Information Technology Book for Class X

Based on Windows 10 with OpenOffice

INFORMATION TECHNOLOGY–X Copyright © by Laxmi Publications Pvt. Ltd. All rights reserved including those of translation into other languages. In accordance with the Copyright (Amendment) Act, 2012, no part of this publication may be reproduced, stored in a retrieval system, translated into any other language or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise. Any such act or scanning, uploading, and or electronic sharing of any part of this book without the permission of the publisher constitutes unlawful piracy and theft of the copyright holder’s intellectual property. If you would like to use material from the book (other than for review purposes), prior written permission must be obtained from the publishers. Printed and bound in India New Edition ISBN : 978-81-961662-9-8 Limits of Liability/Disclaimer of Warranty: The publisher and the author make no representation or warranties with respect to the accuracy or completeness of the contents of this work and specifically disclaim all warranties. The advice, strategies, and activities contained herein may not be suitable for every situation. In performing activities adult supervision must be sought. Likewise, common sense and care are essential to the conduct of any and all activities, whether described in this book or otherwise. Neither the publisher nor the author shall be liable or assumes any responsibility for any injuries or damages arising here from. The fact that an organization or Website if referred to in this work as a citation and/or a potential source of further information does not mean that the author or the publisher endorses the information the organization or Website may provide or recommendations it may make. Further, readers must be aware that the Internet Websites listed in this work may have changed or disappeared between when this work was written and when it is read. All trademarks, logos or any other mark such as USP, Amanda, Golden Bells, Firewall Media, Mercury, Laxmi appearing in this work are trademarks and intellectual property owned by or licensed to Laxmi Publications, its subsidiaries or affiliates. Notwithstanding this disclaimer, all other names and marks mentioned in this work are the trade names, trademarks or service marks of their respective owners. Branches & Bengaluru 080-26 75 69 30 & Chennai 044-24 34 47 26 Published in India by & Guwahati 0361-254 36 69 & Hyderabad 040-27 55 53 83 Laxmi Publications (P) Ltd. & Jalandhar 0181-222 12 72 & Kochi 0484-405 13 03 (An ISO 9001:2015 Company) & Kolkata 033-40 04 77 79 113, GOLDEN HOUSE, GURUDWARA ROAD, DARYAGANJ, & Lucknow 0522-430 36 13 NEW DELHI - 110002, INDIA & Ranchi 0651-224 24 64 Telephone : 91-11-4353 2500, 4353 2501 www.laxmipublications.com C—00000/023/02 [email protected] Printed at: Pasricha Art Printers, Delhi



SYLLABUS INFORMATION TECHNOLOGY CLASS X (Code No. 402) PART A: EMPLOYABILITY SKILLS S. No. Units Duration in Hours 10 1. Unit 1: Communication Skills – II 10 10 2. Unit 2: Self-management Skills – II 15 05 3. Unit 3: Information and Communication Technology Skills – II 50 4. Unit 4: Entrepreneurial Skills – II 5. Unit 5: Green Skills – II Total UNIT 1: COMMUNICATION SKILLS–II S. No. Learning Outcomes Theory Practical 1. • W riting pros and cons of 2. Demonstrate knowledge of various • Methods of communication methods of communication   - Verbal written, verbal and non- 3.   - Non-verbal verbal communication   - Visual • Listing do’s and don’ts for avoiding common body Provide descriptive and specific • Communication cycle and language mistakes feedback importance of feedback • Constructing sentences for Apply measures to overcome barriers providing descriptive and in communication • M eaning and importance of specific feedback feedback • E nlisting barriers to effective • D escriptive feedback - written communication comments or conversations • Applying measures to • Specific and non-specific overcome barriers in feedback communication • Barriers to effective communication – types and factors • M easures to overcome barriers in effective communication iv

S. No. Learning Outcomes Theory Practical 4. Apply principles of communication • P rinciples of effective • Constructing sentences that communication convey all facts required by the receiver • 7 Cs of effective communication • Expressing in a manner that shows respect to the receiver of the message • Exercises and games on applying 7Cs of effective communication 5. Demonstrate basic writing skills • W riting skills related to the • Demonstration and practice following: of writing sentences and S. No. paragraphs on topics related 1.   - Sentence to the subject   - Phrase 2.   - Kinds of Sentences   - Parts of Sentence   - Parts of Speech   - Articles   - Construction of a Paragraph UNIT 2: SELF-MANAGEMENT SKILLS – II Learning Outcomes Theory Practical • Exercises on stress Apply stress management techniques • M eaning and importance of stress management management techniques – yoga, meditation, physical • S tress management techniques exercises – physical exercise, yoga, • Preparing a write-up on an meditation essay on experiences during a holiday trip • Enjoying, going to vacations and holidays with family and • D emonstration on working friends independently • T aking nature walks • G oals • Planning of an activity Demonstrate the ability to work • Importance of the ability to • E xecuting tasks in a specific independently work independently period, with no help or • Describe the types of self- directives awareness • Demonstration on the qualities required for working • Describe the meaning of self- independently motivation and self-regulation v

UNIT 3: INFORMATION AND COMMUNICATION TECHNOLOGY SKILLS – II S. No. Learning Outcomes Theory Practical 1. Distinguish between different • C lasses of operating systems • Identification of taskbar, icons, 2. operating systems • Menu, icons and taskbar on the desktop menu, etc. • File concept, file operations, file • Demonstration and practicing organisation, directory structures, and of creating, renaming and file-system structures deleting files and folders, • Creating and managing files and folders saving files in folders and sub-folders, restoring files and folders from recycle bin Apply basic skills for care and • Importance and need of care and • Demonstration of the maintenance of computer maintenance of computer procedures to be followed for cleaning, care and maintenance   - Cleaning computer components of hardware and software   - Preparing maintenance schedule   - Protecting computer against viruses   - Scanning and cleaning viruses and removing SPAM files, temporary files and folders UNIT 4: ENTREPRENEURIAL SKILLS- II S. No. Learning Outcomes Theory Practical 1. List the characteristics • Entrepreneurship and society • W riting a note on entrepreneurship as career of successful entrepre- • Qualities and functions of an option neur entrepreneur • Collecting success stories of the first • Role and importance of an generation and local entrepreneurs entrepreneur • Listing the entrepreneurial qualities – • Myth about entrepreneurship analysis of strength and weaknesses • Entrepreneurship as a career • Group discussion of self-qualities that option students feel are needed to become successful entrepreneur • Collect information and related data for a business • M ake a plan in team for setting up a business UNIT 5: GREEN SKILLS – II S. No. Learning Outcomes Theory Practical 1. Demonstrate the knowl- edge of importance, • D efinition of sustainable • Identify the problem related to sustainable problems and solutions development development in the community related to sustainable de- velopment • Importance of sustaina- • Group discussion on the importance of respecting ble development and conserving indigenous knowledge and cultural heritage • Problems related to sustainable development • Discussion on the responsibilities and benefits of environmental citizenship, including the conservation and protection of environmental values • P reparing models on rainwater harvesting, drip / sprinkler irrigation, vermicompost, solar energy, solar cooker, etc. vi

PART B: SUBJECT SPECIFIC SKILLS S. No. Units Duration in Hours 30 1. Unit 1: Digital Documentation (Advanced) 38 45 2. Unit 2: Electronic Spreadsheet (Advanced) 37 150 3. Unit 3: Database Management System 4. Unit 4: Web Applications and Security Total UNIT 1: DIGITAL DOCUMENTATION (ADVANCED) S. No. Learning Outcomes Theory Practical 1. Create and Apply Styles in • Styles/categories in Word Proces- • L ist style categories. Select the style from the document sor the Styles and Formatting window. • U sing the Styles and Formatting • U se Fill Format to apply a style to many window different areas quickly. • U sing Fill Format • Create and update a new style from a • Creating and updating new style selection. from selection • Load a style from a template or another • Load style from template or document. another document • Create a new style using drag-and-drop. • Creating a new style using drag- and-drop • A pplying styles 2. Insert and use images in • Options to insert image to • Insert an image to document from document document from various sources. various sources. • O ptions to modify, resize, crop • M odify, resize, crop and delete an image. and delete an image. • Create drawing objects • Set or change the properties of a drawing • C reating drawing objects, setting or changing its properties. object Resizing and grouping drawing • R esize and group drawing objects objects. • Position the image in the text • P ositioning image in the text. 3. Create and use template • T emplates. • C reate a template. • U sing predefined templates. • U se predefined templates. • Creating a template. • S et up a custom default template. • S et up a custom template as the • Update a document. • C hange to a different template. default. • U se the Template. • Editing a template • Update the document and save the • C hanging to a different template. • U pdating a Document changes. vii

S. No. Learning Outcomes Theory Practical 4. Create and • T able of contents • Create a table of contents customise table of contents • H ierarchy of headings. • Define a hierarchy of headings • Customization of table of • C ustomize a table of contents • A pply character styles contents • M aintain a table of contents • Character styles • M aintaining a table of contents 5. Implement Mail • Advance concept of mail merge • Demonstrate to print the label using mail Merge in word processing merge. Do the following to achieve • C reating a main document   - Create a main document • C reating the data source   - Create the data source • E ntering data in the fields   - Enter data in the fields • M erging the data source with   - M erge the data source with main main document document • Editing individual documents   - Edit individual document • Printing a letter and its address   - Print the letter and address label label UNIT 2: ELECTRONIC SPREADSHEET (ADVANCED) S. No. Learning Outcomes Theory Practical 1. Analyse data using • U sing consolidating data • Use consolidating data scenarios and goal seek. • Creating subtotals • Create subtotals • Using “what if ”scenarios • Use “what if ” scenarios • Using “what if ” tools • U se “what if ” tools • U sing goal seek and solver • Use goal seek and solver 2. Link data and • Setting up multiple sheets • S etup multiple sheets by inserting new spreadsheets • Creating reference to other sheets sheets by using keyboard and mouse • C reate reference to other sheets by using • Creating reference to other keyboard and mouse document by using keyboard and • Create references to other documents mouse by using keyboard and mouse • R elative and absolute hyperlinks • H yperlinks to the sheet • C reate, Edit and Remove hyperlinks to   o Linking to external data the sheet   o Linking to registered data sources • L ink to external data • L ink to registered data source viii

S. No. Learning Outcomes Theory Practical 3. Share and review a • Setting up a spreadsheet for sharing • S et up a spreadsheet for sharing spreadsheet • Opening and saving a shared • Open and save a shared spreadsheet spreadsheet • Record changes • R ecording changes • Add, Edit and Format the comments • Add, Edit and Format the comments • Review changes – view, accept or reject • R eviewing changes – view, accept changes or reject changes. Merging and • Merge and compare sheets comparing 4. Create and Use • U sing the macro recorder. • D emonstrate the use of a macro recorder Macros in spreadsheet • C reating a simple macro. • C reate a simple macro • U sing a macro as a function. • Use a macro • D iscuss Passing arguments to a • A ccess cells directly • Using a macro macro • Sort the columns using macro • D iscuss Passing the arguments' area values • Discuss Macros to work like built- in functions • Accessing cells directly • Sorting the columns using macro UNIT 3: DATABASE MANAGEMENT SYSTEM S. No. Learning Outcomes Theory Practical 1. Appreciate the • Concept and examples of data and • Identify the data and information concept of Database information • I dentify the field, record, table in the database Management System • P repare the sample table with some standard • C oncept of database • Advantages of database fields • F eatures of database • Assign the primary key to the field • C oncept and examples of Relational • Identify the primary key, composite primary database key and foreign key • Concept and examples of field, record, table, database, • Concept and examples of primary key, composite primary key, foreign key, • Relational database management system (RDBMS) software. ix

S. No. Learning Outcomes Theory Practical 2. Create and edit • Introduction to a RDBMS • Start the RDBMS and observe the parts of tables using wizard • D atabase objects – tables, queries, main window and SQL commands forms, and reports of the database • Identify the database objects • Terms in database – table, field, • Create the sample table in any category using record wizard • Steps to create a table using table • Practice to create different tables from the wizard available list and choosing fields from the available fields • Data types in database • Option to set primary key • A ssign data types of field • Table Data View dialog box • S et primary key • E dit the table in design view • Enter the data in the fields • C reate and edit table using DDL Commands 3. Perform operations • Inserting data in the table Demonstrate to: on table • Editing records in the table • Insert data in the table, Edit records in the • Deleting records from the table 4. Retrieve data using • S orting data in the table table, Delete records from table, Sort data in query • Referential integrity the table • Creating and editing relationships • Create and edit relationships one to one, one to many, many to many – one to one, one to many, many • E nter various field properties to many • Field properties (default, required and format) • Database query • P repare a query for given criteria • Defining query • D emonstrate to create query using wizard, • Query creation using wizard • C reation of query using design view and using design view • Editing a query • Edit a query • A pplying criteria in query – single • Demonstrate to apply various criteria in field, multiple fields, using wildcard query – single field, multiple fields, using • P erforming calculations wild card • Grouping of data • Performing calculations using query in Base • S tructured Query Language (SQL) • D emonstrate to group data • Introduction to DDL (purpose of- • U se basic SQL commands Create database, Create table, Alter table and Drop table) x

S. No. Learning Outcomes Theory Practical 5. Create Forms and • Introduction to Forms in DBMS • Illustrate the various steps to create Form using Form Wizard Reports using wizard • C reating form using wizard • Steps to create form using Form • Enter or remove data from Forms Wizard • D emonstrate to modify Forms • Options to enter or remove data • D emonstrate to change label, background from forms • Search record using Form • Insert and delete record using Form View • M odifying form • Illustrate the various steps to create Report • Changing label, background • S earching record using Form using Report Wizard • Inserting and deleting record using • D emonstrate various examples of Report Form View • Concept of Report in Base • Creating Report using wizard • Steps to create a Report using Wizard • Insert date and time UNIT 4: WEB APPLICATIONS AND SECURITY S. No. Learning Outcomes Theory Practical 1. Working/with Acces- • U nderstand various types of impairment • Illustrate use of various options under sibility Options. that impact computer usage Computer Accessibility like keyboard, mouse, sound, display setting serial • C omputer Accessibility Dialog box and its keys, cursor options tabs • Use toggle keys, filter keys, sticky • S erial Keys keys, sound sentry, show sounds etc. 2. Understand • Network and its types • Identify applications of Internet Networking • C lient Server Architecture, Peer to-peer • C omparing various Internet technol- Fundamentals (P2P) Architecture ogies • Internet, World Wide Web • Identifying types of networks and • B enefits of networking • Internet, getting access to Internet, selecting Internet • Internet terminology • Some of the commonly used Internet connectivity options • D ata transfer on the Internet xi

S. No. Learning Outcomes Theory Practical 3. Introduction to • L earn key features of instant messaging • Illustrate steps to create instant Instant Messaging • C reating an instant messaging account messaging account • Launching Google Talk • Signing in into your Google Talk Account • Signing In into your Google Talk Account 4. Chatting with a Con- • L earn to chat with a contact that is already • I llustrate chat with a contact and send tact – Google Talk added to your contact list messages • Sending text chat messages instantly by • Chatting with various messenger double-clicking on a contact services • G eneral rules and etiquettes to be followed while chatting • C hatting on various types of messengers 5. Creating and • Learn and appreciate a blog and its creation • Illustrate Blog Creation and setting Publishing Web Pages with the help of some blog providers various parameters in it – Blog ... • S et up title and other parameters in a blog posting comments • Using offline blog editors 6. Using Offline Blog • Concept to create blogs using a blog • D emonstration on how to create blogs Editors application and publish the blog whenever using a blog application offline. Internet connectivity is available. • Posting messages in an offline application • Publish the blog whenever Internet connectivity is available using various examples 7. Online Transaction • Concept of e-commerce and various online • Illustration of online shopping using applications various ecommerce sites • Importance of secure passwords • Demonstration of securing passwords for online transactions xii

S. No. Learning Outcomes Theory Practical 8. Internet Security • Need of Internet security • I llustration of internet security threats • Cyber threats like phishing, email- through various ways spoofing, char spoofing etc. • Cyber security tips • Best practices for Internet security and • T ips for secure passwords • Demonstration of strong passwords secure passwords • Concept of browser, cookies, backup, using various websites. • Clearing data stored in browser antivirus • Clearing data in browsers applications. 9. Maintain Workplace • B asic safety rules to follow at workplace – • P ractice to follow basic safety rules at Safety Fire safety, Falls and slips, Electrical safety, workplace to prevent accidents and Use of first aid protect workers • Case Studies of hazardous situations   – F ire safety, Falls and slips, Electrical safety, • U se of first aid. 10. Prevent Accidents and • A ccidents and emergency • Illustrate to handle accidents at Emergencies workplace • Types of Accidents • Demonstrate to follow evacuation • Handling Accidents plan and procedure in case of an emergency. • Types of Emergencies • Identify hazards and sources of hazards 11. Protect Health and • H azards and sources of hazards • Identify the problems at workplace Safety at work • G eneral evacuation procedures that could cause accidents • Practice the general evacuation • Healthy living procedures in case of an emergency. xiii



















Unit-1: Communication Skills-II Methods of 1 Communication Session Learning Outcome After this session, you will be able to »» identify the different elements of communication. »» explain the communication process along with all the communication elements. »» list the various methods of communication. 1.1  What is Communication? In today’s fast world, sharing information has become an integral part of our life, which requires good communication skills. Developing good communication skills helps several aspects of our life such as our professional career, and social gatherings. In order to deliver and understand information quickly and perfectly, we need to develop good communication skills. Being able to communicate effectively is an essential skill of our life that can’t be Sharing information overlooked. Poor communication skills give a negative impact. A poorly delivered message usually results in misunderstanding and frustration. In some cases, a poorly delivered message results in a disaster. Communication is the process A number of languages are spoken in the world. People who speak more than one language can communicate well with people of understanding and sharing of nations where these languages are spoken. English is spoken in information. To communicate almost all nations of the world, so people who speak English can well is to understand, and be communicate with people all around the world. In India, more than twenty languages are spoken by the people of different states. understood. It is not possible for a person to learn all of them. If you speak English you can communicate with them. Communication refers to the process through which a message is sent by an individual which passes through a number of receivers. Its timing and effectiveness depends on how long it takes for feedback to be received by the individual sender. 3 Unit-1: Communication Skills-II

1.2  Parts of Communication Parts of Communication The word ‘communication’ has been derived from the Latin word “communicare”, which means to share. So, communication is the process of sharing Transmission Listening Feedback of ideas, facts, opinions, and information. In general, communication is defined as the process of exchanging information between individuals. The process uses written messages, spoken words and gestures. Organisational behaviour seeks to examine the impact of communication on the behaviour of employees within organisations. An effective communication is of great importance in business environment because of the involvement of several individuals or groups in the business. They include customers, employees, vendors, media, etc. They always sent useful information to each other. Thus, we can say that communication has three important parts: transmitting, listening and feedback. 1.2.1 Transmitting Transmission refers to the Transmitting refers to the communication as a one-way process in which a sender transmits a message to a receiver through one process of sending a message by medium or another. This part focuses on the sender and message the sender through one medium within a communication encounter. We assume that the receiver or another. either successfully receives and understands the message or not. For example, a radio message is sent from a person in the studio to the listeners at home or some other places. The sender is the radio announcer in the studio who encodes a verbal message which is transmitted by a radio tower through electromagnetic waves (the channel) and eventually reaches the listeners’ or receivers’ ears via an antenna and speakers in order to be decoded. The Channel radio announcer actually does not know whether the message is being received or not. When the equipment is working and the channel is free of static, there is probability that the Encoding Decoding message was successfully received by the listeners. Transmission of a message The following elements are used in the process of transmission of a message: • Sender: It refers to the person or entity who originates the communication. • Message: It refers to the information that the sender wishes to convey. • Encoding: It refers to the way the sender chooses to bring the message into a form appropriate for sending. • Channel: It is the means by which the message is sent in the form of speaking, writing, graphics, video, etc. • Receiver: The receiver refers to the person or entity to whom the message is sent or delivered. • Decoding: The decoding is the way the receiver interprets and understands the message Information Technology–X 4

1.2.2 Listening Listening Listening refers to the ability to receive and interpret messages accurately. It is an essential part of an effective communication. A message can be misunderstood if the ability to listen does not work effectively—the communication breaks down and the sender of the message gets irritated. Because of the importance of listening effectively, many organisations provide listening skills training for their employees. Good listening skills always lead to better customer satisfaction and productivity with least mistakes. This also helps in increasing sharing of information that leads to more creative and innovative work. All successful leaders and entrepreneurs credit their listening ability. LISTENING VS HEARING Listening requires focus and concentrated mental, and sometimes physical, effort. The ability of a person to listen effectively depends on the degree to which he/she perceives and understands a message. Hearing refers to the sounds that enter our ears. It is a physical process that provided us with the ability to hear sounds automatically. 1.2.3 Feedback Feedback is the essential part Feedback refers to the response or reaction that the receiver has on the message which has been delivered to him/her. When of communication; without the message is received by the feedback, the communication recipient, he/she reacts in one way process becomes incomplete. or another; this reaction is called feedback. Constructive feedback motivates the sender. Feedback is the final component of communication process. It helps break communication barriers between the sender and the receiver. Let us understand the importance of feedback by this example. Communication feedback Teacher: Do you have a good book on English grammar on reasonable price. Salesperson: Let me ask my manager. In this conversation, the teacher transmits the information orally to the listener, the salesperson. The discussion about the book is the message. Salesperson: Yes madam. We have a good book on English grammar. Teacher: Please give me one copy of it as sample. If it is good, I will ask my students to purchase. Here, the salesperson’s response is the feedback. 1.3  Elements and Process of Communication Speaker addressing to audience The communication process can be better understood by a series of eight essential elements or components, which are explained as: 5 Unit-1: Communication Skills-II

1.3.1 Source The source refers to creator and sender of a message. For example, the person who gives speech in a public is the source. The speaker shares information or message with his/her audience through his/her tone of voice (verbal), body language (non-verbal), and appearance. In this process, the first step involves the determination of the message– what to say and how to say it. The second step involves encoding the message by deciding the right words to convey the desired meaning. The third step is to send the message to the audience. The last step involves the audience’s reaction. The source perceives how well the audience received the message and responded it. 1.3.2 Message Message refers to the information The message refers to the meaning that the source produces for that the source wants to convey. the receiver. When the source plans to give, or write, a speech, the message consists of words to convey their meaning. These words are put together according to the rules of grammar. The message also consists of the way it is presented to the audience–speech, tone of voice, body language, and physical appearance. A written message consists of writing style, punctuation marks, headings and formatting. For example, the sales manager of an organisation is addressing a large audience of sales representatives and is aware there is a word series game tonight. By expressing verbally something that most people in his audience are aware of and interested in, he might grasp and focus their attention. 1.3.3 Channel Channel refers to the means by The channel refers to the way, a message travels from the source which the information is sent or to the receiver. For example, there are hundreds of channels on a delivered to the receiver. television and each of them takes up some space in the cable to bring its message to our home. The television consists of an audio signal and a visual signal. Together they send the message to the receiver or audience. When we turn off the volume on our television, the audio signal does not work but the body language in the visual signal conveys part of the message. When we turn on the volume and move away from the television so that we cannot see the television, the audio signal convey the message. Similar is the case with a source. When a source speaks, Watching television he or she uses a channel to convey his or her message. This spoken channel includes face-to-face conversation, speech, telephonic conversation, voice mail message, radio system, public address system, and voice over Internet protocol. When a source writes, he or she uses a channel that includes letter, memorandum, invoices, newspaper, magazine, article, blog, e-mail, text message, and tweet. 1.3.4 Receiver The receiver receives the message from the source. The receiver analyses and interprets the intention of the source send through the message, sometimes the receiver fails to understand the intention Information Technology–X 6

sent through the message. To better understand this element of Receiver refers to the person or communication, think of a cricket match. The bowler bowls to the group of persons to whom the batsman, who sees the positions of fielders and interprets where to hit message is sent. the ball. The bowler intends for the batsman to catch his message in one way, but the batsman sees things differently and hits the ball. Just as a bowler plans where the batsman will hit the ball, a receiver Batsman hitting the ball too can recognise the interaction between source and receiver in a communication. 1.3.5 Feedback When the receiver responds to the source, the receiver gives feedback. The feedback allows the source to judge how well and accurately the message was interpreted. Feedback gives an opportunity to the receiver to ask the source for the clarification of the message. Larger the amount of feedback, more accurate the communication. 1.3.6 Environment The environment refers to the atmosphere where the source sends Room environment for discussion and the receiver receives a message. It may include a room with a table, a chair, lighting, and sound equipment. Here, the room is the environment where a source writes a message, or a receiver receives a message, or there is a discussion on a certain topic. The environment may also include factors like formal dress to indicate to a formal or professional message. Participants may be likely to have a conversation to be present physically close to each other. As a speaker, your environment will impact and play a role in your speech. 1.3.7 Context Context is all about what people The context refers to the setting, scene, and expectations of the expect from each other, and we individuals involved. A professional context may involve business often create those expectations suits to influence expectations of language and behaviour among out of environmental cue . the participants. When students enter the classroom, they come from some other places usually their homes. Similar is the case with the teacher seated before them. The degree to which the environment is formal or informal depends on the contextual expectations for communication held by the participants. The student sitting next to you may communicate in the informal way with the teacher. The teacher may use verbal and non-verbal methods in the academic environment. 1.3.8 Interference Interference refers to anything that changes the source’s intended meaning of the message. So, it is also called noise. If a student drives a car to school, chances are the student is surrounded by noise that 7 Unit-1: Communication Skills-II

When someone’s thoughts includes car horns, billboards, the radio in the car or conversation occupy their attention while with another person in the car. All these interrupt the student’s hearing or reading a message, thoughts. this is called psychological noise. Noise may interfere with normal encoding and decoding of the message carried by the channel between source and receiver. For example, your cellphone’ ringtone may be a welcome noise to you, but it may interrupt the communication process of the people near to you. message message message message SOURCE ENCODING CHANNEL DECODING RECEIVER FEEDBACK CONTEXT Communication process ACTIVITY Follow the given steps to perform this activity. à The situation is that you are a computer teacher at your school. à Your partner is a sales executive of a publishing house who visits your school. He/ she asks you to introduce his/her book of Information Technology in your school. à You ask him/her a lot of questions about the specific features of the books. à Develop a script of discussion between you and your friend. à Discuss what you all learned from this activity. à Can this be done by sending emails or talking on phone? à Which of these methods do you think is best? Check Your Progress A. Tick (3) the most appropriate option. 1. Which of these is NOT an element of communication process cycle? a. message b. speed c. receiver d. channel 2. Which of the following is used for the expectations of the individuals involved in the communication process? a. channel b. context c. environment d. inference Information Technology–X 8

B. State whether True or False. 1. Sender needs decoding for a message. 2. Feedback helps the sender to improve message. 3. Hearing is an important part of the process of communication. C. Answer in brief. 1. What do you mean by a channel in communication process? 2. What is the process of sharing information called? 3. What is the purpose of making a poster? 4. What do you mean by the term ‘decoding’? D. Answer in detail. 1. Make a list of different methods of communication. Which of these do you think is most effective? 2. What is feedback? Have you ever given feedback to someone for improvement of something? What was its result? 9 Unit-1: Communication Skills-II

Unit-1: Communication Skills-II Importance of 4 Feedback Session Learning Outcome After this session, you will be able to »» identify how and when the feedback is required. »» describe the importance of feedback. »» use suitable words and phrases to give or receive feedback. 4.1  Meaning of Feedback Feedback can be defined as a process in which the output of an action is returned. Actually, feedback is the observation of receiver’s response. In other words, we can say that what receiver has understood from the message or the information delivered to him or her and this message is in turn is send back to the sender. Feedback is not just giving response about what receiver understands from the context but it is also giving new ideas about it to the sender. It also helps to get the things correct if they go in the wrong way. Communication is not complete without a proper feedback because both sender and receiver think differently. So, feedback helps us know the demand, problems, ideas, thoughts and views regarding any topic and it gives the communication a way in which it can perform better. The type of feedback given to employees has a major impact on their subsequent performance. In order for managers to be the most effective at providing feedback must understand the types of feedback. 4.1.1  Importance of Feedback Feedback is an important part of communication. It helps the A feedback which points out sender of a message to know how effective the message has been. toward the mistake in the 1. Integral Part of Communication context of the message is called The process of communication is not possible to complete a negative feedback. It brings out the change what is needed to without feedback. Feedback is one of the integral parts of the become easy for everyone. process of communication. Information Technology–X 20

2. Receives the Response of Receiver Feedback helps the sender of the message receive the reaction of the receiver that apprises him or her to assess how well the receiver has got the message. 3. Collects Information from Receiver Feedback helps the sender of the message to collect information from the receiver and organise them effectively. 4. Develops the Effectiveness of Media A feedback which is given Feedback is essential for two-way communication which after the receiver understands what he/she need to do and develops a strong relationship between the sender and the after doing that it is shown in receiver. the results is called a positive 5. Coordinates Activities feedback. It is positive because In an organisation when the superior sends a message, the the receiver understands what subordinate sends feedback. Through this process, they can work is required for good results. coordinate their activities. 6. Achieving Organisational Goal Feedback helps the related parties within an organisation to achieve organisational goal effectively. 7. Solving Problem To solve different types of problems, it requires two-way communications that are completed by the feedback. 4.1.2  Types of Feedback Feedback can serve a number of purposes and take a number of forms as given below. 1. Formal Feedback A formal feedback refers to an intentional and systematically planned process. A formal feedback focuses on observations made on available information. So, it takes time to construct and hence, is not instant. For example, “congratulation on being selected for the quiz contest, you really worked hard for it.” 2. Informal Feedback An informal feedback can occur at any time and at any place as it emerges spontaneously during an action. It does not follow a set schedule with structure. This is why an informal feedback can happen while walking to school, at a traffic signal. An informal feedback does not stick to a specific structure such as instant comments by the listener or learners. For example, “bravo! well done!” 3. Descriptive Feedback A descriptive feedback consists of detailed useful information, and some suggestion. For example,“All animals should be treated in a merciful way. Like us animals too feel pain, hunger and thirst. You can feed some birds by spreading grains on the roof.” 21 Unit-1: Communication Skills-II

4. Non-descriptive Feedback The term non-descriptive means something without description. So, a non-descriptive feedback refers to some useful information but without proper description. For example,“ I only like your essay. Others needs improvement.” 5. Specific Feedback A specific feedback talks about a thing or particularly without talking about a general overview. For example, “I like the way you described your view regarding corona infection. It makes me feel like I know it too.” 6. Non-specific Feedback A non-specific feedback refers to an entire thing giving a general overview. It does not specially pinpoint its specific feature. For example,“I like your story. I also want to write it.” Check Your Progress A. Tick (3) the most appropriate option. 1. Which of these are examples of specific feedback? a. I want to play like Virat Kohli. b. Good, you sang nicely! c. I eat only Dussheri mangoes. Others are not too tasty. d. I don’t know. 2. Which of these is an example of positive feedback? a. I noticed you speak well to suite the audience. b. You took more time than expected to complete the work. c. You didn’t reply when they wished you. d. It can be done in a better way than you did. 3. Which of these is an effective component of an effective feedback? a. time-taking b. specific c. non-specific d. indirect B. State whether True or False. 1. This is an example of positive feedback, “I don’t like to tell you this but your speaking skill needs improvement.” 2. This is an example of negative feedback, “I noticed your honesty towards your behaviour.” 3. Feedback can motivate people to do in a better way. Information Technology–X 22

C. Answer in brief. 1. Define positive feedback. 2. Why is it important to be polite while giving feedback? 3. Give an example of specific feedback. D. Answer in detail. 1. What is the importance of feedback? 2. What type of feedback is considered good? Give an example in support of your answer. 23 Unit-1: Communication Skills-II

Unit-1: Communication Skills-II Writing Skills- 6 Parts of Speech Session Learning Outcome After this session, you will be able to »» use capitalisation and punctuation rules for sentences. »» identify the basic parts of speech. »» explain the usage of the different parts of speech. 6.1 Capitalization 1. We capitalise the first letter of proper nouns and adjectives derived from them. H I saw many Japanese at Lotus Temple in New Delhi. 2. We capitalise the first letter of generic names with a proper noun. H My school is located on Circuit Road. 3. We capitalise the first letter of the first word in a sentence. H We have been to Delhi many times. 4. We capitalise the pronoun I. H She was ill so I sent her some flowers to cheer her up. 5. We capitalise the first letter of the title of a relative when the relative is named. H That blonde man is Uncle Rajesh. 6. We capitalise the first letter of the titles that precede a proper name. H That man sitting in the armchair is President Ramnath Kovind. 7. We capitalise the first letters of words in titles, except coordinating conjunctions, articles, and prepositions. H ‘Jab We Met’ is one of my favorite movies. 8. We capitalise the first letters of names of races and ethnic groups. H My neighbour Monica married a Chinese last year. 9. We capitalise the first letters of names of historical, religious, or political groups. H Many Catholics tend to consider themselves Republicans. 33 Unit-1: Communication Skills-II

6.2 Punctuation 6.2.1  Full Stop (.) q A full stop is used at the end of declarative and imperative sentences. H The cat is under the table. (declarative) H You may go now. (imperative) q A full stop is used to signify an acronym. H M.B.B.S. stands for Bachelor of Medicine and Bachelor of Surgery. H Sarah, Ph.D., will be lecturing about insects. 6.2.2  Comma (,) q A comma is used to separate three or more words, phrases, or clauses in a series. H I bought a pen, a pencil, and two books. q A comma is used before and/or in a series of items. H She has fruits, bread, and milk for breakfast. H What would you prefer: tea, coffee, or cold drink? q A comma is used before a dialogue. H He said, “I will see you tomorrow.” q A comma is used before a conjunction introducing an independent clause. H We wanted to stay up until midnight, but we grew tired and fell asleep. q A comma is used to enclose additional information. H The best way to see a country, unless you are pressed for time, is to travel on foot. q A comma is used to separate items in dates. H She was born on June 3, 2010. q A comma is used to set off the name of the person addressed (spoken to). H I have finished my lesson, Miss Goyal. 6.2.3  Semi-colon (;) q A semi-colon is used to separate two related sentences where there is no conjunction. H Some people like ketchup with fries; others prefer vinegar. q A semi-colon is used to separate a statement from its explanation. H Be here by three o’clock at the latest; otherwise, I will not wait. q A semi-colon is used in place of a coordinate conjunction to show cause and effect. H The rain was rising; we had to move. q A semi-colon is used to separate items in a series. H When we went on holiday, we visited relatives in Preet Vihar, Delhi; and Roop Nagar, Gurugram. Information Technology–X 34

6.2.4  Colon (:) q A colon is used to separate hours and minutes. H The train arrives at 14:10 hours. q A colon is used to express a ratio. H The study revealed that cats outnumbered dogs by 2 : 1. q A colon is used to separate acts from scenes in a play. H Act II: Scene 1 is my favourite part of the play. q A colon is used to separate dramatic characters forming a dialogue. H Maria: The power went off, so I slept in. q A colon is used to separate a title from a subtitle. H My new name is Akash: The Place Without Limit. 6.2.5  Hyphen (-) q A hyphen is used in some compound words. H My brother-in-law is a surgeon. q A hyphen is used with some prefixes and some suffixes. H He is an ex-hockey player. q A hyphen is used in compound numbers. H There are twenty-five people in the cinema hall. q A hyphen is used in fractions, when written out as words. H Three-fourths of the earth’s surface is water. 6.2.6  Dash (–) q A dash is used to show a break in thought in a sentence. H The Black Stallion—my all-time favourite book—was for sale at the bookstore. q A dash is used to set off information that is dramatic. H Locating fresh water would mean we stood a chance—our only chance at surviving until our rescuers could find us. q A dash is used to summarise or provide information. H Language, arts, social studies, science, and math—all my academic subjects—seem to have homework. 6.2.7  Ellipsis (...) q An ellipsis is used to indicate an omission of a word or words within a sentence. H My granny always use to end her stories, “... and they lived happily ever after.” 35 Unit-1: Communication Skills-II

6.2.8  Quotation Marks (“ ”) and (‘ ’) q Quotation marks are used to enclose the exact words of a speaker. H Jane said, “Come for dinner tonight.” q Quotation marks are used to identify titles of short works. H They sang “O Canada” before the hockey game. q Quotation marks are used to enclose titles of films, poems, books, magazines, etc. H Today we are planning to go to cinema to watch the movie “Jab We Met.” 6.2.9  Apostrophe ( ‘ ) q We use an apostrophe to indicate missing letters from contracted form. H I have — I’ve;  she is — she’s;  is not — isn’t q We use an apostrophe before or after the possessive ‘-s’ ending of nouns. H I live in my grandmother’s house. q We use an apostrophe to indicate special plural. H There are two g’s in the word egg. Count the given numbers in 2’s. 6.2.10  Parenthesis ( ) q We use parenthesis to set off additions or expressions that are not necessary to a sentence. H I visited several cities (Srinagar, Amritsar and Ambala) on my trip last month. 6.3  Parts of Speech Nouns, pronouns, adjectives, verbs and adverbs are basic parts We use words to make sentences. All words are divided into eight of speech. Articles, interjections, classes, which are called parts of speech. Parts of speech are: nouns, conjunctions and prepositions pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, and are supporting parts of speech. interjections. 6.3.1 Nouns A noun is a naming word. A noun is the name of a person, an animal, a place, a thing, an idea, a quality, or a state of being. H persons: teacher, mother, peon, Rajesh, Jane, Johan, Countable nouns can be Kabir, ... counted; they are separate H animals: cow, dog, eagle, butterfly, ant, elephant, crow, objects, for example, book, table, fish, cockroach, ... cow, etc. Uncountable nouns H places: school, mall, park, river, lake, house, Delhi, cannot be counted. They are not London, ... separate objects. They are names H things: lamp, book, desk, mango, spoon, tomato, flower, of materials, liquids, concepts tree, table, ... and mass objects without H state of being: despair, poverty, sorrow, illness, sickness, ... boundaries. Information Technology–X 36

H quality: honesty, sincerity, intelligence, ambition, ... H ideas: love, courage, freedom, truth, duty, ... Examples: 1. Can you believe that woman’s brilliance? 2. To my delight, everyone arrived on time. 3. They showed extreme joy when they helped others. 4. The men had much bravery on the battlefield. 6.3.2 Pronouns A pronoun is word used in place of a noun in a sentence. Subject pronouns act as the H he, she, it, they, we, you, etc. subject of the verb in a sentence: I, you, he, she, it, we, they. Object Examples: pronouns act as the object of the verb in a sentence: me, you, him, 1. This is John. He is a teacher. her, them, it, us. 2. Jyoti has a house in the hills. It is very big and old. 3. Sarah is a tall girl. She is taller than her sister. 6.3.3 Adjectives An adjective is a word that describes a noun or a pronoun. Adjectives give us information H good, large, hot, soft, round, beautiful, black, five, etc. about size, shape, colour, height, age and origin of people, animals, Examples: or things. Adjectives express our 1. The Ganga is a sacred river. opinion or observation about a 2. I spent the whole day cleaning. noun or a pronoun. 3. How much are those shoes? 4. Whose car were they in? 6.3.4 Verbs A verb is a word that denotes an action, a state of being, or a state of possession. H go, come, eat, rise, run, walk, sleep, cry, etc. Examples: Transitive verbs require an object 1. She plays lawn tennis. to receive an action. Intransitive 2. I think she is a very selfish person. verbs do not require an object 3. The cuckoo is a song bird. to receive an action. They often 4. Her hair is curly. describe a physical behaviour or 5. Jane has a younger sister. movement. 6. The girls have a white dress. 37 Unit-1: Communication Skills-II

6.3.5 Adverbs An adverb is a word that adds something to the meaning of a verb. An adverb is a word that modifies or describes a verb, other adverb, or an adjective H fast, slow, now, then, tomorrow, late, outside, etc. Examples: Adverbs of place: above, below, 1. The snail moves slow. everywhere, here, inside, etc. 2. The snail moves very slow. Adverbs of time: yesterday, 3. He took part in the bike race yesterday. tomorrow, last Sunday, etc. 4. Who is hiding there? Adverbs of manner: well, nicely, 5. She no longer takes interest in her work. fast, badly, kindly, etc. 6.3.6 Prepositions A preposition is a word that links other words in a sentence by describing position, time, direction or agent. H in, on, at, behind, over, into, in front of, with, ... Examples: Prepositions can convey 1. She took the key out of her bag. information about time, place, 2. He went around the school building. movement, agent, manner, 3. The poster is on the wall. state or condition, quantity or 4. She wrote her name at the top of the paper. measure, purpose or reason, 5. You can see a lion behind the bush. source, and concession. 6.3.7 Conjunctions A conjunction is a linking word which is used to join thoughts, ideas, clauses and phrases. H and, but, so, for, either, or, etc. Examples: 1. I am going on a journey to London, United States, and Canada. 2. I really want to go skiing, but there is not enough snow. 3. Jane would rather have a burger or a pastry. 4. David was not feeling well last night, so he could not study for his test. 5. Either do your homework or go to bed. 6. She spoke neither English nor German. 7. Walk fast otherwise you will miss the train. 6.3.8 Interjections An interjection is a word which is used to show a strong sudden feeling. H Oh! Wow! Bravo! Alas! Hurrah!, etc. Information Technology–X 38

Examples: 1. Wait! I am not finished. 2. Wow! That was easy. 3. Ah! I never heard that incident before. 6.3.9 Articles Articles are words that modify nouns they come before. Some words begin with a vowel, We have three articles in English: a, an and the. but their beginning sound is not We use a before the words that begin with a consonant sound. a vowel sound. We use ‘a’ before them for example, a uniform, a H a rat, a man, a tree, a crow, a banana, a lion, a chair, a university and a unicorn. house, and a city, etc. We use an before the words that begin with a vowel sound. H an aeroplane, an apple, an orange, an actor, an eagle, an hour, etc. We use the to refer to a specific noun. So, the is called the definite article. H the Sun, the Moon, the Himalayas, the North Pole, and the Earth, etc. Examples: 1. He started eating an apple. 2. You should see a doctor about that cough. We use ‘a’ and ‘an’ to refer to a 3. Sonika has a beautiful smile. non-specific, singular countable 4. She bought a pen and pencil. noun. So, ‘a’ and ‘an’ are called 5. The Nile is the longest river in the world. the indefinite articles. 6. The Indian Ocean is the world’s third largest ocean. 7. The cow is a useful animal. ACTIVITY Follow the given steps to perform this activity. à Form a pair with one of your classmates. à Ask our friend to write five sentences. à You identify the different parts of speech and write them down. à Change your turn. Now you write five sentences. à Your friend will identify the different parts of speech and write them down. 39 Unit-1: Communication Skills-II

Check Your Progress A. Tick (3) the most appropriate option. 1. In which of these sentences, the underlined word is an adjective? a. I heard a child crying. b. I saw a black bird sitting in a tree. c. Elephants spend most of time in eating food. d. The Sun climbed higher in the sky. 2. Which of these sentences is capitalised correctly? a. John and i were playing in the park when the rain started to fall. b. We played a friendly cricket match last sunday. c. The dog is a faithful Animal. d. The baby is crying tears. 3. Which of these sentences is punctuated correctly? a. Where she has gone! b. Monica said, I am going shopping. c. This is Rajats house. d. There are twenty-four hours in a day. 4. Which of these sentences is grammatically wrong? a. She is a Christian. b. My father read the Times of India. c. The Rock Garden is in Chandigarh. d. My father bought me a new bicycle on my birthday. B. State whether True or False. 1. The word ‘education’ is uncountable noun. 2. We do not use articles before a language. 3. We use ‘the’ to refer to a noun that already has been mentioned 4. The adjective found after the verb actually describes the subject. 5. Pronouns of the third person refer to the person(s) or thing(s) spoken of. 6. An intransitive verb does not require an object to receive the action. Information Technology–X 40

C. Answer in brief. 1. Define noun giving an example. 2. Name five words that begins with a vowel sound. 3. Give four examples of conjunctions. 4. Give three common prepositions of time and place. 5. Give four examples of verbs. 6. Give four examples of object pronouns. D. Answer in detail. 1. Write four examples of verbs. Now use them in your own sentences. 2. Give four examples of adjectives. Now use them in your own sentences. 3. What is the use of conjunctions? 4. Give one example on each a. ‘in’ as preposition of place and time. b. ‘on’ as preposition of place and time. 5. Which of these are conjunctions—over, because, on, but, across, besides, at, until? 41 Unit-1: Communication Skills-II