MAe605 English language

Sentences 345 Make sentences using these words/phrases given above. The adverb for is followed by a time phrase that refers to a period at any time. It can be used with any tense. A period of time can be indicated by these words/phrases: the last week/month/year; a day/a week/a month/a year; two days/months/years Note the sentences; they emphasise the duration: Examples: z She was here for a day/month/year/week. z She has been here for a month now. The preposition from must go with to. Together, they refer to a fixed period of time. Example: z He has vacation from 18 May to 17 June. z My office hours are from 9.30 a.m. to 5.00 p.m. The adverb ago indicates a point of time when used after a phrase denoting a period of time. It is used with past tenses: for example: a week/month/year ago; four days ago. Example: I was in Chennai two months ago. Hanging Participle This is also called dangling participle. It is one of the most common writing mistakes. This error damages the flow of writing and can make it impossible to understand the meaning of the sentence. Here are some examples: Having eaten our lunch, the boat set sail. After rotting in the shop for weeks, the shop keeper threw away some apples. Referring to your letter of the 10th, the goods were not damaged when dispatched. CU IDOL SELF LEARNING MATERIAL (SLM)

346 English Language and Lab The error in these sentences is that they begin with the present particle of a verb that is not related to the subject of the sentence. The participial phrase does not have a subject (and is therefore left hanging) since the noun that follows obviously cannot be its subject. The boat could not have eaten the lunch, the shopkeeper could not have been rotting in the shop, and the goods could not have referred to the letter. There is only one subject in each of these sentences, but two verbs both related to the same subject. If you find a sentence that begins with a present participle, (verb form ending with -ing) make sure it applies to the subject of the sentence. Corrections: Examples: z Having eaten our lunch, we set sail in the boat. z After rotting in the shop for weeks, some apples were thrown away by the shopkeeper. z Referring to your letter of the 10th, we rechecked that the goods were not damaged when dispatched. Order of Words Order of words is very important in English as changing the order can change the meaning completely or convert the sentence to a meaningless bundle of words. Indian languages are more flexible and change of word order is not so disastrous. A few rules can help us to keep our English sentences in reasonably good order. The general rule is that the subject comes before the verb and the object comes after the verb, i.e., most sentences have Subject +Verb + Object order. Examples: z He is reading the newspaper. z I love the cool breeze. Many sentences are longer than just subject-verb-object as they contain additional information such as about where and when something happens, or have two objects, one direct CU IDOL SELF LEARNING MATERIAL (SLM)

Sentences 347 and one indirect. If there are adverbial phrases such as in the evening, on the sixth floor, there can be complications. Adverb of place comes before adverb of time. Example: Rohit (S) meets (V) Jatin (O) at the school gate (Adverb of place) every morning (Adverb of time). Adverbial phrase of time can be placed at the beginning or at the end of a sentence. Example: (In the evening/Whenever possible/At 10 oʹclock) Every Saturday, she goes to the Home for the Aged. She goes to the Home for the Aged every Saturday (in the evening/whenever possible/at 10 oʹclock). Some adverbs that are single words have a special place in the sentence; they are placed before the verb. These include: Adverbs of frequency: always, often, hardly, sometimes, probably, never, rarely, seldom, frequently, sometimes, usually, Adverbs that are made by adding -ly to an adjective: Quickly, deftly, cleverly, etc. They can also include single word time adverbs: Suddenly, eventually, immediately, definitely, etc. And some other types of adverbs: Only, just, also, really, almost, etc. CU IDOL SELF LEARNING MATERIAL (SLM)

348 English Language and Lab Examples: z I often go for a walk in the rain. z He never runs without shoes. z Meena seldom reads in the kitchen. In a sentence with a two-part verb (has gone, will go, might go, etc.), these adverbs go right in the middle of the two parts, i.e., after the auxiliary, before the verb. Examples: z Meena has quietly gone for a walk in the rain. z They are definitely seen running in the sun. z That dog is always barking in the morning. z I have just arrived from Mumbai. Indirect Objects If a sentence has an indirect object and a direct object, the question is which one comes first, the direct object or the indirect object. If the indirect object is preceded by ‘to,’ then direct object comes first; if the indirect object is not preceded by the word to, then it comes first. See these examples: z Romit gave a bicycle to his daughter. z Romit gave his daughter a bicycle. z He gave the legs of the table a new coat of polish. z He gave a new coat of polish to the legs of the table. These basic rules should help with framing sentences for most writing requirements. With growing practice and experience of reading and writing, it is possible to master the word order and sentence constructions for advanced writing assignments. CU IDOL SELF LEARNING MATERIAL (SLM)

Sentences 349 Only some of the common errors have been explained here. The ability to write English correctly is developed with care and experience. Reading good books with attention to the usage of words and phrases, and noting any differences from what you usually write is one way to improve your own writing. 14.5 Summary There are four basic types of sentences: statement, question, command and exclamation. There are also four structures in which a sentence can be framed: Simple, Compound, Complex and Compound-complex. Other types of sentences are passive voice, affirmative, assertive negative and interrogative. It is possible to transform or convert one type of sentence into another. This skill of transformation enables you to vary your style and tone to suit the content of what you are writing. Whatever language we use, it is important to use it correctly. There are some common mistakes that occur in many people’s writing; these can be quickly corrected by learning the corrections. However, improving one’s writing and use of a language is an ongoing process, and our ability improves when we read and write more and get more practice. 14.6 Keywords/Abbreviations z Assertive sentence: One that just states a fact that may be either positive or negative fact. z Affirmative sentence: One that states a plain positive fact. z Interrogative sentence: One which is in question form. z Comparative: A sentence that compares two things. CU IDOL SELF LEARNING MATERIAL (SLM)

350 English Language and Lab 14.7 Learning Activity since a point 1. Look at these phrases from then to now since 10 a.m. for since last Friday a period since April from start to end since 1918 for 10 minutes since 1800 for five days since I left school for 6 months since the beginning of time for 4 years for 2 centuries for a long time for ever Add more phrases in each column. ----------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------- 2. Note the two contracted forms of the negative verb: You’re not You aren’t She’s not She isn’t Use these or similar phrases with another pronoun in a short conversation. Note the difference of emphasis created by the two forms. ----------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------- 3. Pick the correct sentence and explain to a working partner, or classmate, the reason for your choice. (a) I love playing basketball and hope to enjoy playing it as long as I can. (b) I love playing basketball and hope to enjoy playing it till I can. CU IDOL SELF LEARNING MATERIAL (SLM)

Sentences 351 14.8 Unit End Questions (MCQ and Descriptive) A. Descriptive TypeQuestions I. Transform the following compound sentences into simple sentences: 1. He is wealthy, yet he is not happy. 2. Not only the crops, but farm animals were also destroyed by the flood. 3. The storm subsided and we continued our journey. 4. You must take your medicine, otherwise you cannot get well. II. Transform the following to negative form without changing the meaning: 1. A giraffe is taller than an elephant. 2. Akbar was the greatest of the Moghul emperors. 3. Every candidate was present. 4. Everyone makes mistakes. 5. Veena failed to win the first prize. 6. I will always remember this. 7. Maithili is the brightest girl in the class. 8. Only a millionaire can buy such an expensive car. III. Correct the following sentences: 1. All members of the committee, together with the Chairman, was present. 2. Both his son-in-laws are doctors. 3. He has ordered for 20 packets of computer paper. 4. He is one of those who performs well. 5. He is searching a house. Until he does not find a suitable house he is putting up with his cousin brother. 6. I am hungry. Please order for some food. CU IDOL SELF LEARNING MATERIAL (SLM)

352 English Language and Lab 7. I am not knowing his correct address. 8. I and my friends went hiking last Sunday. 9. I came an hour back. 10. I can’t find my one book. 11. I could not avail the discount as I was a day late. 12. I got angry on him 13. I will not know unless you don’t tell me. 14. I’m not understanding the lectures in Mathematics. 15. Let’s complete this work today itself. 16. Mandira left Delhi since two years. 17. Many a times, we lost our way in this forest. 18. Most religions are not believing in rebirth. 19. No sooner he had finished dinner, when she walked in. 20. One of my friend is in hospital. 21. Peoples and childrens do not listen. 22. Please convey her my condolences. 23. Say me the truth. 24. Scarcely I had entered my office when the telephone rang. 25. She came with two women and one man. 26. So many bad incidences have happened in my life. 27. Take out my ticket. 28. The real fact is that you are not married. 29. There are many small small parts in this machine. 30. They opened an office in Nagpur since two years. 31. This offer is open until stocks last. CU IDOL SELF LEARNING MATERIAL (SLM)

Sentences 353 32. We have been studying since eight hours. 33. We need some new furnitures for the office. 34. We saw some breath-taking sceneries from the top of the mountain. 35. What is your good name? 36. When my boss asked me why I came late, I said him that I had to attend a function. IX. Arrange the following into sentences: 1. Amita/to the library/every day/to study/goes. 2. In this world/is looking/everybody/for happiness. 3. A movie/was/I/when you called/watching. B. Multiple Choice/Objective Type Questions 1. Opening the door, Nitish asked for my permission to enter. The correct way to convert this to complex sentence is ___________. (a) Nitish opened the door and asked for my permission to enter. (b) As he opened the door, Nitish asked for my permission to enter. (c) Nitish asked for my permission to enter while opening the door. (d) When Nitish opened the door, he asked for my permission to enter. 2. You have to pay or you cannot leave this place. The correct way to convert this to simple sentence is ___________. (i) You cannot leave this place without paying (ii) Unless you pay, you cannot leave this place (iii) You can leave this place only after you pay (iv) If you want to leave this place, you have to pay CU IDOL SELF LEARNING MATERIAL (SLM)

354 English Language and Lab 3. In spite of trying hard, Rajat could not achieve the target. The correct way to convert this to compound sentence is ___________. (a) Although Rajat could not achieve the target, he tried hard. (b) Rajat could not achieve the target though he tried hard. (c) Although he tried hard, Rajat could not achieve the target. (d) Rajat tried hard but could not achieve the target. 4. Karishma has read the Constitution of India. The correct way to transform this into an interrogative sentence is ___________. (a) Karishma has read the Constitution of India? (b) Karishma has not read the Constitution of India. (c) Has Karishma read the Constitution of India? (d) Why hasn’t Karishma read the Constitution of India? 5. The contractor will be finishing the work in one day. The correct way to convert this to negative sentence is ___________. (a) Will the contractor finish the work in one day? (b) The contractor will not be finishing the work in one day. (c) The contractor will not finish the work in one day. (d) Won’t the contractor finish the work in one day? 6. The staff have cleaned all the hotel rooms properly. The correct way to transform this into a passive voice sentence is ___________. (a) All the hotel rooms have been cleaned properly by the staff. (b) All the hotel rooms were cleaned by the staff properly. (c) All the rooms have been properly cleaned by the hotel staff. (d) All the rooms were cleaning by hotel staff properly. CU IDOL SELF LEARNING MATERIAL (SLM)

Sentences 355 7. Didn’t the crazy rabbit attack the dog with a pen? The correct way to convert this to a passive voice sentence is ___________. (a) The crazy rabbit attacked the dog with a pen. (b) Did the crazy rabbit attack the dog with a pen? (c) Wasn’t the dog attacked by the crazy rabbit with a pen? (d) Was the dog attacked with a pen by the crazy rabbit? 8. This morning, the burglar was arrested by the police. The correct way to convert this to active voice is ___________. (a) The burglar arrested the police this morning. (b) This morning, the police has arrested the burglar. (c) The police this morning have arrested the burglar (d) The police arrested the burglar this morning. Answers 1. (b), 2. (a), 3. (d), 4. (c), 5. (b), 6. (a), 7. (c), 8. (d). 14.9 References Book: 1. William Strunk Jr. and E.B. White: Elements of Style [available online]. Websites: 1. https://www.englishpractice.com/improve/conversion-simple-sentences-complex- sentences/ 2. https://www.toppr.com/guides/english/transformation-sentences/active-and-passive- voice/ 3. https://www.englishgrammar.org/sentence-transformation-exercise-4/ 4. https://www.englishgrammar.org/transformation-degrees-comparison/ 5. https://www.clarkandmiller.com/word-order-in-english-are-you-making-these-typical- mistakes/ CU IDOL SELF LEARNING MATERIAL (SLM)

Soft Skills - I 357 PART II - ENGLISH LANGUAGE LAB CU IDOL SELF LEARNING MATERIAL (SLM)

Soft Skills - I 359 UNIT 1 SOFT SKILLS - I Learning Objectives After studying this unit, you will be able to:
Help the student with self-analysis
Show how to set a goal and achieve it Self-awareness Self-awareness is one of the most important skills for success of individuals. It refers to having a clear perception of who you really are. It includes understanding your own personality, as well as all matters related to you as a being. It uncovers your positive and negative attitudes, values and thought patterns. Knowing self leads to self-improvement and sound decision-making. Exercise - 1: Meditate and Discover Mindfulness meditation is a simple technique that people can use to place their mind in a more restful state, so that they can become more conscious of themselves, their emotions and their personality. 1. Find a quiet place that is free of any distractions. Turn off all electronic devices or leave them in another room. Consider playing some soft ambient music. 2. Be comfortable. Wear lose fitting clothes. Sit on a chair or cushion in a way that is comfortable for you. 3. Announce your goal of self-discovery. Say things like “I want to know myself better” or “find my strengths.” 4. Close your eyes. Concentrate on and investigate any sensations that come along. Move through your body, examining all its sensations. CU IDOL SELF LEARNING MATERIAL (SLM)

360 English Language and Lab 5. Breathe well. Take deep breaths in and out. Fill your lungs with air and slowly release it. Try to breathe from your diaphragm. This will help you take in more oxygen and slow your breathing, helping you relax. 6. Chant mantra to focus. Repeating a mantra or a word to help your focus and express your intention. For example, if you are trying to better understand yourself, try mantras like “truth,” “discovery” or “authentic.” 7. Your concentration helps you see your strengths and weaknesses, and your future. Meditate for 15 minutes and prepare a report on thoughts about yourself. Exercise - 2: Who am I? Your behaviour, your feelings, your values, your vision and your goals: they all tell you much about yourself. Describe yourself In your past what has given you the greatest sense of accomplishment? Which has given you the least? My two greatest strengths and two biggest weaknesses. Say in five sentences who you are. If you only had two words to describe yourself, what two words would best say who you are? What do you consider the most important thing to be, do or accomplish in life? Who is your role model? Why? CU IDOL SELF LEARNING MATERIAL (SLM)

Soft Skills - I 361 What is your view of life and the world? What in your view is the greatest human tragedy known to you and what is your reaction to you? A summary of what you wrote about yourself in not more than 100 words. Source: Modified version of E.H. McGrath, S.J, Basic Managerial Skills for All, Prentice- Hall of India, New Delhi, 2003, p. 338. Exercise - 3: Imagine and Describe Self Write about yourself following the 13 steps and make a description of you to your friend. Step - 1: Describe yourself as an ordinary person. Step - 2: What is special about you? Step - 3: Imagine you were the opposite sex. Describe the life you would have lived. Step - 4: What if you had lived in a different era (such as Iron age)? Describe the life you would have lived. Step - 5: Make up or guess what might have been an important event in your childhood. Step - 6: Create a soap opera plot with you as a key character in it. Step - 7: What for do you cry about? Step - 8: What for you are most appreciated for? Step - 9: What would your father say about you? Step - 10: What would your mother say about you? Step - 11: What would your friends say about you? CU IDOL SELF LEARNING MATERIAL (SLM)

362 English Language and Lab Step - 12: What would your teachers/superiors say about you? Step - 13: What would you be likely dream about? Exercise - 4: Know they Self For each of the following questions, enter the number that best describes you. Choose a number from the following scale: 5 – Strongly agree, 4 – Agree, 3 – Neutral, 2 – Disagree, 1 – Strongly disagree. S. No. Dimension Statement 5 Scale 1 1 Self-awareness 5 432 1 I am aware of my strengths and weaknesses. 5 432 1 2 Self- 5 432 1 3 improvement I know what my core values are and how they affect 5 432 1 4 Positive the choices I make. 5 432 1 attitude 432 Interpersonal I understand what motivates my behaviour and 5 1 relationships choices in life. 5 432 1 5 432 1 I have realistically appraised my core abilities as well 5 432 1 as my limitations. 5 432 1 5 432 1 I understand the strong points and the disadvantages 5 432 1 of my personality. 5 432 1 5 432 1 I understand whether I am extroverted or introverted 5 432 1 and know how this impacts my ability to work with 432 others. I have a realistic view of how I am perceived by others. I regularly engage in self-assessment exercises. I have a plan for developing new skills and improving in other areas. I consciously work at developing and displaying a positive attitude. Even in adverse conditions, I believe in success and remain confident. I am satisfied with the quality of my interactions with others. I am satisfied with the way in which I communicate with others. I am comfortable in large groups. I am comfortable sharing my thoughts and feelings with others. I am an agreeable person at work or in school. CU IDOL SELF LEARNING MATERIAL (SLM)

Soft Skills - I 363 I move beyond stereotypes when getting to know 5 4 3 2 1 others. I limit the degree to which I project my beliefs and 5 4 3 2 1 values onto others. I come to new situations and people without 5 4 3 2 1 preconceived expectations. I relate to others’ problems and am a source of help 5 4 3 2 1 and support to others. 5 Teamwork I work well in team situations. 54321 6 Emotional I like sharing work and problems with others. 54321 intelligence I control my emotions in difficult situations. 54321 7 Rational intelligence I use my emotions appropriately in business settings 5 4 3 2 1 as well as in personal life. 8 Self- monitoring I understand how I best process information. 54321 9 Ethical I weigh alternatives before selecting a course of 5 4 3 2 1 action. 10 Creativity I am skilled at monitoring my own behaviour, 5 4 3 2 1 reading others’ views of me accurately, and taking in but not relying exclusively on the opinions others have about me. I check my perceptions with others. 54321 Others would describe me as conscientious. 54321 I believe in fairness in dealing with people. 54321 I am open to and seek new experiences. 54321 I am open to things that don’t immediately interest 5 4 3 2 1 me. I am open to being with and learning from people 5 4 3 2 1 who are different from me. Scoring and Interpretation Dimension 123 45 6 7 8 9 10 Maximum Score Score Obtained 35 10 10 45 10 10 10 10 10 10 Add up your numbers for the ten dimensions separately and enter them in respective cells. If the score is above 50% of the maximum score, you can say you are good in that dimension. Based on the ratings, prepare a description of self and present in the class. CU IDOL SELF LEARNING MATERIAL (SLM)

364 English Language and Lab Personal Attributes An attribute is defined as a quality or characteristic of a person. You have to mention personal qualities when writing a resume to indicate the benefit of hiring you as an employee. The qualities employers look for include Honesty, Persistence, Patience, Loyalty, Confidence, Flexibility, Positivity and Initiative. Exercise - 5: Patience Inventory Read the following statements and identify the response that you will make and place a tick mark. 1. You have an arrogant boss. He criticises your work. Also, he tries to find fault with you. One day, he insults you before your subordinates though there is no fault of yours. In fact, your achievement is excellent. (a) Keep quiet and ignore (b) Politely make him understand (c) Fight back verbally (d) Hit him on the face 2. You are a woman executive. Your male colleague harasses you at work by making vulgar comments, winking, touching, etc. He is a close relative of the Managing Director. (a) Bear with the situation (b) Complain to your superior (c) Fight back violently (d) Slipper him on his face 3. You are the Finance Manager of a company finalising the year end accounts of the company. You have only one week time for the Annual General Body meeting where the shareholders need to be informed about the company’s financial position. Suddenly, your laptop/computer which has been giving problems earlier showed virus. (a) Request the management to postpone the meeting CU IDOL SELF LEARNING MATERIAL (SLM)

Soft Skills - I 365 (b) Blame management for not replacing the laptop (c) Try to solve the problem with the systems team of the company (d) Break the computer 4. You are an Industrial Relations Manager of a large manufacturing firm which employs 1,500 workers. The workers gherao you and stop work for two hours since one of them found a human hair in the food in the industrial canteen. (a) Allow them to stop production quietly (b) Convince them to send the union leaders to sort out the issue in your chambers (c) Withdraw the contract of the canteen caterer and withdraw catering facility inside the premises (d) Challenge the workers to go to court 5. You are a Professor of Management in a reputed business school. One of the students is irregular not only to class work but also to internal assessment examinations. You have counselled him several times earlier. Today, you have conducted a test and he is absent. (a) Inform his parents about his wrong behaviour (b) Call him to your chambers and counsel (c) Severely scold him in the class (d) Request the Director to issue him TC Scoring Key If you have ticked (a) in all cases, you are patient but weak. Strengthen your patience. If you have ticked (b) in all cases, you are patient and assertive. This is what one expects in a manager. If you have ticked (c) in all cases, you are impatient. Change yourself. If you have ticked (d) in all cases, you are impatient and violent. You are unfit to be a manager. Radical change in your personality is needed. CU IDOL SELF LEARNING MATERIAL (SLM)

366 English Language and Lab Exercise - 6: Personal Traits and Qualities Below you find a list of traits and qualities. Some of them describe you as a person. You may also find words on the list that describe characteristics that you would like to improve. Underline those that fit your personality. Mark traits and qualities that you wish to improve with a + sign. Accountable Brave Determined Gentle Intelligent Accurate Committed Dominant Generous Loyal Adaptable Confident Enterprising Happy Outgoing Ambitious Calm Energetic Humble Patient Adventurous Creative Eager Honest Persistent Artistic Curious Forceful Impulsive Proactive Active Consistent Flexible Innovative Positive Analytical Competitive Friendly Independent Practical Quick Reliable Service oriented Sympathetic Trustworthy Risk taking Sensitive Structured Skeptical Tolerant Responsive Systematic Self-controlled Straightforward Verbal Realistic Supportive Sanguine Silent Wise (a) Rank your five most positive traits. Describe situations when these traits are most obvious to yourself and others. 1. ………………………………………………………………………………………... ………………………………………………………………………………………... ………………………………………………………………………………………... 2. ………………………………………………………………………………………... ………………………………………………………………………………………... ………………………………………………………………………………………... 3. ………………………………………………………………………………………... ………………………………………………………………………………………... ………………………………………………………………………………………... CU IDOL SELF LEARNING MATERIAL (SLM)

Soft Skills - I 367 4. ………………………………………………………………………………………... ………………………………………………………………………………………... ………………………………………………………………………………………... 5. ………………………………………………………………………………………... ………………………………………………………………………………………... ………………………………………………………………………………………... (b) Chose five traits you would like to improve or develop. How could you improve them? 1. ………………………………………………………………………………………... ………………………………………………………………………………………... ………………………………………………………………………………………... 2. ………………………………………………………………………………………... ………………………………………………………………………………………... ………………………………………………………………………………………... 3. ………………………………………………………………………………………... ………………………………………………………………………………………... ………………………………………………………………………………………... 4. ………………………………………………………………………………………... ………………………………………………………………………………………... ………………………………………………………………………………………... 5. ………………………………………………………………………………………... ………………………………………………………………………………………... ………………………………………………………………………………………... Exercise - 7: Me and My Partner Form into dyads. Identify the personality descriptors that describe you and your partner. For identification with good accuracy, a 3-point scale is given. CU IDOL SELF LEARNING MATERIAL (SLM)

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Soft Skills - I 369 Strengths What do you do well? Weaknesses What unique resources can you draw on? Opportunities What do others see as your strengths? Challenges What could you improve? Where do you have fewer resources than others do? What are others likely to see as weaknesses? What opportunities are open to you? What trends could you take advantage of? How can you turn strengths into opportunities? How to improve strengths? How to overcome weaknesses? What is your competition doing? Exercise - 8: SWOC Analysis Form into dyads. Prepare your SWOC using the illustrative one given under. Ask your partner to prepare a SWOC for you and compare your version with that of your partner. Goal: To get a management job. Strengths Good communication skills, tech-savvy, team player and goal-oriented. Weaknesses Easily distracted, jump to the final image without showing development, not Opportunities always confident, struggle to make fast decisions and impulsive. Challenges Management workshops for improvement, campus interviews and three MNCs advertised for management trainees. Competition, interviews and written tests, staying in a city and work-life balance. Exercise - 9: My Development Plan Instructions to Students Step - 1: Describe your personality (Use qualities like confident, optimistic, pessimistic, weak mind and like that). Step - 2: How do you describe the current position/situation in which you are? (Use descriptor like good, doubtful, anxiety, sunrise, etc.). Step - 3: Fill in the blanks suitably to know your strengths. CU IDOL SELF LEARNING MATERIAL (SLM)

370 English Language and Lab I’m good at … (In the space below, record 5 of your strengths) 1. …………………………………………………………………………………………….. 2. ……………………………………………………………………………………….……. 3. …………………………………………………………………………………………….. 4. ……………………………………………………………………………………….…….. 5. ……………………………………………………………………………………….…….. Step - 4: Fill in the blanks suitably to know your areas of concern for improvement. I want to be better at… (In the space, below, record 5 areas that you would like to improve in) 1. …………………………………………………………………………………………….. 2. ……………………………………………………………………………………….……. 3. …………………………………………………………………………………………….. 4. ……………………………………………………………………………………….…….. 5. ……………………………………………………………………………………….…….. Step - 5: Know your ambition. My core purpose is … (state alternatives ones) 1. …………………………………………………………………………………………….. 2. ……………………………………………………………………………………….……. 3. …………………………………………………………………………………………….. Step - 6: How confident are you that you can improve to achieve your purpose? ……………………………………………………………………………………….………... Step - 7: Figure out a difficult situation you faced earlier. In the space below, record such a situation. ……………………………………………………………………………………….………... ……………………………………………………………………………………….………... CU IDOL SELF LEARNING MATERIAL (SLM)

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Soft Skills - I 373 Exercise - 11: My Personal Mission Statement Form into dyads. The dyad helps the individual members to help develop personal mission statement. 1. State your life ambition. 2. State the values you uphold for your life journey (values). 3. State in three lines what kind of person you want to be (character). 4. State in three lines what kind of person you want to be (competences). 5. State briefly what kind of person you want to be (contributions) to you, your family, your employers and your society. Compose your mission statement by your commitment to accomplishment with reference to self and others and means you would make use. Share your personal mission statement, with your partner. Your partner will ask clarifying questions and provide feedback When you are finished, switch roles and provide your partner with feedback. Exercise - 12: Setting Goals Form the students into groups of three members. Ask each member to fill in the goal sheets given under. Goal Setting Goals Time Frame Priority Goal Areas Study Career Personality Development Social Relationships CU IDOL SELF LEARNING MATERIAL (SLM)

374 English Language and Lab Action Plan for Priority Goals Ask the group members to discuss the rationale of the goals and modify them based on the feedback. Ask the students to develop action plan for achieving the goals. Consider including the following in the plan. Priority Goals Time Frame Activities Resources Strategies for Each One of the Prioritised Goals Consider the following for each one of the goals set up for accomplishment. Enablers (Strengths and Weaknesses) Facilitators (Opportunities) Inhibitors (Threats) Strategies CU IDOL SELF LEARNING MATERIAL (SLM)

Verbal Skills - I 375 UNIT 2 VERBAL SKILLS - I Learning Objective After studying this unit, you will be able to: z Focus on English skills – Reading, listening and speaking. Verbal Skills There are four language skills, namely listening, speaking, reading and writing. All of them are important to become a well-rounded communicator. There are six situations, which one may confront as a student or an employee. They are briefly explained here. 1. One-on-one talk: It can be greeting a friend or executive, making a small talk or making inquiries, knowing details about an issue, or simply chatting with others. 2. Viva voce or oral examinations: It is an evaluation tool used by academic and employer organisations. It may range from one oral question to an oral defense of a written answer or paper. It is an excellent way to determine the depth and range of knowledge and oral skills of the student or candidate. 3. Team-based interactions: It can be exchange of information while at work to facilitate cooperation among members engaged in interdependent team activity. 4. Group discussions or debates: Group interaction has the quality of creating an atmosphere of collective, out-loud thinking about some question, idea, problem, text, event, or artifact. Debates typically involve participants who argue one side throughout, while deliberation allows for movement by individuals within the process. Both feature reason-giving argument. CU IDOL SELF LEARNING MATERIAL (SLM)

376 English Language and Lab 5. Public speaking: It refers to delivery of speeches by a person standing before audience with or without the support of a podium and script. Four broad categories of speeches we come across, they are: z Impromptu: This speech has no advanced notice or preparation. For example, you attended a dinner party hosted by a friend who got promotion. All of a sudden, your friends asked you to speak about your friend. The guests begin chanting your name followed by the words ‘Speech, Speech, and Speech!’ You reluctantly stand up and speak. This is known as impromptu speech. z Extemporaneous: This is prepared speech. There is advance notice and preparation. However, the speech is short and you deliver it with the aid of some notes and some embellishments. z Memorised: The speaker recites from memory rather than reads from cue cards or uses the assistance of notes. You can use your gestures to the best advantage as you become spontaneous in reacting to your own talk. In addition, there will be a good deal of animation and directness in speaking from memory. z Manuscript: The speaker reads every word from a pre-written speech. The benefit is speaker would not miss a single word or important fact. The downside is it can be boring. Without eye contact, animation or movement on stage, the audience may become disinterested. Exercise - 1: Verbal Communication Skills Inventory Note to Instructor Step - 1: Form the students into a group of six members. Step - 2: Ask each participant to read the statements in the skill inventory instrument and honestly rate his or her skills. For rating, ask them to circle a number on the 5-point rating scale that best reflects the perception of oneself. z Scale: 1 – Low ability, 2 – Below average ability, 3 – Average ability, 4 – Above average ability, 5 – High ability. CU IDOL SELF LEARNING MATERIAL (SLM)

Verbal Skills - I 377 Statements 1 Rating 5 1 5 A. Writing Skills 234 5 1 234 5 1. I possess basic spelling, grammar and punctuation skills. 5 2. I am familiar with proper memo, letter and report formats 1 234 1 5 for business documents 234 5 1 234 5 3. I can analyse a writing problem and quickly outline a plan 5 for solving it. 1 234 5 1 4. I am able to organise data coherently and logically. 1 234 5 1 234 5 5. I can evaluate a document to determine its probable 234 5 success. 1 234 5 1 5 B. Reading Skills 1 234 1 234 5 1. I am familiar with specialised vocabulary in my field as 1 234 5 well as general vocabulary. 234 5 1 234 5 2. I can concentrate despite distractions. 5 1 234 3. I am willing to look up for definitions whenever necessary. 4. I am able to move from recreational to serious reading. 1 234 5. I can read and comprehend college level material. 1 234 C. Speaking Skills 1 234 1. I feel at ease in speaking with friends. 234 2. I feel at ease in speaking before a group of people. 3. I can adapt my presentation to the audience. 4. I am confident in pronouncing and using words correctly. 5. I sense that I have credibility when I make a presentation. D. Listening Skills 1. I spend at least half the time listening during conversations. 2. I am able to concentrate on a speaker’s words despite distractions. 3. I can summarises a speaker’s ideas and anticipate what is coming during pauses. 4. I provide feedback, such as nodding, paraphrasing and asking questions. 5. I listen with the expectation of gaining new ideas and information. Step - 3: Ask the members find group average scores for each dimension (A, B, C and D). Step - 4: Ask the members in the group to find group average of self-ratings. Step - 5: Ask each member to find individual strengths and weaknesses. CU IDOL SELF LEARNING MATERIAL (SLM)

378 English Language and Lab Strengths are those for which individual rating is higher than group rating. Weaknesses are those for which individual rating is lower than group rating. Step - 6: Ask them to jointly prepare a plan of action for improvements. Step - 7: Ask each member to make a ‘one-minute presentation’ of his or her strengths, weaknesses and plan of action. Art of Public Speaking Public speaking is an art. The ironic feature of public speaking is while we recognise that it is an important skill to have, we feel reluctant to try it. The apathy to speak arises from the fear of speaking before a large audience. Once we overcome the fear and practice speaking to small groups, we become successful speakers, in course of time. The following tips will be useful to become a good speaker. A. Topic Choice and Development z Select a topic that will be interesting to the audience. z Write an engaging introduction. z Organise the points of the speech based on key ideas and the course of their development. z Find the effective supporting materials to elaborate and substantiate the key points. z Use credible evidence and sound reasoning in persuasive messages. z Add a conclusion that provides a meaningful closure of the speech. B. Delivery z Express clearly and emphatically. Use clear and vivid language, making sure that your vocal expression corresponds to the goals of the speech. z Use non-verbal cues that complement the message. Use visual aids effectively. z Adopt the message to your audience. CU IDOL SELF LEARNING MATERIAL (SLM)

Verbal Skills - I 379 Exercise - 2: Just-a-Minute (JAM) Speech Note to Instructor Step - 1: Ask each member of the class to write a topic on a piece of paper and put it in a basket. Step - 2: Decide the order in which students will present their speeches and write their names on the board. Step - 3: Call the students in that order and ask them to pick up a topic from the basket and speak for one minute. Exercise - 3: Impromptu Speeches Note to Instructor Step - 1: Ask each member of the class to write a topic on a piece of paper and put it in a basket. Step - 2: Decide the order in which students will present their speeches and write their names on the board. Step - 3: Call the students in that order and ask them to pick up a topic from the basket and prepare for 5 minutes. Step - 4: Call the students after 5 minutes time to speak for 3 minutes. Extempore Speeches Exercise - 4: Self -introduction This activity is designed to help students know each other. Instructor briefly says how important it is to know each other and then asks each participant/student to make a self- introduction. Step - 1: Ask each student to develop a word picture of self-based on the following items: 1. My name 2. My native place CU IDOL SELF LEARNING MATERIAL (SLM)

380 English Language and Lab 3. My educational background 4. My occupation 5. My marital status and family details 6. My personal skills or talents related to the course 7. My past achievements 8. My strengths and weaknesses 9. My future plans 10. My expectations of this MBA programme Step - 2: Ask each student to make a two-minute self-introduction of his or her self to the class. Step - 3: After every one in the classroom has finished, ask students to answer the following questions: 1. Do you feel you know something about many other students in the class after this activity? 2. What are the most cited expectations for the course? 3. What kind of skills and resources are shared in this group? 4. Does the process of disclosing something about yourself help you get to know others? 5. Why is it often hard to be acquainted in a group of strangers? Step - 4: After a little pause, ask the students the following question and encourage some students to speak: How good are your communication skills in comparison with others? Exercise - 5: Introducing Others As a professional, a manager will often be called upon to introduce a colleague or a guest speaker to a group of people. This activity is designed to help improve such skills. CU IDOL SELF LEARNING MATERIAL (SLM)

Verbal Skills - I 381 Step - 1: Ask students to form into dyads by selecting a person in the class, whom they do not know or do not know well. Step - 2: Ask them to play the role of interviewers. As an interviewer, the member can ask his or her partner questions to get information he thinks necessary to introduce him or her to the class. The interviewee is free to answer or to pass. Step - 3: Tell them to decide who will interview the other first and proceed. Step - 4: Ask them to reverse their roles. Interviewer will become interviewee and vice versa. Step - 5: Ask the students to organise the interview notes and get ready to introduce their partners to the class. Step - 6: Each student in turn introduces his or her partner. Students should stand up and face the whole class when making the introduction. Step - 7: Ask each student to answer the following questions: 1. How did you feel during the interview phase? As an interviewer? 2. Did anyone pass on some of the questions asked? Why? 3. How did you feel when you stood up in front of the class and introduced your partner? 4. How did you feel when you were being introduced? 5. What did you learn as a result of this activity: (a) About yourself? (b) About other in the class? Step - 8: After a good pause, ask the students this question. Invite some students to speak. How good are your communication skills in comparison with others? CU IDOL SELF LEARNING MATERIAL (SLM)

382 English Language and Lab Exercise - 6: About a Company Note to Instructor Step - 1: Ask each member of the class to choose a company in which they would like to work given an opportunity. Step - 2: Ask them to gather information about the organisation covering topics like genesis, progress and current activities, and prepare to speak in the next week. Step - 3: Decide the order in which students will present their speeches, display them and meet one week after. Step - 4: Call the students in the publicised order to speak for 5 minutes. Step - 5: Give your feedback. Exercise - 7: Assess Presentation Skills Ask students to make a PowerPoint presentation on a topic. Form a group of two or three persons for evaluating the presentation. After the presentation, the group will announce their ratings. z Rating scale: 5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – Very poor. Statements 5 Rating 1 A. Message 5 1 1. Did the introduction get attention? 5 432 1 2. Were basic ideas clear and cogent? 5 432 1 3. Was the conclusion proper? 432 4. Was the essential message clear? 5 432 1 B. Receiver Influence 5 1 1. Did the presenter address himself to you as a person? 432 2. Did he address himself at your level of 5 432 1 5 1 understanding? 5 432 1 3. Did he take your viewpoint? 432 4. Did he appear to be sincere, warm and open? 432 5. Were you convinced at the presentation’s end? CU IDOL SELF LEARNING MATERIAL (SLM)

Verbal Skills - I 383 C. Communication 54321 1. Were language, diction an grammar correct? 54321 2. Were language, diction and grammar cogent? 54321 3. Was there proper vocal volume, tone and variety? 54321 4. Were gestures appropriate? 54321 5. Was audience eye contact sufficient? D. Presentation Aids 54321 1. Were PowerPoint slides well prepared? Tips to evaluators: Add the scale values circled to get the total score. If the overall score is above 60, rate the speaker as a good presenter. Otherwise, ask him or her to improve his or her skills. Suggest areas of improvement. News Discussion News is a report of a current event. It is information about something that has just happened or will happen soon. It is a report about recent happenings in a newspaper, television, radio or internet. It is something that is not known earlier. It is important to know about events that are around and may affect us. News is also for entertainment and development of skills. We often talk and comment about the news in conversation with other people. Here are some English phrases you can use to refer to the news and to give your opinion about how it is reported. Given below are some useful English phrases for talking about news. Introducing the subject Have you seen the story about…? Have you heard about the guy who…? Commenting on a news item Did you read the story of…? you’re reading I’ve just read about… Headlines and announcements The paper’s reporting a story about… Wait till you hear this! I can’t believe this… You’ll never believe it, but… Headlines are frequently in a present tense because we consider the news to be happening almost now. “Man dies in fire.” (Newspaper heading.) “A man has died in a house fire caused by a faulty gas oven.” (Announcement on TV news.) CU IDOL SELF LEARNING MATERIAL (SLM)

384 English Language and Lab Commenting on news We use present tense Reporting news They’ve just said on the news that… Negative opinion They’ve just announced… Positive opinion When telling as a story use past tense They’ve just said that a man was killed in a house fire. Apparently it started when … The fire brigade said that the man had bought the gas oven from … That’s just sensationalist! They should check their facts! I think they’re completely biased. They shouldn’t be allowed to say/write things like this! You shouldn’t believe everything you read in the paper! “The World Today” usually has well-balanced coverage of the news. There’s some very fair reporting about the protests. “News at Nine” is usually objective/impartial. This is a really in-depth article about the economy. Exercise - 8: Talking about the News Choose the correct answer from the options given in parentheses against the statement. 1. You could answer “Yes, Steve __ me yesterday.” (said, told) 2. Then you can continue with your reaction: “It’s __ isn’t it?” (terrible, very terrible) 3. If you’ve heard recently, you can say: “Yes, I’ve __ heard.” (already, just) 4. Another way to introduce some news is to say: “I don’t know if you __, but…” (hear, know) 5. If it’s a new story for you, you can reply: __ (Actually, I didn’t know, I don’t believe you!) 6. You can also ask a question to refer to some news. For example: “What do you ________ about ...?” (know, think) 7. If you want to talk about some important, national news, you can say something like: “I can’t __ it about…” (believe, understand) 8. You could answer: “Yes, you have to __ don’t you.” (think, wonder) CU IDOL SELF LEARNING MATERIAL (SLM)

Verbal Skills - I 385 9. If someone introduces some news and you want them to continue, you can say: __ (Please continue! Really?) 10. Have you ____________ about Mary, in the accounts department? (heard, listened). Exercise - 9: News Discussion: Reporting a Crime Form dyads and ask the students to practice the following conversations. A: Have you seen the news today? B: Not yet. What happened? A: Did you know there was a robbery last night? B: Yes, I heard a gang looted a bank. A: There is a rumour that the gang has support of some politicians. B: I don’t understand. A: They took advantage of the power cut. B: They really are supported by politicians. A: Yes, apparently. The police have not responded fast. B: Did the police find some evidence from the CCTV camera? A: There was no evidence of who did it. B: Hopefully we won’t have any more such robberies. Reading Reading is that skill which enables all other skills involved in acquiring a language. Reading in a particular language improves your vocabulary, writing skills, pronunciation, spellings, grammar as well as imagination. Good reading habits are essential for personality development and effective performance on the job. z Reading can help improve an individual’s communication and writing skills. z Reading can further increase a person’s general knowledge. One can get educated by reading. CU IDOL SELF LEARNING MATERIAL (SLM)

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Verbal Skills - I 387 (c) Sangay isn’t American. (d) Teresa and Sangay aren’t English. 3. He is the oldest man in the world. (a) He is not as old as my grandmother is. (b) Many men are older. (c) There are no older men anywhere. (d) He’s older than some other men. 4. You can’t come without a ticket. (a) You can come if you have a ticket. (b) You must not go with a ticket. (c) You don’t need a ticket to come. (d) You cannot buy a ticket outside. 5. Andrea is looking after the children. (a) She can see the children. (b) She is taking care of the children. (c) She is looking at the children. (d) The children are in front of her. 6. They only have one car for the family. (a) They only like cars. (b) They do not like any other cars. (c) They do not have two cars. (d) They have a big family. 7. What does Vonica like? (a) What are her favourite things? (b) How is she? CU IDOL SELF LEARNING MATERIAL (SLM)

388 English Language and Lab (c) Does she look like Vonica? (d) Does he like Vonica? 8. He hopes to go home, but he may go to work. (a) He’ll be at home before the office. (b) It is possible that he will go to work. (c) He’s allowed to go to work. (d) He always goes home after work. 9. I want you to clean the car when you come back. (a) You want to clean it. (b) We will clean it together. (c) I don’t want you to forget to clean it. (d) I want to clean the car. 10. She used to smoke cigarettes. (a) She is used to cigarettes. (b) She smoked before, but she doesn’t now. (c) She usually smokes cigarettes. (d) She used two cigarettes. 11. Shall I take you to the station? (a) Would you like me to take you to the station? (b) Must I take you? (c) Will it be necessary to take you there? (d) Did I take you before? 12. They should talk more slowly. (a) They talk too quickly. (b) They would like to talk more slowly. CU IDOL SELF LEARNING MATERIAL (SLM)

Verbal Skills - I 389 (c) They might have slower talks. (d) Talking is not fast. 13. Mirana remembered to phone the doctor. (a) She remembered phoning the doctor. (b) Mirana forgot to remember to phone. (c) She didn’t forget to phone the doctor. (d) She remembered that she phoned her. 14. Madame Traiviey has lived nearly 115 years. (a) She was very old. (b) She is very old. (c) She died when she was nearly 115. (d) Madame Traiviey has many more years. 15. She can hardly see it. (a) She sees very hard. (b) She is hard with it. (c) She cannot see it very well. (d) It is hard to see her. 16. Yeuk Yee had her house painted white yesterday. (a) She had to paint her house white yesterday. (b) Her house was not blue last week. (c) They painted her house white for her yesterday. (d) She painted her house yesterday. 17. Either teacher knows the answer. (a) No teachers know the answer. (b) Both teachers know the answer. CU IDOL SELF LEARNING MATERIAL (SLM)

390 English Language and Lab (c) All the teachers know the answer. (d) Any teacher can answer. 18. I’d rather be a millionaire. (a) I’ve been a millionaire. (b) I’d better be a millionaire. (c) I’d prefer to be a millionaire. (d) You have more millions than me. 19. You don’t have to do this test. (a) You can choose not to do this test. (b) You mustn’t do it. (c) You can’t do this test. (d) You have no desire to do it. 20. If Muriel had come, she would have won. (a) If she hadn’t won, she’d have come. (b) Muriel didn’t win because she didn’t come. (c) When Muriel came she always won. (d) She didn’t come, but she won anyway. Exercise - 11: Reading Comprehension The Indian Premier League (IPL) is a professional 20-20 cricket league in India contested during April and May of every year by 8 teams representing 8 cities of India. The league was founded by the Board of Control for Cricket in India (BCCI) in 2008, and is regarded as the brainchild of Lalit Modi, the founder and former commissioner of the league. IPL has an exclusive window in ICC Future Tours Programme. The IPL is the most-attended cricket league in the world, and in 2014, ranked sixth by average attendance among all sports leagues. In 2010, the IPL became the first sporting event in the world to be broadcast live on YouTube. The brand value of IPL in 2018 was US$ 6.3 billion, CU IDOL SELF LEARNING MATERIAL (SLM)

Verbal Skills - I 391 according to Duff & Phelps. According to BCCI, the 2015 IPL season contributed ₹11.5 billion (US$ 182 million) to the GDP of the Indian economy. There have been eleven seasons of the IPL tournament. The current IPL title holders are the Chennai Super Kings, who won the 2018 season. Read the passage and choose the most appropriate option. 1. Indian Premier League is considered whose brainchild? (a) Lalit Modi (b) Nirav Modi (c) Vineet Jain (d) Mukesh Ambani 2. How many seasons have been played of IPL till 2018? (a) 10 (b) 12 (c) 11 (d) 9 3. What is the antonym of the world “professional” w.r.t. its usage in the passage? (a) Competent (b) Amateur (c) Master (d) Polished 4. In which year IPL became the first sporting event to be broadcast live on an online platform? (a) 2011 (b) 2010 CU IDOL SELF LEARNING MATERIAL (SLM)

392 English Language and Lab (c) 2008 (d) 2012 5. According to Duff & Phelps, the brand value of IPL in 2018 was __________. (a) ₹ 11.5 billion (b) US$ 182 million (c) ₹ 6.3 billion (d) US$ 6.3 billion Answers 123 4 5 (a) (c) (b) (b) (d) Exercise - 12: Listening to Tongue Twisters Instruction to Students Tongue Twisters are difficult to gasp and memorise. Step - 1: Form into dyads. Step - 2: You will say to your partner three times the following tongue twister – ‘A Flea and a Fly’. A flea and a fly flew up in a flue. Said the flea, \"Let us fly!\" Said the fly, \"Let us flee!\" So they flew through a flaw in the flue. (Source: Kenneth Beare, About.com) Step - 3: Ask your partner to say it and find how far he could repeat it correctly. Step - 4: Your partner says three times the following tongue twister – ‘Fresh Fried Fish’, Fresh fried fish, Fish fresh fried, CU IDOL SELF LEARNING MATERIAL (SLM)

Verbal Skills - I 393 Fried fish fresh, Fish fried fresh Step - 5: Listen carefully and try to repeat it. Your partner finds how far you could repeat it correctly. Exercise - 13: Listening Abilities Note to Instructor Step - 1: Form the students into dyads. Step - 2: One member in the dyad (A) speaks properly the following sentences by memorising and the other (B) student responds by saying what the speaker has said. The speaker (A) now listens and evaluates the performance in the sheet given under. Listening Performance Sheet S. No. Repeated Correctly Number of Mistakes Words Left Out 1 2 3 4 5 Sentences for A to Speak and for B to Listen and Repeat 1 Would you mind giving me a pen? 2 The organisation has diversified its product portfolio. 3 I heard on the news there was a big earthquake and tsunami in Japan last night. 4 Goa is a nice place to visit because it is close to a beach, and there are lots of interesting walks you can do in the surrounding countryside. 5 Everything we have discussed far has been based on the assumption that the role of listening is to help develop abilities to understand things they listen to. Step - 3: Now, it is the turn of B to speak and A to listen and repeat what B said. B listens and evaluates the performance of A in the sheet given above. CU IDOL SELF LEARNING MATERIAL (SLM)

394 English Language and Lab Sentences for B to Speak and for A to Listen and Repeat 1 I am going to the dentist this afternoon. 2 What are some advantages and disadvantages of a skills- based syllabus? 3 Classroom activities should be meaningful and involve real-life communication. 4 Be tolerant of errors of employees, as they indicate that they are building up his or her communicative competences and personality development. 5 Most of the learning activities of management students reflect an important aspect of their style of working in organisations – working in pairs or small groups. Step - 4: Encourage each dyad to share their listening experience with classmates. Exercise - 14: To Speak or Not to Speak Instructions to Students Step - 1: List three situations in which you want to speak (communicate) with others. 1. ……………………………………………………………………………………………. 2. ……………………………………………………………………………………………. 3. ……………………………………………………………………………………………. Step - 2: In those situations how do you react verbally and non-verbally? 1. ……………………………………………………………………………………………. 2. ……………………………………………………………………………………………. 3. ……………………………………………………………………………………………. Step - 3: List three situations in which you do not want to speak. 1. ……………………………………………………………………………………………. 2. ……………………………………………………………………………………………. 3. ……………………………………………………………………………………………. Step - 4: In those situations, if you are instructed to speak, how do you react verbally and non-verbally? 1. ……………………………………………………………………………………………. 2. ……………………………………………………………………………………………. CU IDOL SELF LEARNING MATERIAL (SLM)

Verbal Skills - I 395 3. ……………………………………………………………………………………………. Step - 5: Share your feelings and thoughts with classmates. Demonstrate your non-verbal communication in one of the situations. 1. ……………………………………………………………………………………………. 2. ……………………………………………………………………………………………. 3. ……………………………………………………………………………………………. Exercise - 15: Sales Talk Note to Instructor Step - 1: Form students into dyads. Step - 2: Ask them to read the sales talk given here. Salesman: Good morning, Mr. Venkatesh, how do you do? Customer: Fine. Salesman: My name is Raghu. I would like to show you new vacuum cleaner. May I? Customer: No chance. Salesman: Couldn’t I have just a few minutes? Customer: I just can’t spare time. You will have to excuse me, but I have got work to do. Step - 3: Ask the dyads to critically evaluate the sales talk (Why was it ineffective?) and write down an alternative approach (How should it be?). Step - 4: Ask the dyads to demonstrate the effective approach. Exercise - 16: Conversation in Different Situations Instructions to Students Step - 1: Form into dyads. Step - 2: Read the situations and do as advised. You can interchange roles of speaker and respondent. You can initiate one conversation and allow your group member to initiate another. CU IDOL SELF LEARNING MATERIAL (SLM)

396 English Language and Lab 1. You are deputed to receive a higher official at Chennai Airport and bring him to the office. How do you greet the official and converse during the travel between airport and office? 2. You are interested in moving to Hyderabad from Mumbai. You went to your superior to request. How do you converse with the superior? 3. Your project team member has come to the office after receiving a one-month training at the head office. How do you converse with him (her)? 4. Your subordinate is not performing well recently. You have asked the person to see you. The person is now before you. How do you converse? Step - 3: Discuss the problems faced by you in different stages of conversation: opening, interacting and closing. Step - 4: Prepare a short note for presentation in the class. Step - 5: One of you makes a presentation. CU IDOL SELF LEARNING MATERIAL (SLM)