people think as your strengths and weaknesses.
189

Interpreting the data gathered After all the questions are answered, sit down and review the results. Assess your answers and relate it to your academic status using the results to choose the best academic career suitable for the person that you are. The following are some tips that can help you analyze and make your decision: * Pick a course that capitalizes on your strengths * An academic career can be an opportunity to make your weaknesses irrelevant by focusing on your strengths. This doesnt mean however that you need not face your weaknesses while pursuing your academic ambition but you can use it as a chance to strengthen your weaknesses. Attending workshops, seminars, group discussions, and other extracurricular activities will help you improve on your areas of weakness. * Take advantage of all possible opportunities that will help your personal and academic traits excel. * Threats are inevitable to each ones ambitions and career perspectives. Identifying these threats however will provide a more focused solution as early as possible. When you are able to anticipate these threats using the information gathered, you will be able to prepare or avoid possible hurdles to your academic objective.

190

JAM (Just A Minute)

What is JAM? JAM is a Rapid Action Activity aimed at determining the skills of the student in Readiness, Versatility, Knowledge, Creativity, Imagination, Expression, Brevity, Fluency, Presentation, Articulation, Composure, Organization etc. The objective of this activity is to provide / assess better listening, thinking and speaking training in a fun environment. How is it Conducted? Several Contemporary and relevant topics are written on pieces of paper and rolled up. All of them are placed together in a bowl. Each student is asked to pick up a roll. They will be given only 2 minutes to organize their speech which has to be delivered in Just A Minute. TIPS: How to Get Ready? The moment you are given the piece of rolled paper Stay Calm. Dont get either excited or anxious. Open when you are asked to. Organize your 2 minutes (or What ever time you are given) for preparation. Read the topic twice. Question the topic with 6 Friends. (What, When, Where, Who, Why and How) Organize the Answers you get on questioning the topic with 6 Friends in a Logical, Sequential, Chronological and Prioritized manner. Remember the Key Words. Memorize them.

191

PRESENTATION Get up from your seat when you are asked to. Walk gently to the podium. Wait for the Time-Keeper to give you the signal to commence. Deliver with confidence. Dont waste your precious moments in salutation and formalities; Be Brief. Check Your Speaking Skills

Speech rate --

is it too fast or too slow?

Enunciation (articulation) -- do you mumble? Could you understand every word? Tone -Pitch --- is your voice modulated, not a monotone? is the sound or level of your voice comfortable; not too high or too low? too soft, too loud? Vary the volume for emphasis on important words

Volume --

Breathing or phrasing -do you breathe in the middle of a sentence? are your pauses too long? Habits -do you say .you know,. .okay,. .huh,. .um,. etc.?

Non-Verbal Factors Eye contact -are you just looking at your notes or are you making contact with everyone? do your body gestures reinforce points or are they distracting? good, bad, distracting? do you stay in one place, move or pace? Is is helpful or distracting?

Gestures --

Posture -Movement --

Facial expressions -- do you show emotion at appropriate times?

192

Content Clarity -is the information presented clearly? Is the point of your speech easily understood? is your word choice appropriate for the intended audience? is the material well organized and flows smoothly?

Vocabulary --

Organization --

193

GROUP DISCUSSION The Group discussion tests how you function as a part of a team. As a manager, you will always be working in teams, as a leader or as a member. So, how you interact in a team becomes an important reason for your selection. Managers have to work in a team and get best results out of teamwork. That is the reason why management institutes include GD as a component of the selection procedure. Companies conduct Group Discussion after the written test to check your interactive skills and how good you are at communicating with other people. It is to check how you participate and contribute in a group, how you behave, how much importance do you give to the group objective as well as your own, how open-minded are you in accepting views contrary to your own and how well do you listen to viewpoints of others. The aspects which make up a GD are conformation to norms, verbal communication, decision-making ability, non-verbal behavior and cooperation. You should try to be as true as possible to these aspects. A Group Discussion focuses on: 1. 2. 3. 4. Communication Skills Team Skills Negotiation Skills and your

Knowledge and ideas regarding a given subject

How to address? In a group discussion it is not necessary to address anyone by name. It is always better to address the group as a whole. Communication Skills: In a group discussion, a candidate has to present effectively to convince others. For convincing, one has to speak forcefully and at the same time create an impact by his knowledge of the subject. A candidate who is successful in holding the attention of the audience creates a positive impact.

It is necessary that you should be precise and clear. As a rule evaluators do not look for the pompous vocabulary. Your knowledge on a given subject, your precision, and clarity of thought are the things that are evaluated. You should be able to convey your thoughts satisfactorily and convincingly before a group of people. Capability to co-ordinate and lead: The basic aim of a group discussion is to judge a candidate's leadership qualities. Once the discussion starts ,the examiner withdraws and becomes a silent spectator. A candidate should
194

display skill, understanding, knowledge, and tactfulness on varied topics, forcefulness, enterprise and other leadership qualities to influence and motivate other candidates who may be almost equally competent. Exchange of thoughts: A group discussion is an exchange of thoughts and ideas among members of a group. These discussions are held for selecting personnel in organizations where there is a high level of competition. The number of participants in a group can be between 5 and 15. Mostly a topic is given to group members who have to discuss it within 10 to 20 minutes. The reason is to get an idea about candidates in a short time and make assessments about their skills, which normally cannot be evaluated in an interview. These skills may be leadership skills, team member skills, articulation skills, and listening skills. Knowledge and ideas regarding a given subject: Knowledge of the subject under discussion and clarity of ideas are important. Knowledge comes from consistent reading of various topics ranging from science and technology to politics. In-depth knowledge makes one confident and enthusiastic and this in turn, makes one sound, convincing and confident. Thorough preparation: Start making preparations for interview and group discussions from now, without waiting till the eleventh hour, this is, if and when called for them. Then the time left may not be adequate. It is important to concentrate on subject knowledge and general awareness. Hence, the prime need for thorough preparation. In a group discussion you may be given a topic and asked to express your views on it. Or in a case study GD, students have to read a case study and suggest ways of tackling the problem. For this you should have a good general knowledge, need to be abreast with current affairs, should regularly read newspapers and magazines. Your group behavior and communication skills are on test. GD's Do's & Dont's Do's Be as natural as possible. Do not try and be someone you are not. Be yourself. A group discussion is your chance to be more vocal. The evaluator wants to hear you speak. Take time to organize your thoughts. Think of what you are going to say. Seek clarification if you have any doubts regarding the subject. Don't start speaking until you have clearly understood and analyzed the subject.
195

Work out various strategies to help you make an entry: initiate the discussion or agree with someone else's point and then move onto express your views. Opening the discussion is not the only way of gaining attention and recognition. If you do not give valuable insights during the discussion, all your efforts of initiating the discussion will be in vain. Your body language says a lot about you. Your gestures and mannerisms are more likely to reflect your attitude than what you say. Language skills are important only to the effect as to how you get your points across clearly and fluently. Be assertive not dominating; try to maintain a balanced tone in your discussion and analysis. Don't lose your cool if anyone says anything you object to. The key is to stay objective: Don't take the discussion personally. Always be polite: Try to avoid using extreme phrases like: `I strongly object' or `I disagree'. Instead try phrases like: `I would like to share my views on' or `One difference between your point and mine' or "I beg to differ with you" Brush up on your leadership skills; motivate the other members of the team to speak. Be receptive to others' opinions and do not be aggressive. If you have a group of like-minded friends, you can have a mock group discussion where you can learn from each other through giving and receiving feedback. Apart from the above points, the panel will also judge team members for their alertness and presence of mind, problem-solving abilities, ability to work as a team without alienating certain members, and creativity. DON'TS DON'T Lose your temper. A discussion is not an argument. DON'T Shout. Use a moderate tone and medium pitch. DON'T Use too many gestures when you speak. Gestures like finger pointing and table thumping can appear aggressive. DON'T Dominate the discussion. Confident speakers should allow quieter students a chance to contribute. DON'T Draw too much on personal experience or anecdote. Although some tutors encourage students to reflect on their own experience, remember not to generalize too much. DON'T Interrupt. Wait for a speaker to finish what they are saying before you speak.
196

Interview Skills
An interview is a conversation between two people (the interviewer and the interviewee) where questions are asked by the interviewer to obtain information from the interviewee. The employment interview gives the employer the opportunity to appraise your qualifications, appearance and general fitness for the job opening. The interview gives YOU a chance to appraise the employer and the job to see if your needs and interests will be met.

Think of the interview as a conversation between two people where each person is trying to learn more about the other. The interview process is a two-way street. You are traveling toward a goalthe right job and the employer is traveling toward a goalthe right hire. Interviews are of different types, as follows: Patterned Interviews: Highly structured, systematic. Same questions asked to each candidate in order to compare. Often used to initially screen applicants. Frequently used during on-campus interviews. Non-Directive Interviews: Interviewer asks open-ended questions to allow applicant to express himself/herself in a unique way. Tell me about yourself. Stress Interviews: Used to analyze the candidates ability to handle stressful situations. Used to weed out people who react defensively or are easily injured. Group or Panel Interviews: A search committee comprised of managers, co-workers or people from other departments will examine a candidate. Behavioral Interviews: An interviewer asks you to describe situations such as Tell me about a situation where you had a conflict with your family member. How did you handle it? The recruiter will use the rule past performance predicts future behavior. If you acted irrationally in the past, the recruiter will assume that you will elicit this behavior in the future. The recruiter will not move to the next question until you have specifically described a situation. In order to understand better, let us divide the total aspect of facing an interview into: before, during and after the interview. Before the Interview: Prepare Yourself. Review your resume and be ready to describe skills, abilities and past work experience. Be ready to describe critical skills that you have such as intellectual competence, leadership, team/personal skills, flexibility, communication, motivation, administrative and technical skills. Research the company regarding its size, its competition, and prospects for future and recent developments. With knowledge of the company, you can demonstrate how you will be a good fit with the organization. Also, it will insure a more productive interview. Get company literaturethrough websites, library, company brochures, etc.
197

Ask friends or family members to ask you potential interview questions. Dress for Success; remember that you can also be judged by your appearance. Make a good first impression. Dress neatly and conservatively. The suggested attire for an interview is as follows: WOMEN - suit, dress, saree, pantsuit; avoid flashy colors, avoid ill-fitting or tight clothing, wear conservative hemlines. Keep jewelry, makeup, and cologne to a minimum. Hair should be clean, neatly styled and away from the face. MEN conservative suit, blazer / jacket and tie, dress slacks, etc. Keep jewelry, aftershave, and cologne to a minimum. Some employers prefer cleanly shaven face. During the Interview: Make a good initial impression. Dress for success, have a firm handshake and make eye contact. Arrive about 15 minutes early. If necessary, drive to the actual interview site prior to the interview to determine the time you would take to reach the venue. Busy recruiters have turned away tardy interviewees. Conduct yourself professionally. You may meet your interviewer in the hallway or on the elevator. Be courteous and pleasant to all whom you meet. Answer questions thoroughly with rich examples. Elaborate on questions and give specific details. If an employer asks, Did you like your subjects in college? Dont answer simply yes. Rather, state what subjects of the curriculum you enjoyed and why. Examine your body language. Sit squarely and maintain good posture. At times, leaning forward will demonstrate enthusiasm and interest. Watch for crossed arms, or head in downward position. You do not want to lead others to think that you are closed, aloof or distant. Maintain good eye contact.

198

Interview Questions: Have questions prepared. Bring specific questions to ask the employer. Be sure not to ask those questions that the employer has already answered for you during the interview. It will appear as if you were not listening. Asking questions demonstrates interest in the position as well as in the company. Demonstrate enthusiasm. An excellent way to demonstrate enthusiasm is by making a well-researched presentation. Make your questions reflect your knowledge of the employer. At the interview, let them know you are interested. Some employers state that after an interview, they dont truly know if the candidate is interested. Hopefully, you have demonstrated interest and enthusiasm throughout the interview, but do not be afraid to state in closing that you are very interested in the position. Before you leave, did you cover everything? Often, in closing, an employer might ask if there were skills, qualities or accomplishments that were not discussed. Take this time to tell the interviewer about relevant skills that were not covered. Seize this opportunity even if everything was covered. Emphasize a particular point again. Thank the interviewer. Always thank the interviewer for his/her time whether or not you want that particular position. AFTER THE INTERVIEW: Send a thank you note. Send a short personal note to the interviewer. Be sure it is typed on conservative bond paper as if you were sending a business letter. Take time to thank the interviewer and emphasize a specific point about the interview, if desired. You can further demonstrate your uniqueness and seriousness about the position with this simple act of courtesy. Evaluate your performance after the interview. Take time to jot down the parts of the interview where you demonstrated competence such as I described my past work experience well. Also, jot down those parts that were of difficulty to you such as I stumbled on the question what are your weaknesses. These strengths on your list will help build your confidence for future interviews and the difficulties demonstrate areas where you may need more practice.

199

Interview Skills - Dos and Donts DO Plan to arrive a few minutes early. Greet the interviewer by last name if you are sure of the pronunciation. If not, ask the employer to repeat it. Give the appearance of energy as you walk. Smile. Shake hands firmly and be genuinely glad to meet them. Wait until you are offered a chair before sitting. Sit upright and look alert. Make eye contact throughout the interview. Follow the interviewers lead, but try to get the interviewer to describe the position and duties to you early so you can apply your background, skills and accomplishments to the position. Stress your achievements and abilities as well as your skills and experience. Conduct yourself as if you are determined to get the job you are discussing. DONT Forget to bring extra copies of your resume. Have something in your mouth to chew, like for instance, a bubble gum Answer "yes" or "no". Elaborate on your answers and provide specific examples if possible. Act. Be yourself. You will be happiest working for an employer that likes the real you. Lie. Represent yourself honestly. Be too casual. Make derogatory remarks about your present or former faculty / employer. Go off on tangents and ramble. Inquire about salary or benefits in the initial interview unless the employer raises the issue. Best of Luck!

200

E-Mail / SMS Etiquette

Electronic mail, commonly called email or e-mail, is a method of exchanging digital messages from an author to one or more recipients. Modern email operates across the Internet or other networks. Todays email systems are based on a store-and-forward model. Email servers accept, forward, deliver and store messages. Neither the users nor their computers are required to be online simultaneously; they need connect only briefly, typically to an email server, for as long as it takes to send or receive messages. An email message consists of three components, the message envelope, the message header, and the message body. The message header contains control information, including, minimally, an originator's email address and one or more recipient addresses. Usually descriptive information is also added, such as a subject header field and a message submission date/time stamp. Originally a text-only communications medium, email was extended to carry multi-media content attachments, a process standardized in RFC 2045 through 2049. Collectively, these RFCs have come to be called Multipurpose Internet Mail Extensions (MIME). An email sent in the early 1970s looks quite similar to a basic text message sent on the Internet today. Email is shorthand term meaning Electronic Mail. The first thing you need to send and receive emails is an email address. When you create an account with a Internet Service Provider you are usually given an email address to send from and receive emails. If this isn't the case you can create an email address / account at web sites such as yahoo, hotmail and Lycos. The header of an email includes the From: To: Cc: and Subject: fields. So you enter the name and address of the recipient in the From: field, the name and address of anyone who is being copied to in the Cc: field, and the subject of the message obviously in the Subject: field. The part below the header of the email is called the body, and contains the message itself. Spelling the correct address is critical with an email. Like with a normal postal letter, if you get the address wrong it won't go the correct receiver. If you send an email to an address which doesnt exist the message will come back to you as a Address Unknown error routine. An SMS on the other hand is a gateway of sending a text message with or without using a mobile (cell) phone. Specifically, it is a device or service offering SMS transit by either transforming messages to mobile network traffic from other media or by allowing transmission or receipt of SMS messages with or without the use of a mobile phone. Typical use of a gateway would be to forward simple email to a mobile phone recipient. It can also be useful in developing web applications that we can interact with via SMS (Short Messaging Service). Why do you need email / Sms etiquette?
201

A company needs to implement etiquette rules for the following three reasons: Professionalism: by using proper email language your company will convey a professional image. Efficiency: emails that get to the point are much more effective than poorly worded emails. Protection from liability: employee awareness of email risks will protect your company from costly law suits. What are the etiquette rules? There are many etiquette guides and many different etiquette rules. Some rules will differ according to the nature of your business and the corporate culture. Below we list what we consider as the most important email etiquette rules that apply to nearly all companies. Be concise and to the point Use proper spelling, grammar & punctuation. Use templates for frequently used responses Answer swiftly

Do not attach unnecessary files Use proper structure & layout Do not write in CAPITALS. Add disclaimers to your emails

Read the email before you send it Mailings > use the bcc: field or do a mail merge Take care with abbreviations and emoticons Be careful with formatting

Do not forward chain letters Do not ask to recall a message. Do not copy a message or attachment without permission Do not use email to discuss confidential information Use active instead of passive Avoid using URGENT and IMPORTANT Avoid long sentences Don't send or forward emails containing libelous, defamatory, offensive, racist or obscene remarks Don't forward virus hoaxes and chain letters Keep your language gender neutral
202

Don't reply to spam Use cc: field sparingly The first step to enforce email etiquette is to create a written email policy. This email policy should include all the do's and don'ts concerning the use of the company's email system and should be distributed amongst all employees. Secondly, employees must be trained to fully understand the importance of email etiquette. Finally, implementation of the rules can be monitored by using email management software and email response tools. (Source :www.emailreplies.com)

203

Resume Writing - Template

A rsum sometimes spelled resume is a document used by individuals to present their background and skill sets. Rsums can be used for a variety of reasons but most often to secure new employment. A typical rsum contains a summary of relevant job experience and education. The rsum is typically one of the first items, along with a cover letter and sometimes job application packet, that a potential employer encounters regarding the job seeker and is typically used to screen applicants, often followed by an interview, when seeking employment. In many contexts, a rsum is short (usually one to three pages), and directs a reader's attention to the aspects of a person's background that are directly relevant to a particular position. Many rsums contain keywords that potential employers are looking for, make heavy use of active verbs, and display content in a flattering manner. A rsum is a marketing tool in which the content should be adapted to suit each individual job application and/or applications aimed at a particular industry. The transmission of rsums directly to employers became increasingly popular as late as 2002. However the mass distribution of rsums to employers can often have a negative effect on the applicant's chances of securing employment as the rsums tend not to be tailored for the specific positions the applicant is applying for. It is usually therefore more sensible to adjust the rsum for each position applied for. Simple rsum is a summary typically limited to one or two pages of size A4 or Letter-size highlighting only those experiences and credentials that the author considers most relevant to the desired position. Rsums may be organized in different ways. Reverse chronological rsum A reverse chronological rsum enumerates a candidate's job experiences in reverse chronological order, generally covering the last 10 to 15 years. The reverse chronological rsum format is most commonly used by those who are not professional rsum writers. In using this format, the main body of the document becomes the Professional Experience section, starting from the most recent experience going chronologically backwards through a succession of previous experience. The reverse chronological rsum works to build credibility through experience gained, while illustrating career growth over time and filling all gaps in a career trajectory

204

Functional rsum The functional rsum is used to assert a focus to skills that are specific to the type of position being sought. This format directly emphasizes specific professional capabilities and utilizes experience summaries as its primary means of communicating professional competency. The functional rsum works well for those making a career change, having a varied work history and with little work experience. A functional rsum is also preferred for applications to jobs that require a very specific skill set or clearly defined personality traits. A functional rsum is a good method for highlighting particular skills or experience, especially when those particular skills or experience may have derived from a role which was held some time ago. Rather than focus on the length of time that has passed, the functional rsum allows the reader to identify those skills quickly. Online rsums The Internet has brought about a new age for the rsum. As the search for employment has become more electronic, rsums have followed suit. It is common for employers to only accept rsums electronically, either out of practicality or preference. This electronic boom has changed much about the way rsums are written, read, and handled. Job seekers must choose a file format in which to maintain their rsum. Many employers, especially recruitment agencies on their behalf, insist on receiving rsums as Microsoft Word documents. Many potential employers now find candidates' rsums through search engines, which makes it more important for candidates to use appropriate keywords when writing a rsum Many large employers use electronic rsum processing systems to handle large volumes of rsums. Job ads may direct applicants to email a rsum to their company or visit their website and submit a rsum in electronic format. (Source: Wikipedia, the free encyclopedia)

Note: Additional Input from other sources with model resumes can be presented.

205

206

ALL THE BEST

207

208